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A MoMent of Xen Interview: Metaverse and Fashion with Professor Vincent Quan A MoMent of Xen Interview: Metaverse and Fashion with Professor Vincent Quan (Photo Captured from Youtube_'Bridging The Gap Between The Fashion Industry & Metaverse? ft. Joseph DeAcetis & Vincent Quan Ep94) Last week, Professor Vincent Quan went on a live interview on A MoMent of Xen that was broadcasted over iHeart Radio, YouTube, and Traverse TV. A MoMent of Xen is a weekly broadcast that talks about film, fashion, pop-culture, entertainment, and politics hosted by Xen Sams. Xen Sams is an actress, model mentor, and a media contributor who discusses such topics from the millennial mom’s perspective. In this interview, Professor Vincent Quan talked about where fashion is heading, how far it has come, and how it fits into web 3.0. He mentioned how Ralph Lauren, a fashion company, partnered with ZEPETO, a South Korean social network AR avatar app, to create a metaverse for users to dress their own avatars with products and appearances and how this novel platform both generates a huge advantage for marketing brands and creates an entirely new revenue stream through NFT into the web 3.0. The Metaverse is changing the view of fashion. Artificial Intelligence and Augmented Reality opens up opportunities for new business models in the fashion world that leverage virtual fashion targeting the wave of the future, Gen Z. Click here to watch the interview --> https://www.youtube.com/watch?v=pvmQNoBClqc
2023.02.01 Hits 821
FIT Professor Linda Kim Participates in the 2022 International Fashion Art Biennale FIT Professor Linda Kim Participates in the 2022 International Fashion Art Biennale SUNY Korea FIT Professor Linda Kim participated in the 2022 International Fashion Art Biennale in Busan, Korea that was hosted by the Korea Fashion & Culture Association. 82 fashion art designers from 12 countries and 21 artists from the fields of media, installation, painting, and photography participated in this exhibition. Among the artists, Professor Linda Kim said, “I hope more platforms for artistic exchanges are also happening around the campus. To add on, I hope that not only will the excellence of Korean fashion strive, but also Korean fashion will be able to lead the world of fashion through continuous opportunities like this.” The International Fashion Art Biennale was held from October 20th to 30th at Museum One in Busan, Korea. The theme of this exhibition, “Technique of Healing”, was prepared with the aim of healing the difficult times caused by COVID-19 with fashion art and artworks.
2022.11.03 Hits 872
DTS Professor Johng-Ihl Lee Awarded the Minister of Trade, Industry and Energy Prize Professor Johng-Ihl Lee Professor Johng-Ihl Lee of SUNY Korea (Professor of the Department of Technology Management and Dean of the Department of Strategic Planning & Relations) received the Minister of Trade, Industry and Energy Award at the 10th Anniversary ceremony of Incheon Global Campus held on October 26th, 2022. Prof. Johng-Ihl Lee received this award in recognition of his contribution to the development of the country and society by encouraging the activation of foreign education and research institutes in the Incheon Free Economic Zone. Prof. Johng-Ihl Lee has served as the Chief Executive of the Korea Israel Industrial R&D Foundation, the President of the Korea Society for Innovation Management & Economics (KOSIME), and the Director of the Korea Institute for Advancement of Technology (KIAT). Also, in March 2022 he was appointed as the co-representative of the Incheon Citizens’ Coalition for Economic Justice (ICCEJ). He is actively working not only for the development of higher education, but also for the development of the local community.
