• 한국수학교육학회지시리즈E:수학교육논문집
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• 제19권4호
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• pp.633-647
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• 2005

The rapid change in school mathematics curricula occurred over last some periods requires lots of change or improvement in the education method for the university mathematics, especially in calculus. As an effort in this direction we restrict our concern to the freshmen of year 2002 of the Korea university of technology and education to investigate a correlation between their mathematics score on the national entrance examination and achievement score measured by their final grades in a calculus course. As a result of this research we propose a step-wise level educational model for the calculus education. In the model an appropriate teaching contents and method proceeding through the three steps are suggested and implementation issues are discussed. We believe that carrying out mathematics curricular are suggested in the model will be of service to calculus education particularly for student under the 7th national curriculum reform.

• 한국응급구조학회지
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• 제11권2호
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• pp.29-50
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• 2007

Purpose: This study was carried out in order to provide the basic data for the curriculum standardization of emergency medical technology by analyzing the three-year period curriculum of 9 colleges. Method: This is the descriptive analysis of the curricular of 9 colleges. The analyzed variables were the distribution, credit, mean, frequency of the liberal arts, majors, clinical and on-the-job(OJT) training courses, and teaching profession subject. Results: 1. The number of whole subjects was 61.0, the number of liberal arts was 10.3, and the number of majors was 50.7. The completion credit was 128.3, credits of liberal arts were 15.5(12.2%), and credits of majors were 112.8(87.8%). 2. The range of credits of liberal arts was 8 to 21, and most of the liberal arts were done in the first year of college. 3. The distribution of the credits of the national examination for the license was as follows; the itemized emergency care subjects were 27.9 credits, the general emergency care was 18.5 credits, basic sciences were 17.7 credits, emergency patient care was 9.5 credits, and emergency medicine law was 3.2 credits. 4. The number of other major subjects were 10.0 and showed even distribution in each semester. 5. The clinical and on-the-job(OJT) training were 4.5 subjects, the credits of completion were 14.9 and these subjects were not in the first year of college. Conclusion: This results will be helpful data for the advanced development and standardization of the new curriculum by keeping pace with the environmental change, competency improvement and the need of the learners of emergency medical technology.

• 문화기술의 융합
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• 제6권4호
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• pp.95-101
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• 2020

본 연구는 타 대학의 비교과 프로그램 운영체계를 중심으로 교과지원 비교과 프로그램의 운영체계 현황을 조사하고 교양교육에 있어서 비교과 프로그램의 바람직한 운영체계와 성과관리의 방안을 제안 하고자 한다. 이를 위해 수도권 소재 4년제 8개 대학의 비교과 프로그램 운영체계 분석은 핵심역량 유무, 전산시스템 및 비교과 프로그램 가이드, 학점연계 및 마일리지 장학금 제도 여부 등을 조사하고, 각 대학별 운영체제 특징과 장·단점 등을 중심으로 분석하였다. 또한 E대학 교과지원 비교과 프로그램의 운영체계와 그에 따른 성과관리를 중심으로 교양교육에 있어서 비교과 프로그램의 바람직한 운영체계와 성과관리의 방안을 제안하고자 하였다. 결론적으로 비교과 프로그램을 효율적으로 운영하기 위해 전산시스템 및 비교과 프로그램 가이드, 학점연계 및 마일리지 장학금 제도를 도입해야한다. 또한, E대학의 교과지원 비교과 프로그램의 운영체계 분석결과, E대학은 핵심역량 기반 교과지원 비교과 프로그램의 운영 방향성을 갖고 체계적으로 운영을 하고 있음을 알 수 있었고 E대학의 비교과 프로그램의 성과관리는 EU-TQM시스템 통합관리체계를 통해 이루어지고 있다.

• 한국응급구조학회지
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• 제12권2호
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• pp.5-26
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• 2008

Purpose : This study was performed to develop the curriculum of Emergency Medical technology of College. Method : The authors analyzed curricular of EMT in 12 college in Korea. We conducted the distribution, credit, mean, frequency of liberal arts, majors, teaching profession subject by Kim and Lee(2007). We compared curriculum of knowledge and clinical training courses. Results : The numbers of whole subjects were 59.3 and the number of mean and the credits were 130.8 degree of mean. The numbers of liberal arts were 9.5 number of mean and the credits were 15.5 degree of mean. The numbers of major were 47.5 number of mean and the credits were 111.4 degree of mean. The numbers of teaching profession subject were 1.9 number of mean and the credits were 4 degree of mean. Finally, frequency of curriculum of knowledge and clinical training courses were 57.1% and 42%, respectively. Conclusion : This results will represent curriculum development and will standardize curriculum for EMT collage. in addition, it will make EMT curriculum standardized.

