• Title/Summary/Keyword: Accreditation of Engineering Education

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Curriculum model plans to extend the IP training base (IP(지식재산권) 교육 저변확대를 위한 교과운영모델 방안)

  • Jo, Jaeshin;Song, Yosoon
    • Journal of Digital Contents Society
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    • v.17 no.5
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    • pp.329-338
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    • 2016
  • As the creative economy is considered important recently, learner-centered IP(Intellectual Property) education has proliferated rapidly to universities, and there are greater attention and demand on IP education. On the other hand, there are lack of curriculums and an accreditation for IP education. This paper is to propose IP education module and emphasize the need of the accreditation for IP education and its authentication plan. This paper will also show the need of specialists and educational curriculum in the field of IP, the current status and the analyse of the IP education, and the trend of IP courses in intellectual-property-leading universities. It subsequently examines the domestic education accreditation system and the National Competency Standard(NCS) curriculum and suggests the IP education 8 courses model as a curriculum management model, the standard curriculum of the IP educational system, and the instructional module.

A Study on Factors Influencing the Job Satisfaction and Organizational Commitment of Organizational members for Accreditation of Engineering Education (대학내 공학교육인증 관련 직무 전담 조직구성원의 직무만족 및 조직몰입 영향 요인에 관한 연구)

  • Kim, In-Sook
    • Journal of Engineering Education Research
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    • v.12 no.2
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    • pp.51-62
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    • 2009
  • The purpose of the study was to analyze job satisfaction and organizational commitment of organizational members for accreditation of engineering education. That will allow applying for effective and efficiency job system in workplace. To this aim, this study analyzed 62 organizational members for accreditation of engineering education how they perceived job satisfaction and organizational commitment in their workplace. The main results of the study are follows. First, organizational members' general job satisfaction is very low. Especially satisfaction of job security, wages, promotion and reward is very low. Second, organizational commitment of organizational members is low. Especially continuance commitment is higher in comparison with affective commitment and normative commitment. It means that their retailing potential is huge if they have a chance. Finally, influencing factors of job satisfaction and organizational commitment are job security, wages, promotion and reward. In conclusion, this study suggests effective organizational system for enhancing job satisfaction and organizational commitment of organizational members for accreditation of engineering education.

What is Outcome-Based Education? (제도적인 관점에서 본 성과중심교육)

  • Kim, Bok Ki;Min, Sang Won;Yoon, Woo Young
    • Korean Medical Education Review
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    • v.15 no.1
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    • pp.1-8
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    • 2013
  • Outcome-Based education (OBE) is reviewed from the institutional perspective. The demand for and international trends in OBE are briefly examined and several term related to OBE, especially educational objective and program outcomes (POs), are introduced. It is stressed that systems for continuous quality improvement and quality assurance should be established to ensure the maintenance of the OBE system. Because the criteria for accreditation contain a criterion regarding the quality assurance related to program outcomes, several critical issues are considered regarding the POs themselves and the reduction of the POs. The core value of OBE is not only to provide appropriate education services to students to prepare them with the minimum skills and abilities for advancing their professional service, but also to guarantee the quality of graduates. In addition, the educational program should be continuously improved by employing the evaluation results acquired during the operation of the OBE systems. It is certain that an OBE system is one important aspect of student-centered education.

Analysis of Learning Process and Achievement for Environmental Microbiology Taught in English as a Basis of Environmental Science and Technology

  • Koh, Sung-Cheol;Ekpeghere, Kalu I.
    • Journal of Engineering Education Research
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    • v.13 no.2
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    • pp.16-21
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    • 2010
  • The objective of this study was to evaluate Environmental microbiology (EM) as a basic course for the environmental engineering program of Korea Maritime University which has been accredited by Accreditation Board for Engineering Education of Korea (ABEEK). Evaluation result of the lecture objectives was more than the average (3.5/5.0). The overall score for learning achievement assessment was more than average level of learning achievement (3.4/5.0). Interestingly, engineering design implementation regarding a specific topic as an extensive learning process has proven to be more effective (3.5/5.0). Some of effective class improvement strategies suggested were to encourage students to participate in the class with self-motivation and accountability: preview and review of the lecture, team presentation in English-speaking settings, and submitting project report written in English. In the future class of EM, test and evaluation of application capability of EM and environmental biotechnology (EB) theories to engineering problem solving should be emphasized.

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Determination of the Educational Objectives and the Outcomes of the Program for Preparing ABEEK Accreditation (ABEEK 인증을 대비한 프로그램 교육목적 및 학습성과 설정)

  • Park Kang;Kim Jung-Kuk;Park Jae-Hyun
    • Journal of Engineering Education Research
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    • v.3 no.2
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    • pp.51-60
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    • 2000
  • Even though Accreditation Board of Engineering Education in Korea (ABEEK) started its accreditation procedures, the faculty still have difficulties in preparing the accreditation because there are little practical examples of the preparing procedure. This paper explains the practical procedure to determine the educational objectives and the outcomes, which is the first part of the accreditation preparing procedure. The educational objectives of the program should be expressed by the specific and assessable sentences and their contents should comply with the demands of the educational community, the objectives of the educational institute, and the characteristics of the program. The program outcomes consist of 12 outcomes from ABEEK and additional outcomes that reflect the characteristics of the program. Since the educational objectives and the outcomes should have the full connection among the objectives of the institute and the course objectives, the relationships among them should be checked using the relationship analysis matrix.

