In this paper, design of a recumbent bicycle for loading cargo is introduced as an application example of practical engineering. This device consists of a main frame due to the main load, an occupant seat considering the human body structural condition, a steering device(handle), a power transmission device (gear/chain, pedal, and crank), and a braking device (disk brake). In order to design and manufacture of the device, various subjects learned during the school year are reviewed and practiced. In particular, by designing the shape considering the load acting on the recumbent and the structural conditions of the human body, it is possible to understand the detailed mechanical mechanism as well as the understanding for the basic design. Through this case study, students can develop and enhance their creativity and practical skills for related industries by designing and manufacturing a real recumbent bike and, if necessary, industrializing these skills.

This study explores the impact of a STEM integration teacher professional development program focusing on teachers’ perception of engineering and their attitudes toward integrating engineering into teaching. A total of sixty-eight teachers from ten schools participated in the program for five days. Data are collected from three main sources including (1) pre and post concept maps probing teachers’ perceptions about the engineering discipline, (2) a pre and post survey measuring teachers’ self-efficacy of teaching science/mathematics within the engineering context, and (3) engineering integrated science and (or) mathematics lesson plans and teaching reflections. This study utilizes both qualitative and quantitative research methods depending on the data we have collected. The results show that both science and math teachers thought that integrating engineering into teaching provided valuable outcomes, i.e., promoting students’ learning about engineering and improving their interest in science or math through real-world problem solving exercises. Participants also felt more comfortable about integrating engineering in their teaching after the program. The results also imply that the teachers’ understandings of engineering become more concrete after the program. This study also provides an overview of the challenges and advantages of teaching engineering in K-12 science and mathematics classrooms.

사회적으로 공학적인 지식을 일상 생활이나 다른 영역에서 발휘하는 융복합 인재에 대한 요구가 늘어나고 있다. 이와 함께 공학교육에서도 공학도들에게 인문학적인 사고력을 습득하도록 하는 여러 방법들이 논의되고 있다. 통찰력은 공학전문가에게 직접적으로 요구되는 역량의 하나로 범주화되지는 않지만, 공학적 문제해결이나 사회 및 산업계 요구에 부응하는 기술 선도 등을 위해 필수적으로 갖춰야 하는 능력이다. 통찰력은 분석적이고 절차적인 사고력과는 다른 종합적이며 평가적인 사고력을 의미하며, 즉각적인 이해를 통해 지식을 산출하는 직관과 밀접하게 관련된다. 또한, 문제해결력과 창의력 등 고차적 사고력이 필요한 문제해결과정에서 성공에 결정적인 영향을 미친다. 본 연구는 공학도들이 다양한 이론과 기술을 현실에 효과적으로 접목하도록 하기 위해 필요한 역량의 하나로 통찰력을 상정하고, 통찰력의 개념과 작동 메커니즘을 여러 이론과 학문을 기반으로 살펴보았다. 또한, 공학도에게 요구되는 역량 중 통찰과 관련된 역량을 분석한 후, 통찰력 교육의 요소들을 제안하였다. 본 논문은 향후 공학도를 위한 통찰력 배양 교육과정을 개발하는데 이론적인 기여를 할 수 있을 것으로 기대된다.

An analysis of the courses from American architectural institutions during the period of $1890^{\sim}1950$ 수식 이미지 reveals an emergence of a distinction between a purely architectural and an architectural engineering discipline. A reflection of the economic growth, industrialization and urbanization of a nation; the education of the American architect during that period assumed a professional character. In contrast to European technical institutions which concentrate on the engineering aspects of architecture, American institutions developed a more comprehensive, design oriented curriculum within the framework of the American university system. The establishment of a system of formal education for architects and architectural engineers, replacing the tradition of apprenticeship, made it possible to train future professionals according to their ideals. But the objectives, contents and products of these curricula took on divergent characteristics from institution to institution. The growth of legal regulations( ie. ACSA, NAAB, NCARB, ASEE, etc.) governing the registration of architects and engineers, emphasized the legitimate concern within the profession to determine an acceptable standard of professional education. Such regulatory standards influenced the transition of architectural engineering education in institutions including the case of MIT. As a result, the ambivalence in architectural engineering programs found specific resolution in programs, such as architectural engineering, building engineering, construction or civil engineering.

