• 공학교육연구
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• 제25권1호
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• pp.12-21
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• 2022

The College of engineering's capstone design is student-team-centred learning based on project-based learning and is one of the most important courses for students aiming to be competent professional engineers capable of solving real industrial problems. Therefore, in order to resolve the capstone problems, various face-to-face contacts such as frequent industrial site visits, multiple meetings with diverse people including team members, and repeated contacts with course-supervising and team-advising professors are prerequisite processes. However, according to the transition to fully online education due to the global pandemic of COVID-19, capstone design courses for 2020 and 2021 were also conducted online. Based on the modified students' evaluations of educational quality (SEEQ) with 3 perspectives such as curriculum, teaching-staff and students themselves, this study compares their evaluations of offline capstone designs from 2013 to 2019 and online capstone designs in 2020 and 2021 in the context of COVID-19. In 3 perspectives, the difference in students' evaluation of the online capstone between the beginning and the end of the course shows a positive effect, which is better than the offline capstone. Also, in various dimensions for each perspective, the online capstone shows a better evaluation than the offline capstone. These findings suggest that the online capstone design curriculum can be expected to have educational effects as well as students' satisfaction with the online curriculum in the future.

• 디지털산업정보학회논문지
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• 제13권4호
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• pp.179-191
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• 2017

The purpose of this study is to investigate the change of comprehension degree about learning satisfaction and capstone class by applying the subject which draws idea for team project task in college to creative capstone design program. The Capstone Design Program is designed to train fieldworkers with creative problem solving skills and is widely applied as a problem-solving course in team-based projects. In this paper, based on the case study of the 'fusion capstone design' operated in the first semester of 2015 ~ 2017, the capstone design course was established in the course of designing ideas for problem solving. The results of this study are as follows: First, the questionnaire about capstone design instruction process, instruction method, and learning achievement satisfaction were analyzed. As a result, understanding of capstone design was found to be higher than that of class before class, and satisfaction of performance course, method of teaching performance and learning outcome were obtained.

• 공학교육연구
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• 제21권6호
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• pp.35-43
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• 2018

In many universities, the Capstone Design course aims to educate creativity, teamwork and leadership, and ultimately aims to cultivate practitioners with practical ability required in the industry. Since the introduction of capstone design as a regular course, it has spread not only to engineering but also to the humanities and social sciences. A typical capstone design is usually carried out within a limited range of schedules and budgets within the scope of a major and a subject. In the case of a special-purpose capstone design, it is necessary to find out excellent items aiming at start-up and commercialization at an early stage, It contributes to the achievement of international convention participation, start-up and commercialization. The teaching styles of capstone design such as multidisciplinary capstone design, fusion capstone design, and global capstone design are developed and operated in various ways. Depending on each type, objectives, curriculum, scope of participation, operation method, performance and so on. In the case of capstone design, it is contributing to increase the achievements such as participation in international conventions, establishment of business and commercialization by early detection of excellent items aiming at start-up and commercialization, development and establishment of support process. Technological and Humanities Convergence Capstone Design Moel is named as the process of designing a four-level idea called "Idea Factory-based Technology-Humannities Fusion Capstone Design Process", and it is used to generate ideas, elaborate ideas, advanced ideas, and commercialization.

• 공학교육연구
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• 제22권4호
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• pp.71-77
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• 2019

Capstone design is a very important college course that enhances students' creativity and skills. However, in most universities, the operation of capstone design is operated by the experience and intuition of the advisor, and it is somewhat lacking in the generation of useful results such as patent rights and technology start-up from the capstone design result. In this study, we proposed a performance - based capstone design operation model through patent linkage so that the capstone design class can create creative and useful results. The proposed operating model includes support for research on prior art of patent information utilization, patent right of idea, and technology commercialization. The proposed operating model was directly applied to the capstone design class in the university, and it was confirmed that useful results such as expansion of the scope of the research achievement and technology start - up were created compared to the existing operation model.

• 한국산업정보학회논문지
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• 제21권2호
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• pp.21-29
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• 2016

국내 소프트웨어교육 현장의 일반적인 추세는 기업이 필요로 하는 실무 능력의 향상을 위해 학부 과정의 고학년을 대상으로 캡스톤 설계 교과목을 개설하여 운영하는 것이다. 그러나 현재 교육현장에서 이루어지는 캡스톤 설계 교과목 운영은 소프트웨어 융합에 대한 반영이 부족한 실정이다. 이러한 문제를 해결하기 위해 캡스톤 설계 교과목을 단일 학과 대상으로만 개설하지 않고, 타 분야 전공 학과도 참여하여 융합적인 문제를 해결할 수 있도록 하여 운영하였고, 그 결과를 분석하였다. 분석 결과로서 캡스톤 프로젝트 수행 결과에 대해 만족스러운 결과가 나왔지만, 단일 학과가 융합 캡스톤 설계 프로젝트를 개별적으로 운영하는 것에 대한 한계점이 발견되었다. 따라서, 융합 캡스톤 설계 교과목은 학과간 통합적으로 운영되는 것이 바람직하다고 보여진다.

