Higher Education SPROUT Project

 

1. Advancement in Teaching Innovation

A. Cultivating students' critical competencies in "Information Technology and Humanistic Care"

1. Information Technology Application Courses (2023 Program): This initiative combines the expertise of three professors from the Department of Education and the Department of Special Education for innovative course design.
   
   
   
   
   • Professor Chen Yi-Hsuan incorporated teaching aid production into the curriculum of the Department of Education, guiding students to design and create teaching tools with the help of information technology, thereby enhancing their diversity and practicality.
   
   
   • Professor Tsai Min-Ying integrated innovative teaching and digital teaching documentation into the Department of Special Education courses, fostering students' creative thinking and management skills for teaching records.
   
   
   • Professor Chang Ju-Yin utilized information technology in preschool special education teaching internships, assisting students in effectively applying technological tools and resources during their internships.
   
   
   
   

All three courses included at least three weeks of teaching related to information technology, aiming to develop students' capabilities in data collection, analysis, and problem-solving, while promoting a positive, responsible, and secure attitude towards technology use.

The program was collaboratively planned with internal and external IT professionals, resulting in a curriculum with innovative content that significantly enhanced the depth of the courses and students' digital literacy.

2. STEAM-Oriented Cross-Disciplinary Courses

In 2023, educators incorporated 2-4 weeks of STEAM-related interdisciplinary teaching mechanisms into their courses, collaborating with cross-disciplinary teachers or industry experts to enhance the application of cross-disciplinary skills.

• Participation and Feedback: A total of 123 participants engaged in this initiative. According to feedback from teachers and students:
  
  
  
  
  • Education College Example: Students participated in STEAM maker exploration activities, guided by industry professionals. Through practical examples, they expanded their STEAM learning skills. Activities included exploration, observation, thinking, and collaboration, culminating in lesson plan design and teaching practices. Students created and self-assessed their teaching evaluation forms, presenting their strengths and areas for improvement through oral and written reports, leading to continuous refinement. This experience helped most students internalize the essence of STEAM maker exploration.
  
  
  • Science College Example: Courses integrated STEAM scenario-based problems with appropriate equipment. Students worked in groups to apply interdisciplinary thinking, scientific reasoning, computational thinking, engineering design, mathematical skills, and artistic expression to solve complex problems. Students produced tangible solutions, sharing and discussing their outcomes through presentations with peers.
  
  
  
  

These interdisciplinary activities strengthened students' ability to approach challenges holistically, fostering both creativity and practical problem-solving skills.

 

3. Empowerment-Focused Practical Courses

A key feature of this project is the "Business Network Applications" course in the Department of International Trade. The instructor guided students to take the Cross-Border E-Commerce Skills Certification, achieving a 73% pass rate with 16 students certified.

Teaching Innovations:

1. Curriculum Alignment with Industry Trends:
   
   Regular updates to teaching content ensured alignment with the latest developments in cross-border e-commerce and industry demands.


2. Practical Learning:
   
   Instructors brought real-world cross-border e-commerce practices and standards into the classroom through case studies and industry benchmarks, enriching practical teaching.


3. Research Opportunities:
   
   The certification exam covered diverse aspects of cross-border e-commerce, from regulations to market trends and technology applications. This allowed instructors to expand research topics and conduct deeper academic inquiries.

Student Learning and Transformation:

1. Enhanced Professional Knowledge and Skills:
   
   Students gained comprehensive insights into the cross-border e-commerce field.


2. Improved Employment Competitiveness:
   
   Certification boosted students' job prospects and made them more attractive candidates in the workforce.


3. Expanded Opportunities:
   
   Certification opened doors for internships, business opportunities, and partnerships in the cross-border e-commerce sector.


4. Increased Confidence:
   
   Successfully passing the certification exam built students' confidence in their skills and expertise.

This course bridged the gap between theoretical knowledge and practical application, equipping students with industry-relevant skills and qualifications.

4. Cross-Disciplinary Information Competition for Non-IT Departments

An SDGs-themed creative information competition was organized for students from non-IT departments to cultivate their ability to apply programming concepts across disciplines and collaborate effectively. The goal was to enable students to integrate programming knowledge with their professional expertise, designing innovative applications in their future careers. The competition took place on December 11, 2023, at the covered sports court of the Ping Shan campus. Through this event, participants observed each other's work, enhanced their interest in learning, and deepened their understanding of the SDGs.

5. Teaching Practice Pilot/Support Program

This program encourages teachers to address practical classroom issues by combining relevant literature reviews and observations to propose effective solutions. Various teaching methodologies were employed to improve classroom challenges, including:

• Developing case studies to boost student motivation and practical skills.


• Biomedical and health learning initiatives.


• Gamified teaching in advanced physical chemistry courses.

Methods such as collaborative learning, action research, and survey analysis were used to evaluate teaching data and address identified research questions. Teachers presented and shared learning outcomes at the end of the courses. Participants were required to apply for the Ministry of Education’s subsequent year plans. As a result, the acceptance rate of the university's teaching practice research projects increased from 39.39% to 48.15%.

6. Innovative Practice Program for Chinese Language Teaching

Under the innovative Chinese language teaching program, teachers developed new teaching materials focusing on themes such as "self-growth," "family bonds," "ethnic culture," "historical heritage," "nature and landscapes," and "world exploration." These themes helped students gain deeper self-awareness, connect with their families, and broaden their perspectives on the world and history.

To enhance students' sense of accomplishment, a commemorative collection of their works was compiled at the end of the second semester of 2022. Each student received a copy, providing them with tangible recognition of their creative efforts and inspiring further motivation for reading and writing.

Beyond innovative teaching materials, the program enriched student experiences through guest lectures. During the second semester of 2022, four lectures were held, inviting experts from diverse fields to provide multifaceted perspectives and stimulate students' imagination about Chinese literature and courses. In the first semester of 2023, lectures by Professors Chen Wei-Chih and Liao Hung-Chi offered students additional learning opportunities.

The program yielded significant results, enhancing students' language proficiency and their sense of achievement in reading, writing, and critical thinking. The Chinese language course has become a vital platform for students to understand themselves, appreciate culture, and expand their horizons.

 

B. Cultivating Students’ Key Cross-Disciplinary Competencies

1. Coursera Cross-Disciplinary Value-Added Program

This initiative encouraged students to engage in self-directed learning through Coursera’s cross-disciplinary enhancement projects. A total of six students applied, taking advantage of high-quality online courses provided by top universities and institutions worldwide. Students were able to select courses aligned with their interests and needs, strengthening their diverse cross-disciplinary and professional knowledge while enhancing their employability. Future plans include integrating these opportunities into a structured 16-week recommended program.



