Achievements
The University’s efforts in the second phase, stage two, of the Higher Education SPROUT Project are centered on Teaching Innovation and Refinement, Fulfilling Social Responsibility, Industry-Academia Cooperation, and Making Resources More Public. Key strategies include integrating AI information technology and humanities literacy into the curriculum, promoting cross-disciplinary and self-directed learning, enhancing international mobility, and strengthening teaching resource support. Furthermore, the University cultivates civic literacy for social practice through deepening sustainability and local engagement, enhances students' disaster resilience and psychological recovery, and strengthens employability through certification training, practical learning, and career guidance. Finally, the University leverages Institutional Research (IR) and student support networks for economically disadvantaged students to ensure educational equity and precise campus governance, establishing a data-driven decision-making mechanism.
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I. Teaching Innovation and Refinement
The university actively promotes teaching innovation with the core focus on improving teaching quality and deepening students' cross-disciplinary and international mobility skills. This is achieved through the introduction of emerging technologies, optimization of curriculum design, strengthening of learning support systems, and stimulating faculty professional development.
AI Application Integration in Teaching
This year, a total of 49 faculty members participated in integrating information technology into their courses, involving 52 courses in total. Notably, under the guidance of the Chinese Department faculty team, all sections of the university-wide common course "Freshman Chinese" successfully integrated AI application into teaching, making AI literacy a common competency for all students.
The university established the CCU AI Lab this year, planning four foundational levels: Technical Practice, Cross-Disciplinary Application Development, Hybrid Deployment Implementation, and Generative AI Experience. This marks a new phase in AI education toward self-directed innovation and cross-disciplinary integration, making it Taiwan's most representative innovative base for AI general education. In the 114th academic year, first semester, 11 courses with a total of 327 enrollments were offered, including Data Science and Computational Thinking, Introduction to Big Data Analytics, Biomechanics of Sports (Kinesiology), and Instructional Technology and Application, ensuring AI literacy becomes a common competency for students. In terms of teaching effectiveness, students' pre-test score for UCAN Information Technology Application competency was 3.83, which increased to 3.85 in the post-test, demonstrating concrete benefits of integrating information technology into courses for enhancing students' digital literacy.
Integration of Humanities Literacy
For courses and lectures, a total of 36 relevant lectures were held, 15 courses integrated humanities literacy, and 2 micro-credit courses were offered. These combined AI tools with cultural and creative practical work, adopting the "AI x Humanities" new-generation model to encourage students to incorporate humanities literacy into their creativity. Overall, a total of 5,246 students completed courses focused on humanities care this year, demonstrating that humanities literacy education has been generally deeply rooted in students' learning processes.
For aesthetic education, activities included a cultural and creative works competition (total of 37 entries), a museum submission competition (total of 12 video works transforming observations of ancient artifacts), and relevant art events organized by the College of Arts. These efforts cultivate students' art appreciation ability and create an artistic atmosphere on campus.
Deepening Quality Assurance Mechanism for Cross-Disciplinary Learning
Based on the operational mechanism of the "Golden Triangle of Quality Assurance for Cross-Disciplinary Learning," the university steadily continues to promote the enhancement of cross-disciplinary learning quality across the campus. 18 workshops were held for faculty cross-disciplinary teaching enhancement, with an accumulated participation of 500 faculty members. Topics covered included Education for Sustainable Development (ESD), USR, cross-disciplinary communication, and AI applications. Specifically, the single session on "Cross-Disciplinary Learning Effectiveness Evaluation" saw a high turnout of 72 participants, indicating significant faculty attention.
In collaboration with the Ministry of Education's Miao-Pu Project, 4 "Cross-Disciplinary Design Thinking Workshops" were held, guiding 58 faculty members in practical, competency-oriented cross-disciplinary curriculum planning and assessment design, which were widely affirmed by the faculty. A digital learning course, "Basic Concepts of Design Thinking and Practical Teaching Operations," was completed, providing an online self-enhancement channel for faculty. In curriculum practice, faculty participated in 117 concurrent or collaborative courses outside their home department/institute, and 574 modularized courses were offered. The university pioneered a student cross-disciplinary learning incentive mechanism, with an estimated 62 eligible students receiving double major scholarships, effectively encouraging students' self-directed cross-disciplinary learning. According to the pre- and post-test results of the 113 academic year's Cross-Disciplinary Learning Effectiveness Evaluation, students showed significant growth in the three core competencies of "Disciplinary Foundation, Teamwork, and Self-Directed Learning" through the study of cross-disciplinary specialized courses.