2022.10.25 Hits 738
Dr. Hamid Hefazi’s contribution to the Maeil Business Newspaper Academic Misconduct Among University Students Violation of academic integrity by students is a real concern to university administrators around the world. Cheating, plagiarism, having someone else do the work, or using prohibited resources are some of the more common modes of academic dishonesty among students. However, falsification of records for admission, and cases of falsified research have been more the subject of recent media attention. A comprehensive survey of academic dishonesty in the US was conducted by the International Center for Academic Integrity over 12 years (2002-2015) among 70,000 students. This study found that 17 % of graduate students and 39% of undergraduates admitted having cheated at least once on a test. More importantly, only 39% of the respondents said it is not acceptable to cheat on tests or homework. The situation in Korean universities is similar. In a study conducted by Konkuk University in 2009, 35% of the undergraduate students surveyed reported that they have copied from another student or used a “cheat sheet “during a test. Another study (2015) at two veterinary schools in Seoul reported plagiarism and falsification by students ranging from 32% to 71%. Many researchers have studied and identified various factors that influence cheating. For example, students in small elite colleges have much lower rates of cheating (15-20 %) compared to large public universities where the rate can be as high as 75%. Other factors include age, gender, and grade point average (GPA). Older students, females, and students with higher GPAs are less likely to cheat. Students with excessive extracurricular activities are more probable to cheat according to some studies. The above-mentioned Konkuk university research found that classes that are taught by foreign professors reported fewer incidents of cheating. This might be partly due to the types of assignments and assessment methods that foreign professors employ as well as more emphasis on the importance of academic integrity issues. Race, nationality, and religion show little correlation with cheating. However international students in the United States, United Kingdom, Canada, and Australia have a substantially higher rate of cheating. For example, A Wall Street Journal analysis of data from 14 public colleges in the United States during the 2014-2015 school year found that international students had five times more reports of cheating compared to their domestic counterparts. As online teaching becomes more prevalent, there is a perception among students and faculty that online teaching leads to more cheating. Working remotely may make it easier for students to use unauthorized resources such as cell phones, and the Internet or communicate with others during a test. The research on this topic is ongoing and somewhat inconclusive due to the availability of limited data for a comprehensive study. Addressing the problem of cheating in university classes requires a complex and multifaceted approach. First and foremost, the university administration has to take an active and decisive role. Studies indicate that having a clear code of conduct that is well communicated to students and enforced, is essential. The approach however has to go beyond enforcement and punishment. Faculty play an instrumental role in preventing cheating. For example, avoiding recycling exams and homework, developing the tests and their supervision by faculty, not delegating the task to t teaching assistants, assignments that require oral presentations, using subjective questions that require a written response, and using random questions in tests are among methods that can be used. Finally, creating a culture of integrity in the class by professors that includes, often talking about academic honesty, expecting high standards, being clear about expectations, and getting to know the students is paramount in order to educate responsible and ethical students. Click here to read the article
2022.10.24 Hits 1305
Dr. Hamid Hefazi’s contribution to the Maeil Business Newspaper Academic Leadership Unlike the corporate world, which relies on formally trained managers and leaders, academic leaders typically come to their positions without such formal education or training. Historically, academic leaders go through a transformation from teachers/scholars to department chairs, to deans, to provosts, and presidents. It is during this transformation that they develop their leadership and management philosophies and styles. While at first glance this may seem unsettling, some studies of managers cite work experience, not the classroom, as the best training for developing management styles and leadership skills. In the majority of cases, educational managerial and leadership philosophies of academic unit leaders are the results of their experiences and career transitions, and sometimes in combination with some “self-training” and socialization in academic environments. In general, the definitions of an academic leader pertain to both leadership and management. Academic leadership issues have been widely researched and studied. Numerous articles, texts, and scientific journals such as the Journal of Academic Leadership have been produced to investigate and discuss the nature of the concept. However, despite this extensive literature, the term leadership, while frequently used, is neither consistently used nor uniquely defined. In general, some use the term to describe a collection of tasks or functions performed by individuals appointed to formal positions of responsibility within universities. Others use it to describe the qualities or characteristics of particular individuals who are recognized by others as being academic leaders. There is also the question of the difference between management and leadership. Leadership is distinctly different from management. While management focuses on budgets, tasks, and roles, leadership is about direction and vision. Academic leadership is an influence relationship. Leaders direct efforts toward future results. This influence relationship should be a two-way and non-coercive relationship that is based on interpersonal skills rather than organizational authority. However, this relationship is not an equal partnership since the parties do not provide the same level of expertise and outcome towards the goal. Leaders must articulate the vision, encourage, direct and inspire faculty and staff towards the desired future state, while faculty and staff must contribute with quality teaching, recognized research, and excellent service to all of the stakeholders. Managing an academic unit is no less challenging than leading it. There are generally different and sometimes conflicting ideas and interests about almost any