吉林大学建设工程学院于2016年开始参与“二元制优秀教育工程课程项目（TEEDE）”。该项目是建立在欧盟伊拉莫斯加（Erasmus+）高等教育国际能力构建框架下的子项目，由欧盟教育、视听及文化执行署资助。项目组成员由来自于西班牙、德国、芬兰、意大利、比利时、俄罗斯、柬埔寨、印度和中国共9个国家的16所高校及研究单位组成。项目旨在借鉴欧洲高校二元教育模式，积极探索学校教育和企业教育（校企合作二元教育）相结合的方式，制定二元教育人才培养方案，为社会培养高级应用型复合人才。
TEEDE Dual Programs: curriculum description
Program name and level
Program name: Geological engineering, Civil engineering
Level: Engineering master degree
Program objectives
The programs will be developed in compliance with Dual education principles. Within a few years of graduation, the graduates of the Geological Engineering Program and Civil Engineering Program at Jilin University will:
1. be able to independently complete engineering design, technology research and development, engineering organization and management in the field of geological engineering and civil engineering, and have the ability to solve complex engineering problems;
2. be able to organize and manage engineering activities by comprehensively considering legal, ethical, social, environmental and economic factors;
3. be able to communicate and coordinate, be able to participate in and lead teams to complete engineering projects;
4. be able to expand international horizons and have continuous professional competitiveness in geological engineering and civil engineering fields through lifelong learning.
Program structure
Both the geological engineering and civil engineering master's degrees in Jilin University are professionally oriented. It will take 3 years to accomplish and amount to 2400 hours of work/studies. To be eligible to apply for master's programs, one needs to hold a Bachelor's degree in a relevant field.
Year |
Semester |
Tasks |
1 |
1 |
Disciplinary courses (800h study) |
2 |
2 |
1 |
Training engineering skills (400h work) |
2 |
Practice in company (800h work) |
3 |
1 |
Practice in company (400h work) Writing graduation thesis |
2 |
Graduation defense |
Number of students admitted to the program
Geological engineering: 35
Civil engineering: 25
Cooperation with companies
The contracts were signed between universities and companies. We have developed six cooperative enterprises as follows:
1 |
Jilin Midas Aluminum Co., Ltd. |
2 |
Bureau of Geologic Exploration and Mineral Development of Jilin Province |
3 |
The Bureau of Non-ferrous Geology of Liaoning Province |
4 |
Beijing Geothermal Research Institute |
5 |
China Coal Science and Technology Group Xi'an Research Institute Co., Ltd. |
6 |
Changchun Smart City Technology Co., Ltd. |
Obligations of the University:
The University shall provide outside of practice phases the course offerings necessary for the degree course and corresponding to the study and examination regulations. The University shall contribute to practice phase. This includes for example the selection of project topics, support in the practice phases or project-specific lectures given by members of teaching staff.
Professors or lecturers of the University shall conduct the study phase. The Company shall have the possibility to suggest the University an appropriately qualified person able to receive a teaching position at the University.
The University shall inform the Company in due time about lecture periods, examination dates and the course of practice phases.
The University shall give the Company an opportunity to participate in the teaching bodies. The latter shall consult on questions concerning quality assurance, development and organization of degree programs offered in dual courses of study.
Obligations of the Company:
The Company shall support the University in implementation of the study program. This shall give students an opportunity to work on suitable practical projects corresponding to the study and examination regulations. If possible, the projects shall be carried out within the Company. In special cases a cooperation with other companies is possible.
The Company shall allocate permanent establishment for a practice phase. The Company insures that supervisors of each student are personally and technically qualified.
The Company agrees to exempt students during the study phase according to the study and examination regulations.
The Company shall inform the University about study-related issues. It shall enable the University to verify the compliance with dual study requirements.