2. Collaborative Online Teaching with International Scholars

In Professor Liu Yu-Feng’s course, "Early Childhood Multicultural Education", cross-national collaboration with Dr. Ka Lee Carrie Ho from the Early Childhood Studies Department at Anglia Ruskin University, UK, facilitated cross-cultural exchanges that provided students with a transformative learning experience. This course transcended geographical boundaries and enriched students' understanding of multiculturalism from a global perspective, enhancing their cultural sensitivity and communication skills in an increasingly globalized context.

The program overcame challenges such as time zone differences and language barriers, creating valuable opportunities for teaching exchange between the two countries. Professors Liu and Dr. Ho emphasized mutual communication in their course design, enabling students to engage deeply with different educational models through cross-cultural interactions. These experiences were further translated into teaching practices, enriching the teaching methods of educators from both regions.

At the start of the course, students were initially apprehensive about their English proficiency. However, they actively utilized subtitles, body language, and visual aids to express themselves. As the course progressed, students gradually overcame language barriers, engaging in confident cultural exchanges with their British peers. Positive feedback from the UK students boosted the confidence of local students, alleviating their fear of interacting with foreigners.

This course not only marked students' first successful step into international collaboration but also laid a solid foundation for future cross-cultural communication. The outcomes were significant, deepening students' understanding of multicultural education and fostering their growth into future professionals with a global perspective. This experience allowed students to grow in practice and develop the competencies needed for a globally connected future.

 

3. Collaborative Teaching with Cross-Disciplinary Experts

Teachers are encouraged to invite industry experts for simultaneous teaching, aiming to nurture talent aligned with industry needs, enhance teachers' practical application capabilities, and create opportunities for academia-industry collaboration. This initiative focuses on two types of co-teaching models: "Cross-Disciplinary" and "Practice-Oriented."

Full-time faculty and industry experts jointly plan courses that integrate industry knowledge and skills training, offering students diverse cross-disciplinary learning opportunities and environments. The models are as follows:

50. Cross-Disciplinary Industry Expert Co-Teaching:
    
    Invites industry experts from different fields to collaborate with course instructors to plan and deliver cross-disciplinary teaching.


50. Practice-Oriented Industry Expert Co-Teaching:
    
    Features industry experts leading hands-on exercises and practical training directly in the classroom.

In 2023, a total of 51 courses participated in this practice-oriented industry expert co-teaching initiative. Highlights include:

50. (1) Department of Leisure Business Management: "Workplace Ethics and Etiquette in the Leisure Industry"
    
    Invited experts included Zhang Ai-De, HR Director at Taipei World Trade Center International Trading Co., and Zeng Yi-Hui, Senior Trainer at Baimao International Co., Ltd. Together, they enhanced students' interview skills, knowledge of coffee, wine, and wine tasting etiquette. They also guided students to obtain the CIVB certification from the Bordeaux Wine Council. By the end of the course, 60 enrolled students successfully earned the certification, significantly boosting their employability.


50. (2) Department of Applied English: "Business English Reading and Writing"
    
    Featured Christopher Schorr and Cory Simmons, training instructors from the Taiwan External Trade Development Council (TAITRA). The course emphasized practical English skills through interactive teaching methods such as dialogues, group discussions, and scenario-based role-playing. These activities improved students' practical workplace English proficiency, developed cross-cultural business communication skills, and nurtured an international perspective.

4. Diverse Exploration in General Education Courses

The university's Liberal Arts curriculum showcases a wide array of teaching content, covering fields such as social analysis, globalization, creative thinking, artistic applications, digital media, law, and social practice. These courses offer students a broad spectrum of knowledge and exploration opportunities. Notable offerings include:

• “Pingtung Studies”: A popular course integrating local culture, social development, and sustainability principles, exploring Pingtung’s unique characteristics and development needs. It encourages students to understand and care for their community.


• “Campus Environment and Sustainable Development,” “Chemistry and Life Applications,” “Music Technology and Applications,” “Sketching and Life,” “Globalization and Cross-Strait Relations,” “Applied Ethics and Cross-Disciplinary Dialogue,” “NFTs and Digital Media,” “Intellectual Property Rights,” “Life Education,” and others.

For example, “Aging Society and Modern Life” focuses on current societal trends, helping students understand the significance of aging issues and strategize for the future.

Over 5,500 students have participated in Liberal Arts courses, reflecting a strong demand for diverse fields of study. This curriculum enriches students' learning experiences and strengthens their competencies across disciplines, highlighting the significant impact of liberal arts education.

 

5. Faculty-Student Co-Creation and Advanced English Proficiency Program

The program has achieved remarkable results in developing EMI (English as a Medium of Instruction) teaching through assistant training, summer preparation courses, and course subsidies.

• Teaching Assistant Training:
  
  On September 22, 2023, a hands-on TA training session was conducted, focusing on TA roles and classroom interaction. Additionally, from September 15 to October 16, four key courses were offered through NTNU's online EMI training. These initiatives significantly enhanced TAs’ ability to assist in EMI classrooms.


• EMI Course Subsidies:
  
  During the 2023-1 semester, five EMI courses received subsidies, supporting the development of an internationalized teaching environment and providing students with competitive learning opportunities.

C. Cultivating Students’ Key Competencies in “Self-Directed Learning”

1. Self-Initiated Courses and Practice-Based Learning

To foster students' creativity and self-directed learning capabilities, the university implemented various measures, including “Self-Practice Projects” and “Self-Initiated Courses.”

• Self-Practice Projects:
  
  Students propose their own practice-based projects, offering a platform to plan and execute creative ideas. This initiative satisfies self-directed learning needs and enhances problem-solving skills through practical experiences.


• Self-Initiated Courses:
  
  Students can apply to introduce courses currently unavailable at the university, expanding learning options and catering to diverse academic interests.

2. Innovations in English Learning

The university annually enhances its academic English learning environment and encourages first-year students to use the FUNDAY platform for online English self-learning, with a requirement of 72 hours per semester.

• In 2023, students averaged 606 minutes on FUNDAY and submitted six learning logs each semester. Exceptional logs were showcased during achievement exhibitions.


• Two TOEIC mock tests are held each semester, with rewards for outstanding performance. During the 2023-1 semester, 97 students were awarded.


• First-year students completed 2,817 and 2,695 test attempts in the 2023 academic year, with over 1,300 participants taking speaking and writing pre-tests and post-tests via the TEEMI platform.

