Results & Highlights: 2019 Annual Higher Education Sprout Project, Chinese Culture University
The Results of the 2019 Academic Year：
With “in-depth learning, diversity and innovation, leading the future, carrying forward the characteristics” as the main axis, the school proposes four plans.
- Implement teaching innovation and improve teaching quality
- Improve Students’ Learning Efficiency
In order to enhance our student’s learning efficiency, we conducted Basic Literacy Test for High Education to evaluate their literacy performance; surveyed Core Competency of all graduating students using Rubrics; experimented Adaptive Instruction using Learning Styles Questionnaire designed by Richard M. Felder and Linda K. Silverman as a guide for teachers to adjust their teaching method in order to raise students’ interest in learning, as well as serving as a reference of the learning preference of students themselves. We collected this data as part of graduating student’s Graduates School Leaving Questionnaire, and 4,401 were collected this academic year.
- Strengthen Students’ Professional Practical Skills
We offer 61 internship courses this academic year. By learning on-site in the industry, theoretical education can be combined with practicum experience. In order to improve students' willingness to take the initiative to participate in on- and off-campus internships, we provide our students pre-employment training opportunities, including functional and workplace education, industry trends, resume consultation and interview skills, among others. We hold 12 vocational preliminary classes in the form or career workshops and lectures. We also hold Extracurricular Internship Project and Internship Competition through on- and off-campus internships, part time working and on-campus recruitments to connect learning and industry, and to provide students with multiple development directions. This academic year, 39 students completed Extracurricular Internship Project, and 44 students participated in Internship Competition.
- Cultivate students’ key abilities
(1) Innovation and Entrepreneurship: Our Hwa-Kang Maker Center held various lecture series and workshops, with subjects ranging from 3D printing and robotics to leathercraft, essential oil extraction, pottery, printmaking, gold smithing, and textile weaving, etc. They provide our faculties and students a platform to put theoretical knowledge to practice to produce finished products, in order to increase their interdisciplinary learning opportunities and enhance the independent development of products and technical power.
(2) Logical Thinking: We design several Logical Thinking and Program Design courses based on the varying needs of the different colleges and departments, divided into fundamental and advanced courses. In the 2019 academic year, 58% of all bachelor students have had taken programming courses. During the 2016-17 academic years, 87 courses were logical thinking-integrated, covering a total of 5,126 students.
(3) Chinese Reading & Writing: In order to improve students' Chinese ability, three symposiums for test administrators were held: Freshman Chinese course integration with technological application & classics reading training; Enhancing Freshmen's interest in Chinese courses and understanding their learning attitudes; and Increasing students' interest in the subject of Chinese and applying their studies into daily applications. A before/after test of Chinese reading and writing abilities was held in the First Semester of the 2019 Academic Year, with a test rate of 40%.
(4) Foreign Language Proficiency: In order to improve students' basic Chinese and English proficiency, we conducted tests before and after the students' studies to assess the effectiveness of learning. To promote students' continued learning, we continue to promote English self-learning platforms such as Voice Tube, EZ Test, and English Central. During 2019 academic year, Voicetube alone was used 13,003 times, and during 2019, it has been used 10,195 times by 12/14. In addition to promote students' habits to use the English self-study platforms, we also hope to enhance students' language proficiency, and cultivate their own advantages and international competitiveness.
- Promote Teaching Innovations
(1) In order to encourage faculties to invest in diversified teaching and to reward faculties who continue to integrate innovative teaching and develop new materials into the curriculum, we open up the application program every semester and bonus are awarded after review.
(2) To enable faculties in different fields to improve the way they teach through the process of teaching together or watching each other’ lessons, six Communities of Interdisciplinary Tutors were established this year, holding 42 events and lectures.
(3) Improved faculty's adaptive instruction abilities. Understanding the students' learning styles through standardized tests, and collected 7,014 learning style questionnaires. This allows instructors to adjust the curriculum in accordance with students' attributes and improves students' learning efficiency.
- Develop school characteristics
- Raising Interdisciplinary π-type Talent
Beginning from the 2017 academic year, new students are required to take a 6-lesson, 12 credit interdisciplinary course. We hope each student would acquire interdisciplinary expertise in order to raise π-type talents. During the 2019 academic year, we offered 83 combinations of interdisciplinary expertise for students to choose from. We promote micro-credit courses in every department to provide students the freedom of choice and provide actual credits. 84 courses were offered in the 2019 academic year.
