• 의학교육논단
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• 제22권1호
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• pp.46-54
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• 2020

The purpose of this study was to examine professors' and students' perceptions of curriculum that fosters character in medical school. 'Character' can be defined as a desirable personality and the ability to be a good person. A total of 264 subjects (professors=131, students=133) participated in the study. Survey questions were divided into the three parts (education needs, factors of character, and curriculum management strategy). Data were analyzed by using t-test and one-way analysis of variance. Both professors and students recognized the need for character education. Professors were more aware of the need for education than students (t=4.35, p<0.01), and clinical professors were more aware of the need for education than basic medical science professors (t=3.48, p<0.01). Premedical students were more aware of the need for character-centered education than medical students in the later stages of their education (t=3.41, p<0.01). Professors and students commonly referred to 'consideration and communication' as the most important factor in building character. Professors considered 'self-regulation' more important than the students recognized, while students perceived 'wisdom' as more important than the professors did. There was a difference in preference for curriculum development (creating new subjects vs. revising existing subjects) between the two groups. However, both groups agreed on the teaching and evaluation methods. In conclusion, both groups acknowledged the need for character education. However, there were differences in perception on the major factors of character and preference for curriculum development. The results of this study may assist in designing character education in medical education.

• 한국식품영양학회지
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• 제2권1호
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• pp.32-44
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• 1989

This study was carried out to propose the way to give substantial education for the students of Departments of Food and Nutrition in Junior College. Questionnaires were gathered from the professors of the Departments of Food and Nutrition in Junior Colleges. The results of this study could be summarized as follows. 1. The professors and assistant teachers appointed in Department of Food and Nutrition in Junior Colleges were insufficient in number showing the sufficiency proportion of 35.8% and 61% respectively. 2. Part time lecturers took charge of lectures on major subject up to 27%. 3. The academic backgrounds of all professors were above a master's degree, and the number of professors who were In the doctor's course and who had got doctor's degree amounted to 31.5% and 27.9% respectively. 4. The number of professors who had majored in the course of Food and Nutrition at university or at graduate school was the most and that of Food Engineering ranked the next. 5. The number of professors having careers in the fields of food and nutrition before the appointment to professor amounted to 32%. 6. The number of professors having domestic training managed by the Education Ministry amounted to 67.8%, but those having foreign training amounted to only 8.3%. 7. The number of domestic scientific journals subscribed by one professor was on an average 2.8, but that of foreign was only 0.8. 8. Each professor associated on an average 2.7 kinds of academic society, and published 3.6 pieces of thesis in the last three years. 9. The professors were comparatively satisfied with their present occupations, but they were dissatisfied with such points as deficiency of educational postulates, insufficient income, low level in intellectual faculties of their students and lack of social understanding.

• 공학교육연구
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• 제24권2호
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• pp.20-28
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• 2021

In 2020, the COVID-19 pandemic has brought dramatic changes in the field of engineering education. Contrary to the traditional engineering education emphasis on content-oriented, design-based, hands-on, experimental, and field experience, most of engineering classes in 2020 had to be undertaken remotely online. However, it has not been explored how professors and students perceive about such a shift in engineering education. The aim of the current study was to investigate the perceptions of professors and students on online classes in engineering colleges during spring Semester 2020. Questionnaire data were collected from 100 professors and 4,152 students in the college of engineering. The results of this study were as following: Students were less satisfied with the online classes than professors. The online lecture method that students were most satisfied with was the recorded lecture. This is likely due to the fact that the recorded lectures can be repeated multiple times anytime, anywhere. Moreover, the experimental classes, which conventionally has more of an emphasis on the hands-on experience, also had to be conducted remotely, showing even lower satisfaction among students. Most of professors reported that the average hours they spent on preparing for online lecture increased compared to face-to-face class. Both professors and students preferred in-person exam as a desirable method of end-of-semester assessment for grading. The results of the current study have important implications for the improvement of online course environments. It is important for professors to design a structured class suitable for online education and understand the challenges students encounter during online classes. Also, professors should communicate more openly about their expectations and rubrics for class goals and assignments. Schools also needs to make effort to provide the support for the internet environment of students.