TOEIC mock test scores improved by 31 points in 2022 and 34.96 points in 2023, reflecting significant progress in students' learning journeys.

 

D. Cultivating Students' Key Competencies in "International Mobility"

1. Overseas Immersive Learning Program

Associate Professor Chu Hsu-Chung of the Department of Cultural and Creative Industries led the "Higher Education Sprout Project: Overseas Immersive Learning Program for the 112 Academic Year First Semester" and the "Ministry of Education’s Second Phase Digital Humanities Innovation Talent Training Program". These initiatives incorporated the EMI course "Culture and Digital Representation", offering an enriching cross-cultural learning experience.

From October 15 to 22, 2023, 17 students, accompanied by Department Chair Professor Lin Si-Ling, visited the university’s sister school, Bunditpatanasilpa Institute Royal University (BSRU) in Bangkok, Thailand. The 8-day program emphasized international exposure, Southeast Asian cultural understanding, and exploration of Thailand’s cultural and creative industries (CCI).

The program opened with a ceremony hosted by BSRU Vice President Dr. Sutipporn Chotratanasak, supported by professional faculty who curated three key thematic modules:

1. Creative Industries Courses: Focused on lifestyle creativity, design, and digital media.


2. Cultural Experiences: Included Thai language, cuisine, dance, massage, and other traditional arts.


3. Site Visits: Guided tours of Thailand’s cultural heritage sites and local cultural landscapes.

Through participation in existing BSRU courses and cultural exchanges, students experienced Thailand’s CCI education model and learned how to transform cultural elements into creative products.

The students documented their experiences through videos and reports, which were presented in a post-trip achievement showcase upon their return. This activity fostered a deeper understanding of Thai cultural contexts, established international partnerships, and promoted values of inclusivity and mutual respect. It embodied the spirit of global cooperation and aimed to achieve shared prosperity.

 

2. Overseas Student Exchange and International Internships

• Overseas Student Exchange:
  
  In 2023, a total of 24 students participated in short-term exchange programs with partner universities in Japan, the Czech Republic, Italy, the United States, South Korea, and other countries.


• Overseas Internships:
  
  A total of 22 students undertook short-term internships in Japan, Vietnam, and the United States, preparing early for international employment.


• Overseas Educational Practicum:
  
  A total of 32 students participated in educational practicum or internships at various overseas educational sites, laying a solid foundation for future career development and global competitiveness.

3. Master Research Teams at International Conferences

50. Subsidies for Attending International Conferences:
    
    On July 3, 2023, the university initiated a funding program to support faculty and students attending international academic conferences.
    
    
    
    
    • For Asian regions, a maximum subsidy of NT$10,000 per person was provided.
    
    
    • For regions outside Asia, the maximum subsidy was NT$20,000 per person.
    
    
    • To encourage faculty-student collaboration, subsidy amounts were increased to NT$15,000 (Asia) and NT$30,000 (outside Asia) per person.
    
    
    
    

Two review meetings were conducted on September 7, 2023, and November 15, 2023, approving 19 projects and funding 26 participants (11 students and 15 faculty members). One student withdrew for personal reasons.

50. Conference Participation and Outcomes:
    
    Participants attended international academic conferences in Hong Kong, Japan, Lisbon (Portugal), Bangkok (Thailand), Singapore, Seoul (South Korea), Macau, and Vietnam. Topics included real estate, artificial intelligence, innovative curricula, education, sports, and indigenous issues.
    
    
    
    
    • A faculty member received a Best Paper Award at one conference.
    
    
    • These activities enhanced the university's international academic visibility and expanded the global perspectives of participants.
    
    
    
    

4. Expanding Overseas Enrollment

• The university participated in higher education fairs in Indonesia and Vietnam to boost its international reputation and attract talented students.


• For the 2023 spring and fall semesters, 28 international students enrolled.


• Various scholarship programs, such as research assistant scholarships for graduate students, were offered to support international students financially and academically, fostering talent development and research advancement.

5. Sister School Short-Term Exchange and Specialized International Camps

• Short-Term Exchange Programs:
  
  Hosted 10 groups from Thai universities, involving 232 participants in 2023.


• Specialized International Camps:
  
  Hosted 45 participants from South Korean universities for practical education and experiential learning.

These initiatives strengthened international collaboration and laid the groundwork for future partnerships.

6. Practical Mandarin Courses and Language Support for International Students

• The International College regularly offers Practical Mandarin Courses to provide systematic language training for international students.


• Courses are divided into four levels (Beginner 1 & 2, Intermediate 1 & 2).


• During the first semester of 2023, 12 students (4 degree-seeking students and 8 language learners) participated in Beginner Mandarin 1 and Intermediate Mandarin 1 courses.


• These programs enhance international students’ Chinese language proficiency and help them adapt academically and socially.

7. Asia/Global Presidents Forum

The 2023 Asia/Global Presidents Forum, themed "Borderless—The Future of University Responsibility", welcomed 28 guests from 10 universities across 5 countries.

• Discussions focused on academic collaboration and enhancing student welfare, strengthening the foundation for international cooperation among universities.

E. "Academy-Centric" Planning

The academy has implemented various measures to enhance student development and academic influence, significantly improving enrollment and teaching effectiveness:

1. Establishing a Magnetic Recruitment Network:
   
   Conducted 15 scientific activities for high school students and teacher workshops, fostering strong connections between the academy and high school teachers and students to encourage future enrollment.


2. STEM Integrated Curriculum for the College of Science:
   
   Introduced a structured framework comprising four categories: Core Required, Professional Required, Core Elective, and Professional Elective courses.


3. Green Materials Projects and Communities:
   
   Executed 3 mid- to long-term research development projects, 10 projects aligned with the UN SDGs, the 5+2 Industry Innovation Plan, or the academy's development focus, and 9 faculty-student research community projects.


4. Core Elective Courses in Science:
   
   Added 5 new core elective courses to cultivate skills in scientific modeling, statistical analysis, and decision-making.


5. Semiconductor Industry Literacy Courses:
   
   Integrated 2 new elective courses focusing on semiconductor industry competencies into the applied technology credit program framework.


6. Enhancing Scientific Inquiry and Exhibition Skills:
   
   Hosted a science maker workshop to develop students' capabilities in planning museum scientific displays and educational promotional activities.


7. Professional Courses Integrated with International Conferences:
   
   Faculty guided 12 students in applying their professional knowledge to laboratory research and presenting their findings at international academic conferences. Presentations included full English papers, posters, and oral sessions, improving students' academic English skills and expanding their global perspectives.