Self-Directed Learning Environment and Support System
The university is committed to constructing a diverse, self-directed learning environment and effectively integrating learning outcomes. For courses, evening study groups (5 offered) guide students in self-planning and reflection. At the same time, professional skills development is closely integrated, with courses incorporating industry certification competencies. A total of 657 person-times participated in relevant certifications throughout the year. To strengthen new-generation core competencies, professional English courses focused on AI tool application and media literacy (4 courses offered and 2 lectures held, with 133 students enrolled). A total of 60 micro-credit courses were offered, covering experiential learning, practical work, and action research, integrating department, USR, and Xiaofeng Academy resources to develop students' cross-disciplinary capabilities and self-directed learning spirit. Accessibility of online resources continues to expand, with 18 sets of Ewant digital teaching modules completed, accumulating 10,248 uses.
or health self-management, self-directed physical education courses saw an enrollment of 600 students. Through online testing and individualized exercise prescriptions, students are assisted in developing lifelong exercise habits, comprehensively enhancing their self-directed learning ability and professional and health literacy. For extracurricular activities, the focus is on deepening the "Holistic Learning Passport" system, boosting student engagement and support in extracurricular self-directed learning. Silver-level or above single-item learning endorsements reached 1,150 person-times. The overall satisfaction in the graduate exit survey reached 86%, proving the system's effectiveness. For summarized outcomes, the Xiaofeng Academy offered 2 courses on sustainability issues, held 12 specialized lectures, and recruited 45 academy students who conducted 9 interdisciplinary projects using a problem-based approach, demonstrating a high degree of autonomy. The University-wide Joint Teaching Achievement Exhibition attracted 7,000 person-times of faculty, students, and external attendees, effectively promoting inter-departmental exchange and showcasing the fruitful outcomes of curriculum integration and core competency development. Overall, a total of 3,934 students participated in self-directed learning courses or projects this year, accounting for 28.50% of all students, indicating that self-directed learning has become an important pathway for the university to enhance students' core competencies.
Internationalization and Cross-Cultural Mobility
A total of 25 off-site learning teams were executed, involving 407 students and 27 faculty members, showing a greater scale compared to previous years. Participating departments accumulated to 21 departments/institutes, covering 11 countries and regions. This demonstrates a high campus-wide consensus on cultivating students' international capabilities. Students gained cross-disciplinary and cross-cultural practical experience in short-term immersive overseas environments, effectively enhancing their future competitiveness.
Faculty Professional Development and Basic Competency Testing
The university encourages faculty to engage in teaching innovation and professional growth through a comprehensive faculty support and reward system. The average score for the 113(2) semester-end teaching evaluation reached 94.98 points campus-wide, reflecting high student affirmation of teaching quality. The university continues to motivate faculty involvement in reform and provides tangible support for teaching innovation and curriculum material development. The 113(2) Teaching Innovation category received 20 applications, with 19 approved. The 114(1) semester received 32 applications for Teaching Innovation and 2 for Curriculum Material Development. 17 faculty communities were subsidized. As of the end of October, 52 activities were held, with an accumulated participation of 799 person-times, effectively promoting faculty professional exchange and cooperation. 2 forums focusing on faculty Chinese literacy teaching were held. The university continues to promote the testing and enhancement of Chinese and English proficiency. The implementation rate for the 113(2) Freshman Chinese Literacy Post-test reached 68%, and the testing rate for the Freshman English Proficiency Post-test reached 88%. Furthermore, through English platform lectures, the opening of 2 classes for English proficiency improvement, and the hosting of 2 English competitions, the language application ability of students is comprehensively strengthened
II. Fulfilling Social Responsibility
The university’s goal is to "create a learning higher education team with social impact and academic integrity, and strengthen students' resilience in the face of crises." Through the practice of University Social Responsibility (USR), the university is committed to regional sustainable development, revitalization of local culture, community inclusion, and cultivating students' social practical skills, as well as fostering disaster awareness and response capabilities.
