共查询到20条相似文献，搜索用时 453 毫秒
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《教育教学论坛》2016,(26)
工程教育认证对于推进我国高等工程教育教学改革、加强专业课程体系建设具有积极的借鉴意义。建立高等工程教育专业认证制度,是我国高等工程教育教学改革和制度创新的一项重要举措。在参与国际工程教育专业认证的过程中,有必要对国际认证组织、认证内容和认证标准进行充分的研究。通过分析目前工程教育认证的情况,介绍了参与工程教育认证的意义和重要性。建立了适应国际工程教育认证的以"以学生为中心"、"以目标为导向"和"坚持持续改进"的水利水电工程专业体系,并从培养目标导向和持续改进措施方面进行了论述,提出了培养具有国际化视野的实践创新型高等工程技术人才的教育教学持续改进体系和机制,为新形势下高等工程教育的教育教学改革、专业课程体系建设提供了有益的参考。 相似文献
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高等工程教育专业认证标准的研究与建议 总被引：12，自引：2，他引：12
建立我国高等工程教育专业认证制度已成为工程界、教育界的广泛共识。认证标准是认证制度的核心内容之一。本文简要介绍了美国、德国、日本高等工程教育专业认证标准的主要内容,以及我国建筑学专业教育的评估标准,进而提出了借鉴国际惯例建立我国高等工程教育专业认证标准的建议。 相似文献
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工程教育专业认证视角下我国高等工程教育质量提升研究 总被引：1，自引：0，他引：1
《实验室研究与探索》2015,(5):166-168
分析了工程教育专业认证与高等工程教育的关系,认为工程教育专业认证通过明确目标,提供准则规范、提供评价方法,保障质量、发现不足,有助完善提升、反馈新问题,完善认证制度及标准四个方面有助于提升高等工程教育质量,从学校、学生和政府三个角度,提出了学校以工程教育专业认证为契机,加强高等工程教育的内涵建设;以工程教育专业认证为契机,树立学生自主学习意识,加强学生专业能力的提高;政府加强对高校及专业认证组织的管理与监督,为高等工程教育质量提升提供思路。 相似文献
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《华盛顿协议》对我国高等工程教育的启示 总被引：2，自引：0，他引：2
《华盛顿协议》作为国际高等工程教育认证的权威和标准,为高等工程教育提供专业工程教育、工程教育评价标准、专业资格认证等方面的国际交流共识,对推进我国成为《华盛顿协议》正式缔约国,以及我国高等工程教育的国际化和专业化有着重要的影响。 相似文献
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德国高等工程教育的专业认证 总被引：1，自引：0，他引：1
德国高校从20世纪90年代末期开始引进国际上通行的学士-硕士学位及其课程,对新设立的学位和专业进行评估和认证以确保新学位及其课程的质量。经过几年的实践,工程学科成为开设新学位和课程最多的领域,本文以德国工程科学、信息学、自然科学和数学学科认证机构为例,介绍德国高等工程专业认证的机构、认证依据和目的、认证的内容和程序以及认证标准,以期对我国的高等工程教育专业认证制度的建立和发展有所借鉴。 相似文献
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罗尧 《长春工业大学学报(高教研究版)》2010,31(1)
美国高等工程教育专业认证起步较早、体系较为完善、成熟,是当今世界上公认的具有权威性的工程教育专业认证。美国高等工程教育专业认证制度具有独立性和权威性,是规范、透明、诚信的认证,体现了多层次的办学理念,具有可操作性和灵活性。我国高等工程教育专业评估中存在着一些问题,应借鉴美国高等工程教育专业认证经验,构建我国高等工程教育专业认证制度。 相似文献
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Don Haviland 《Community College Journal of Research & Practice》2013,37(9):755-765
This article illustrates how organizational theory can be used to support the development of authentic assessment practice among community college faculty, as well as guide research on implementation of assessment efforts. While many factors make implementing assessment difficult, the link between accreditation and assessment is a key element in distancing the practice from faculty. This dynamic arises not from the actions of accreditation agencies per se, but from the accountability narrative that has come to dominate both assessment and accreditation, the corresponding perception that assessment is “done to” faculty rather than by them, and a reliance among institutional leaders to echo this message in an effort to get assessment started. The result is implementation of assessment for compliance rather than meaningful program improvement. Understanding assessment as an innovation, and using organizational theory to guide implementation, may help community college leaders transcend this challenge and develop assessment practice that is more faculty-owned and meaningful. However, the current literature says little about how to use organizational theory to implement such assessment efforts. This article integrates Bolman and Deal’s (2008) framework on leadership and organizational change with actual examples of practice to illustrate how their model might be used to recapture the potential of assessment as well as guide research on effective implementation. 相似文献
