| Degree program: structures, methods and implementation
Structure and modularity
Modularity According to the program training objectives, the curriculum for this program consists of nine competence fields whose learning objectives and corresponding courses are provided as follows. 1) Mathematics, Physics and Chemistry Learning objectives: master the basic principles of Mathematics, Physics and other natural science courses, to lay a foundation for engineering fundamental courses. General requirements: ability to use the basic theoretical knowledge of natural science they have learnt to analyze the scientific problems extracted from engineering practice. Corresponding courses: Calculus, Linear Algebra, Probability Theory and Mathematical Statistics, College Chemistry, College Physics. 2) Informatics Learning objectives: master basic knowledge of information technology and computer science to lay a foundation for utilize computer programming and software to solve engineering problems. General requirements: ability to use computer and information technology methods to solve practical problems in the science and technology fields related to the learnt program. Corresponding courses: Information Technology, Introduction to Computer, Program Design and Practice 3) Engineering Fundamentals Learning objectives: master a broad range of engineering fundamental knowledge to lay a solid foundation for subsequent learning of Engineering Application courses. General requirements: abilities to master the theoretical knowledge, experiment methods and test skills of engineering mechanics and mechanical principles and design; understand and apply the theory of electrical and electronic technologies, basic law of fluid flow, heat and mass transfer, energy conversion and utilization for engineering design and analysis; master the basic knowledge of Renewable Energy Engineering and the physics and chemistry theory related to energy and chemical industry; demonstrate the skills in such aspects as literature review, engineering graphing, modelling and analysis, laboratory testing, data processing, process operation, etc. Corresponding courses: Fundamentals of Engineering Drawing, Electrical Engineering and Electronics, Theoretical Mechanics, Mechanics of Materials, Mechanical Engineering Drawing, Fundamentals of Engineering Materials, Machine Design, Engineering Thermodynamics, Engineering Fluid Mechanics, Computer Modeling Practice, Fundamentals of New Energy Theory, Applied Physical Chemistry, Heat Transfer. 4) Engineering Applications Learning objectives: ability to engage in engineering design, engineering practices, engineering applications and engineering management in Renewable Energy Engineering and related fields. General requirements: familiar with the methods of measurement, control and data processing in renewable energy engineering related parameters; master theory and working principle of process technology and equipment related to power engineering and renewable energy engineering; be able to implement equipment optimization design, research and development, manufacture, operation and management; master the theoretical knowledge of the heat exchanger working principle, structure design and optimization and acquire the necessary skills in the research and development, design, manufacturing, operation and management of high efficiency heat exchanger; master the theoretical knowledge of energy system and energy saving, demonstrate the skills in energy system analysis and management; master the professional knowledge of technologies for renewable energy applications and power generation and get work-related technical abilities. Corresponding courses: Measurement and Control Technology of Power Engineering, Pumps and Fans, Thermal Engineering, Energy Management, Principles and Design of Heat Exchanger, Power-Saving Technology, Biomass Conversion and Utilization, Systems and Equipment of Nuclear Power Plant, Nuclear Reactor Engineering, Wind Power Generation Technology, Fundamentals of Solar Cell, Solar Power Generation and Thermal Utilization. 5) Electives Learning objectives: ability to master professional knowledge and skills in interdisciplinary and frontier fields related to Renewable Energy Engineering. General requirements: master the professional knowledge involved in interdisciplinary and novel fields covering traditional energy field and renewable energy field and obtain the professional skills for related work and the ability to carry out transformation and optimization of existing systems. Students can choose their appropriate courses according to their personal interests and development. Students are required to select five courses (15 credits) in the 7th semester. Corresponding courses: Principles of Steam Turbine, Thermodynamic Equipment and System Optimization, Principles and Equipment of Refrigeration, Manufacturing Technology of Thermal Power Machinery, Clean Combustion Technology, CFD Numerical Simulation, Energy and Environment, Thermal Power Plants, Gas Turbine Theory and Application, Combined-Cycle System. 6) Foreign Language Learning objectives: demonstrate intercultural and international cooperation and communication skills to better adapt to the development of society and internationalization. General requirements: master a foreign language and pass National College English Test Band 4 (CET-4); can read professional literatures and communicate in the foreign language professionally. Corresponding courses: Fundamental English, Intensive English, Interactive Practical English, Interactive Comprehensive English, Reading and Writing in Technical English. 7) General Courses Learning objectives: demonstrate a basic understanding and skills of humanities and social sciences; carry out physical exercise and practice basic military skills to keep physical fitness and promote teamwork spirit. General requirements: work as team players to do sports and military exercises to keep fit and promote their self-realization and teamwork spirit; carry out various social practices to understand the basic principles of humanities and social sciences, adapt to the development of society and take responsibilities for environment and society. Corresponding courses: Ideological, Moral Cultivation and Law Basis, Introduction to China's Modern and Contemporary History, Introduction to Basic Principles of Marxism, Introduction to Mao Zedong Thoughts and the Theoretical System of Socialism with Chinese Characteristics, Social Practice, Military Theories, Military Training, Physical Education. 8) Practical Training Learning objectives: get familiar with design, processing and manufacturing and improving methods of relevant equipment and systems; get familiar with enterprise production process; promote the innovation consciousness and get practical skills to improve comprehensive competence. General requirements: integrate and apply theoretical knowledge and practical skills to solve practical problems, consolidate the basic theoretical knowledge and deepen the understanding of the application fields of Renewable Energy Engineering, promote innovation competence. Corresponding courses: Metalworking Practice, Comprehensive Experiment, Student's Project, Innovation and Entrepreneurship Project Training, Internship. 9) Bachelor Thesis Learning objectives: ability to analyze and solve engineering problems to fulfill design tasks. General requirements: complete graduation design tasks under the guidance of supervisors, write up thesis and pass oral defense. Corresponding courses: Bachelor Thesis.