Practice of Sustainable Development and Environmental Education
The university closely integrates social responsibility practice with the cultivation of students' cross-disciplinary capabilities, enhancing students' understanding and practical skills regarding local issues through a "learning by doing" approach. This demonstrates deep concern and academic intervention regarding issues in the Yangmingshan region and surrounding communities, while actively seeking cross-school, cross-disciplinary, and international cooperation. Through multi-stage learning and field surveys, students are guided to deeply understand local culture and the natural environment, and are required to use digital tools to present field work and design thinking in their final works. Service recipients are expanded to include regional adolescents through AI education robot activities and emotional management groups. This not only promotes the physical and mental health of adolescents but also strengthens the professional knowledge and social engagement/skills development of university students' teams. By organizing a Thematic Competition for University Social Responsibility Practice Sites, a total of 7 physical works and 5 short film submissions were received, stimulating students to transform field learning outcomes into concrete works, realizing the social impact of academic innovation. An interdisciplinary professional growth community was established to foster cross-sector partnerships and promote the sharing of cultural and educational resources. The "Old House Extension and Regional Regeneration Workshop" was held, bringing together faculty, students, and practitioners from multiple universities in Taiwan and Japan for an international dialogue, establishing an interdisciplinary and international urban renewal research network, and deepening academic and practical exchange. A total of 1,972 students completed social participation courses this year, accounting for 14.29% of all students, fully demonstrating the university's concrete effectiveness in practicing public service and cultivating students' social civic capabilities.
Strengthening Resilience and Campus Sustainability
The plan execution is comprehensively promoted with the core focus on "strengthening students' resilience in the face of crises." This aims to cultivate students' disaster awareness and response capabilities, and integrate internal and external resources to promote self-directed learning. For resilience training and disaster response, a total of 12 events were held, including fire drills, dormitory disaster preparedness training, campus earthquake evacuation drills, and all-campus student self-governance organization cadre training, with a total participation of up to 8,386 person-times. For resilient campus and environment construction, 12 events were held in the series to deepen student safety awareness, covering areas such as self-defense instruction, traffic safety advocacy, drug abuse prevention, bullying prevention, digital psychological safety, and fraud prevention. Annual participation reached 804 person-times. For psychological resilience and recovery, 3 events were held, including a call for submissions on psychological resilience, a forest healing workshop, and an outcome exhibition and award ceremony. These activities allow students to relieve stress through nature experience, featuring deep engagement and high participation, effectively enhancing students' psychological resilience.
III. Industry-Academia Cooperation
The common thread of the university's Industry-Academia Cooperation plan group is the "Trinity Strategy" of "Certification Training," "Practical Field Combat," and "Cross-Disciplinary Professional Skills Development." This strategy tightly links curriculum design with industry needs, aiming to directly enhance students' employment competitiveness and workplace adaptability, and establish a comprehensive career counseling system that fully improves students' job readiness and career awareness through vertical tracking and horizontal connection.
ndustry-Academia Cooperation and Practical Learning
The university actively promotes professional certification training classes aligned with specific industry standards, training students with industry-specific professional skills to enhance their employment competitiveness. Professional certifications in fields such as All-round Basic HR Manager, International Etiquette Professional Service Certification, Florist Practitioner, Remote Unmanned Aircraft System (UAS) Professional Certification, and ISO 45001:2018 Occupational Health and Safety Management System Standard and Internal Auditor were all included in the training. A cumulative total of 162 individuals participated in the training. The exam participation rate after training is about 80%. Due to the varying difficulty levels of the certification categories, the passing rate differs, but most project certifications show excellent results, such as a 100% passing rate for the Florist Practitioner certification, 77.5% for the International Etiquette certification, and 100% for the ISO 45001:2018 Internal Auditor certification. The university broadly collaborates with industry organizations to actively cultivate cross-disciplinary capabilities beyond a single specialty to meet industry changes. This year, students were guided to participate in practical field learning with over 65 cooperating practical fields, units, or enterprises. For example, the Department of Labor and Human Resources collaborated with Fengxing Technology, Systex Corporation, and Persistent Technology to promote students' learning of cross-disciplinary expertise, enhance employment competitiveness, and integrate sustainability and technology cross-disciplinary skills in collaboration with the Graduate School of Global Sustainability. The Urban Planning Program integrated AI generative technology to cultivate students' ability to apply new technologies. The department had 14 internship organizations, and the Department of Administrative Management had 28 practical cooperation partners, extending the learning field to enterprises, museums, and cultural parks. A total of 50 students participated in summer internships.
