• Journal of Engineering Education Research
• /
• v.22 no.4
• /
• pp.71-77
• /
• 2019

Capstone design is a very important college course that enhances students' creativity and skills. However, in most universities, the operation of capstone design is operated by the experience and intuition of the advisor, and it is somewhat lacking in the generation of useful results such as patent rights and technology start-up from the capstone design result. In this study, we proposed a performance - based capstone design operation model through patent linkage so that the capstone design class can create creative and useful results. The proposed operating model includes support for research on prior art of patent information utilization, patent right of idea, and technology commercialization. The proposed operating model was directly applied to the capstone design class in the university, and it was confirmed that useful results such as expansion of the scope of the research achievement and technology start - up were created compared to the existing operation model.

• Journal of Engineering Education Research
• /
• v.23 no.4
• /
• pp.28-36
• /
• 2020

Capstone design education is essential in the engineering design process according to the certification standards of ABEEK. Capstone design process should be properly trained in undergraduate courses in order to increase the design ability of systems, components and processes within realistic constraints. In this study, a modified design model as a capstone design education model was proposed to reduce the separation between the design process at industrial sites and the design process at university education. The modified design model based on 6-sigma methodology is composed of 6 design steps such as define, measure, analyse, design, verify, and report. Each step has appropriated design contents and tools, and is configured to generate design results. The proposed design model was directly applied to the capstone design class for automotive engineering in Kunsan National University, and it was confirmed that the proposed DMADVR methodology was a very useful design education model to enhance the design ability, teamwork ability and communication skills required by ABEEK.

• Journal of Fisheries and Marine Sciences Education
• /
• v.20 no.2
• /
• pp.184-200
• /
• 2008

The purpose of this paper is to develop instructional activity support model for capstone design in order for improving creative engineering education. To do this, having extracted the core idea of capstone design, and elicited core learning activity process, and grasped core supportive factors according to each core learning activity process that elicited, an improved instructional design model for capstone design was then developed through formative evaluation with respect to the draft of the instructional system development model for capstone design. As to major research methods, case analysis, requirements analysis through interview, and formative evaluation by experts were employed, and then research studies were undertaken. The formative evaluation by experts was carried out for two hours in 2007, and the experts participated in the evaluation consisted of total 6 persons: two specialists of capstone design contents, two professionals in field works, and two expert instructional designers in education engineering. Interview results had been reflected in this research when developing final instructional design model for capstone design. The core learning activity process of the final instructional design model for caption design, which developed in this research, comprises following stages: (1) Team building $\rightarrow$ (2) Integrated meeting between industry and academy $\rightarrow$ (3) Analysis of tasks $\rightarrow$ (4) Clarification of tasks $\rightarrow$(5) Seeking solutions for issues $\rightarrow$ (6) Eliciting priority of solutions $\rightarrow$ (7) Designing solutions and construction $\rightarrow$ (8) Exhibiting outcomes and presentation $\rightarrow$(9) Gaining comprehensive insights Also, in the core learning activity process, supportive factors that support implementation of each step were presented having been categorized into facilitator (teacher, and professionals in field works), learner and tool, etc.

• Journal of Engineering Education Research
• /
• v.25 no.2
• /
• pp.3-12
• /
• 2022

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.

• Journal of Engineering Education Research
• /
• v.21 no.6
• /
• pp.35-43
• /
• 2018

In many universities, the Capstone Design course aims to educate creativity, teamwork and leadership, and ultimately aims to cultivate practitioners with practical ability required in the industry. Since the introduction of capstone design as a regular course, it has spread not only to engineering but also to the humanities and social sciences. A typical capstone design is usually carried out within a limited range of schedules and budgets within the scope of a major and a subject. In the case of a special-purpose capstone design, it is necessary to find out excellent items aiming at start-up and commercialization at an early stage, It contributes to the achievement of international convention participation, start-up and commercialization. The teaching styles of capstone design such as multidisciplinary capstone design, fusion capstone design, and global capstone design are developed and operated in various ways. Depending on each type, objectives, curriculum, scope of participation, operation method, performance and so on. In the case of capstone design, it is contributing to increase the achievements such as participation in international conventions, establishment of business and commercialization by early detection of excellent items aiming at start-up and commercialization, development and establishment of support process. Technological and Humanities Convergence Capstone Design Moel is named as the process of designing a four-level idea called "Idea Factory-based Technology-Humannities Fusion Capstone Design Process", and it is used to generate ideas, elaborate ideas, advanced ideas, and commercialization.

