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Teaching Reform and Practice of OBE in the Course "Engineering Geological Numerical Simulation" under the Background of Engineering Education Accreditation: A Case Study of the Institute of Disaster Prevention

Author(s)

Chaoyu Chang1,2,*, Jiapei Gu1,2, Feng Qiao1,2

Affiliation(s)

1Institute of Disaster Prevention, Sanhe, China 2Key Laboratory of Earthquake Disaster Prevention and Risk Assessment in Hebei Province, Sanhe, China * Corresponding Author

Abstract

Under the framework of engineering education accreditation, to address the deviations in traditional teaching of the "Engineering Geological Numerical Simulation" course—namely teacher-centered instruction (teaching replacing learning) and outcome-over-process bias (emphasizing results over process)—this paper, guided by the OBE philosophy and taking the Geological Engineering program at the Institute of Disaster Prevention as a case study, implements course teaching reform and practice. By reconstructing a three-dimensional (knowledge – ability - literacy) course objective system and establishing a quantifiable support matrix aligned with graduation requirements; constructing a progressive three-tiered teaching content framework (basic theory → software technology → engineering application); innovating a hybrid "online-offline + virtual-real integration" teaching methodology; and designing a three-dimensional dynamic evaluation network (process-ability-ethics), two rounds of teaching practice demonstrate: student classroom interaction increased by 297%, course objective attainment reached 0.83–0.88, engineering ethics awareness completeness doubled. The reform achieves a paradigm shift from teaching-centered to learning-centered pedagogy, providing a reusable OBE practice model for similar courses in application-oriented undergraduate institutions.

Keywords

Engineering Education Accreditation; OBE Philosophy; Engineering Geological Numerical Simulation; Teaching Reform; Process Evaluation; Competency Attainment

References

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