Higher Education SPROUT Project

2019 Annual Report - University of Taipei, Higher Education SPROUT Project

1.Promote creativity in teaching and improve the quality of teaching

1.1 Improve student achievement in life wide learning

1.1.1 Promote “Push-Pull”: student mobile app for synchronous self-learning and assistance

A. Since 2018, there have been four main features built in Push-Pull, namely “recommendation for self-paced courses”, “class registration”, “matchmaking for study buddy”, and “push notifications for course updates”. In 2019, after gathering usage data and feedback from students, the application has been upgraded in order to provide students a user-friendly environment and bring them convenience while using Push-Pull app. The adjustments made in the software updates include improving performance of customized notifications and adding new features such as online application form for subsidy for Studying Guidance Project, scholarship, and fellowship.

B. In order to increase user engagement, a new feature “Luck Day” has been added in this application. Currently, roughly 50% of undergraduate population has installed Push-Pull on their mobile devices.

1.1.2 Optimize classroom environment and virtual learning environment 

A.The SPROUT project provides 5 colleges and 15 departments with subsidies for building “learning corner” and optimizing use of school resources.

B.The e-learning platform “ee-class” was upgraded to the latest version “ee-class 2.0”, and “Evercam”, which is a recording and editing software for course creators, was upgraded as well. Both of the e-learning sources mentioned above serve as useful means for students to review study materials and participate in self-learning courses.

C.By the end of 2019, the Training Management System “tms +” was built and provide students with over 20 micro-lectures, which encourages a self-directed model of learning. The website will play a crucial role in the second phase of SPROUT project, to be specific, transforming into a platform that provide service concerning self-learning lectures, courses with credits, and programs.

1.1.3 Strengthen regulations regarding real-time multifaceted student support and tutor services

A.  “Guidelines and details of support and tutor services for students” is a new guideline combines with “warning of failing system”, which arrange students who are in the “Studying Guidance Project” or students who receive early academic warning to apply for subsidies of tutor service prior to others. In this implementation plan, students who are in need of academic assistance could receive real-time and efficient support as soon as possible, ensuring the practicality of real-time self-learning and assistance from the faculty.

B.  In 2019, the number of students who matchmade for study buddy has reached 143 pairs, while 11 pairs of them are students who receive “academic warning. (midterm)” Comparing 143 pairs in 2019 with 116 pairs in 2018, numbers increased by 23%. In addition, the number of pairs of students who were in matchmaking for study buddy in 2019 are 24 times of the total in 2017.

C.  During 2019, students who use tutor service were rewarded if they make great progress in their scores, and there were six pairs of students receive rewards, which both the tutor student and the learner student could receive it, one pair of rewarded students received “midterm warning of failing.” (To become qualified to receive rewards, students must obtain a grade higher than 75/100 and the score of target subject must see at least an increase of 10 points or a score higher than 85/100.)

1.1.4 Promote campaigns to encourage participation inmultifaceted learning and create reward system to motivate students

A. After the development and promotion of the Push-Pull system were carried out, a total of 45 i-voting self-directed learning courses were conducted and provided during the first phase of the plan. The types of courses include language, information and career lectures, which added other courses according to the needs of students. There are 5 categories added, namely language, information, career lectures, sports and leisure activity skills, and the total number of students participating in the course in 2019 was 1,125 compared with 652 participating students in 2018, apparently seeing an increase of 73%, and an increase of 7.5 times compared with the data in 2017.

B.  Newly revised the “Details and Guidelines of support and tutor services for students”. In the first phase of the plan, 75 students were rewarded with a “Leap Award for Academic Achievement” and 65 students with an “Progress-making Award.” A total of 140 students received awards.

C. According to the school’s "Guidelines and Details for Rewarding Students to get Professional Competence Certificates and pass Language Proficiency Tests", 376 students received subsidies in 2018, and 368 students in 2019 were subsidized, both saw an increase of 83-87% approximately when compared to the number in 2017.

D.  Revise the " Guidelines and Details of Student Self-Learning Network Subsidy", from 2018 to 2019, student groups that receive subsidies grew from 5 to 10 groups. The total number of participating students is 108, encouraging independent and mutual aid learning within campus gradually.

1.1.5 Implement multiple performance assessments for all students and ensure the assessments are valid and reliable

A.  Complete the curriculum reform for the reduction of credits for professional courses and integrate its curriculum structure and content based on its basic professional and core abilities. In addition, the faculty adjust the structure of its curriculum map and the corresponding graduation threshold according to the curriculum structure and content. Also, the system allows constant adjustments and revision made according to the outcome of results-oriented student learning effectiveness review. What’s more, the proportion of departments with well-organized curriculum guidance and course selection guidance reached 100%.

B.  Ensure that students take the overall examination or any forms of comprehensive tests before graduation. The proportion has increased from 20% in 2017 to 50% in 2019.

1.1.6 Education and job match: improve students’ employability skills and increase the relatedness of college major and work

A.  The proportion of departments that offer “career introduction and navigation” for freshmen and sophomores and employment guidance for juniors and seniors has reached 100%, an increase of 70% from 30% in 2016. Also, each department will hold (every academic year) around two or three events for students, which are about “career planning counseling” and “employment-education combined projects”, enhancing learning effectiveness.

B.  Departments that practiced Collaborative Teaching and Career Guidance has reached 52% by 2019, and a total of 92 related activities have been held with 4,680 participants.

1.2 Professional growth plan for educators

1.2.1 Build user-friendly e-learning environment and renovate existing facilities 

A.  In the first phase of the project, the e-learning platform ee-class was built and upgraded to ee-class2.0. During each term, there are individual teaching services through 4 digital teaching platform training courses and some additional one-on-one classes for teachers and teaching assistants, improving the ability to teach students by using digital learning platforms.
B.  In order to let teachers use the e-learning platform (ee-class) with teaching recording software (EverCam) without changing their teaching habits, the maintenance of amplifier circuits in 174 classrooms across the school was done in the first phase of the project. Additionally, the faculty provide teachers with personalized teaching services. By the end of 2019, teachers had used EverCam to produce at least 1,061 digital teaching materials already.

1.2.2 Promote task-based approach in teaching and form interdisciplinary teaching groups

A.In order to let the Teacher Network be compatible with university development plan, higher education SPROUT project, and practice university social responsibility (USR), there are two new networks built, namely "interdisciplinary teaching groups" and "promote university social responsibility (USR) teacher groups." 

B.  In terms of subsidies for Teacher Network, the increase from 14 groups in 2018 to 17 groups by 2019 saw growth around 22%. Although the number of subsidy groups in 2017 is slightly less than others, the number of teachers participating the project rose from 119 people to 133 in 2019, and the growth rate was 12%. In addition, in 2019, in order to promote the development of interdisciplinary teaching and SPROUT project for higher education, the college arranged a total of 12 interdisciplinary teaching teams. Through regular discussions with non-scheduled meetings or activities, teachers in these teams discussed course planning and teaching directions to improve themselves.