Structure This is a four-year undergraduate program. According to the curriculum, the entire course system is divided into nine competence fields, and the learning contents of different competence fields are interrelated according to time sequence. In terms of the credits and workload distribution of each competence field, language courses and general courses are arranged in semesters 1-4, including English, philosophy, physical education, etc. to acquaint students with the English, humanities and laws to improve their intercultural communication capacities and humanistic literacy. Mathematics, Physics and Chemistry and Informatics courses are arranged in semesters 1-4 to acquaint students with the basic knowledge and skills for the learning of subsequent professional courses, e.g., Calculus courses are arranged in semesters 1-2, Linear Algebra and Probability Theory and Mathematical Statistics are arranged in semesters 2-3; College Chemistry and College Physics courses are arranged in semesters 1-3; Informatics courses are arranged in semesters 1-3, to enable students to master the basic knowledge and skills of computer science and information technology. Engineering Fundamental courses are arranged in semesters 1-5, including the learning of engineering knowledge and skills related to machinery, materials, electrics and electronics, chemistry and energy etc., to lay a foundation for subsequent engineering application and professional courses. Engineering Applications courses are arranged in semesters 4-7, which involves professional courses of Renewable Energy Engineering. These courses are crucial in the entire course system and they deepen and extend the professional knowledge and applications in renewable energy engineering field. Electives are arranged in semesters 7 to expand interdisciplinary knowledge and skills for students’ personal and professional interest. Professional courses include the above mentioned Engineering Fundamental courses, Engineering Application courses and Electives. Practical Training courses and Bachelor Thesis are arranged in semesters 5-8. The topics of Bachelor thesis are derived from supervisors’ scientific research projects or the actual engineering projects of industrial enterprises. Internship and Bachelor thesis can help students accumulate a large amount of practical engineering experience, and improve their employment competitiveness. According to the curriculum, students will eventually obtain 240 credits after 8 semesters of study.
Workload and credit pointsIn USST, the completion of studying a theoretical module course for 16 contact hours corresponds to one Chinese credit (except for Foreign Language and General Education Courses). As for Practical Training courses, the completion of studying for 32 contact hours corresponds to one Chinese credit. Chinese credits count contact hours only, while ECTS (European Credit Transfer System) credits count not only contact hours but also self-study hours. In the perspective of ECTS credits, the workload of a student is the sum of his/her contact hours and self-study hours. Generally speaking, 30 study hours (including contact hours and self-study hours) are equivalent to one ECTS credit, although there are differences between the above two credit systems on self-study hours. When Chinese credits are translated into ECTS credits, the average credits for one academic year are 60 ECTS credits or 1800 study hours (workload).
Study hours (workload) / contact hours, credit points and self-study The credits and study hours of all modules in the Curriculum of Renewable Energy Engineering Program are detailed in Appendix D2. The Syllabus of each course is available in Appendix B2. In order to show the structure and classification of workloads in different items, such as compulsory courses, professional courses, electives, language courses, Table 4 provides the statistics of study hours of students in four years.
Credit pointing system Learning outcomes are reflected mainly in the form of credits. Every undergraduate student in the two programs to be accredited must get credits equivalent to 240 ECTS credits after completing four years of study, i.e. 30 ECTS credits in every semester on average. The deviation of credits among different semesters should not exceed 3 ECTS credits. The workload of each semester is relatively balanced, and should not cause structural pressures on students’ learning effectiveness and teachers’ teaching quality. The examination results are analyzed by course directors and the students’ study hours are investigated by counselors and academic tutors to get students’ actual learning workload every semester and ensure their actual learning workload is consistent with the planned workload. Each student is required to complete about 900 study hours (workload) every semester. As above-mentioned, 30 study hours (workload) are equivalent to one ECTS credit.
Education methodsNatural science fundamental courses are taught mostly in the form of large classes (about 60 students), while professional fundamental courses are usually taught in the form of small classes (about 30 students). Some of the courses include theoretical knowledge as well as experiments which are usually conducted in the form of groups in batches. Elective courses can be selected by students according to their own interests and development needs.