Skills, competences and learning outcomes: List of Subject specific and generic/transferrable skills developed in each course and work-based period
Master's Degree Program for Geological Engineering
Category |
Course name |
Hours |
Credits |
Semester |
Public Courses |
Scientific ethics and academic norms |
20 |
1 |
1 |
Theoretical Course and Practice of Socialism with Chinese Characteristics |
36 |
2 |
1 |
Introduction to Dialectics of Nature |
18 |
1 |
1 |
First foreign language (English, Japanese, Russian) |
100 |
3 |
1 |
Engineering ethics |
16 |
1 |
1 |
Obligatory course |
Modern numerical methods |
60 |
3 |
1 |
Elastoplastic theory |
48 |
3 |
1 |
Groundwater numerical simulation theory and method |
48 |
3 |
1 |
Multiphase fluid mechanics |
32 |
2 |
2 |
Rock breaking mechanics |
32 |
2 |
2 |
New technology of drilling engineering |
32 |
2 |
2 |
Advanced soil mechanics |
32 |
2 |
2 |
Higher Rock Mechanics |
32 |
2 |
1 |
Higher Hydrogeochemistry |
32 |
2 |
1 |
Environmental Hydrogeology |
32 |
2 |
2 |
Environmental Engineering Geology |
32 |
2 |
2 |
Evaluation and management of groundwater resources |
32 |
1 |
2 |
Elective coures |
Multi-process impact rotary drilling technology |
32 |
2 |
2 |
English for Geological Engineering |
32 |
2 |
2 |
Drilling hydraulics |
32 |
2 |
2 |
Heat and Mass Transfer in Drilling and Production |
32 |
2 |
2 |
Fracture mechanics |
32 |
2 |
2 |
Scientific drilling |
32 |
2 |
2 |
Rig Design |
32 |
2 |
2 |
Polar and Offshore Drilling Technology |
32 |
2 |
2 |
New Ground Treatment Technology |
32 |
2 |
2 |
Principles of powder metallurgy |
32 |
2 |
2 |
Material characterization test and analysis method |
32 |
2 |
2 |
Modern machinery manufacturing process |
32 |
2 |
2 |
Computer Aided Design |
32 |
2 |
2 |
Hydraulic control technology |
32 |
2 |
2 |
Computational Fluid Dynamics Foundation and Applications |
32 |
2 |
2 |
Testing Equipment and Technology for Drilling and Production Engineering |
32 |
2 |
2 |
Geotechnical Numerical Method |
32 |
2 |
2 |
Slope engineering |
32 |
2 |
2 |
Geological Engineering Detection Technology |
32 |
2 |
2 |
VC programming |
48 |
3 |
1 |
Underground engineering |
32 |
2 |
2 |
Soil engineering |
32 |
2 |
2 |
Sensors and measuring instruments |
32 |
2 |
2 |
Engineering geophysical exploration technology |
32 |
2 |
1 |
Modern geology |
32 |
2 |
2 |
Modern Computing Theory of Geotechnical Engineering |
32 |
2 |
1 |
Disaster geology |
32 |
2 |
2 |
Groundwater pollution control and remediation technology |
32 |
2 |
2 |
Hydrogeological survey technology |
32 |
2 |
2 |
Water and soil environment monitoring and analysis technology |
32 |
2 |
1 |
Water in Environment |
32 |
2 |
2 |
Theory and Technology of Hydrogeochemical Simulation |
32 |
2 |
1 |
Investigation and evaluation of groundwater and soil pollution |
32 |
2 |
2 |
Reading and Writing in Scientific Literature |
16 |
1 |
1 |
Practice |
Engineering Practice |
1 year |
6 |
3-4 |
Thesis |
Thesis opening report |
- |
- |
1 |
Thesis midterm report |
- |
- |
1 |
Thesis defense |
|
|
2 |
Master’s Degree Program for Civil Engineering
Category |
Course name |
Hours |
Credits |
Semester |
Public Courses |
Scientific ethics and academic norms |
20 |
1 |
1 |
Theoretical Course and Practice of Socialism with Chinese Characteristics |
36 |
2 |
1 |
Introduction to Dialectics of Nature |
18 |
1 |
1 |
First foreign language (English, Japanese, Russian) |
100 |
1 |
1 |
Engineering ethics |
20 |
1 |
1 |
Obligatory course |
Modern numerical methods |
48 |
3 |
1 |
Elastoplastic theory |
64 |
4 |
1 |
Advanced soil mechanics |
32 |
2 |
1 |
Higher Rock Mechanics |
48 |
3 |
1 |
Structural reliability theory |
32 |
