• Journal of Engineering Education Research
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• v.11 no.1
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• pp.24-33
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• 2008

The purpose of the study was to analyze system of accreditation for mechanical engineering education between A university in Korea and M university in U.S.A. which were evaluated in 2007 under EC2000. Literature review through self-study report and homepage of two programs was used to accomplish objectives of the study. Strengths of U.S.A for accreditation evaluation system were systematic curriculum operation, design education with cooperation system, course-based evaluation system for program outcome, supportive circumstances for research of faculty and guidance to students. On the other hands, strengths of Korea were likely to use quantitative data for educational improvement and were able to systematic guide to students with portfolio. In the future, plan and research for design education, curriculum operation and program outcome evaluation are needed to establish ABEEK evaluation.

• The Mathematical Education
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• v.48 no.2
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• pp.191-206
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• 2009

In this study, we investigate the effects of the methods of time allocation in lecturing on the mathematical academic achievement of freshmen in institute of technologies. The subjects are 392 freshmen from three universities participated in ABEEK(Accreditation Board for Engineering Education of Korea). They belong to three groups in accordance with the methods of time allocation in lecturing; 75 minutes twice a week(79 students) and 150 minutes continuously once a week(77 students) (university 1 of 156 students), 100 minutes twice a week(56 students) and 200 minutes continuously once a week(60 students) (university 2 of 116 students) and 50 minutes and 100 minutes separately once a week(62 students) and 150 minutes continuously once a week(58 students) (university 3 of 120 students). The results of this paper are summarized as follows: Firstly, the achievement of separate time-allocation groups is higher than that of continuous time-allocation groups. Secondly, the achievement of middle class students and low class students has higher effects when they are taught by using the methods of separate time-allocation in lecturing. Finally, the achievement of groups using 75 minutes twice a week is higher than that of using 50 minutes and 100 minutes separately once a week. In conclusion, this study suggests that the method of separate time allocation in lecturing using 75 minutes twice a week could be an advisable means to help those who achieve middle and low scores in the first college mathematics.

• Journal of Engineering Education Research
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• v.11 no.2
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• pp.42-49
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• 2008

Though the 'Program Educational Objectives' is the first and important criterion in ABEEK's engineering education accreditation, exact meaning and implementation methods have not been understood well. It was often confused with 'Program Outcomes' and its implementation and evaluation methods do not reflected well on the concepts of "outcomes based and demand driven education". A new implementation model for 'Program Educational Objectives' has been developed using step by step application. The model explains the meaning of every step (phase), and key constituents in each phase. The specialization and CQI of the program could be satisfied by applying the model properly.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.45-52
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• 2016

The employment rate of a college has long been one of the most important elements in college survival strategies. Employment rates may not be key to colleges' survival in other countries, but they are fundamental to colleges in Korea as seen in the Korean government-led National Competency Standard (NCS), which has been underway since its introduction to colleges in Korea. Against this backdrop, if the engineering accreditation system can contribute to improving employment rate in this context, it can take root more quickly. The process conducive to improving employment rates can be classified as both direct and indirect methods. With dwindling school-age population having impacts on colleges and universities, the environment and the education directions of colleges have rapidly been shifting since the introduction of the NCS. Therefore, various survival strategies for colleges need to be developed. An indicator of employment rate of college graduates is among the most important things during this transition process. The Department of Mechanical Engineering at Koje College has consistently shown good records during the past 5 years by matching the accreditation schemes and employment strategies. The department will help put in place the engineering technology education accreditation system at the college through its various innovative and effective programs. To formulate a better employment strategy, it is needed to reflect and consolidate the engineering accreditation scheme into the existing employment policy of college. In short, this paper examines both the engineering accreditation scheme and the employment policy in ways that helps produce a coupling matrix structure. This study looks into the measures for improving employment rates by better adjusting the engineering education methods under the accreditation scheme.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.5-10
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• 2008

Conventional engineering education models have fallen to give satisfactory results to enterprises. So this paper deals with the new engineering education system, Engineering House, to overcome it. EH is made of three spaces and three concepts. Concept means system. Three concepts are things about a education program, a research cooperation, a open-door policy of EH facilities. First of all, Education system for undergraduates is most important of all. We intend to give them chances for real engineering experiences. Specialist from companies are participated in the education. The second is a research network. EH is managed by two or three professors together and their researches are carry out with companies's researcher. Key-point is doing all together. The third is service system for regional enterprises. EH's facilities are opened. Our students and professors are supporting directly. Mainly high price measuring machine is used. Like these, networks with companies are very helpable for undergraduate's educations and job connections. These are the work based learning system. Engineering House system look forward to getting to good program for undergraduate, based on the co-operation between university and enterprises.