decision and issue facing the academic unit. The main role of the manager is to build a participatory framework where major decisions are openly discussed and decided. Elements of this framework include fairness, transparency, and accountability. A potential drawback of a participatory approach is inefficiency. However, an effective manager must make certain that the process is not unnecessarily prolonged and once a decision is made, the organization moves forward. All of the above strategies require a commitment to excellence. Excellence has to be deeply embedded in the culture of the unit. However, excellence needs to be carefully defined in the context of the mission and capabilities of the institution. It is important to avoid the tendency of mimicking excellence in the sense of other, albeit elite, universities which have different missions and capabilities or serve different constituents. Finally building an academic organization, consisting of highly skilled professionals, which is dynamic and purposeful requires shared governance. The administration alone cannot bring all of the necessary elements to the table. Successful leadership builds a “participatory framework and continual commitments to the shared values, responsibilities and rewards of group leadership” (Polglase, Leadership is everyone’s business, Leadership 2003), which ensures that contributions of all parties, while maybe unequal in specifics, are channeled towards accomplishing the mutual intent. Click here to read the article
2022.06.20 Hits 693
Dr. Hamid Hefazi’s contribution to the Maeil Business Newspaper Engineering Ethics On a cold day on January 28, 1986, at 11:38 am, the Space Shuttle Challenger was launched from Kennedy Space Center. The mission designated as STS-51-L was the tenth flight of the Challenger. The orbiter broke apart 73 seconds into the flight, killing all seven crew members. A subsequent investigation by NASA determined that the technical cause of the accident was the failure of two redundant O-ring seals joining the solid rocket boosters (SBRs). On the surface, this appears to be an unfortunate accident where no malice was involved. Investigation however showed that a series of carless, sometimes self-serving, and unethical decisions were made by managers and engineers of NASA and Thiokol, the SBRs manufacturer, which led to this disaster. Several other notorious and high-profile incidents involving ethical failures such as disregarding public safety, environmental protection, fairness, honesty in research and testing as well as bribery, fraud, and conflicts of interest, on the part of engineers, have been documented in previous years. These problems have raised an important question for engineering educators. Engineers perform works that significantly impact the environment, and public safety, and also have major financial and economic consequences. These conflicting aspects sometimes present ethical dilemmas for engineers. Are engineering students trained and prepared for confronting and resolving such ethical dilemmas in their work? To address this challenge, led by the ABET (ABET.org) the body responsible for accrediting undergraduate engineering programs in the United States, engineering programs in the US are mandated to incorporate engineering ethics in their curricula. Professional ethics is primarily addressed by professional codes of ethics which are specific to each profession. Perhaps the most rigorous professional codes of ethics belong to the medical and legal professions. Engineering professional organizations also have their own codes of ethics. In the United States, these include the National Society of Professional Engineers (NSPE), the American Society of Mechanical Engineers (ASME), and the Institute of Electrical and Electronics Engineers (IEEE) codes of ethics among many others. It is important to note that these codes are guidelines and do not cover every potential ethical dilemma that may be faced by an engineer. Their applications often require a subjective review of the problem. They also sometimes present apparent conflicts when applied to a problem. For example, one of the NSPE Fundamental Canons states that engineers should “hold paramount the safety, health, and welfare of the public”. Professional Obligation section of the same code however states that “Engineers shall not disclose without consent confidential information concerning the business affairs or technical process of any present or former clients or employers or public body on which they serve”. The dilemma presented here is, for example, when Thiokol engineer Roger Boisjoly was aware of potential problems with the O-ring in the booster, was he ethically bound to disclose that to the public without the consent of his employer? Situations like that require students to develop ethical problem-solving skills. Elements of ethical problem solving include understanding both the factual and conceptual issues of the problem, identifying the moral principles to use, and developing a systematic approach to applying these principles. Most problems have a clear ethical answer. Safety health and welfare of the public clearly supersede the professional obligation of confidentiality to an employer. There are however situations when the answers are not as clear. Practicing engineers are well-advised to understand and follow relevant professional codes of ethics in order to protect society, themselves, and their employers from serious negative consequences. Engineering curricula must train students on the analytical skills that are required for addressing ethical questions that are faced by engineers. Click here to read the article
2022.04.19 Hits 939
An article published by Prof. Choi (MEC) was selected as a journal cov… MEC Professor Seungbok Choi’s article was selected as the cover page of a journal titled, Applications of Magnetorheological Fluid Actuator to Multi-DOF Systems: State-of-the Art from 2015 to 2021. Below is the cover story written by professor Choi: “This review article presents various multi-DOF application systems that utilize magnetorheological (MR) fluid actuators such as sandwich structures, dampers, mounts, brakes, and clutches. In the first part of this review article, recent research works related to MR sandwich structures, which have been extensively studied in the field of vibration and noise reduction and control, are discussed. In the latter part of this review, recently reported MR fluid actuators are classified by application field, and the features of newly proposed actuators are investigated. The application fields considered in this study include not only traditional automotive, aerospace, manufacturing, and civil engineering fields but also robotics, rehabilitation engineering, and haptic interfaces, which have recently received increasing attention.”
