학술지공학교육연구21권 5호 40~53p / 2018년 09월
The purpose of this study was to investigate the factors affecting the satisfaction of the program for the quality improvement of the
long-term on-site training operated by the university. The survey questionnaire data of 393 students who participated in the IPP program
of K university were used to analyze the data and the results were as follows: First, factors affecting the satisfaction of long-term
on-site training were corporation factors and university factors. Specifically, job contents, coaching, job scope, center support were found
to have a significant effect in that order. Second, the factors affecting the satisfaction of long-term on-site training were different according
to group characteristics(IPP participation types, major types, corporation types). It is necessary to intensively manage the common and
important corporation factors, and it is necessary to closely examine each factor derived from group characteristics, and to support
and strive at university level according to group characteristics in student counseling and matching.
학술지공학교육연구21권 5호 54~63p / 2018년 09월
The university assessment of Industrial point of view that is the evaluation of university's outcomes was started in 2008 to find out
university's social and industrial contribution rate by evaluating the added value of raising up competent people and technical development
through university courses. This study is for analyzing outcomes of university assessment of Industrial point of view in the second
period and searching for improvement suggestions of evaluation indexes and ways. The outcomes of university assessment of Industrial
point of view in the second period is that are the contributions overcoming the difference of industrial requests and university's courses,
information offering to university about industrial requests, the substantiate indicator for evaluating the suitability of university's courses
and the improvement of university's competitiveness through course's upgrades, The ways improving the university assessment of Industrial
point of view are introducing the ways of industrial university's consulting, evaluation for certification and involving graduate school's
courses assesment, reinforcing the analysis of industrial requests, improving the indexes of courses and setting up feedback system.
학술지공학교육연구21권 5호 32~39p / 2018년 09월
The purpose of this study was to develop and validate a behaviorally anchored rating scale for peer evaluation in group projects based
on social interdependence theory. A mixed method involving a qualitative and quantitative approach was used in this study. In the
qualitative study, both the individual and group interviews were conducted to college students regarding their cooperative learning experiences.
Data from this qualitative research was analyzed based on 5 elements of cooperative learning and ‘critical incidents’ were extracted
from students’ own voices that would serve as specific rating criteria in the scale. Once the ‘critical incidents’ have been incorporated
into the scale, validation from 3 independent experts was conducted. In the quantitative study, correlations with relevant variables were
analyzed to examine the criteria-referenced validity. Findings suggest that the behaviorally anchored rating scale for peer evaluation
in group projects can be used in various team-based learning contexts.
학술지공학교육연구21권 4호 53~62p / 2018년 07월
The purpose of this study is to investigate the current conditions of the domestic and foreign curricula in the field of chemical engineering
and to draw implications. The results of the study are as follows. Most of the domestic research universities (including non-certified universities)
have curricula organized within the scope of the ABEEK certification, which is the minimum standard guide for chemical engineering
curricula. However, we are concerned that chemical engineering education in some domestic universities may lack in education quality
and program relevance. Graduates from these universities may not have equivalent qualifications as international graduates. It is considered
that most of the 12 domestic universities organize their subjects according to the certificate of accreditation standard and to the traditional
subjects of chemistry in the ‘Department of Chemical Engineering’ or ‘Department of Chemical and Biological Engineering · Chemical
and Biological Engineering’. However, due to the increase in the number of overlapping subjects with other majors because of the movement
towards academic diversity, the integrity of the chemical engineering curricula is at risk. In addition, after surveying the major and research
areas of the department professors, it has been found that there is a shortage of professors who have majored in chemical engineering.
Therefore, there is a concern that students may lack understanding of the core principles of chemical engineering. The results of the analysis
of the curricula of overseas research universities (including non-certified universities) are as follows. Although the chemical engineering
industry in developed countries like the United States and Europe is advancing and changing very quickly, the chemical engineering education
in these countries is highly focused on traditional subjects and other related subjects in order to cultivate traditionally trained chemical
engineers. The Department of Chemical Engineering at overseas universities still maintains the academic integrity of the chemical engineering
field. This is a significant suggestion for our country. On the other hand, domestic universities are changing the name of their chemical
engineering major, or even if the name is maintained, they are fusing their curriculum with other majors such as material engineering.