8. Modularized and Integrated Curricula:
   
   Designed 373 courses encompassing capstone projects, specialized courses, or practical modules, with 267 students participating in self-directed learning projects.


9. New Southbound Borderless Course:
   
   Faculty led 14 students enrolled in the shared course "English for Technology" to Khon Kaen University, Thailand, for immersive teaching and academic exchange, offering exposure to diverse cultures and research environments while enhancing professional and practical knowledge in English.


10. International Short-Term Academic Exchanges:
    
    Encouraged students to enhance their English skills and step out of their comfort zones for international academic exchanges or practical learning. One student participated in a short-term academic exchange at the University of Hradec Králové in the Czech Republic.


11. Off-Campus Internship System:
    
    Established internship guidelines across 6 departments, with 14 students participating in off-campus internships.

2. Fulfilling Social Responsibility

A. Incorporating Social Responsibility into Institutional Development Plans

Since its establishment, the university has regarded fulfilling social responsibility as a critical objective in institutional development. This commitment includes actively promoting the practice of university social responsibility (USR) among faculty and students. The university has implemented the "Local Revitalization Program", integrating regional development with broader social responsibility efforts.

To implement social responsibility effectively, the university has reformed internal mechanisms, such as faculty evaluation systems, reduced teaching loads, flexible salary structures, and recognition systems for outstanding service-oriented faculty. The establishment of the Dawu Mountain Social Practice and Sustainable Development Center and the development of the Pingtung Studies curriculum embed social responsibility deeply into the university's culture and curriculum.

Guided by the principles of UGSI → USR → USSR → USRF and the institutional development plan, the USRF Blueprint for 2023–2024 aims to:

• Cultivate talent in sustainable teaching and research.


• Enhance international influence.


• Deepen local engagement and promote interdisciplinary practical talent.


• Strengthen global connections.

Specific Action Goals:

1. Embed social practice and sustainable development objectives into university operations and governance.


2. Promote research and innovative solutions related to SDGs.


3. Empower sustainable citizens and support local development.


4. Link external organizations to foster local and global dialogues.

B.Action Plans Supporting Faculty and Student Social Responsibility Initiatives

1.Mandatory Pingtung Studies Curriculum

To foster local awareness and social responsibility, the university designated Fridays as "Pingtung Day", creating a localized teaching environment. Starting from 2023, all daytime program students are required to take the "Pingtung Studies" course, elevating it to a university-wide curriculum.

• Activities and Achievements in 2023:
  
  
  
  
  • 10 Pingtung Studies MOOC courses recorded.
  
  
  • 4 Pingtung Studies lectures organized.
  
  
  • 9 Pingtung-themed events held.
  
  
  
  

These activities enriched students' educational journeys and local life experiences while encouraging interdisciplinary application and practice. The curriculum included:

• "Introduction to Pingtung Studies" (Humanities and Social Sciences College).


• "Pingtung Studies MOOC" and "Pingtung Studies Lecture Series" (Dawu Mountain College).

A total of 1,183 students, approximately 72.8% of first-year students, enrolled in the course in 2023.

 

2.Social Practice Courses

Faculty integrated their teaching and research into external community settings, enabling students to apply classroom knowledge through observation, interaction, practice, and reflection. These experiences prepared students with foundational knowledge before entering diverse learning environments, fostering their ability to identify and address societal issues.

• 2023 Courses:
  
  
  
  
  • "Pingtung Studies Field Experience": Explored everyday aspects of various industries.
  
  
  • "Folk Festivals and Events": Highlighted the significance of community festival planning and participation.
  
  
  
  

Through diverse learning environments and teaching methods, these courses enhanced student engagement and performance, deepening the university’s ties with local communities.

• Cultural Engagement:
  
  
  
  
  • Hosted preschool theater workshops for seven kindergartens in Pingtung City.
  
  
  • Performed "The Prince and His Unlikely Friends" at Jiayi Elementary School in Majia Township and Laiyi Elementary School in Laiyi Township.
  
  
  
  

These theatrical performances provided young children with a rich cultural experience, inspiring an appreciation for the arts and fostering creativity.

 

3. Local Practice in General Education Courses

The university's General Education Local Practice Program integrates general education, interdisciplinary approaches, and local practice into a cohesive teaching model that combines academic learning with practical application.

• In the 112 academic year, the program introduced local practice-related courses with 324 students participating. These courses encouraged students to understand community needs deeply, engage in community development projects, and contribute to local revitalization initiatives.


• A key feature of this program is the "NPTU Youth Art Passport," which connects students with diverse local art activities and resources. This initiative allows students to enjoy the same benefits as local residents, fostering stronger interaction between students and the community.

By combining education with community engagement, the program achieves a reciprocal connection between the university and the local population, enhancing both educational experiences and community development.

4. Interdisciplinary Collaboration and Co-Learning in Pingtung Studies

The university continues to promote interdisciplinary collaboration and co-learning through Pingtung Studies by hosting academic events such as the Third Pingtung Studies Academic Symposium and the 2023 Paiwan Studies International Conference, aiming to enhance the academic capacity of Pingtung literature and deepen local studies research.

Key initiatives include:

• Collaborative Models: Strengthening partnerships through public-private cooperation and community empowerment.


• Cross-Institutional Partnerships: Engaging with universities such as National Chi Nan University, National Kaohsiung University of Science and Technology, and Chihlee University of Technology.


• International Collaborations: Building relationships with organizations like Yamagata Barrier-Free Tourism Center (Japan) and Tunku Abdul Rahman University (Malaysia).

These efforts have bolstered interactions between government sectors, higher education institutions, and diverse stakeholders, creating platforms for interdisciplinary dialogue and a collaborative network between universities and communities.

Additionally, the university co-organized the "2023 USR Social Engagement Cross-Institutional Co-Learning Southern Region Joint Exhibition" in partnership with five universities from southern Taiwan (National Kaohsiung University of Science and Technology, Cheng Shiu University, Kaohsiung Medical University, National Sun Yat-sen University, and National Cheng Kung University) to showcase and exchange insights on social responsibility practices.

5. Learning Assistance Dog Communication Training Service Program

With expertise in special education and teacher training, the university has integrated relevant resources to develop a communication training service-learning mechanism. This initiative combines teaching with community engagement to promote literacy and life education through interactions with learning assistance dogs.



