• Journal of Science Education
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• v.37 no.2
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• pp.405-415
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• 2013

The purpose of this study was to investigate high school students in natural science track and engineering major university students' perceptions about the writing and composition education. A total of 318 high school students in natural science track from two high schools in a metropolitan area and 447 university students majoring in engineering from three universities participated in the survey and asked to response their perceived status and needs of writing education for science-engineering track. The survey instrument, developed by Lee et al.(2009), was used for this study. The data was analyzed through the SPSS 18.0 program for Windows for Multiple Response Frequency Analysis, Descriptive Statistics, Independent Samples t-test, and One-way Analysis of Variance. The results indicated that high school students relatively perceived that writing education was less necessary compared to university students. In addition, high school students found writing less difficult than university students do. In related to studying their experience with writing and composition education, almost no high school students have taken writing classes and university students have taken an average of one class. Most university students who took writing classes took basic writing classes that were not programmed for students in Science and Engineering. In the basic survey to revitalize writing and composition education for Science and Engineering students in different majors, the level of writing and composition education required by students in each major was different. Writing was considered most necessary for students majoring in Chemical Engineering, followed by students majoring in Mechanical Engineering and Electronic Engineering. The study of writing and composition education for high school and college should extend to studies on teachers or professors who teach writing, studies on contents and methods of writing education, and studies on the development of writing programs for different majors in university.

• Journal of Multimedia Information System
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• v.4 no.4
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• pp.243-248
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• 2017

In a basic engineering design class, first year engineering department students learn about engineering design relevant theories and carry out simple projects in teams. By doing a group project in this subject, students develop basic skills such as creativity, teamwork, communication, and problem solving. Before, class proceeded in a way where teams were randomly configured in the beginning of semester and students began working on their project immediately. However, this research introduces a new method where at the beginning of the semester, students are assigned group assignments. Teammates are randomly chosen and constantly switched so that students get a chance to work with different people and experience diverse styles and characteristics. Then, they autonomously form into teams with people they work best and carry out their project. We present the behavior of a monkey robot that recognizes emotions as a case of applying the proposed method. The feedback from the students suggest that this proposed team forming method serves to be effective especially since students who were not aware of other students' characteristics can get to know one another better and form a productive team.

• Journal of Engineering Education Research
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• v.18 no.4
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• pp.57-65
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• 2015

The purpose of this study is to analyze the performance of ABEEK accredited engineering program in D University. Based on engineering students' perceptions, this study explores how well the students are aware of the accredited engineering program, what change has been made to the courses, to what extent they have been participating in class and interacting with teachers and other students, to what extent they have been actively participating in extra-curricular activities, and to what extent they have achieved program outcomes. The survey was conducted in Fall 2014. The results are as follows: First, the students are well aware of the accredited engineering program; however, they are rarely aware of program outcomes. Second, the students were more satisfied with the major and design courses compared to the MSC and general education courses. Third, the students were more actively participated in the major and design courses compared to the MSC and general education courses. Fourth, the students were passively engaged in extra-curricular activities. Finally, the program outcomes related to soft skills showed low-achievement.

• Journal of Engineering Education Research
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• v.26 no.3
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• pp.20-34
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• 2023

This research aims to explore the factors affecting engineering students' major persistence and career decision. To achieve this goal, the experiences and perceptions of engineering students and other stakeholders regarding the factors influencing engineering students' major persistence and career decision were analyzed through online focus group interviews (FGI). The analysis of the interviews resulted in the identification of seven categories, which include meeting with older alumni, team project experiences, and internship experiences as factors influencing major persistence. Additionally, engineering interest, engineering self-efficacy, employment rates, economic factors, and limitations in women engineers' career development were identified as factors affecting career decision. Based on these findings, it is expected that engineering education will develop plans that focus on supporting the major persistence and career development of engineering students, thereby contributing to the future direction of engineering education.

• Journal of Engineering Education Research
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• v.18 no.2
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• pp.43-51
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• 2015

This study had a purpose to analyze the relationship between teamwork skills and Big Five personality factors for engineering students. For the purpose, 43 engineering students attending engineering creative design course were organized 14 teams as NEO personality inventory testing before the course. The teamwork skills for engineering students was improved through engineering creative design course and the correlation between teamwork skills and personality factors for engineering students was low. The heterogeneous personality group had a more improvement in teamwork skills than homogeneous personality group but the effect of group difference was not statistically significant. Further, the result of this study were applied to change the design course and making the teams for improving teamwork skills for engineering students.

