2067 lines
113 KiB
Markdown
2067 lines
113 KiB
Markdown
### Introduction
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Tunghai University was established in 1955 and it is located on the
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level plateau of Taichung’s Tatu Mountain. Tunghai University, a
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liberal institution is full of scholarly elites and abundant resources
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and is well-known for its beautiful campus. Tunghai has 9 colleges, 34
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departments and 35 Master’s programs (1 independent Master’s program
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and 13 In-Service Master’s programs) and 14 PhD programs.
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Tunghai currently has 9 colleges: College of Arts, College of Science,
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College of Engineering, College of Management, College of Social
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Sciences, College of Agriculture, College of Fine Arts and Creative
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Design, College of Law, and International College. Tunghai has a
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student body of approximately 17,000 students and close to 500 teachers
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(88% of assistant professors and above). The total area of Tunghai’s
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campus reaches 1,333,096 square meter. With its spacious campus,
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Tunghai has the ideal teaching and learning environment for each and
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every Tunghai faculty and student.
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Not only has Tunghai University received high rankings in reviews and
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topped recruiter rankings, but Tunghai also has received outstanding
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results from Ministry Of Education and has received 4.84 billion of
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subsidies from MOE’s Teaching Excellence Project for 6 consecutive
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years. With the above mentioned outstanding review results and MOE
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subsidies received, they have shown that Tunghai’s constant pursuit of
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excellence in both teaching and overall university development have
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been publicly recognized.
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Tunghai University is the first and only educational institution in
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Taiwan that offers a complete education program from kindergarten to
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PhD program. Also, Tunghai University is the first to establish and
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introduce General Education and Student Labor Program system in Taiwan.
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The pioneering programs have served as role models for other
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universities in Taiwan. Besides its pioneering programs, Tunghai was
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also the first to offer open library stacks in Taiwan.
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Tunghai University is renowned for its picturesque campus and
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landmarks, which provide an ideal environment to conduct teaching and
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research. Luce Chapel is one of Tunghai’s most famous and visited
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landmarks. The Luce Chapel, the world-known architectural masterpiece,
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was designed by architecture masters I. M. Pei and C. K. Chen. Besides
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the Luce Chapel, Tunghai is also well-known for its scenic spots such
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as the campus mall, Tunghai Lake, traditional Chinese style buildings
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and the spacious Tunghai farm.
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With the ideals of the founding spirit of Christianity, the emphasis on
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holistic education and the development of students’ educational,
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academic and service development, it is hoped that ideal graduates of
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Tunghai University will not only possess the knowledge in their fields
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of expertise, critical thinking skills, problem solving skills,
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interpersonal communications skills, but also they are confident,
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responsible graduates with high moral and ethical standards and have
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appreciation in arts and humanity and are socially aware of the needs
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of the society. As a result, Tunghai university continues to top the
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rankings of corporate recruiters and has continued to receive
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outstanding reviews from the Ministry of Education.
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Tunghai University values both teaching and service. Through the
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Student Labor Program, students develop their sense of responsibility
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and understand the importance of volunteerism and service. Tunghai
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University also values the quality of English learning. By providing
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small class sized English classes, the effectiveness of its English
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learning program have receive great reviews. Also, Tunghai University
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has the best Center of Continuing Education in Taiwan.
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By establishing various key interdisciplinary research centers, such as
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the Center of Chinese Studies, the Life Science Research Center, Center
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Nanoscience and Technology, Center for Tropical Ecology and
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Biodiversity, Software Engineering & Technology Center, Tunghai has
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been proactively staying in sync with the latest global trends in
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research and development. Tunghai University will continue to follow
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its founding pioneering spirit and its school motto of Truth, Faith and
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Deed, Tunghai University will continue to innovate and make its unique
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contribution to higher education in Taiwan.
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### History
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Beginning with the founding of St. John’s University in 1865, the
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Protestant Church established, in all, 13 Christian universities in
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regions of mainland China, making a great contribution to the nation’s
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higher education. However, after 1949 these institutions were forced to
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close, thereby frustrating Christian education. The following year, a
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group of enthusiastic Chinese educators proposed to the United Board
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for Christian Colleges in China to foster the spirit of Chinese youth
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by establishing an ideal university in Taiwan, that would both continue
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the
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work of Christian education in China and inherit the grand tradition of
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the 13 mainland universities. In 1952, the Board’s secretary, Dr.
