Summary and Highlights on Goal Attainment
To establish a learning vision with a systematic structure and a clear goal, National Taitung University began enforcing learning innovation and improving teaching quality in 2020. Courses for first-year university students were designed by integrating microtopic exploratory learning with the 16 career clusters from the Career & Competency Assessment Network; which involved the participation of 50% of the university’s departments. For second-year and third-year students, an interdisciplinary microlearning program was established. To reinforce its position as a green international university, the university established 3 interdisciplinary microlearning courses and matched 3 college interdisciplinary modules in accordance with the sustainable development goals proposed by the United Nations. The proportion of students enrolled in intercollege courses reached 31.37%, and the course completion rate rose from 2.54% last year to 21.84% this year. For fourth-year students, integrated curricula were further developed in depth. According to the core competencies of students in their respective departments, evaluation indices were established to evaluate the learning outcomes of a total of 39 students. In addition, a full semester career internship course was created to prepare students for the workplace, thereby enabling them to be employed immediately after their graduation.
The design of the 25 programming courses in the university involved 92% of the non-science and engineering departments, and 2 programming courses incorporated maker teaching materials. College-level regulations on guiding students to participate in innovation and entrepreneurship competitions were formulated, and the learning outcomes were translated to a total of 14 products with the help of the Pilot Plant of East Taiwan Bio-Economic Center. A total of 19 courses incorporated practical and internship elements. A total of 396 students participated in the internships, and 184 of them acquired professional licenses; an increase by 57.26% from last year. A total of 25 courses incorporated an innovative teaching model, in which gradual release of responsibility and problem-based learning are simultaneously promoted. Thus, the proportion of students participating in programming competitions and passing with successful problem-solving rose to 9.52%. A total of 30 instructors adopting the innovative teaching model were granted approval for the Teaching Practice Research Subsidies Program, constituting 71% of the cases approved in the university. Students were encouraged to participate in various competitions. Specifically, 346 students participated in a competition; 179 students won an award; and a total of 35 special research projects for college and university students were approved by the Ministry of Science and Technology.
To promote the university’s unique characteristics, 8 letters of intent were signed with the countries targeted by the New Southbound Policy to train Chinese language instructors as well as promote the societies, cultures, and traditional knowledge of Austronesian and Taiwanese indigenous people. A total of 2 catalogues of Chinese and English bilingual cultural relics and 3 special issues on Austronesian people have been established. Memorandums of understandings were signed with 57 international sister universities, and 16 online Chinese language instructors were trained. A total of 1,030 students from the countries targeted by the New Southbound Policy participated in these online Chinese language courses for a success rate of 238.43%. Second language courses were established, and digital teaching materials were published to increase the international perspective of the university. Among the 912 universities worldwide in the UI GreenMetric World University Rankings, the university ranked the 105th in the world, the 38th place in Asia, and the 10th in the nation; this demonstrates the university’s commitment to becoming a green international university. Syllabi incorporating the competencies listed by the Career & Competency Assessment Network and the sustainable development goals established by the United Nations enable students to plan their interdisciplinary learning paths. A circular economy–based e-commerce ecosystem platform was established and have translated green knowledge economy innovation results to 9 products and created 9 projects on campus demonstration sites.
To promote the publicity of higher education, students who are economically and culturally disadvantaged were granted priority admissions. Students who were economically disadvantaged constituted 25.54% ; 224 students received consultation and grants; and 215 students ,who included high school and university took the career personality aptitude test, all of which demonstrate the university’s efforts in relieving the economic difficulties of underprivileged students and fostering their job competitiveness. Regarding the data on school affairs, over 550 school affairs information tables were published in the form of dynamic charts; more than 44 analyses on the topics related to school affairs were completed. In addition, analyses have been conducted on 8 new topics on the student learning outcome evaluation and improvement mechanism, incorporating the dimensions of students’ background conditions, learning experience, and graduation performance. The rate of applying analysis results to improvement of school affairs increased to 30%.
The social responsibilities of the university entail establishing regional links, creating fields of practical application, and establishing cross-domain services. Four major local issues are enforced, and a one-stop integrated service platform was constructed. A total of 36 cases of matchmaking were successful, 18 courses were held, 28 products from 21 companies were completed, and a local output value of NT$ 1.02 million were generated.