This study examined a difference in a change of understanding and recognition on STEAM Education before and after participating in STEAM Education of university students majoring in teaching profession of engineering system who took part in 'STEAM Education of being made together with undergraduates for 2016' as part of the project for a center of supporting STEAM pre-service teachers. As a result, the pre-service teachers majoring in teaching profession of engineering system could be confirmed to have been improved the understanding and sympathy level with STEAM education as a whole following the execution of the program. Comparing it with other majoring system, the pre-service teachers majoring in teaching profession of engineering system were shown to be a little low in pre-perception or satisfaction, but were indicated later to have high intention of participation in STEAM education. This suggests that the pre-service teachers majoring in teaching profession of engineering system recognize the importance of STEAM education in the engineering education, but are feeling pressure about interpersonal communication. Accordingly, it is time that there is a need to have a system of officially providing the implementation of STEAM education and an opportunity of experience in the education for pre-service teachers aiming at the engineering education for future generation.

This paper investigates the characteristics and implementation of associate degree and advanced diploma in Australia, which belong to level 6 in AQF, to gain meaningful implications for engineering associate education in Korea. In Australian Qualification Framework and Engineers Australia's national generic competency standards are regarded as common benchmark for both qualifications. Training packages for advanced diploma were changed according to the subject/and national benchmark. and were developed to meet the needs of technical workers and para-professionals in the engineering field. The author recommends three suggestions from the findings - leadership of ABEEK for making benchmark for associate degree program in engineering in Korea, in which competency-based curriculum is currently being adopted by policy. development of outcomes descriptor of qualification and educational responsibilities.

This paper investigated how three representative domestic and international engineering education journals explored societal supports contributing to retention and persistence in engineering, especially among women. An integrative literature review of engineering education journals was carried out to identify the flow of research and practice of engineering education for females. The findings indicate that retention and persistence of women in engineering is closely relevant to issues of diversity management, collaboration competency, and self-leadership.

In this study, specific teaching methods of lecturing and improved discussion methods (combining discussion and problem-based learning) were selected and applied for each major subject and learning content area in the fields of engineering, language, and social sciences. Then, the selected teaching methods were examined to determine the most effective learning contents. Finally, in order to determine the most effective teaching methods, a survey on student satisfaction was analyzed statistically. The results showed that students preferred teaching methods that combine lectures and improved discussion methods to the traditional method of only lectures. Therefore, this research proposes the combined teaching method for each major subject and learning content area.

This research aims to explore the relationships between 'teamwork skills' (often called team activity competence) and 'thinking styles' of engineering students in Korea, and to provide an explanation for the application of team-based environment as well as for the increase of teamwork skills. Teams and team activity are pervasive in today's organization and there has been relatively much research on teamwork skills and its related factors. However, to date, little attention has been paid to the teamwork skills, essential factor in team-based environment and its relationships with thinking styles. This study was conducted with 383 engineering students at P University, and students' teamwork skills as well as thinking styles have been measured before and after team-based learning class (hereafter TBL). Our findings show that firstly, there was a significant increase of teamwork skills between before and after TBL class. Second, team activity competence was found to have a higher correlation with most of creativity generating styles (i.e. legislative, judicial, hierarchical and global styles). Third, hierarchical style was found to influence team activity more than other components, and also legislative, external, global and judicial styles contributed to team-based activity. These findings are expected to provide an explanation for the application of thinking styles in team-based environment and will be useful for the improvement of related courses in engineering school.

Because all areas of mechanical engineering involves the use of mathematics, mechanical engineers need mathematical understanding and skill enhancement. To achieve the effective mathematics education for mechanical undergraduate students, it should reorganize the important subtopics of mathematics. In this paper, we explore the direction of the development of mathematics education for mechanical engineers by analyzing the teaching hours of each topics in the mathematics and by comparing the results with significance analysis of expert survey. To do so, syllabuses of mathematics courses of the selected mechanical engineering departments were analyzed and the survey responses of professionals in the Korean Society of Mechanical Engineers were also investigated. Finally, the revision of mathematics curriculum in the mechanical engineering was proposed.

The purpose of this study is to develop an educational model based on the capacity analysis of college students. In order to measure the learning ability of female science and engineering students, we used various tools to derive core competencies. The competency element of human resources implementation, the element of learning achievement area in the undergraduate education actual condition survey, and the analysis of the learning achievement elements of the engineering certification program were analyzed and the development of teaching method was searched to find ways to increase the competence of female students. In addition, we developed a model that can apply the development of pedagogy in the curriculum to the liberal arts, majors, and comparative courses, and presented the internship in field experience area, the improvement of on the spot learning, and teaching method and guidance to enhance the female students' competence. Also, as a case study of the proposed teaching method, new curriculum of 'Understanding of Big Data' which is the basis of the fourth industrial revolution technology in the second semester of 2016 was developed and applied to the education model. The results of this study are very positive, and we can expect the effectiveness of the new education model to enhance the learning ability and capacity of female students.