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Received December 7, 2015; Revised January 22, 2016Accepted
January 22, 2016 Corresponding Author: [email protected]
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Journal of Engineering Education ResearchVol. 19, No. 1, pp.
54~60, January 2016
******,*** *** ***
Case Study of Creative Merged Camp for non-Subject Program
DevelopmentJoo, Eun Sook*Kim, Chang-Soo**Kim, Kyung
Hwan***,***Innovation Center for Engineering Education, Gachon
University***Department of Visual Design, Gachon
University***Department of Electrical Engineering, Gachon
University
ABSTRACTThis paper was built for an activation of a merged
education and development of non-subject, new type creative merged
education program having effectivities. This program is disciplined
a kind of flipped learning and camp program of 2 nights and 3 days.
Given a problem which big enough and open-ended problem,
multidisciplinary team that composed with engineering and design
major students works the capstone design project. For ordinary
engineering design process, how can we make? was important. But in
this program what can we make? is more serious question. Our
program was pursuing an creative idea that can induce innovation.
Teaching or interference of professors was minimized and then
students solve the problem theirselves by long time and liberal
brainstorming. Last products is not real goods and only a proposal
for manufacturing. Finally, the results are presented using ppt and
board. After not only professors but also students of other teams
can ask a question, resolve and comment on that proposal. The
benefits of this program are that inner members of university take
a whole process from planning and working to last evaluation.
Besides economic benefit, they can secure an infrastructure for
development of creative merged education program by running for
several times and so can improve the program continuously. For an
aspect of students, they can respond to recently highlighted
creative experiences that required for recruitment.
Keywords: Engineering education, Capstone design, Non-subject
educational program modeling, Creative experience
-
Journal of Engineering Education Research, 19(1), 2016 55
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2013 42
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Fig. 2 Sample of open problem for 2014 winter camp
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Journal of Engineering Education Research, 19(1), 2016 57
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27 51.9
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Table 4 Belonging to major of participants
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Fig. 3 Reasons for participation in 2015 summer camp
3)
(78.8%)
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Fig. 4 Experience for other merged education program
4)
36.5%
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Fig. 5 Basal understanding of imagination for humanities
-
Journal of Engineering Education Research, 19(1), 2016 59
.
1)
, 78.0%
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Fig. 6 Interesting degree of 2015 summer camp
2) 5
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Fig. 7 Satisfaction for sub-program of 2015 summer camp
Fig. 8 Satisfaction for multidisciplinary team
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Fig. 9. Effectiveness for 2015 summer camp
IV.
2013 2015 G
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(capstone
design) .
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2015 2
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2015
1. (2012), KISTEP 10 .
2. , (2013~2023).
3. (2010),
. 4. (2009),
. 5. (2012),
.
6. Lattuca, L. R.(2001), Creating Interdisciplinarity:
Interdisciplinary Research and Teaching among College and
University Faculty, Nashville. Vanderbilt University Press
7. (2013), . , 16(6) : 29-37
8. (2012), : . , 2012(0)
: 443-460
9. (2012), . , 19(1): 15-17
10. Bates, S. and Galloway, R. (2012). The inverted
classroom
in a large enrolment introductory physics course: a case
study.
In Proceedings of the Higher Education Academy STEM
conference, London, UK.
11. Davies, R. S., Dean, D. L. and Ball, N. (2013), Flipping
the
classroom and instructional technology integration in a
college
level information systems spreadsheet course. Educational
Technology Research and Development, 61 : 563-583
12. Roseth, C. J., Johnson, D. W. and Johnson, R. T. (2008).
Promoting early adolescents achievement and peer
relationships: The effects of cooperative, competitive, and
individualistic goal structures. Psychological Bulletin, 134
:
223-246
13. (2015). Flipped Learning
. , 18(2): 77-88
(Joo, eunsook)
1993:
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E-mail: [email protected]
(Kim, Kyung Hwan)
1982:
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