Transcript Slide 1

University of Josip Juraj Strossmayer in Osijek
Faculty of Civil Engineering
Ksenija Čulo
Vladimir Sigmund
RUCE Objectives and Tools
RUCE Workshop
Tempus Join European Project No: 17062
Zagreb, November 2004.
Background:
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The Bologna Declaration :
The European higher education area
Zajednička deklaracija europskih ministara za naobrazbu (29
država i Hrvatska), 19. lipnja 1999
Prague, 2001. -33 drzave
Berlin, 2003., -40 drzava potpisnica
Bergen, 2005., -48 drzava
• The Sorbonne Declaration:
• Joint Declaration on Harmonisation of the Arhitecture of
the European Higher Education System
• F, I, UK, D
• 25. maja 1998
• EUCEET project
European Civil Engineering Education and Training
Koordinator projekta: Ecole Nationale des Ponts et
Chausses, Pariz
– Više od 135 clanica i preko 100 građevinskih fakulteta
europskih sveucilista
– Obrazovni programi na dodiplomskom studiju
– Ocjena kvaliteta i akreditacija
– Veza između sveučilišta, istraživanja i industrije
– Dodiplomski programi i ukupna akademska naobrazba
– Inovativnost u izobrazbi (uporaba IT)
– Zahtjevi koje ekonomsko i društveno okruženje postavlja
izobrazbi
• “Adoption of a system essentially based on
two main cycles, undergraduate and
graduate. Access to the second cycle shall
require successful completition of first cycle
studies, lasting minimum of three years”
• “The degree awarded after the first cycle
shall also be relevant to the European labour
market as an appropriate level of
qualification”
• “A system in which two main cycles should be
recognized for international comparison and
equivalence seems to emerge.”
1. RUCE OBJECTIVE
• Restructuring of the current curricula in
line with the Bologna process into a
flexible, transparent, comparable and
industry relevant two-tier bachelormaster system.
• Integration of the Croatian experience
in technical education and the best
practices from various degree programs
available into a common curriculum
Bologna,1999., Prague, 2001., Berlin, 2003., ...
(signed by 40 countries)
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Easily readable and comparable degrees
Adoption of a system based on two cycles
in the year 2005.
System of credits (ECTS)
Promotion of mobility and employability
Comparable criteria in quality assurance
Promotion of the European dimension in HE
Lifelong learning
Promoting the attractiveness of the EU HE
institutions
Doctoral level (third cycle)
• Graduates must have (ASCE):
• proficiency in mathematics through differential
equations; probability and statistics; calculus-based
physics; and general chemistry;
• proficiency in a minimum of four (4) recognized major
civil engineering areas; the ability to conduct
laboratory experiments and to critically analyze and
interpret data;
• the ability to perform civil engineering design by
means of design experiences integrated throughout
the professional component of the curriculum;
• an understanding of professional practice issues
such as: procurement of work; bidding versus quality
based selection processes; how the design
professionals and the construction professions
interact to construct a project; the importance of
professional licensure and continuing education;
and/or other professional practice issues.
Academic requirements (SEFI)
• Minimum knowledge of the bachelor level in CE
graduates ( 3 years):
– design buildings and constructions on a basic level
– carry out independent project management and supervision
of small civil engineering projects
– apply static calculations to dimension structures of metals,
concrete and wood
– take part in planning work related to water supply, drainage
and sewer, communications, and mapping
– Assume the role of responsible engineer in sub-projects as
part of large construction works, in fields like roads, bridges,
tunnels, harbours, buildings and landscaping
Master level in CE (+2 years)
• show in-depth understanding of general phenomena
and problems relating to civil engineering
• learn how to increase insight into civil engineering
problems and how to find acceptable solutions, in
connection with other sciences, taking into account
given or anticipated precondition
• apply skills for designing, realizing and maintaining
civil engineering constructions and systems from the
point of view of strength, stability, safety, environment
and costs
• explain the social aspects of civil engineering and the
social context in which civil engineering projects are
realised
• use his general knowledge, acquired scientific
attitude and designing skills regarding the above
objectives
• show insight into and proficiency in the area of one of
the major fields. After a training period, the recently
graduated civil engineer has to be capable of bearing
responsibility for the tasks which he/she performs at
an academic level in the area in which he/she
majored
• use the skills required for recognizing, formulating,
applying and analysing problems in the area of civil
engineering in order to find one or more acceptable
solutions. To this end the Civil Engineering student
has to be enabled to obtain knowledge of and insight
into the developments and methods of scientific and
applied scientific research, particularly in the area in
which the student majored
2. Faculty
• The program must demonstrate that
faculty teaching courses that are
primarily design in content are qualified
to teach the subject matter by virtue of
professional licensure, or by education
and design experience.
