Classroom teaching is a vital part of postgraduate education. The deficiencies of traditional classroom teaching quality evaluation methods for the postgraduate education of Master of Software Engineering in China are...Classroom teaching is a vital part of postgraduate education. The deficiencies of traditional classroom teaching quality evaluation methods for the postgraduate education of Master of Software Engineering in China are analyzed. The Engineering Education Accreditation and its education quality evaluation methods are introduced briefly, and the strengths of applying these methods for the classroom teaching quality evaluation are discussed. Based on the ideas and evaluation framework of Engineering Education Accreditation, adopting the merits of the traditional methods, a student-centered classroom teaching quality evaluation system is proposed to evaluate and continually improve the classroom teaching quality of Master of Software Engineering. The quality evaluation system covers teaching goals, teacher performance, student performance, teaching effect, supporting conditions and continual improvement totally six aspects. The advanced concepts and ideas of Engineering Education Accreditation and the merits of the traditional classroom teaching quality evaluation methods are both adopted in the proposed classroom teaching quality evaluation system.展开更多
Participation in inter-comparison programs is an important process to enhance the accuracy and precision of the analytical techniques used in the laboratories. At Es-Salam Research Reactor, our laboratory uses two fun...Participation in inter-comparison programs is an important process to enhance the accuracy and precision of the analytical techniques used in the laboratories. At Es-Salam Research Reactor, our laboratory uses two functional analytical techniques such as INAA and k0-INAA in the research projects and for the completion of the service works. Recently, our laboratory has participated in two inter-comparison tests organized by IAEA within the framework of the AFRA project to assess the analytical performance of eighteen (18) African analytical laboratories participating in the RAF/4/ 022 project, Enhancement of Research Reactor Utilization and Safety by taking part in analytical proficiency testing IAEA in conjunction with WEPAL, the Wageningen Evaluating Programs for Analytical Laboratories. The Proficiency Testing tests related to the determination of major, minor and trace elements in materials of the International Soil and Plant Analytical Exchange (Wepal codes ISE, IPE), were held in the fourth quarter of 2011 and the first quarter of 2012, respectively. Concentrations of thirty (30) elements such as Al, As, Ba, Br, Ca, Cd, Ce, Co, Cr, Cs, Fe, Ga, K, La, Mg, Mo, Mn, Na, Nd, Rb, Sb, Sc, Sr, Th, Ti, U, V, W, Zn, Zr were determined in ISE and IPE samples. All results were evaluated and reported in this paper.展开更多
Curriculum has achieved a varied record of success in influencing health based practices and developing professional skills. Designing and implementing an effective radiologic technology educational program curriculum...Curriculum has achieved a varied record of success in influencing health based practices and developing professional skills. Designing and implementing an effective radiologic technology educational program curriculum requires a disciplined pedagogical approach where the instructor performs a thorough situational analysis, develops a theory based and pragmatic learning plan, and implements a course of study in accordance with the established educational guidelines and requirements. Diligent efforts are needed to enhance the relationship amongst curriculum developers and evaluators. The collection of information at the formative stage: followed by process evaluation to assess implementation as the curriculum progresses, and summative evaluation to assess impact is required for accreditation of program in the United States by the Joint Review Committee for Education in Radiologic Technology. Formative evaluation research is used to enhance effectiveness of the curriculum, guide development of teaching and learning strategies, and reveal promising and ineffective components of curriculum. This review of literature provides evidence as to what is considered to be the best practice in the program evaluation/accreditation process.展开更多
基金supported by the Chinese Society of Academic Degrees and Graduate Education under Grant No.A2-2017Y0503-006the Chinese National Supervisory Committee for the Education of Master of Engineering under Grant No.2016-ZDn-6Shandong Provincial Department of Education under Grant No.SDYY14003 and No.SDYZ1603
文摘Classroom teaching is a vital part of postgraduate education. The deficiencies of traditional classroom teaching quality evaluation methods for the postgraduate education of Master of Software Engineering in China are analyzed. The Engineering Education Accreditation and its education quality evaluation methods are introduced briefly, and the strengths of applying these methods for the classroom teaching quality evaluation are discussed. Based on the ideas and evaluation framework of Engineering Education Accreditation, adopting the merits of the traditional methods, a student-centered classroom teaching quality evaluation system is proposed to evaluate and continually improve the classroom teaching quality of Master of Software Engineering. The quality evaluation system covers teaching goals, teacher performance, student performance, teaching effect, supporting conditions and continual improvement totally six aspects. The advanced concepts and ideas of Engineering Education Accreditation and the merits of the traditional classroom teaching quality evaluation methods are both adopted in the proposed classroom teaching quality evaluation system.
文摘Participation in inter-comparison programs is an important process to enhance the accuracy and precision of the analytical techniques used in the laboratories. At Es-Salam Research Reactor, our laboratory uses two functional analytical techniques such as INAA and k0-INAA in the research projects and for the completion of the service works. Recently, our laboratory has participated in two inter-comparison tests organized by IAEA within the framework of the AFRA project to assess the analytical performance of eighteen (18) African analytical laboratories participating in the RAF/4/ 022 project, Enhancement of Research Reactor Utilization and Safety by taking part in analytical proficiency testing IAEA in conjunction with WEPAL, the Wageningen Evaluating Programs for Analytical Laboratories. The Proficiency Testing tests related to the determination of major, minor and trace elements in materials of the International Soil and Plant Analytical Exchange (Wepal codes ISE, IPE), were held in the fourth quarter of 2011 and the first quarter of 2012, respectively. Concentrations of thirty (30) elements such as Al, As, Ba, Br, Ca, Cd, Ce, Co, Cr, Cs, Fe, Ga, K, La, Mg, Mo, Mn, Na, Nd, Rb, Sb, Sc, Sr, Th, Ti, U, V, W, Zn, Zr were determined in ISE and IPE samples. All results were evaluated and reported in this paper.
文摘Curriculum has achieved a varied record of success in influencing health based practices and developing professional skills. Designing and implementing an effective radiologic technology educational program curriculum requires a disciplined pedagogical approach where the instructor performs a thorough situational analysis, develops a theory based and pragmatic learning plan, and implements a course of study in accordance with the established educational guidelines and requirements. Diligent efforts are needed to enhance the relationship amongst curriculum developers and evaluators. The collection of information at the formative stage: followed by process evaluation to assess implementation as the curriculum progresses, and summative evaluation to assess impact is required for accreditation of program in the United States by the Joint Review Committee for Education in Radiologic Technology. Formative evaluation research is used to enhance effectiveness of the curriculum, guide development of teaching and learning strategies, and reveal promising and ineffective components of curriculum. This review of literature provides evidence as to what is considered to be the best practice in the program evaluation/accreditation process.
