• Korean Medical Education Review
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• v.17 no.1
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• pp.39-48
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• 2015

The purpose of this study was to propose a theoretical model for an integrated medical humanities curriculum based on a STEAM (science, technology, engineering, arts, and mathematics) education framework and to provide a guideline for curriculum integration. Three dimensions of integrated curriculum development are competencies, core contents, and elements of integration. Competencies imply the purpose of the medical humanities of a medical school and the exit outcomes of the curriculum. Core contents imply the goals and objectives of the curriculum. We compared the goals and themes of the medical humanities with core attributes of professionalism. Four elements of integration were proposed: units (cases, problem activities, core contents, disciplines/subjects), types (multidisciplinary, interdisciplinary, transdisciplinary), contexts of integration (life cycle of patients, scope of society), and stages of student development (from student to doctor). It is expected that this theoretical model for an integrated medical humanities curriculum can be used as a guideline for curriculum development and an evaluation criterion for instructional designers and subject matter experts.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.2
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• pp.297-303
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• 2020

This study compared the perceptions of novice teachers and expert teachers on software education in the 2015 revised curriculum. Awareness comparisons were assessed by questionnaire for priorities for field support, activities for professional development, organizational hours, achievement criteria statements, and appropriateness for textbooks introduced only in 6th grade. In all questions, there was a difference in recognition between the two groups. In particular, novice teachers were '' appropriate '' in terms of organizational hours, achievement criteria, and textbooks introduced only in 6th grade. Expert teachers, on the other hand, were inadequate. In addition, as a result of analyzing the key keywords of free-response opinions about the introduction of educational robots in the curriculum and textbooks, positive keywords were obtained for both groups. However, novice teachers showed passive and passive keywords such as 'support', 'difficulty', and 'problems', and expert teachers showed differences in their educational utilization after introducing 'utilization' and 'education'.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.228-230
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• 2018

Recently, many universities have opened lectures on programming in liberal arts subjects. However, learners find it very difficult to learn programming, and efforts to increase interest and interest continue. Especially, in the previous research, it was found that there is a difference in programming learning between boys and girls. In this study, we analyzed the resilience of learners of liberal arts programming lectures. The pre-test was conducted on 399 students. It was found that the male students had a higher average resilience than the female students but a larger deviation. Through this study, we can find a plan for learners' learning strategy for programming learning.

• Journal of Engineering Education Research
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• v.23 no.1
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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.

• Journal of Engineering Education Research
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• v.27 no.2
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• pp.13-24
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• 2024

This research aims to examine the effects of engineering students' self-regulated learning strategies on writing self-efficacy, perceptions of writing feedback, and learning presence. To achieve this purpose, firstly, differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were investigated among engineering and non-engineering students. Secondly, the effects of self-regulated learning strategies, as perceived by engineering students, on writing self-efficacy, perceptions of writing feedback, and learning presence were explored. A total of 196 engineering and non-engineering students from one university in Korea responded to a survey based on a four-variable scale. The findings were as follows: firstly, there were significant differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence by major. Secondly, positive correlations between self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were identified in terms of sub-factors of those variables. Thirdly, engineering students' self-regulated learning strategies predicted writing self-efficacy, perceptions of writing feedback, and learning presence. The practical implications of these findings are discussed herein, with particular attention to education for the promotion of self-regulated learning strategies and their application to writing courses, as well as diverse learning environments.

• Journal of information and communication convergence engineering
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• v.15 no.4
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• pp.217-226
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• 2017

Korea has the tenth largest film industry in the world; however, detailed analyses using the factors contributing to successful film commercialization have not been approached. Using big data, this paper analyzed both internal and external factors (including genre, release date, rating, and number of screenings) that contributed to the commercial success of Korea's top 10 ranking films in 2011-2015. The authors developed a WebCrawler to collect text data about each movie, implemented a Hadoop system for data storage, and classified the data using Map Reduce method. The results showed that the characteristic of "release date," followed closely by "rating" and "genre" were the most influential factors of success in the Korean film industry. The analysis in this study is considered groundwork for the development of software that can predict box-office performance.

• International Journal of Internet, Broadcasting and Communication
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• v.7 no.2
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• pp.137-141
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• 2015

The purposes of this study were to measure university academic achievement based on gender. We analyzed university academic achievement based on gender. The subjects for this analysis were 322 students from freshmen to seniors who received grades in their first semester in the computer engineering department at a university located in the Chungcheong area. The major findings of this study were as follows. First, the average university academic achievement was 3.01. Second, the university academic achievement of female students was higher than that of male students in the entire curriculum, liberal arts, and major subjects. Students showed higher academic achievement when their grades rose. Male students showed higher rate of rise when their grades rose compared to female students. This paper proposes that it is necessary to develop programs to further adaption to university life for males. Since male students showed significantly lower university academic achievement, various programs like counseling and mentoring are needed.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.50-57
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• 2021

Although the mathematics education process in AI education is a very important issue, little cases are reported in developing effective methods on AI and mathematics education at the university level. The universities cover all fields of mathematics in their curriculums, but they lack in connecting and applying the math knowledge to AI in an efficient manner. Students are hardly interested in taking many math courses and it gets worse for the students in humanities, social sciences and arts. But university education is very slow in adapting to rapidly changing new technologies in the real world. AI is a technology that is changing the paradigm of the century, so every one should be familiar with this technology but it requires fundamental math knowledge. It is not fair for the students to study all math subjects and ride on the AI train. We recognize that three key elements, SW knowledge, mathematical knowledge, and domain knowledge, are required in applying AI technology to the real world problems. This study proposes a modular approach of studying mathematics knowledge while connecting the math to different domain problems using AI techniques. We also show a modular curriculum that is developed for using math for AI-driven autonomous driving.

• Journal of the Korean earth science society
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• v.40 no.4
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.29-40
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• 2021

This research aims to examine the relationship between major satisfaction and psychological well-being of female engineering students. To achieve this goal, first, differences in major satisfaction and psychological well-being among engineering students were examined. Second, differences in major satisfaction and psychological well-being among female undergraduate students were investigated. In addition, the effects of psychological well-being, as perceived by undergraduate students by gender and major, on major satisfaction were explored. A total of three hundred and forty-nine (349) undergraduate students from two universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, male engineering students scored higher in two variables including their most sub-factors, and that gender differences in relation satisfaction as well as positive relationship with others, autonomy, and environmental mastery were statistically significant. Secondly, female engineering students scored higher in major satisfaction and several sub-factors of two variables, and that major differences in major satisfaction (total), social perception satisfaction, and autonomy - a sub-factor of psychological well-being - were statistically significant. Thirdly, a positive correlation among major satisfaction and psychological well-being was identified. Finally, psychological well-being could explain about 19% of major satisfaction. The practical implications of these findings are discussed herein, with attention on education for promotion of major satisfaction.