In addition to classroom teaching, practice and training are also important ways of undergraduate education. School of Energy and Power Engineering, which has the two programs to be accredited, has Energy and Power Engineering National-level Teaching Demonstration Centre and two Municipal-level Key Experimental Bases, and has better experimental conditions compared with the same program of any other university in China. School of Energy and Power Engineering in USST has also established practice centres with some long-term cooperative enterprises, which can provide practice opportunities to more than 400 students every year. Meanwhile, students can also select Professors’ research projects in the University to carry out practice study. Every student are required to attend Comprehensive Experiments, Professional Comprehensive Course Design, Innovation and Entrepreneurship Training, Internship and Bachelor thesis.
Online teaching is widely used in the two programs. All courses have corresponding course webpages in the University’s website. A platform of teaching management information system and online teaching information has been built and over 70 online courses for our school have been developed and an experimental teaching centre information platform has been constructed to provide a very rich resource for motivating students' autonomous learning and improving their self-learning ability.
Support and advice1) AdministrationThe routine management and support of the undergraduate teaching and training in the University is primarily under the charge of Undergraduate Dean’s Office, which has subordinate offices including teaching affairs section, teaching research section, practice teaching section, comprehensive section, admission section, teaching assessment section and expansion section. The University teaching management information system website: http://jwc.usst.edu.cn/. In the University, each school has a dedicated teaching office, under the guidance of the Vice Dean of teaching, which is responsible for the teaching management of the school. 2) Student Office Student Office is responsible for guiding and supporting students of every department and school to carry out students’ ideological and political education and management, mainly including: comprehensively promoting quality education, enhancing the overall quality of students, maintaining a normal teaching order, and creating good style of study and university; developing student management system; guiding, coordinating and assessing the student management work of each department; responsible for various award, loan and subsidy to students; responsible for students' occupation guidance and service; and responsible for student dormitory management and students' mental health education. 3) Student counselor system Each program has full-time undergraduate counselors, who are responsible for the life guidance and psychological counseling of students in the University, building the bridge for the communication between the University and students families, organizing students to hold various cultural and sports activities, so as to provide students with a healthy, safe and dynamic learning and living environment. Counselors will introduce the programs’ development status and future occupation direction to freshmen, to help them establish rational occupational objectives and think about their occupational planning as early as possible. Therefore, most of the freshmen will plan for their future occupational development in the first year of their university life under the guidance of counselors. For students at the second grade and the third grade, counselors will help them rationally adjust their occupational planning and improve their employment objectives, to lay a solid foundation for their competitiveness in future job market. For students at the fourth grade, counselors will provide the latest information on employment for them, guiding them to improve interview skills, and providing overall guidance and services for their life and community activities, etc. Regarding the topics which students are concerned about, counselors will periodically organize exchange meetings of experience among students at different grades, to enable lower-grade students to get learning and life guidance from higher-grade students. To help undergraduates participating in Innovation and Entrepreneurship Training program and improve students' innovative capability, counselors will organize special skills training seminars from time to time, such as inviting experienced professional teachers or enterprise technical personnel to teach the use methods and development techniques of various professional engineering software to students. 4) Academic tutor Every new undergraduate student is provided with an appointed academic tutor to support his/her academic, professional and career development. Academic tutor guide students to master the methods of knowledge learning and problem solving, help them establish academic and life goals individually and stimulate their learning and career motivation. The unity of academic tutor and students in different grades can work harmoniously to benefit for students and teachers and let students take the advantage of study inheritance. Academic tutors encourage students to actively participate in scientific research projects and/or apply for undergraduate research and innovation projects and relevant academic competitions independently. All the academic staff can work as academic tutors and they identify their students’ learning needs and develop useful study strategies according to the students’ personal specialty and interest, provide constructive suggestions for students in academic research and support their career planning. 5) Enterprise mentors The school implements undergraduate enterprise mentoring system, encouraging students to practice in industry and commutate with engineers to develop their innovational and entrepreneurial abilities. Enterprise mentors are managers or engineers from relevant enterprises employed and qualified by USST. Students can select their preferred enterprise mentors according to their own research interest and enterprise mentors can select students as well. Enterprise mentors are responsible for guiding students’ projects during students’ enterprise internship, and keeping communication with academic tutors of the school to collaborate in teaching. 6) Course website Online teaching is widely used in these programs. All courses have corresponding course webpages in the University’s website. Teaching website: http://cc.usst.edu.cn, introducing curriculum, course background, contents of lectures, syllabuses, exercises and answers, teachers’ resumes, etc. Each school has set up corresponding experimental teaching websites, Energy and Power Engineering Experimental Teaching Centre website: http://eplab.usst.edu.cn/. Students can find course-related information online or send e-mails to their teachers to ask questions. Teachers can answer course-related questions to undergraduates at their own offices in an appointed time every week or communicate with them anytime via e-mails.
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