• The program must demonstrate that it is
not critically dependent on one
individual.
ECTS
European Credit Transfer System
Europski sustav prijenosa bodova
• jedinstveni sustav bodova koji se dodjeljuju
pojedinim kolegijima/predmetima/modulima
Modul: kao usmjerenje ili kao jedinstvena cjelina
tematskog područja.
MODUL KAO JEDINSTVENA CJELINA
VJEŽBE
SEMINARI
PREDAVANJA
Vježbe, seminari, kolokviji i predavanja u
modulu imaju jedinstvenu satnicu
moduli su jednosemestralni ili u bloku,
moduli mogu imati isti ili različit broj sati
Svaki modul ima koordinatora modula te
predavače (interdisciplinarni, npr.)
Nakon odslušanog modula polaže se
jedinstveni pismeni (i/ili usmeni) ispit
pred svim predavačima.
Tri su ključna temelja ECTS-a
• Informacija o visokoobrazovnim
institucijama, njihovim nastavnim
programima, postignućima.
• Ugovori među pojedinim institucijama,
između studenta i visokoobrazovne
institucije.
• Broj bodova koji iskazuje opterećenje
studenta.
Ukupno opterećenje
• 60 bodova za akademsku godinu
• 30 bodova za semestar
• Potrebno je uskladiti koeficijente za
izračun opterećenja studenata po
oblastima !
Primjer!
Naziv
predmeta
Predavanja/
Seminari/
Vježbe
Koef.
optereć.
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Opterećenje po
predmetu
ECTS
bodovi
Predmet 1
4/2/2
3/2/1
180+60+30=270
10
Predmet 2
3/2/2
3/2/2
135+60+60=255
9
Predmet 3
Predmet 4
2/0/2
3/2/1,5
90+0+45=135
5
0/0/2
3/2/1
0+0+30=30
1
Predmet 4
2/2/0
3/1,5/0
90+45+0=135
5
Ukupno:
825 sati rada studenta po semestru
30
* koeficijenti opterećenja mogu biti isti za sve predmete ili različiti
Godišnje
opterećenje
studenta
(izracunato
prema
ustanovljenim
kiterijima) ne smije biti više od 1920
sati (48 radnih tjedana pomnoženo s
40 sati tjednog opterećenja), tj. 960
po semestru (od 780 do 960 sati)
Dakle, treba voditi računa da broj sati
pomnožen s brojem bodova po
semestru i godini bude manji.
Mobilnost studenata
• “mobilnim” studentima treba biti
omogućeno praćenje redovite nastave
• student se može vratiti na matični fakultet
• student može ostati i diplomirati na
gostujućoj instituciji
• student može otići na treću(e) instituciju
2. RUCE objective
• Development of manageable and
transparent quality control and quality
assurance techniques and procedures
• Quality civil engineering education
demands a process of continuous
improvement
by
systematic
and
collective evaluation and refining of the
system.
