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In the absence of concrete support plans for extra curriculum programs since the PRIME project has started, the College of Engineering has established regular courses to efficiently operate design programs. It links and operates creative-design curriculum by level: IT-engineering for freshman, basic creative design for sophomore, major creative design for junior, and integrated capstone design for senior. This study aims to find efficient operation and improvement plan for creative-design courses through the questionnaire survey and focused group interview (FGI) on the satisfaction of creative-design courses and the composition of the curriculum for students taking project-oriented creative-design courses. To this end, a survey and group interviews were conducted for 176 students taking creative-design courses, and the survey results and group interview results were analysed. As a result of the analysis, the absolute evaluation method was preferred, and a curriculum that could be done consequently rather than a short-term project. Satisfaction with the creative-design courses was higher in the upper grades than in the lower grades. In addition, when satisfaction for the creative-design courses is high, it showed positive recognition of the satisfaction for the curriculum of creative-design courses. In this paper, I propose four suggestions for efficient operation and improvement for creative-design courses; different goal-setting of creative-design courses at each level, an appropriate form of feedback, the fairness of team setting and evaluation methods, and the grade linkage for creative-design courses.

Keywords— Engineering Curriculum; PBL; Higher Education; FGI; Survey.

In the absence of concrete support plans for extra curriculum programs since the PRIME project has started, the College of Engineering has established regular courses to efficiently operate design programs. It links and operates creative-design curriculum by level: IT-engineering for freshman, basic creative design for sophomore, major creative design for junior, and integrated capstone design for senior. This study aims to find efficient operation and improvement plan for creative-design courses through the questionnaire survey and focused group interview (FGI) on the satisfaction of creative-design courses and the composition of the curriculum for students taking project-oriented creative-design courses. To this end, a survey and group interviews were conducted for 176 students taking creative-design courses, and the survey results and group interview results were analysed. As a result of the analysis, the absolute evaluation method was preferred, and a curriculum that could be done consequently rather than a short-term project. Satisfaction with the creative-design courses was higher in the upper grades than in the lower grades. In addition, when satisfaction for the creative-design courses is high, it showed positive recognition of the satisfaction for the curriculum of creative-design courses. In this paper, I propose four suggestions for efficient operation and improvement for creative-design courses; different goal-setting of creative-design courses at each level, an appropriate form of feedback, the fairness of team setting and evaluation methods, and the grade linkage for creative-design courses.

Keywords— Engineering Curriculum; PBL; Higher Education; FGI; Survey.

In the absence of concrete support plans for extra curriculum programs since the PRIME project has started, the College of Engineering has established regular courses to efficiently operate design programs. It links and operates creative-design curriculum by level: IT-engineering for freshman, basic creative design for sophomore, major creative design for junior, and integrated capstone design for senior. This study aims to find efficient operation and improvement plan for creative-design courses through the questionnaire survey and focused group interview (FGI) on the satisfaction of creative-design courses and the composition of the curriculum for students taking project-oriented creative-design courses. To this end, a survey and group interviews were conducted for 176 students taking creative-design courses, and the survey results and group interview results were analysed. As a result of the analysis, the absolute evaluation method was preferred, and a curriculum that could be done consequently rather than a short-term project. Satisfaction with the creative-design courses was higher in the upper grades than in the lower grades. In addition, when satisfaction for the creative-design courses is high, it showed positive recognition of the satisfaction for the curriculum of creative-design courses. In this paper, I propose four suggestions for efficient operation and improvement for creative-design courses; different goal-setting of creative-design courses at each level, an appropriate form of feedback, the fairness of team setting and evaluation methods, and the grade linkage for creative-design courses.

Keywords— Engineering Curriculum; PBL; Higher Education; FGI; Survey.