It is very difficult for students to understand "Computer System Architecture" written by M. Morris Mano only through theoretical education. This study has developed DigCom as a computer architecture practice kit to make it easier for students to understand computer operations. The practice kit operates in the same manner as the "simple computer" described in Computer System Architecture. The purpose of this study is to examine whether using DigCom is effective in improving learning outcomes. For the purpose, t-test and two-way ANOVA were used to determine if there is any difference in learning outcomes between the experimental group of students who used DigCom and the control group who took the course in a traditional setting without using DigCom. The main conclusions of the study are as follows: Students understand computer operations better when DigCom is used in class.

Recently, Korean universities have increased the number of English Medium Instruction (EMI) lectures in order to allow students to gain both specialized knowledge and enhanced English ability. Previous researches on effective EMI lectures have focused on exploring the effects of learners' cognitive and affective characteristics on learning outcomes. Whereas the input variables of learning have been investigated as predicting variables of effects in EMI lectures, there has been a few research for investigating process variables to yield learning outcomes. The purpose of this study is to analyze the structural relationships among variables affecting on learner satisfaction and effects. The participants are 209 engineering students from various majors. Independent variables are defined as English motivation, English competency, and English confidence, a mediated variable is Cognitive engagement, and dependent variables are Learning satisfaction and Educational effect perception. The results show that the relationships are statistically significant: learners' English competency & English confidence ${\rightarrow}$ Cognitive engagement ${\rightarrow}$ Learning satisfaction ${\rightarrow}$ Educational effect perception. Especially, the structural model confirms that the effect of learners' English confidence on Learning satisfaction and Educational effect perception is mediated by the level of learners' Cognitive engagement. Further, the implication for effective EMI lectures is discussed based on the observed research results.

The purpose of this study is to compare the key research-related constructs, research insterest, research self-efficacy, research productivity, and research outcome expectation of the graduate students, who are participating in Global Ph.D Fellowship (GPF) and Brain Korea (BK) 21 projects. The overall results show that the mean scores of GPF students in research interest, research self-efficacy, research productivity, and research outcome expectation are higher than those of BK21. However, the higher mean scores of doctoral students in both GPF and BK21 projects imply that the longer you stay in graduate program, the better researcher you can be. Although GPF program selected higher potential students and they seem to work very hard with high expectation to be competent researchers, compatible outcome also could be possible by BK21 project.

The purpose of this study was to develop the Meta-Evaluation Criteria which can comprehensively and systematically evaluate and improve the Accreditation Evaluation System for Engineering Education. This will provide useful implications for establishing value, direction, and improvement remedy for Engineering Educations Accreditation System of Korea. In order to achieve the purpose of this study, Meta-Evaluation Criteria was developed to comprehensively and systematically assess and analyze the Accreditation Evaluation System of Engineering Education. The research methodology used to study these subjects: literature review, interviews with experts, Delphi survey (three times), survey, analysis of narrative opinion and secondary source. The results and conclusions of this study can be summarized as follows: First, the final Meta-Evaluation Criteria were developed so as to comprehensively and systematically assess and analyze the Accreditation Evaluation System of Engineering Education. The criteria's validity and reliability were also identified. Specific details are as follows: In a draft plan of the Meta-Evaluation Criteria, Meta-Evaluation concept was defined as evaluation on the whole range of Accreditation Evaluation System of Engineering Education. Meta-Evaluation Criteria was designed to be based on a systematic approach and applies the phased approach to the lower component to reflect evaluation's characteristics. Then validity and reliability of the developed draft plan was verified by calculating Content Validity Ratio (CVR), Degree of Consensus, Degree of Convergence and Cronbach's alpha. The final developed Meta-Evaluation Criteria obtaining validity and reliability were composed of 5 evaluation areas (environment, input, performance, result, utilization), 15 evaluation items, 68 evaluation indicators.