• The Journal of the Korea Contents Association
• /
• v.19 no.12
• /
• pp.1-8
• /
• 2019

The purpose of this study is (1) to present a model for Capstone design class in English education, and (2) to recognize students' performance and perceptions about Capstone design class in English education. The participants were senior students majoring in English education. The Capstone design class model was developed, applied, and evaluated after changing 'English-American Culture' subject to 'Capstone Design for English-American Culture Education.' In this study, the class design, performance procedures, derived topics, and examples of performance outcomes were presented. The classes were also evaluated through an understanding evaluation of English-American culture, task performance and final outcome evaluation, a descriptive satisfaction assessment of students, a lecture evaluation, and a teacher's self-reflection assessment. As the result, the average score of a class that applies Capstone design was higher than that of a class that does not apply the Capstone design. There were many positive opinions regarding the Capstone design class. In addition, the teacher's self-reflection indicated that students should be exposed to such design from the beginning.

• Smart Media Journal
• /
• v.5 no.2
• /
• pp.8-14
• /
• 2016

In this paper, we propose a model for coaching and formal operating procedures performed capstone design advisor during the design done to allow effective guidance and management. Coaching model is proposed through coaching and capstone design proposed by coaching on the procedure for the implementation and management, Mokpo National University Department of Computer Engineering student in the program outcomes, performance assessment of the effective operation of the capstone design based social network service the demonstrated effectiveness of the coaching model.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.5
• /
• pp.108-117
• /
• 2021

The educational approach using Capstone Design is gradually expanding with the change in social and educational paradigms. Course development utilizing the Capstone Design in models in the department of fashion can create a positive effect in that it enhances the practical capabilities of the fashion model and expands the perspective of various fields related to fashion shows. This study proved the educational efficacy by applying the Capstone Design to the model work presentation course and investigating the implications of the design from the instructor's perspective. The research methods used to guide this course utilizing the Capstone Design were theatrical research and model development research. This study showed that learners' satisfaction for this course combined with Capstone Design was very high, and students were very satisfied with the progress of the class. The instructor's point of view in progressing this course showed the need for education from an in-depth and convergence perspective related to fashion, improvement of temporal and spatial utilization of space, concerns about establishing connections with experts and various industries, and expanding the scope of education through continuous exchanges and cooperation with industry.

• Design & Manufacturing
• /
• v.13 no.4
• /
• pp.45-50
• /
• 2019

The fourth industrial revolution calls for an integrated talent by improving working-level skills within the big framework of creativity and convergence. Therefore, university education focuses on solving the problem of practical ability education by improving employment ability. Based on this improvement in practical skills, this study is based on the field-based design curriculum of Capstone. Currently, the Capstone Design Course is being implemented at most universities, extending its scope to the fields of engineering, humanities, social studies and arts. However, there is a limit to the core concept of Capstone design education and capacity education developed in line with the foreign educational environment and applied directly to our nation's university education. In terms of overseas cases, the core focus is to develop practical, design, and prototype capabilities by forming a team among all grades and multidisciplinary institutions to support the capital and manpower of the industry. However, the nation's industrial linkage and curriculum have difficulties in carrying out multi-disciplinary education. In this study, students were asked to team up and solve the challenges that the industry needs based on the expertise acquired in the lower grade curriculum by applying majors and 3D printing through the first and second semester courses of the fourth grade to address these limitations. In addition, business skills for the process of creativity and leadership experience in our country through a suitable design capstone class to review the efficiency of education by applying a model. In order to achieve the purpose of Capstone design subject, the goal setting, class model composition, class model application, verification and evaluation, and final class model development procedures were carried out. Through this process, it will be used as a basic material for educating design class capstone design.

• Journal of Creative Information Culture
• /
• v.7 no.3
• /
• pp.129-144
• /
• 2021

This study was conducted for the purpose of developing a design thinking-based capstone design instructional model for pre-service teachers. Through the analysis of literature related to learner-centered instruction, design thinking and capstone design instructional design principles and instructional models for pre-service teacher education were discovered, and core elements were derived. Based on the core elements derived through literature analysis, the capstone design instructional design model and teaching and learning model based on design thinking for pre-service teachers were developed. The developed model conducted a total of three Delphi surveys including expert validation for 6 experts related to education including design thinking, capstone design, was revised, supplemented, and the final draft was confirmed. The final results of this study contain the overall contents of the instructional design, instructor's activities in detailed steps, and guidelines for learners' activities.