Abstract:

As a guiding framework for course implementation, traditional course syllabuses can no longer meet the demands of engineering education accreditation. Against this backdrop, there is a pressing need to establish a new set of standards regarding curriculum construction. In this article, we introduce a standardized three-step procedure for the design of the Polymer Physics course syllabus based on engineering accreditation standards, in which the teaching methods and assessment tasks are aligned to the learning activities. First, the learning outcomes are set up to scaffold the course-specific graduate attributes. Second, appropriate teaching materials and strategies are selected according to the learning outcomes. Finally, assessment methods and grading criteria are developed to scientifically measure learning achievement. This standardized syllabus not only guarantees the desired learning outcomes, but serves as a model for other course syllabuses.

Key words: Engineering education professional accreditation, Polymer physics, Course syllabus, Constructive alignment, Formative assessment