Courses and Teaching
Sustainable Development Academy
The United Nations announced the Sustainable Development Goals (SDGs) on September 25, 2015 and identified 2016 as the first year for sustainable development. The SDGs consist of 17 goals, 169 targets, and 230 indicators as the highest guidelines for global sustainable development practices in the world for 2030. CYCU upholds a holistic education philosophy. The seven educational concepts set by CYCU are mostly considered in line with the SDGs. Under the direction of the holistic education philosophy, the general education courses are divided into four areas, namely the Creator, Humanity, the Entire Creation, and the Individual Self. More than 150 courses are organized per semester, which cover three aspects including economic growth, environmental protection, and social progress claimed by the SDGs, and are completely integrated into the 17 goals for SDGs. That is, the holistic education philosophy of the Creator, Humanity, the Entire Creation, and the Individual Self pursued by CYCU already covers the United Nations’ SDGs and upholds the same global sustainable development spirit pursued by the SDGs.
To consolidate power and concentrate resources to practice the SDGs, CYCU established the “Sustainable Development Academy” to do its part through general education, activities, and research in the process of promoting the SDGs. Meanwhile, by practicing the balance between major and general education courses, balance between knowledge and personality, balance between the individual and the group, and balance between the body, mind, and spirit, teachers and students are urged to practice the SDGs in their daily life and implement the SDGs in every corner of society individually.
Organizes and offers new general education courses combined with the three major aspects, economy, environment, and society, to further classify the courses into “core courses” and “field courses” and establishes corresponding relationships with the 17 goals for SDGs.
Offers four new “core courses” with respect to the three aspects of the SDGs economy, environment, and society, and establishes corresponding relationships with the 17 goals of the SDGs as specified in the following chart.
Corresponding to the 17 goals of SDGs, 17 course modules are designed, as shown in the figure below. Students who complete any module can obtain the "SDGs Module Course Certificate".
I. Combined with the CYCU holistic education philosophy:
The core connotation of our school's whole-person education concept includes "Heaven, People, Things, and Me". In order to integrate SDGs, CYCU's "Sustainable Development Academy" has reorganized and launched new courses, integrating SDGs core courses and field courses. The course structure is shown in the figure below.
SDGs core courses and field courses structure diagram
II. Signify the K2A (Knowledge to Action) Spirit:
CYCU promotes the SDGs based on the concept of K2A to emphasize transformation of knowledge into action. When practicing them, CYCU combines “knowledge” with the core and field courses of SDGs of the “Sustainable Development Academy” and the professional and research courses of other colleges and departments. Further, the “action” combines on-campus activities and off-campus activities including service learning and University Social Responsibility (USR) to construct a complete SDGs path for connecting knowledge and actions.
III. Combined with independent learning credits:
To implement the educational purpose of cultivating students' true knowledge and practical attitude, as long as the activities planned or approved by the General Education Center are in line with the general education concept, including SDGs-related activities, they can be regarded as general education independent learning courses. After students participate in these activities, they can obtain credits as long as they submit a summary learning experience report within the specified time and it is reviewed and approved. The number of credits for general independent study courses is not subject to the restriction of over-requirements. The number of credits each student can obtain is capped at 2 credits.
Sustainable Professional Programs
Based on the educational concept of whole-person education, CYC officially announced that it will implement the United Nations SDGs17 goals. Among them, "tracking the construction of a sustainable green university and moving towards the United Nations net zero goal year by year" is one of the development goals. Therefore, in the future, the educational goals and curriculum design of all departments of CYCU will incorporate the connotation of sustainability, and a cross-field curriculum for sustainable development will be established to cultivate sustainable talents. The method is:
I. Integrating SDGs statistics of the whole school curriculum
Integrate the courses offered throughout the school system, combine the three major aspects of economy, environment and society, and establish a corresponding relationship with the SDGs17 goals.
