비영양 흡철의 미숙아 행동상태에 대한 효과

신희선,Shin Hee Sun 한국아동간호학회 1998 Child Health Nursing Research Vol.4 No.2

The purpose of study was to examine the effect of nonnutritive sucking(NNS) on behavioral state in preform infants. Fourteen infants (gestational age 28-35 weeks, M=31.86 ; birth weights 1095-2275g, M=1694g) admitted to NICU, serving as their controls were randomly administered 5 min of nonnutritive sucking and a control condition. Behavioral state was measured using the Anderson Behavioral State Scale(ABSS). Heart rates were obtained for each infant before and during NNS and bottle feeding. Data collecction was done by 3 experienced nurses in NICU 2 times a day for conseculive 4 days for each subject. Interrater reliability were .80-.90. The findings were as follows : 1. Preform infants averaged active restless states 58.93% in the prointervention phase and 27.32% in the NNS phase. Inactive awake states were 3.57% in the preintervention phase and 34.64% in the NNS phase. 2. There were significantly more positive changes to inactive awake states for the NNS intervention, Z=-2.35, p=.01. 3. There was no statistically significant difference in heart rate change between NNS intervention and control condition, z=-1.15, p=.24. 4. The rates of feeding success determined by finishing prescribed amount of milk by bottle feeding within 15 minutes were 83.94% in NNS intervention and 89.29% in control condition. The findings from this study confirmed that NNS is effective for behavioral state modulation and inducing optimal state for feeding in preform infant. The NNS intervention in nursing practice may help the transition of preform infants for nipple feeding.

모유수유 결정 관련요인에 관한 연구

신희선,전미양,Shin Hee Sun,Jeon Mi Yang 한국아동간호학회 1996 Child Health Nursing Research Vol.2 No.2

The purpose of this study was to examine the knowledge and attitude of breast feeding and to explore the predictive variables for the intention of breast feeding of mothers. One hundred and thirty-five mothers who delivered at the D University hospital during the period of May to June in 1996 comprised the sample. Data were collected by questionnaire methods before discharge at the hospital. Data were analyzed using percent, 1-test, and logistic regression. The results were as follows : 1. During their pregnancy, majority of mothers (74.8%) got the breast feeding information. Information sources were book (34.5%), family and relatives(32.4%), mass media(24.3%), and professionals such as nurses and doctors (8.8% ). The frequently reported sources of most encouragement for breast feeding were mother in law(20.7%) and baby's father (11.1% ). 2. The mean score of the items of Knowledge and Attitude toward Breast Feeding Scale were 42.56 (SD=5.47) and 39.07(SD=5.15) , representing positive attitude toward breast feeding. The correlation between knowledge and attitude score was significant(r 〓.54, p<.001). Knowledge of breast feeding were significantly different between breast feeding intention group (including partial breast feeding) and artificial feeding intention group(t=2.79, p<.01) 3. Logistic regression analysis revealed that feeding method in the hospital, delivery type, knowledge toward breast feeding, disease related to pregnancy, complication related to delivery, and educational level of mother were predictives of the intention of breast feeding. 4. The most frequently rated reasons for the plan for mixed feeding were concern about insufficient milk (37.9%) and work(27.6%), The major reasons for plan for artificial milk feeding were having premature baby(25.9%) and maternal health problems including infection(14.8% ) and drug use due to chronic illness (14.8%). From the result of the study, it is recommended to develop supportive nursing intervention strategy to promote breast-feeding intention and practice. The intervention could be more effective to begin early in pregnancy and include teaching for breast feeding skills as well as information provision for positive attitude formation.