2 |
1 |
Structural dynamics |
48 |
3 |
1 |
Theory and Practice of Underground Engineering |
32 |
2 |
2 |
Higher Rock Mechanics |
48 |
3 |
1 |
Elective coures |
Higher Geophysics |
48 |
3 |
2 |
Soil engineering |
32 |
2 |
2 |
Unsaturated soil mechanics |
32 |
2 |
2 |
Soil dynamics |
32 |
2 |
2 |
Clay mineralogy |
32 |
2 |
2 |
Advanced Concrete Structure Theory |
32 |
2 |
2 |
Seismic analysis of structures |
32 |
2 |
2 |
Nonlinear analysis of concrete structures |
32 |
2 |
2 |
Structural inspection and reinforcement theory |
32 |
2 |
2 |
Civil engineering finite element method |
32 |
2 |
1 |
Slope engineering |
32 |
2 |
2 |
Geotechnical Numerical Method |
32 |
2 |
2 |
Advance Forecast Technology for Underground Engineering |
32 |
2 |
2 |
Underground Engineering Construction and Management |
32 |
|
2 |
Tunnel Engineering Safety and Disaster Prevention |
32 |
|
2 |
Asphalt and asphalt mixture |
32 |
2 |
2 |
Road Structure Design Technology |
32 |
2 |
2 |
Bridge Seismic Technology |
32 |
2 |
2 |
Advanced Bridge Structure Calculation Theory |
32 |
2 |
2 |
Bridge Structure Health Monitoring |
32 |
2 |
2 |
Reading and Writing in Scientific Literature |
|
1 |
2 |
Practice session |
Professional Practice |
1 year |
6 |
3-4 |
Mandatory session |
Opening report |
|
1 |
3 |
Midterm report |
|
1 |
3 |
Teaching and learning activities used in the program to achieve the intended learning outcomes.
Training students:
(1) Students learn the enterprise culture, the labor discipline and professional ethics in advance in order to understand the products, manufacturing processes, operation principle and management system after the professional theoretical study in the university.
(2) Observe, research and study the engineering project site of the cooperative enterprise.
(3) Arrange students to participate in actual engineering projects to effectively enhance their employment and social adaptability.
Training techers and Corporate employees:
(1) The university offers training to the enterprises’ staff by using university resources, such as lecturers, Vocational Skill Appraisal Training Site and Continuing Education School.
(2) The enterprises provide the facilities and training materials for the university. The lecturers take part in projects and technical services of enterprises to establish a good relationship in order to reach mutual reciprocity and support.
Assessment:
Graduate Skills Assessment are used in this program. Type of outcomes assessed are as follows:
(1) Generic skills: Critical Thinking, Problem Solving, Written Communication, management skills, Engineering skills, research skills.
(2) Domain-specific knowledge and skills.
(3) Non-cognitive outcomes: Interpersonal understanding.
Governance structure (has the program been approved at the national/university level, is accreditation required?)
The programs has been approved by university level, and the accreditation is required.
This project was introduced to the university, and was approved and given support by the University Academic Affairs Office and other relevant departments. The project is jointly managed by the Academic Affairs Office, the Science and Technology Office, and the International Office. The project leader performs the project operations.
The plan is to introduce the project to the provincial education department with a view to gaining recognition and support.
Employability support for students (please describe if there are any actions to support the employability)
Through participation in the project and regular employment training, master students can acquire professional skills as shown in the table, which helps to support employment.