- Integrate Chinese culture in learning
Since our foundation, promoting Chinese culture has been Chinese Culture University's specialty and vision. The relevant courses are planned by each college:
(1) College of Liberal Arts: In the form of micro credits, mini-courses are offered in 4 courses, inviting experts, scholars and industry participants to give 20 presentations. For 2 public lectures, 2 educational training and 6 workshops, we create a learning atmosphere on the campus about traditional Chinese culture.
(2) College of Agriculture: Compilation and completion of 2 projects of Chinese culture and professional-related teaching materials. The Department of Horticulture and Biotechnology introduces its application and cultivation of Chinese medicine and food therapy under the theme of “Pear,” while Department of Animal Science introduces the traditional techniques and cultural connotations of the preservation of ancient Chinese meats under the theme of “Bacon.”
(3) College of Science: Through lively curriculum design, we integrate the local culture speech and activities into the relevant courses, including holding local culture speeches, in-depth understanding of the railway culture, hand-picked tea and baking finished products, agricultural products and flower industry knowledge.
- Open smart life science and technology axis discipline
(1) Application of digital technology information to shape FinTech professionals: In addition to the formal courses, experts and scholars are invited to give lectures to the school to guide students to obtain 11 Certification for FinTech Knowledge and 85 first-level Financial Information Analysts licenses. The strengthened integration of big data analytics applications with its financial field fosters interdisciplinary FinTech professionals with financial knowledge and IT capabilities.
(2) VR Class Virtual Classroom Infinity: 3 professional module courses, with courses to purchase virtual reality shooting and development, VR-related voice-over production equipment. The combined professional internship courses have 11 offerings in 2019 academic year.
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| Classmates in the class situation | Industry teacher introduction |
(3) Smart Life Mobile Internet of Things (IOT) Creators: 2 IoT Creator micro-courses, 2 Smart Life Internet of Things courses, and 2 basic programming courses.
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| Classmates in the class situation | Classmates in the class situation |
- Cross-disciplinary curriculum design and development in colleges
In order to deepen cross-disciplinary science and technology learning, students in the future must have multi-disciplinary scientific and technological capabilities in order to deepen their cross-disciplinary science and technology learning. Colleges in our school, including the College of Law, Social Sciences, Agriculture, Engineering, New Biography, Liberal Arts and Education, all actively promote the opening of cross-disciplinary courses and student learning activities involving departments or colleges.
(1) College of Law: Cross-Domain Training Program for Corporate Law Talents: 5 courses on cross-cutting finance related courses, seminar on financial law and corporate innovation and management legal discipline, and presentation on finance, corporate innovation and management of the legal system.
(2) College of Agriculture: “Agriculture Into Life, Innovation, Production, Research and Development”: The departments of the Agricultural College hold a total of 12 presentations, so that teachers and students gain in-depth understanding of the application of life and industrial innovation and development.
(3) College of Engineering: “Smart Factory Talent Cultivation”: The Institute offers 15 courses on smart factories, enabling students to have the junior professional competence of more than two departments across the faculty. In addition to the general class, each course is arranged for well-known industry teachers, for 1 to 6 weeks of teachers’ lecture. Invited practitioners teach classes together; in addition to sharing each other's work experience, they also provide the latest technology in the industry and have students undertake projects practically.
(4) College of Journalism and Mass Communications: “Enterprise Bridging Course to Train Students' Ability to Solve Social Problems”: 1 media bridging course, with 197 students, resulting in 20 question-oriented topics. There are 20 courses on cultural and creative issues oriented with micro-credits, with 300 students.
(5) College ofArts: “Integration of Humanities and Science and Technology, Cross-Border Exhibition Talent Training”: We hold a number of cross-border creative professional courses, inviting outstanding artists from home and abroad to give lectures and industry experts to conduct lectures. Also held are art workshops and technical workshops for sound, lighting and stage technology, and for off-campus art exhibition activities. There are 4 school-wide art competitions and various on-campus exhibition activities.
(6) College of Education: Invited are out-of-school secondary school teachers to serve as professionals, and the professionals provide the real cases that may occur on the teaching site, as a problem that students must solve in PBL. Four PBL lesson plans and one evaluation tool were produced.
