符合国际工程专业认证要求的课程档案编制方法研究——以建筑结构抗震课程为例

全球化发展对中国土木工程专业与国际接轨提出了新要求,开展国际专业认证是一种以评促建的重要措施。文章简要介绍了中国土木工程专业国际认证现状以及美国工程技术认证委员会(ABET)的专业认证要求。对参加ABET专业认证所需材料之一的课程档案编制进行研究,阐述了ABET专业认证课程档案的编制要求,并提出了相关编制建议。以同济大学土木工程学院开设的建筑结构抗震课程为例,对基于ABET认证的课程档案编制进行了进一步阐释。     

美国ABET认证与注册工程师资格认证及其相互联系

了解美国ABET认证体系与注册工程师资格认证对于提高我国工程教育质量具有重要意义。本文阐述了美国工程教育认证组织的发展、职能、认证流程和标准,以及美国专业工程师注册的一般要求和各州注册制度的主要特点,分别从ABET认证和化学工程师注册的组织结构和注册程序上,分析了美国ABET认证体系与注册工程师资格认证之间的密切衔接关系,并对我国相应体制的建设和完善提出了建议。     

美国高等教育的专业认证和图学教育

在美国评估与认证,主要由非政府的、自愿参加的院校、协会或专门职业 协会下的独立评估与认证机构负责进行。它确保被评估学校和专业的教学水平,能够满足由 相关专家和协会制定的准则。美国工程及技术教育认证委员会（ABET）负责工程教育专业 认证,主要覆盖应用科学、计算机、工程和技术领域。美国圣克劳德州立大学就是一个典型 的例子,反映出高校专业教学与专业认证之间的关系。     

美国工程认证委员会《工程类本科专业 2005-2006年度认证标准》解读

美国工程认证委员会(Accreditation Board for Engineering and Technology,简称ABET)是负责工程、技术领域教学专业认证的一个民间团体,但其权威性已得到政府部门认同。它是“美国工程教学方案唯一的评鉴机构———并且也许是全球最具广泛竞争力的机构”。其目标是为全世界的工程、技术和应用科学的教育提供质量保证。2004年11月1日,该组织公布了其2005-2006年度工程项目认证标准,本文对这个新标准进行了解读,供大家参考。     

美国ABET认证对独立学院计算机教育的启示

独立学院计算机专业要在竞争中谋求生存与发展,必须从更新教育观念和优化教育过程入手。本文揭示了从美国ABET认证标准得到的一些关于如何办好独立学院计算机专业的启示。     

ABET工程专业认证标准新变化分析及其启示

在总结工程专业认证标准EC2000认证实践的基础上,ABET针对EC2000标准暴露出的一些问题,对工程专业认证标准进行修订,包括新增术语、修订术语,修订学生学习成果及课程等。新标准表述更为凝练,内涵更加明确,标准的可分解性、可衡量性和可评估性更强。最后,本文对我国工程专业制定毕业要求进行了论述。     

国内外通过ABET认证的部分高校电气工程专业培养计划综述

本文调研了国内外通过工程技术评审委员会(Accreditation Board for Engineering and Technology,ABET)认证的部分高校电气工程专业的培养情况。首先,本文综述了国内近年来电气专业ABET高校认证情况。对国内电气专业通过ABET认证的部分高校从培养目标、核心课程,学分体系等三方面进行对比分析,寻找国内高校电气专业建设方面的异同。然后,通过国外8所电气专业通过ABET认证的高校的专业建设情况调研分析,探讨了国内高校与国外高校在电气专业建设上的异同。最后得出结论：国内高校在专业建设上各有特色,国外高校相比国内高校更加重视学科交叉融合以及通识教育,这点值得国内高校借鉴学习。     

Short Text Mining for Classifying Educational Objectives and Outcomes

Most of the international accreditation bodies in engineering education (e.g., ABET) and outcome-based educational systems have based their assessments on learning outcomes and program educational objectives. However, mapping program educational objectives (PEOs) to student outcomes (SOs) is a challenging and time-consuming task, especially for a new program which is applying for ABET-EAC (American Board for Engineering and Technology the American Board for Engineering and Technology—Engineering Accreditation Commission) accreditation. In addition, ABET needs to automatically ensure that the mapping (classification) is reasonable and correct. The classification also plays a vital role in the assessment of students’ learning. Since the PEOs are expressed as short text, they do not contain enough semantic meaning and information, and consequently they suffer from high sparseness, multidimensionality and the curse of dimensionality. In this work, a novel associative short text classification technique is proposed to map PEOs to SOs. The datasets are extracted from 152 self-study reports (SSRs) that were produced in operational settings in an engineering program accredited by ABET-EAC. The datasets are processed and transformed into a representational form appropriate for association rule mining. The extracted rules are utilized as delegate classifiers to map PEOs to SOs. The proposed associative classification of the mapping of PEOs to SOs has shown promising results, which can simplify the classification of short text and avoid many problems caused by enriching short text based on external resources that are not related or relevant to the dataset.     

The ABET “Professional Skills” — Can They Be Taught? Can They Be Assessed?

In developing its new engineering accreditation criteria, ABET reaffirmed a set of “hard” engineering skills while introducing a second, equally important, set of six “professional” skills. These latter skills include communication, teamwork, and understanding ethics and professionalism, which we label process skills, and engineering within a global and societal context, lifelong learning, and a knowledge of contemporary issues, which we designate as awareness skills. We review these skills with an emphasis on how they can be taught, or more correctly learned, citing a number of examples of successful and/or promising implementations. We then examine the difficult issue of assessing these skills. We are very positive about a number of creative ways that these skills are being learned, particularly at institutions that are turning to global and/or service learning in combination with engineering design projects to teach and reinforce outcome combinations. We are also encouraged by work directed at assessing these skills, but recognize that there is considerable research that remains to be done.