COURSE - BASED UNDERGRADUATE SUSTAINABILITY RESEARCH EXPERIENCE FOR ENGINEERING EDUCATION
Bibliographic record
Abstract
Building a research-based curriculum across all fields of study is more important in the fast-paced, knowledge-driven world. To fully benefit from such a curriculum, engineering educators and students must recognize the significance of integrating sustainability into knowledge creation and practice, along with educational equity serving as the rationale for pedagogical design. This practice study highlights the impact of embedding sustainability research experience in two undergraduate electrical engineering courses at the University of Ottawa, Canada as a path of reinventing engineering education. In the second-year professional practice course, students learned about sustainability as a value that combines factual and ethical components through knowledge-based research. In the fourth-year power engineering course, the students investigated sustainability as a value practice in energy-related subjects through design-based research. Upon evaluation of the courses and student progress, it was evident that notable knowledge gains had been made after completing the experience. Further, this compensatory experience helped narrow the performance gap between high-achieving and low-achieving students. Surveys and feedback from students demonstrated remarkable improvements in their knowledge and competencies. The author emphasizes the significance of developing research skills for crafting usable sustainability knowledge early on as strategic competencies in undergraduate engineering education. These competencies promote educational equity, enrich ethical design thinking, and prepare students for graduate studies and unpredictable professional careers in a changing world.
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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 | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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".