1.2.3 Set occupational standards for teaching assistants

A.Based on the analysis of the feedback questionnaire in the end of each semester, the training courses aim to strengthen the teaching assistant's computer-related skills, presentation and drawing skills, and interpersonal communication skills. Also, these training courses has increased by 1.25 times from 20 lessons in 2017 to 45 lessons in 2019 with a total of 20 courses from tms +. The number of teaching assistants increased by 9.4% from 244 in 2017 to 267 in 2019.

B.  In the end of each semester, the teaching assistants make achievement presentation, which praises the excellent teaching assistants of the semester. Also, the activity involves sharing videos produced by the excellent teaching assistants, showcasing their professionalism and dedication they have which assisted professors throughout the term.
C.  Through the analysis of data such as teaching, learner portfolio and teaching assistant database, it is found out that the percentage of the courses received teaching assistant subsidy had increased from 6.03% in 2018 spring term to 5.72 in 2018 fall term to 5.40% in 2019 spring term, which showcased a gradual decline.

1.2.4 Include teacher reward system to encourage creativity and innovation in teaching

A. The newly revised "Details for excellent courses" encourage teachers to enrich their teaching content and improve teaching quality. In the 2018 fall term, 14 teachers of excellent courses were awarded and teachers of 17 excellent courses were awarded in the 2019 spring term. And the increasing number of excellent courses reached 154 courses.

B. The new "Guidelines and details for Subsidy for Special Excellent Instructors with Flexible Payment (in Higher Education SPROUT project)" includes the teachers' promoting digital innovative teaching, implementation of the Ministry of Education's Higher Education SPROUT project, Teaching Practice Research Program and University Social Responsibility Practice Program. According to the guidelines, they are used as the basis for recruiting or retaining special excellent teachers in teaching. In 2018, 8 teachers in the school were subsidized, of which the proportion of new teachers accounted for 37.5%, and the subsidy funds accounted for 40% of the flexible salary. Among all of them, the proportion of new teachers accounted for 40%, and the subsidies accounted for 41% of the flexible payment.

C. In order to increase teachers' willingness to apply for joining the Ministry of Education (MOE) Teaching Practice Research Program, University of Taipei held orientation and provided teachers with consultation and external review resources. In 2018, the school submitted 28 proposals of project planning and 14 proposals of them gained approval. The rate of passing is 50%, and the number of cases that were approved ranks 18th among other universities and colleges in the country. Two of the projects were awarded the 2018 Ministry of Education (MOE) Teaching Practice Research Highlight Program; 36 proposals were submitted in 2019, which were 12 proposals more than the amount of approved proposals in 2018. In 2019, 18 proposals gained approval while the rate of approved ones remained at 50%. To be specific, University of Taipei sees the largest number of cases approved that are in the education category, which are 11 approved proposals, presenting the school’s education-oriented features.

1.2.5 Improve teacher evaluation system and multi-channel promotion

A. In response to the school's 2019 school year teacher evaluation, in the first phase of the project, through 5 teacher evaluation system meetings, rolling corrections and upgrades to teacher evaluation and teacher e-Portfolio system functions, to improve the convenience in teacher operation evaluation system.

B. Including excellent teachers as one of the basic requirements for applying for teaching practice promotion, and through administrative support such as "Promoting Teachers " seminars to assist teachers to shoot teaching promotion videos, the school reviewed the first case of promotion in 2019.

1.3 Focus on core competencies and general education competencies

1.3.1 Promote diversification in language development

A. The framework and implementation plan of “English for specific purposes program” and “Basic English” has been fully developed, and the plan has been carried out since fall semester in 2019. In addition, holding activities such as English Corner and English Lunch would allow students to have discussions on various topics with teachers who are English native speakers, which in turn makes students become engaged with English speaking, stimulates student interest language learning, and encourages students to express themselves in accurate and fluent English.   

B. In order to improve students’ Chinese reading and writing skills, the faculty planned and ran some workshops and projects concerning Chinese, namely “The Test of Chinese Proficiency”, “Teaching of Writing Seminar”, “Required language skills for Career Development Lecture”, “Chinese Recitation Workshop.”

1.3.2 Provide students courses to help the development of programming capabilities and apply them to other professions

A.Integrating “information technology competency” into holistic education, so it becomes one of the six core competencies in the holistic education competency framework. There are nine courses about programming offered during Fall Term 2019. Additionally, each department offer job-oriented courses and life skills-based education (LSBE) which involve programming and information technology. In 2019, students who take programming or technology-related courses made up 44 percent of undergraduates, which is calculated 2319 students in total

B.  In 2019, not only 15 conferences for logical thinking and programming training were held, but also two creative competition for APP programming were conducted. These conferences and competitions could effectively hone programming skills and apply them to other professions.

1.3.3 Improve teaching and course quality of creative lectures for General Education

Since promoting interdisciplinary learning and linking connection between various kinds of courses is the main focus in the higher education SPROUT project, the faculty provide a range of seminars, conferences, and courses for students and teachers. The first phase of this plan is conducting 14 General Education teaching seminars, holding 33 conferences about six core competencies of General Education, and offering 13 city management and regional geography courses.

1.4 Carry out College Education Development Project 2.0

1.4.1 Integration and collaboration between departments within colleges

University of Taipei currently consists of five colleges: College of Arts and Humanities, College of Education, College of Science, College of Kinesiology, College of City Management. The first stage of the SPROUT project is transformation of College of Arts and Humanities and College of Education, which means building stronger connection between departments to ensure integration and collaboration between them. As for College of Science, the faculty has come up with a virtual college named “College of future trends” which is a cross-disciplinary program with courses crossing boundaries. With regard to new compulsive courses provided by College of City Management, ranging from Introduction to City Management, Sociology to Urban Aesthetics. These compulsive courses for College of City Management students could help them acquire professional knowledge about city management.

1.4.2 Innovative learning ecosystem for interdisciplinary courses

A.  A new framework created by College of Education which is a mini program consists of three courses with five credits in total, namely “Teaching and Introduction of Experimental Classes”, “Conduct and Practice of Experimental Classes”, and “Visiting Schools and Discussion about Experimental Classes”.

B. College of Arts and Humanities promote some new innovative cross-disciplinary programs, which are “Applied Writing Program (Mandarin)”, “Recording and Filming Program”, “Arts Administration Program”, “Business English Program”, “Public Affairs and Law Program”, and “Innovative Management Program.” Among these programs, the “Business English Program” is the highlighted program, which is conducted by Department of English Instruction (University of Taipei) and Department of International Business (National Taipei University of Business), which is apparently an interdisciplinary program. For students, this program not only equips them with business knowledge, but also enable them to build international business careers by cultivating bilingual skills.