• Journal of Engineering Education Research
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• v.19 no.5
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• pp.35-47
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• 2016

This study analyzed outcomes of CAC(Computing Accreditation Committee) program individually applied in the field of computing engineering since 2007, and draw improvements. Literature review through academic journals, survey research and the FGI(Focus Group Interview) were used to accomplish objectives of the study. In addition, the survey research and FGI were done for professors. For the survey research, nationally 20 out of 44 universities which operates the CAC program were investigated, and sample universities were considered by region. FGI was done to analyze the performance and problems of CAC in more detail for 6 experts. Results of the study were follows as; first, CAC program was activated through the Seoul Accord activation support business by government. Second, BSM(Basic Science and Math), engineering major and engineering design education have been strengthened compared with before and after of CAC introduction in the computing engineering field. Third, soft skills needed for students in the college of engineering have been organized in the professional general curriculum, and professors aware of improvement of ability of the students for the skills. The degree of satisfaction for the CAC program has been examined as normal level, but improvement of educational system and the overall quality enhancement of computing engineering education were affected by CAC program. Nonetheless of positive results of CAC program, incentive system for certification program graduates, the expansion of the autonomy of the department, reduction in the amount of self-evaluation report, and support of administrative human resources were suggested for taking root successfully of CAC program.

• Journal of Korean Society of Environmental Engineers
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• v.34 no.6
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• pp.365-372
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• 2012

Recently, regional society requires engineers to understand the international affairs and to be global experts endowed with leadership. General education appropriate to engineers should fulfill these needs and provide wide understandings in humanity. General sciences education should be also reinforced for the students taking low level science courses under 7th education program to improve learning ability of the major subjects in college. A general education component including humanity for the engineers could be trained continuously from primary school to college under the 2009 revised education program. Various opportunity for education should be provided through the special curriculum development at the college or department level, which trains experts who fulfill the need of community. Multi-major program is a substitute for offering the educational opportunity to the students in environmental engineering, one of multidisciplinary programs. Emphasized criteria of the curriculum requirements and adequate contents of general education need be also developed for supporting the students to take advanced courses in major.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.38 no.4
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• pp.45-55
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• 2015

In this paper, we consider curriculum mining as an application of process mining in the domain of education. The basic objective of the curriculum mining is to construct a registration pattern model by using logs of registration data. However, subject registration patterns of students are very unstructured and complicated, called a spaghetti model, because it has a lot of different cases and high diversity of behaviors. In general, it is typically difficult to develop and analyze registration patterns. In the literature, there was an effort to handle this issue by using clustering based on the features of students and behaviors. However, it is not easy to obtain them in general since they are private and qualitative. Therefore, in this paper, we propose a new framework of curriculum mining applying K-means clustering based on subject attributes to solve the problems caused by unstructured process model obtained. Specifically, we divide subject's attribute data into two parts : categorical and numerical data. Categorical attribute has subject name, class classification, and research field, while numerical attribute has ABEEK goal and semester information. In case of categorical attribute, we suggest a method to quantify them by using binarization. The number of clusters used for K-means clustering, we applied Elbow method using R-squared value representing the variance ratio that can be explained by the number of clusters. The performance of the suggested method was verified by using a log of student registration data from an 'A university' in terms of the simplicity and fitness, which are the typical performance measure of obtained process model in process mining.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.30-39
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• 2021

The present study aims to demonstrate that it is possible to objectively evaluate the competency (referred to as graduate attributes or program outcomes) of graduates of engineering education programs. To strengthen the link between engineering education accreditation and the qualification/certification system of engineering professionals, referred to as K-Engineering Professional (K-EP), individually assuring the quality of accredited graduates using multiple-choice test as main assessment tool is proposed. Test questions related to the basic vocational skills of NCS are developed for seven of the 10 program outcomes of the ABEEK KEC2015. The three program outcomes, PO1, PO3, and PO5, which need to fully accommodate the characteristics of each disciplinary field, are excluded. A pilot test involving graduates of eight accredited programs is conducted. Applying on Rasch model based on Item Response Theory (IRT), the item difficulty, fit and discrimination of multiple choice test are demonstrated. The pilot study strongly suggests that individual competency evaluation is possible at a certain level for seven program outcomes tested. For PO1, PO3, and PO5, however, questions that address the characteristics of each disciplinary field need to be devised. If a suitable pool of questions is built, it can be used as a program outcomes assessment tool by the accredited programs.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.68-75
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• 2021

ABEEK recommends convergent engineering projects to nurture creative problem-solving ability for 1st year engineering students through 'Creative Engineering Design' course. However, 1st year engineering students, who have not yet studied core subjects in engineering, have difficulties understanding and coping with the challenges posed by the engineering-related projects. For this reason, the educational objectives of this course are usually frustrating to achieve by the instructor. In this paper, by using the problem-solving process and skills of critico(-creative) thinking, we prepare guidelines for creative engineering design education that allow 1st-year students to effectively participate in engineering projects without a complete understanding of the design process which is to be studied. Also, we present a case study that applies the guidelines to an on-going creative engineering design course and discusses the outcomes by showing student-generated works. The results showed that the intuitive content and everyday expression of critico(-creative) thinking education enabled the instructor to effectively guide their students through the requirements of engineering projects without relying on advanced engineering design methods, and that the application of these guidelines also helped improve students' communication skills, including presentation. We show that the guidelines for creative engineering design education utilizing the problem-solving process and skills of critico(-creative) thinking is not only contributing to achieving the educational objectives of the creative engineering design course but can also be an educational paradigm that incorporates critico(-creative) thinking education into engineering education.