• Journal of Engineering Education Research
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• v.15 no.4
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• pp.58-65
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• 2012

The purpose of this study was to analyze the effects of accreditation on curriculum in Korean engineering education. To analyze the curriculum, bulletins of three colleges accredited programs and three colleges non-accredited programs from 2002 to 2010 were compared. The conclusions of this study are as follows. First, the accreditation for engineering education has a considerable influence on curriculum by strengthening the concentration areas, setting general education directions to fit engineering needs, and reinforcing major and MSC(math, science and computer) subjects. Secondly, the accreditation for engineering education causes significant changes in the educational objectives and contents. Lastly, it has an indirect influence on the curricula of non-accredited programs, such as increasing the number of MSC credits and accepting engineering design courses. Thus, the process of curriculum improvement is revealed in more global standardized engineering curricula.

• Journal of Engineering Education Research
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• v.25 no.4
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• pp.13-20
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• 2022

The purpose of this study is to objectively grasp the effect of the engineering education innovation support project among the national engineering-related financial support projects by dividing the groups according to the participation of support projects from 2018 to 2020 and dividing the university performance. As a result of the research the engineering education innovation support project has been consistently producing excellent results of field-based engineering education such as field-oriented industrial-educational collaboration capstone design, technology commercialization, and development and operation of corporate-linked education. It was found that the results showed that the dropout rate of college were lowered. In the future, it needs to be prepared as a place for new and free trials, innovations, and opportunities so that the engineering education innovation support projects can become the mother of other business groups.

• Journal of Engineering Education Research
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• v.13 no.2
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• pp.54-58
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• 2010

The Asian Conference on Engineering Education has organized and is held in Busan. This paper tells the steps for the process of planning of this conference. Firstly, the Innovation Center for Engineering Education in Korea Maritime University and the Center for Innovation and Creativity Development in The University of Tokushima signed the mutual interchange agreement on engineering education in 2005. The interrelation of both centers has made a continuous relation by mutual visiting of teachers and students. The first symposium on engineering education between the two universities was held in 2006. Three symposia were succeeded until now. By the way, the Japanese five-university coalition of engineering education was composed in 2004. This five-university coalition annually held the symposium on engineering education. Two teachers and two students of each university participated in the symposium and introduced their activities. Annual symposium was held every year from 2004 to 2008. Based on these two kinds of symposium, we have planned to enlarge the relationship by including partner universities in both countries. The capstone design coalition on engineering education between the Center for Innovation and Creativity Development in the University of Tokushima and the innovation center for engineering education in Korea Maritime University are introduced. The interrelation of both centers has held by mutual visiting of teachers and students during four years. The capstone design activities of Korea Maritime University and the students' creative design projects of the University of Tokushima were introduced each other. This coalition is planned that it needs to be enlarged by including partner universities in Asian countries.

• Journal of Engineering Education Research
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• v.23 no.5
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• pp.68-75
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• 2020

In order to cultivate the talents acquired in the fourth industrial revolution, developed countries' government are actively engaged in the campaigns encouraging K-12 students to participate in the maker movement. Maker education is regarded as one possible solution based on high tech in the era of the 4th Industrial Revolution, and it is spreading widely along with STEM education. In South Korea, STEAM education was actively conducted nationwide, and since 2017, STEAM and maker education have been linked showing mutual development. However, compared to STEAM education linked to the curriculum, comparison and activity-based research on maker education for teenagers is still insufficient. Therefore, this study aimed to suggest implications for STEAM education and maker education by analyzing the motivation of Korean youth to participate in maker activities. The subjects of this study are high school students who participated in maker education programs in student community for the first time in Korea. In this study, students were classified into engineering-related career group and non-engineering-related career groups based on their career intentions, and the motivation and understanding of participation in maker activities were compared. As a result of the study, male students participated more in maker education community activities than female students, and the engineering-related career group had a higher intention to participate in games, outdoor activities, IT equipment, digital production, and electrical/electronic production activities than the non-engineering-related career group. In addition, in the fields of handicraft/art, home baking, installing, and horticultural agriculture, there was no difference in the intention of participate in the engineering-related career group and the non-engineering-related career group. It was found that the engineering-related career group believed that there was a strong relationship between the maker education community activity, career exploration and future career choice, while the non-engineering-related career group believed that the relationship is less strong. It was also found that the engineering-related career group was participating more actively in the maker activity than the other group.

