• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.4
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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.

• Journal of the Korea Convergence Society
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• v.5 no.4
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• pp.15-20
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• 2014

This paper discusses the creative capstone design education in Kongju National University and introduce a new operational capstone design education method. The result products are evaluated by self-evaluation and performance assessment that is based on the operational method and procedure of the project. The capstone design teams are comprised of 2~3 students with a individual major accomplishments. All teams are satisfied the criteria of evaluation. And their's self-satisfaction and questionaries are totally 3.88~4.44 point out of 5. Compared with the conduct of previous capstone design project that was not the industry affiliate, it provides students with industrial experience in design and development of industrial solution. And industrial partner must provide funds for student team to design, fabrication and test in next time.

• 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 Fisheries and Marine Sciences Education
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• v.20 no.2
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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.

• Journal of Practical Engineering Education
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• v.11 no.1
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• pp.9-15
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• 2019

We studied the perceived creative ability, convergent thinking and creative leadership related to converged capabilities among students who participated in the capstone design and graduation works and those who did not participate. In creative ability, students who participated capstone design and graduation works need more curriculum and non-curriculum activities for the idea generation through the understanding of various majors, but overall, they achieved higher positive results than the nonparticipating students. For creative leadership and convergent thinking, students with capstone design and graduation works showed a more positive capabilities, while students with nonparticipating students showed a slightly lack of creative thinking of higher order thinking, the logical analysis of complex phenomena, and overall understanding.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.31-34
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• 2012

This paper deals with the introduction of capstone design projects based on invention education in Department of Electronics and Communication Engineering, Korea Maritime University. This course is referred to as Creative Engineering Design for spring semester of 4th-year undergraduates. The course focuses on creative thinking and cooperative mind to students by learning engineering design skills, realizing their idea through design project and recognizing practicality of their systems. To improve creative thinking of students, intellectual property (IP) education is very helpful. If engineering students take training program in IP, it will be very beneficial for CEOs to manage intellectual capital in many industries and to ensure competition power in their business. This study suggested that students take interest in connecting their ideas with inventions through invention education reinforcing an invention and a patent exercise. It is expected that this study may help to develop new curriculum of capstone design project including IP education in many universities.

• Journal of Engineering Education Research
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• v.13 no.2
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• pp.33-37
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• 2010

This paper deals with the introduction of capstone design project by team activities in Department of Electronics and Communication Engineering, Korea Maritime University. This course is referred to as Creative Engineering Design for spring semester of 4th-year undergraduates. The course focuses on creative thinking and cooperative mind to students by learning engineering design skills, realizing their idea through design project and recognizing practicality of their systems. The intent of the course is to provide a true "capstone" experience, where students can combine their skills to achieve the successful completion of a project. This paper describes class process and evaluation method, and cooperative works with mentees and industrial mentors connected through Hanium network for IT mentoring activities.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.406-415
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• 2018

The purpose of this study was to analyze the effectiveness of Capstone Design Program on creative leadership, problem solving ability and critical thinking of nursing students. The subjects of 18 experiment groups taking course in nursing capstone design of U university in P city and 20 control group of K university in G city. Data were collected before and after nursing capstone design class using self-reported questionnaire. Students Creative leadership and problem solving ability showed significant showed improvements after the Capstone Design Program. Creative leadership, Problem solving ability and critical thinking was positively correlated and then Problem solving abilities appeared to be higher improved critical thinking. Therefore, it is recommended that sufficient repetitive practice is to be made in order to improve Creative Leadership, Problem solving ability and critical thinking.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.36-45
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• 2019

Capstone design is a subject taught in a setting where students gather in a team, decide on their own selected topic, and collaborate with one another to perform a project. A fair assessment is very important in a team project-based capstone design course for students. Many instructors agree that harmonizing creative evaluation and outcome assessment is hard in capstone design class. In also, it is not easy to assess students' individual efforts and achievements fairly in accordance with team-based assessment practices. To resolve this issue in this paper, we have surveyed various engineering design education methodologies, and have modelled existing evaluating elements into a modified creative process and outcome assessment framework for team project assessment. In particular, we focused on a method of fairly assigning credits by combining team based and individual-level assessments. Analyzing students' achievement and grade evaluation and verifying the validity of the proposed method was performed.

• Journal of Engineering Education Research
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• v.22 no.4
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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.