QA in needed in order :
 to assure standards of achievement
 to assure quality of teaching
 to assure quality of management
Internal QA System - Principles
Confidence
building
Efficiency,
effectiveness,
sustainability
Promotion of
quality culture
Commitment to
quality improvement
Focus on
student needs
Coherent and transparent
system structure
Evaluation Priorities
 TEACHING AND LEARNING PROCESS
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COURSES AND PROGRAMMES
STRUCTURE AND CONTENT
AIMS AND OBJECTIVES
UP-TO-DATENESS
LEARNING MATERIALS
GAINED SKILLS AND COMPETENCIES
 STAFF
STAFF DEVELOPMENT
STAFF INITIATIVES
 INFRASTRUCTURE
LEARNING ENVIRONMENT
ACCESS TO EQUIPMENT
LIBRARIES
 STUDENT COUNSELLING, SUPPORT SERVICES
INTERNAL QUALITY ASSURANCE PROCESS
U n i v e r s ity Q A B o a r d
1 1 F a c ult y Q A C o m m it t e e s
F a c u lt y Q A C o o r d i n a t o rs
F a c u lt y S t a f f
Stu d e nts
QA OF CATEGORIES INCLUDED IN THE
EDUCATION PROCESS
1.
ABILITY OF THE EDUCATIONAL INSTITUTION to reach the
2.
3.
4.
QUALITY OF THE CURRICULA CONTENTS
QUALITY OF TUITION (learning/teaching)
ORGANIZATIONAL STRUCTURE of the educational process –
5.
6.
desired studying quality (equipment, technology, space)
temporal and content sequence of subjects
EFFICIENCY OF THE COMMUNICATION-INFORMATION SYSTEM
(management of the faculty – course teacher – student records
office – students’ organization – student) in the support of the
teaching/learning process
CORPORATE CULTURE of the educational system (on the level
of the study group / the faculty and the university)
QA OF LECTURES AND LECTURERS
I. CODE OF SUBJECT, CODE OF LECTURER
II. LECTURES ARE INTERESTING
Lectures are understandable
Contents of the program is up-to-date
Lectures are in keeping with the curriculum
The lecturer includes examples from the practice
The lecturer encourages students to think
The lecturer answers the students’ questions
Study literature is coordinated with the lectures
Study literature is accessible
One can prepare for the examination using the prescribed literature
The lecturer gives a fair and just evaluation of one’s knowledge
The lecturer evaluates one’s knowledge on the basis of criteria
known in advance
Complete evaluation of the subject
Complete evaluation of the lecturer
III. SUGGESTIONS FOR THE IMPROVEMENT OF THE PROGRAM
Suggestions for the improvement of the lecturer
EXTERNAL QUALITY ASSURANCE PROCESS
• The Board of the EUCEET-Tuning synergy
group elaborated a draft of the
questionnaires
listing
the
specific
competences required for civil engineering
subject area.
Questionnaire for Graduates
• This questionnaire presents a series of
questions related to the skills and
competences that may are important for
success in their career.
– Do you feel that the education you have
received at the university has been
adequate?
– How would you rate the employment
potential of your degree?
Questionnaire for Employers
• This questionnaire presents a series of
questions related to the skills and
competences that may be important for
success in the career of civil engineer.
Questionnaire for academics
• Ranking of Generic Competences
• Listed are the competences that have
been considered as most important for
the professional development of
university graduates, both by graduates
and by the companies that employ
them. Please rank these in order of
importance according to your opinion.
The picture represents the SYNERGY of these three QA activities.
Complete effect can be achieved only when all three elements are
applied IN COORDINATION.
QA is a CYCLIC PROCESS.
Defining
Quality
Improving
Quality
Measuring
Quality
3. RUCE objective
• The introduction of new teaching
techniques and their implementation
– (a) new teaching techniques, based on the
extensive use of the information
technology (IT),
– (b) the communication skills training.
USING IT IN TEACHING AND
LEARNING OF STRUCTURAL
ENGINEERING
• M. Fischinger and T. Isaković
• University of Ljubljana
• Faculty of Civil and Geodetic Engineering