C.  “π Project” is carried out by College of Science, aiming to promote “Programming Language” in order to be capable of professional skills and in turn benefit students by enriching their interdisciplinary knowledge. College of Science is planning to make “Programming Language” a compulsory course for College of Science students or even for all of the undergraduates in the near future.

D.  College of City Management has created the framework for its “Urban Planning and Regional Governance Program (all courses are taught in English)”, and the planning for courses in this program is still in progress. The program is estimated to start recruiting students after being reviewed and approved at associated meetings in 2020 spring term.

1.4.3 Learner-centered education

A.  College of Education has grouped teachers to form five interdisciplinary teams with different professions, in order to conduct experimental mini program and arrange its development plan. The development plan consists of arrangements such as “plan refreshing and practical strategies for Teaching Practicum in Elementary Schools”, apply expressive therapies to community psychology practice and the practice of care for the elderly”, “use instructional materials that match core competencies”, “make innovative effort in education and school administration”, and “conferences, seminars, meetings, and other activities concerning instructional evaluation and core competencies.”

B.  College of Humanities and Arts had held eight conferences about cross-disciplinary learning environment; moreover, the college invited both Taiwanese experts and foreign experts to join the conferences with teachers and students, building discussions between people coming from various career fields.

C.  In order to encourage instructors to form learner-centered education team and learn knowledge from other professional fields rather than their primary profession, College of Humanities and Arts and College of Science and College of City Management form interdisciplinary teams, which are consist of lecturers and professors.

1.4.4 Make portfolios and results-based monitoring and evaluation

Due to the fact that College Education Development Project 2.0 is still in the project initiation phase, the portfolios for teaching methods and learning strategies of courses and “results-based monitoring and evaluation” will be organized and carried out at the second stage of this project.

1.5 Promote “@D School”: An experimental design academy

1.5.1 Experimental dedicated office and experimental creative classroom

The first phase of this project has been done, providing students with a creative and innovative learning workplace by setting up an experimental dedicated office, experimental creative classroom, and equipping a experimental store named “d. design Store” with equipment and software.

1.5.2 “Future Living Experience Industry” (based on the framework of interdisciplinary courses)

A.  At the first stage of the project, the framework for @D School courses has been designed, which consists of “primary courses”, “courses with special projects”, “interdisciplinary workshops”, and “creator micro courses.” In addition, there will be meetings holding discussions about planning and preparation for courses.

B.  At the first stage of the project, @D School had already provided four primary courses, nine interdisciplinary workshops, and ten mini creative courses. There were about 384 students from different departments who join these activities.

1.5.3 Promote collaboration between students and innovative business: expand students’ vision

A.  At the first stage of the plan, professors and lecturers at University of Taipei partnered up with 41 professionals and 10 innovative businesses to conduct courses. With the combination of workplace, industry, and education, students could practically step-by-step carry out projects combined with their creativity, which in turn allow knowledge to meet industrial needs and embody the outcome of professional courses.

B.  @D School collaborated with teams from Germany, Korea, and China to build a new team named “Co-create City Asian Team” to start up two workshops named “Co-create City Experimental Course- Urban planning workshop for Yilan” and “Co-create City Experimental Course- Urban planning workshop for Miaoli Sanwan.” These workshops not only enrich students’ knowledge about international business concerning living experience, but also expand their global market vision and become more competitive at the workplace in near future.

1.5.4 Provide teachers who join the project with advanced studies

The primary goal on the first stage of @D School project is to set up experimental office, equip the experimental creative classroom with equipments, design the framework of interdisciplinary courses, and recruiting instructors for this project. In addition, the advanced studies for teachers who join the projects will not be planned provided until the second stage of project.

1.5.5 result and performance showcase and connections with professional fields

A.  In order to let students be able to transform their creative, interdisciplinary ideas into designs and products and receive feedbacks from the public, @D School start a retail business which is an experimental creative store named “d. design Store.” The store not only encourage students to write proposals, turn their unique, original ideas into products, but also allow them to provide customer service regarding their products. In 2019, creative design practicum center was announced as well, providing a matching platform for students to find internships in certain companies that associate with art, drama, digital art, and cultural event organizer.

B.  Students who participated in @D School project were given instructions by teachers and lecturers from professional fields. During the period of the course, students had successfully design eight models for calendar products, design 18 packaging designs that are made by paper, develop six modules of iOS Apps, write 11 design proposals for business, create 11 sets of fonts, design major themes, pictures, and description for seven projects, snap photographs of dining sceneries, carry out multiple projects by delivering stories through digital media, make multiple proposals for city rearrangement and renovation (involve with Yilan and Miaoli projects), use machines and softwares to make dry flower products, embroidery, bamboo weaving crafts, 3D printing products, and modules. What’s more, students went to Hsinju Wufeng Township to record three local lullabies at Taiya tribes that happened to be nearly extinct traditions, securing the aboriginal culture to be passed on from generation to generation.

1.5.6 Create environment for creativity, innovation, and start-up businesses

By taking courses at @D School, students are able to cultivate skills to conduct a project from the start to the end: make inspections, raise questions, practice critical thinking, make resolution plans, carry out the project, put product in testing procedure, make marketing strategies. Additionally, by opening experimental design stores like “d.design Store” and setting up creative design practicum center with sufficient budget, great development, application, branding, and marketing through media, these resources could give students opportunities to design practical and useful products in near future. Furthermore, some students had built mini start-ups with the support and instructions from teachers at school and hire instructors, paving their paths to their design and innovation business.

1.6 Ensure the quality of teaching and learning

1.6.1 Set up and manage the integrated system of teaching and learning resources

During the first phase of the project, a team that ensure teaching quality was formed, and it also comes with an integrated evaluation system for teaching, an e-Portfolio platform for teachers, and an e-Portfolio platform for students. These platforms and systems are 100% set up and updated.

1.6.2 Analyze and make extending usage of teaching quality

The questionnaires for feedbacks of self-learning courses during the period of 2018 and 2019 were collected. And there were four major analysis were conducted as well, namely “the influence of teaching assistance on the performance of teaching from 2013 fall term to 2018 spring term”, “Inspections to basic skills and competencies (a form created for freshmen)”, “Inspections to learning experiences of the graduates (for class of 2018 and class of 2019)”, applying the outcome and statistics of these questionnaires to the planning of the (second phase) self-learning project. This could improve the quality and content of the course and help making adjustments in training for teaching assistants.