Purpose – The study aims to examine the students’ perspective (stream wise) of parameters affecting the undergraduate engineering education system present in a private technical institution in NCR, Haryana, India. Research design, data, and methodology – It is a descriptive type of research in nature. Questionnaire Based Survey has been used to collect the data. The sample size for the study is 500 comprising of the students respondents. The sample has been taken randomly and the questionnaire was filled by the students (pursuing B. Tech) chosen on the random basis from a private technical educational institution in NCR, Haryana, India. For data analysis and conclusion of the results of the survey, statistical tool like F test was performed with the help of high quality software; SPSS. Conclusion – Analysis of variance revealed statistically no difference between the mean number of the groups (stream wise) for the parameters "Selection", "Academic Excellence", "Infrastructure", "Personality Development and Industry Exposure" and "Management and Administration". While Analysis of variance revealed statistically difference between the mean numbers of the groups for the parameter "Placements".

Purpose - This study examines students’ perspectives (stream-wise) of parameters affecting education quality in an affiliated undergraduate engineering institution in NCR, Haryana. Research design, data, and methodology - This study involves descriptive research and data collection using a structured questionnaire based on the Likert scale. The sample comprises 500 student respondents. For data analysis, an f-test was performed using high quality SPSS software. Results - For "Selection" and "Personality Development & Industry Exposure," the analysis of variance revealed a statistical difference between the mean values of the groups. Whereas, for "Academic Excellence," "Infrastructure," "Placements," and "Management & Administration," the analysis of variance revealed no statistical difference between the mean values of the groups. Conclusions - Students’ perceptions about the "Selection" and "Personality Development & Industry Exposure" change according to the various specializations they opt for in their undergraduate engineering education in Haryana. Whereas, for "Academic Excellence," "Infrastructure," "Placements," and "Management & Administration," the perceptions of the students do not vary because of the different specializations they have opted for in their undergraduate engineering education.

이 연구의 목적은 공학적 설계와 과학 탐구 과정 기반의 STEM 교육 프로그램을 개발하고 적용하여 중학생의 STEM 영역에 대한 정의적 영역에 미치는 효과를 검증하는데 있다. 연구의 대상은 K시 소재의 Y 중학교 1학년 32명과 광역시 소재 K 중학교 2학년 25명, 3학년 30명으로 단일 집단 사전ㆍ사후 대응 표본 t-검증을 실시하였다. 이 연구에서 사용된 검사 도구는 STEM에 대한 태도를 측정하기 위하여 Mahoney(2009)가 개발한 검사지를 번역하고 수정ㆍ보완하여 사용하였다. 이 연구의 결과는 다음과 같다. 첫째, 공학적 설계와 과학탐구과정 기반의 STEM 교육 프로그램은 문헌조사와 초ㆍ중등 교사들의 STEM 교육에 대한 인식 조사를 바탕으로 개발되었다. 개발된 프로그램은 '문제이해(A) - 설계(D) - 제작(B) - 평가(A)'의 문제해결과정의 네 단계로 이루어지며, STEM 관련 개념을 적용하고 흥미와 실생활 연계를 강조하고 있다. 둘째, 과학, 기술, 공학, 수학 중에서 과학에 대한 인식, 가치(중요성), 능력(자신감), 흥미(관심) 등이 높게 나타났으며, 상대적으로 기술과 공학에 대한 인식이 낮게 나타났다. 공학적 설계와 과학탐구과정 기반의 STEM 교육 프로그램은 중학생의 STEM 교과별로 인식, 능력, 가치, 흥미 상승에 효과적이었으며, STEM에 대한 태도를 향상시키는데 효과적이었다. 개발된 프로그램은 학교현장에서 활용될 수 있을 것이며, STEM / STEAM 교육이 학생들의 과학과 기술에 대한 이해와 수학과 과학에 대한 흥미를 높이고, 과학기술 기반의 융합적 사고와 문제해결을 배양하는 교육에 기여할 수 있을 것이다.

This paper introduces several mobile robots developed by using LEGO MIDSTORM for experimental studies of robotics engineering education. The first mobile robot is the line tracer robot that tracks a line, which is a prototype of wheel-driven mobile robots. Ultra violet sensors are used to detect and follow the line. The second robot system is a two-wheel balancing robot that is somewhat nonlinear and complex. For the robot to balance, a gyro sensor is used to detect a balancing angle and PD control is used. The last robot system is a combined system of a line tracer and a two-wheel balancing robot. Sensor filtering and control algorithms are tested through experimental studies.