Engineering master program specific skills
Knowledge and Understanding |
l Knowledge and understanding of the scientific and mathematical principles underlying their branch of engineering. l A systematic understanding of the key aspects and concepts of their branch of engineering. l Awareness of the wider multidisciplinary context of engineering. |
Investigations |
l The ability to conduct searches of literature, and to use data bases and other sources of information. l The ability to design and conduct appropriate experiments, interpret the data and draw conclusions. l Workshop and laboratory skills. |
Engineering Analysis |
l The ability to apply their knowledge and understanding to identify, formulate and solve engineering problems using established methods. l The ability to apply their knowledge and understanding to analyze engineering products, processes and methods. l Te ability to select and apply relevant analytic and modelling methods. |
Engineering Design |
l The ability to apply their knowledge and understanding to develop and realize designs to meet defined and specified requirements. l An understanding of design methodologies, and an ability to use them. |
l Engineering Practice |
l The ability to select and use appropriate equipment, tools and methods. l The ability to combine theory and practice to solve engineering problems. l An understanding of applicable techniques and methods, and of their limitations. l An awareness of the non-technical implications of engineering practice. |
Transferable Skills |
l Function effectively as an individual and as a member of a team. l Use diverse methods to communicate effectively with the engineering community and with society at large. l Demonstrate awareness of the health, safety and legal issues and responsibilities of engineering practice, the impact of engineering solutions in a societal and environmental context, and commit to professional ethics, responsibilities and norms of engineering practice. l Demonstrate an awareness of project management and business practices, such as risk and change management, and understand their limitations. l Recognize the need for, and have the ability to engage in independent, life-long learning. |
Quality Assurance: describe how you assure the Quality of the program
Quality Plan agreed and followed. Quality plan as attached.
Quality Plan
Common standard
1 student
1.1 Have systems and measures to attract outstanding students.
1.2 Have comprehensive measures for student study guidance, career planning, employment guidance, psychological counseling, etc. and can implement them well.
1.3 Track and evaluate the performance of students throughout the learning process, and ensure that students meet the graduation requirements by graduation through formative evaluation.
1.4 There are clear regulations and corresponding recognition processes, and the original credits of transfer students and transfer students are recognized.
2 training goals
2.1 There are open training objectives that are in line with the school's positioning and meet the needs of socio-economic development.
2.2 Regularly evaluate the rationality of the training objectives and revise the training objectives according to the evaluation results. The evaluation and revision process involves the participation of industry or enterprise experts.
3 Graduation Requirements
Majors must have clear, open, and measurable graduation requirements. Graduation requirements should support the achievement of training goals. The graduation requirements formulated by the major should completely cover the following:
3.1 Engineering knowledge: can apply mathematics, natural science, engineering foundation and professional knowledge to solve complex engineering problems.
3.2 Problem Analysis: The basic principles of mathematics, natural sciences, and engineering science can be applied to identify, express, and analyze complex engineering problems through literature research to obtain valid conclusions.
3.3 Design / Development Solutions: Able to design solutions for complex engineering problems, design systems, units (components) or process flows that meet specific needs, and be able to reflect innovation awareness in the design process, considering social, health, safety, and legal , Culture and environment.
3.4 Research: Able to study complex engineering problems based on scientific principles and scientific methods, including designing experiments, analyzing and interpreting data, and obtaining reasonable and effective conclusions through information synthesis.
3.5 Use of modern tools: Able to develop, select and use appropriate technology, resources, modern engineering tools and information technology tools for complex engineering problems, including forecasting and simulation of complex engineering problems, and understand its limitations.
3.6 Engineering and Society: Able to conduct a reasonable analysis based on engineering-related background knowledge, evaluate the impact of professional engineering practices and complex engineering problem solutions on society, health, safety, law, and culture, and understand the responsibilities that should be assumed.
3.7 Environment and sustainable development: Able to understand and evaluate the impact of engineering practices on complex engineering issues on environmental and social sustainable development.
3.8 Occupational norms: Humanities and social science literacy, social responsibility, can understand and abide by engineering professional ethics and norms in engineering practice, and fulfill their responsibilities.
3.9 Individuals and teams: Able to assume the roles of individuals, team members, and leaders in teams in a multidisciplinary context.
3.10 Communication: Able to effectively communicate and communicate with industry peers and the public on complex engineering issues, including writing reports and design manuscripts, making statements, expressing clearly or responding to instructions. And have a certain international perspective, able to communicate and exchange in a cross-cultural background.
3.11 Project Management: Understand and master the principles of project management and economic decision-making methods, and can be applied in a multi-disciplinary environment.
3.12 Lifelong learning: have the consciousness of autonomous learning and lifelong learning, and have the ability to continuously learn and adapt to development.