2022.03.04 Hits 836
Appointment of Dr. Hamid Hefazi as Provost Dr. Hamid Hefazi has been appointed Provost and Senior Vice President for Academic Affairs of SUNY Korea, effective February 9, 2022. The announcement was made by SUNY Korea President Arthur Lee. Dr. Hefazi joined SUNY Korea in 2019 as Professor and Chair of the Mechanical Engineering Department. Since he received his Ph.D. in Aerospace Engineering from the University of Southern California in 1985, Dr. Hefazi has been involved in a broad range of teaching, research, and academic administration activities. His more recent research works have been on the application of CFD in turbomachinery, aerodynamic design optimization, aeroacoustics, hydrodynamics, ship design, and advanced multidisciplinary design and optimization (MDO) methods. Dr. Hefazi has been the principal investigator for more than one-hundred externally funded research projects including projects sponsored by the US Office of Naval Research, NASA, US National Science Foundation, and the Boeing Company among others. Prior to joining SUNY Korea, he served as the head of the Mechanical and Aerospace Engineering Departments at California State University and Florida Tech for a combined 19 years. Dr. Hefazi has also served as the director of several organizations and research labs including the Boeing Company's Technology Centre at California State University. He has received many awards including The US Department of Defense’s Nunn-Perry Award for 2005 and 2006 and the Boeing Company's Silver Eagle Award for innovation in 2006. He is a member of the US National Academy of Inventors and an Associate Fellow of the American Institute of Aeronautics and Astronautics (AIAA). Hamid Hefazi has already contributed much in many areas of SUNY Korea operations during his short tenure at SUNY Korea: personnel and policy committee, faculty senate, grievance policy, faculty evaluation criteria and guidelines, etc. As the chief academic officer overseeing the curricular and faculty matters, he has much to contribute to the university.
2022.02.19 Hits 1166
Dr. Hamid Hefazi’s contribution to the Maeil Business Newspaper Engineering Education in South Korea by the Numbers During the past few decades, South Korea has experienced the highest economic growth in the shortest time ever seen in modern world history. This growth was accomplished by investing in Heavy and Chemical Industries (HCI) during the 1970s, followed by the development of high technology-focused industries. At the time, the country lacked adequate engineering educational institutions to support such growth. As a result, the main body of research institutions (such as the Korean Institute of Science and Technology), which provided support for high tech industries, consisted of researchers with Ph.D. training from abroad. The history of contemporary science and engineering education in Korea dates to the early 1900s. Ten engineering students on the college level graduated in 1918 and four more students in mathematics and physics graduated in 1919. The first Bachelor’s degrees, which consisted of one in physics, four in mechanical engineering, two in metallurgical engineering, five in electrical engineering, and two in chemical engineering were awarded in 1943. Today university education and research in Korea are quite diverse. The university entrance rate (percentage of high school graduates who enter higher education institutions) increased from 33% (1990) to 68.2 % (2014) and 71.5 % (2021). Despite this increase in rate, the university enrollment numbers have dropped from a peak of 2.13 million in 2014 to 1.93 million students in 2021. Korea's ranking with regard to published SCI journals went up from 34th (1990) to 12th (2015) out of 180 countries. In 2021, there were around 202 universities and 134 community colleges in Korea. There were also a large number of other higher education institutions such as industrial universities, graduate universities, and graduate schools that are unaffiliated with a university. One hundred sixty (160) universities offered at least one undergraduate engineering program. In 2019, more than 571,000 undergraduate students were enrolled in engineering programs. Computer Science and Engineering with 45,654 and Mechanical Engineering with 44,703 had the two highest enrollments. The population of Korea is approximately 16% of the US, however the number of undergraduate engineering students in Korea was 61% of 622,550 engineering students in the US. Similarly, more than 30,000 Master’s and 18,000 Ph.D. students were enrolled in engineering programs in Korea in 2019. These were 32% and 22 % respectively of those in the US. More than 81,300 BS engineering and computer science degrees were awarded in Korea in 2019. This was close to 42% of the 191,336 BS engineering degrees that were awarded in the US. In Korea, the highest percentage of degrees (12.5%) was awarded in mechanical engineering with computer science and engineering a close second at 12.1%. In the US. mechanical engineering and computer science comprised 22.5 % and 29% respectively of the total degrees. Engineering profession and education have historically been male-dominated and despite some progress in recent years, they continue to be so. For example, in the US, women earned 21.9 % of bachelor’s degrees, 26.7% of master’s degrees, and 23.6% of doctoral degrees in engineering in 2019. The disciplines where women earned over 40% of the bachelor’s degrees in were environment engineering, biological/agricultural