• 한국인터넷방송통신학회논문지
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• 제20권2호
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• pp.247-259
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• 2020

최근에는 교육 훈련에 대한 중요성이 강조되고 있는 시기이다. 그러나 4차 산업혁명 시대에 따른 코딩이나 관련 교육들이 실제적으로 어떻게 적용되고, 활용되고 있는 지에 대한 의문 또는 실제 기업과의 연관성에 대한 부분들에 문제점은 사회 현실적인 문제에 봉착하고 있는 것이다. 이에 본 연구에서는 교육 훈련특성들을 세분화시켜 개개인의 특성에 어떠한 영향을 미치는 지를 파악하고, 이를 통해 교육 결과에 어떤 영향을 미치는 지에 대해 보고자 한다. 그 결과 SW 교육 과정과 SW 교육 교수는 개인 특성 중 전공역량과 학습성과에 정(+)의 영향을 주는 것으로 나타났으며, SW 교육환경은 아무런 영향을 주지 않는 것으로 나타났다. 또한, 개인 특성은 교육 결과에 만족에는 모두 정(+)의 영향을 불만족에는 모두 부(-)의 영향을 미치는 것으로 나타났다. 이러한 결과는 SW 교육 과정과 SW 교육 교수에 대한 중요성을 강조하는 결과이며, SW 교육환경에 대한 부분에 대해 다시 한번 생각하게 하는 결과로 보여진다.

• 의학교육논단
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• 제15권1호
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• pp.31-38
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• 2013

This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.

• Journal of Chest Surgery
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• 제53권6호
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• pp.417-419
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• 2020

Surgeons avoid creating arteriovenous fistulae in obese patients owing to deep vessels, cannulation complications, and inconsistent outcomes. We describe placing an arteriovenous polytetrafluoroethylene (PTFE) graft between the brachial artery and axillary vein to avoid these complications. A 39-year-old super-obese woman with end-stage renal disease had undergone several hemodialysis access procedures on both arms. We traced the course of the arteriovenous graft course with the patient sitting and lying down. The ideal course was more accurate with the patient sitting; thus, the patient sat when the course was drawn, before lying on the operating bed. The PTFE graft was placed between the right brachial artery and axillary vein, according to the course in the opposite arm. No anastomotic dehiscence or pseudoaneurysm has taken place during 2 years of follow-up. In super-obese patients, the ideal course for arteriovenous grafts should be drawn while they are sitting, avoiding skin folds. This tip could avoid anastomotic dehiscence and pseudoaneurysm between the axillary vein and a PTFE graft.

• 공학교육연구
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• 제13권4호
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• pp.87-92
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• 2010

공학인증의 여러 인증 요건들 중의 하나인 프로그램 학습성과에 대한 평가와 분석등은 평가도구 개발이라는 관점에서만 보더라도 지속적인 연구가 필요한 분야이다. 본 연구에서는 본 프로그램 학습성과 평가체제에서 제시한 절차대로 졸업시험, 에세이, 종합설계, 그리고 공인 영어점수를 평가도구로 활용한 프로그램 학습성과 평가결과와 교과목 학습성과를 이용한 프로그램 학습성과 결과를 비교하였다. 4가지 평가도구를 활용한 프로그램 학습성과 평가는 2010년 심화과정 졸업자 15명을 대상으로 하였고, 교과목 학습성과를 이용한 프로그램 학습성과는 2009년 1학기와 2학기에 개설하여 운영한 교과목을 이용하였다. 두가지 평가결과 모든 학습성과 평가에서 큰 차이를 보이지 않는 것으로 보아 교과목 학습성과를 이용한 프로그램 학습성과도 프로그램에서 활용할 수 있는 실질적인 프로그램 학습성과 평가방법 중 하나임을 알 수 있었다.

• 공학교육연구
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• 제16권4호
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• pp.21-29
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• 2013

Accreditation of engineering education as initiated by Accreditation Board for Engineering Education of Korea (ABEEK) centers around three key issues: program outcomes, assessment/evaluation thereof, and continuous quality improvement (CQI). Most engineering departments, however, are neither adequately familiar with nor well prepared for the issues, especially CQI. The CQI in almost all departments seems to be overly confined in individual courses and the final capstone design courses for seniors; there is no evidence that CQI is not limited to the course level but flows through all courses in the curriculum. This paper presents a sound and viable framework for CQI implementation in which course-level CQI is integrated into the department/program-level CQI.