(7) College of Social Sciences: “International Vision of Social Science Education, and The Integration of Production and Learning and Social Care”: 4 academic exchanges on international topics, 6 courses in English, and lectures are provided. The introduction of practical courses are taught by senior industry personnel or in collaboration with teachers. Apart from teaching, in order to give teachers and students a deeper understanding of practical work, a total of five practical courses and field visits were conducted by practical institutions. Three teams on community service and social care issues are organized to conduct social welfare and social work services.
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- The Promote the public nature of higher education
- The training and assistance for disadvantaged students
(1) Priority accommodation or accommodation fee relief are provided. Since the number of vulnerable students enrolled in school each year is not the same, the effects cannot simply be quantified as a performance indicator; however, since the 107 school years, the school has reduced 420 beds, the number of vulnerable students accommodation not only showed an increase, but also maintained at a certain proportion, showing that under the resources of the plan, a real help is offered to the vulnerable students with accommodation needs.
(2) A learning performance inventory tracking dashboard with disadvantaged students as the core is built, ranging from the presentation of the comprehensive indicator data, to the class-type down to carry out the details, and to the instrument icon, color separation key signs of the way of specific presentation, in order to quickly grasp the overall situation of learning, to provide students with self-examination.
(3) According to the needs of each college, equipped are 1-6 seed students to assist in leading the students of the college to form study community, carrying out independent learning, thematic discussion, reading sessions, etc., and serve as a communication bridge between the teaching resource center and disadvantaged students, and assist the school to promote various lectures, activities, visits or after-course assistance information and provide job-matching.
(4) Learning clinics offers the school’s backward students care and tracking. For students with tutoring needs, the clinics arrange for excellent students or students to carry out one-on-one or small class support. In 2019 academic year years a total of about 15 vulnerable students to apply for course tutoring needs.
(5) The whole school students are provided with consultative counseling, priority with the student support group design questionnaire, combined with the center’s referral system. After assessment of the need for consulting counseling, and vulnerable students themselves agreed to arrange the school to serve as a consultant psychologist for individual consulting counseling or group counseling, so that they can fit as soon as possible into campus life, learning with peace of mind. A total of 939 disadvantaged students were served in 2019 academic year.
(6) The school has set up a Resource Centre for Aboriginal Students, which is to accompany and assist Aboriginal students in campus life, tutoring and career planning and development, while assisting Aboriginal students to understand themselves, accept themselves, and develop positive interaction with the environment, while respecting individual learning and needs. Through promoting cultural and educational activities to organize lectures on various indigenous issues, art exhibitions, etc., we will focus on the identity of Aboriginal students and enhance their understanding and learning of traditional culture.
- The school professional management system is to strengthen self-discipline and make public the relevant information about school management.
(1) Twenty three workshops on Institutional Research are held, plus 8 out-of-school workshops, 9 education and training, and 2 school research seminars are participated in. Besides, lecturers from all schools or senior lecturers with relevant school research experience are invited to give lectures at the school for experience-sharing and exchange discussions.
(2) The School Research Office has built an online real-time update of thematic materials storage and visual school affairs analysis platform, while also continuously producing a rolling update framework to effectively use manpower and broadcast the latest school-related information.
(3) Participating in the Cross-School Cooperation Alliance (U-Long Alliance, School Issues Cooperation Alliance), strengthening the development of inter-school cooperation issues, and also assisting in the establishment of a common cross-school external database are aimed to achieve the vision of reducing human consumption, resource sharing and cross-school cooperation.
(4) Strengthening the IR school governance mechanism, regularly disclosing school information, assisting the department to obtain cross-unit information are performed (1. main enrollment pipeline, 2. overseas student source analysis, 3. college registration rate, 4. student number, 5. enrollment quota change, 6. freshman network enrollment trend, 7. the proportion of students applying for graduate school, 8. cross-school course selection, 9. drop-out analysis, 10. cultural weakness students) to develop a comprehensive relationship strategy for the future development of the relationship.
- Assuming the Social Responsibility
- The integration of departments’ specialty into the community
The school’s 7 colleges take community humanistic care as the main axis, combining the community information survey and planning, community awareness of the community, community care for the elderly and children, community people's ability to improve foreign language, as well as through media production of community publicity and other work, in order to bring the school teachers and students and to the community. The relevant measures are as follows:
(1) College of Environmental Design: For the intelligent ecological community planning and design-oriented, experts from relevant fields of industry are hired as instructors to give students, from freshman to senior, a gradual planning, expanding students on the intelligent ecological community planning design and development management ideas and breadth. The construction of community-based digital virtual reality platforms, including handheld devices, analog devices, display computers, application software, etc., and the organization of workshops, for the school's teachers and students to experience the intelligent ecological community planning and design, has a profound impact.