• Journal of the Korean Data and Information Science Society
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• 제26권6호
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• pp.1283-1293
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• 2015

최근 한국사회에서는 고등교육을 받은 대학 졸업생들이 재학기간 동안 적정한 수준의 학업성취와 역량개발, 현장에 적용 가능한 능력을 갖추고 졸업하는지에 대해 비판적으로 논의되면서, 고등교육기관에서의 교육의 질 제고를 위해 노력하고 있다. 본 연구에서는 대학 신입생들의 실제 필요가 무엇이고 그 필요를 채울 수 있는 교과, 비교과과정 구성 및 대학생활의 전반적인 만족도를 높일 수 있는 방안을 모색하려고 한다. 지난 5년간 H대학교 신입생들의 학교생활 만족도와 학업성취도와의 관계를 다양한 분야로 나누어 파악한 결과를 기반으로 대학 신입생들의 대학생활에 대한 기대와 그 기대에 부응하는 프로그램들을 제안한다. 5년간 설문 분석한 결과 첫째, 교양과목의 수업만족도가 높을수록 학생들의 학업성취도는 높다. 둘째, 인성교육 만족도와 학업성취도는 통계적으로 유의미한 관계가 없다. 셋째, 시간관리 분포와 학업성취도는 상관관계가 있다.

• 공학교육연구
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• 제23권1호
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• pp.47-58
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• 2020

Kunsan National University obtained accreditation for its Architecture & Building Engineering Program from the Accreditation Board for Engineering Education in Korea (ABEEK) in 2004 and has offered an ABEEK-accredited degree pathway ever since. Then, in 2018, the university introduced the course-embedded outcomes assessment system as per ABEEK's KEC2015 accreditation criteria. One year into its implementation, the new system allows the measurement and assessment of 10 program outcomes covering 19 curricular modules and 1 non-curricular licensing examination. The system incorporates the four areas of specialization within architectural engineering as well as the three course categories of the math, science, and computer; liberal arts; and engineering core modules under the accreditation scheme. It also takes the students' academic years into account, especially for the mandatory modules offered to all students. Its rubric clarifies the performance criteria, performance level, assessment tools, objectives, and modules. The 2018 course-embedded outcomes assessment system is an ever-evolving structure with regular CQI: Continuous Quality Improvements along the circular process of system establishment → implementation → evaluation as per the virtuous cycle model required for an accredited engineering program.

• 공학교육연구
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• 제22권3호
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• pp.18-31
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• 2019

In addition to technical skills and competencies, communication competence has been identified to be important to engineering students who will be drivers of innovation in a rapidly changing society. Drawing on the previous studies, this research examines the results of an empirical exploration of engineering students' perception of speaking ability and their communicative competence. To date, there has been most of the research conducted on 'writing' (e.g., its educational process, class designs, ability, etc.) for engineering students. However, relatively little attention has been paid to engineering students' speaking ability perception and their competence diagnosis. This study relies on quantitative data obtained from one survey questionnaire and one test conducted respectively. The sample consists of 386 engineering students as well as 481 non-engineering students for the 1st survey. And to measure communicative competence, 150 engineering students as well as 136 non-engineering students participated in the test. Our findings show that firstly, there were significant differences in perception of speaking ability by majors and gender. Whereas there was no difference in the same survey by grade. Secondly, there was a close and significant relationship between sub-factors of speaking ability. Thirdly, there were significant differences in communicative competence by majors. Whereas there was no difference by gender and grade. Fourthly, there was a close and significant relationship between sub-factors of communicative competence. These findings are expected to provide an explanation for the improvement on engineering students' speaking ability and to encourage the participation in extra-curricular activities and programs in engineering school.

