Abstract Within the framework of continuous improvement in engineering education accreditation,“curriculum teaching and assessment” is a critical component for implementing the OBE(Outcome-Based Education)philosophy,yet it commonly suffers from declining effectiveness in policy execution.Addressing issues such as poor policy coordination across the university,college,and program levels,excessive assessment workload for teachers,and delayed academic warnings,this study develops a multi-level digital monitoring and management system using the polymer materials and engineering program at Nanjing Forestry University as a case study.The aim is to explore a sustainable mechanism for accreditation management.Specifically,the system assigns responsibility entities and completes multi-level reviews on a digital platform to ensure the operational level of various management systems.It also automates the scanning of examination papers,breaks down questions,and intelligently generates course quality reports,thereby alleviating the evaluation burden on teachers.Additionally,it quantifies the progress of “formative assessments” and creates a radar chart for each student to track their progress in meeting graduation requirements,enabling timely academic warnings and support.This mechanism provides strong assurance for students to meet graduation requirements and offers a scalable digital solution for the routine operation of engineering education accreditation.
HE Yu-Cheng, WANG Ying, ZHOU Shuai, XIANG Bo, LEI Wen, LUO Zhen-Yang, SHA Ye. Long-Term Teaching Management Mechanism for Polymer Materials and Engineering Based on Engineering Education Accreditation Principles[J]. Chinese Journal of Chemical Education, 2025, 46(18): 95-99.
