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New Engineering Education initiative of China: A Policy Debrief

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Engineering and Public Policy Division Technical Session

Page Count

8

Permanent URL

https://peer.asee.org/40391

Download Count

51

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Paper Authors

biography

Siqing Wei Purdue University at West Lafayette (COE)

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Siqing Wei received B.S. and M.S. in Electrical Engineering from Purdue University. He is currently pursuing a Ph.D. degree in Engineering Education program at Purdue University. After years of experience serving as a peer teacher and a graduate teaching assistant in first-year engineering courses, he has been a research assistant at CATME research group studying multicultural team dynamics and outcomes. The research interests span how cultural diversity impacts teamwork and how to help students improve intercultural competency and teamwork competency by interventions, counseling, pedagogy, and tool selection (such as how to use CATME Team-Maker to form inclusive and diversified teams) to promote DEI. In addition, he also works on many research-to-practice projects to enhance educational technology usage in engineering classrooms and educational research by various methods, such as natural language processing. In addition, he is also interested in the learning experiences of international students. Siqing also works as the technical development and support manager at the CATME research group.

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biography

Matthew Ohland Purdue University at West Lafayette (COE)

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Matthew W. Ohland is Associate Head and the Dale and Suzi Gallagher of Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. He studies the longitudinal study of engineering students and forming and managing student teams and with collaborators has been recognized for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.

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biography

Lina Zheng Beihang University

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Dr. Lina Zheng is a postdoc researcher at Beihang University, who received her doctoral degree in Management from Tsinghua University. She once served as a visiting scholar in the School of Engineering Education at Purdue University. Her recent research interests include international engineering education reforms with an emphasis on the "New Engineering" initiative in China, as well as the institutionalization of engineering education research (EER).

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Abstract

This article discusses and critiques one Chinese national strategy, New Engineering Education (NEE). To maintain globally technical and scientific competitions, increasing demands of qualified engineering talents becomes imperative. Building on previous experiences of engineering education reform, the Ministry of Education (MOE) in China proposes three-stage sequential policy documents to lead the directions and pathway in constructing new and revised engineering disciplines and programs along with exploring potential talent development mechanisms. Intending to train sufficient industry-needed engineering graduates, the systematic reform movement takes initiatives in conducting over 600 research and practice projects from various perspectives and with multiple stakeholders. Although the success of the Chinese NEE initiative sounds promising, two major challenges are identified for policy change. The resource distribution gap among different tiers of institutions needs to be reduced and teaching need to be centralized as one of the cores in NEE reform.

Wei, S., & Ohland, M., & Zheng, L. (2022, August), New Engineering Education initiative of China: A Policy Debrief Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40391

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