Therefore, it is very necessary at this point to start a discussion regarding the integrity of the department of chemical engineering in Korea.
We hope that the departments of chemical engineering in domestic universities maintain the integrity of traditional chemical engineering
while operating the curriculum within the scope of the standards of the engineering education certification system.
학술지공학교육연구21권 4호 46~52p / 2018년 07월
In general, lecture evaluation has been used in most universities as an important criterion to evaluate quality of education. This study
is exploratory research on the predictors that determine lecture evaluation in college of engineering to give practical implications for
improvement of engineering education. For the exploration of predictors of lecture evaluation, the data of lecture evaluation in A College
of Engineering located in the metropolitan area was used, and Decision Tree Analysis was utilized as an analysis method. As a result,
the characteristics of students turned out to be the most distinct predictor comparing with those of course and instructor at lecture
evaluation in college of engineering. That is, as various elements other than teaching competency influence lecture evaluation in college
of engineering, it is necessary to be more careful in evaluating quality of lecture or teaching competence. Thus, a follow-up study
should be conducted to adjust the influence by the predictors that instructors can hardly control.
학술지공학교육연구21권 4호 35~45p / 2018년 07월
The purpose of this study is to develop a service learning education program for engineers and to investigate its educational effects.
This study reviewed the concept and characteristics of service learning and examined the service learning education programs operated
in higher education environments. The Service Learning Education Program was developed by integrating engineering design and community
service activities. This program has been applied to the engineering education from 2014 to 2016. As a result of the study, the learners'
satisfaction with service learning activities, empathy ability, and engineering design ability were improved. Based on the research results,
practical implications are suggested to the instructors who want to develop the service learning education program for engineering students.
학술지공학교육연구21권 4호 28~34p / 2018년 07월
Design class through team activities is increasing in engineering education. Team-based education has been known to improve students'
creativity, problem solving ability, cooperative ability, self-directed learning ability, and communication ability. How to organize a team
is an important issue that affects the performance of team activities as well as student satisfaction. However, previous studies have focused
on the causal relationship between team formation and the team's performance. This paper deals with how to organize a balanced team
in a real class. When the basic characteristic values of students are givens, the aim is to make the sum of the characteristic values as
fair as possible for each team. We propose a mathematical team formation model and show how to apply it through case studies.
학술지공학교육연구21권 4호 20~27p / 2018년 07월
학술지공학교육연구21권 4호 10~19p / 2018년 07월
This study introduces an engineering design class which is experimental in a sense that it is planned and implemented with three key
concepts such as learner-centered education, living lab and community based learning. With the class run in being connected with one
regional community in Seoul, it focuses on its educational effects acquired through the living lab-based approach. And this research
investigates the student’s experiences of when, what and how they learn in a learner-centered class. It shows that, rather than taking
professor’s one dimensional lectures in classroom, the students learn actively when they face with the problem in the field. Students
have come to carry out engineering design from the perspective of stakeholders, not from the supplier or producer’s perspective in
the process of meeting with the problem in reality. Team based collaborative activities are crucial in the entire design process. More
importantly, students’ design products have been transformed into more useful and meaningful ones as stakeholders of the local community
have participated into the students' works. However, we need to recognize that there are some important issues that need to be solved
institutionally and systematically in order for such educations to spread. This study suggests several educational arrangements for those
학술지공학교육연구21권 4호 3~9p / 2018년 07월
This paper explores the educational method of using films as a means to cultivate critical thinking abilities for engineering students.
It provides a practical educational model that elaborates on how films could be used as case studies to draw relevant questions, and
in the process of answering them, develop students’ ability to think critically. The educational model proposes a learning method of
enhancing critical thinking abilities through debates and essay writing on issues raised in films. Furthermore, the paper entails concrete
learning objectives on critical thinking education, and standards to evaluate levels of enhancement. Through raising the critical thinking
abilities of engineering students, this paper will contribute to the utilization of creative ideas in the process of engineering research.
Furthermore, the concept of utilizing films as a model for education used in this study could be adapted for fields other than that