Key Activities in 2023:

1. Community Outreach and Literacy Promotion:
   
   
   
   
   • Conducted five weekend parent-child reading sessions, engaging 65 families.
   
   
   • Teachers and students facilitated activities in elementary and middle schools, rural areas, community libraries, and centers serving disabled adults and seniors in the Kaohsiung-Pingtung region.
   
   
   
   


2. Learning Assistance Dog Training Program:
   
   
   
   • Recruited 24 dog handlers and 15 teachers for a seed teacher training program in learning assistance dog integration.
   
   
   • Designed teaching activities incorporating assistance dogs, including specialized content for students with special needs.
   
   
   • Expanded the implementation of these programs in schools and extended the scope of service.
   
   
   
   


3. Life Education Promotion:
   
   
   
   • Encouraged meaningful interactions with assistance dogs to foster empathy and understanding of life education principles.
   
   
   
   


4. Campus Initiative:
   
   
   
   • Partnered with the university’s Counseling Center and Resource Room to organize "My Time with Learning Assistance Dogs", holding 40 sessions throughout the year.
   
   
   
   

This program not only enhances educational practices but also enriches community ties, providing unique learning experiences and promoting inclusive education through innovative approaches.

 

6. Developing a Resilient and Sustainable Campus

i. Empowering Sustainable Development Talent

In 2023, the university collaborated with Tunku Abdul Rahman University (TAR U) in Malaysia to co-host an Internationalization Talk, sharing insights from its USR (University Social Responsibility) projects. Key topics included how:

• Students enhance learning through social practice.


• Teachers address real-world problems via curriculum design.

The event also featured the "Social Practice in Action: Technological Interdisciplinary × Self-Directed Learning" co-learning program, which explored the interaction between universities and society under the USR framework while emphasizing social responsibility through technology and interdisciplinary collaboration.

Additionally, the university co-organized the Cross-Institutional Co-Learning Joint Exhibition with six southern Taiwan universities, themed "Deep Rooted in Education, Soaring Toward Sustainability", to showcase achievements in local revitalization and international collaboration.



ii. Implementing UN Sustainable Development Goals (SDGs)

The university actively promotes equitable education, a low-carbon campus, and biodiversity, earning recognition for its efforts:

• Awards:
  
  
  
  
  • Received the "National Sustainable Development Award" in Education from the Executive Yuan’s National Sustainable Development Committee.
  
  
  • Excelled in the TSAA Taiwan Sustainable Action Awards, winning 1 Gold, 1 Silver, and 1 Bronze, positioning the university among the best in SDG implementation.
  
  
  
  


• Global Rankings in SDGs (2023):
  
  
  
  • Ranked 42nd globally (1st in Taiwan) in SDG 4: Quality Education.
  
  
  • Ranked 301–400 globally in both SDG 7: Clean Energy and SDG 11: Sustainable Cities and Communities, improving one tier from 2022.
  
  
  
  

These accomplishments reflect the university's commitment to embedding sustainability in its education, operations, and community interactions, further establishing its role as a leader in sustainable development.

 

7. Professional Development in University Admissions

The university has implemented strategies to establish strategic alliances with high schools and support high school teaching efforts, focusing on alignment with the 108 Curriculum Guidelines. Key initiatives include:

1. Support for High School Teaching:
   
   
   
   
   • Offered support for "Diverse Elective" and "Flexible Learning" courses, providing assistance to 7 high schools with 14 courses in 2023.
   
   
   • Among these, students from 4 schools enrolled at the university, totaling 60 students.
   
   
   
   


2. Collaborative and Online Teaching:
   
   
   
   • Developed courses for high schools and vocational schools through collaborative teaching or online formats to address shared curricular needs.
   
   
   
   


3. Incentives for Teachers:
   
   
   
   • Continued to provide additional rewards or subsidies for teachers participating in projects supporting the 108 Curriculum Guidelines.
   
   
   
   


4. 2023 National High School and Vocational Project Competition:
   
   
   
   • Hosted a national competition to enrich students' learning portfolios and provide a platform for showcasing and exchanging creative projects.
   
   
   • The event attracted participants from 21 schools across Taiwan, involving 212 students and 60 teams competing in the event.
   
   
   
   

These measures enhance collaboration between the university and high schools, ensuring smoother transitions for students and enriching the quality of their academic and extracurricular development.

8. Pingtung TED Talks: Interdisciplinary Collaboration and International Development

In 2023, Pingtung TED Talks centered on the theme "The Slash Generation", inviting outstanding talents from various fields in Pingtung, including designers, entrepreneurs, and performers, to share their diverse experiences and cross-disciplinary innovation stories.

Key Highlights:

• Fostering Interaction Across Industries:
  
  The event created a platform for dialogue and collaboration among professionals from different sectors, inspiring the audience and sparking meaningful connections.


• Expanding Regional Influence:
  
  Successfully enhanced the visibility of National Pingtung University within the local community and society at large.


• Media Coverage and Impact:
  
  With extensive media reporting, the event amplified its reach and influence, laying a solid foundation for future initiatives.

This TED Talks event not only showcased the richness of interdisciplinary collaboration but also strengthened the university's role as a hub for innovation and societal impact in the region.

C. Mechanisms and Practices for Linking External Resources

i. Local Revitalization

Since the launch of the Local Revitalization Initiative in 2019, the university has actively supported local governments in planning and applying for funding to implement revitalization projects. To date, the university has assisted seven townships in securing NT$310 million in funding from the National Development Council, successfully linking local resources to engage faculty and students in promoting local revitalization efforts.



ii. Alumni Association

The university’s Alumni Association provides annual donations to support institutional development. These funds are strategically used to encourage faculty and students to fulfill their social responsibilities, serving as a driving force for impactful initiatives.



iii. Corporate Sponsorships and Collaborations

The university actively collaborates with corporations to leverage their resources in advancing social responsibility goals.

• Through the "Social Enterprise and Public Innovation Credit Program," which offers 30 courses, students gain knowledge and skills in social enterprise practices.


• Encouraged by project office managers and faculty mentors, many students submit proposals for competitions and receive grants from central and local governments, as well as public welfare foundations.

Example (2023):

In collaboration with the Sinyi Realty Foundation’s Community Development Action Project, three students from the Department of Counseling formed the “Fan Fan Er Tan” team. They worked with the Dingliu Community Care Center in Pingtung City, carrying out impactful social projects.

D. Planned Resource Investment and Future Commitments

1. Government Plan Partnerships:

The university has established mechanisms to allocate matching funds for major government-funded projects.

