Consistent improvement in school performance and development.
Being a "comprehensive university that promotes urban development" is our school's goal. It has demonstrated consistent growth in school development and performance by advancing higher education and developing plans and school affairs. In 2024, "Foresight Magazine" lists it as one of the greatest. It was placed 21st among the nation's public institutions and 12th among national universities in the humanities and social sciences. Both rankings saw a two-place improvement over 2023. In terms of student enrollment, it also came in seventh place among medium-sized universities at the same time. In terms of industry-university performance, it has risen 15 spots, placing it first among micro-funded institutions and 23rd overall.
Three prominent schools have demonstrated exceptional performance in developing talents with unique attributes.
Our school strives to develop academic, athletic, and municipal abilities under the guidance of the "Teacher Training Model," "Golden Player Base," and "Urban Research Think Tank." Teacher students or trainees make up around 30% of the undergraduate student body. 33% of students pursuing education training are competitive athletes and associated industry professionals in sports-related fields, while 37% are enrolled in general university courses. Through the enhancement of curriculum and instructor instruction, cross-disciplinary student learning, and talent selection techniques Additionally, to increase the overall efficacy of student learning, independent learning support and tutoring services should be strengthened. Our institution provides six teacher training courses, including primary education, to help students develop their educational skills.
Encourage the culture of self-directed learning for reading and writing in both Chinese and English in all schools and fields.
Our school offers "reading and writing practice, expert review, peer review, excellent writing selection" and "reading and writing lectures" conducted by industry teachers through the cross-domain and cross-school "Chinese and English Writing Online Practice Room" project. To accomplish the goal of fostering Chinese literacy and knowledge integration, the program employs subjects like information technology, the humanities, social care, and the Sustainable Development Goals (SDGs) as guiding principles for students' reading, writing, and thinking. This program is available to eight senior high schools that have signed up, in addition to students from colleges and universities around the nation.
Increase student access to cross-field and self-directed learning resources.
Our school has increased the flexibility of students' cross-domain learning at the institutional level in addition to encouraging the creation of modular curriculum maps that incorporate professional, cross-domain, and UCAN functional concepts in each department since 2012. In terms of curriculum learning resources, it incorporates the collaborative teaching resources of different departments, centers, and cross-schools and promotes 23 cross-field credit courses that align with the school's education and development characteristics through an entry and exit mechanism. From 112 to 113, our school actively established or took part in alliances with domestic universities, including "City University Alliance," "Sports University Strategic Alliance," "SCoT Inter-school Alliance," "Taipei +," and "Taiwan National University."
The "Urban Research Institute" was established.
Through the creation of a teaching and research committee, the school launched the "School of Urban Studies" in 2013 to encourage cross-domain and creative experiments across the school and help students develop autonomous learning, cross-domain collaboration, and problem-solving skills. In addition to providing a platform for cross-college exchanges to foster interdisciplinary dialogue within the school, courses and credit courses also support school-wide teaching innovation plans and the creation of innovative and futuristic projects. They also give students the problem-solving and cross-domain cooperation skills they need to meet future social and industrial demands. The Urban Research Institute has created expert, accurate, and varied "Interior Design Credit Courses," "Urban Renewal Credit Courses," "Social Prescription Credit Courses," and "Music" courses under the guidance of the school's "Urban Research Think Tank."
Create a mechanism for self-directed learning support for students.
Our school has raised money through students' independent learning over the past 112-113 years in addition to reducing the number of independent learning credits per semester from one to two credits in an effort to encourage students' motivation and excitement for active learning and subsequently develop their capacity for lifelong independent learning. Both online and in-person independent learning courses are offered, and the course mechanism is founded on the demands of students in the five major institutions for career development, professional subject improvement, language development, and quality improvement. In addition, our school offers resources through the "Teacher-Student Learning Community" and the "Students' Initiative for Independent and Sustainable Learning Action Plan" to assist students in completing in-depth coursework in professional disciplines.
Fulfill the university's university’s social responsibility to promote sustainable development.
In order to complete the school's system and external resource links to support teachers and students in participating in social responsibility practices, the "USR Office" and the "SDGs Office" were established. These offices are based on the school's overall USR development blueprint, professional teachers and talent training goals, educational direction, and the formulation of sustainable development strategies. The school promoted two USR initiatives, supported ten USR Hub projects, and hosted over 111 USR activities in 2012–2013, focusing on urban space revitalization, underprivileged and disabled groups, and social issues.
