The purpose of this study was to investigate the perceptions and educational needs of the university faculties in charge of capstone design courses. To achieve the purpose of this study, the 100 questionnaires collected from the faculties nationwide with teaching experience in capstone design courses were analyzed using descriptive statistics analysis, the Borich needs assessment model, and the Locus for focus model. The faculties perceived the importance of their roles in the following order: coaching students, providing opportunities for students to show their abilities, motivating and encouraging, and building trusting relationships with students. The biggest challenges that the faculties perceived in capstone design classes were the lack of university-industry collaboration and project execution time. In the analysis of the needs for the capstone design process, the research results showed that team-building, core task development and analysis, deriving problem-solving ideas, building prototypes, and comprehensive reflection ranked the top priorities. This study is expected to help the design of the courses and the development of customized faculty support programs by analyzing the faculties' perceptions and needs for capstone design classes.

In many existing studies, the analyses on the application and effect of the project-based learning model (PBL), a student-centered teaching and learning strategy, have been emphasized and carried out in various majors and courses. This case study analyzes the effects of applying a project-based learning model to the engineering accounting course for engineering students in 2021 in the context of the COVID-19 pandemic, compared with the offline course in 2019 and the simple online course in 2020. Project team consisting of 2-3 students carried out online collaborative learning activities for solving open-ended problems through the 5-step PBL procedure including presenting the final result. Except for this online PBL application in 2021, textbooks, lecture contents, assignments, and tests were implemented the same for each semester for three years. Through lecture evaluation and survey by students, the online PBL application semester showed higher effects in inducing student-centered learning, lecture satisfaction, and student competency improvement compared to the non-applying semesters, further, it was evaluated that the online PBL application to the course and evaluation method were more appropriate than other semesters. It is expected that the online PBL method and operation procedure applied in this study can be utilized as a best practice for the design and operation of various online courses for student-centered collaborative learning activities and educational effects.

This study was conducted to investigate the effect of learning style and lecture attitude on academic achievement in non-face-to-face lectures. Among students attending H University in the first semester of 2020. 1,880 students voluntarily participated in the survey. The questionnaire consists of 33 questions, and actual GPA was used to determine academic achievement. In this study, ANOVA and regression were utilized to find out the factors affecting academic achievement. The results are as follows. First, in the correlation between learning style types, the higher the avoidant learning style, the lower the independent, cooperative, and competitive types. Second, the higher the independent learning type, the higher the positive lecture attitude and GPA, and the higher the type of cooperative learning, the higher the negative lecture attitude. Third, the positive attitudes of 4th graders were higher than that of 1st graders. Fourth, there was no difference in learning style between colleges. Fifth, independent/competitive learning styles and non-face-to-face lecture attitudes had a significant effect on academic achievement in non-face-to-face lectures. In conclusion, in order to narrow the academic gap, instructors must identify the type of learning style. And it is necessary to consider students' preferences for non-face-to-face lectures.

The purpose of this study was in a pandemic situation caused by COVID-19 to explore the online distance experiments and interaction of engineering freshmen, and to identify practical difficulties, resulting in to derive implications. Seven freshmen from engineering college participated in the interview, of which data were analyzed based on phenomenological analysis methods. The types of non-face-to-face experiments experienced by students were complete non-face-to-face experiment, mixed face-to-face experiment, and fusion face-to-face experiment. Students were completely isolated in time and space in complete non-face-to-face experiment. In biweekly mixed face-to-face experiment, isolation was halved. In fusion face-to-face experiment, isolation was removed. Non-face-to-face interactions can be characterized by restrictions on simultaneous activities, on rapport formation, and on observation opportunities. Based on these results, three implications were derived: First, it is necessary to allow students to manage time and space constraints on their own in non-face-to-face experiments. Second, support is needed to solve the difficulty of forming rapport, which is a characteristic of non-face-to-face interaction. Third, an opportunity to observe the interaction between other students and professors should be provided.

This study aimed to investigate the views of STEM college students on the social responsibility of scientists and engineers. A total of 660 students in STEM majors at several Korean universities participated in the study. We assessed social responsibility among college students in STEM majors using the VSRoSE scale, which taps into eight different domains of social responsibility: Concern for human welfare and safety (HUMAN), Concern for environmental sustainability (ENVIR), Consideration of societal risks and consequences (CONSEQ), Consideration of societal risks and consequences (CONSEQ), Consideration of societal needs and demands (NEEDS), Pursuit of the common good (COMGOOD), Civic engagement and services (CIVIC), Communication with the public (COMMU), and Participation in policy decision-making (POLICY). Group differences in social responsibility by gender, majors, and years in school were examined. Mean scores in HUMAN, ENVIR, and CONSEQ were relatively higher than those in NEEDS, COMGOOD, CIVIC, COMMU, and POLICY. Cluster analysis identified five different groups with similar patterns of social responsibility scores. In addition to two groups with overall high and low scores across all eight factors of VSRoSE, three additional groups with different combinations of high and low scores in different factors were identified. The results indicated that students with low social responsibility are not homogeneous and these heterogeneous sub-groups of students will need tailored interventions highlighting different factors of social responsibility that they lack. Pedagogical implications of social responsibility for education were discussed.