4 Continuous improvement
4.1 Establish a quality monitoring mechanism for the teaching process. Each major teaching link has clear quality requirements, and the curriculum system setting and curriculum quality evaluation are carried out regularly. Establish a mechanism for assessing the achievement of graduation requirements and conduct regular evaluations of the achievement of graduation requirements.
4.2 Establish a graduate tracking and feedback mechanism and a social evaluation mechanism with the participation of all parties outside the higher education system, and conduct regular analysis of the achievement of training goals.
4.3. Demonstrate that the results of the evaluation are used for professional continuous improvement.
5 course system
The curriculum can support the achievement of graduation requirements, and the curriculum system is designed with the participation of business or industry experts. The curriculum must include:
5.1 Mathematics and natural science courses suitable for the graduation requirements of the major (at least 15% of the total credits).
5.2 Engineering basic courses, professional basic courses and professional courses that meet the graduation requirements of this major (at least 30% of the total credits). Engineering basic courses and professional basic courses can reflect the application ability of mathematics and natural science in this specialty, and professional courses can reflect the training of system design and implementation ability.
5.3 Engineering Practice and Graduation Design (Thesis) (at least 20% of the total credits). Set up a complete practical teaching system, and cooperate with enterprises to carry out internships and trainings to cultivate students' practical and innovative abilities. Graduation design (thesis) topic selection should be combined with the practical engineering problems of this specialty, to cultivate students' engineering awareness, collaborative spirit, and the ability to comprehensively apply the knowledge learned to solve practical problems. The guidance and assessment of the graduation project (thesis) involves the participation of enterprises or industry experts.
5.4 Humanities and social science general education courses (at least 15% of the total credits) enable students to consider economic, environmental, legal, ethical and other constraints when engaging in engineering design.
6 Faculty
6.1 The number of teachers can meet the teaching needs, the structure is reasonable, and there are enterprise or industry experts as part-time teachers.
6.2 The teacher has sufficient teaching ability, professional level, engineering experience, communication ability, professional development ability, and can conduct research on engineering practice issues and participate in academic exchanges. The teacher's engineering background should meet the needs of professional teaching.
6.3 Teachers have sufficient time and energy to devote themselves to undergraduate teaching and student guidance, and actively participate in teaching research and reform.
6.4 Teachers provide guidance, counseling, and services to students, and have sufficient guidance for students' career planning and vocational education.
6.5 Teachers clearly clarify their responsibilities in the improvement of teaching quality and continuously improve their work.
7 support conditions
7.1 The number of classrooms, laboratories, and equipment meets the needs of teaching. There are good management, maintenance and update mechanisms to make it easy for students to use. Cooperate with enterprises to build internships and training bases, and provide students with a platform to participate in engineering practice during the teaching process.
7.2 Computer, network and library resources can meet the needs of students 'learning and teachers' daily teaching and scientific research. Resource management is standardized and shared to a high degree.
7.3 Teaching funds are guaranteed and the total amount can meet the needs of teaching.
7.4 Schools can effectively support the construction of teachers, attract and stabilize qualified teachers, and support the professional development of teachers themselves, including the guidance and training of young teachers.
7.5 The school can provide the necessary infrastructure to meet graduation requirements, including effective support for students' practical and innovative activities.
7.6 The school's teaching management and service standards can effectively support the achievement of professional graduation requirements.
12 link to the official University offer with program description
http://const.jlu.edu.cn/info/1122/1861.htm
College of Construction Engineering of Jilin university began to participate in the " Toward Excellence in Engineering Curricular for Dual Education (TEEDE)" in 2016. The project is a sub-project built under the European Union's Erasmus + higher education international capacity building framework and is funded by the European Education, Audiovisual and Cultural Executive Agency. The project team consists of 16 universities and research units from 9 countries including Spain, Germany, Finland, Italy, Belgium, Russia, Cambodia, India and China. The project aims to learn from the dual education model of European universities, actively explore the combination of school education and corporate education (school-enterprise cooperation dual education), formulate a dual education talent training program, and cultivate advanced applied compound talents for the society.
