Construction Mode and Operation Mechanism of Intercollegiate Collaborative Curriculum Community Among Heterogeneous Universities

Xiaopeng Song; Ruirong Wang; Yueping Han

doi:10.70088/c65jm346

Authors

Xiaopeng Song National Experimental Teaching Demonstration Center for Electrical and Electronic Engineering, North University of China, Taiyuan, China Author
Ruirong Wang Department of Electronic Engineering, Taiyuan Institute of Technology, Taiyuan, China Author
Yueping Han School of Power Engineering, Shanxi College of Technology, Shuozhou, China Author

DOI:

https://doi.org/10.70088/c65jm346

Keywords:

heterogeneous universities, intercollegiate collaboration, curriculum community, engineering education, teaching equivalence

Abstract

In response to the current landscape of intercollegiate cooperation in Chinese higher education, which is predominantly dominated by alliances of homogeneous institutions and frequently suffers from a lack of deep collaboration in curriculum development among heterogeneous universities, this paper explores the construction mode and operation mechanism of an intercollegiate collaborative curriculum community. Taking three heterogeneous but homologous universities—North University of China, Taiyuan Institute of Technology, and Shanxi College of Technology—as a pilot program and utilizing the Principles of Circuit Analysis course as a primary case study, a comprehensive digital curriculum resource ecosystem was developed based on a faculty-student crowd-sourcing approach. Through off-line practical modeling and assistance, online distinct-pedagogy for identical-courses, and the detailed decomposition of course objectives, substantial equivalence in teaching cross-campus identical courses was successfully achieved. Furthermore, cross-institutional and diversified academic tutoring was implemented to promote personalized cultivation within the broader context of large-scale education. Regional characteristic elements, such as the local power industry culture, alongside fundamental engineering ethics, were integrated into classroom teaching to significantly enhance the overall educational impact of the curriculum. Additionally, an objective achievement evaluation method based on a combined Visual Analog Scale and Incremental Evaluation approach was proposed. Practical implementation indicates that this innovative mode effectively narrows the gap in intercollegiate learning outcomes and improves the teaching proficiency and professional competence of young faculty, providing a replicable paradigm for the collaborative development of regional heterogeneous universities and the modernization of New Engineering curricula.

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