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J. Fredericks Volkwein Lisa R. Lattuca Betty J. Harper Robert J. Domingo 《Research in higher education》2007,48(2):251-282
This research uses a conceptual model to examine the influence of a change in accreditation standards on a representative
national sample of 203 engineering programs at 40 institutions. Based on data collected from more than 140 program chairs,
1,200 faculty, 4,300 graduates of 2004, and 5,400 graduates of 1994, the study investigates the differential impact of the
change in accreditation standards on programs reviewed in different years during the period of transition. Despite significant
variation across most of the measures and groups in 1994 (before the introduction of the new accreditation criteria), the
2004 evidence demonstrates a surprisingly uniform level of student experiences and outcomes. These findings suggest that engineering
accreditation is beginning to accomplish its quality assurance goals.
This is a revised version of a research paper presented at the meeting of the Association for Institutional Research, May
17, 2006, Chicago, IL. 相似文献
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Faculty members in CACREP-accredited institutions were surveyed for the purposes of (a) determining common program characteristics; (b) determining if and how accreditation had influenced curricula, institutional support, and length and type of supervised experiences; (c) assessing faculty opinion concerning whether accreditation efforts had improved the quality of counselor preparation programs; (d) assessing faculty opinion concerning the effectiveness of the Standards as criteria for evaluating programs; and (e) assessing faculty opinion of the fairness and adequacy of the accreditation review process. The status of programs is summarized, with curricula and length of supervised counseling experiences having been most often influenced by accreditation efforts. Faculties were mixed in their reactions as to whether accreditation had improved the quality of their programs. Those faculties that had initiated change as a result of self-study thought that their programs were improved. Satisfaction with the Standards as criteria and with CACREP as the accreditation decision-making body was substantial. 相似文献
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高等院校认证在高等教育的质量保障和改进中起到了非常重要的作用.而在整个院校认证活动过程中,院校认证标准是认证活动顺利开展的基石.以美国院校认证为例,通过对美国院校认证标准的制定主体、认证标准的内容以及认证标准的发展趋势进行分析,进而可以得出:认证标准制定主体的多样化,认证标准应该能够求同存异,应该注重从学生环节保证教育质量,这是保证并不断提高高等教育质量的关键. 相似文献
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美国高等教育认证制度面临的问题与挑战 总被引：2，自引：0，他引：2
美国高等教育认证制度虽然历史较长,发展也较为完备,但仍存在着许多问题,同时在当前新的时代背景下,也面临着种种挑战.本文着重讨论了认证制度目前存在的认证标准与教育质量相关性较低,认证程序所需时间过长,评估员缺乏训练以及认证名目众多,院校负担过重等问题.文章认为认证制度所面临的挑战来自高等教育内部和外部社会环境,这主要受高等教育质量观、教育观、新技术手段以及联邦政府和公众问责等因素的影响. 相似文献
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德国专业认证制度的建构是全球性质量标准系统扩张、地区性高等教育一体化建设与国内工程教育改革等多方碰撞与耦合的衍化结果,是新公共管理运动背景下政府由干预性管控向支持性调控转型的实践体现。德国专业认证的建构逻辑主要体现在多方协作共治的组织架构、本硕贯通式一体化标准设计以及规范与自由兼顾的程序规制。基于与以美国为代表的盎格鲁-撒克逊模式进行的比较,可以着重从弹性度、差异性、贯通性和衔接性等四个维度分析德国专业认证标准建构中的行动路径,并为未来中国专业认证制度改革进路提供借鉴。 相似文献
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应用型本科专业认证制度及其作用机理研究——以工程管理类专业为例 总被引：3，自引：0，他引：3