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William P. Fenn, made a trip to Taiwan to investigate the possibility.
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He decided to establish a university that would meet Taiwan’s needs and
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also maintain the highest academic standards. In June of 1953, the
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Board sent Dr. Thomas W. Graham of Oberlin College, Ohio representing
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the organization, together with Dr. Fenn to set up a preparatory office
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and board to oversee the establishment of the school. They appointed
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Dr. Li-wu Hang to chair both the office and board. After careful
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assessment, Ta-tu Hill, west to Taichung City, was chosen as the site
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of the campus. The school was named Tunghai University meaning Eastern
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Sea to China.
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On November 10, 1953, the Board published “The Aims and Purposes of
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Tunghai University.” This included discussions of: the creation of an
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institution devoted to the free search for truth; the philosophy that
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admission requirements should recognize character and purpose as well
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as great academic promise placing emphasis on quality over quantity, as
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well as collective living and academic goals; the promotion of a
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student work program, in addition to the academic curriculum, in order
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to train the whole person; the free exercise of faith in order to
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foster the spirit of democracy and freedom; respect for China’s history
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and cultural traditions, as well as the duty to engage in East-West
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cultural dialogue; and most importantly, that all these educational
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ideals be expressed and cultivated throughout Taiwanese society and
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then spread to every corner of the globe.
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On November 11 of the same year, American Vice-president Richard Nixon
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arrived in Taichung to preside over Tunghai University’s ground
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breaking ceremony. After this, the Board, having officially taken over
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the campus, commissioned I. M. Pei, C. K. Chen, and Chao-kang Chang to
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design the campus and commence the construction of the school. At the
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same time, it was decided that the colleges of Arts and Science must
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first be established. Included within the College of Arts were the
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departments of Chinese Literature, Foreign Languages, and History,
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while the College of Science was made up of the departments of Physics,
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Chemistry, Biology, and Chemical Engineering. The Board also appointed
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Mr. Beauson Tseng to be the first President of the University.
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In July of 1955, an independent exam was offered for admittance to the
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first term, and 200 students were accepted. On November 2, opening
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ceremonies for the University were held, and this day was made
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Founder’s Day.
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Since the time of its founding, Tunghai has had a highly creative and
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experimental spirit, offering innovations such as its Student Labor
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Program, general education, open library stacks, and a student honor
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code, all of which were never before seen in the history of Chinese
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education.
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Dr. Teh-yao Wu took over as the second President of the University
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* In 1958, Dr. Teh-yao Wu took over as the second President of the
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University. During his tenure, in order to meet the needs of
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Taiwan’s rapid industrialization, he added a third college to the
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University; the College of Engineering. Its Department of
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Industrial Engineering was the first in Taiwan to train people in
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the disciplines of industrial administration and production
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specialization.
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when Dr. Ming-shan Hsieh took over as third President of the University
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* In 1972, when Dr. Ming-shan Hsieh took over as third President of
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the University, he continued with the original aims of the founders
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and began to expand admissions by establishing the Night School.
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The following year, he created the Experimental Farm, a step which
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began to increase the self-sufficiency of the university. In 1976,
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the College of Business was established. At this point the
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university had four colleges, three graduate programs, and 18
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undergraduate departments.
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Dr. Ko-wang Mei became the fourth President of the school in 1978
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* Dr. Ko-wang Mei became the fourth President of the school in 1978.
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He worked with great energy for closer ties between the University
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and society, as well as to establish the Extension Education
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Program, strengthen teacher qualifications, and expand the school’s
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international relations. In 1980, when the colleges of Agriculture
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and Law were added, the number of graduate programs, undergraduate
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departments, and students had all gradually increased.
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Dr. Ta-nien Ruan was named the fifth President of the University in
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1992
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* Dr. Ta-nien Ruan was named the fifth President of the University in
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1992, and maintained the course of administrative development.
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Dr. Kang-Pei Wang became the sixth President
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* In 1995, Dr. Kang-Pei Wang became the sixth President. Under his
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leadership, Tunghai Affiliated High School was added and major
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infrastructure improvements were made to the campus including the
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New Student Dormitory Complex, the Science Technology Building, the
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Humanities Building, and the General Sciences Building.