• Journal of Engineering Education Research
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• v.14 no.6
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• pp.24-30
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• 2011

The purposes of this study are to describe the case of student generation questioning strategy on engineering education and to find advantages of applying this strategy and any suggestions of this strategy for the improvement. First of all, Questioning Sheet, the methods of applying the sheet and evaluation were developed, And then instructional model for using this strategy was designed which is with this sheet students are encouraged to ask questions at the beginning and the end of class. K class is for the sophomore of Dept. of Materials Science and Engineering in K University. 40 students were visited. Among them 8 was female student and 32 was male students. Only 20 students were used the questioning sheet and asked the questions. The rest of students did not use the questioning sheet. And high achievement students were more asked questions than low achievement students. At the end of the semester, the attitude and the satisfaction of the class were investigated. Achievements of students were measured also. Students of generating questions are more achieved and more satisfied. Students who generated questions have more positive attitude for the study.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.3-7
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• 2012

Utsunomiya University started a 3-year project to develop an education program for postgraduate students to cultivate leadership spirits. The program is centered on a PBL in which each group of students is required to find an engineering or social problem themselves and start a project to solve the problem. Projects vary widely, from a straight product development to a summer program for children or local area development. Student groups are advised by senior engineers from industries. They give advice as to how a project should be managed and run, but will not give instructions. The PBL is compulsory for all students in the engineering master course students. The new education program also includes a series of lectures by engineers to show engineers' job, activities, and career in the industry. Internship programs are also provided, in which students will be given opportunities to actively apply their knowledge and skills to real engineering tasks offered by the industry. The students are expected to gain something more than just experiences.

• Journal of Engineering Education Research
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• v.23 no.3
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• pp.3-12
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• 2020

This study explores the effects of an SSI-based program focused on character and values for engineering college students. The participants were fifty-four students enrolled in the program. Data sources include the students' responses to the Likert-type questionnaire on character and values as well as qualitative data such as classroom dialogues, assignment essays and field notes. The results indicate that the program significantly contributed to the enhancement of the engineering college students' perception of character and values, especially in the sub-components, sustainable development, perspective-taking, and willingness to act. In addition, the qualitative data reveals the nuances of the students' responses in the classroom dialogue and essays related to the sub-components. Based on the results, the author compares the participants' responses to other students in previous research which reported the effects of an SSI-based program on character and values. Compared to the other students, the engineering students in this study cultivated willingness to act through the SSI-based program, without improvement in most of the emotional aspects of character and values.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.20-28
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• 2021

In 2020, the COVID-19 pandemic has brought dramatic changes in the field of engineering education. Contrary to the traditional engineering education emphasis on content-oriented, design-based, hands-on, experimental, and field experience, most of engineering classes in 2020 had to be undertaken remotely online. However, it has not been explored how professors and students perceive about such a shift in engineering education. The aim of the current study was to investigate the perceptions of professors and students on online classes in engineering colleges during spring Semester 2020. Questionnaire data were collected from 100 professors and 4,152 students in the college of engineering. The results of this study were as following: Students were less satisfied with the online classes than professors. The online lecture method that students were most satisfied with was the recorded lecture. This is likely due to the fact that the recorded lectures can be repeated multiple times anytime, anywhere. Moreover, the experimental classes, which conventionally has more of an emphasis on the hands-on experience, also had to be conducted remotely, showing even lower satisfaction among students. Most of professors reported that the average hours they spent on preparing for online lecture increased compared to face-to-face class. Both professors and students preferred in-person exam as a desirable method of end-of-semester assessment for grading. The results of the current study have important implications for the improvement of online course environments. It is important for professors to design a structured class suitable for online education and understand the challenges students encounter during online classes. Also, professors should communicate more openly about their expectations and rubrics for class goals and assignments. Schools also needs to make effort to provide the support for the internet environment of students.

• Journal of Engineering Education Research
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• v.23 no.3
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• pp.13-19
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• 2020

The purpose of this study is to develop and apply a make-a-thon program based on engineering problem solving for science high school students and to analyze the changes of participating students. Through the consultation of teachers and experts, a team-based and student-driven engineering problem-solving-oriented make-a-thon program was developed. And, the program operated using KAIST's human and material resources for 51 students. Students composed of 12 teams studied 12 topics through an engineering problem-solving process, and the overall program satisfaction was very high, on average 4.62. Through this program, students' creative leader competency have been positively changed, especially in cognitive characteristics (diffusion thinking, problem solving ability) and social characteristics (pursuit of social values). Attitudes toward engineering also changed positively, especially in terms of difficulty of engineering, interest in engineering, gender role in engineering, and engineering and occupational factors. In conclusion, it was confirmed that this program is very effective for science high school students with high demand for engineering education.