SoYeon, K. (2012, June), The Educational Effects of Course Portfolio in Korean Engineering Education  Paper presented at 2012 ASEE International Forum, San Antonio, Texas. 10.18260/1-2--17064

\bibitem{asee_peer_17064}
  SoYeon, K. (2012, June), \emph{The Educational Effects of Course Portfolio in Korean Engineering Education}
  Paper presented at 2012 ASEE International Forum, San Antonio, Texas.
  10.18260/1-2--17064

Kang SoYeon.  "The Educational Effects of Course Portfolio in Korean Engineering Education".  2012 ASEE International Forum, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/17064 Internet.  24 Apr, 2024

\bibitem{asee_peer_17064}
  Kang SoYeon.
  "The Educational Effects of Course Portfolio in Korean Engineering Education".
  \emph{2012 ASEE International Forum, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/17064 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_17064
author = "Kang SoYeon"
title = "The Educational Effects of Course Portfolio in Korean Engineering Education"
booktitle = "2012 ASEE International Forum"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17064}
number = {10.18260/1-2--17064}
}

TY  - CPAPER
AB  - The Educational Effects of Course Portfolio in Korean Engineering EducationSo Yeon Kang (Yonsei University)1. Senior Researcher, Yonsei Center for the Innovation of EngineeringEducation. Yonsei UniversityKorea, ksy1124@yonsei.ac.krAbstract   The definition and scope of faculty work in higher education traditionally involve research,teaching, and service. In Korean universities, professors have been mainly concerned aboutresearch productivity, while showing indifference to the quality of teaching, because they werelargely evaluated on publications in SCI-rated research journals. To be successful in tenure orpromotion application, faculty members have to have a certain number of quality publications,regardless of a lack of proof of effective teaching or interest in improving or maintainingstudents’ learning outcomes. Faculty indifference to quality education was problematic, whichcould lower student motivation to pursue engineering as an academic career, not to mentionslowing down ongoing industrial and technological development. In this context, in 1999, thecommunity of engineering educators and policy makers collaborated to establish theAccreditation Board for Engineering Education of Korea (ABEEK), which contributed toimproving the quality of engineering education in Korean universities for over a decade.   Prior to the ABEEK’s requiring course portfolios as an element in accreditation evaluation, inmost Korean engineering programs, faculty members were not familiar with the concept ofcourse portfolio. After setting up the criteria for accreditation, ABEEK requested the engineeringprofessors/instructors to create course portfolios, along with reflective statements (pointing outproblems and shortcomings and proposing specific plans for improvement). Today, in allaccredited engineering programs, most teaching faculty members are expected to createportfolios, originally for accreditation evaluation purposes and additionally for tenure/promotiondecisions. At first most faculty members opposed and criticized the course portfolio requirementvehemently, primarily because they felt documenting needs an extra work.   The author believes course portfolios could be a very effective method for identifying andvalidating quality teaching and proposes a survey among engineering faculty members in Koreato examine the state of course portfolio implementation for the last dozen years and its effect onteaching quality as reported by professors, instructors, and administrators.
AU  - Kang SoYeon
CY  - San Antonio, Texas
DA  - 2012/06/09
PB  - ASEE Conferences
TI  - The Educational Effects of Course Portfolio in Korean Engineering Education
UR  - https://peer.asee.org/17064
DO  - 10.18260/1-2--17064
ER  -