• 한국비블리아학회지
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• 제17권2호
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• pp.177-200
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• 2006

이 연구는 국내 대학에서 정규 교과목으로 시행되고 있는 정보활용능력 관련 교과목의 내용을 분석하여 실제 대학에서 교양 과목으로 사용될 수 있는 정보활용능력의 새로운 교수학습 형을 개발하려는 목적으로 시도되었다. 이를 위하여 미국과 영국, 호주, 뉴질랜드 등의 고등교육을 위한 정보활용능력 기준과 모형을 분석하였으며, 국외 5개 대학의 5 교과목의 교육내용과 국내 23개 대학에서 현재 정보활용능력 관련과목으로 교수되는 33개 교과목의 교육 내용을 분석하였다. 그 결과, 본 연구에서 핵심 요소로 사용되는 정보활용능력의 7개 영역인 정보자원영역, 정보요구영역, 정보접근영역, 정보분석영역, 정보관리영역, 정보전달영역, 정보윤리영역을 추출하여 영역별로 강의할 수 있는 14주 과정에 적합한 교수학습모형을 개발하였다. 본 연구에서 제시하는 정보활용능력 교수학습모형의 내용에는 영역별 교육목표, 교육내용, 교수학습 전략 강의시간. 평가내용, 강의도구 등이 포함되어 있다.

• 융합정보논문지
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• 제11권7호
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• pp.128-135
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• 2021

한국의 대학입시제도는 입학사정관전형에서 학생부종합전형으로 명칭을 바꾸고 학생선발방법의 한 형태로 안정된 시행을 보이고 있으나 교과 성적 외에 비교과 영역의 평가에 대한 공정성 논란은 시행 초반부터 현재까지 진행 중이다. 현재 시행중인 대학입시제도가 우리의 교육 환경에 적합한가를 비롯해 교육 환경 개선에 대한 문제도 지속적으로 제기되고 있다. 반면, 캐나다는 대학입시제도가 국민들의 주요 화두에 오르지는 않는다. 캐나다는 대학 간의 교육에 대한 전국적인 질적 수준의 보편성을 강조하며 대학입시제도를 유지하고 있다. 이에 본 연구의 목적은 캐나다의 교육체계와 대학입시제도의 특징을 캐나다에서 가장 높은 고등교육 이수율을 보이고 있는 퀘벡주를 중심으로 살펴보고 퀘벡주의 전반적인 교육제도 및 목적, 주요 대학의 실제적인 대학입시제도 분석을 통해 우리의 대학입시제도에 대한 시사점을 제시하는 데 있다.

• 항공우주의학회지
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• 제31권1호
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• pp.24-30
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• 2021

Purpose: The purpose of this study is to consider ways to strengthen it through comparison and curriculum while recognizing the importance of global competencies in liberal arts education in universities. Methods: In order to explore ways to reinforce the sub-competence of global competencies, this study was conducted at a four-year university in Chungcheong-do for one year in 2019, such as 'Global Culture Talk', 'Global Travel', 'Global Nanta', and 'Making Global Friends'. Cases of comparison and application of educational programs were analyzed. The program was attended by the Department of Business Administration, Department of Aviation Service, Department of Design, Department of Manga Animation, Department of Broadcasting and Film, and foreign exchange students. The competency-centered curriculum not only has clear educational goals, but is also very advantageous in establishing a feedback system by measuring its performance. This study will assess the effectiveness of the education plan by diagnosing the change in competencies before and after the comparison and curriculum is operated. Results: The overall global competency has increased by 0.2 points compared to 2017. By subsector, it was found that the flexibility increased by 1.4 points. In the field of cross-cultural understanding, it rose 0.6 points, and in the field of global understanding, it rose 2.2 points, showing the largest increase in the sub-fields. Nevertheless, the field of global interest remains at a low level. This is considerably low compared to flexibility and ability to understand other cultures, and it is expected that measures for improvement should be continuously sought. Since the understanding of other cultures has already exceeded 60 points, it is expected that the global competency of the university will be strengthened if the level is consistently maintained and the emphasis is placed on enhancing flexibility and improving global understanding. Conclusion: The importance of strengthening global capabilities is steadily rising. Universities are also reorganizing the curriculum by analyzing the needs and satisfaction of education consumers to respond to this. The programs operated and analyzed in this study were also made as part of this effort. However, since there are various factors that affect global competency, it cannot be but admitted that it is not easy to gauge the change in competency with only a few programs and short-term efforts. However, if the efforts pursued by this study are accumulated and supplemented through feedback from a long-term perspective, it can be expected that there are not a lot of contributions to strengthening global competencies in liberal arts education.