• Journal of Engineering Education Research
• /
• v.19 no.2
• /
• pp.70-75
• /
• 2016

This paper deals with a result of case study for the development of CEA(Course-Embedded Assessment) design tool for engineering education accreditation implementing programs. Many programs have been devoting efforts to apply CEA to their engineering education. In order to effectively apply the CEA to educational program, it is required to develop the standardized form or scheme for CEA application. As a preliminary approach, we propose the design tool and the result of a case study for CEA application in engineering education.

• Journal of Engineering Education Research
• /
• v.24 no.4
• /
• pp.30-40
• /
• 2021

The purpose of this study is to verify the effectiveness the IoT program in online, and explore the applicability of the design course in consideration of design elements and realistic constraints for engineering education accreditation in online. For this study, IoT programs developed based on online classes were operated, and the effectiveness as a subject was verified through satisfaction surveys, competency test, and interview of participating students. In addition, by presenting design elements and realistic constraints in a online environment required to apply to engineering design courses, it is expected that they can be used as basic data in developing and operating actual design curriculum.

• Journal of the Korea Safety Management & Science
• /
• v.9 no.5
• /
• pp.157-165
• /
• 2007

Currently, there are two major problems in professional engineer(PE) licensure system in Korea to be accredited internationally. One is a incompleteness of system connecting the licensure and the accredited engineering education program and the other one is a insufficient working experience condition required for achieving PE license. Therefore, these two problems are setbacks hindering Korea's PE license accredited internationally. In this study, international tendency stream on mutual accreditation of PE license are reviewed first, and the PE licensure system of the major countries are compared and analyzed. Based on the results, requirements improvement plan are suggested and the gradual implementation method are suggested also.

• Journal of Engineering Education Research
• /
• v.26 no.1
• /
• pp.12-19
• /
• 2023

With the introduction of the accreditation of engineering programs in Korea, universities affiliated with the programs have opened introductory engineering design courses for first- or second-year students. Since these courses mainly aim at cultivating problem-solving skills through team projects, this type of classes has opened as face-to-face classes. However, from the beginning of 2020, online teaching was recommended or forced on universities due to the COVID-19 pandemic. Thus, effective design of online courses on introductory engineering design was inevitable during the period. In this paper, we introduce a case study of the course in the Department of Computer Science at S University in Fall 2021. Through concrete suggestions on project areas, selection of team members considering grade levels and interest, several systems for prevention of free riding, and carefully designed open-book exams, the course resulted in both high achievements and high satisfaction.

• Journal of Engineering Education Research
• /
• v.18 no.3
• /
• pp.33-38
• /
• 2015

Engineering education accreditation, such as by ABEEK in Korea or ABET in USA, centers around outcomes-based education (OBE). Outcomes are the abilities or competencies which students are expected to achieve by the time of graduation. Engineering programs must design the curriculum, educate their students, and assess the performance of them in accordance with the program outcomes. Consequently, sound understanding of the program outcomes is crucial to the successful implementation of OBE. Most of the 12 outcomes of ABEEK KEC2005 criteria came from ABET criteria written in English. It means that, apart from sound understanding of the outcomes, we need to care about the correct translation of the ABET outcomes from English to Korean. The translation of them as in KEC2005, however, leaves something to be desired. This paper tries to present the correct translation of some program outcomes as well as sound understanding of a few outcomes difficult to define.

• 대한공업교육학회지
• /
• v.36 no.2
• /
• pp.239-256
• /
• 2011

The purpose of this study is to deduce the effective improvement plans of engineering education system and to provide the base materials by analyzing satisfaction and problems in the perception survey of stakeholders related in engineering education system including Engineering Education Accreditation System. Engineering education system improvement plans from the results of study are as follows. First, government and university should provide more financial support to the college in order to improve education environment such as laboratories and equipment. Second, in order to improve links among engineering education stakeholders, student-professor, student-faculty, and colleges should operate effective mentoring program and consultation plan. Third, according to service quality evaluation, colleges need to give rewards to distinguished faculties for their outstanding work and build up job training about services in order to enhance satisfaction of students and professors, Also, business related to Engineering Education Accreditation System should be simplified and needs to increase the number of workers exclusively responsible for this work. Forth, in order to enhance comprehension of learning outcome and outcome of Engineering Education Accreditation System, it is necessary to improve Engineering education innovation center's status, to establish active systematic promotion system and to operate engineering education evaluation expert committee such as 'Engineering education system evaluation council'. Fifth, because of the stakeholder's shortage of benefits and tiredness accumulation, the issue of effectiveness in engineering education institutions has raised controversy. Thus, engineering education institutions needs to take measure necessary. Moreover, engineering education improvements should be improved by reflecting opinions from professors, faculties and students who are practically planning, operating and participating engineering education programs.