• First Phase of the Higher Education Sprout Project: Contributed an average of 40% in matching funds.


• Second Phase of the Higher Education Sprout Project: Allocated 45% of the main proposal’s funding as matching contributions.

2. Teaching and Financial Support:

The university plans to expand investments in teaching and research, including:

• Enhancing courses like “Pingtung Studies” and USR-related curricula.


• Providing VR equipment and technology for immersive learning.


• Increasing financial support for field research and service-learning projects, reducing barriers to participation.

3. Collaboration Expansion:

The university aims to strengthen partnerships with local governments, community organizations, and businesses to provide students with diverse internship and social practice opportunities.

4. Curriculum Integration and Tracking Mechanisms:

Efforts will focus on:

• Deepening the integration of courses with local needs.


• Expanding the scope of USR initiatives.


• Establishing mechanisms to track students' progress in areas such as local culture and social participation.

5. Alignment with SDGs and International Cooperation:

Incorporating the United Nations Sustainable Development Goals (SDGs) into its initiatives, the university will continue to expand international collaborations, fostering both local and global perspectives among students.

Through these efforts, National Pingtung University is committed to nurturing future talents with social responsibility, local identity, and global vision, ensuring their readiness to address contemporary challenges.

 

III. Industry-Academia Collaboration

A. Comprehensive Mechanisms and Strategies for Promoting Industry-Academia Collaboration

1.Student Off-Campus Internship Programs

The university has actively promoted off-campus internship courses, achieving significant outcomes in 2023:

• Scale and Participation:
  
  
  
  
  • A total of 20 internship courses were offered.
  
  
  • 460 students participated in internships.
  
  
  • Collaborated with 229 organizations, including 91 newly developed internship partners, providing students with diverse and expanded internship opportunities.
  
  
  
  


• Satisfaction and Performance:
  
  
  
  • Student satisfaction with internship courses averaged 4.22 out of 5.
  
  
  • Internship organizations’ satisfaction with student performance was rated at 4.43 out of 5, indicating strong approval of the students’ contributions and the university's program design.
  
  
  
  


• Skill Development:
  
  
  
  • A notable improvement was observed in students' problem-solving abilities, as measured by the UCAN evaluation:
    
    
    
    • Pre-internship self-assessment: 3.72 out of 5.
    
    
    • Post-internship self-assessment: 4.38 out of 5.
    
    
    
    
  
  
  • These results underscore the effectiveness of the internship courses in enhancing students' practical application skills.
  
  
  
  

The university's initiatives in 2023 have established a critical bridge between students and the professional world, enabling them to gain valuable real-world experience. These efforts not only support students’ career readiness but also lay a strong foundation for the continued growth and refinement of future internship programs.

 

2. Career Exploration and Transition Guidance

The university successfully implemented the UCAN Career Exploration and Planning Guidance Program, targeting both first-year and third-year students with remarkable outcomes:

• Participation Rates:
  
  
  
  
  • First-year students achieved a testing rate of 97.23%, while third-year students reached 82.86%, exceeding initial goals.
  
  
  
  


• Activities and Satisfaction:
  
  
  
  • A total of 37 events were held, with an overall activity satisfaction rate of 97.90%.
  
  
  • Students' self-assessed satisfaction regarding the program's benefits was 98.27%, indicating substantial support for self-exploration and personal development.
  
  
  
  


• Student Feedback:
  
  
  
  • First-Year Students: Many expressed that the program helped them better understand their personal traits and career directions.
  
  
  • Third-Year Students: Students appreciated the opportunity to explore professional skills and plan for their future careers, reporting increased confidence and clarity about their developmental goals.
  
  
  
  

These initiatives highlight the program's effectiveness in guiding students through self-discovery and equipping them with the tools for future career success.

B. Teaching Integration with Real-Life Contexts to Help Students Apply Knowledge and Skills

1. Problem-Based Learning (PjBL) Courses

The university encourages faculty and students to move beyond traditional learning methods by adopting self-directed learning and replacing passive instruction with problem-solving teaching methods. These methods are tailored to professional subjects, offering students diverse learning modes centered around real-world problems and scenarios to provoke critical thinking and establish learning objectives.

Key elements include:

• Active Engagement: Students participate in group discussions and hands-on activities to develop self-directed learning, critical thinking, and problem-solving skills, fostering lifelong learning habits.


• Innovative Course Example:
  
  The Department of Early Childhood Education implemented a course on "Curriculum Adaptation and Instructional Design" featuring virtual reality (VR) technology as a core teaching element.
  
  
  
  Innovative Features of the Course:

1. VR Technology Integration:
   
   Tools like SEPPO (a VR-based puzzle-solving software) immerse students in problem-solving scenarios.


2. Role-Playing and Competition:
   
   Scenarios included creative elements like the role of "Phantom Thief Jeanne," encouraging both intra-team collaboration and inter-team competition to boost motivation.


3. Contextual Problem Solving:
   
   Students were challenged to solve real-world issues within immersive VR environments.


4. Cross-Disciplinary Collaboration and Field Investigation:
   
   Practical, hands-on experiences complemented theoretical learning.


5. Higher-Order Thinking and Reflection Activities:
   
   Students were encouraged to engage in reflective activities, enabling them to critically analyze their approaches and outcomes.

By integrating PjBL with VR, students not only gained knowledge but also developed practical skills to address future teaching challenges. This approach transformed learning from a passive experience into an engaging, multi-dimensional process.

 

Outcomes of the Course:

• Students exhibited higher levels of engagement and enthusiasm.


• The combination of VR technology, competitive mechanisms, and real-world investigations significantly enhanced students’ practical abilities and problem-solving skills.


• The course became a dynamic platform for student growth, fostering both personal and professional development.

2. Deep Bowl Curriculum

The Deep Bowl Curriculum, centered on a "proactive approach", utilizes an X+1 credit model to cultivate critical thinking, social issue analysis, and self-reflection skills among students. Through diverse teaching methods and resources, the curriculum effectively enhances student engagement and fosters deeper understanding. Below is a summary analysis of its implementation and outcomes:

50. Significant Learning Outcomes:
    
    The curriculum successfully deepened students' understanding of core concepts such as critical thinking, social responsibility, and problem-solving skills.
    
    By exploring real-world cases and engaging in reflective activities, students demonstrated a notable improvement in grasping complex issues.


50. Innovative and Effective Teaching Methods:

The curriculum incorporated heuristic learning and problem-based teaching methods, effectively stimulating students' interest in thinking and their motivation to participate actively.

