• Journal of Engineering Education Research
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• v.1 no.1
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• pp.27-32
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• 1998

Engineering methodology which is defined broadly as the various nontechnical knowledge such as design process and the personal skills such as creativity that an engineer must have to be a successful practitioner, is not sufficiently implemented in the present undergraduate engineering programs. A systematic design education model is proposed in this paper to teach the principles and art of engineering. First level design education is to introduce engineering process and cultivate student's creativity. Second one is to apply the knowledge of sciences, mathematics and engineering sciences to the solution of basic engineering problems. Third one is to solve a real-life problem.

• Journal of Engineering Education Research
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• v.19 no.4
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• pp.83-88
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• 2016

In this paper, we surveyed from students and professors of Hanbat National University to examine the current state of running the introductory engineering design and to derive the direction of future improvements of the subject. A total of 783 students from nine departments and 12 professors who are in charge of the introductory engineering design participated in the present questionnaire evaluation. Outcome categories of the interest in their major and the learning of design theory appears relatively lower than other learning outcomes of the introductory engineering design course. Accordingly, it is determined that the theoretical aspects of designing should be emphasized in performing a team project. The design process, writing and presentation ability, teamwork theory are dealt in more than 70% of the departments, but engineering ethics, patent, visualization education had not been addressed in a number of departments due to their department characteristics. While a lesson outcome of the creativity resulted in the largest for the students, most of the professor feel difficult in increasing the creativity. It is urgent to develope of teaching methods in order to promote the creativity in the introductory engineering design course.

• Journal of Engineering Education Research
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• v.11 no.2
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• pp.32-41
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• 2008

The paper deals with the introduction of creative engineering design education in School of Mechanical Engineering, Yonsei University. The course is referred to as Creative Mechanical Engineering Design (1) for 2nd-year undergraduates who newly enter a major in mechanical engineering. This course emphasizes creative thinking and practical experiences to students by learning engineering design skills, realizing their idea through problem based learning (PBL) and design project and recognizing actual results of a product. The paper describes course contents, and discusses students’ responses to lecture, PBL and design projects.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.121-133
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• 2020

This study proposes a lesson design framework to design a science and engineering integrated lesson in a meaningful and easy way based on engineering design, which is the core feature of STEM education. The science and engineering integrated lesson design framework is developed based on the analysis of domestic and foreign theoretical and practical research papers and expert discussion on science and engineering integrated education as well as the feedbacks from science teachers. The science and engineering integrated lesson design framework uses engineering design as the main pedagogical method. The framework includes the core elements of the engineering integrated lesson suggested in previous studies and the achievement level of each grade group suggested in NGSS and provides a way for teachers to easily introduce engineering design into science classes. In addition, the framework developed in this study complements the shortcomings of the complicated Korean STEAM education framework. It can also provide specific guidance to in-service teachers as well as pre-service teachers to easily understand and apply engineering design and problem solving processes to science and engineering integrated lessons.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.47-51
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• 2010

Recently, the interest in Accreditation of Engineering Education, which aims at facilitating the development of engineering education and producing the high calibre of graduates in engineering schools, is increasing. The accreditation requires the students to prepare a portfolio which shows the educational achievements from all courses at the university. In the portfolio, educational activities and outputs of the student are included as a part of the achievements. Particularly, in the portfolio of design-related courses, outputs of the design the student has made until the graduation are accumulated. The outputs enable others to measure the design capability of the student and can be used as important reference materials when applying for employment or graduate school. In this paper, I propose a format of the portfolio for practical exercise courses, engineering design, and undergraduate design and explain the ways of the utilization of the portfolio.

• Design & Manufacturing
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• v.13 no.4
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• pp.45-50
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• 2019

The fourth industrial revolution calls for an integrated talent by improving working-level skills within the big framework of creativity and convergence. Therefore, university education focuses on solving the problem of practical ability education by improving employment ability. Based on this improvement in practical skills, this study is based on the field-based design curriculum of Capstone. Currently, the Capstone Design Course is being implemented at most universities, extending its scope to the fields of engineering, humanities, social studies and arts. However, there is a limit to the core concept of Capstone design education and capacity education developed in line with the foreign educational environment and applied directly to our nation's university education. In terms of overseas cases, the core focus is to develop practical, design, and prototype capabilities by forming a team among all grades and multidisciplinary institutions to support the capital and manpower of the industry. However, the nation's industrial linkage and curriculum have difficulties in carrying out multi-disciplinary education. In this study, students were asked to team up and solve the challenges that the industry needs based on the expertise acquired in the lower grade curriculum by applying majors and 3D printing through the first and second semester courses of the fourth grade to address these limitations. In addition, business skills for the process of creativity and leadership experience in our country through a suitable design capstone class to review the efficiency of education by applying a model. In order to achieve the purpose of Capstone design subject, the goal setting, class model composition, class model application, verification and evaluation, and final class model development procedures were carried out. Through this process, it will be used as a basic material for educating design class capstone design.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.8-13
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• 2016

This paper is concerned with the development case of CEA(Course-Embedded Assessment) design tool for engineering education accreditation operations department for CEA system implemented. Each university or programs are already devoting efforts to build research and CEA system for CEA applied to. In order to effectively apply the CEA studies for each program it is required and particularly, the preferred way to build an operating system is considered a difficult situation of the course unit. Therefore, this case study and to propose a method and procedures required to assessment the design basis for curriculum and program assessment unit in terms of the applicability of CEA, proposes a virtual application results. The information proposed in this case study is determined that could be used in the design for the outcomes and assessment of a variety of programs as one of the steps to build the CEA systems.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.66-76
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• 2018

In order to facilitate the process of designing a fusion curriculum, this study used the learning outcomes presented in KEC2015 to design a fusion goal dimension. The three dimensions of fusion education in the fusion curriculum framework are fusion goals, fusion approach and fusion context. As a result of examining the curriculum learning activities in order to confirm that the developed curriculum meets these three dimensions, it can be confirmed that it contributes relatively evenly to the fusion goal, fusion approach and fusion context dimension. In addition, it provides a procedure to develop the fusion curriculum through the concrete procedures and examples from the design to implementation of the developed fusion curriculum, and to confirm the result of the fusion dimension.

• Design & Manufacturing
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• v.16 no.2
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• pp.7-12
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• 2022

The purpose of this study is to develop an evaluation method for online design education. Online education has established itself as the primary form in the educational field, however, there are unsatisfactory response from instructors and students due to rapid conversion of online education. Due to the transition of educational method, online class contents have become optimized and online educational experiences became accumulated. However, clear education criteria is essential. This study states importance of two parts: establishing an evaluation system based on design thinking for online design education and finding appropriate online platforms for interaction between instructors and students. The research results provide implications for ensuring the efficiency of design education and are expected to contribute significantly to the future education field.

• Journal of the Korea Institute of Building Construction
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• v.10 no.3
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• pp.145-153
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• 2010

Public institutions and owners have been introduced to Building Information Modeling (BIM) tools. BIM has become an important factor in the design process in undergrad programs. The purpose of this study is to demonstrate the improvement of the architectural engineering design process through an analysis of BIM courses. BIM education courses are analyzed to compare the level of detail in BIM education. An architectural engineering design class needs to involve BIM in the introduction of an integrated design process. An architectural engineering design process needs to be based on understanding design, building structures, construction and building services. 3D Modeling helps support an understanding of building structure and eco-friendly element analysis. The new process of architectural engineering design education is proposed as a result of this research.