• Journal of Microbiology and Biotechnology
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• v.32 no.1
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• pp.99-109
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• 2022

This study is the first report on production and characterization of the enzyme from an Ornithinibacillus species. A 4.2-fold increase in the extracellular protease (called L9^T) production from Ornithinibacillus caprae L9^T was achieved through the one-factor-at-a-time approach and response surface methodological optimization. L9^T protease exhibited a unique protein band with a mass of 25.9 kDa upon sodium dodecyl sulfate-polyacrylamide gel electrophoresis. This novel protease was active over a range of pH (4-13), temperatures (30-80℃) and salt concentrations (0-220 g/l), with the maximal activity observed at pH 7, 70℃ and 20 g/l NaCl. Proteolytic activity was upgraded in the presence of Ag⁺, Ca²⁺ and Sr²⁺, but was totally suppressed by 5 mM phenylmethylsulfonyl fluoride, which suggests that this enzyme belongs to the serine protease family. L9^T protease was resistant to certain common organic solvents and surfactants; particularly, 5 mM Tween 20 and Tween 80 improved the activity by 63 and 15%, respectively. More importantly, L9^T protease was found to be effective in dehairing of goatskins, cowhides and rabbit-skins without damaging the collagen fibers. These properties confirm the feasibility of L9^T protease in industrial applications, especially in leather processing.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.3-16
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• 2020

This study aims to introduce the ENACT model, which is a systematic teaching-learning model for cultivating social responsibility of science and engineering college students, and to discuss its educational implications. For the development of the ENACT model, we conducted extensive literature reviews on RRI, STEM education, and science and technology studies (STS). In addition, we examined exemplary overseas education programs emphasizing social responsibility of scientists/engineers and citizens. The ENACT model consists of five steps; 1) Engage in SSIs, 2) Navigate SSIs, 3) Anticipate consequences, 4) Conduct scientific and engineering practice, and 5) Take action. This model links Socioscientific Issues (SSI) education with engineering education, dividing the major elements of social responsibility education for scientists and engineers into the dimensions of epistemology and praxis, and reflected them in the model. This effort enables science and engineering college students to pursue more responsible and sustainable development by carrying out the responsible problem-solving process based on an understanding of the nature of science and technology. We plan to implement ENACT model based programs for science and engineering college students and to examine the effects.

• Journal of Engineering Education Research
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• v.16 no.4
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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.

• Journal of Engineering Education Research
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• v.19 no.4
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• pp.60-71
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• 2016

Due to the development of science and technology, diversity of fusion technologies has become a major concern. Especially the application of the convergence education became necessary in the curriculum of engineering department. The purpose of this paper is to extract characteristics of convergence education among engineering majors and to present a model of applicable convergence education. The researchers collected studies of past 15 years in domestic and international journals in related themes. Academic research information systems, DBpia, e-article, Academic Search Complete were used for keyword searches. 43 Korean papers and 25 international papers were analyzed for the study. The results showed that the convergence education models for college of engineering can be classified into the three types: the cooperative convergence, multidisciplinary convergence, and transdisciplinary convergence. Based on the results, a convergence education model is suggested for the schools of engineering in Korea.

• Journal of Engineering Education Research
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• v.19 no.4
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• pp.72-82
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• 2016

In Korea, engineering education based on industry demand is highly emphasized; the survey of industry demand or company satisfaction is frequently conducted. Although engineering schools have often attempted and implemented the reform of engineering education, it was found that company satisfaction with college education was always low. In this context, this study aimed to find the cause of the low satisfaction. To this end, the social background for the active survey of industry demand and company satisfaction, and its progress were investigated. The findings of this study showed that the survey of industry demand in Korea has limitations in improving the quality of college education or developing its future demand, contrary to its intention. This industry demand based approach has its historical and social root in the Korea-specific model of the catching-up style industry development and technology innovation. Therefore, it is difficult to establish appropriate academy-industry relations and discover future vision based on this model. This study presents a new way to understand and develop the future-oriented industrial and social demand, not just arguing for the uselessness of the survey of industry demand in engineering education.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.27-32
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• 2020

The aim of this paper is to explore various ways to utilize critical thinking in engineering education. To this end, this paper, in the light of the relationship between critical thinking and the program learning performance of ABEEK, reviews engineering design education, engineering ethics education, and engineering communication education, which are major areas where critical thinking can be utilized in engineering education. As a result, it was confirmed that critical thinking skills, especially the elements and criteria of critical thinking, can contribute to the creative problem-solving process in engineering design education, the rational decision-making process in engineering ethics education, and the effective communication process in engineering communication education.

• Journal of Engineering Education Research
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• v.23 no.4
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• pp.66-75
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• 2020

This study was conducted using the literature review and survey research to analyze the operational status and effectiveness of the single-track accredited program, which has been mandatory since 2016. The research targets to achieve the purpose of the study were the nationwide engineering education accreditation system operating colleges, departments, and engineering education innovation centers. Finally, 183 copies were collected from faculty members at 69 colleges and 554 copies at the department level. As a result of the survey, the college recognized more positively about the operation of the single-track accredited program, and more than 50% of respondents said that there were difficulties due to the operation of the system. The contents required were analyzed and presented. Based on this, the engineering education accreditation system, including the single-track accredited program, suggested the direction of support at the government level and the ABEEK level to better settle down in the field of engineering colleges.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.84-98
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• 2005

This study is on improving the general engineering education for enhancing the quality of engineers at a local engineering school in which the students are not highly qualified for engineering education. Based on the analysis on the current engineering education by asking questions to professors, students and alumni of Hongik College of Science and Engineering, we have set the basic educational philosophy as educating practical engineers and have decided the goals of basic engineering education as changing to student oriented education, enhancing the field adaptation capability, improving the problem solving ability and introducing engineering design courses. For achieving the foregoing goals, we have changed several basic engineering courses. Mathematics, science courses, computer related courses, English, communication skill related courses are strengthened, but general college education courses are reduced. We also have encouraged students to participate the classes actively and study efficiently, think logically and creatively. For the operational details, we have tried to impose less courses to freshmen and sophomores, to impose the prerequisite courses, to activate summer and winter schools. Finally, we have tried to find the ways to support continuous improvement on the basic engineering education.

• Bulletin of the Korean Chemical Society
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• v.33 no.8
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• pp.2623-2626
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• 2012

A series of functionalized furans were synthesized by way of a palladium-catalyzed coupling reaction of 2,3,5-trisubstituted furans with aryl chlorides through C-H bond cleavages at C-4 position. The feature of the reaction was facilitative preparation of furan derivatives with good functional group tolerance. All reactions gave the desired products in moderate to good yields in the presences of $BuAd_2P$ and t-BuOK in DMF at $120^{\circ}C$ after 15 h.

• Journal of Engineering Education Research
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• v.19 no.6
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• pp.57-62
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• 2016

In this work, we present a case study of using the assessments for the enhancement of students' learning motivation in engineering education. The assessments, given in between summative assessments such as midterms and finals, may have a component of formative evaluation, which are reported as very effective tools as the sources of feedback to improve teaching and learning. We studied how the students' performance is improved by additional tests in engineering education. Also, we examined the factors of successful results of the cooperative learning model, Student Teams-Achievement Division, which is based on imposing a number of tests, achieved in our previous work.