• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.137-147
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• 2022

Universities should provide experiential learning in subject and non-course subjects so that students can graduate with job competency related to their major and the experiential learning includes capstone design implemented on campus and field training conducted by companies. In particular, the decrease in industry participation in short-term (4 weeks) and mid-term field training (8 weeks) due to the implementation of standard field training introduced from the second half of 2021 is making it more difficult for students to gain practical experience. To solve this problem, in this paper, we propose an industry-participatory capstone design & field practice linkage model that combines capstone design and professional practice to solve the technical difficulties of companies. Participating students find solutions to corporate difficulties in the capstone design process and produce prototypes for solutions during the field practice period, focusing on the case of the department of electronic engineering at Gyeongbuk Y University. We believe that it is one of the good models of industry-university cooperation education in which universities and industries win-win.

• Journal of Engineering Education Research
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• v.23 no.2
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• pp.43-48
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• 2020

This paper deals with a Capstone Design project which is a wearable haptic wrist massage device design carried out within the 'Designeer' education program. Following design thinking process is recommended throughout a year in order to ensure a desirable, feasible and viable product. Dealing with a real problem of the field requires open-minded and flexible attitudes both from students and professors. Integrating design in an engineering project does not mean always making better looking product. User experience design allows wider opportunity to engineers to deal with design. A case study of developing a wearable wrist massage device shown in this paper demonstrate haptic design and how haptic properties can be optimized to offer best user experience of hand massaging. This study identified that starting lateral pressure movements from the center in larger area using air tubes gives better feeling as self-massage using wrist wearing devices.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.6-11
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• 2020

In today's world, the design industry is becoming more complex, with the development of networks such as the internet and revolutionary changes in information and telecommunications. As the demand for designers to cope with various situations occurring in these industrial sites or solve problems in practice promptly is required, a capstone design program was developed in collaboration with the industry. Capstone design classes have positive effects on creative problem solving ability, academic achievement and learning satisfaction by allowing students to think and experience the practical problems of the industrial field. It is also effective in improving communication, creative thinking and critical thinking. The purpose of this study is to search for talent training methods needed in the fashion industry and to develop effective programs through capstone design class studies conducted in the fourth grade of fashion design majors from 2017 to 2019 (6 semesters). Through these studies, the aim is to search for talent training methods needed in the fashion industry and to develop effective programs. If the capstone design learning method is used as a method of solving problems through close communication between the company and the educational field as an industry-academia cooperation system, it is expected to be positioned as a field-type human resource education method that is required in the industrial field.

• Journal of Engineering Education Research
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• v.17 no.1
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• pp.26-41
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• 2014

This paper recommends to teach technical writing as a part of the curriculum of engineering design courses. Some features of both engineering design and keystone design course as well as capstone design course for engineering students are studied before the relationship of those features with written communication are investigated. After the characteristics of collaborative writing are reviewed, some aspects of integration of teaching technical writing into engineering design courses are evaluated. Technical writing for engineering students is best taught by collaborative writing approach in engineering design courses.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.31-35
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• 2012

A new obligatory subject, Computer Programming IV, is organized in the Department of Informatics, Faculty of Engineering, Yamagata University. The purposes of the subject are as follows: (1) Attachment to each laboratory for bachelor thesis was usually at the initial stage of the student's fourth academic year. This subject actually moves up the attachment because students are tentatively attached to a laboratory for this subject. The interval to complete their bachelor thesis is extended by half a year. (2) In each laboratory, students cooperate with each other to complete their project. The project becomes capstone design which JABEE (Japan Accreditation Board for Engineering Education) is recently emphasizing. We not only explain the introduction of this subject, but also report some case studies.

• KOREAN JOURNAL OF PACKAGING SCIENCE & TECHNOLOGY
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• v.26 no.3
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• pp.139-145
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• 2020

The purpose of this study is to share the experience of online education with departments related to the servic industry, such as distribution and logistics, in the New Normal Age of COVID-19 pandemics. The graduation presentation project, which is the capstone design subject and the most urgent subject for face-to-face classes, was selected as the online education subject of this study. The results of this study are as follows : First, several online class tools, such as Zoom, Microsoft Teams, and Google Meet, have also been shown to be applicable to capstone design subjects such as graduation presentation projects. Second, it is essential to reorganize the curriculum to enhance students' ability to practice and utilize online contents. Third, continuous education and training are needed to make easy use of the aforementioned online teaching tools. Meanwhile, fourth, further research is needed to solve the learning effects caused by online learning, and difficulties in communication.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.143-151
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• 2010

This paper presents a case study on the assessment of program outcomes using the capstone design course based on 16-year management experience and improvements of the school of mechanical design and automation engineering in the seoul national university of science and technology. First, the program outcomes related with the capstone design course are introduced, and the assessment methods and items are described. Based on them, the assessment results in 2008 were obtained and a strategy to improve the results were built after analyzation. As for the strategy, we revealed the assessment items and good examples in an internet web site in advance. As a result, we were able to obtain about 3.3% improved assessment results in 2009. Finally, the validity, efficiency, internal stability, and sustainability of the assessment of the program outcomes using the capstone design course are addressed in terms of a notion of the course-embedded assessment.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.167-180
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• 2013

A capstone design is regarded as one of cap courses in undergraduate engineering education because it requires most prerequisites and makes students experience real engineering design processes. There have been case studies to show how this subject should be organized, practiced, and optimized. This study shows one of the case studies by focusing offshore wind power, one of newly recognized renewable energy resources, especially targeting for the design of wind turbine foundation and submarine power cable protectors mainly because of current energy and global warming crisis. To pinpoint engineering design, the students'activities during the project and design procedures are monitored, evaluated, and recommended; hence, core factors are addressed to develop successful aim, theory, practice, and other necessities. These factors include creative problem solving abilities; recognition of engineering curriculum; selection of project theme based on significance, ripple effect, and education purpose; team organization by the full brain model; systematization of project process; realization of engineering design; and synthesis of evaluation. In the end, the aftermath and future works are discussed.

• Journal of Engineering Education Research
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• v.26 no.1
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• pp.20-26
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• 2023

In this study, as a competency strengthening program to support learner-centered education, we developed the 'Capstone-design competency Program' for the purpose of cultivating the 4C skills and problem-solving ability required as core competencies of the 21st century. The program was based on the project method, and strategies were derived and materialized for each step through core competency analysis. Then, the validity was confirmed through the implementation of the program. As a result of the implementation of the program, it was confirmed that this program was effective in cultivating the core competencies of college students. In addition, it was confirmed that learners showed results such as specific reflection on core competencies, changes in perspective, and action plans, so that the possibility of actual application was high.

• Journal of the Korea Convergence Society
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• v.8 no.8
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• pp.247-253
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• 2017

This study is strategically researched to regain the signification of capstone design by correcting the errors neglected the importances of meetings in the convergent English translation capstone design. For this, intial-meetings were designed to be students-centered except for explaining some basic knowledge and information. Mid-meetings were completely students-centered for the students to present their ideas, debate the contents and give feedbacks to one another. Final-meetings were also students-centered for the students to adjust and confirm the results. To validate the importance of students-centered meetings, the qualitative study has been done through interviewing students. In the interviews, almost all of them said they had motivation, confidence, and self-efficacy. Finally attempting capstone design in the future, students-centered meetings should be considered important. Hopefully this kind of capstone design will be used and studied continuedly and lively as a useful method in the field of English education.