Y. Seo, J. Eom, M.J. Jeong, O.K. Lim

Pusan National University (KOREA, REPUBLIC OF)
Since 2009, PNU (Pusan National University) has had an engineering service learning project in Indonesia. Especially, ‘Creativity Station’, the creative convergence design education which involves engineering services based on different majors, was designed for undergraduate students from 13 universities in Southeastern Korea, EEPIS, PNB, Telkom in Indonesia and UTM in Malaysia.

In this paper, whole missions are consisting of 29 detailed missions according to the topics and design thinking process. We extend the concept of design thinking from a class of campus to a site of local area and from prototype to real product. Also, team, educate, explore and enhance process are added more. Things to be considered when identifying a problem were formulated as follows.
• Don't define a problem to which we have a pre-perceived solution.
• Try to identify 'ill-defined problems', and 'unstructured problems'.

One team is made up of 6 students who are 3 Indonesians, 2 Koreans and 1 Malaysian. We considered individual personality and specialty of each student for building teams. Basic design process from finding local issues to installing products were followed the all missions. Some materials may not be available on the market against expectations. In this case, the students in charge of the purchase need to find the alternatives in a short time. Students should have to get the permission first from the owner of the house before installation. Each team should discuss the site and concrete ways of installation with the manager. Users' convenience should be considered as the top priority in the installation process. When the installation is complete, they should check for operation and stability of the product.

Professors with engineering majors followed and monitored their team every time and everywhere, and checked all mission of each stages and advised when needed. We gave also to students an opportunity to look back on the past activities and focus on themselves. Self-reflection note should cover various aspects including ability to utilize one's own skills and resources, cooperative spirits, communicative skills, self-management, analytic thinking, global capabilities and etc.

Several sentences from the student reflection are as following.
• Product design taught me a lot of technical aspects of building a product. I learnt how to apply theory into practice.
• This program made my communication skills to improve, our engineer soul come to live and another people to care.
• This program has taught me many new things such as thinking as an engineer and thinking out of the box.

The achievements of program outcome are evaluated by the questionnaire survey from the participants. The survey was carried out on 60 participants before they get involved and after finished the whole project at August 2014. Through surveys done before and after the project, same questions per program outcomes can be used to analysis the achievement of several missions. According to calculate the average from four questions in each program outcome, we ask 48 questions on 12 program outcomes in each step. We made inquiries about grade, gender, duty and major to standardize sample group. All achievement degrees are increased; especially Synthetic thinking is increased more.