• Journal of Engineering Education Research
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• v.7 no.2
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• pp.40-50
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• 2004

To keep pace with rapidly changing social and technological trends, the Department of Mechanical and System Design Engineering at Hongik University is in the process of updating teaching materials and learning methodologies while evaluating/revising our existing curriculum. In order to be better apprised of the employment needs and student aspirations, we have conducted three separate but related surveys by targeting experienced professionals and managers, alumni working in industries as practising engineers, and our current students. The surveys have furnished us with valuable insights that, we hope, will lead to a new curriculum and learning methods more in tune with needs of our students as well as their future employers. Among other findings, the analysis of the survey responses points towards expansion of integrated laboratory and design experiences, cultivation of improved written and oral communication capabilities involving individual and team efforts, and development of interdisciplinary courses encompassing related fields of engineering as well as emerging fields such as nano and information technologies.

• Journal of Practical Engineering Education
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• v.6 no.1
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• pp.51-55
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• 2014

A case study on engineering clinic operation based on industry needs is introduced. Engineering clinic is a course that students and professor solve bottleneck techniques provided from an industry. The industry presents the bottleneck techniques to the professor and the professor plans a course that the students learn how to solve them, and the students train field adaptability by solving them. From the course evaluation of the engineering clinic, the students give high scores to the awareness of the course objectives, the performance period, the smooth communication, the application and understanding of major, the problem solving skill, the cooperation ability, the opportunity of carrier choice, and the course recommendation. Two semesters give higher satisfaction to the students than one semester because two semesters are long enough to solve the bottleneck techniques provided from the industry. It gives good opportunity that the students get a job through completing the course.

• Journal of the Korea Convergence Society
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• v.11 no.5
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• pp.125-130
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• 2020

Universities that hold engineering education accreditation emphasize the importance of design education. In particular, comprehensive design courses in the engineering field are designed to produce the result reflecting the functional and limiting factors of the design. Systematic design education is also important, but the application of multidisciplinary convergence education is very high in view of the comprehensive design curriculum as a creative education program. This study describes a case study of convergence of curriculum and engineering and design, focusing on the 2019 comprehensive engineering design subject of the researcher. For the collaboration between engineering and design, the process of developing students' ideas and applying them to actual results was presented as the procedures of planning and theme selection, content design, software design, presentation and evaluation. As a result, it is meaningful that the method of convergence between engineering and design was presented without focusing only on technology in the comprehensive design subject of engineering by applying a design that considers the user in producing the work.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.1
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• pp.29-53
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• 2012

This study analyzed the changes in Library and Information Science (LIS) courses by investigating the LIS curriculum of Korea in the past 20 years (1991-2011). Results showed that the total number of courses increased as a whole. As the Korean educational system moved forward to the faculty system (Hakbuje), the number of basic courses increased while the number of core courses decreased. But the opposite phenomenon appeared as universities returned to the department system (Hakgwaje). Also, we investigated the domain-specific distribution of each department by separating the courses of 34 Korean LIS Departments into these seven domains: General Library and Information Science; Information Organization; Library and Information Center Management; Information Services; Information Science; Bibliography; and Archival Science. The results showed that the number of courses reduced in most domains over the past 20 years, except for the Library Service and Information Science areas. This study also explored the following phenomena: disappeared courses, changed course's names, courses that integrated into a single course, courses that separated into various other courses, and newly emerging courses with the developing age.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.259-276
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• 2020

The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the lesson units on bar graphs and line graphs in mathematics textbooks for each curriculum, from the fifth curriculum to the 2015 revised curriculum. We also investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the timing of teaching bar and line graphs was rarely changed as the curriculum has changed. In addition, the use of technology was not actively implemented in school statistics, although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant statistical concepts. Based on the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.553-560
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• 2022

The research of course-embedded learning evaluation method, which can be used to measure the competency of learners by evaluation of learning outcomes, has been performed for competency-based education in the university. In this paper, we propose an learning evaluation and adaptive feedback model based on learning outcomes, learning subjects, learning concepts graph, and an evaluation matrix. Firstly, we define the layered learning outcomes, a graph of learning subjects and concepts, and two association matric. Secondly, we define algorithms to calculate the level of learning achievement and the learning feedback to learners. We applied the proposed method to a specific course, "Java Programing", to validate the effectiveness of our method. The experimental results show that our proposed method can be useful to measure the learning achievement of learners and provide adaptive feedbacks to them.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.20-30
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• 2005

Recently, a new education paradigm 'Self-directed Learning' has attracted considerable attention. Problem-Based Learning (PBL) has been recognized as methodology to help students expand scientific thinking and knowledge. improve applicability, develope critical knowledge, and creatively solve problems. There have been significant efforts to develope PBL-based courses in mechanical engineering. A new PBL-based, multi-disciplinary course 'Product Dissection and Design Reasoning' has been developed in this paper. The course examines the way in which products and machines work and is intended to show freshman or sophomore level students how fundamental physical principles relate to engineering practice through hands-on dissection experience : thus, the course emphasizes the importance of knowledge of the fundamental physics for design reasoning. The primary role of this course is to develop creative design manpower. This paper describes the philosophy and content of this course and presents results from one year of development.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.45-51
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• 2023

The graduation project, which is the final results of the capstone design course, is not only the highest peak in university major education, but also criteria of the practical skills of fourth grader who is supposed to get a job in the future. Therefore, it is needed to operate a capstone design course that reflects industry requirements and its support system for cooperation with industry. In this study, we present a case of the capstone design course and the industry-academic capstone design program at the department of Information and Communication Engineering in Sungkyul University. At the time being transitioned from offline to online class due to COVID-19, we evaluate results of the capstone design class over the past three years and induce improvements for the further operation of the class. This study may contribute to be a practical reference for ICT-related departments that attempt to apply social demands in their capstone design course through industry-academic cooperation

• Proceedings of the Korean Society for Rock Mechanics Conference
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• 2007.10a
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• pp.392-398
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• 2007

• Journal of the KSME
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• v.53 no.12
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• pp.32-35
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• 2013

이 글은 2012년 12월 중국 북경에서 개최된 국제 기계공학교육 정상 학술대회를 소개하고, 여기에서 보고된 영국 Bath대학과 미국 Georgia공대 등의 교과과정과 설계 교육의 발전방향을 기술한다.