• Journal of Engineering Education Research
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• v.16 no.1
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• pp.15-26
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• 2013

The present study was conducted to investigate science and engineering graduate students' proficiency in technical English writing and their perceptions of research ethics. Given that graduate students in science and engineering colleges usually write journal articles as well as dissertations in English, this study examined their experience of and preparation for technical English writing, writing practices, and research ethics including plagiarism. The results of the study show that it is very necessary to intensify education on research ethics and to provide educational training in proper citation practices. These findings can be used as a basis for the development of future academic curricula and other support resources to improve science and engineering graduate students' technical English writing.

• Journal of Engineering Education Research
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• v.24 no.1
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• pp.46-52
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• 2021

The purpose of this study is to clarify that critical writing can be a positive stimulus factor for the cultivation of critical thinking through actual cases of writing education targeting engineering students in universities. Critical writing education is a very important way to develop critical thinking necessary for acquiring scientific knowledge, sharing social values, creativity and cultivating new production capacity. Especially, when critical writing education is performed with materials that maintain critical view of social reality such as the movie "Bowling for Columbine", it is characterized by the fact that it is naturally combined with the dimension of engineering ethics faced by engineers from the analysis and judgment of social reality. This is an example of the fact that critical thinking education for engineering students does not necessarily meet their major areas.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.78-92
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• 2007

This study presents how the engineering ethics instructional modules have been developed based on Korean culture and how they are implemented into the existing engineering curricula at Sungkyunkwan University. The engineering ethics instructional modules were designed to be taught by engineering faculty members who did not have any teaching experience in ethics. As a result, it was determined that the engineering ethics instructional modules should include a detailed instructor lesson plan and all supporting resources such as slides (Power Point base), and handouts, or assessment units (pre- and post-test). Two 75 minute modules developed in this study consist of the diverse instructional activities for various student group sizes. In order to improve students' interests and classroom attention, various visual and audio resources such as famous movies, cartoons, and poems were included in the instructional resources. In addition, a number of case studies which might happen in the students' daily lives were chosen. The resulting ethical module No. 1 has been instructed in the existing engineering classes during the 1st semester in 2007. Overall, the students reported positive impressions of the modules and the faculty members also reported favorable perceptions of the modules. Also, team based activities encouraged students to participate in constructing the event trees, which are a basic analysis tool for ethics case studies. The results of this study will provide a guideline of implementing engineering ethics into the engineering curricula to other engineering programs and schools.

• Journal of Engineering Education Research
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• v.13 no.3
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• pp.68-77
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• 2010

This paper was designed to identify influencing factors and to develop indices for measuring information and communication technology related ethics behaviors of college students majoring in information and communication engineering. Data collected from 288 students surveyed in Busan and Kyungnam area were used and the average of information and communication engineering ethics were below the mid-points meaning 'fairly ethical'. 'Passively violating behavior' showed the highest value (2.77 out of 5) while 'rudeness and insulting behavior' showed the lowest (1.65 out of 5). Second, variables of gender, age, religion, idealism, and relativism were revealed to be meaningful ones. Results can help educators understand the influencing factors in information and communication technology related ethics behaviors of college students as well as develop topics in educating engineering ethics.

• Journal of Internet Computing and Services
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• v.17 no.3
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• pp.75-85
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• 2016

Changes in the distribution and sharing information using the Internet is changing the most part in our daily life, Utilizing the Internet of our lives to the rapid development of IT technology, are living in the off-line (off-line) and online (on-line) a mix of life, We expect now online life specific gravity is further increased. However, do not systematically implement the education of Internet ethics awareness deficiencies of objective indicators to assess the current knowledge level of the Internet ethics is the actual situation. Therefore, in this paper, it provides a development process in order to establish a common standard for the evaluation of Internet ethics index. Development procedure of Internet ethics index in order to establish a common standard, "evaluation item (draft) derivation", "Creating a questionnaire", "the calculation of the analysis and item-by-item weight of the questionnaire", and a common reference determination of the stage having. Was also a questionnaire that target 46 people to calculate the weight of the common reference. Internet ethics index evaluation model through the establishment of the common standards developed in this paper, municipal road Office of Education, related organizations, high school, such as small, medium, can be utilized as an indicator to measure the Internet ethics education level.

• Journal of Engineering Education Research
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• v.16 no.3
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• pp.42-50
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• 2013

The main purpose of this study was to develop a program outcomes assessment tool using reflection journal. Reflection journal has recently come to gain more attention from school as an alternative assessment tool. Although numerous studies reconfirmed the educational importance and value of reflection journal as an assessment tool, research on the assessment tool of the engineering accreditation, based on education view is scarce. After literature reviews about the case studies on the program outcomes assessment, this study, to analyse the current assessment tools, and then, examined the educational implications of reflection journal as a program outcomes assessment tool. This study suggested the assessment tool using reflection journal for PO6 (teamwork) and PO11 (engineering ethics), one of the most important assessment items in engineering accreditation. In this study, we used the performance criteria, assessment criteria, rubric, and closed the loop to measure the teamwork and engineering ethics. The result of this study is significant in terms of guiding the future evaluation system development for program outcomes.

• Journal of Engineering Education Research
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• v.15 no.1
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• pp.61-71
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• 2012

The core issue of ethical problem solving in engineering is to understand what exactly happened and to define its nature. Problems often arise mostly in morally complex situations. Traditional philosophical theories usually focus on extreme conflicts of interest and suggest moral theory-centered problem solving methods. However, these methods are not only difficult to specifically apply to real situations, but also are likely to fail to deal with actual moral issues in engineering fields. This study aims to develop more desirable ethical problem solving methods, based on STS (Science and Technology Studies) and engineering ethics combined. First, we have examined the engineering ethics with implications of an STS perspective, then have analyzed traditional ethical problem solving methods in a critical point of view. This study will suggest a new ethical problem solving method named Matrix Guide, based upon those analyses. Specifically, this study classifies four stages of problem definition, analysis, solving, and feedback. Here, we focus on how to combine technological and non-technological factors in each stage, when we are facing morally complex situations in engineering sectors.

• 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.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.6
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• pp.1432-1440
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• 2013

In spite of advantages to using internet, but there are many adverse effects. The most well-known negative effects include internet addiction, personal information infringement, copyright violation, spread of harmful information, cyber bullying, online fraud, hacking and virus distribution, and online prostitution. Until now, the government and public organization strived to prevent and reduce the negative effects but have faced limitations. In accordance with, one of the measures the solve the problems caused by internet is to strengthen the internet ethics education. This study aims to consider and analyze the negative effects of internet and provide measures to promote internet ethics education to prevent and reduce such effects.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.39-47
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• 2011

This paper deals with nanoethics as a sort of extension of engineering ethics utilizing various books, articles, and reports concerning historical, social, and ethical aspects of nanotechnology. After a brief examination on the place and development process of nanotechnology, ethical issues on nanotechnology are analysed including safety problem, impact on environment, violating privacy, social inequity, military use, and human enhancement. The basic principles on nanoethics are proposed such as promotion of public understanding, construction of participatory governance, contribution to sustainable development, commitment to precautionary principle, and compliance with research integrity. Lastly, integrated method in nanoethics education is illustrated putting lecture model, investigation model and discussion model together. This paper can provide the contents available for nanoethics education, and make a basis for the sound development of nanotechnology.