The main purpose of this study was to develop a program outcomes assessment tool using reflection journal. Reflection journal has recently come to gain more attention from school as an alternative assessment tool. Although numerous studies reconfirmed the educational importance and value of reflection journal as an assessment tool, research on the assessment tool of the engineering accreditation, based on education view is scarce. After literature reviews about the case studies on the program outcomes assessment, this study, to analyse the current assessment tools, and then, examined the educational implications of reflection journal as a program outcomes assessment tool. This study suggested the assessment tool using reflection journal for PO6 (teamwork) and PO11 (engineering ethics), one of the most important assessment items in engineering accreditation. In this study, we used the performance criteria, assessment criteria, rubric, and closed the loop to measure the teamwork and engineering ethics. The result of this study is significant in terms of guiding the future evaluation system development for program outcomes.

The paper addresses an issue of industry-joint engineering education paradigm with the purpose of setting a new standard for engineering education by development and support of competitive curriculum for the interdisciplinary team-based product development, a specialized and innovative engineering education program. In the department of MSDE (Mechanical and System Design Engineering), students are educated via three major courses for targeting engineering design, Creative Engineering Design (freshman), Design Process (Senior), and Creative Product Development (Junior). All these courses are based on personal tool exercises for design software and hardware and team-project group activities of the students with other team members. This paper will briefly discuss the main focuses of these courses and case studies of the teaching results targeting the development of telecommunication device.

캡스톤 설계 교과목은 학생들의 실무 프로젝트 향상을 위해서 대학교 학부과정에서 개설되어 있다. 본 논문은 캡스톤 설계 교과목을 효율적으로 운영하기 위한 방안을 제시한다. 제시하는 캡스톤 설계는 기업체의 외부 아웃소싱 연구소 형태로 운영되고 기업체가 주제를 제시하며 당해 연도 4학년 학생들이 프로젝트를 수행하고, 다음 해에는 3학년 학생들이 이어 받아 진행하게 함으로써 단발성이 아닌 지속적으로 유지되도록 운영한다. 이를 토대로 기업체는 원하는 프로젝트 결과물을 얻을 수 있고, 대학교는 학생들에게 실무중심의 팀프로젝트 경험을 쌓게 함으로서 기업체-대학교가 상호 이득을 얻을 수 있을 것이다. 제안하는 운영시스템을 실제로 컴퓨터공학 계열학과에 적용하고, 교과목 수강 학생과 참여 기업체의 멘토를 대상으로 설문조사를 수행하고, 제안시스템의 운영 결과를 분석한다.

This study investigated various attributes that contributed to successful employment in order to develop employment support programs, especially for female engineering students. We surveyed engineering students who graduated between 2006 and 2011. The 401 employed graduates participated in an online survey. The surveys inquired about their attachment towards their major, participation in various academic and non-academic activities, and their participation's contribution to their successful employment. In regards to their majors, women, in general, had lower levels of satisfaction, confidence, attachment, and motivation to succeed in their fields when compared to their male counterparts. These results show that engineering colleges still need to work on empowering female engineering students to gain confidence in their engineering major and attachment. The graduate school experience was highly rated by both men and women, whereas double majors exhibited somewhat lower scores. Among academic activities, part-time work experience and major-related internships were rated as the most helpful, and among extracurricular activities, study-abroad for language training and participation in student council or clubs received high scores. There was little difference between men and women in study-abroad participation, and women participated more actively in student councils. However, women had much less major-related work experience, reaffirming that colleges need to expand internship and field experience programs for female students.

The purpose of this study was to analyze the factors related to the satisfaction of the introductory engineering education program for the employees, who majored liberal arts or commerce, among the educational programs for industrial workers which are performed as an effort to spread the performance of the Innovation Center for Engineering Education, and reinforce the competitiveness through effective program operation. This study was performed on the basis of CIPP evaluation model (context, input, process, product). A factorial analysis and a regression analysis were conducted based on a survey made on 87 persons who completed the introductory engineering education program among the employees of D group who majored liberal arts or commerce. It is expected that this study will contribute toward suggesting the implications for designing and operating the educational programs for industrial workers in order to find out the important factors of satisfaction and to conduct the education operation with professionalism.