为保证我国内地应用型本科高校人才输出的高效性,本文构建了专业认证制度作用机理模型,揭示了专业认证制度发挥作用的原理,以指导高校的人才培养.并以国际上工料测量专业为例,选取了亚太地区及英国等五个国家和地区进行了专业认证制度作用机理的多样本比较分析,验证了模型的科学性.最后,将该模型导入我国工程管理类本科专业认证制度的构建中,为能力标准体系的建立、高校课程的优化及设置以及构建专业认证制度的组织保障体系提供了合理建议. 相似文献
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美国高等教育质量认证的运行模式——以美国南部院校协会(SACS)为例 总被引：1，自引：0，他引：1
美国高等教育的质量保障在很大程度上是通过认证来进行的。美国南部院校协会(SACS)作为美国六大地区性认证机构之一,在美国高等教育质量保障体系中发挥着重要作用。总结和分析美国南部院校协会的组织结构、运行机制、认证标准及认证程序,可以为我国高等教育评估和质量保障提供有益的启示。 相似文献
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Betty Zan 《Early education and development》2005,16(1):85-104
In 1999, the Governing Board of the National Association for the Education of Young Children (NAEYC) appointed a commission to review NAEYC accreditation. Among the commission's recommendations is the goal of making NAEYC accreditation the standard-bearer of program excellence. While NAEYC accreditation is often used to support a claim that a program provides high-quality early care and education, this is not always the case. Under current accreditation criteria, a program can obtain NAEYC accreditation yet fall short of meeting the NAEYC guidelines concerning developmentally appropriate curriculum. This article analyzes current accreditation guidelines concerning the curriculum and reports results of a recent evaluation of 116 NAEYC-accredited preschool classrooms. While the mean total ECERS-R score was 5.77, classrooms exhibited a wide range of scores from inadequate to excellent on 11 curriculum-related items. Thirty-four classrooms scored in the inadequate or minimal range (1-3) on at least one of the curriculum-related items, and 18 scored in this range on 4 or more of these items. Results are used to support the position that currently, NAEYC accreditation criteria do not adequately address the quality of the curriculum. Finally, the paper evaluates the draft accreditation criteria and makes recommendations concerning the future of NAEYC accreditation. 相似文献
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《Early education and development》2013,24(1):85-104
In 1999, the Governing Board of the National Association for the Education of Young Children (NAEYC) appointed a commission to review NAEYC accreditation. Among the commission's recommendations is the goal of making NAEYC accreditation the standard-bearer of program excellence. While NAEYC accreditation is often used to support a claim that a program provides high-quality early care and education, this is not always the case. Under current accreditation criteria, a program can obtain NAEYC accreditation yet fall short of meeting the NAEYC guidelines concerning developmentally appropriate curriculum. This article analyzes current accreditation guidelines concerning the curriculum and reports results of a recent evaluation of 116 NAEYC-accredited preschool classrooms. While the mean total ECERS-R score was 5.77, classrooms exhibited a wide range of scores from inadequate to excellent on 11 curriculum-related items. Thirty-four classrooms scored in the inadequate or minimal range (1-3) on at least one of the curriculum-related items, and 18 scored in this range on 4 or more of these items. Results are used to support the position that currently, NAEYC accreditation criteria do not adequately address the quality of the curriculum. Finally, the paper evaluates the draft accreditation criteria and makes recommendations concerning the future of NAEYC accreditation. 相似文献