This study aimed to introduce a case study of a basic engineering design course using the ENACT model for fostering social responsibility of engineers, and to investigate the educational effects of the course. Since the ENACT model was designed to encourage STEM college students to pursue responsible problem solving based on their understanding of socioscientific issues, we assumed that it would be beneficial for engineering students to foster their social responsibility as well as their understanding of science/engineering-related issues. A total of 49 engineering students who enrolled in the course participated in the study. Data included students' course artifacts, reflection papers, and responses to survey questionnaires. Results indicated that the students became more aware of nature of science and technology after the program, and began to solve the problems while considering the views of multiple stakeholders. They highly valued the experience of communicating with others as engaging in the civic activities. They also expressed high satisfaction and feeling of achievement on the course learning. We expect the ENACT model to be an effective teaching guideline that fosters the social responsibility of engineering students and furthermore, engineering ethics.

The purpose of this study is to analyze KAIST students' perceptions of intellectual property and start-ups and educational needs. In this study, literature research, interviews, and surveys were conducted, and 5 students participated in the interview, and 202 students participated in the survey. Students had similar perceptions of intellectual property and start-up education. KAIST students had very little experience in intellectual property and start-up-related education in middle, high schools and universities. In particular, most students highly recognized the importance of intellectual property and start-up education, but recognized that the importance was low in their career path. Therefore, students were also less willing to participate in intellectual property and start-up-related education in the future. Students demanded the highest education on 'patent management' in intellectual property-related competencies, and the highest demand for 'start-up idea derivation ability' in start-up-related competencies.

The present study aims to demonstrate that it is possible to objectively evaluate the competency (referred to as graduate attributes or program outcomes) of graduates of engineering education programs. To strengthen the link between engineering education accreditation and the qualification/certification system of engineering professionals, referred to as K-Engineering Professional (K-EP), individually assuring the quality of accredited graduates using multiple-choice test as main assessment tool is proposed. Test questions related to the basic vocational skills of NCS are developed for seven of the 10 program outcomes of the ABEEK KEC2015. The three program outcomes, PO1, PO3, and PO5, which need to fully accommodate the characteristics of each disciplinary field, are excluded. A pilot test involving graduates of eight accredited programs is conducted. Applying on Rasch model based on Item Response Theory (IRT), the item difficulty, fit and discrimination of multiple choice test are demonstrated. The pilot study strongly suggests that individual competency evaluation is possible at a certain level for seven program outcomes tested. For PO1, PO3, and PO5, however, questions that address the characteristics of each disciplinary field need to be devised. If a suitable pool of questions is built, it can be used as a program outcomes assessment tool by the accredited programs.

The purpose of this study is to explore the possibility of changing students' learning styles and preferred teaching styles after applying the flipped learning method to engineering education. In order to achieve the purpose of this study, literature review and survey study were conducted. The subject of application of the flipped learning method is the 'Creative Problem Solving Methodology' class, which is one of the specialized liberal arts subjects operated for students of the college of engineering at D university in Gyeonggi-do. For the survey study, a tool adapted to the domestic conditions of Kolb's learning style test tool and Felder & Silverman's preferred teaching style test tool was used. In addition, pre- and post-tests were conducted to measure changes in the learning styles and preferred teaching styles. As a result of applying the flipped learning method for one semester, the learning style showed a tendency to change from an accommodative to a divergent learner. In addition, in the case of the preferred teaching styles, it was confirmed that there were statistically significant changes in the organization and the area of participation. Based on these findings, a proposal for a follow-up study was presented.

This paper is a study on the case of online classes in engineering·humanities convergence subjects, and the purpose of this study is to explore the possibility of effective online convergence classes by describing in detail how to design and operate online classes, and analyzing the effects and limitations of online classes. Such study will serve as a model for online classes needed in the new normal era, which is facing a turning point in education.

The paper aimed to analyze research trends and productivity, targeting papers published for the past 24 years in The Journal of Engineering Education Research, For the research trend analysis, the content analysis was conducted and research productivity of authors was investigated through Lotka's Law. The research subject were 897 papers published on The Journal of Engineering Education Research from 1998 to June 2021. Research findings are as follows. First, the pattern of writing showed that percentage of co-authors over 2 was higher than single author. Second, the authors were most likely to belong the university, followed by government agency, affiliated organization and Research institutes in universities. Third, the flow of records in giving paper showed that the number of continuants has decreased over time and only a few writers have presented their papers. Fourth, the analysis results on the research productivity discovered difference in actual figure and revised, theoretical one, which indicates that Lotka's Law was not applied to The Journal of Engineering Education Research. Based on findings as shown below, we suggested a series of plans to develop The Journal of Engineering Education Research and increase research productivity in future.

This study is an analysis of the life of Max Planck (1858-1947), the in view of engineering literacy education. Some expressions describing Planck include "the father of German science", "the namer of Quantum". Furthermore, he is the scientist who permanently engraved his name in a scientific invariant called the Planck Constant. Planck had already made remarkable scientific achievements in his mid-ages, which became the springboard of quantum mechanics, but he went on to achieve much more in his old age. Between 1910s and 1930s, he was the director of the Kaiser-Wilhelm Gesellschaft, the Berlin Academy, and the German Physics Society, which is the German core research group. In the 1910s, he endured the terrible personal suffering of losing his three children and then succeeded in rebuilding German science in the 1920s in his golden age of 70s. His achievement was great not only as a scientist but also as a science administrator. His life was contradictory in several ways. While fundamentally being a conservative, he initiated a great scientific revolution. While making efforts to preserve traditional values, he was in the center of great many upheavals and destruction. While being the incarnation of honesty, he was also given to extremely delicate political positions. In his long career, Planck lived with all his might as a leader of the German science organizations and permanently left his name on the institute representing Germany. Planck succeeded in his work for the institutional development of science, philosophical understanding of science, and as a role model of exemplary scientist. His long life was accompanied by both achievements and failures, intangible and difficult to judge. Today, as research and development management and scientific leadership have become increasingly important, Planck's life may be a good example of engineering literacy education.

In a future society where cutting-edge science technology such as artificial intelligence becomes commonplace, the demand for talented people with basic knowledge of mathematics and science is expected to increase continuously, and the educational infrastructure suitable for the characteristics of future generations is still insufficient. In particular, in the case of students taking convergence courses including practical training, there was a problem in communication with the instructor. In this study, we looked at the current status of distance learning at domestic universities that came suddenly due to the global pandemic of COVID-19. In addition, a case study of the use of technology was conducted to facilitate the interaction between instructors and learners through case analysis of distance classes in convergence subjects. Therefore, this study aims to introduce the case of developing lecture contents for smooth convergence education in a non-face-to-face educational environment targeting the developed AI convergence courses and applying them to the education of enrolled students.