(2) College of Science: Community junior and high school teaching services are provided in the ecological environment, special geography and geological field of learning and promotion, to promote the integration of natural science majors into the campus and community development. The field covers the Longfeng Valley-Sulfur Valley, Yangmingshan bamboo lake garden and other regions.
(3) College of Engineering: Teaching primary school students to do experiments is what students of this department do with their ability to train practical and experimental design. With college students teaching primary school students to do experiments, Yang Ming primary school students’ natural curriculum becomes more lively and vivid. During the program, a total of 15 students were sent to Yang Ming primary school to teach elementary school students to do interesting chemical experiments. Each time about 10 to 20 students of Yang Ming primary school of are involved in the program.
(4) College of Agriculture: In the campus and surrounding U.S. military areas, on-the-spot investigation of the tree risk situation is performed, through the observation of the status of the tree's fertility, observation of the roots of trees, tree trunks, branches, canopies and other appearance, check whether there is decay, hollow, broken, clamped, deciduous, dead branches and other phenomena, a total of 300 trees risk assessment. For the long-term strong wind in the Yangmingshan area, the evaluation of information is of great help for the management units.
(5) College of International Studies and Foreign Languages: To promote multi-language learning and cultural understanding, six languages are used as teaching materials in courses with Yangmingshan primary school, Gezhi Guo junior high school, Bai Ling high school A,B class, and Fu Shing high school, with fifty nine lectures offered. The Korean Department and 3 high schools signed a letter of intent to cooperate, through the connection with the high school end, the Korean education circle is formed.
(6) College of Social Sciences: With 10 supervisory meetings, 10 Yongfu students are served in one-on-one way. Outdoor visits and care for residents of Yongfu are organized. The “Life Education” and “Happy Canteen” programmes, each lasting eight weeks, cover life processes and life-death separations and teach basic skills in diet nutrition and catering services.
(7) College of Journalism and Mass Communications: The Department of Journalism produces the relevant news and feature reports of Yangmingshan community in a fixed and timely section, allowing the course to be integrated into regional development and community formation, and students participate in in-depth special reports on the theme of caring for the local community and report on community issues using video media for 40%.
- Campus resources sharing and community vitality
To promote community co-prosperity and serve public welfare institutions, our school fulfill the needs of the local community as the mission, guiding students to deepen empathy, caring and self-reflection. The relevant specific content is as follows:
(1) Service learning is rooted in the ground, integrating the school into the community: with Yangmingshan, Shilin, Beitou community co-prosperity as the goal and the community public welfare institutions as the scope of service, the whole project include the promotion of student community culture and environmental education service learning activities, community and public welfare service learning activities, the organization of help-to-neighborhood services reflection review feedback and competition activities. With professional integrated into community participation, civic practice and social care, there are 127 teams in the 2019 academic year extracurricular service study program, with a total of 1,150 students participating.
(2) The book borrowing and museum visiting services: in conjunction with the “2019 Yangmingshan Flower Season” activities, a touring exhibition of various category of works is held to embody the characteristics of Yangmingshan area for the “flower.” The exhibition guides audience to think about the festival and flowers, and through discussion and on-site participation, reflect on the connotation of Chinese culture and art and the similarities and differences between Chinese and Western art.
(3) The Exercise Physiology Experiment set up a health testing station to schedule testing. Through the holding of the four-day 2019 Hua Kang Precinct Badminton Cup Invitational, more than 360 contestants participate the event, including 6 primary schools, 5 junior high school, and 8 college varsities.
The Highlights of the 2019 Academic Year：
Spreading Wings in Hua Gang and Flying to the World: the Graduation Expo.
- With the theme of “Spreading Wings in Hua Gang and Flying to the World,” a total of 5 exhibition areas were held in Songshan Wencheng Park 1, 2, 4, 5 warehouse and north-bound tobacco factory. This graduation expo strengthens the integration of students' professional knowledge, including thematic research of departments, graduation performance, on- and off-campus exhibition, licensing examination, competition inside and outside the school, etc., to present students' summary learning results.