1.6.3 Make integrated system and arrangements for evaluation forms

In order to get a full view of students’ skills and competencies, satisfaction, and learning experience at the time when they register and graduate, there are a few means used in the first phase of the project, such as “Inspections to learning experiences of the graduates (for class of 2018 and class of 2019)” and “Inspections to learning experiences of the graduates (for class of 2018 and class of 2019)”. The statistics allow the faculty to make comparisons between results, and they serve as great information for colleges and the administration to apply to future adjustments.

2. Special features of University of Taipei

2.1 Provide trainings for professionals in certain career paths such as sports, education, and interdisciplinary jobs

2.1.1 Provide trainings for educators with international innovative traininsg and experimental interdisciplinary education

A. Aside from using the evaluation and examining system for students who will become teachers in the near future, forming professional teaching groups, holding conference with speakers from professional field such as school psychology, Waldorf Education, and children development, and making adjustments in course framework due to analysis are all methods to strengthen the development of experimental innovative teaching plans. Students could take interdisciplinary courses or take part in workshops, career conferences, internships, and visiting to companies, which helps them to cultivate skills for creative teaching and conducting interdisciplinary teaching plan. Moreover, the training and practicum for students who will become teachers in near future are intensified as well. In 2019, there was an increasing number of students who pass the teacher certification examination.

B.  In order to give opportunities of taking interdisciplinary courses to students from College of Education, combining the professional sources from teachers from each department, there are three courses with five credits in total, namely "Experimental Education Curriculum and Teaching", "Experimental Education Planning and Management", "Experimental Education Field Visit and Sharing." The planning of the micro-lectures programs is expected to be promoted in the second phase of the project.

C.  The faculty establish the "National Primary School English Teaching Research Center", and offer two four-credit English-teaching courses in the first semester of the 2019 school year, "Class Management" and "Art and Crafts", five lectures on English teaching skills, and "All-English seminar: discussion of fitness and sports." These lectures, courses, and seminars offer clear guidance and easy-to-understand instruction of compiling English textbooks and the concepts of CILI EMI. Therefore, the teachers can have a clearer vision for their teaching and teaching plan revision, and at the same time compile the classroom language manual to serve as teaching aids for teachers.

2.1.2 Competitive sports gold medalists and interdisciplinary education for sports program and leisure activities

A. In the Jakarta Palembang 2018 Asian Games, University of Taipei students won a total of six gold, four silver and eight bronze, which was the best result among all universities in Taiwan. In 2019 National Intercollegiate Athletic Games, University of Taipei students won 58 gold, 52 silver and 48 bronze, while they with 43 golds, 55 silvers and 54 bronzes in 2018 National Intercollegiate Athletic Games, which showcased a significant improvement in University of Taipei students’ performances.

B. The Department of Recreation and Sports Management, Department of Exercise and Health Sciences, Institute of Sports Sciences, and Graduate Institute of Sports Equipment Technology collaborate with each other to provide students with training, helping them to become professionals: Sports Sciences specialists, Measurement of Physical Fitness specialists, sports trainers, social sports development specialists, competition management personnel, sports equipment developers, professionals in sports and recreation industry, professionals of health care and exercise for senior citizens

2.1.3 Urban creative culture and software design with interdisciplinary education

A. Based on the long-term cultivation of professionals with arts industry, in order to enable students to adapt to the latest trends in the industry and need to have diversified skills and become competitive in the workplace, the "AR/VR Teaching Design Center" was established. The AR/ VR-related equipment were introduced into these courses to guide students to use the equipment and experience VR experience. In the meanwhile, not only VR and AR skills and production were taught, but also drone instruction and allow students to practice with the drone, which expands the scale of learning and add diversification to the original traditional education. This groundbreaking education allows students to use software, equipment, and development tools to apply language learning, teaching material design, digital tour for cultural assets, and teaching modules to technology, and students in turn gain the skills to apply virtual reality and technology to various careers.

B. In terms of the cultivation of talents for art performances, the Department of Music, Department of Dance and Department of Sports Performing Arts introduced innovative interdisciplinary teaching methods to their courses for undergraduates, and also offer master classes, interdisciplinary lectures, and performances. To expand students' learning horizons and strengthen their skills in the field of music, in the first phase of the project, foreign musicians and professors were invited to conduct 40 master classes concerning various kinds of instruments. In addition, concerts and musicals for University of Taipei anniversary were held, as well as student concerts and concerts performed by foreign musicians in Taiwan, which was a total of 50 events. Students also won the first, second, and third place in the 2018 Puigcerda Music Festival Competition in Spain, while some students were selected as co-actors of the Taipei Chinese Orchestra and the National Symphony Orchestra at National Performing Arts Center. For students who major in dance, there were a series of art interdisciplinary lectures, through the experience sharing of dance, history, and arts, expanding students' visions of cutting-edge artistic creation, creative teaching, research methods, theater design practice, international contemporary dance, dancers’ life history, and choreography analysis. When it comes to Sports Performing Arts, as University of Taipei is the best institution of professional fashion model training in Taiwan, by performing and attending annual performances and international fashion week, these activities broaden students’ vision and teach them performance skills.

2.1.4 Cultivation of cross-boundaries professionals for sustainable development of ideal cities

A. In terms of the cultivation of public affairs personnel, the first stage of the plan is to participate in six activities with participatory budgeting held by Taipei City to let students understand the origin and theoretical basis of participatory budgeting, and compare the six events with each of their participatory budgeting, cultivating students' ability to participate in social and public affairs, as well as selection and preparation for urban participatory budgeting and implementation scale in order to train students for urban development and public affairs.

B. In terms of the cultivation of urban and rural regeneration professionals, the College of City Management is the country's first professional city management training institution. The three departments of which involve in multiple aspects of city management, and they complement each other to construct urban and rural regeneration. Therefore, in terms of professional ability training, in order to cultivate students' interdisciplinary skills, the college conducts integration courses for juniors and seniors, so as to achieve the complementation among various departments and train students into professionals of "urban and rural regeneration”.

2.2 Diversified international education and exchange project

2.2.1 The progress to internationalization

A. With the development of higher education towards internationalization, in order to enhance friendliness toward foreigners of the campus environment of our school. In 2018, through the library’s bilingual video learning system (http://mod.utaipei.edu.tw/), and make purchases for videos that are related to education, Taipei local culture, internationalism, and Mandarin teaching as the main teaching video, providing international students from different countries and different cultural backgrounds to integrate into the campus and understand Taiwan through multiple learning resources local culture and history.

B. In order to provide an optimized learning environment and resources for international students on campus, in addition to the General Education Center to promote foreign students to take Mandarin classes with credits to help improve their Chinese language skills. Graduate students and graduates with a degree of Chinese Studies form a "Mandarin Professional Counseling and Teaching Team." During the first phase of the plan, there were a total of seven classes Mandarin tutoring for foreign students and two different levels of classes for "Mandarin Tutoring for Foreign Students." In addition to training their Mandarin listening, speaking, reading and writing skills, in order to enriching foreign students’ life experiences while they were studying in Taiwan, the faculty also organized 12 workshops for teaching Mandarin, training Taiwanese students tutoring to become more professional in Mandarin teaching.