• Applied Chemistry for Engineering
• /
• v.31 no.3
• /
• pp.334-337
• /
• 2020

Korea Laboratory Accreditation Scheme (KOLAS) introduces a new standard for test and calibration laboratories to operate management system and to produce valid results in accordance with the requirements of KS Q ISO/IEC 17025. The standard is based on the national standard law for the accreditation of test, inspection and calibration laboratories. International Laboratory Accreditation Cooperation (ILAC) has recently established its new criteria. The accredited test and calibration laboratories should complete the transition of their management system by November 2020 following KS Q ISO/IEC 17025:2017. A total of 899 of test, inspection and calibration laboratories in Korea are influenced by the transition policy. This paper summarized general requirements for a competence of laboratory management system.

• Journal of Engineering Education Research
• /
• v.8 no.2
• /
• pp.5-15
• /
• 2005

This paper describes the development of curriculum for the division of Mechatronics in Samcheok University to meet the requirement of Accreditation Board for Engineering Education of Korea(ABEEK). The curriculum of the department of mechatronics in South Korea and overseas university is analysed and then the curriculum is developed considering the synergistic combination of mechanical engineering, electronic engineering, control engineering and computer engineering. And then the geopolitical condition of university is reflected in the curriculum. ABEEK requirements for major of engineering are also reflected. As a result, interdisciplinary curriculum that provides analytic capability and pragmatic qualification to students is developed.

• Journal of Digital Contents Society
• /
• v.17 no.5
• /
• pp.329-338
• /
• 2016

As the creative economy is considered important recently, learner-centered IP(Intellectual Property) education has proliferated rapidly to universities, and there are greater attention and demand on IP education. On the other hand, there are lack of curriculums and an accreditation for IP education. This paper is to propose IP education module and emphasize the need of the accreditation for IP education and its authentication plan. This paper will also show the need of specialists and educational curriculum in the field of IP, the current status and the analyse of the IP education, and the trend of IP courses in intellectual-property-leading universities. It subsequently examines the domestic education accreditation system and the National Competency Standard(NCS) curriculum and suggests the IP education 8 courses model as a curriculum management model, the standard curriculum of the IP educational system, and the instructional module.

• Journal of Engineering Education Research
• /
• v.18 no.5
• /
• pp.51-58
• /
• 2015

This research was conducted to assess the effects of an engineering education accreditation program devised by the University of Seoul on higher education outcomes by comparing and analyzing the evaluation results of engineering accredited students (31) and those who are not accredited (47) with the OECD AHELO (Assessment of Higher Education Learning Outcomes) in 2013. The AHELO assessment tool consisted of 25 multiple-choice questions which evaluated generic skill-learning outcomes, also using contextual surveys to establish the students' backgrounds. The results were evaluated statistically. In the results from the multiple-choice exam for generic skill learning outcomes, accredited students scored 1.35 points higher than non-accredited students. Secondly, according to the contextual survey related to students' university education experience, such as lectures, seminars, group projects, and online tutoring, it was found that accredited students were provided more activities in seminars and group projects. Moreover, for class activities, more of these were provided to accredited students, especially in the areas of assortment-structuralization and teamwork-based activities. Thirdly, according to the contextual survey results related to participation in class, specifically regarding asking questions and participating in discussions, interacting with the professor, and opportunities for study time, there were no recognizable differences between accredited and non-accredited students, However, while accredited students at least had opportunities to gain experience in most areas, there were some areas for which education resources were not provided to non-accredited students. Therefore, for the University of Seoul, our results imply that accredited students may show better performance in the areas of academic accomplishment and in their educational environment as compared to non-accredited students. These results demonstrate that the engineering education accreditation program positively contributes to employment competitiveness while also improving the necessary global standards of higher education outcomes.