비대면 환경에서 ‘온라인 독서토론대회’ 운영사례와 학생 참여 촉진요인 고찰

신희선(Shin, Hee Sun) 다빈치미래교양연구소 2022 교양학연구 Vol.- No.18

본 연구는 숙명여대 교내 온라인 독서토론대회 운영사례를 고찰하고 토론 팀의 참가 동기 내용분석을 통해, 비대면 환경에서 학생들의 비교과 활동을 촉진하는 요인이 무엇인지 살펴보는 데 목적을 두었다. 코로나19로 인해 2021년 2학기에 실시된 독서토론대회의 경우 기획, 준비, 실행, 평가단계 모두 온라인으로 운영되었다. 독서토론대회 참가자 분포를 보면 현재 교양필수 교과를 듣고 있는 1학년 학생들의 참여가 높았고, 참가동기를 분석한 결과도 해당 교과인 <비판적 사고와 토론>, <융합적 사고와 글쓰기> 수업이 긴밀한 상관성이 있음을 보여주었다. 연구 결과를 통해 다음의 시사점을 발견하였다. 첫째 독서토론대회의 지정도서와 토론모형이 교양필수 수업과 밀접하게 연결된 경우 학생 참여율이 높았다. 둘째 비대면 환경에서 실시간 ZOOM을 활용한 플립 러닝 수업을 경험한 학생들이 교수자의 동영상 강의를 들었던 경우와 비교해 온라인 대회에 대한 부담이 낮아 참가자가 많았다. 셋째 코로나 세대인 신입생의 경우 재학생들과 달리 교수자의 동기부여가 비교과 참여에 중요한 역할을 하였다. 결국 코로나19로 인한 비대면 시대에도 학생 상호간에 활발한 교류와 교수자와의 지속적인 소통이 가능한 온라인 교육환경을 만드는 것이 비교과 프로그램에의 참여를 촉발하는 중요 요인임을 확인할 수 있었다. 비대면 독서토론대회에 대한 본 연구가 다른 대학의 사고와 표현교육을 위한 온라인 프로그램 개발에 도움이 되길 기대한다. This research focused on what could be facilitating factors about students’ non-subject activities under untact environment, through the analysis of participation motives of debating teams and contemplation about the operation of in-school "Online Reading Debate Competition". Due to Covid-19 pandemic, the reading debate competition in the Fall Semester of 2021 was operated by online from the plan, preparation, and to the execution step as same as other non-subject activities. Among the competition participants, first year student’s participation rate- who were taking compulsory liberal arts education-was high, and I also could find “Critical Thinking and Discussion” and “Integrated Thinking and Academic Writing” classes were closely related with each other, through the analysis of participation motives. Through the research, I could find following important implications: First, when the non-subject program is connected with the regular curriculum, students were instinctively interested in that, because the assigned book and debate model were closely related with compulsory liberal arts education. Second, a learner-centered education was important in terms of higher participation rate of students who had experienced the Flipped-Learning through the real time ZOOM than that of students who just had taken professor’s video lecture. Third, unlike existing enrolled students, the professor’s motivation role during the class had a high correlation with first year students, who are the Corona generation. When all the studies w ere combined, I could find that making an online educational environment which enables active exchanges and communications among students and with the professor was an important facilitating factor about their non-subject activities, even under untact environment due to Covid-19 pandemic. I hope this research could be helpful to other university’s curriculum development of online non-subject program for the education of thinking and expression.

사회통일교육에 대한비판적 고찰 및 제언

신희선 (Shin, Hee-sun) 호남대학교 인문사회과학연구소 2012 인문사회과학연구 Vol.34 No.-

본 연구는 남북한문제와 관련한 한국사회의 갈등을 평화적으로 관리하고 통일 미래를 구체화하기 위해 사회통일교육은 어떠한 방향으로 나아가는 것이 필요한가에 대한 시론적 고찰이다. 즉 남남갈등의 상황에서 통일교육에 대한 합의된 콘텐츠(contents)가 가능할 수 있는지, 사회통일교육을 담당할 주체는 누구여야 하는지, 가장 효과가 높은 통일교육의 방법은 무엇인지를 중심으로 현재 우리 사회 통일교육의 현주소를 진단해 보았다. 한국사회의 평화적인 갈등관리를 위해 무엇보다 민주적인 의사소통역량을 강화하는 것이 중요하다는 문제의식을 갖고 통일교육과 의사소통교육의 접목 가능성에 대해 살펴보았다. 나아가 우리 사회의 사회통일교육 방향에 대해 몇 가지 점을 제언하였다. 첫째 사회통일교육은 객관적인 '언론'의 역할이 무엇보다 중요하다는 것과, 둘째 통일부나 통일교육원 등 정부에서 준비한 자료만이 아니라 우리 사회에 존재하는 다양한 텍스트(texts)을 활용할 것을 제안하였다. 또한 통일교육은 일방향으로 전달하는 강사(lecturer) 보다는 통일문제를 사고하게 하고 논의를 자연스럽게 이끄는 퍼실리테이터(Facilitator)의 역할이 보다 효과적일 수 있음을 지적하였다. 그리고 통일교육은 폭넓은 '시민교육'의 차원으로 접근해야 하며 동시에 통일 미래의 구현은 대화와 협상과 같은 의사소통교육을 통해 상생과 공영의 마인드(mind)를 형성하는 것이 바탕이 되어야 한다는 점을 강조하였다. 즉 시민사회의 민주주의 가치를 확산하는 가운데 분단과 통일문제에 대한 성찰의 계기를 제공하는 것에 사회통일교육의 지향성이 있음을 강조하였다. This research paper forms a preliminary study addressing how best to approach unification education in order to peacefully manage South Korean society's internal conflicts related to inter-Korean issues and to allow a more united future of Korea to develop. In other words, in the context of internal conflicts within South Korean society, this research paper diagnoses the current status of unification education, including whether concerted contents of this can be made, which party should be responsible for it, and what is the most effective method of its implementation. This paper also argues that in unification education a facilitator's role is to lead discussion and thinking on the issue, which can be more effective than a lecturer's one-way communicative mode. This paper also emphasizes that unification education has to be approached within an extensive "civic education" program, and at the same time, the materialization of the united future of Korea has to be based on a win-win approach and a perspective focusing on co-prosperity, which can be formed by communication education that addresses conversation and negotiation. That is, within the goal of expanding civil society's democratic mindset, this paper points out that the direction for unification education lies in providing opportunity to think about division and unification issues within Korea.