• Journal of Engineering Education Research
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• v.26 no.1
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• pp.45-57
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• 2023

The aim of this paper is to find directions for improving creativity education in a research-oriented college of engineering. As a method, we interviewed 17 professors and 7 students from a research-oriented college of engineering in Seoul, South Korea and learned about their experiences related to creativity education. As a result, we were able to identify 6 topics on which the interviewees' opinions vary. We found that most professors we interviewed did not think creativity was important in their classrooms as they thought passing on engineering knowledge was more important in foundational engineering education, and creativity is hard to define. However, their evaluation method in class showed that they valued creativity, and were trying to teach creativity with little success. Also, while the professors thought they needed more communication with the students to improve creativity education, the students thought they needed more autonomy. In consideration of our findings, we proposed 4 directions for improving creativity education in a research-oriented college of engineering. First, shift perspective on the foundational education for engineering. Second, connect basic curriculum and extracurricular activities. Third, actively connect basic curriculum with the industry. Finally, provide appropriate facilities that enable different types of interactions between professors and students.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.46-54
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• 2019

The purpose of this study is to discuss the current status and limitations of convergence education in universities and to explore new possibilities of engineering convergence education by analyzing characteristics and cases of self - design semesters as convergence education. As a result of this study, it was found that the education for fostering convergence ability is insufficient for the viewpoint of education. The types of convergence education could be classified into three categories. However, the concept and paradigm of convergence education has not been established precisely because it is made in a 'top-down' manner by the government. In addition, there was a limit of the lack of a foundation to operate the convergence education. However, A university's self-design semester, it shows the possibility of cultivating the overall convergence ability by giving autonomy and subjectivity to learners and through the acquisition of contextual knowledge and the ability of collaboration.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.70-75
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• 2016

This paper deals with a result of case study for the development of CEA(Course-Embedded Assessment) design tool for engineering education accreditation implementing programs. Many programs have been devoting efforts to apply CEA to their engineering education. In order to effectively apply the CEA to educational program, it is required to develop the standardized form or scheme for CEA application. As a preliminary approach, we propose the design tool and the result of a case study for CEA application in engineering education.

• Journal of Engineering Education Research
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• v.21 no.4
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• pp.20-27
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• 2018

In this paper, we conducted an analysis of existing materials of material mechanics, surveying educational demands, and selecting art fields for mechanical engineering in collaboration with experts in the fields of aesthetics and renaissance in order to develop educational materials conversed with humanities and arts. In addition, as a core education tool for convergence education, it was developed with an education kits that can be disassembled, assembled and carried by students. As a results of research, education materials were introduced various arts, linked to the engineering thinking. And measurement experiments of material characteristics were carried in a general classroom using developed education kits. From a paper results, the artistic sensitivity of the students will be enhanced and the students' creative problem solving ability will be improved as the ultimate goal of convergence education.

• Journal of Engineering Education Research
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• v.21 no.4
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• pp.3-9
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• 2018

This paper explores the educational method of using films as a means to cultivate critical thinking abilities for engineering students. It provides a practical educational model that elaborates on how films could be used as case studies to draw relevant questions, and in the process of answering them, develop students' ability to think critically. The educational model proposes a learning method of enhancing critical thinking abilities through debates and essay writing on issues raised in films. Furthermore, the paper entails concrete learning objectives on critical thinking education, and standards to evaluate levels of enhancement. Through raising the critical thinking abilities of engineering students, this paper will contribute to the utilization of creative ideas in the process of engineering research. Furthermore, the concept of utilizing films as a model for education used in this study could be adapted for fields other than that of engineering.

• 대한공업교육학회지
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• v.36 no.2
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• pp.239-256
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• 2011

The purpose of this study is to deduce the effective improvement plans of engineering education system and to provide the base materials by analyzing satisfaction and problems in the perception survey of stakeholders related in engineering education system including Engineering Education Accreditation System. Engineering education system improvement plans from the results of study are as follows. First, government and university should provide more financial support to the college in order to improve education environment such as laboratories and equipment. Second, in order to improve links among engineering education stakeholders, student-professor, student-faculty, and colleges should operate effective mentoring program and consultation plan. Third, according to service quality evaluation, colleges need to give rewards to distinguished faculties for their outstanding work and build up job training about services in order to enhance satisfaction of students and professors, Also, business related to Engineering Education Accreditation System should be simplified and needs to increase the number of workers exclusively responsible for this work. Forth, in order to enhance comprehension of learning outcome and outcome of Engineering Education Accreditation System, it is necessary to improve Engineering education innovation center's status, to establish active systematic promotion system and to operate engineering education evaluation expert committee such as 'Engineering education system evaluation council'. Fifth, because of the stakeholder's shortage of benefits and tiredness accumulation, the issue of effectiveness in engineering education institutions has raised controversy. Thus, engineering education institutions needs to take measure necessary. Moreover, engineering education improvements should be improved by reflecting opinions from professors, faculties and students who are practically planning, operating and participating engineering education programs.