• Journal of Multimedia Information System
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• v.9 no.2
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• pp.171-176
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• 2022

Today, it is imperative to educate students on how to best prepare themselves for the new data driven era of the future. Undergraduate education plays an important role in providing students with more Data Science opportunities and expanding the supply of Data Science talent. This paper surveys and analyzes the curricula of Data Science-related bachelor's degree programs in the United States. The 'required' and 'elective' courses in a curriculum for obtaining a B.S. degree were evaluated by course weight to indicate its necessity. As a result, it was possible to find out which courses were important in Data Science programs and which areas were emphasized for B.S. degrees in Data Science. We found that courses belong to the Data Science area, such as data management, data visualization, and data modeling, were more required for Data Science B.S. degrees in the United States.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.159-168
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• 2022

No one denies the importance of online courses, which provide a very important alternative, especially for students who have jobs that prevent them from attending face-to-face in traditional classes; Engagement is one of the most important fundamental variables that indicate the course's success in achieving its objectives. Therefore, the current study aims to build a model using machine learning to predict student engagement in online courses. An online questionnaire was prepared and applied to the students of Jouf University in the Kingdom of Saudi Arabia, and data was obtained from the input variables in the questionnaire, which are: specialization, gender, academic year, skills, emotional aspects, participation, performance, and engagement in the online course as a dependent variable. Multiple regression was used to analyze the data using SPSS. Kegel was used to build the model as a machine learning technique. The results indicated that there is a positive correlation between the four variables (skills, emotional aspects, participation, and performance) and engagement in online courses. The model accuracy was very high 99.99%, This shows the model's ability to predict engagement in the light of the input variables.

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

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.246-247
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• 2004

• Journal of the Korean Society of Marine Environment & Safety
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• v.15 no.4
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• pp.355-362
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• 2009

In this paper, the author carried out the study to develop oil spill response training courses for competent responders examining IMO guidelines and response training courses of developed maritime countries as well as Korea. According to a result of study, fundamental training courses are to be established on the basis of IMO guideline, and also to prepare pre-arranged brief course like Basics of Spill Response for beginner. The courses should be step-by-step related with mutual continuous contents, and more times are given to on-site training for basic course and to classroom lecture with desk-top exercise for advanced course. Besides, SCAT shall be added to shoreline cleanup course, finally it is advisable that total 9 types of courses are established with additional refresh course.

• Journal of Korean Critical Care Nursing
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• v.10 no.3
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• pp.1-8
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• 2017

Purpose : This study examined the status of critical care nursing education in bachelor of science in nursing (BSN) to suggest future directions. Methods : The target of the survey was 185 BSN programs that were certified by the Korean Accreditation Board of Nursing Education as of October 31, 2016. We structurally reviewed the curriculums and the course syllabi. Results : Forty-eight courses of 42 BSN programs were analyzed. Only five programs offered both theoretical and practical courses in critical care nursing; 22 offered theoretical courses and 26 offered practical courses. Most courses were offered as electives with 1 or 2 credits, and were taught by faculty who were experts in adult health nursing. Conclusion : The results show that there is a quantitative shortage of critical care nursing education in the curriculum of BSN programs in Korea. The lack of knowledge and skills on critical care can lead to a burden of new intensive care unit nurses and is a threat to patients' health. It is necessary to develop a practical and integrative curriculum for critical care nursing education.

• Proceedings of KOSOMES biannual meeting
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• 2009.06a
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• pp.17-24
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• 2009

In this paper, the authors carried out the study to develop oil spill response training courses for competent responders examining IMO guidelines, response training courses of maritime development countries and Korea response. According to a result of study, fundamental training courses are to be established on the basis of IMO guideline, and also to prepare pre-arranged brief course like Basics of Spill Response for beginner. The courses should be step-by-step related with mutual continuous contents, and more times are given to on-site training for basic course and to classroom lecture with desk-top exercise for advanced course. Besides, SCAT shall be added to shoreline cleanup course, finally it is advisable that total 9 types of courses are established with additional refresh course.

• Journal of the Korean Society of Marine Environment & Safety
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• v.22 no.6
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• pp.607-614
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• 2016

This study suggests improvements for the effective operation of refresher courses by reviewing the target groups for each refresher course, the contents of these courses, the estimated number of delegates for each refresher course and the operation methods of training institutes overseas. Approximately 37,000 people need to complete the maritime safety refresher courses every 5 years. For the convenience of seafarers, it is necessary to reduce the land training by activating and standardizing on-board training recognized by the STCW Convention and promote investment in the training sector to continuously improve the seafarer safety training. It is also necessary to examine ways to improve the difference between the curriculums of the domestic refresher courses and the one of the STCW Convention. In addition, investments in the development of safety training facilities and virtual reality training programs are required in order to provide an environment where seafarers can take safety refresher courses in a timely manner.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.513-524
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• 2017

This study proposed an 'Crime Victim Care Specialist(CVCS)' convergence curriculum for psychology and police students in college. First, the courses and the curriculums of counseling, psychology, psychotherapy, police, and police administration departments in nationwide were listed. After consulting with professors from 2 majors, 3-levels curriculum and courses were drafted. Second, for the inputs from the field, a panel of 51 crime victim care/counseling/psychotherapy experts were Delphi surveyed about goodness of fit and importance. The result were following. First, the curriculum were consisted of required, basics, advanced courses. The required course were 5 courses for each department. The basics were for the minors and 7 courses for each. The advanced were for the double majors and 4 courses for each. Finally, the implication and further studies were suggested.

• Journal of Korean society of Dental Hygiene
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• v.13 no.1
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• pp.1-12
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• 2013

Objectives : In order to make a proposal of a Korean standard dental hygiene curriculum, the job description of the National Health Personnel Licensing Examination Board was analyzed to prepare a job analysis matrix of dental hygienist to select required core competency. Methods : Data were analyzed to test the job validity of dental hygienist and categorize the duties of dental hygienist. A proposal of a standard dental hygiene curriculum was mapped out by making a comparative analysis of the courses necessary for American authorization of dental hygiene curriculum, existing proposals of Korean standard dental hygiene curriculum and the courses of the departments of dental hygiene offered by domestic three-year colleges and four-year universities. Results : Basic medicine courses were reinforced or newly offered to provide an opportunity for students to transfer to a domestic four-year university or to a foreign university. In the field of clinical dental hygiene and practice, preventive dentistry, prophylaxis and practice were integrated, and the names of the related courses were unified to give a chance for students to engage in comprehensive dental hygiene practice. There were different courses for dental clinical science at present. In this proposal, students should earn 125 credits in total. Conclusions : Standard dental hygiene curriculum proposal was required by three-year and four-year colleges across the nation. To make it happen, the original names of dental hygiene courses should be used, and the dental hygiene certification and evaluation institute that is under the umbrella of the Korean Dental Hygienists Association should lay out the standard of the KSDHEP to facilitate the utilization of the standard dental hygiene curriculum proposal.