2.2.2 International courses

A.  In order to cope with the internationalization and global education and the Executive Yuan bilingual policy, the "All-English Teaching and Research Center" was established in 2019. In the first semester of the 2019 academic year, two 4-credit full English courses were offered, and targeted Lectures are arranged for the training of all-English teaching teachers, so that our students could pick another major. It is expected that 2020 spring semester will add “fitness teaching methods course” to implement the training of future “all-English courses” teachers.

B. The framework of the "City Planning and Regional Governance All-English Program" carried out by the College of City Management is now in the project initiation, curriculum framework is still in the progress of planning. It is expected to be submitted after the relevant meeting of the second semester of the 2019 academic year is reviewed and approved. Students who study at this program will gain bilingual skills based on professional knowledge, and also become a professional who can build an interdisciplinary international career of urban and city management.

2.2.3 Promote diversified international mobility and communication

A. In order to promote the internationalization of education, teachers and students are encouraged to do exchanges, have internships and participate in competitions, training teachers and students' skills to teach and learn internationally and expand their horizons, which in turn strengthen teachers' teaching quality and student learning performance. During the first stage of the plan, through the newly revised "Guidelines and Details of Subsidy for Teachers and Students Participating in Overseas Education Activities", students are encouraged to independently plan and participate in international internships, exhibitions, competitions, short-term training, voluntary services and the "Short-term overseas Study Program." There had been 52 teachers and 238 students subsidized to participate in “international education exchange activities” in 2019. Compared with the subsidy of 31 teachers and 120 students in 2018, the number of teachers and students grew by 68% and 98% separately compared with 2018 statistics. Therefore, it is obvious the project effectively enhances students’ independent learning ability, broaden international horizons and gain skills to stay relevant to international standards.

B. In the international academic exchange events, a total of 21 cases of international exchange activities, 105 teachers and 121 students attended academic exchange activities; and the number of affiliated schools reached 180 schools in 2019, compared to only 94 schools (48%) in 2017. In the meanwhile, the school’s "Guidelines and Details for the Selection and Implementation of Subsidies for Exchange Students to study at Overseas Universities" was revised to expand the amount of subsidies for exchange students to go abroad, and increase the opportunity for University of Taipei students to study abroad.

3. Accessible higher education

3.1 Opportunities for Minorities Project

3.1.1 Minority student college admission

In order to increase the chances of minority students enrolling in our school, asides from the Higher Education SPROUT Project Office and the Aboriginal Student Resource Center would hold information sessions for minorities students in eastern Taiwan. University of Taipei provided various ways of college admissions, and there was a total of 62 aboriginal students enrolled in 2019. In addition, there were 132 minority students receive subsidies, some of them got a cheaper price of registration fees and 27 of them receive subsidies for transportation fees and accommodation expenses when they went to admission interviews and sports admission tests. In addition, in order to let minority students to study at our school without worrying about payments, the school provided 626 minority students with cheaper tuition fee and miscellaneous fee, while 131 minority freshmen received subsidies. This was an increase of 1.6% and 35.1% in student numbers respectively, compared with 616 students and 97 students in 2016.

3.1.2 Optimize tutoring and counseling service for minority students

In order to optimize tutoring and counseling service, the school’s new "Guidelines and Details of Tutoring, Subsidies, and Scholarships for minority students" is designed to provide underprivileged students with scholarships so that they don’t have to struggle with their payments and reduce their time on part-time jobs. There was a total of 351 people who received fellowships or scholarships for tutor service or career counseling in 2019, a total of 73 people were subsidized for participating in self-learning activities, and a total of 71 people received registration fee for the professional license or examination, a total of 467 person receive scholarships for having internships, participating in training, joining competitions. In terms of ​​academic study and career counseling, it increased by 82% compared with 193 in 2018, and the number of students having internships, participating in training, joining competitions increased by 165% compared with 176 students in 2018.

3.2 Professional management and information disclosure of school affairs

3.2.1 Professional management skills of the school affairs

The school’s “School Affairs Research Office” planned to carry out “Comparative Analysis of Teacher Research and Teaching Skills in Competitive Schools” and “Comparative Analysis of Teacher Research and Teaching Skills in Competitive Schools” and “2016 School Year "Comparative analysis of college and university students’ suspensions", "Comparative analysis of the budget survey of colleges and universities in the 2016 academic year", "Analysis of the number of college libraries in the 2017 academic year and the expenditure for book purchases in the 2016 academic year", "Tracking Analysis of Teachers’ Research Results after Appraisal”, “Analysis of the Academic Performance of Teachers in the past 3.5 Years after the 2013 Academic Year”, “Analysis of the College Admission of Students in the 2015 to 2018 Academic Year”, “Interview (the second stage) of the application of the university Analysis”, “Questionnaire Survey and Analysis of Candidates" and "Analysis of Book Borrowing" Above all, there were nine projects and they were published with a total of 2 volumes of 2018 College Management Research (IR) report in 2019.

3.1.2 Establish an e-connection system for alumni careers and multiple resources for school information

In order to ensure the professional management skills of public affairs and interacting people and enhance people’s understanding, trust and participation in the school affairs of the school, the school has set up a "Public affairs at School and Financial Information" on the school website. (http ://finance.utaipei.edu.tw/bin/home.php), provides the public affairs information analysis, financial information analysis, tuition and miscellaneous fee adjustment and review for procedures, audit implementation status and other important school information for teachers, students, alumni, and other social stakeholders see the school’s performance in running a school. In the meanwhile, the faculty had published the performance and framework of the school’s higher education SPROUT project website (http://hesp.utaipei.edu.tw/web/) which could in turn encourage the transparency of college information.

3.3 Implement self-improvement and sustainable business development

3.3.1 Set up Higher Education SPROUT Office

In order to integrate the school's administration, teaching and learning resources, the "Higher Education SPROUT Project Office" was established in 2018. The office of this project is promoted by the academic vice president of University of Taipei was the director of the teaching development center while the office chief was the executive secretary and the assistants of various sub-projects. At the same time, this also promotes cross-unit resource integration, communication and support for the project.

3.3.2 Establish a management structure and procedures for teaching and learning policies

In the first phase of the plan, the school added five new systems and strategies for improving teacher teaching and eight ways of strengthening students’ learning through the implementation of the plan during the first phase of the plan. Also, the faculty started to plan and promote the teaching and learning policy impact evaluation and effectiveness analysis system to gradually establish teaching framework, including the management structure and procedures of the learning policy. In addition, through adjustments to the school’s teaching structure related measures, the teacher-student ratio in the 2018 school year compared to the 2017 school year increased by 0.41%, but it was 5.6% lower than the 18.72% in the 2016 school year; and the proportion of part-time teachers in the school’s teachers also increased from the 2017 school year of 61.25% dropped to 57.64% of the 2019 academic year.