문제중심학습(PBL)을 적용한 의사소통교육 사례연구

신희선(Shin Hee Sun) 한국교육포럼 2011 韓國敎育論壇 Vol.10 No.3

이 연구는 문제중심학습(PBL) 방법을 활용하여 진행한 대학의 의사소통교육 사례를 분석한 것이다. 학생들의 의사소통능력과 문제해결능력을 향상시키고자 개설된 <대화와 협상>이라는 교양수업의 교육적 효과를 높이기 위해 자기주도 학습과 팀 학습이 중심이 된 PBL 방법을 적용했던 경험을 토대로 교수자의 입장에서 비판적으로 살펴보았다. 질적 분석방법을 통해 PBL 활동결과물과 학생들의 수업평가 내용 등을 분석하면서 의사소통교육에서 PBL을 적용할 때 유념해야 할 점을 도출하였다. 특히 PBL수업에서 교수자 역할에 요구되는 코칭의 중요성에 주목하여 의사소통교육에서도 학습활동 전반에 걸쳐 지속적으로 이루어질 필요가 있음을 강조하였다. 전통적인 강의와는 달리 학습자 스스로 자신의 학습활동을 성찰하는 셀프코칭 그룹 활동의 상호작용을 촉진하는 동료코칭 체계적인 학습 모듈을 만들고 다양한 학습자원을 지원하며 학생들을 격려하는 교수자의 지지적 코칭이 결합해야 PBL을 활용한 의사소통교육의 효과가 높다는 점을 사례분석을 통해 살펴보았다. This research paper analyzes several cases of university's "communication education" which were done through the Problem-Based Learning (PBL) method. The PBL method which is primarily organized by self-directed learning and team learning has applied to one of university's liberal arts programs such as "Conversation and Negotiation" class which is designed to upgrade students' ability of communication and problem solving to enhance its educational performance. Based on this experience this paper critically looks through the pros and cons of PBL classes. By analyzing outputs of PBL and course evaluation of students through a qualitive analysis I think about some considering points when PBL methods are applied to communication education. As a role of teacher especially in PBL classes I pay attention to the importance of coaching and emphasize the necessity of expanding it throughout the learning activities. Through the case analysis this paper examines that self-coaching (learners introspect their own learning) and peer-coaching (peers facilitate interaction of group activity) are more important in communication education than in traditional one-sided lectures. This paper also examines an important point that the communication education through PBL can be more effective when PBL is combined with teachers' positive coaching processes like making systematic learning module supporting learning resources and motivating students.

