Changzhou Institute of Technology’s Electrical Information Engineering has the major of electrical engineering and automation, electronic information engineering, and automation. Among them, electrical engineering and automation majors and electronic information engineering majors are national first-class professional construction points, and automation majors are first-class professional construction points in Jiangsu Province. In the process of professional construction, the college always aims to serve regional and local industries, and cultivates applied talents with broad knowledge, strong abilities and high qualities. Over the years, the college has focused on industry-led and professional-based, combining professional construction with industrial needs, combining teaching objectives with enterprise employment standards, combining teaching content with job requirements, and combining teaching process with production process. In terms of faculty, teaching venues, teaching content, etc., it has achieved deep integration of schools and enterprises, forming a school-enterprise cooperation model of "specialization and industry integration", creating a new "professional +" professional structure, and improving the quality of applied talents training.
Diversified faculty team integrates
promotes the integration of majors and industries
College focuses on promoting professional construction based on school-enterprise cooperation, and has signed a "five-in-one industry-education integration base" with more than 20 companies. In 2021, the college was approved as the construction site of Jiangsu Electrical Industry College, and in 2022, the major of electrical engineering and automation was approved as the industry-education integration brand major in Jiangsu Province. The college has 4 industry professors in Jiangsu Province, more than 40 industry professors in Changzhou City, and 8 school-level industry professors. The college also selected 15 key teachers to the enterprise as "school representatives" and hired 15 enterprise elites as the college's "enterprise aviation engineers" to build a diversified faculty team, allowing industrial elites to enter the core area of talent training, take the pulse of professional talents, promote professional construction and education model upgrades, and make the supply side of talent training consistent with the demand side of industry. Through the integration of a diversified faculty team, a "closed-loop convective" dual-teacher teaching team of "closed-loop selection, circular training, dual-track mutual recruitment, and convective assessment" will be formed, and a "school-enterprise dual-main" education model will be implemented. In the teaching process, both schools and enterprises achieve "four commonalities", namely, jointly formulate training goals, jointly build a curriculum system, jointly implement the training process, and jointly evaluate the training effect. In terms of training plan formulation, teaching syllabus revision, industry-education integration curriculum development, production and education integration textbook writing, school-enterprise teacher sharing, training base construction, scientific research and social services, schools and enterprises carry out all-round cooperation, promote close ties between majors and industries, further strengthen talent training, scientific research and social services, and effectively promote the deep integration of industries and majors.
School and enterprises jointly build "study factory"
promotes the integration of schools and enterprises
School and enterprises jointly build "study factory" , with project learning centers, school-enterprise training centers, and innovation and entrepreneurship centers . Introduce advanced R&D equipment, cutting-edge professional technology, and excellent engineers from the enterprise. Relying on R&D projects, students as the main body, and team as the unit, we will apply complex engineering cases in the enterprise R&D and production task process to teaching through modules such as course training, comprehensive training, system development, and subject competitions, and integrate employment elements of the enterprise, workplace and position into education and teaching, so that students can truly participate in the entire process of enterprise product development. The school and enterprise jointly develop together to feed back teaching with R&D results. On the one hand, it improves teachers' teaching and scientific research level, and on the other hand, it keeps the teaching content keeping up with cutting-edge professional and technical knowledge. At the same time, the "Study Factory" is open to cooperative enterprises in the industrial field, used for training of corporate employees and customers, etc., to serve the development of local industries. Relying on the "study factory", the college has built a comprehensive practical teaching system of "2+3+4+N". "2" refers to two dimensions of in-class practical teaching and extracurricular innovation competitions; "3" refers to three practical centers in the project study center, school-enterprise training center, and innovation and entrepreneurship center; "4" refers to the training process divided into four modules: basic, comprehensive, engineering and innovation; "N" refers to the total of N teams such as robots, embedded, and drones. Schools and enterprises jointly build "study factories", which promotes the integration between schools and enterprises in terms of personnel, venues, equipment, projects and teaching.
Establish a multi-dimensional closed-loop evaluation system for social feedback
Improve the quality of talent training
In order to continuously improve the quality of talent training, the college has established a multi-dimensional closed-loop evaluation system based on social feedback, and adopts a combination of external evaluation and internal evaluation to evaluate the quality of talent training from multiple dimensions such as graduate tracking and feedback, employer evaluation, peer expert evaluation, social comprehensive evaluation, school student research, teaching process monitoring, etc., and use the evaluation results as the basis for professional seminars to form a professional quality report, put forward continuous improvement opinions, and feedback to the next round of teaching implementation process. Through continuous improvement and improvement in recent years, the evaluation system has established corresponding working models and methods around the continuous improvement of evaluation methods, evaluation content, and feedback results, forming a stable multi-dimensional closed-loop evaluation system, which comprehensively and objectively reflects the problems in all aspects of talent training, and continuously improves the quality of talent training through continuous improvement.
(Mao Guoyong Zhang Yanhong Yao Wenqing)