Practical field learning is planned under categories such as project collaboration (Labor and Human Resources, Landscape Architecture), on-site observation (Life Sciences, Remote UAS), and actual store operations/skills training (Florist Practitioner, Tree Climbing Work). The focus is on transforming theoretical knowledge into problem-solving abilities and practical experience, significantly enhancing workplace adaptability. General education practical learning programs, such as the Library Practical Slashing Learning Program, enhance work experience and cultivate library-related professional knowledge through practical learning. The Museum Management Practical Learning Program further enhances students' problem-solving and communication/coordination abilities through actual participation in museum guiding, collection management, exhibition assistance, and educational promotion. The Maker Center implements the "learning by doing" maker spirit through collaboration with 8 practical fields and 91 activities with 1,581 student person-times participation. Courses related to industry linkage and practical field learning reached 151 sessions, with participation exceeding 2,929 person-times.
Comprehensive Career Guidance and Industry Linkage
This year, a total of 20 companies were invited to the campus to hold recruitment briefings, with 1,674 person-times participating. A survey shows that 90% of students believe the events helped enhance their job search readiness. Furthermore, recruitment information was widely disseminated through multiple channels, effectively linking corporate talent needs with student job seeking supply. The university continues to promote the UCAN Student Career Exploration Courses, completing 32 sessions with a cumulative 1,685 person-times participation, helping students grasp individual competencies and development direction. The Graduate Alumni Destination Survey tracked 13,747 graduates, with a one-year post-graduation response rate of 77.67%, providing an important data basis for curriculum planning and counseling services. 5 workplace visits were conducted, with 196 person-times participating, providing on-site understanding of the operation modes of various industries, such as Grape King Bio and Courtyard by Marriott Taipei.
The "Internship Masterpiece Exhibition" was successfully held, with 9 departments and 22 student groups participating. The simultaneous online and physical display expanded the event's reach, encouraging students to showcase internship outcomes, reflections, and skill improvements. The Employer Satisfaction Survey (753 responses) indicated that the main reasons for companies hiring the university's graduates include excellent professional abilities (66.61%) and proactive ambition (59.63%), reflecting the positive evaluation of the university's students in the workplace. The Graduating Student Exit Survey showed that students rated work attitude, problem-solving, and critical thinking highest among core competencies, and were most satisfied with departmental faculty-student relationships and professional performance. The Holistic Learning Passport also received high recognition (average score over 3.68), indicating its positive benefit in enhancing students' comprehensive abilities. Additionally, to enhance competitiveness in the job market, gain corporate recognition, and aid career development, the university also subsidized students' participation in the Ministry of Economic Affairs Industry Professional Assessment System (iPAS). This year, subsidies were provided for certifications in areas such as Food Quality Assurance Engineer, Net-Zero Carbon Planning Manager, Color Planning Manager, and AI Application Planner. The total student grant amount was NT$181,500,benefiting 163 person-times, and the incentive fund for faculty coaching and student passing was NT$99,000
IV. Making Resources More Public
With the goal of achieving equal educational opportunity and optimizing campus development decision-making, the university is committed to constructing a fair, supportive, and transparent learning environment, comprehensively enhancing the public nature of higher education.
Shifting from "Support Subsidies" to "Competency Cultivation"
The university places educational equity at the core of its operations. Combining this with the Ministry of Education's "Making Resources More Public" project, the university is transforming its guidance for economically disadvantaged students from pure subsidies to a competency-oriented system. Through grant programs such as certification competitions, social participation, maker learning, self-directed learning communities, "Honghu Care" (Swan Care), and talent cultivation, the system integrates support across four dimensions: academics, living, career, and psychological well-being. This helps students accumulate professional skills and learning capital, narrowing the educational resource gap caused by socioeconomic disadvantage. Data from 2018–2025 shows that the average academic score of subsidized students reached 76–80 points, higher than the 68–72 points of non-subsidized students, with class rankings continuously improving. This demonstrates that the competency-based support mechanism effectively enhances learning performance. By shifting from "Support Subsidies" to "Competency Cultivation," the university not only secures rights to admission and education but also substantially promotes equitable outcomes and social mobility, concretely realizing the goal of Making Resources More Public.