• 공학교육연구
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• 제19권3호
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• pp.23-34
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• 2016

Teaching orientations represent teachers' general way of conceptualizing their teaching. The orientations are regarded as a very important factor in developing teachers' pedagogical content knowledge because they often guide their instructional decisions such as the selection of contents and teaching strategies, the use of curricula materials, and the evaluation of learning. Thus, understanding teachers' orientations can provide meaningful suggestions to understand their instructional approaches and furthermore to enhance the quality of engineering education in college. The research question for this present study was what kinds of teaching orientations engineering professors possessed in teaching engineering courses and how the orientations were represented in their teaching. Six engineering professors, particularly interested in instructional approaches, participated in the research. The data sources included in-depth interviews with individual professors, classroom observations with field notes, and related documents. In results, four teaching orientations toward engineering courses were identified: 1) expert knowledge in engineering, 2) engineering practice, 3) social practice, and 4) interdisciplinary design. Individual professors had between one to three different teaching orientations. Even though the professors had similar orientations but their instructional strategies somewhat varied based on the disciplines.

• 공학교육연구
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• 제14권1호
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• pp.46-54
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• 2011

국내 공대 여학생의 전공 진로 장벽과 관련된 사회 환경적 요인을 탐색하기 위하여 공대 교수들의 성인지 인식 및 행동을 파악하고 여학생 비율이 높은 타 전공 교수와 비교하였다. 220명의 교수(공대 169명, 비공대 51명) 설문조사 결과 공대 비공대 교수들 모두 여학생들이 학업과 관련된 능력보다는 모험정신, 리더십, 능동성, 자신감 등과 같은 소프트 스킬이 부족하다고 답변하였다. 여학생의 전공 분야 진출 가능성에 대해서는 공대 교수들이 비 공대 교수 보다 높은 수준의 기대를 나타냈으나 직장에서의 핵심 업무 담당, 리더십 발휘 가능성에 대해서는 더 낮은 수준의 기대치를 보였다. 공대 교수들의 수업 관련 성인지 행동 수준은 비 공대 교수보다 낮았으며 여학생들이 실제 인식하는 수준보다 자신의 성인지적 행동 수준을 더 높게 평가하였다. 또한 여학생의 전공 분야 취업 확대를 위한 교육 강화 필요성에 대해 비 공대 교수보다 낮게 인식하고 있었으며 참여 의지도 낮은 것으로 나타 났다. 이러한 결과를 통해 공대 여학생 교육 강화를 위해서는 공대 교수들의 여학생에 대한 인식 제고를 위한 활동이 선행되어야 함을 확인할 수 있었다.

• 대한물리치료과학회지
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• 제5권3호
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• pp.659-674
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• 1998

This Study was to investigate elaborated research themes and direction through specifying the problems of clinical practice education and looking for the direction of improvement. It was in the basis of the viewpoint of the educators that professors and therapists who were the subjects of this study. Perform this study, the 15 colleges' professors and the 55 hospitals' therapists was made up questionnaire, and the data was analysing by Chi-square test and percentage. The results were as follow : ${\cdot}$ In a personal history among the general qualities, professors have little clinical practice history(l-5 years, 53.3%), and therapists have little lecture career(1-5 years, 43.6%, have no 49.0%), ${\cdot}$ The 78.6% subjects were unsatisfied of clinical practice systems. ${\cdot}$ The correlation between clinical history, school career and lecture career and the satisfaction level of clinical practice systems has no(P<.005), ${\cdot}$ The subjects were agreed to that clinical practice curriculum should be changed(67.1%), reinforced(82.9%), and specified(90.0%). ${\cdot}$ The clinical practice credits are 11 points averagely. ${\cdot}$ In the clinical practice curriculum, it made no difference in the practicum of diseases, modality, and the therapeutic techniques between professors and therapists. ${\cdot}$ The 100% professors said that the practicum of the patients' assessment is necessary, and the 63.6% therapists were training for that. ${\cdot}$ The 66.7% professors said that the practicum of the clinical psychology is necessary, and only the 20.0% therapists were training for that. ${\cdot}$ The 93.3% professors said that the practicum of the patients' management is necessary, and the 50.9% therapists were training for that. ${\cdot}$ The 66.7% professors said that the practicum of the medical ethics is necessary, and the 34.5% therapists were training for that. ${\cdot}$ The 46.7% professors said that the practicum of the hospital administration is necessary, but the 54.5% therapists have not training. ${\cdot}$ The 33.3% professors said that the practicum of the pharmacology is necessary, but the 81.8% therapists have not training. ${\cdot}$ The 86.7% professors said that the practicum of the patient's education is necessary, and the 43.6% therapists have training. ${\cdot}$ The 66.7% professors said that the practicum of the prosthesis and brace is necessary, but the 14.5% therapists have not training. ${\cdot}$ The 60.0% professors said that the practicum of the exercise prescription is necessary, but the 25.5% therapists have not training. ${\cdot}$ The 53.5% professors said that the practicum of the emergency treatment is necessary, but the 52.7% therapists have not training. ${\cdot}$ Drawing up the plan about the curriculum of clinical practice, the professors (46.7%) were agreed to national master plan framing by an expert advisor, but the therapists (58.2%) said that the plan that make the most of hospitals' characteristics should be specified. ${\cdot}$ It was found that a clinical special therapists(54.5%) was good as a person in charge of clinical practice education, in that each therapist's own good time (34.5%) was. ${\cdot}$ It made use of the form framing by college(40.0%) as the clinical practice textbook, the form framing by hospital (42.9%) and each therapist(22.9%) as the plan, and the form framing by college (74.3%) as the measurement. ${\cdot}$ The most difficult point in clinical practice education was the lacks of the theory-praciticum linkage(78.2%). ${\cdot}$ It was found that the period of clinical practice was in the second semester-third grade (40.0%) and the desirable period was in the first semester-third grade(50.0%). ${\cdot}$ Professors (53.3%) were agreed that the desirable clinical practice duration was from four months to six months(60.0%), and the therapists (60.0%) were agreed that from one month to three months. ${\cdot}$ This study presented the lacks of rearing the experts, the lacks of cultural education, and the lacks of the theory-clinical practice linkage. There were need to develop the systematic programs, clinical practice textbooks, the measurements and the special hospital for clinical practice. And it was need to reduce the gab between of the hospitals for clinical practice, to cut down the costs. and to improve the labour conditions of leaders. In view of this findings, it takes notice of that both professor and therapist were dissatisfied at the present clinical practice systems. These results point out the problems of clinical practice systems, and do not make expect to us the successive and positive clinical practice. The general, specific and intensive plan about the problems and the direction of improvement that establishing the level of hospital for clinical practice and physiotherapy can be elaborated.