3.3.3 Implement plan execution and school affairs to promote quality management mechanism

In order to ensure that the school’s plans are indeed promoted and ensure the quality of effectiveness, the school’s Higher Education SPROUT Project Office conducts an average of  meeting once a week to grasp the progress of the various plans and implementation strategies and solve the problems encountered. Using the "Planning and Expenditure Inspection Online Management System" to control and verify funds to ensure the implementation rate and rationality of funds. At the same time, through regular meetings of the Higher Education SPROUT project Committee, the school’s "Guidelines and Details of Tutoring, Subsidies, and Scholarships for minority students", "Promoting the Ministry of Education SPROUT of Excellent Teacher Award Points", "Teachers and Students Participating Overseas Educational Activities Subsidy Points", "Students' Academic Performance Progress Reward System Guidelines", "Learning Guidance and Consultation Implementation Guidelines", and the school’s "Higher Education Deep Cultivation Project Assistant Appointment Management Points" were newly revised in 2019 to ensure the rights and interests of personnel in contract and improve the management and enhancement mechanism, thereby maintaining the quality and effectiveness of the higher education SPROUT project.

4. Practice social responsibilities

4.1 Promote active-ageing within Taipei metropolitan area

4.1.1 Project for encouraging senior citizens in Taipei metropolitan area to exercise

The first phase of the project is carried out by Department of Recreation and Sports Management through their two courses, namely “Health and Fitness Instruction” and “Health Evaluation and Practice”. These courses help the students to get the basic-level and mediate-level certification of Instructor for Health and Fitness. (issued by Sports Administration) Students should also be familiar with the procedure of Health and Fitness Evaluation, make analysis according to the outcome of the report, teach adults and the elderlies how to analyze their own reports, and be able to recommend suitable exercise to them or even design customized exercise for them. Other than training through courses and cultivate skills, the faculty give the students opportunity to visit the healthy elderlies that reside in Shilin District, which is a great method to make inspections of their daily lives and basic need. This kind of experience could be supported by practice and activities such as “evidence-based learning” (conducted by Active Ageing Sports Institute), giving the healthy elderlies instructions and company through health evaluation and practice, which they in turn acquire exercise skills after learning.

4.1.2     Active Ageing Sports Institute

A.  The Active Ageing Sports Institute has become a crucial project supported by other projects such as “2017 Innovative Teaching Project” by Ministry of Education and “Higher Education SPROUT Project from 2018 to 2019”, which is also a great example for University of Taipei practicing its social responsibilities. The Active Ageing Sports Institute received a lot of support and appreciated by the elderlies in 2018, so in 2019, classes are available in both Boai Campus and Tianmu Campus, five classes in two terms at Tianmu and one class in one term at Boai. There is an increasing amount of participants of this institute, growing from 63 to 97. The average age of the elderlies who participated in these activities see a rise from 74.3 in 2018 to 76.8 by 2019. By conducting various kinds of creative courses that are suitable for the elderlies and giving them “customized exercise prescription” and health evaluation and fitness, there is apparent improvement in seen among the elderlies, including flexibility, functional muscle strength, cardiorespiratory endurance, agility, sense of balance, coordination and cognitive ability. The successful achievements and diverse courses of The Active Ageing Sports Institute were even published by The Journal on Active Aging in 2019 February. In the journal, editors suggested that these activities and courses should be great examples for Physical Activity Guidelines for Americans. (PAGA)

B. Students who assist in courses at The Active Ageing Sports Institute are required to have certifications such as Certificate of Active Aging Leadership, and also do advanced professional studies from time to time. In 2019, there were 17 students passed the Certificate of Active Aging Leadership (for examining and teaching), which saw a 17.6% growth (compared with 2018), boosting students skills for Active-Ageing instruction and connecting students with future career.

C.  The first phase of the UST project about Active-Ageing will be sent to reviewed in order to enter the second phase of the UST project.

4.2 Encourage building connections between youth and the elderlies in Taipei

By forming professional teachers’ network, self-learning students’ network, and learning groups with students and teachers, and holding public hearings, fieldtrips, and multiple volunteer projects, reaching to the point that students and teachers cross boundaries and collaborate to practice social responsibilities. In 2018, in order to encourage teachers to take part in practicing social responsibilities, details and expected goals about “USR teaching group” has been added to “Guideline of Growth and Development in Teaching.” In addition, there are five teacher groups that practice social responsibilities, individually carry out projects such as “Caring for the local communities in Taipei with Lohas style: ACE”, “Innovative service by Nordic walking, fusion of leisure life and local development for the elderlies”, “Our Social Responsibilities: Caring for community and environment”, “Fusion of course and real-life events: Physical activities integrated with math class (elementary school 2^nd grade students)”, and “Senior Counseling Practice.”

In 2019, there are three social responsibility practice communities, with 5 colleges, 17 departments, and 45 teachers participating, namely "Exercise is Medicine®: Combining medicine to create an active aging-prevention course community for dementia", "University cooperating with local creation (innovation, creativity, entrepreneurship) and senior industry development", "Lighting up the community: research on the integration of media design curriculum into social practice." Regarding the self-learning students network, in 2019, students join the subsidized "Schweitzer Learning Camp", a camp for minorities who study at Jingtong Elementary School in Pingxi District, New Taipei City. The students from University of Taipei provide academic counseling for disadvantaged students and equip elementary students with interdisciplinary knowledge to make them see things from multicultural and international viewpoints. The Higher Education SPROUT project even provide resources to International Schweitzer Project, patronizing students to visit Mae Salong Huaxing Primary School in northern Thailand to carry out international education volunteer activities and assist in training teaching the local students the capability of Mandarin reading and comprehension, writing, and computer and technology. Therefore, students from University of Taipei accomplish their mission of volunteering in international education and fulfill their social responsibilities as a member of the global village.

