Programs, Pedagogy, and Process: Institution-Wide Improvement of Undergraduate Education at The Colorado School of Mines

在科罗拉多矿业学院（CSM），我们即将进入全面课程改进过程的第四年，这是为了应对工程教育中系统性问题的担忧。 迄今为止，我们已经制定了一个使命声明和一套属性，我们希望学校的所有毕业生实现包括技术深度和广度，沟通技巧，国际意识，灵活性和道德。 我们还研究了我们目前的课程和其他领先的工程学校的课程，并制定了一个新的课程，我们强调程序，教学法和过程的初步框架。 在接下来的几年里，我们计划在CSM现有的优秀课程的基础上，开发一个跨课程设计的课程计划，一系列系统课程，以及一个增强的和彻底整合的人文和社会科学组成部分。 此外，我们将建立在我们悠久的教学历史和我们的教学效率办公室，探索这些新课程的最佳教学方法，并为教师在其中的教学做好准备。 最后，我们将把一个完善的评估/持续改进计划纳入我们的新课程。 该计划将发展出我们已经成熟和公认的国家授权的投资组合评估计划。 随着我们开发，试点和全面实施独特的本科工程课程，我们的有形产品将包括新的文本，实验室实验，硬拷贝和多媒体课程材料。 更重要的是，我们将培养出更好地为科学和工程职业做好准备的学生，以及更好地为教授他们做好准备的教师。 从长远来看，这个项目将有助于我们继续从一个专注于教学的机构转变为专注于学习的机构。 我们的项目可以作为其他地方课程修订的产品和过程的基准。

At the Colorado School of Mines (CSM) we are about to enter the fourth year of a comprehensive curriculum improvement process undertaken in response to concerns about systemic problems in engineering education. To date we have developed a mission statement and a set of attributes which we wish all graduates of the School to achieve including technical depth and breadth, communication skills, international awareness, flexibility, and ethics. We have also studied our current curriculum and the curricula at other leading engineering schools and have developed a tentative framework for a new curriculum in which we emphasize programs, pedagogy, and process. In the next few years we plan to build on existing excellent programs at CSM to develop a design-across-the curriculum program, a sequence of Systems courses, and an enhanced and thoroughly integrated humanities and social sciences component. In addition, we will build on our long teaching history and our Office of Teaching Effectiveness to explore the best pedagogies for these new programs and to prepare faculty for teaching in them. Finally, we will incorporate a refined assessment/continuous improvement program into our new curriculum. This program will grow out of our already mature and well-recognized state-mandated portfolio assessment program. As we develop, pilot, and fully implement a unique undergraduate engineering curriculum, our tangible products will include new texts, laboratory experiments, and hard copy and multimedia course materials. More importantly, we will produce students who are better prepared for science and engineering careers and faculty who are better prepared to teach them. Over the long-term, this project will help continue our transformation from an institution focused on teaching to one focused on learning. Our project can serve as benchmark for both the products and the process of curricular revision elsewhere.