Exploring the Articulation Pathway between Undergraduate Foundations and Graduate Specialization – A Case Study of the Course "Theory and Measurement Techniques of Gas–Liquid Two-Phase Flow"

Yang Yang; Xiangrui Dong; Jiaqi Chen; Chao Zhang

doi:10.70088/8mbseq58

Authors

Yang Yang School of Energy and Power Engineering, University of Shanghai for Science and Technology, Shanghai, China Author
Xiangrui Dong School of Energy and Power Engineering, University of Shanghai for Science and Technology, Shanghai, China Author
Jiaqi Chen School of Energy and Power Engineering, University of Shanghai for Science and Technology, Shanghai, China Author
Chao Zhang School of Energy and Power Engineering, University of Shanghai for Science and Technology, Shanghai, China Author

DOI:

https://doi.org/10.70088/8mbseq58

Keywords:

undergraduate‐graduate articulation, curriculum reform, capability transformation, graduate education, gas‐liquid two‐phase flow

Abstract

Good coordination of undergraduate and graduate education is needed to improve the overall quality of high-end talent cultivation. For example, the graduate course "Theory and Measurement Techniques of Gas-Liquid Two-Phase Flow" in the department of energy and power engineering has studied the problems that currently exist in the articulation of graduate courses and undergraduate foundation courses systematically, such as disconnection in teaching content, lack of capability transformation and misalignment of assessment focus. Therefore, the reform path of education builds upon the foundation provided by undergraduate education and focuses on developing abilities. Specifically, the following measures will be taken to better align the knowledge points of undergraduates with the direction of graduate specialisation in a "correspondence matrix plus articulation handbook"; a three-tiered gradient training objective of "foundation transformation - specialisation deepening - innovative application" will be set; teaching links that promote knowledge transfer will be designed; and all-encompassing "formative + summative" assessment will be carried out. The first tests have shown that this reform path can strengthen students' ability to transfer knowledge and specialise in applying skills, so it is a suitable imitation model for reforms in the articulation teaching of similar graduate courses.

References

Y. Jiang, Y. M. Huang, J. R. Gong, et al., "Role of curriculum catena as a connection between under- and post-graduate educations majoring in natural resources and its potential application to high-quality training for the master of education specialized in geography," Journal of Beijing Normal University (Natural Science), vol. 61, no. 1, pp. 66–70, 2025, doi: 10.12202/j.0476-0301.2024217.

Q. W. Wang, "Empowerment of Knowledge Rediscovery in the Cultivation of Top Mathematical Talents: Construction and Practice of the Undergraduate-Master-Doctoral Integrated Training Model," 2026, preprint, doi: 10.20944/preprints202603.0638.v1.

M. Xu, T. Huang, X. Chen, et al., "The Innovative Construction of Integrated Undergraduate-Graduate Cultivation Platform Driven by Informatization: A Case Study of Wuhan University of Technology," in Proceedings of the 2025 International Conference on Educational Technology and Management Information Systems (ETMIS 2025), Springer Nature, 2026, p. 458, doi: 10.2991/978-94-6239-630-2_44.

H. Y. Xie, W. F. Chen, and J. Lyu, "Preliminary Exploration of Teaching Practice and Questionnaire Analysis of the Integrated Course for Undergraduates and Graduates," Journal of University of Shanghai for Science and Technology (Social Science edition), vol. 47, no. 2, pp. 204–210, 2025, doi: 10.13256/j.cnki.jusst.sse.230128032.

J. M. Lee, "Articulation of undergraduate and graduate education in public health," Public Health Reports, vol. 123, no. 2_suppl, pp. 12–17, 2008, doi: 10.2307/25682036.

J. Pittman, J. Anderson, E. Bentley, et al., "Gap analysis methodology for mapping baccalaureate and graduate nursing curricula to the AACN essentials: a step-wise approach," Journal of Professional Nursing, pp. 26–32, 2026, doi: 10.1016/j.profnurs.2025.12.009.

Z. Zhang, X. Lu, K. Bai, et al., "Curriculum reform and practice of a graduate-level course based on the CDIO engineering education model: a case study of Pattern recognition," Cogent Education, vol. 13, no. 1, 2026, doi: 10.1080/2331186X.2026.2649993.

J. Biggs, "Enhancing teaching through constructive alignment," Higher Education, vol. 32, no. 3, pp. 347–364, 1996, doi: 10.1007/bf00138871.

S. C. Barrie, "A conceptual framework for the teaching and learning of generic graduate attributes," Studies in Higher Education, vol. 32, no. 4, pp. 439–458, 2007, doi: 10.1080/03075070701476100.

M. H. Davis and R. M. Harden, "Planning and implementing an undergraduate medical curriculum: the lessons learned," Medical Teacher, vol. 25, pp. 596–608, 2003, doi: 10.1080/0142159032000144383.

J. D. Pillay, F. Ally, and N. Govender, "Exploring opportunities for embedding graduate attributes in a first-year undergraduate anatomy course for allied health students," BMC Medical Education, vol. 19, no. 1, p. 329, 2019, doi: 10.1186/s12909-019-1777-6.