Case Research on Educational Needs of Engineering Students about Program Outcomes(PO)

공과대학생들의 학습성과(PO)에 대한 교육요구도 사례 연구

  • Received : 2011.02.14
  • Accepted : 2011.05.09
  • Published : 2011.05.31


The purpose of this study is to provide the information of decision making that can be used to improve curriculum of engineering education by surveying and analyzing that educational needs of ${\bigcirc}{\bigcirc}$ university' engineering students about program outcomes. The conclusions of this study are as follows. First, it was found that engineering students surveyed valued much of the necessity of PO2(analysis experiment), PO3(design capability), PO6(teamwork) among program outcomes. In addition, it was found that engineering students surveyed thought their ability was low in PO3(design capability), PO4(problem solving), PO10 (knowledge of current events). Second, it was found that the order of educational needs about program outcomes was PO3(design capability), PO2(analysis experiment), PO1(knowledge application), PO5(practical ability), PO4(problem solving) which suggested that engineering students surveyed had high educational needs for engineering program outcomes. On the other hand, it was found that engineering students surveyed showed lower awareness of PO7, PO10, PO11 which had characteristics of humanities. It is necessary that systematic establishment of course completion system in basic design, element design and comprehensive design by giving weight to design education that aims to strengthen design capability should be made in curriculum of engineering education. It was found that there was considerable difference in educational needs about program outcomes especially in PO1(analysis experiment), PO4(problem solving), PO5(practical ability), PO6(teamwork) according to grade, gender and specialty and therefore this should be considered in designing curriculum. It is judged that operation of flexible education program should be arranged if learning achievement through regular curriculum Is limited.


  1. 김명랑 ․ 윤우영 ․ 이경훈(2004). 학습성과 만족도 분석 -K대학교를 중심으로-. 공학교육연구, 7(1): 74-78.
  2. 김진수 ․ 최유현 ․ 김수경(2008). 공과대학 교수들의 공학교육 연수실태와 교육 요구 분석. 공학교육연구, 11(2): 50-64.
  3. 김해경(2010). 심화교육프로그램 학습성과 달성을 위한 비교과과정 프로그램 효과분석 -프로그램 학습성과 국제성을 중심으로-. 공학교육혁신 논문지, 3: 107-119.
  4. 나일주 ․ 김주이(1998). 초등교사들의 실과 실기 능력과 교육요구도. 한국실과교육학회지, 11(1): 175-188.
  5. 송성진(2010). WA 주요국 인증 기준 및 운영현황. 2010 SKKU 공학교육 워크샵 & 인증제 실효성 확보 방안 연구과제 공청회 자료집, 성균관대학교 공학교육혁신센터.
  6. 한송엽 ․ 서경덕(2002). 공학교육 성과평가를 위한 졸업생 설문 조사 사례연구. 공학교육연구, 5(1): 34-49.
  7. 한국공학교육인증기준(2000). 기준 3. 한국공학교육인증원, 문서번호 ABEEK-N-2000-2.
  8. 한국공학교육인증원.
  9. Borich, G. D. (1980). A Needs Assessment Model for Conducting Follow-Up Studies. Journal of Teacher Education, 31(3): 39-42.
  10. Joni, E. S., Sarah, A. R., & Jerome, P. L. (2008). Designing better engineering education through assessment. Stylus Publishing, LLC.
  11. Kaufman, R., & Besty Hersher, B. A. (1972). Body Image Change in Teen-Age Diabetics. Pediatrics. 48(1): 123-128.
  12. Martin, E. (Ed.) (1995). Foundations of Technology Education, 44th Yearbook of the Council on Technology Teacher Education. NY: Glencoe Division, Macmillian / McGraw-Hill.
  13. Maultsby, C. D. (1997). In service needs of agricultural science teachers in areas I, II, and IV. Unpublished master's thesis, Texas Tech University, Lubbock. (thesis committee member)