engineering, and biomedical engineering. In Korea, in 2019, 23% (5, 18,745) of BS degrees were awarded to women. The highest percentage of engineering BS degrees awarded to women was in Architectural Engineering (41.5%) and the lowest in Mechanical Engineering (9.5%). The numbers for MS degrees awarded to women were 2,781 out of 13,722 (20%) and 507 out of 4,217 (12%) for Doctoral degrees. From 385,350 enrolled engineering undergraduates in Korea in 2019, about 1.5% or 5,860 were international students. The numbers for MS and Doctoral degrees were 2,599 out of 30,342 (8.5%) and 2,621 out of 17,986 (14.5%). Computer science and engineering and mechanical engineering are the two top choices for international students. Despite recent decreases in the numbers, US remains the top destination for international students. The number of international students in US universities dropped by 15% from a peak of 1.1 million in 2019 to 914000 in 2020/21. In 2019, About 21% or close to 230,000 of them were studying engineering. This represents 29% of over 795,000 students in undergraduate and graduate engineering programs in the US. In 2018, 10.5 %, 57.1% and 56.3% of BS, MS and Ph.D. engineering degrees in the US were awarded to international students. Over 39,000 Korean students studied in the US during the 2020/21 academic year. This is 12 % less than close to 49,800 in 2019/20 and represents close to 4.2% of the total international students in the US. Korea is ranked third after China and India. The influx of Korean students adds close to $2.3 billion to the US economy each year. During the past few decades, Korea has achieved eye-opening progress, producing significant quantitative growth and increased quality in engineering education. However, recent trends lead by the decline of the school-age population and the shift towards a creative economy calls for urgent qualitative and quantitative research focused on reform of universities to meet the needs of the country. Click here to read the article
2022.02.17 Hits 908
Prof. Choi (MEC) was elected as a Director of Secretariat of AASSA Dr. Seung-Bok Choi, Professor of Mechanical Engineering has been elected as a Director of Secretariat of AASSA (The Association of Academies and Society Sciences in Asia). His term is from January 1, 2022 to December 31, 2024. AASSA was launched in January 1, 2012 with 34 member Academies and Societies of science from 30 countries including Korea, Japan, China, Australia, Malaysia, India, Vietnam, Turkey, Uzbekistan and so forth. The principal objective of AASSA is to achieve a society in Asia and Australasia in which science and technology play a major role in the development of the region. As a Director of Secretariat, Dr. Choi arranges all forum and seminar to be organized by AASSA for scientists and technologists to discuss and provide advice on issues related to science and technology, research and development, and the application of technology for socio-economic development. He also plays a role of a liaison with The IAP (the world science academy network, Inter-Academy Partnership) and a financial manager of AASSA. Currently, Professor Choi is a fellow of two Korean academies: The Korean Academy of Science and Technology (KAST), and The National Academy of Engineering of Korea (NAEK). It is remarked that AASSA Secretariate is operated by KAST. Related Link: AASSA, KAST
2022.02.09 Hits 915
SUNY Korea Admissions’ Speech at Annual Conference of Korean Associati… SUNY Korea Admissions’ Speech at Annual Conference of Korean Association of International Educators in Jeju SUNY Korea Admissions was invited to speak at the 22nd Annual Conference of the Korean Association of International Educators at the Oriental Hotel in Jeju Island on January 13, 2022. KIM Kyuseok (Mick), admissions team leader, led the session themed as ‘Investor-Centered Strategies for Successful International Recruitment’, speaking about the international students and recruitment trend between the U.S. and South Korea, particularly in the context of the pandemicdriven transformation in the global higher education. He also discussed the value-centered approaches in international student recruitment and enrollment to maximize the return on investment from students’ and parents’ perspectives. It was the first opportunity for SUNY Korea, as the first and the most prominent American higher educational institution established in South Korea, to share its 10-year experiences and the ideas of innovating transnational higher education with the international educators and professionals of the Korean colleges at the conference. Read more
2022.01.27 Hits 929
Prof. Sunghyun Sean Lee had an interview with M-Economy News How to prepare to get a job in a Global Company-Based on the case in SUNY Korea Recently, Korean global companies are gradually increasing, and the companies’ globalization is accelerating. Korea's five largest groups such as Samsung, LG, SK, Hanwha, Naver, and Kakao, these big tech and bio companies are expanding into global companies. It is time to look back on whether Korean universities, which have changed their status as global companies, are still thinking of Korean enterprises as local companies and are providing easy job guidance to students. SUNY Korea is a school that has the strength in finding a job in global companies. Professor Sunghyun Sean Lee, the Team Leader of the SUNY Korea's Career Development Team, talked about what needs to be done to prepare for a job in a global company. Read More
2022.01.26 Hits 1067