Comparison Analysis of Civil Engineering Undergraduate Curriculum among Universities in China, US and Europe

2014 ◽  
Vol 638-640 ◽  
pp. 2402-2408 ◽  
Author(s):  
Yun Zhou ◽  
Jun Kai Zhang ◽  
Lin Jin Li ◽  
Sha Liao ◽  
Zhi Fang
Keyword(s):  
General Education ◽  
Civil Engineering ◽  
Undergraduate Curriculum ◽  
University Education ◽  
Comparison Analysis ◽  
Course Structure ◽  
General Education Curriculum ◽  
Basic Stage ◽  
Foreign Universities ◽  
Practical Teaching

University education is a basic stage of engineers’ cultivation. The purpose of this paper is to draw instructive conclusions by analyzing differences between Chinese and foreign universities on civil engineering undergraduate education. Teaching methods were taken into consideration. Statistical data in thirty famous universities in China, US and Europe were collected. After comparing differences of civil engineering curriculums from selected colleges, four aspects were analyzed such as the total number of teaching hours, course structure, general education curriculum and practical teaching. It is obvious that specialized courses are taken seriously in Europe universities while general education lessons are valued in American universities. There are also many differences among universities in three regions when referring to approaches of practical teaching.

scholarly journals PRINCIPLES OF THE U. S. GENERAL EDUCATION CURRICILUM DESIGN

2020 ◽  
pp. 214-223
Author(s):  
Svitlana FEDORENKO ◽  
Keyword(s):  
General Education ◽  
Learning Strategies ◽  
Personal Development ◽  
Teaching And Learning ◽  
Undergraduate Curriculum ◽  
Component Composition ◽  
Academic Experience ◽  
Transferable Skills ◽  
General Education Curriculum ◽  
The Arts

On the basis of the analysis of the U. S. general education curriculathe three mainprinciples oftheir design (i.e. content, teaching and learning strategies, assessment and evaluation processes) are identified and enlarged upon: principle of systemicity (supported by identifying components of general education and specify-ing its tasks as a system to ensure its integrity and focus on forming students’ transferable skills); principle of plu-ralism (focused on taking into account constant sociocul-tural changes in globalized pluralistic societywithin dif-ferent knowledge areas of general education); principle of effectiveness (based on defining the outcomes of learning and personal development of students in the system of general education). The general education component in the undergraduate curriculum is highlighted as the core of the undergraduate academic experience developing im-portant intellectual and civic capacities of students. The typical content of general education curriculum at the U. S. higher education institutions is outlined, comprising “thecommunicative component” (composition and rhetoric coursesorwriting studies,and first year seminarson various sociocultural themes), and “the breadth compo-nent” (the arts, natural and social sciences, and mathe-matics). It is stated that the U.S.general education is intended to acquaint students with sociocultural knowledge accumulated by humanity; promote better self-understanding and awareness of their place and role in society; develop the ability to adequately assess the pos-sibilities for their self-realization; teach students to think independently and critically, and to communicate in a civilized and effective way with other people and the world at large

An Examination of the Functions of a General Education Art Curriculum in Universities

2019 ◽  
Vol 17 (3) ◽  
pp. 306-317 ◽  
Author(s):  
Yi-Huang Shih
Keyword(s):  
General Education ◽  
Knowledge Integration ◽  
Literature Analysis ◽  
Art Curriculum ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
The Aesthetic ◽  
Traditional Arts ◽  
Foreign Universities

Both domestic and foreign universities offer arts courses as part of the general education curriculum. This alone reveals the value of arts courses in a university general education. Further, a general education art curriculum has certain functions within a university. In this article, I explore these functions. For this reason, the method of literature analysis is used by the author. First, this article explores the objective of general education in universities. Second, the necessity of arts courses for a general education curriculum in a university is discussed. Third and finally, this article examines the functions of a general education art curriculum in universities. According to the results, the functions are as follows: (1) cultivating the aesthetic subject consciousness of students; (2) cultivating the knowledge and humanity of students; (3) enhancing the aesthetic ability of students, and helping students understand local traditional arts; (4) promoting students' diverse abilities; (5) equipping students with the competence of artistic thinking, including knowledge integration and expression; and (6) cultivating broad worldviews and humanistic caring among students.

Incorporating the Expanded Core Curriculum into science

2021 ◽  
pp. 026461962110293
Author(s):  
Ying-Ting Chiu ◽  
Tiffany Wild
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Visual Impairments ◽  
Next Generation Science Standards ◽  
Teaching Skills ◽  
Education Curriculum ◽  
Science Standards ◽  
General Education Curriculum ◽  
Science Curricula ◽  
Expanded Core Curriculum

The Expanded Core Curriculum (ECC) is a set of concepts and skills that are taught to students with visual impairments to support their learning that often occurs incidentally with vision. Students with visual impairments must learn both the ECC and content from the general education curriculum, including science. Thus, it is crucial to incorporate these two sets of curricula so that students with visual impairments can learn both sets of curricula more efficiently. This article presents an analysis of science curricula and lesson plans that support the Next Generation Science Standards while promoting teaching skills to students with visual impairments in the ECC. The results show that the ECC can be incorporated into science easily which will allow the ECC and science to be taught in one lesson.

scholarly journals Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 83-93 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Past Research ◽  
Support Needs ◽  
Educational Placement ◽  
General Education Curriculum ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

Sign in / Sign up

Export Citation Format

Share Document