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A Comparative Analysis of Professional General Education In Engineering School (공과대학의 전문교양 교과목 운영 현황 분석)

  • Han, Jiyoung;Kim, Sung-Hui
    • Journal of Engineering Education Research
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    • v.17 no.2
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    • pp.42-49
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    • 2014
  • This study analyzed and compared the curriculum of 12 arbitrarily selected Colleges of Engineering for their professional general education. Since the Korean Accreditation of Engineering Education has existed for the last 10 years a growing need for improvements was identified and thus this study shall provide a basis for future curriculum developments of the professional general education. For this purpose the educational objectives, the syllabus, the self-assessment reports and catalogues of the 12 Colleges were reviewed and the relevance between the educational objectives of each engineering school and the learning outcomes in the professional general education were analyzed. Furthermore, by analyzing the area of subject that each College of Engineering's mechanical engineering program's professional general education focuses on, the current trend can be examined. Finally, the credit requirements and their allocation and the distribution of the professional general education over the semesters were analyzed. The results of this study were as followed; these capabilities such as creativity, professionalism, globalization, ethics, humanism, design ability, management ability, responsibility and communication are suggested as educational objectives of 12 engineering schools. But courses related to globalization, ethics & responsibility and communication skills were much more often taught. Not only do the allocated credits for the courses of professional general education differ from university to university but the distribution over the semesters vary as well.

A Study on the Development of Hybrid-typed Education Model for PO6 and PO7 Estimation (복합학제적 능력 및 의사소통 능력과 관련된 학습성과 평가를 위한 융합교육형 모델 개발에 관한 연구)

  • Kim, Eun-Joo;Cho, Young-Im;Do, Seung-Lee
    • Journal of Engineering Education Research
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    • v.13 no.6
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    • pp.132-142
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    • 2010
  • The purpose of this study is to suggest the assessment method for PO6(teamwork) and PO7(communication skill), one of the most important assessment items in engineering accreditation. In this paper, we used the assessment criteria of Rubric, to empirically measure the teamwork and communication skill. Teamwork and communication skill (PO6, PO7) are the most critical social competences in modern society. Numerous studies on education showed that teamwork and communication skill can be enhanced through learning. We, therefore, need to investigate teamwork and communication skill in terms of education. However, research on the assessment method of the engineering accreditation, based on educational view is scarce. In this study, we suggest the assessment criteria of Rubric for PO6 and PO7 with the perspective of the education. We also tried to apply the developed criteria to the related subjects.

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A Case Study of an Online Course on Introductory Engineering Design in Computer Science (컴퓨터과학 분야에서의 비대면 공학설계입문 강의 사례 연구)

  • Nah, Jae-Ho
    • Journal of Engineering Education Research
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    • v.26 no.1
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    • pp.12-19
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    • 2023
  • With the introduction of the accreditation of engineering programs in Korea, universities affiliated with the programs have opened introductory engineering design courses for first- or second-year students. Since these courses mainly aim at cultivating problem-solving skills through team projects, this type of classes has opened as face-to-face classes. However, from the beginning of 2020, online teaching was recommended or forced on universities due to the COVID-19 pandemic. Thus, effective design of online courses on introductory engineering design was inevitable during the period. In this paper, we introduce a case study of the course in the Department of Computer Science at S University in Fall 2021. Through concrete suggestions on project areas, selection of team members considering grade levels and interest, several systems for prevention of free riding, and carefully designed open-book exams, the course resulted in both high achievements and high satisfaction.

A Case Analysis of Program Outcomes Assessment Systems for Engineering Education Accreditation of South Korea and USA (한국과 미국의 프로그램 학습성과 평가체계 사례분석)

  • Jin, Sung-Hee;Cho, Woo-Sug
    • Journal of Engineering Education Research
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    • v.14 no.2
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    • pp.13-20
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    • 2011
  • This study aimed to seek the ways of improving program outcomes assessment systems for engineering education accreditation of South Korea through performing comparative analysis on those of the United States. Case-study research method was implemented to achieve the research goal. Five university programs, which have been well recognized as good practices in engineering education accreditation in the United States, were selected and analyzed. In addition, those of three universities in South Korea were chosen for comparative analysis, which were reformed by university affiliated Engineering Education Innovative Centers. The analysis results indicated that there were differences in each program's program outcomes, assessment level of program outcomes, evaluation methods on program outcomes achievement, and analysis and improvement records. It was drawn up that the evaluation methods on program outcomes achievement should be paid full attention. For better program outcomes assessment system, however, the followings are in more attention. Firstly, to establish program outcomes reflecting program goal. Secondly, to set up the detailed plans for analysis and quality improvement on program outcomes. Thirdly, to keep continuing efforts on curriculum update.

Curriculum Development for Major of Mechatronics for the Accreditation of Engineering Education (공학교육 인증을 위한 메카트로닉스 전공 교육과정의 개발)

  • Lee Jeong-Woo;Jeong Yeon-Doo;Sim Byoung-Min;Chae Kyung-Duck;Han Seh-Beom;Hwang Yeong-Taik
    • Journal of Engineering Education Research
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    • v.8 no.2
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    • pp.5-15
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    • 2005
  • This paper describes the development of curriculum for the division of Mechatronics in Samcheok University to meet the requirement of Accreditation Board for Engineering Education of Korea(ABEEK). The curriculum of the department of mechatronics in South Korea and overseas university is analysed and then the curriculum is developed considering the synergistic combination of mechanical engineering, electronic engineering, control engineering and computer engineering. And then the geopolitical condition of university is reflected in the curriculum. ABEEK requirements for major of engineering are also reflected. As a result, interdisciplinary curriculum that provides analytic capability and pragmatic qualification to students is developed.