Highlights of 2019 University of Taipei Higher Education SPROUT Project

From iOS courses to the entire development of Push-Pull app

In order to achieve the goal of bringing learning closer to the needs of students, students have developed a Push-Pull real-time self-learning and tutoring and counseling service application (referred to as Push-Pull) that is developed by students including design, development to testing. The Push-Pull app is one of the significant projects in the SPROUT project. The Push-Pull is an application that combines the school's administration and teaching resources to support the students' self-learning assessment needs. The students could always as for certain service and the school will responds to the students' learning needs in real time. This application is developed because it is originally an application that is a project in the "iOS App and Industry Cooperation Course", and students who joined the Push-Pull app development team even got some internship offers. The app design, development, and upgrading of this application are all carried out by students. On the one hand, students learn the skills of developing a functional a self-learning application; on the other hand, this app developing experience is relevant to students’ future career. At present, the Push-Pull system student development team trained by teachers in University of Taipei. There were two students who have receive offers from companies after graduation, and they continue to help undergraduate students by giving them opportunity to collaborate with professionals in the industry. Since 2018, there have been four main features built in Push-Pull, namely “recommendation for self-paced courses”, “class registration”, “matchmaking for study buddy”, and “push notifications for course updates.” But afterwards, there has been a new update which present two new features, one is application form for subsidies, scholarships, and fellowships, another one is tutor and counseling service. The new updates could improve user experience and make the application more complete. In addition to the lively and great interface of the new Push-Pull system, it also has multiple functions. In addition to the original i-Voting and course selection of students' self-learning courses on the platform, it also pioneered the function of online roll-calling and online leave system. And scanning QR-Code has replaced the traditional way to do roll-calling, which become convenient to students since students use 3C products extensively and achieve the goal to create a paperless environment for earth protection. In addition, the new version of the Push-Pull system also combines the functions of the school’s student rewarding system and subsidies to certificate, awards, and academic performance progress, or matching study buddy and build an applicant database by uploading personal information once during the term. In order to increase user engagement, a new feature “Luck Day” has been added in this application. Currently, roughly 50% of undergraduate students has installed Push-Pull on their mobile devices.

In 2018, by updating “Push-Pull” which is student mobile app for synchronous self-learning and real-time support, building Training Management System “tms +”, constructing “Guidelines and Details of Leap Award for Academic Achievement”, "Guidelines and Details for Rewarding Students to get Professional Competence Certificates and pass Language Proficiency Tests", and “Guidelines and Details of subsidies for student self-learning networks.” Theses guidelines, websites, and applications are vital to students when it comes to subsidies and scholarships or learning, providing them with help, support, and great learning resources. The types of courses include language, information and career lectures, which added other courses according to the needs of students. There are 5 categories added, namely language, information, career lectures, sports and leisure activity skills, and the total number of students participating in the courses in 2019 was 1,125 compared with 652 participating students in 2018, apparently seeing an increase of 73%, and an increase of 6.5 times compared with the data in 2017. These interdisciplinary courses allow students to enjoy self-learning and have flexible curriculum schedule and have access to various subjects and courses. Therefore, students will be equipped with multiple skills which might be developed and help paving the path to become a “slashie.”

A big leap in teaching practice research

In order to conduct multiple ways of advanced teaching and teaching-related research, in the year of 2019, the school conducted seminars such as " Improvement in Teaching" and "Teaching Practice Research Information", supplemented by assisting teachers in filming advanced teaching videos and even offer subsidies to teachers for the payment of external experts and scholars who review teaching projects. In 2019, the first case of advanced teaching. In 2018 academic year, 14 proposals out of 28 submitted proposals were approved, and the percentage of approved ones reached 50% which ranked 18^th among all universities. In 2019 academic year, 36 proposals were made which are 12 more proposals than last year. Especially, two of the projects even got rewarded as “MOE Highlight Projects of Teaching Practice Research Program” by the Ministry of Education in 2018. There were 18 proposals out of 36 proposals gained approval, with an accumulation of four proposals compared with the previous academic year, while the rate of approved ones in both years remained at 50%. To be specific, University of Taipei sees the largest number of cases approved that are in the education category, which are 11 approved proposals, presenting the school’s education-oriented features.

University of Taipei @D.School adheres to the tenet of "design thinking, future life needs, interdisciplinary innovation, and creative practice". By planning a diversified and series of creative thinking training and practical skills courses, these courses encourage students view from various perspectives to project the future design, propose imaginations for future life, participate in practicing through cases in reality to make a change in society, and propose feasible solutions for products and services for the needs of the public. In order to provide students with an environment of interdisciplinary creativity and creation, the D School has experimental classrooms, digital output studios and "D. design Store cultural design experimental store" for teachers and students to do brainstorming, enjoy creative spirit, and do refinement and review of the products. In 2019, creative design practicum center was announced as well, providing a matching platform for students to find internships in certain companies that associate with art, drama, digital art, and cultural event organizer. The program consists of “primary courses”, “courses with special projects”, “interdisciplinary courses.” During the period of the course, students had successfully design eight models for calendar products, design 18 packaging designs that are made by paper, develop six modules of iOS Apps, write 11 design proposals for business, create 11 sets of fonts, design major themes, pictures, and description for seven projects, snap photographs of dining sceneries, carry out multiple projects by delivering stories through digital media, make multiple proposals for city rearrangement and renovation (involve with Yilan and Miaoli projects), use machines and software to make dry flower products, embroidery, bamboo weaving crafts, 3D printing products, and modules. The @D.School Teaching Achievement Exhibition was held on November 30, 2019, showcasing the students’ achievements over the past year. From the establishment of @D.School to the establishment of the "d.design Store" cultural design experiment store and the "Creative Design Practice Center", the program successfully induced the creative thinking and creativity of our students through the integration of interdisciplinary courses in professional design. To further combine with the innovative industries to inspire new aspects of production and science and to create a field that focuses on campus brand creation, student could take part in micro-entrepreneurship, pop-up experiments, professional internships, alumni resource gathering and agitation, which are events and activities that provide students with entrepreneurial practice. The micro-entrepreneurship of our students took part in is marked as a significant first step of success, and it has encouraged students to practice creativity, innovation, and start-up businesses on campus.

Internationalization of education: exchange program and diversified events

In order to promote the internationalization of education, teachers and students are encouraged to do exchanges, have internships and participate in competitions, training teachers and students' skills to teach and learn internationally and expand their horizons, which in turn strengthen teachers' teaching quality and student learning performance. During the first stage of the plan, through the newly revised "Guidelines and Details of Subsidy for Teachers and Students Participating in Overseas Education Activities", students are encouraged to independently plan and participate in international internships, exhibitions, competitions, short-term training, voluntary services and the "Short-term overseas Study Program." There had been 52 teachers and 238 students subsidized to participate in “international education exchange activities” in 2019. Compared with the subsidy of 31 teachers and 120 students in 2018, the number of teachers and students grew by 68% and 98% separately compared with 2018 statistics. Therefore, it is obvious the project effectively enhances students’ independent learning ability, broaden international horizons and gain skills to stay relevant to international standards. The countries visited by the students included Japan, China, Singapore, the United States, Thailand, South Korea, Hong Kong, France, Cambodia, Britain, Italy and other countries. There are two types of exchange program at University of Taipei, one of them is the exchange program, and the other one is about attending events and competitions. Director and the students of Active Ageing Sports Institute visited International Home care and Rehabilitation Exhibition, HCR in Japan, Department of Music students went to Rencontres Mousicales Internationales des Graves and visited Ball State University School of Music, 17th InterHarmonyin Italy, and Tonebank International Music Academy Festival, and Brancaleoni International Music Festival. Department of Music students participated in Millennium Dance Complex Dance Studio Training. In terms of overseas projects, students from the Department of Health and Welfare of our school participated in the "2019 national Conference and United Nations NGO visits project", and the Department of Historical Geography participated in the "Discovery Project" 2019 joint internship in geography with universities in China. Students from Department of English Instruction and Department of Education participated in the “English Internship Program for Elementary Schools in the School of Education, Nanyang Technological University, Singapore.” Students from the Institute of Educational Administration and Evaluation visited “Observation and Research on Room Management at three universities in Thailand”, and students from the Department of Recreation and Sports Management participated in “Sports sightseeing itinerary planning and exploration: Combining tour of Tohoku culture with professional baseball games", and professors and students of Department of Education visit affiliated schools to conduct " Special Education Overseas Training in Japan."