More than 20 "think tank seminars" have been held to promote urban think tanks. These seminars bring together experts from various fields in academia, government, and industry to discuss urban issues like declining birthrates, regional aging, health, and social welfare. They also provide assessments and strategies on urban planning, health welfare, urban marketing, municipal management, and other issues. Additionally, they implement the teaching and research characteristics and capabilities of our metropolitan universities and conduct strategic and forward-looking discussions on sexual theory and practice.
Furthermore, as of October 30, 2020, our school's academic and administrative departments have planned 442 SDG-related events. We are progressively creating a low-carbon, green, and sustainable campus with ecological symbiosis features by publishing the "SDGs Annual Report" and creating the "Campus Greenhouse Gas Emission Report." We also participated in the 2023 and 2024 "Asia Pacific Sustainability Expo" and won the Green Design Bronze Award for the booth design at the "2024 Asia Pacific Sustainability Expo," which expanded sustainable partnerships through professional exchanges and showcased our school's sustainability accomplishments.
Encourage the system of education for all ages.
Our school supports the "Digital Holistic Education UT Online Project" and "UT Online" in order to give students access to a wide range of sustainable educational resources and rich and varied liberal arts, as well as to fulfill the social obligations of municipal universities and fully utilize the features of urban universities. The four main categories of humanities and art, sports and health, environment and technology, and citizenship and technology are all incorporated into the planning of the online lecture series, which also incorporates the sustainable aims of SDGS. Professional educators from a range of academic disciplines are encouraged to create and present brief, in-depth lectures lasting 15 to 20 minutes. The tms+ independent micro-course system is where the lecture is located.
It is marketed for public reading and listening in addition to offering educational opportunities for our schoolchildren. It has expanded the school's cross-domain integration of whole-person and all-age education and is now a general education course for everyone. To encourage the exchange of instructional resources, our school has also aggressively formed strategic partnerships with junior high schools. It is anticipated that the development of a whole-age education system will foster collaboration and communication between interdisciplinary teacher-student teams at all levels, develop an integration model, increase educational competitiveness overall, solve complex community problems collaboratively, and develop community members and cross-generational students. knowledge of social duty.
The research center's cross-domain integrated teaching and research professional development characteristic.
The school established the "Interdisciplinary City" Research Center, the "Sports Science Research Center," and the "Humanities, Arts and Design Center" as central units that combine the innovative research capabilities of relevant institutes in each college and promote the integrated development of industry, government, academia, and the public. These centers will be used to carry out public and private projects in accordance with their development characteristics, implement the concept of a municipal university, develop the city as the core, and conduct interdisciplinary, strategic, and forward-looking research on important theoretical and practical issues. In order to strengthen the overall development direction of the school's industry-university cooperation and to effectively strengthen the matching between the school and industry in response to the national talent cultivation policy and the integration of research energy from relevant institutes, the institution entrusts a variety of industry-university cooperation projects, such as research projects, capacity-building training, teacher training, and research on teaching resources. On the one hand, we actively pursue industry-university cooperation cases between government departments and private enterprises to connect schools, and on the other hand, we further promote international exchanges by organizing exhibition activities, hosting special lectures, forums, and seminars, and so on. In order to complete the industry-university linkage, the school's industry-university collaboration development direction is closely connected with the characteristics, teacher expertise, and student needs.
Encourage the process of internationalization with outstanding outcomes.
As a result of globalization, our school and sister schools have collaborated in the dual academic system using the international academic cooperation model to give students more formal avenues for studying abroad and opportunities to interact with the cultures of other nations. This allows our students to attend our school concurrently. Take advantage of sister universities to study double majors, etc. Additionally, students from our school are frequently chosen to participate in dual-joint studies overseas in order to give them access to a variety of learning opportunities and channels and to foster their capacity and tolerance for taking initiative, being accountable, and building a future.
By using a variety of tactics and better planning and execution, our institution has produced impressive achievements in advancing the internationalization process. First and foremost, three career counseling events and six cultural experiences were planned to aid international students in adjusting to life and to foster communication between them and local students. Second, a "one-stop service platform" has been established to combine research, academic affairs, and life information and carry out frequent interchange activities in order to better protect the rights and interests of foreign teaching and research workers. Third, administrative staff's foreign skills were improved through workshops and subsidies on international issues. Nine administrative staff members received subsidies to advance their education and improve their foreign language skills, and eight international study events were organized. Fourth, in order to improve the Chinese language proficiency of international students, the International Office underwent a reorganization and created the "Chinese Language and International Education Group" to offer Chinese non-credit courses and Chinese chat rooms. Finally, in order to highlight the school's features and improve its reputation internationally, we created multilingual brochures, took part in international education exhibits, actively sought out international students, and published a total of seven bilingual newsletters.