To eliminate economic barriers and ensure enrollment fairness, 169 disadvantaged students received a full exemption from application fees, and subsidies were provided for transportation for 160 individuals and accommodation for 9 individuals. The university continues to offer additional enrollment quotas for Indigenous students through multiple admission channels and encourages departments to prioritize the admission of disadvantaged students to ensure their access to education. For learning and living support, the university provides professional psychological and counseling resources. In the 114 academic year, a total of 300 person-times received psychological counseling services, assisting students in managing emotions and stress through professional interviews, and enhancing internal stability. Support for Indigenous students in learning, living, suspension, and withdrawal reached 222 person-times throughout the year. The university actively held 42 campus-wide Indigenous education activities, covering cultural understanding, issue education, and ethnic diversity promotion, successfully enhancing the understanding and respect for Indigenous culture among all faculty, staff, and students, and significantly strengthening their learning stability and academic effectiveness. Customized activities are used to strengthen the career decision-making ability of disadvantaged students. An Indigenous Student Industry Trend Workshop (17 participants) and career exploration activities for students in the Resource Classroom and economically disadvantaged students (16 participants, with an additional 20 person-times expected soon) were held during the year, guiding students to deepen their career planning. For internationalization, subsidies for off-site learning alleviate economic burdens. 29 students were subsidized in the 113-2 semester, and 3 students as of the end of October in the 114-1 semester, encouraging disadvantaged students to step out of the campus and broaden their international horizons.
Optimizing Decision-Making through Institutional Research (IR)
By utilizing Institutional Research (IR), the university establishes a data-driven decision-making mechanism, ensuring the fairness and effectiveness of admission strategies and campus resource allocation, and enhancing the transparency and public nature of campus governance. Multiple admissions support analysis modules have been successfully established, including student number prediction analysis, Star Program source high school analysis, and admission channel quota allocation analysis, making admissions decisions more scientifically based. Furthermore, programming tools were developed to complete the application admission threshold and recruitment effectiveness correlation analysis tool and the cross-check web data extraction tool. IR completed analyses on several important issues, such as the Gender Impact Assessment (GIA) analysis using academic performance as an indicator. This ensures that resource allocation and policy formulation are both fair and effective, significantly enhancing the public nature and precision of campus development.
For student learning issue analysis, an investigation into the current status and effectiveness of cross-disciplinary specialized learning among sophomore students was conducted using a questionnaire survey, with pre- and post-tests administered to sophomores in the 113 academic year. The results showed that the primary reasons students select cross-disciplinary specialized courses are the richness of the course combination, influenced also by peers and senior students. Significant improvements were achieved in the pre- and post-test difference for Disciplinary Foundation, Teamwork, and Self-Directed Learning competencies, indicating that cross-disciplinary specialized courses contribute to student growth in these areas. Gender analysis found that female students performed better than males in teamwork, communication, and problem-solving abilities. Competency differences were also observed across colleges, with the College of Journalism and Communication performing better. Recommendations for the future include expanding the sample size, strengthening curriculum coherence and institutional support, and promoting inter-college cooperation to deepen the effectiveness of student cross-disciplinary learning. For student employment and competency development analysis, research results showed that, across the entire student body's UCAN survey of eight common professional competency factors (on a scale up to 5 points), "Work Responsibility and Discipline" (average 4.04 points) and "Teamwork" (average 4.02 points) were the university's students' best-performing common competencies."Innovation" (average 3.83 points) and "Continuous Learning" (average 3.85 points)were the two weakest competency factors. The distribution of the eight common competency factors still showed high heterogeneity among students from different colleges, each with its strengths and highlights, which is a key advantage of the university's diverse departments. It is recommended to continue actively promoting policies related to industry linkage and career counseling in the future, and to deepen the strong common competencies of each college so that students can apply their knowledge effectively and enhance their employment competitiveness.
Highlights
I. Digital Empowerment and Cross-Disciplinary Learning Ecosystem
Full Promotion of AI Application: The university actively encouraged faculty, staff, and students to participate in the Junior AI Planner Certification for the first time, with the first batch of 23 individuals obtaining the certification. Future plans include continuous promotion of AI Application Planner certification training and material development, encouraging faculty outside of information science departments to participate, and achieving full integration of AI into practical work.