Students participate a wide range of international contests and overseas competitions as well. Department of Sports Performing Arts students went to 2019 Chinese Taipei Dragon and Lion Dance Federation”, “2019 Beijing Fashion week”’ “Summer jam dance camp”, “2019Dance World Cup”, “World of Dance (Finale)”, “OLD SCHOOL NIGHT VOL.21.” Department of Sports Health and Department of Recreation and Sports Management students participated in the "HK Master Rope Skipping Open Tournament 2019"; Department of Physical Education students and Department of Ball Sports students participated in the "Lanzhou University 2019 Volleyball Tournament"; students from the Department of Ball Sports participated in " 11th Hong Kong Quadrangular Hockey Invitational Tournament” in 2019. College of music students participated in the " 2019 Walled City Music International Piano Competition” in Northern Ireland, UK.

University of Taipei encourages students to take part in the short term study abroad program, the College of Education pay a visit to Fukui University in Japan; the Faculty of Humanities and Arts (College of Music, College of Dance, College of Visual Arts, College of English Instruction, College of History and geography, and College of social and public affairs) form a team of students, teachers, and dean to visit South Korea’s Chung-Ang University (including the Anseong campus and Seoul campus), Korea University of Foreign Studies, Seoul National University, and Kyung Hee Girls’ High School. College of Science visited "University of Singapore Department of Chemistry and Biomolecular Engineering, Department of Mathematics”, "Sichuan University's participation in sports culture and academic seminars", and two overseas teaching activities. College of City Management held two teaching activities at "San Francisco Stanford University Relocation Teaching" and "Thailand Chulalongkorn University Study Relocation Teaching." "These visits and activities could enhance students' overall competitiveness, and achieve the goal of promoting internationalization education.

Students and Teachers recognize and practice social responsibilities

By forming professional teachers’ network, self-learning students’ network, and learning groups with students and teachers, and holding public hearings, fieldtrips, and multiple volunteer projects, reaching to the point that students and teachers cross boundaries and collaborate to practice social responsibilities. In 2018, in order to encourage teachers to take part in practicing social responsibilities, details and expected goals about “USR teaching group” has been added to “Guideline of Growth and Development in Teaching.” In addition, there are five teacher groups that practice social responsibilities, individually carry out projects such as “Caring for the local communities in Taipei with Lohas style: ACE”, “Innovative service by Nordic walking, fusion of leisure life and local development for the elderlies”, “Social Responsibilities: Caring for community and environment”, “Fusion of course and real-life events: Physical activities integrated with math class (elementary school 2^nd grade students)”, and “Senior Counseling Practice.” In 2019, there are three social responsibility practice communities, with 5 colleges, 17 departments, and 45 teachers participating, namely "Exercise is Medicine®: Combining medicine to create an active aging-prevention course community for dementia", "University cooperating with local creation (innovation, creativity, entrepreneurship) and senior industry development", "Lighting up the community: research on the integration of media design curriculum into social practice."

Regarding the self-learning student network, in 2019, students join the subsidized "Schweitzer Learning Camp", a camp for minorities who study at Jingtong Elementary School in Pingxi District, New Taipei City. The students from University of Taipei provide academic counseling for disadvantaged students and equip elementary students with interdisciplinary knowledge to make them see things from multicultural and international viewpoints. The Higher Education SPROUT project even provide resources to International Schweitzer Project, patronizing students to visit Mae Salong Huaxing Primary School in northern Thailand to carry out international education volunteer activities and assist in training teaching the local students the capability of Mandarin reading and comprehension, writing, and computer and technology. Therefore, students from University of Taipei accomplish their mission of volunteering in international education and fulfill their social responsibilities as a member of the global village.

The Active Ageing Sports Institute has become a crucial project supported by other projects such as “2017 Innovative Teaching Project” by Ministry of Education and “Higher Education SPROUT Project from 2018 to 2019”, which is also a great example for University of Taipei practicing its social responsibilities. The Active Ageing Sports Institute received a lot of support and appreciated by the elderlies in 2018, so in 2019, classes are available in both Boai Campus and Tianmu Campus, five classes in two terms at Tianmu and one class in one term at Boai. There is an increasing amount of participants of this institute, growing from 63 to 97. The average age of the elderlies who participated in these activities see a rise from 74.3 in 2018 to 76.8 by 2019. By conducting various kinds of creative courses that are suitable for the elderlies and giving them “customized exercise prescription” and health evaluation and fitness, there is apparent improvement in seen among the elderlies, including flexibility, functional muscle strength, cardiorespiratory endurance, agility, sense of balance, coordination and cognitive ability. Students who assist in courses at The Active Ageing Sports Institute are required to have certifications such as Certificate of Active Aging Leadership, and also do advanced professional studies from time to time. In 2019, there were 17 students passed the Certificate of Active Aging Leadership (for examining and teaching), which saw a 17.6% growth (compared with 2018), boosting students’ skills for Active-Ageing instruction and connecting students with future career.

In addition, in order to let students who serve as assistants have the opportunity to practice what they have learned in daily courses, before each courses, this group of confident assistants will lead the senior citizens to exercise and conduct a complete exercise review about the content of the courses taught in the period. For this reason, these assistants must write teaching plans beforehand, and then the course directors and teachers can review their teaching plans before teaching. In this course, each assistant will lead 4 to 5 seniors in a mini-course about 40 minutes. After the course is over, the course teacher will provide suggestions and guidance. Elderly students who participated in the course also enjoyed the vitality, dignity, life and enthusiasm brought to them by these young course assistants. The successful achievements and diverse courses of The Active Ageing Sports Institute were even published by The Journal on Active Aging in 2019 February. In the journal, editors suggested that these activities and courses should be great examples for Physical Activity Guidelines for Americans. (PAGA)