• Journal of the Korean Statistical Society
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• 제9권1호
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• pp.79-94
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• 1980

This paper illustrates the application of the Box-Jenkins techniques for analyzing the monthly data of money supply from January 196 to December 1977 of Korea.

• 교육시설
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• 제2권1호
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• pp.15-26
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• 1995

This paper discussed non-physical factors, such as the level of use of organizational channels and the level of R&D investment of the firm. It also explored physical factors such as the distance between the university and industry, transportation conditions between the two, and the availability (surplus capacity) of professors' or firms' research facilities that would affect the interaction such as the contacts in connection with research grants and consultations by professors to high-tech firms. This paper pointed out that the use of organization channel, the level of R&D investment, the availability research facilities of the university and high-tech firm, transportation conditions between the two, subject matter compatibility between professors' areas of expertise and firms' industrial activities, professors' (or staff) research capabilities and professors' (or staff) research times affect the interaction between the university and industry. It also found that the distance between the university and industry affects the interaction between the two in the opposite direction.

• 노동경제논집
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• 제35권2호
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• pp.1-24
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• 2012

본 연구는 사립대학 교수들이 개인 및 학교 정보를 담고 있는 유니크한 자료를 사용하여 교수 간 임금격차를 분석하였다. 임금 결정요인 분석에서는 교수들의 숙련 중에서 일반적 인적자본의 비중이 높은 것으로 나타났다. 임금분산 분석에서는 학교 간 격차가 학교 내 격차보다 큰 것으로 나타났다. 학교 간 격차는 학교의 질 및 지불 능력의 차이에 의한 것이며, 전자의 효과가 더 큰 것도 확인되었다. 연구 성과나 전공의 차이에 의한 임금격차는 매우 작다. 이는 교수의 보수가 성과나 시장의 수급 상황과 상대적으로 무관하게 설정되고 있음을 보여준다.

• 수산해양교육연구
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• 제24권6호
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• pp.963-976
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• 2012

As the college environment changes, the roles of professors and students should also be changed. And the way that we teach undergraduate students should also be changed. The purpose of this research is to analysis characteristics of good teaching methods in college as perceived by students and professors. We did content analysis to elicit the characteristics of good instruction from qualitative comments of 196 course evaluations, 195 excellent essays selected from 8 college essay competitions, and 72 teaching knowhow essays of professors. To see the difference of division in good instruction characteristics, we did frequency analysis by SPSS statistics program. According to the content analysis, the most essential characteristics of good instruction as perceived by the students and professors is teaching strategies. There were also differences in the fact of recognition transition by division and the students-professors.