Faculty Enhancement Breaking Time and Space Limits: The continuous development of digital courses for faculty cross-disciplinary enhancement, such as "Practical Teaching Experience and Recommendations for Design Thinking," allows faculty to engage in online professional development at any time. Collaboration with the Ministry of Education’s Miao-Pu Project also raises the university's external profile and visibility in the field of cross-disciplinary teaching.
Incentivizing Self-Directed Cross-Disciplinary Learning: The university pioneered the student double major scholarship using additional earmarked funds, effectively deepening the university's educational brand that emphasizes cross-disciplinary learning and successfully boosting students' willingness to pursue double majors. Students also effectively improved their basic academic and teamwork abilities through cross-disciplinary specialized courses. Other efforts include promoting the development and dissemination of digital teaching materials, refining micro-credit courses, and deepening the health management focus of self-directed physical education courses.
II. Deep Integration of Self-Directed Learning and Professional Competency Alignment
Close Linkage with Practical Competencies: Successful implementation of evening study groups supports students' extended after-class engagement. Integration of the Ministry of Economic Affairs Industry Professional Assessment System (iPAS) with curriculum guidelines closely aligns self-directed learning with industry professional training. A total of 657 person-times participated in related certifications throughout the year, providing students with pathways to enhance skills with practical value.
Innovative Industry-Academia Practical Model: The project focuses on "industry-academia linkage" and "cultivating students' problem-solving ability" as its main themes, achieving strategic goals through "strengthening industry linkage and participatory learning." For certification training, the International Etiquette Professional Certification class, for example, enhances cross-cultural communication practical skills through online collaboration with students from Texas A&M University and cloud database simulation.
Creating Professional Practical Learning Sites: The university pioneered the use of the library and museum as professional practical learning sites, offering structured and systematic practical learning opportunities. For instance, the library connects "Primary Field Practical Learning" with "Advanced Field Practical Learning," specifically cultivating students' cross-disciplinary and practical operational abilities.
III. Fulfilling Social Responsibility: Technology Integration for Local Industry Revitalization and Sustainable Local Culture Development
Social Public Space and Community Capital Building: Through the interdisciplinary collaboration of architecture and geography expertise, using the annual Spring Festival Procession Ritual of the Yangmingshan community as the central narrative, key community space nodes were physically constructed and renovated. This aims to use space creation and physical construction methods to induce, reconstruct, and strengthen key community activities and behaviors, ultimately achieving the goal of local revitalization supported by cultural landscape building. The Department of Education and Technology transforms local knowledge into teaching materials, serving as the concrete content for sustainable education on local action in the Nanhuang Stream Basin and as a regional teaching resource base, collectively building a sustainable system for the Nanhuang Stream Basin and practicing sustainable development that leaves no one behind.
Community Care and Local Companionship: The Department of History focuses on "people," actively engaging teachers, students, and parents from surrounding elementary and middle schools through activities such as "Yangmingshan Historical Site Investigation and Trekking" and "Ancient Trail Reading," transforming local deep-rooting into a sustainable operating model and realizing the university's companionship with and identification with the local environment and humanities. The "Yi Qi Yangmingshan Project," organized by the Chinese Department, deepens the revitalization of the Beitou Wentong Home site, combining AI digital creation with the Gezhi Junior High School curriculum to promote innovative marketing and education integration. By organizing the "Yangmingshan Art Festival," the project integrates local culture and art resources, constructs a mechanism for cultural sustainable development, and enhances Yangmingshan's cultural recognition and artistic value.
Local Industry Revitalization and Technology Integration: The Department of Administrative Management developed a community-led model for agri-photovoltaics, micro-hydropower, and small-scale community disaster prevention and photovoltaic education systems across multiple sites through the Yangmingshan Green Energy Community Power Plant Project. It also collaborated with the industry to develop a model that helps secure green energy profits. The Department of Architecture integrated technology foundations such as Problem-Based Learning (PBL) and Remote Sensing and Aerial Surveying into courses to guide students in combining local knowledge for spatial renovation and environmental improvement, providing both talent with advanced skills and a practical foundation for optimizing the local living environment and industrial development.