| 摘要: | 截至2009 年為止，國內已有403 個大學工程及科技相關系所申請認證。為了共同努力提升國內工程教育品質並達成與國際接軌之目標，將以申請人過去與歐盟以及華盛頓協定會員國之合作交流為基礎，進一步拓展與歐盟以及WA 其他會員國的互動，進行一系列對國內工程教育認證制度持續改進之評估研究，並協助工學院教師提升成果導向課程設計、執行與評量能力。文獻探討首先即從國際間之認證趨勢著手，首先參考並對比歐盟（EUR-ACE）以及華盛頓協定（Washington Accord）的認證規範，再探討成果導向認證制度之內涵，並以此為基礎，評析華盛頓協定常任會員國認證指標之優缺點。同時，以軟體系統方法學（Soft systems methodology）分析工程科系在實施成果導向課程教學與評量方法之創新時，所面臨的衝擊。本研究計畫為期三年，第一年將與美國工程教育認證最佳模範學校Rose-Hulman Institute of Technology 合作交流，希望透過其理論與實務經驗，作為國內與國際工程教育認證標竿分析(Benchmarking)之基礎；同時，以採分層隨機抽樣的問卷調查方式瞭解認證制度實施的現況；建構教學精進平台，以分析並協助解決工程科系教師在教學與評量困境。第二年蒐集國內工學院院長、系主任與教師對於工程教育認證之看法，以及將建立好的教學精進平台進行測試，並實際運用於課程中；在國際合作方面，本研究將與歐盟學者合作瞭解歐洲各國之認證實施情形，以理解歐盟各國如何兼顧其國內的工程教育特色與國際認證規範之要求。第三年的研究重點則是完成教學精進平台，提供教師具體可行的教學與評量之參考；並進行各國與國內學生核心能力之標竿分析。值得一提的是，教學精進平台不僅提供工程領域教師成果導向教學及評量方法，更輔有教學策略及學習心理學之參考，相信此平台之建立對於工程科系教師在設計成果導向課程模式的正向影響甚鉅。本計畫結合國內外的工程教育認證、課程設計、教育評量，跨文化社會學的專家，分別來自美國Rose-Hulman Institute of Technology、歐洲工程教育認證聯盟（ENAEE）、德國法蘭克福大學、國立台灣大學與國立中央大學。透過跨國與跨領域學者共同參與，相信本計畫能提出對國內工程教育認證之改善建議，提升國內工程教育的品質、並與國際持續接軌。 Washington Accord is an organization that recognizes the substantial equivalency of accreditation system on engineering education in eleven countries around the world. The purpose of this research is to examine the modifications made in engineering programs as they responded to Taiwan’s new outcomes-based Engineering Criteria AC2004. Specifically, the study wishes to address two research questions: (1)What impact has outcomes-based accreditation criteria on student learning outcomes in accredited programs? (2)What multi-dimensional impact has accreditation system had on administrative policies and faculty culture after the implementation of outcomes-based approach? To set the stage for internationalization of engineering accreditation in Taiwan, first we synthesized the commonalities and differences between accreditation criteria ofWashington Accord Signatories and EUR-ACE in order to capitalize on current developments of international accreditation criteria. Next, we wish to implement the CDIO (Conceiving, Designing, Implementing, and Operating) approach, which is a complex value-added engineering products, processes and systems in a team-based environment. Its .initiative has launched a benchmarking analysis among world-wide collaboration of engineering programs at universities in more than 16 countries in USA, Europe, Asia, and Australia. This international collaboration project spans over three-years. First of all, the researcher will construct the research framework on the outcomes-based teachings and assessments with the research partner from Rose-Hulman Institute of Technology, which is the best -example university of ABET accreditation approach. At the same time, both the quantitative qualitative methodology will be utilized to explore the impact of the implementation of engineering accreditation in Taiwan over the past years. Meanwhile, the researcher will cooperate with the EU scholars to understand the implement of European accreditation system and how Taiwan could build on EU experience in improving our accreditation system that is of international standard and that reflects the local culture and history. Finally, the goal of the third year is to administrate the completed CDIO platform for benchmarking analysis on student learning outcomes in accredited programs. It is worthwhile to note that this international collaboration project consists of experts in the field of engineering education, curriculum and instructional design, educational assessment and cross-cultural sociology within 5 universities on three continents.With the partnerships of the interdisciplinary researchers, this project wishes to provide effective recommendations for continuous improvements on the internationalization of outcomes-based accreditation approach in Taiwan. 研究期間：10008 ~ 10107 |