성평등 윤리의식 함양을 위한 대학 교양교과 운영사례 연구

신희선 ( Shin Hee-sun ) 한국윤리학회(구 한국국민윤리학회) 2019 倫理硏究 Vol.124 No.1

본 논문은 대학 교양교과로 신설된 <젠더로 읽는 여성>의 수업 사례연구다. 여성 혐오가 불거지고 있는 한국 사회에서 학생들의 비판적 사고, 문제해결력, 의사소통능력, 시민윤리 역량을 개발하고자 마련된 이 수업은 여성학과 사고와 표현 교육을 결합하여 운영되었다. 모듈별로 진행된 수업과정에서 학생들은 한국사회에서의 성불평등 문제를 인식하는 젠더적 시각과, 더불어 살아가는 공동체에서의 시민의식의 중요성을 보여주었다. 이에 학생들의 강의평가 결과를 분석하며 향후 윤리교육에의 시사점을 제시하였다. <젠더로 읽는 여성> 수업은 ‘여성과 가정’, ‘여성과 경제’, ‘여성과 역사’라는 세 주제를 한 모듈로 운영하였다. 1주는 독서토론, 2주는 영화 텍스트 및 이슈분석, 3주는 현장체험 및 인터뷰, 4주는 ‘앵커브리핑’ 방식의 발표와 칼럼 글쓰기로 구성되었고, 매주 협동학습 형태로 발표와 토론, 피드백 과정을 통해 진행되었다. 학생들은 서로의 생각과 경험을 공유하는 참여형 수업환경에서 성불평등 문제에 대해 성찰하며 젠더의식을 형성하였고, 다양한 주제로 사회적 관심을 확장하였다. 혐오문제가 심각한 현재 상황에서 <젠더로 읽는 여성> 수업을 통해 발견한 교육적 함의는 성평등 윤리 교육을 설계하는데 있어 주목할 여지가 있다. This research paper is a case study about the class of “Women Read by Gender”, which was newly operated as a liberal arts education. Under the situation of rising misogyny in the Korean society, the class which was designed to cultivate students’ capabilities of critical thinking, problem solving, communication skill, and civic ethics was co-operated with the educations of “women’s studies” and “thinking and expression”. During class activities operated by modules, students showed the importance of civic ethics and gender perspective, which enables them recognize gender inequality in the Korean society. This paper also suggests some implications of future ethics education by analyzing their course evaluations. The class of “Women Read by Gender” was operated as one module combining three subjects “Women and Household”, “Women and Labor”, and “Women and History”. Book discussion in the 1st week, analyzation of cinema text and issue in the 2nd week, field study and interview in the 3rd week, and in the 4th week, presentation and column writing by the way of anchor briefing were done during the class activities, and as cooperative learning every week, the course operated by presentation, debate, and feedback procedures. Through class participation, students could build up gender consciousness by sharing their thinking and experiences each other and by reflecting on gender inequality, and it became an opportunity for them could expand their social interests with various topics. Under the situation of serious misogyny, the educational implications found by the class of “Women Read by Gender” suggest important meanings in future ethics education.

인문학 독서토론 수업을 통한 인성교육의 가능성 고찰

신희선 ( Hee Sun Shin ) 한국윤리학회 2013 倫理硏究 Vol.90 No.1

This research paper is an empirical case study analyzed “the reading and discussion class on the humanities” which is operated by the university`s liberal arts program as a compulsory course. From the perspective of social priority on personality education, this paper points out that “reading and discussion” can be one of solutions to a sick society that imbued with competition, anxiety, violence, and unconcern. In terms of the fact that the humanities have sought a desirable community, especially asking underlying questions to the human values and the society, if students can cultivate their capability of introspection and contemplation by seeking fundamental questions through classic books and by discussion processes with peers, they may have warm interest and responsibility on the human and the society. In order to confirm this fact, through a narrowly designed qualitative research about class evaluations, which had done by students who took the class of “Reading and Discussion on the Humanities”, this paper examined its implications on the personality education. After the research, this paper could discover that the learner-driven discussion education has to concert with teaching techniques like detailed feedback and coaching, in order to expand students` thinking ability and lead their interests to society. In conclusion, rather than a theory-based lecture, important things in the personality education are the learning experience by expanded scope of thinking with interacting with others and with confronting problems directly and in addition, the changed attitude that can execute those. From the long-term perspective, if the class of reading and discussion on humanities can motivate students to internalize introspection and communication and to have a learning motive for lifelong study, it can increase the possibility of personality education that requires real action and execution.

