This paper analyzed the effectiveness of wind tunnel test with 3D printing technology. Existing tests were limited to testing theoretical results with simplified models. In order to apply a more efficient production method and utilize it in various experiments, research on diverse applications was conducted in small and medium-sized wind tunnels. As a result, it was analyzed that 3D printing models can be effectively applied to wind tunnel tests, and it is expected that advanced aerospace engineering education will be possible through this approach.

This paper examines the correlation between midterm and final evaluations using quantitative assessment data from an online liberal arts course titled "Software and Computational Thinking" over four semesters. The course was conducted through pre-recorded video lectures, and the same conditions were maintained throughout the four semesters. The study results showed that the course satisfaction rate in the final evaluations was lower than that in the midterm evaluations across all assessment items. This is likely because improvements based on student feedback from the midterm evaluations were not implemented within the same semester, and the rate of insincere responses increased in the final evaluations. Moreover, objective evaluation items such as "Adherence to Syllabus" and "Relevance of Lecture Content" showed a statistically significant correlation between midterm and final evaluations. However, for assessment items where subjective judgment, such as "Lecture Comprehension", is important, no significant consistency was observed between midterm and final evaluations over the four semesters. The evaluation of subjective assessment items is closely related to the perceived difficulty of the lectures by the students, and in engineering-related courses, this connection is even stronger. Therefore, in the case of liberal arts courses in engineering, where students from various majors are enrolled, it is natural that the perceived difficulty of the lectures differs among students as the course progresses, and that the change in perceived difficulty between the midterm and final evaluations also varies. As a result, it is understandable that there is a lack of consistency in subjective evaluation items between the midterm and final evaluations. These findings suggest that to enhance student satisfaction and maintain consistency in course evaluations throughout the semester in engineering liberal arts courses, it is necessary to design and operate the lectures with differentiated practical content tailored to the academic backgrounds of the students.

The core of artificial intelligence technology is the power of software, and programming has become a craze in recent years due to the growing interest. The purpose of this study is to explore factors that affect the programming academic performance of engineering college students. In order to analyze the factors, 153 college students (4 classes) who applied for the 'Programming Language and Practice' course, which is a compulsory course in Information and Communication Engineering (ICE) at a university located in Metropolitan City, analyzed the relationship between their test scores, attendance, assignments reflecting the learner's personality type, SAT scores, and high school record. As a result of the analysis, it was found that attendance and assignments were found to have a positive correlation with programming performance at a significant level of 5% and 1%, and in particular, assignments provided a significant effect on programming performance through multiple regression analysis. In the analysis of the correlation between SAT scores and high school record with programming score, there were no significant correlation in all four classes. The implications of these results were examined in conjunction with prior studies, and the limitations of this study and points to be supplemented in future studies were suggested.