Achievements and Highlights
On the Innovative Implementation and Qualitative Improvement of Education (Axis I ~IV)
Axis I. Brand Establishment of NTUE Teaching Wizard: (1) Functions Upgrade of “NTUE Teaching Magic Digital Teaching Platform (including student and faculty apps)”; (2) Implementations of digital teaching environment/ 61 highly interactive classrooms by 2020; (3) The only Taiwan university rewarded by the selected list of the “Best Teaching and Learning Strategy of the Year” , “Times Asian Higher Education Awards”, on year of 2019 and 2020; (4) Ranked in the range 451-500 by the QS (Quacquarelli Symmonds), Higher Education Survey of the best universities in Asia in 2021.
Axis II. Professional Career Developing System for School Faculty: (1) Assisting the 14 new joined faculty in 2020 with the learner-centered teaching concept; (2) Workshops to teachers' diversified promotion methods, and three teachers have been successfully promoted through the standards of teaching practices; (3) the professional journal “Teaching Practice and Innovation” exclusively for higher education, and plan to submit applications for the list of TSSCI by 2022.
Axis III. Slashie Generation with Multi- Domain Knowledge of Language and Profession: (1) To provide cross-discipline specialized modules, credit courses, and mini-courses to improve the students' Chinese reading and writing, professional English skills, and programming languages, and to to cultivate cross-linguistic and cross-discipline Slashie; (2) In the second semester of 2019 school year, 79.56% students tokened second major; 6% increaseed in comparison of the 72.9% in the first semester of the same school year.
Axis IV. Support System of Student Learning, Career Counseling and Innovative Entrepreneurship: (1) Reinforce the “Student Learning and Career Development Support System” and continue to improve the questionnaire and analysis of learning strategies from freshman to senior year. There were 32 career development teachers from each department, qualified by the GCDF certificate and provided 20 times on interest exploration and common function diagnosis; (2) The number of participating campus entrepreneurship competitions has been increasing year by year, with more than 40 teams participating on each of the 2019 and 2020.
On the Development of School Characteristics (Axis V~VI)
Axis V. Excellent Teachers for the Future Primary Schools: (1) The first enrichment course module to strengthen the teacher-student charter and cross-disciplinary teaching, offering 21 courses with a total of 867 students. (2) Develop digital teaching materials in Mandarin, mathematics, and nature to strengthen teachers' abilities in 12 years of national education inquiry and practical teaching; (3) Conduct reciprocal internships and internships with sister schools of the European University of Education to cultivate quality all-English national elementary teachers.
Axis VI. Development of the International Alliance and Global Educative Network: (1) build a global learning network, expanding the number of our sister schools abroad to 109, with 73 overseas students enrolled; (2) offer an international master's degree program in English, with 5 students enrolled in the International Master’s Program of Learning and Instruction and 7 students enrolled in the Master of Arts in Critical and Curatorial Studies of Contemporary Art in the 109 academic years; (3) build a quality Chinese learning base for overseas Chinese teachers and university students; (4) Asean Human Resources Education Center offers a Master’s Program of Business Administration in Southeast Asia, with students employed by well-known Taiwanese companies after graduation.
On the Fulfillment of Social Responsibility (Axis VII~VIII)
Axis VII. Training of Indigenous Teachers of Culture and law Professions: (1) Visits and exchanges with two aboriginal experimental elementary schools in Nanao Township, Yilan County, and Fushan Elementary School in Wulai District, New Taipei City; (2) Establishment of an aboriginal experimental school training base, with a focus on the development of school-based curriculum for aboriginal experimental education, and the establishment of a school-based curriculum collaboration mechanism between schools and tribes.
Axis VIII. Bilingual Talent Physical Educative Personnel for Parent-Child Lohas-Life Community: (1) In 2020, 3 students passed the National Physical Fitness Instructor Certificate and 15 students passed the Thump Boxing L1+L2 Certificate; (2) In 2020, two bilingual physical education courses, “English for Sports and Leisure” and “Bilingual Physical Education”, were offered in the Department of Physical Education; (3) 7 chapters of bilingual physical fitness materials were developed and about 450 participants attended the physical fitness courses.
On the Public Promotion of Higher Education (Axis IX~X)
Axis IX. Quality Assurance of Institutional Research and Decision Making: (1) Actively improve the school affairs database system and strengthen the analysis and application of institutional research; (2) Conduct 15 issue analyses at the 2020 executive meeting and present the results to relevant units for discussion and decision making in the development of the Higher Education SPROUT Project.
Axis X. Supporting Plan for Disadvantaged Students on School Entrance: (1) with planned 14% increase of 346 disadvantaged students in 2018 to 404 students by 2020,; (2) $16 million on the Alumni fund-raising for the Fund of the Talent Development reached, and sustained to keep the disadvantaged students from worry of living expenses.
USR Hub of the Site Plan on the Social Responsibility Practice (U1~U2)
U-1. Collaboration and Training of Teachers in Experimental Education for Indigenous Peoples in Rural Areas, Version 2.0: (1) Tutoring 35 students in grades 3-6 at Dong Ao Elementary School; (2) Conducting Design for Change (DFC) seminars and curriculum development workshops; (3) Arranging field trips for our professors, natural science and curriculum teaching experts, indigenous students, and teacher students; (4) Conducting a professional enrichment seminar series on curriculum development. (3) arrange field trips for our professors, natural science professors, graduate students, indigenous students, and faculty members to promote the development of science courses for indigenous peoples in Northern Atayal; (4) conduct a series of professional enrichment seminars for curriculum development.
U-2. Educative Resource and Positive Creativity-- Co-Creative Rural Education Project: (1) Rural Teacher Training - Hualien Teacher Professional Growth Community, long-term cooperation to build a professional community and provide professional assistance to rural teachers; (2) cooperation with non-profit organizations to collaborate in nurturing teachers and students. The positive cycle of teacher training, nonprofit organizations, and village children benefitting together.