• Journal of Engineering Education Research
• /
• v.14 no.6
• /
• pp.60-66
• /
• 2011

The curriculum system and documentation for advanced general education, MSC (Mathematics, Basic Science, Computer Science), and engineering-design courses have been developed to improve the education of advanced undergraduate students in engineering and technology at Chosun University. In this paper, to obtain improved quality of engineering courses, we systemized the education of engineering and technology, which could be designed as the education satisfying students and provide awards for high-quality performance, through efficient management of education courses and establishment of basic and professional courses. In addition, by applying evaluation to the engineering courses and using the model of continuous quality improvement, we could achieve a high-quality education system for the engineering and technology courses.

• Journal of Engineering Education Research
• /
• v.21 no.6
• /
• pp.74-80
• /
• 2018

This paper proposes practical teaching methods for efficient progress of project-based learning in engineering design education. Engineering design courses consist of three categories; introductory, individual and capstone design courses. This study concentrates on the case of individual design courses. Individual design courses act as bridges between introductory and capstone design courses and deal with applicable projects based on theoretical frameworks. In this study, practical teaching methods are applied to Artificial Intelligence curriculum as an individual design course for Juniors in Computer Engineering Major. The results on application of practical teaching methods show relatively positive in all aspects.

• Journal of Engineering Education Research
• /
• v.17 no.1
• /
• pp.26-41
• /
• 2014

This paper recommends to teach technical writing as a part of the curriculum of engineering design courses. Some features of both engineering design and keystone design course as well as capstone design course for engineering students are studied before the relationship of those features with written communication are investigated. After the characteristics of collaborative writing are reviewed, some aspects of integration of teaching technical writing into engineering design courses are evaluated. Technical writing for engineering students is best taught by collaborative writing approach in engineering design courses.

• Journal of Engineering Education Research
• /
• v.17 no.4
• /
• pp.43-47
• /
• 2014

The rapid development of science & technology and the globalization of society have accelerated the fractionation and specialization of academic disciplines. Accordingly, Korean colleges and universities are continually dropping antiquated courses to make room for new courses that better meet societal demands. With emphasis placed on providing students with a broader range of choices in terms of course selection, compulsory courses have given way to elective courses. On average, 4 year institutions of higher learning in Korea currently offer somewhere in the neighborhood of 1,000 different courses yearly. The classification of an ever growing list of courses offered and the practical use of such data would not be possible without the aid of computers. For example, if we were able to show the pre/post requisite relationship among various courses as well as the commonalities in substance among courses, such data generated regarding the interrelationship of different courses would undoubtedly greatly benefit the students, as well as the professors, during course registration. Furthermore, the GT system's relatively simple approach to course classification and coding will obviate the need for the development of a more complicated keyword based search engine, and hopefully contribute to the standardization of the course coding scheme in the future..Therefore, as a sample case project, this study will use GT to classify and code all courses offered at the College of Engineering of K University, thereby developing a system that will facilitate the scanning of relevant courses.

• Journal of Engineering Education Research
• /
• v.21 no.5
• /
• pp.20-31
• /
• 2018

The purpose of this study was to investigate the relationship between instructional strategies applied to engineering courses and students' learning strategies. As a result, students perceived that the application principle was the most applied and then the problem-centered principle was applied to engineering courses. In addition, the students showed that rehearsal strategies are the most used in courses. The most important instructional principle in this study was the problem-centered principle, and the higher the degree of application of problem-centered principle in engineering course, the students were likely to use more deep learning strategies such as elaboration and organization strategy, critical thinking strategy, and metacognitive strategy.

• Journal of Engineering Education Research
• /
• v.18 no.2
• /
• pp.52-64
• /
• 2015

The purpose of this paper is to survey the educational effects of gender sensitivity in engineering courses based on the cognition of students and faculty. For the research of nationwide scale, the data from engineering courses managed by WISET Chungbuk branch, Deakyung Gangwon Branch, Gyungnam Branch, Junbuk Branch, and Chungnam Branch were selected. The results were divided into 5 categories: gender sensitivity, interests in major, interests in job related to major, the efforts for employment of major field, the efforts for success after employment. As results, students realized lectures were important for gender sensitivity ability improvement. This means that the educational effects of the engineering courses were proved. But the courses could not change students' thought of interests in job related to major, the efforts for employment of major field, the effects for success after employment.

• Journal of Engineering Education Research
• /
• v.18 no.4
• /
• pp.57-65
• /
• 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
• /
• v.26 no.1
• /
• pp.12-19
• /
• 2023

With the introduction of the accreditation of engineering programs in Korea, universities affiliated with the programs have opened introductory engineering design courses for first- or second-year students. Since these courses mainly aim at cultivating problem-solving skills through team projects, this type of classes has opened as face-to-face classes. However, from the beginning of 2020, online teaching was recommended or forced on universities due to the COVID-19 pandemic. Thus, effective design of online courses on introductory engineering design was inevitable during the period. In this paper, we introduce a case study of the course in the Department of Computer Science at S University in Fall 2021. Through concrete suggestions on project areas, selection of team members considering grade levels and interest, several systems for prevention of free riding, and carefully designed open-book exams, the course resulted in both high achievements and high satisfaction.

• Journal of Engineering Education Research
• /
• v.24 no.2
• /
• pp.41-50
• /
• 2021

This study was conducted with the aim of exploring ways to more effectively manage related courses by checking the educational effects of the operation of engineering liberal arts courses operated for the development of communication skills of engineering students by detailed factors of communication skills. To achieve the purpose of the study, literature review and survey methodologies were used. A survey was conducted before and after class targeting four class students of the engineering college of D University in Gyeonggi-do. As a result of comparing the results of the pre-test before class through this class and the results of the post-test conducted at the end of the class, it was confirmed that speaking ability, reading ability, and communication ability were improved at a statistically significant level. In addition, as a result of analyzing differences in communication competencies for each individual variable, it was found that there were statistically significant differences according to gender, students' major field, and grade. Based on such research results, several educational proposals were presented to increase the effectiveness of the management of courses operated to develop communication skills.

• Journal of Engineering Education Research
• /
• v.8 no.1
• /
• pp.84-98
• /
• 2005

This study is on improving the general engineering education for enhancing the quality of engineers at a local engineering school in which the students are not highly qualified for engineering education. Based on the analysis on the current engineering education by asking questions to professors, students and alumni of Hongik College of Science and Engineering, we have set the basic educational philosophy as educating practical engineers and have decided the goals of basic engineering education as changing to student oriented education, enhancing the field adaptation capability, improving the problem solving ability and introducing engineering design courses. For achieving the foregoing goals, we have changed several basic engineering courses. Mathematics, science courses, computer related courses, English, communication skill related courses are strengthened, but general college education courses are reduced. We also have encouraged students to participate the classes actively and study efficiently, think logically and creatively. For the operational details, we have tried to impose less courses to freshmen and sophomores, to impose the prerequisite courses, to activate summer and winter schools. Finally, we have tried to find the ways to support continuous improvement on the basic engineering education.