인문학적 소통을 위한 교수법으로서 코칭을 활용한 대학 교양교육 사례연구

신희선(Hee-Sun Shin) 순천향대학교 인문학연구소 2012 순천향 인문과학논총 Vol.31 No.1

본 논문은 대학 교양교육에서 코칭의 교수법이 학생들에게 어떤 교육적 영향을 미쳤는지를 살펴본 사례연구다. 학생들의 인문학적 성찰 능력과 리더십, 의사소통 역량을 개발하고자 한 수업목표를 효과적으로 구현하기 위해 교수자의 코칭의 필요성에 주목하였다. 학생들이 공동체의 문제에 대해 탐구하는 자세를 키우고 자신의 생각을 정리하며 능동적으로 표현하는 능력을 키워가는 교육과정에서, 경청, 질문, 긍정적인 피드백과 같은 교수 코칭의 방법이 학생들에게 어떤 영향을 미쳤는지를 살펴보면서 교육적 함의를 논의하였다. 특히 학생들의 학습 반응을 객관적으로 살펴보기 위한 기초자료로서 학교 본부가 익명으로 진행한 강의평가와 이메일 내용을 질적 분석하여 코칭의 교육적 효과를 고찰하였다. 결과적으로 교수자의 코칭은 피코치인 학생들의 자기성찰 과정을 도움으로써 교수자와 학습자간에 상호 소통을 활성화하고 교육내용을 내면화하는 데 있어 그 의미가 있음을 알 수 있었다. 즉 코칭은 수업공동체의 교육 목표를 공유하고 학습성과를 이끄는 상호 소통하는 교수학습과정을 유도함으로써, 학생들의 능동적인 참여와 잠재능력을 개발하는 교수방법이 될 수 있음을 확인하였다. 학생들의 인문학적 성찰과 소통을 목적으로 하는 교양교육 현장에서 코칭은 새로운 활기를 불어넣어 주는 교수법으로서 그 의의가 있다. This research paper is an empirical case study regarding techniques utilized on liberal arts education that could materialize instructional objectives of developing students' humanistic introspection, leadership, and communication ability. This paper points out the importance of the professor's coaching role of encouraging students' activities in the education course where students introspect community issues, bring up their inquiring minds, organize their thinking, and cultivate the faculty of expressing themselves. Through the analysis of anonymous course evaluations by school HQ and contents of students' emails, this paper also examines a correlation on how specific coaching techniques like listening, questioning, and positive feedback affect students and how these techniques draw students' learning responses. In conclusion, this paper points out that coaching could vitalize the process-based instruction, which teachers and learners communicate each other, by helping students' introspection process. In order to share learning objectives and derive performance from the class, coaching can be an important method in leading students' class activities of which students can internalize positive learning effects, by a virtuous cycle of the teaching-learning process: questioning, listening, communicating, and giving a specific feedback. In terms of giving a motive, students can lead their lives more maturely, while actively participating in class activities. Coaching can be an effective teaching method that stimulates Liberal Arts Education while aiming at humanistic introspection and communication.

의사소통교육으로서의 '토론대회' 사례 연구 : 숙명여대 교육경험을 중심으로

신희선(Shin Hee-sun) 국어교육학회 2012 국어교육연구 Vol.50 No.-

Speech and debate class become one of important parts of university's communication education. As a teaching-learning method, debate is highly regarded in terms of cultivating students' abilities of self-initiated learning, critical thinking, and logical reasoning. Debate education can naturally promote students' thinking and communication skills by invigorating the process of their reading, writing, listening, thinking, and talking. This research confirms following educational effects, examining one university's debate contest case which is linked with "presentation and debate" class. Above all, this research finds out that the debate contest can offer students opportunities of cultivating their thoughtful thinking ability and developing their learning ability like searching, analyzing, and restructuring of data. Debate contest also becomes an actual place where students can form their critical mind and exercise their public speech by attracting them into real issues of community and society. Like this, the debate contest offers students an important educational opportunity of developing their communication ability. Through written interviews with students who were attending the debate contest, this research empirically confirms that students could gradually upgrade their communication ability, passing through phases like writing, interviewing, and real discussing, which are required in the preparation of the debate contest. Through the debate contest, students can develop their communication and leadership ability as well as learning ability, which is essential in the university, by the process of learning, collecting, organizing various fields' knowledge and information that are related with discussion topics. In conclusion, besides debate education, combining communication education with an out of school activity like the debate contest is meaningful in terms of providing opportunities about students can express and share their thinking. In addition, this paper mentions that continuous coaching and/or the role of instructor are important in communication education, which is really helpful for students in the preparation of debate contest or after the contest, and also points out that an effort to expansion of debate education effects to the base is necessary by promoting mutual exchange among universities' debate clubs. Through this case study, this research paper could find out an important educational implication that students can improve their intrinsic learning motive and boost their confidence by experiencing open and positive learning process through the debate contest.