• 한국산학기술학회논문지
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• 제12권8호
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• pp.3452-3457
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• 2011

본 논문은 공학교육과정에서 사용되는 캡스톤디자인 교과목에 대한 평가체계의 개발 사례를 소개한다. 캡스톤디자인은 대학 과정에서 배운 전문지식을 종합적으로 활용하여, 산업현장의 문제를 분석하고 해결책을 설계하는 교과목이다. 본 논문에서는 캡스톤디자인 교과목과 관련된 기존의 평가 요소, 평가 방법 및 절차를 설명한다. 이를 기반으로 개발된 캡스톤디자인 평가체계를 소개한다. 본 논문에서 제시한 캡스톤디자인 교과목의 학습성과 평가체계는 타대학의 캡스톤디자인 교과목 운영 시 일부 참고될 수 있으며, 산학이 연계된 교육 및 인턴 프로그램 개발 시 평가체계 설계를 위해서도 사용될 수 있다.

• 패션비즈니스
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• 제23권5호
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• pp.124-136
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• 2019

Capstone design is a creative and comprehensive educational program requiring practical adaptation skills for the industry. The purpose of this study was to analyze the results of design development, lectures and curriculum satisfaction for textile fashion products based on four years of capstone design curriculum from 2015 to 2018. The curriculum consists of 26 groups of 72 students and a total of 26 final results were obtained via industry-university cooperation. The materials for product design development included differentiated clothing, leisure goods, bags, dog goods, smart goods, interior goods and recycled products based on textiles. The degree of satisfaction with lectures involving the capstone design class was very high, with 4.2 out of 5.0 when the number of students was less than 10. However, when the number of students was 20 or higher and the number of students was large, the level of satisfaction was below 3.88. Therefore, the capstone design class comprising less than 10 students was better at individual teaching and teamwork. In terms of satisfaction with capstone design curriculum, the respondents indicated that the teaching method addressing the needs of industry and academia facilitated practical learning. It was very helpful in improving competency related to the design and development majors and future employment. The capstone design curriculum was effective in the training for practical design development and planning.

• 공학교육연구
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• 제23권4호
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• pp.28-36
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• 2020

Capstone design education is essential in the engineering design process according to the certification standards of ABEEK. Capstone design process should be properly trained in undergraduate courses in order to increase the design ability of systems, components and processes within realistic constraints. In this study, a modified design model as a capstone design education model was proposed to reduce the separation between the design process at industrial sites and the design process at university education. The modified design model based on 6-sigma methodology is composed of 6 design steps such as define, measure, analyse, design, verify, and report. Each step has appropriated design contents and tools, and is configured to generate design results. The proposed design model was directly applied to the capstone design class for automotive engineering in Kunsan National University, and it was confirmed that the proposed DMADVR methodology was a very useful design education model to enhance the design ability, teamwork ability and communication skills required by ABEEK.

• 공학교육연구
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• 제25권4호
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• pp.3-12
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• 2022

The purpose of this study is to analyze the educational effects of convergence Capstone Design activities. To this end, it analyzed the difference in engineering design competency before and after completing the curriculum in the Capstone Design process, where students from various majors team up, and analyzed the impact of convergence Capstone Design activities on engineering design competency. A survey study was conducted on experimental participants to collect data on individual characteristics and engineering design competency, and to analyze differences by background variable. As a result of analysis according to background variables, the engineering design competency was improved afterwards than before, except for some competency areas.

• 수산해양교육연구
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• 제20권2호
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• pp.184-200
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• 2008

The purpose of this paper is to develop instructional activity support model for capstone design in order for improving creative engineering education. To do this, having extracted the core idea of capstone design, and elicited core learning activity process, and grasped core supportive factors according to each core learning activity process that elicited, an improved instructional design model for capstone design was then developed through formative evaluation with respect to the draft of the instructional system development model for capstone design. As to major research methods, case analysis, requirements analysis through interview, and formative evaluation by experts were employed, and then research studies were undertaken. The formative evaluation by experts was carried out for two hours in 2007, and the experts participated in the evaluation consisted of total 6 persons: two specialists of capstone design contents, two professionals in field works, and two expert instructional designers in education engineering. Interview results had been reflected in this research when developing final instructional design model for capstone design. The core learning activity process of the final instructional design model for caption design, which developed in this research, comprises following stages: (1) Team building $\rightarrow$ (2) Integrated meeting between industry and academy $\rightarrow$ (3) Analysis of tasks $\rightarrow$ (4) Clarification of tasks $\rightarrow$(5) Seeking solutions for issues $\rightarrow$ (6) Eliciting priority of solutions $\rightarrow$ (7) Designing solutions and construction $\rightarrow$ (8) Exhibiting outcomes and presentation $\rightarrow$(9) Gaining comprehensive insights Also, in the core learning activity process, supportive factors that support implementation of each step were presented having been categorized into facilitator (teacher, and professionals in field works), learner and tool, etc.