Introduction to the Department of Computer Science and Technology
The Department of Computer Science and Technology was established in 2003, adhering to our university's motto "Bright Virtue, Far-reaching Transportation," and promoting the educational tradition of "Willing to be a Stepping Stone, Never Stop Progressing." The department is based in the western region and faces the whole country, aiming to run a first-class major and cultivate top-tier talents. It emphasizes student-centered education, deepens industry-academia collaboration, and has formed a talent training model that emphasizes both ability and innovation, with "two chains, four progresses, and five integrations," aiming to cultivate innovative talents who meet the needs of the new engineering disciplines, are well-rounded in morality, intelligence, physical fitness, aesthetics, and labor, and possess a certain international perspective and competitiveness. Over the past 20 years, the major has trained more than 2,400 undergraduates and more than 500 master's students for the nation, including a group of outstanding alumni such as Hong Jing. In 2023, it was awarded the typical case of an excellent grassroots teaching organization at the municipal level in Chongqing.
In Chongqing, the department consists of 24 faculty members, which includes 5 professors, 12 associate professors, and 2 renowned teaching instructors. It has 5 teaching teams and a master's program in Computer Science and Technology. It has established the "Chongqing Jiaotong University · Suguang Big Data and Artificial Intelligence Elite Class" for top talent cultivation.
Work Plan for 2024
(1) Continue to promote the construction of a national first-class major, deepen professional construction reform, and ensure a smooth acceptance of the Computer Science and Technology major as a national first-class major.
(2) Promote the mid-term inspection and continuous improvement of the engineering education professional certification for the Computer Science and Technology major, ensuring a smooth passage of the mid-term inspection.
(3) Persist in promoting the integration of industry and education, implement the collaborative education model, establish long-term corporate partnerships for each major, follow the "one major, one enterprise" policy, and continue developing the Sugugang Class.
(4) Promote curriculum teaching model reform as required by the school, and increase efforts to promote project-based teaching reform to improve talent cultivation quality.
(5) Promote interdisciplinary and inter-college team formation for graduation projects, striving to have more than 10 people participating in interdisciplinary graduation projects.
The department takes professional construction and student capability enhancement as its core ideas, aiming to cultivate innovative talents for the information industry and transportation industry's application software development; accurately docking with the national and Chongqing industry software and information technology development needs, cultivating outstanding engineering technical talents; strengthening interdisciplinary integration, innovating OBE-based talent training models, deepening the construction of first-class courses and first-class teacher teams, and striving to build a national first-class major in Computer Science and Technology. The engineering education professional certification was passed in 2022.
Overall Architecture of Computer Science and Technology Major Construction
I. System Construction and Implementation
1. The department was the first in the college to establish an OBE-based quality evaluation and continuous improvement quality assurance system and ensure its orderly implementation.
It has successively established OBE evaluation systems such as the rationality and achievement degree evaluation of training objectives, the achievement degree evaluation of graduation requirements, and the achievement degree evaluation of course objectives. It was the first in the college to pass engineering certification and provided a model for these systems to become college systems.
2. It has established a multi-level progressive OBE professional quality standard for software design capabilities.
Based on the OBE education and teaching philosophy, focusing on professional training objectives, graduation requirements, curriculum systems, and course objectives, it has developed the "Multi-level Progressive Software Design Capability System and Implementation Requirements for the Computer Science and Technology Major."
3. It has designed and implemented a deep integration of industry, science, and education teaching reform mechanisms.
Led by engineering practice capabilities, it has organically combined concentrated practice courses with theoretical courses for teaching reform; introduced third-party testing into the talent training link, achieving a systematic unity of discipline competitions and courses; established a credit exchange system between comprehensive discipline competitions and concentrated practice link courses, effectively promoting the improvement of students' comprehensive capabilities.
II. Teaching Reform
The faculty team of the Department of Computer Science and Technology is committed to professional construction, curriculum construction, and educational teaching reform. Through research on the collaborative construction and development of professional groups, the integration of trust knowledge into the training system, the construction of industry case project libraries, and the construction of learning and training support platforms, it has enhanced professional connotation construction and promoted the cross-boundary integration and development of professions. It has implemented industry-education integration and collaborative education models by incorporating scientific research achievements into courses, practice, and innovation training. It has ensured that school talent training adapts to the development of engineering education through the construction of quality assurance systems, construction guarantee systems, and school-enterprise cooperation mechanisms, thereby cultivating high-quality applied engineering technical talents for society who adapt to industry demands and are "information + industry" oriented.
In recent years, 9 teaching reform research projects have been initiated, including 1 municipal major project, 1 key project, and 2 general projects. It has promoted classroom teaching reform and stimulated students' enthusiasm for learning. Implementing case-based and project-based teaching reforms through "trust knowledge" entering courses and real projects entering courses has greatly enhanced students' interest in learning and practical abilities. Reforming practical teaching models with discipline competitions as an opportunity has improved students' innovation and entrepreneurship capabilities. In the past three years, students have led 7 national-level and 14 provincial-level innovation and entrepreneurship projects and won 64 national-level and 278 provincial-level awards in discipline competitions.
III. Curriculum Construction
Focusing on student output orientation, it has deepened curriculum construction. It has introduced cutting-edge disciplinary knowledge into professional courses to expand students' knowledge breadth and depth. It has promoted the construction of new engineering textbooks and given full play to the role of textbooks in educating people. It has established 3 municipal first-class courses such as "Advanced Language Programming Design" and "Discrete Mathematics," 15 school-level first-class courses such as "Object-Oriented Programming Design," "Database Principles," and "Software Engineering," and 5 school-level course-based ideological and political courses such as "Computer System I" and "Compiler Principles"; it has published several textbooks including "Advanced Language Programming Design," "Programming Method and Algorithm Guidance," and "Graph Theory Algorithm Theory, Implementation and Application (2nd Edition)."
IV. Practical Teaching Construction
It focuses on the integration of "disciplinary direction—disciplinary team—professional characteristics" for the cultivation of scientific and educational integration talent innovation awareness and capabilities, giving full play to the role of disciplinary scientific research and innovation teams in assisting undergraduate teaching. It focuses on "intelligent transportation" innovative scene applications, focuses on "one road, one vehicle," constructs a real scene project library of "information + transportation," and implements project-based teaching reform.