II. Sustainable issues/study programs/promotional education/development curriculum planning of the International Office’s “Monet Project”
1. "Sustainable Development Carbon Management" Course in the Department of Business Administration
In order to respond to the pulse of international sustainability trends, cooperate with government policies, and help guide companies to improve their market competitiveness, the "Sustainable Development Carbon Management Professional Certification Class" is specially organized, inviting teachers from the industry to teach, and will conduct carbon emission inventory and product carbon footprints of specific ESG content. The inventory is explained and operated with actual cases, and participants can easily conduct self-evaluation of the company after the course, so that it can be easily applied and introduced in the company in the future. After passing the post-course certification exam, you will obtain analyst, planner, and manager certificates. Encourage students to take relevant certificate examinations to enhance students’ on-campus and off-campus learning experience. The subsidy items include registration fees, review fees, examination fees and certificate issuance fees. The subsidy is based on the same certificate and certificate in the same semester. The maximum subsidy amount for an individual is 5,000 yuan. as the upper limit. In 2023, a total of 51 people will obtain certificates and receive subsidies.
2. Department of Environmental Engineering "Net Zero Carbon Emissions Employment Program"
To familiarize students with the scope of net-zero carbon emissions and climate change and the current development status of related fields, and to develop functional professional knowledge; to cultivate students' analytical skills in international net-zero carbon emissions industry trends, self-study ability of professional knowledge, and functional execution and The ability to solve problems; allowing students to successfully enter the public service, research units, industry and other workplaces according to their personal wishes. Among the professional elective courses, there are 8 courses directly related to net-zero carbon emissions. Links to various employment programs in the Department of Environmental Engineering: https://bee1.cycu.edu.tw/data.php?id=1140
First semester
Second semester
Corporate social responsibility, greenhouse gas reduction and management,
Introduction to Net Zero Carbon Emissions, Climate Change Impacts and Adaptation
Air pollution engineering, environmental technology and sustainable development, resource recycling engineering, resource recycling industry
3. Promotional Education Center-Professional Certificate Courses
The issue of climate change has been placed at the center of economic recovery in the post-epidemic era by countries around the world. Through a series of progressive carbon management courses, students can actively face the surging tide of low-carbon development, while understanding the new era of renewable energy and emerging industries to welcome the future green development dividends. Through relevant sustainable learning, students can keep up with the current situation, obtain relevant professional certificates, and improve the employment rate of students upon graduation. Related course link: https://oce.cycu.edu.tw/course/list/?type=C0001&type2=C0001D
4. International Affairs Office "Monet Project" Course
The Monnet Project is a project by the European Union to support universities around the world in developing European and EU teaching, research, and exchange and cooperation. It is named after Jean Monnet, the father of European integration. It hopes to establish relevant teaching and research centers, course modules and other mechanisms in important universities around the world, and open applications to universities and research institutions around the world. CYCU is hosted by Professor Lin Xiaowei from the Department of Architecture, and convened several teachers from the Department of Landscape Architecture, Department of Information Management, Department of Environmental Engineering, and General Education Center to jointly plan the course module. The application was submitted in February 2023, and was selected and passed in July. The contract was officially signed in November, and the plan to start the EU-certified program on campus was launched. Four EU-certified courses were offered in the 112-2 semester. Report link: https://www.cycu.edu.tw/?p=29239
Course Title
Instructor
European Cultural Route and Reuse of Industrial Heritage
Lin Xiaowei
EU Culture and Environmental Protection Development
Wang Yuchun, Weng Huizhu, Wang Binchi, Lin Yunzhu, Lin Mengyu, Chen Yushao, Huang Zhongwei, Chen Meifen
The Reading and Representation of Landscape: European Ideas and Practice
Wang Guangyu
The Construct of European Union Culture and its Social Equality Policy
Wu Yinghan
Students’ Basic Education
In terms of students' basic ability education, CYCU has been committed to improving students' basic ability education for many years and creating a learning environment that cultivates students' basic abilities. Focus on cultivating students' abilities in "Chinese Narrative", "English" and "Information". Through courses and workshops, we guide students to develop narrative skills so that they can express their thoughts and opinions clearly and vividly; we deeply cultivate English education, set test thresholds, and are committed to improving students' English ability so that they can compete in the globalized world. In terms of information literacy, we focus on cultivating their programming and application capabilities. Through systematic teaching and practical activities, and combining theoretical teaching and practical cases, students are encouraged to actively participate in practice, thereby deepening their understanding of Understand the information field and improve problem-solving abilities. It is hoped that through this basic education, students can improve their independent learning ability, strengthen their basic core abilities, and equip them with the ability to solve future problems and meet future social challenges.