50. Comprehensive Assessment and Feedback Mechanisms:
    
    Students showed an average improvement of 11.19% in general competencies, as measured by pre- and post-assessments.
    
    The most significant progress was in problem-solving ability, with a remarkable improvement rate of 15.13%, proving the curriculum's effectiveness in enhancing learning capabilities.


50. Notable Teacher Professional Growth:
    
    Teachers gained a deeper understanding of complex issues and enhanced their teaching skills during the curriculum implementation.
    
    By adopting heuristic teaching methods and continuously reflecting on their teaching practices, instructors were able to optimize course design.

 

The Deep Bowl Curriculum stands as a transformative educational initiative, equipping students with the skills and mindset to tackle real-world challenges while fostering professional growth among educators.

3. Practical Courses

Faculties actively promote practical courses, integrating industry demands with students’ professional learning, resulting in significant achievements.

• College of Education:
  
  Through STEAM-oriented interdisciplinary courses, students participate in practical case analyses and instructional design, enhancing their teaching innovation capabilities.


• College of Humanities and Social Sciences:
  
  By incorporating local culture and social issues into the curriculum, students apply what they learn through project research and community engagement, further improving their ability to address real-world social problems.


• College of Science:
  
  Utilizing VR and digital technologies, combined with scientific thinking and engineering design, students produce innovative projects in practical settings, developing cross-disciplinary integration skills.

Additionally, the College of Management and College of Information closely align their practical courses with industry needs, offering workplace-oriented project courses and internship programs to bridge the gap between academics and application.

• Information College Example:
  
  
  
  
  • Practical programming courses focus on learning programming languages, developing databases and websites, creating and experimenting with intelligent robots, and designing games and app applications. These courses emphasize hands-on implementation rather than theoretical learning.
  
  
  • In the second semester of the junior year and the first semester of the senior year, students engage in capstone projects. They collaborate in teams to develop comprehensive projects under faculty guidance, applying their knowledge and skills acquired during university.
  
  
  
  

These outcomes highlight the significant contributions of practical courses across faculties in enhancing students' practical abilities and professional competitiveness, ensuring they are well-prepared for the demands of the workforce.

C. Aligning with National Priority Areas and Six Core Industries: Talent Development and Industry-Academia Collaboration Mechanisms

1. Core Competency Courses and Enhancing Employment Competitiveness

Faculties have integrated core competency courses within their departments, focusing on the practical application of students' professional abilities and enhancing their employability. These efforts have yielded notable results:

• College of Education:
  
  By incorporating practical teaching and off-campus internship programs, students have strengthened their adaptability and execution skills in real-world teaching environments.


• College of Humanities and Social Sciences:
  
  Centered on local revitalization and community engagement, students are encouraged to delve into communities, applying academic knowledge to resolve practical problems and demonstrating the value of combining theory with practice.


• College of Science:
  
  Emphasizing data analysis and engineering practice, the college leverages corporate collaborative projects and technological training to enhance students’ core skills in scientific research and practical applications.


• College of Information and College of Management:
  
  With a focus on digital technology and innovative management, these faculties offer practice-oriented project courses and industry collaboration opportunities, equipping students with competitive advantages in the fields of digital transformation and business innovation.


• College of Industry:
  
  Targeting cross-disciplinary practice and aligning with industry demands, students are encouraged to participate in projects that contribute to local economic development and industrial upgrades, achieving seamless integration between academia and industry.

Impact and Achievements

These initiatives demonstrate significant progress in:

• Deepening core competency cultivation.


• Enhancing students’ adaptability to workplace challenges.


• Boosting their competitiveness in various professional fields.

Through such comprehensive programs, the university ensures its graduates are equipped with the practical skills and industry relevance necessary to thrive in dynamic job markets.

 

2. Pingtung Science Park Industry-Academia Service Chain

National Pingtung University has actively leveraged its academic strengths to establish robust connections with industries in the Pingtung Science Park, achieving multiple innovative and outstanding outcomes.

• Integration of Expertise and Industry Needs:
  
  The university has aligned its multidisciplinary faculty expertise with the needs of park enterprises, facilitating technology transfer, professional consulting, and research and development collaborations. These efforts have helped several companies enhance their technical capabilities and market competitiveness.


• Key Achievements:
  
  
  
  • In smart manufacturing and low-carbon technologies, research teams implemented carbon footprint auditing and low-carbon technology guidance programs, enabling enterprises to meet international environmental standards while boosting their green competitiveness.
  
  
  
  


• Talent Development and Internships:
  
  
  
  • The university combines talent cultivation with corporate internships, regularly dispatching students to the park for on-site internships and project collaborations. This approach supplies enterprises with job-ready talent while enabling students to acquire cutting-edge technical skills and industry insights.
  
  
  
  


• Collaboration with Core Industries:
  
  
  
  • The university maintains close partnerships with companies in food, biotechnology, metal materials, and electronics sectors. These collaborations focus on developing innovative technologies and establishing industry-academia research platforms, ensuring the successful application of cooperative results.
  
  
  
  

Through these initiatives, the university and Science Park enterprises have built a mutually beneficial ecosystem, fostering innovation, competitiveness, and sustainable development.

 

IV. Enhancing the Public Value of Higher Education

A. Expanding Admission Opportunities for Economically or Culturally Disadvantaged Students

1. Admission for Economically Disadvantaged Students

The university has implemented diverse support programs to enhance admission opportunities for economically disadvantaged students, helping them overcome financial barriers:

50. Transportation and Accommodation Support for Interviews:
    
    
    
    
    • Provided subsidies for travel and lodging expenses for high school students from economically disadvantaged backgrounds, reducing family burdens and enabling them to attend admission interviews confidently, thereby increasing their chances of acceptance.
    
    
    
    


50. Engagement Through University Expos:
    
    
    
    • Participated in university expos at 15 high schools annually, offering admission information directly to students and families in need. This initiative helps them better understand the university’s educational resources and support policies, fostering a stronger willingness to apply.
    
    
    
    


50. Talent Development Aligned with Government Policy:
    
    
    
    • In line with the 5+2 Industry Innovation Policy, the university collaborated with the College of Information, College of Management, and College of Science to apply for the Vision Plan to expand enrollment quotas for professional talent cultivation.
    
    
    • The program provided 70 seats for economically disadvantaged students through two admission pathways: Special Selection and Regular Admission.
    
    
    • For the 2023 academic year, 4 students were admitted through Special Selection, and 66 students through Regular Admission.
    