- Warehouse No. 1 - Theme of the exhibition: Light of the Leapfield. Leapfield, meaning a piece of space on a steep slope, for cars passing each other in the middle of the road, in poem, it is inspired by the surreal feeling. The word Leapfield in the first glance is associated with a space for jumping, and the linking to the actual description of the jump site will produce a feeling of incongruity, if in a dangerous steep slope more than the car-avoidance space but intuitively floating jumping picture, in that instant consciousness seems to be out of touch with reality, in the imagination of the immediate picture and the associating picture overlap, into the surreal category.
- Warehouse 2 - The theme of the exhibition: #Media-relation corporation, No Problem & Co, The company is founded by all of its peers, transforming the graduation exhibition into a sophisticated brand, riding on the wave of new technology, and using the exhibition’s flexible space to give the once-in-a-life expo a possibility of an instant explosion.
- Warehouse No. 3 - Exhibition Theme: The 2018 Annual Joint Graduation Exhibition and University Expo. This expo shows the results of the integration of the students' professional knowledge, including the special research, license examination, on-campus competitions and exhibition venues, such as dynamic exhibition, to show the teaching characteristics and highlights of each department. On the first day, the Internet celebrity "cool" visit the exhibition venue and performed IG live to attract people to visit.
- Warehouse 4 - The theme of the exhibition: “Infinity. do” The system means to create infinite surprises with infinite broad ideas, and the core value of graduation production is "innovative application", through the cross-disciplinary teaching advantages of the department, so that students make trial in various fields, generating unlimited values of our new generation. The development of science and technology is increasing day by day, and ideas change with the times. But people's needs will follow the times, narrowing the distance between demand and technology, to create self-innovation products and explore the potential of unlimited value.
- Warehouse No. 5 - College of Environment Design Joint Exhibition. The main courses and features of the three departments (Architecture, Landscape, Urban Planning and Development Management) are presented through implementation, models and graphics, so that visitors can better understand the content of the three departments and the corresponding results of their work. The expo was mainly composed of architecture, environmental colorology, environmental aesthetics, plant and literature, gypsum model, green space system, planting design, international workshops, VR, outstanding design works of all grades and brocade city and other projects.
- Northbound Cigarette Factory - Exhibition Theme: "'Gathering—A Wide Competition Show, Ten Rooms for Experts" Organized by the Chinese Cultural University, "2019 China Culture University Advertising Department & the 10 Schools’ Advertising Teacher-Student Digital Exhibition", the exhibition are attended by schools from China Culture University, Xiamen University, Shenzhen University, Nanchang University, Guangxi University, Fujian Engineering College, Fujian Agricultural and Forestry University, Jilin Animation College, Yanjiang College, to Shanghai Jianqiao College. This year's joint exhibition theme 'gathering' has the meaning of the schools gathering together. It combines the ten schools’ most outstanding visual art design, together meaning to learn innovative ideas through exchange.
- The Hua Gang Maker Center invites industry lecturers to bring industry practical experience to the campus, provides the opportunity for teachers and students to learn innovative practical concepts, and strengthens the integration of academic circles and the industry. Students are encouraged to implement innovative ideas, combine the school's resource utilization center facilities, and use professorial expertise to try to develop new products. The opening of hands-on practical workshops invites warm response from the school's teachers and students. From the established theme, the facilities used by the users instigate participants to try to do different creative product research and develop imagination. The industry and corporate visits and learning on-site products nurture the development and manufacturing techniques.
- The university is committed to the development of cross-disciplinary talents, in addition to their majors, all students are required to study a six-course, 12-credit general knowledge of cross-domain expertise, so that each student has cross-domain expertise, such as professional modular courses, smart life Internet of Things courses, 3D printing real-life courses, goldwork creation practical courses, ceramic production courses, printmaking practical courses, digital printing practical courses, and supercritical and hydrosteaming essential oil extraction courses, The aim is to cultivate the basic ability of the students of our school to create hands-on ability. In addition, the colleges have set up related multidisciplinary courses, for example, the Art College organizes the integration of humanities and science and technology, the training of cross-border exhibition talent-related courses; the College of Engineering proposes the development of motor, machinery, chemical materials, capital and textile talent training courses; and the Law College promotes the cross-domain cultivation of corporate legal talents.