Background: The registered dietetic four-year degree educational structure has been intact since 1926. Master level nutrition programs exist in the U.S., but are not standardized or accredited unlike four-year degrees...Background: The registered dietetic four-year degree educational structure has been intact since 1926. Master level nutrition programs exist in the U.S., but are not standardized or accredited unlike four-year degrees. Academic requirements for nutrition graduate programs vary regionally across the nation. Objective: To 1) quantify and describe the availability of Master level nutrition programs regionally;and 2) examine the current M.A. and M.S. program requirements for a nutrition graduate degree in the U.S. Methods: Nutrition graduate programs (n = 201) were analyzed and compared by geographical region. Data were collected between August 2017 and May 2018. Inclusion criteria were defined as: nutrition graduate programs listed in the American Society of Nutrition (ASN) database that had a nutrition graduate program website. Descriptive statistical analysis measured evaluated variables. Results: A total of 201 nutrition graduate programs in the U.S. were identified. The title of the programs was categorized into 29 main themes. The most common nutrition graduate program title was a M.S. in Nutrition, 55 institutions (27.4%). A total of 181 institutions offered a M.S. with a required thesis, whereas 95 offered a M.S. with a non-thesis option, and only eight offered a M.A. Region 3-South offered the highest number of nutrition graduate programs (66), followed by region 2-Midwest with 49 programs, region 1-Northeast offered a total of 46 programs, and 37 programs were offered in region 4-West. Conclusion: In 2024, as part of the RD eligibility criteria, it will be required that students possess a master’s degree. To date, only one master’s program in the U.S. is accredited, which assures the student a measure of confidence of program rigor and accountability. Dietitians’ three major professional concerns: respect, recognition and rewards are predicated on rigorous educational programs that meet ACEND standards. It is unlikely that all U.S. master level programs will be accredited by 2024.展开更多
传统工程训练模式难以适应新时代人才培养的需要。本文提出了以工程实际项目为牵引,以问题为导向,开发符合产出导向教育理念(Outcome based education,OBE)的项目式工程训练课程,依托工程素质教育中心实训平台,围绕学生的知识、能力、...传统工程训练模式难以适应新时代人才培养的需要。本文提出了以工程实际项目为牵引,以问题为导向,开发符合产出导向教育理念(Outcome based education,OBE)的项目式工程训练课程,依托工程素质教育中心实训平台,围绕学生的知识、能力、素质和价值培养目标,通过实际案例的项目设计与制作,采用模糊层次分析法对学生工程能力进行评价。结果表明:工程训练新模式相较于传统工程训练,对毕业要求达成度最高,有利于培养大学生的自主学习能力、高阶思维能力及解决复杂工程问题能力。展开更多
OBE(Outcome Based Education,成果导向教育)理念是工程教育认证的核心思想,已得到工程教育界的广泛认可与推广。其中,毕业要求指标体系与课程体系的对应关系是该理念落实的关键环节。但目前的构建思路是基于课程层面的,忽视课程体系的...OBE(Outcome Based Education,成果导向教育)理念是工程教育认证的核心思想,已得到工程教育界的广泛认可与推广。其中,毕业要求指标体系与课程体系的对应关系是该理念落实的关键环节。但目前的构建思路是基于课程层面的,忽视课程体系的功能模块结构(或课程群)特点,与指标体系对应课程选择存在较大的随机性、主观性问题。该文以广州大学环境工程专业为例,从尊重课程体系的功能模块化结构特点出发,探讨毕业要求指标体系与课程群的对应关系,具有逻辑结构清晰与操作简便、高效的优点。展开更多
文摘Background: The registered dietetic four-year degree educational structure has been intact since 1926. Master level nutrition programs exist in the U.S., but are not standardized or accredited unlike four-year degrees. Academic requirements for nutrition graduate programs vary regionally across the nation. Objective: To 1) quantify and describe the availability of Master level nutrition programs regionally;and 2) examine the current M.A. and M.S. program requirements for a nutrition graduate degree in the U.S. Methods: Nutrition graduate programs (n = 201) were analyzed and compared by geographical region. Data were collected between August 2017 and May 2018. Inclusion criteria were defined as: nutrition graduate programs listed in the American Society of Nutrition (ASN) database that had a nutrition graduate program website. Descriptive statistical analysis measured evaluated variables. Results: A total of 201 nutrition graduate programs in the U.S. were identified. The title of the programs was categorized into 29 main themes. The most common nutrition graduate program title was a M.S. in Nutrition, 55 institutions (27.4%). A total of 181 institutions offered a M.S. with a required thesis, whereas 95 offered a M.S. with a non-thesis option, and only eight offered a M.A. Region 3-South offered the highest number of nutrition graduate programs (66), followed by region 2-Midwest with 49 programs, region 1-Northeast offered a total of 46 programs, and 37 programs were offered in region 4-West. Conclusion: In 2024, as part of the RD eligibility criteria, it will be required that students possess a master’s degree. To date, only one master’s program in the U.S. is accredited, which assures the student a measure of confidence of program rigor and accountability. Dietitians’ three major professional concerns: respect, recognition and rewards are predicated on rigorous educational programs that meet ACEND standards. It is unlikely that all U.S. master level programs will be accredited by 2024.
文摘传统工程训练模式难以适应新时代人才培养的需要。本文提出了以工程实际项目为牵引,以问题为导向,开发符合产出导向教育理念(Outcome based education,OBE)的项目式工程训练课程,依托工程素质教育中心实训平台,围绕学生的知识、能力、素质和价值培养目标,通过实际案例的项目设计与制作,采用模糊层次分析法对学生工程能力进行评价。结果表明:工程训练新模式相较于传统工程训练,对毕业要求达成度最高,有利于培养大学生的自主学习能力、高阶思维能力及解决复杂工程问题能力。
文摘OBE(Outcome Based Education,成果导向教育)理念是工程教育认证的核心思想,已得到工程教育界的广泛认可与推广。其中,毕业要求指标体系与课程体系的对应关系是该理念落实的关键环节。但目前的构建思路是基于课程层面的,忽视课程体系的功能模块结构(或课程群)特点,与指标体系对应课程选择存在较大的随机性、主观性问题。该文以广州大学环境工程专业为例,从尊重课程体系的功能模块化结构特点出发,探讨毕业要求指标体系与课程群的对应关系,具有逻辑结构清晰与操作简便、高效的优点。