Students’ Basic Education
For students’ basic education, CYCU has committed itself to improving students’ abilities in “the narrative structure in Chinese”, “English”, and “information”. Meanwhile, under the existing infrastructure, CYCU has promoted students’ basic literacy in technology, English, and narrative structure, and trained their employment ability. Notwithstanding, in line with the market demand and educational development trends, CYCU promotes the sustainable development program to urge students to verify the United Nations’ SDGs, to train their abilities to solve problems in the future trends and cultivate their solid strengths in integration with workplaces.
Teaching Quality and Innovation
I. Teaching quality
CYCU actively promotes various innovative teaching methods and strengthens teachers' emerging technological knowledge. Since 2016, it has established school-level teacher teaching workshops, including CDIO innovative teaching models, AI teaching, metaverse teaching, teaching practice research, etc., and encourages teachers to Integrate teaching with research, strive for the Ministry of Education’s “Teaching Practice Research Plan”, and formulate subsidy funds such as the “Teaching Project Project Coordinating Fund Subsidy Method” and the “Teaching Resource Production and Teaching Improvement Subsidy Method” to encourage teachers to introduce innovative teaching methods and good Use technological tools to enhance students’ learning motivation and effectiveness. There are also "Selection Methods for Teachers with Excellent Teaching" and "Key Points for Flexible Salary Operations for Teachers with Excellent Teaching Contributions" to commend teachers with outstanding teaching.
1. Implement teacher teaching evaluation
Through the quantitative and qualitative suggestions provided by students, a teaching quality assurance mechanism is established to enable teachers to conduct in-depth self-examination. This feedback helps teachers understand the actual performance of teaching practices and realize the student-centered teaching concept. Through such a mechanism, we ensure that courses achieve the best learning results, strive to cultivate more competitive and well-rounded students, and at the same time create a teaching environment that promotes the improvement of educational quality and the mutual growth of teachers and students.
2. Handle teacher English assessment
Evaluation assignments for teachers’ full English professional course teaching are carried out every semester. The evaluation items include "clear English expression ability", "effective communication of course content", "preparation of English teaching materials", "teacher-student interaction", "understanding questions and giving correct responses" etc. Oriented.
II. Teaching innovation
1. Promote innovative teaching
In response to the trend of innovative teaching, we organize workshops and conduct research activities, such as CDIO innovative teaching models, AI teaching, metaverse teaching and teaching practice research, to cultivate teachers’ innovative knowledge, promote teacher cooperation and exchanges, and encourage teachers to apply The Teaching Practice Research Project hopes that teachers can maintain teaching quality in the rapidly changing higher education environment.
2. Provide teacher resources
(1) Subsidize teachers to apply for teaching plans:
allocate funding resources to teaching projects, encourage teachers to apply for relevant teaching innovation and improvement plans from government ministries, and improve students' learning motivation and play by changing teaching models or introducing innovative teaching methods into courses. The benefits of teachers and students learning together.
(2) Funding to support teachers in improving teaching materials:
Subsidy for various teaching resource production and teaching improvement, including "distance teaching courses", "digital learning courses", "lesson polishers", "textbooks", and "teaching special research" , "Teaching Workshops", "Teaching Development Courses" and other seven categories of teaching resource subsidies encourage teachers to actively engage in teaching method improvement and innovation to achieve the goal of improving teachers' teaching effectiveness.
3. Set performance rewards
In order to encourage teachers to actively engage in innovative teaching, each school year recommends outstanding teachers from each college and sports room. After review and interviews by the outstanding teaching teacher review committee, "excellent teaching teachers" are selected; in order to recruit and retain outstanding teachers at home and abroad. Talent, flexible salary selection every year - teachers with outstanding teaching contributions.
4. Future execution planning
(1) Continue to promote the integration of sustainable issues into curricula: provide various subsidy funds to encourage teachers to integrate sustainable development issues into professional courses, and inspire students to pay attention to the environment, Concerns about social and economic issues. Comprehensive teaching methods help cultivate students' critical thinking and problem-solving skills, and equip them with a global perspective on sustainable development.
(2) Improve knowledge of emerging technologies: Continue to strengthen students’ digital literacy and knowledge of emerging technologies. Integrate emerging technologies such as artificial intelligence, virtual reality and blockchain into teaching to provide a more interactive and practical learning experience. Through the application of emerging technologies, students’ problem-solving, creativity and collaboration abilities are cultivated so that they can better cope with future technological developments.