• Title, Summary, Keyword: 공과대학 교육

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Analysis of the Education Objectives of Domestic and Foreign Colleges of Engineering (국내외 공과대학들의 교육목표 분석)

  • Jeong, Eun-Soo;Seo, Jong-Wook;Lee, Jae-Ho;Lee, Yoon-Mi;Yoon, Soon-Jong;Kim, Byung-Joo;Chung, Joon-Ki;Han, Byoung-Kee;Chung, Chung-Gui
    • Journal of Engineering Education Research
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    • v.11 no.3
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    • pp.44-53
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    • 2008
  • This paper examined the educational objectives of selected colleges of engineering in Korea and other countries such as the USA, Canada, Australia, New Zealand, Japan, and Hong Kong. Among the common educational objectives of the colleges of engineering in Korea are the supply of manpower with professional abilities, an education to enhance the basic competence of engineers, and the equipment of high-level educational environments for quality engineering education. These emphases are in line with the global trends shown in the cases of various countries, where "leadership" and "innovation" are given much weight, and qualities such as "creativity", "specialty", and "service" are stressed. The analysis on the educational objectives of the selected colleges of engineering listed in this study may serve as a substantial basis for setting future goals and making decisions for quality engineering education in the colleges of engineering.

A Study on the Improvable Proposal of General Education Curriculum of Engineering College - A Case of Seoul National University - (공과대학 교양교육 개선 방안 탐구: 서울대학교 사례를 중심으로)

  • Lee, Hee-Won;Min, Hye-Ree;Yi, Kyung-Woo
    • Journal of Engineering Education Research
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    • v.11 no.3
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    • pp.24-32
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    • 2008
  • Engineering Colleges in Korea have two educational objectives: 1) strengthening of speciality 2) cultivation of the engineering literacy such as the ability of working together, the ability of communication and creative thinking. In order to achieving these objectives, Engineering Literacy education was originated. The improvable proposal of general education course of engineering college is divided into two parts. One is American type that emphasizes on the general education independently of major. The other is Korean ABEEK's type that attach importance to engineering literacy. This study researches the case of Seoul National University that applied ABEEK's engineering literacy on redesigning the curriculum. To redesign the curriculum, college of engineering, Seoul National University reduced the optional courses in general education and had the students complete the engineering literacy. This device is effective, because it is able to keep the universal general education and make the most of major's characteristics.

The Comparative Study about General Education Curriculum of Engineering College in the United states (미국의 공과대학 교양교육과정에 대한 비교 연구)

  • Kim, Myoung-Lang;Park, Hye-Young;Chang, Sun-Young
    • Journal of Engineering Education Research
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    • v.10 no.1
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    • pp.5-19
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    • 2007
  • A general education course is different from a major course in an engineering college. Therefore, they influence a learning outcomes according to their forms and contents. In particular, an engineering college in korea is open to argument against a general education course. Because a general education course has to observe the criterion of ABEEK. Consequently, the purpose of this study is to compare general education courses of engineering colleges in USA. For it, this study analyzes the completion method and academic area of a general education course. In result, this study suggests the property and implication of a general education course in an engineering college.

The Need Analysis for Development of the Customized Educational Programs for Engineering Female Students (공과대학 여학생들을 위한 맞춤형 교육프로그램 개발을 위한 요구조사)

  • Han, Ji-Young;Han, Seung-Woo;Kim, Young-Suk
    • Journal of Engineering Education Research
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    • v.13 no.4
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    • pp.130-142
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    • 2010
  • Demands on customized educational programs for female students in college of engineering in university level make this study be launched and conducted. Literature reviews related to educational environments, psychological mechanism of female students and current status of conventional educational programs for them were provided. The related survey with 97 students in a university in Incheon was also conducted. Various statistical methods based on SPSS Window's 15.0 version were adopted and applied to analyze data which were collected through the survey. The result of data analysis addressed that female students appeared higher interests in gender recognition than male students do. This result was also proved by statistical analysis. Additional differential findings based on statistical analysis were gender roles and leaderships in classes, employment to the field of specialization and so on.

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Comparison Engineering Students' Beliefs with Professors' Expectations about the Cognitive Beliefs and the Motivational Beliefs in Learning Physics (물리학습에서의 인지적 신념과 동기 신념에 대한 공과대학 학생의 인식과 교수자의 기대 비교)

  • Kang, Eugene;Kim, Jina
    • Journal of Engineering Education Research
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    • v.16 no.2
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    • pp.50-57
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    • 2013
  • The study to improve engineering students' performance in studying physics lacked despite of the importance of studying physics in engineering education. The cognitive belief and the motivational belief in studying physics had a strong effect on studying physics. The purpose of this study was to seek the educational way through comparing professors' expectations with students' beliefs about the cognitive belief and the motivational belief in studying physics. The cognitive belief in studying physics was considered as variables like 'knowledge', 'learning' and 'relation'. The motivational belief in studying physics was considered as variables like 'expectancy' and 'value'. It was the 'expectancy' that was the most different dimension between professors' expectations and students' beliefs. It means that students have little confidence in their abilities to study physics, though professors expect their students to be confident. Professor who teaches physics to engineering students recognize these differences, need to have interest in affective domains of beliefs to teach. In addition, there is need to teaching and learning strategies that can lead engineering students' beliefs about ability to perform the task, the purpose, importance, interesting for physics.