■ Implementing teaching innovation and improving teaching quality (Project 1–4)
Project 1. Teaching digital platform and technology integration plan: (1) Establish a virtual studio and highly interactive classroom as well as a virtual studio for video shooting, director and streaming system, and teacher recording system to assist teachers in synchronous and asynchronous remote teaching. (2) Expand the teaching tools of the Teaching Magician Teaching Platform. (3) Guide teachers in training students in the use of the Teaching Magician Teaching Platform. A total of 91 students applied in 2021, indicating an increase of 35.2% compared with 2020.
Project 2. Enhance the teachers’ professional development support system: (1) Implement training for new teachers; 12 new teachers benefitted in 2021. (2) Recruit and retain outstanding talent; a total of 16 teachers won awards in 2021. (3) Promote the Journal of Teaching Practice and Pedagogical Innovation (the fourth volume was published in 2011), with the aim of the journal’s inclusion as a core journal in TSSCI.
Project 3. Cultivate a new generation of cross-language and cross-field slash youths: (1) Add cross-domain modules, promote Chinese, professional English, and programming language education, and cultivate slash youths through cross-domain integration. (2) Encourage the adoption of multiple specialties. In the second semester of the Academic Year 2020, the proportion of undergraduate students pursuing a second specialty was 83.2% compared with 79.8% in the previous semester, marking an increase of 3.4%.
Project 4. Integrate and improve the student learning, career counseling, and innovation and entrepreneurship support systems: (1) Strengthen the “Student Learning and Career Development Support System,” and implement the testing and analysis of learning strategy questionnaires. (2) Ensure an adequate amount of career development specialists are available to guide the students. A total of 36 global career development specialists have been certified in the school, and 20 functional diagnosis sessions have been held. (3) Promote participation in innovation and entrepreneurship competitions; 83 teams, a total of 303 individuals, participated in such competitions in 2021.
■ School characteristic development (Project 5–6)
Project 5. Cultivate outstanding elementary school teachers for investment in future resources: (1) Organize the “Teacher Training and Empowerment Seminar for Teachers in Four Domains.” A total of 300 participants have participated in these seminars. (2) This year’s digital teaching materials have been accessed more than 80,000 times, 2.4 times that of 2020. Additionally, subscribers have increased by 775. (3) Enhance the English language ability of preservice teachers, and hold empowerment workshops and practical seminars in the field of bilingual teaching; the satisfaction rate of such workshops and seminars is as high as 90%. (4) Develop “phenomenon-based learning teaching materials and methods,” design eight phenomenon-based courses, and strengthen preservice teachers’ ability to design phenomenon-based curricula.
Project 6. Develop the International Alliance of Educational Universities, constructing a global learning network: (1) Establish a global learning network comprising 113 foreign sister schools and 94 foreign students. (2) Launch an International English master’s degree program. The continued promotion of innovative teaching in this field allows for the promotion of Asia-Pacific art internationally. (3) Create a high-quality Chinese language learning base. (4) Launch the “Southeast Asia Regional Management” master’s degree program. Seven students graduated from this program in 2021, and five of them obtained employment immediately after graduation.
■ Social responsibility fulfillment (Project 7–8)
Project 7. Provide and implement online counseling training in the post-pandemic-era: (1) Cultivate students’ online psychological counseling abilities, and promote competitive employability. (2) Create a formal counseling space, and provide a comprehensive learning environment to the students; this service space is to be accessible to the entire community.
Project 8. Foster community parent–child LOHAS and bilingual physical education talents: (1) Recruit physical fitness specialists; three individuals obtained national physical fitness licenses in 2021 and in turn offered adult fitness guidance courses. A total of 480 participants participated in the organized courses. (2) Organize immersive bilingual physical education courses during summer and winter vacation periods. (3) Publish bilingual physical education teaching materials.
■ Strengthening the publicity of higher education (Project 9–10)
Project 9. Ensure the quality of school affairs research and decision-making: (1) Actively improve the research, analysis, and application of the school affairs database. (2) Enhance decision-making processes. The results of the analysis of 13 topics discussed at an administrative meeting were used as the basis for decision-making related to the development of the Higher Education Cultivation Project.
Project 10. Support the “Assist Disadvantaged Students in Realizing Their Dream” Project: (1) Improve enrollment opportunities and provide general support in terms of food, clothing, housing, and transportation. (2) Support fund-raising initiatives; alumni fundraising has raised 18 million NTD, and funds continue to be raised to ensure that disadvantaged students have access to higher education.
■ USR Hub Social Responsibility Fulfillment Base Project (U1~U2)
A. U-1. Implement Version 2.0 of Teacher Training and Collaboration for Experimental Education for Aboriginal Communities in Remote Areas: (1) Provide long-distance remedial mathematics teaching for aboriginal students to improve the mathematics learning effect of third-to-sixth-grade students in Dongao Elementary School. (2) Conduct remedial teaching online for fourth-grade students of Jie Shou Elementary School, enhance learning confidence and effectiveness through the use of digital media, and assist in empowering science teachers.
B. U-2. Implement teacher training and positive change through a rural education cocreation plan: (1) Empower rural teachers in collaboration with the Hualien Gongxialiao Teacher Professional Growth Community, which provides professional assistance to rural teachers. (2) Cultivate positive changes that improve the professional ability of teachers and students, account for the needs of rural students, and guide disadvantaged and rural children in developing innovative capabilities.