    
    
    

Through these targeted admission measures, the university demonstrates its commitment to supporting and investing in economically disadvantaged students, ensuring equitable access to higher education.

B. Dream Wings Program

The Dream Wings Program aims to transform opportunities for students through three key components: tutoring courses, scholarship distribution, and external fundraising.

Tutoring Courses:

• Academic Tutoring:
  
  
  
  
  • Conducted 50 sessions per semester, supporting 160 students.
  
  
  
  


• Certification Guidance:
  
  
  
  • Assisted 134 students with certification-related preparation.
  
  
  
  


• Career Workshops and Lectures:
  
  
  
  • Held 80 sessions, benefiting 255 participants.
  
  
  
  

Scholarships Distribution:

• Academic Achievement Scholarships: 136 recipients.


• Improved Performance Awards: 85 recipients.


• Certification Exam Fee Subsidies: 93 recipients.


• Certification Achievement Awards: 109 recipients.


• Employability Assessment Support Grants: 5 recipients.


• Learning Scholarships: 255 recipients.


• Skills Development Support Grants: 80 recipients.


• Total Scholarships Distributed: NT$8,417,290.

 External Fundraising:

• Raised a total of NT$1,775,668 to support program initiatives.

The Dream Wings Program effectively provides comprehensive academic, financial, and developmental support, ensuring students are empowered to achieve their educational and career goals.

C. Learning Support Mechanisms and Financial Aid Initiatives

1.The university provides comprehensive support for economically disadvantaged students through tutoring mechanisms, expanded scholarships, dedicated funds, fundraising efforts, and sustainable financial aid systems, along with establishing outcome tracking mechanisms.

Support and Guidance Mechanisms for Economically Disadvantaged Students

(1).Academic Tutoring:

-Faculties arranged regular office hours for tutoring and consultation, offering 2 hours per week for 10    weeks each semester.

-In 2023, a total of 160 students participated in academic support sessions.

(2).Certification Support:

-Organized 17 certification preparation courses with 76 participants.

-Supported 134 students in obtaining 202 professional certifications.



(3).Career Guidance Activities:

-Hosted career-related events such as lectures, job fairs, and entrepreneurship workshops, prioritizing participation for disadvantaged students.

-In 2023, 61 events were conducted, involving 255 students.

 

(4).Growth Groups:

-Organized two series of growth groups each semester to support self-exploration and build positive energy.

-Initiatives included mindfulness growth groups and indigenous self-identity groups, with 20 students benefiting from these programs.

-These activities fostered self-awareness and promoted psychological well-being.

Through these measures, the university ensures equitable access to academic and career resources, empowering students to overcome challenges and achieve personal and professional growth.

 

2. Promoting Indigenous Education for All

The university has implemented a comprehensive program to promote indigenous education, focusing on cultural inclusion, academic support, and professional development. Below are the key initiatives undertaken:

(1) Establishing a Collaborative Framework

• Regularly convened advisory committee meetings and established a cross-departmental collaboration mechanism.


• Identified four key units contributing to indigenous education promotion in 2023:
  
  
  
  • Dawu Mountain College: Offering general education courses.
  
  
  • College of Humanities and Social Sciences: Delivering Pingtung Studies courses.
  
  
  • Interdisciplinary Center: Hosting micro-credit courses.
  
  
  • Personnel Office: Organizing training for faculty and staff.
  
  
  
  

(2) Cultural and Developmental Activities for Students

• Conducted a variety of activities such as indigenous culture courses, thematic lectures, growth groups, book clubs, and career exploration visits to support students in cultural, academic, and career development.


• Created a safe and inclusive campus culture, ensuring students thrive academically and socially.

(3) All-Inclusive Indigenous Education Activities

• Held 19 events including faculty and staff training, general education courses, campus-friendly initiatives, in-depth cultural exploration camps, tribal visits, and micro-credit courses, with a total of 776 participants.

(4) Book Clubs, Career Development, and Student Support Activities

• Organized 34 events for 608 participants, including:
  
  
  
  
  • Teacher qualification exam preparation.
  
  
  • Self-growth groups.
  
  
  • "Kivala Indigenous Gathering."
  
  
  • Indigenous elite empowerment camps.
  
  
  • Orientation programs.
  
  
  • Career development lectures, workplace visits, academic support camps, and career counseling courses.
  
  
  
  

(5) Indigenous Micro-Credit Courses

• Offered seven micro-credit courses titled "Indigenous Power: Immersive Cultural Experience and Practice."


• Combined lectures and hands-on activities to provide more students with opportunities to engage with indigenous culture and contemporary issues, fostering a friendly and inclusive campus environment.

Impact

These efforts have significantly promoted cultural understanding and inclusion, strengthened indigenous education, and fostered a supportive environment for students and faculty to engage with and appreciate indigenous culture and perspectives.

 

D.Strengthening Accountability and Transparency Through Institutional Management

1. Open Access to Institutional Research Data

• The Institutional Research and Development Center regularly updates the Institutional Research Information platform on the university’s website.


• It compiles annual institutional reports summarizing performance and outcomes, with detailed analyses of relevant institutional data.


• The university also hosts the Southern Taiwan University Institutional Research Strategy Alliance Exhibition annually to enhance cross-institutional academic exchange and institutional research capacity.

2. Institutional Research Activities in 112 Academic Year:

• Research Topics:
  
  
  
  
  • Student Learning Outcomes: 7 topics.
  
  
  • Admissions: 7 topics.
  
  
  • Educational Administration: 5 topics.
  
  
  • Industry and Research Collaboration: 1 topic.
  
  
  
  


• Platform Development:
  
  
  
  • Maintained the Institutional Research Information Platform and developed a Smart Data Platform.
  
  
  • Organized training and inter-university exchange activities for institutional research professionals.
  
  
  
  


• Relevant information is publicly available on the university’s Institutional Research Analysis Website: Institutional Research Platform.
  
   

V. Student Participation in University Governance

1. Representation in Key Committees:

Student representatives actively participate in all significant university meetings, including:

• University Affairs Meetings


• Administrative Meetings


• University Fund Management Committees


• Academic Affairs Committees


• College and Department Curriculum Committees


• Student Affairs Committees


• Student Grievance Committees


• General Affairs Committees


• Gender Equity Education Committees

2. Engagement Through Dialogue:

• Each semester, the Student Council organizes a "Dialogue with the President", where representatives gather feedback through student surveys.


• During the meeting, they openly present recommendations and responses to university affairs.

 

These initiatives ensure transparency, accountability, and active involvement of students in shaping university policies and development.