대학통일교육 발전을 위한 모색

신희선 ( Hee Sun Shin ) 한국윤리학회 2015 倫理硏究 Vol.103 No.1

광복 70주년이자 분단 70주년이 지나면서 더욱 통일문제에 대한 우리 사회의 논의가 뜨겁다. 그러나 정작 통일의 주역이 되어야 할 청소년과 대학생들의 통일에 대한 무관심은 심각한 수준이라고 한다. 이에 FGI(Focus Group Interview)를 통해 대학생들이 생각하는 통일교육의 필요성, 방향, 내용과 방법에 대해 살펴보면서, 대학통일교육의 의의와 효과를 높이기 위해 무엇을 어떻게 변화시켜야 할지고려해야 할 점들을 모색해 보았다. 상대적으로 사회문제에 대해 관심이 많은 학생그룹이었기에 대학통일교육의 필요성에 대해 통일 준비를 위해 필요하다는 의견이 대부분이었다. 통일교육의 방향은 보다 균형감 있게 남북한 문제를 다루면서, 안보교육이 아니라 통일 미래를 생각해 보는 교육이었으면 한다고 응답하였다. 통일교육의 내용은 북한사회에 대한 정확한 이해와 주민들에 대해 알 수 있는 다양한 영역을 다루었으면 좋겠다고 답하였고, 교육방법은 학생들이 중심이 된 발표와 토론, 현장탐방 및 비교과활동 형태의 체험형으로 진행되길 기대하였다. 이러한 점들을 고려하여 향후 대학통일교육을 강화하기 위해서는 첫째 대학사회 내에 통일친화적인 교육환경을 구축하는 일이 중요하다고 보았다. 즉 학생들이 참여할 수 있는 통일관련 프로그램을 다양화하고 지속적으로 관심을 갖도록 정책적인 지원을 하는 것이 필요하다고 하겠다. 둘째 통일교육의 외연을 넓혀 인문교양교육으로의 통일교육의 방향성을 강조하였다. 역사교육, 평화교육, 다문화교육, 인권교육, 인문학 교육, 리더십교육과 같은 교양교육 차원에서 포괄적으로 접근하는 것이 장기적으로 통일교육의 효과가 더 클 수 있다는 점이다. 또한 평생교육의 측면으로 연속성을 갖고 대학통일교육을 운영하는 것이 중요하다는 점에서 장기적인 로드맵 마련이 필요하다. 셋째 대학과 시민사회가 연계하여 통일교육 거버넌스를 구축하여 대학통일교육의 활성화를 도모할 것을 제안하였다. 대학통일교육의 동반자로서 시민사회를 활용하여 통일에 대한 공감대를 형성하고 통일의식을 확산하는데 다양한 구성원간의 교집합을 넓혀가도록 대학통일교육이 의미 있는 역할을 해야 할 것이다. As 70th anniversary of Independence Day and 70 years after the division have passed, our society’s discussions on the unification become hot. However, teenagers and university students’ indifference to the unification is quite serious even though they should become the driving force of this process. Thus, this research paper has searched the ways about what to change and how to change in order to increase effectiveness and significance of university’s unification education, seeing through FGI (Focus Group Interview) results of university students’ thinking on the content and method, necessity, and direction of unification education. They mostly had opinions that university’s unification education is necessary for preparing the unification, because this group was relatively having high interests in social problems. For the direction, they replied that unification education should be considering the future of unification not just security education, dealing with the inter-Korean issues with a balanced view. They hoped that the contents of this education handle various realms of North Korean society and its residents in order to correctly understand them, and expected the methods should proceed under students-centered presentations and discussions, placements, and experience programs as non-school activities. Considering these facts, first, this paper argues that the establishment of unification-friendly educational environment is important to reinforce university’s unification education in future. Important things are diversifying unification-related programs of which students can participate and supporting them with continuous interest and policy. Second, by extension of the unification education, this paper emphasized desirability of it as a liberal art program. As various liberal arts programs like the history education, peace education, multicultural education, human rights education, humanities, and leadership education, a comprehensive approach for the unification education, as a liberal art program, can have a bigger educational effect in the long term. In addition, from the perspective of lifelong education, important is continuous operation of university’s unification education. Third, this paper suggested invigoration of university’s unification education by building governance of it with civil society. By actively utilizing civil society, as a partner of university’s unification education, this education should have a role in forming a consensus about the unification, expanding awareness of unification, and extending intersection of various social members.