• 공학교육연구
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• 제19권2호
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• pp.70-75
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• 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.

• 공학교육연구
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• 제17권6호
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• pp.62-68
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• 2014

The purpose of this work is to provide systematic lecture materials for instructers who search for the effective teaching of applied mechanics of materials course with respect to lecture contents, teaching methods, and itemized course evaluations according to each class learning objective. For this. the evolution of teaching contents since 2010 until 2014 are briefly depicted and then most recent course learning objectives, lecture contents, and evaluation schemes are presented in detail. The results of this study may be used as base line data for the lecturers who teach similar courses and for the evaluation of program outcomes in ABEEK scheme through course-embedded assessment.

• 공학교육연구
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• 제13권3호
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• pp.18-33
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• 2010

This paper describes two capstone senior design courses for the Mechanical Engineering program at University of the Pacific. The first course taught in the Fall semester is entitled "Engineering Design/Senior Project I." The second course taught in the Spring semester is entitled "Engineering Design/Senior Project II." All Mechanical Engineering students with senior standing are required to take these two classes in this sequence. At the end of every Spring semester, industrial advisors are invited to assess the final senior projects during an annual Senior Project Day. This assessment is performed using the Program Outcomes and Program Educational Objectives established for Pacific's Mechanical Engineering program. Since all Mechanical Engineering students are required to complete senior projects, this is a 100% evaluation process. After the evaluations are done, the data sets are compiled and reviewed by the faculty for assessment purposes. It is important to note that the industrial advisors perform the evaluations, but the faculty members assess the information to determine if modifications need to be made to the program or courses. In addition to the senior project evaluations, general feedback from Mechanical Engineering Industrial Advisory Committee (MEIAC) members is also useful for the outcomes-based assessment process in addition to the definition and evaluation of Program Outcomes and Program Educational Objectives.

• International Journal of Computer Science & Network Security
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• 제22권6호
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• pp.339-345
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• 2022

Outcome-based education (OBE) is a tried-and-true teaching technique based on a set of predetermined goals. Program Educational Objectives (PEOs), Program Outcomes (POs), and Course Outcomes (COs) are the components of OBE. At the end of each year, the Program Outcomes are evaluated, and faculty members can submit many recommended measures which dependent on the relationship between the program outcomes and its courses outcomes to improve the quality of program and hence the overall educational program. When a vast number of courses are considered, bad actions may be proposed, resulting in unwanted and incorrect decisions. In this paper, a recommender system, using collaborative filtering and association rules algorithms, is proposed for predicting the best relationship between the program outcomes and its courses in order to improve the attributes of the graduates. First, a parallel algorithm is used for Collaborative Filtering on Data Model, which is designed to increase the efficiency of processing big data. Then, a parallel similar learning outcomes discovery method based on matrix correlation is proposed by mining association rules. As a case study, the proposed recommender system is applied to the Computer Information Systems program, College of Computer Sciences and Information Technology, Al-Baha University, Saudi Arabia for helping Program Quality Administration improving the quality of program outcomes. The obtained results revealed that the suggested recommender system provides more actions for boosting Graduate Attributes quality.

• 한국실천공학교육학회논문지
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• 제4권1호
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• pp.1-6
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• 2012

본 논문은 컴퓨터 정보기술인증기준 KCC2010 공학 기준의 요구사항에 의해 프로젝트 교과목의 이수체계 준수를 보장하는 방법을 제안한다. 제안 방법은 수강한 프로젝트 교과목의 학습성과에 의해 다음 단계의 프로젝트 교과목의 수강 기회가 부여되는 관문 모델을 통하여 프로젝트 교과목의 체계적인 이수를 설명한다. '소프트웨어프로젝트I' 교과목에 대한 평가 결과, 프로젝트 교과목의 이수체계 준수를 보장하기 위해서는 재교육 대상 학생들의 중도 탈락을 방지하기 위한 교과목 담당교수의 세심한 배려와 관심이 요구되었다.