Taking Project Planning Seriously by Removing Project Deliverable Due Dates: First Attempt
Bibliographic record
Abstract
Undergraduate design courses often include project management. However, the traditional structure of such courses, as codified in due dates, removes much of the responsibility for project management from students. To increase responsibility towards project planning, this paper explores the impacts of allowing student teams to set their own project deliverable deadlines. In a second-year product development course, students were provided with external client-based milestones. Groups were then tasked with developing and documenting their own due dates in a project plan, making it available to the teaching team, and then being held accountable for their project work schedule. Results showed that students perceived this new approach as being positive when compared to fixed due dates. Students also felt more responsible for their project plan. However, only organized students and teams appeared to benefit from this additional flexibility, while disorganized teams suffered from a higher amount of procrastination and greater team conflict.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".