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Dr. Haydn H.D. Chen took over as the seventh president
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* Dr. Haydn H.D. Chen took over as the seventh president in 2004 and
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continued to develop the Second Teaching Area. The missions for his
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administration are: (1) to develop Tunghai University into an
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excellent education institution, (2) to take a balanced approach by
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walking on two legs: teaching and research, (3) to contribute to
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the larger community and society through our professional resources
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and consulting services, and (4) to assist in the development of
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Taiwan’s culture, economy and society.
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In addition to his stated missions, Dr. Chen continues to propagate
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the spirit of Christianity in the Tunghai establishment and to
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elevate the following three facets: education, research and
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service. Dr. Chen values the promotion of holistic education in
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order to create “ideal graduates”. These “ideal graduates” are
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qualified, competent professionals with high moral and ethical
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standards. They possess language proficiency, computer literacy and
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interpersonal communications skills. They are equally versed with
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technical skills as well as an appreciation in arts and humanity.
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They are confident individuals with critical evaluation skills and
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independent thinking capabilities, ready to enter into an
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international and culturally diverse workplace while taking up
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broad responsibilities in their community.
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August 2012, Dr. Fang-Bo Yeh was installed as interim president of the
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University
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* August 2012, Dr. Fang-Bo Yeh was installed as interim president of
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the University.
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Dr. Ming-Jer Tang assumed the position of the eighth President of the
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university
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* In 2013, Dr. Ming-Jer Tang assumed the position of the eighth
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President of the university. He values that professionalism and
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liberal arts education should be equally developed so as to
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cultivate students’ creativity, sense of globalization, and
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interdisciplinary learning ability. The education at Tunghai is
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student-centered, and all learning opportunities are open to the
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faculty and staff. President Tang holds a belief that it is
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essential for the University to foster students to be able to
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explore themselves, to have critical thinking ability and to be
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able to innovate. The goal is to establish a unique and outstanding
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Liberal Arts environment and bring a renaissance to Tunghai.
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In June 2015, Dr. Cheng-Tung Lin was installed as interim president of
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the University.
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* In June 2015, Dr. Cheng-Tung Lin was installed as interim president
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of the University.
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Dr. Mao-Jiun J. Wang assumed the position of the ninth President of the
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university
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* In 2016, Dr. Mao-Jiun J. Wang assumed the position of the ninth
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President of the university. He is an alumnus of THU Department of
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Chemistry. President Wang wants to build on the Tunghai spirit and
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the school’s founding mission by helping the school become a
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leading and highly creative institution. Tunghai has departments
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covering so many fields that Dr. Wang hopes to encourage
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interdisciplinary studies and bring together the aesthetic
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sensibilities of liberal arts courses with cutting-edge knowledge
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fr om the fields science and technology.
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The University has 9 colleges, 34 departments (with 48 masters, 14
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doctoral), and 17,060 students.
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### Features
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Welcome to Tunghai University. Tunghai University was founded in 1955
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and has been established for 55 years. Tunghai is the first private
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university in Taiwan and the first and only educational institution
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with a complete education program from kindergarten to Ph.D program.
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Also, Tunghai University is the first to establish and introduce
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General Education and Student Labor Program system in Taiwan. The
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pioneering programs have served as role models for other universities
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in Taiwan. To help guests to better appreciate the pioneering
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innovative culture of our school; below are the 12 unique features of
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Tunghai University.
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#### Continuation of the pioneering spirit: liberal learning and Innovation
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General Education, the Student Labor Program and open library stacks
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have been in place since the founding of the university. And, by
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observing, obtaining and utilizing insights from current trends, each
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year, Tunghai continues to innovate. Tunghai’s innovative spirit can
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been seen by the expansion of the IT facilities via the “Tunghai
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E-project.” In 2007 new colleges, such as the College of Fine Arts and
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Creative Design and College of Engineering were established. In 2008 a
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liberal arts school, POYA School, was founded. In 2009, College of Law
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was established. Currently, Tunghai has grown into 8 colleges, 34
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departments and has the broadest range of academic disciplines in
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Central Taiwan. Tunghai University is also the first and only
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educational institution with a complete education program from
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kindergarten to PhD program. Currently Tunghai has a student body of
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approximately 17,000 students, and about 500 full-time teachers (88%
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are assistant professors or above.) By following its founding
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pioneering spirit, Tunghai continues to provide excellent all
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dimensional university-wide performance and continues to contribute to
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the higher education in Taiwan.
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#### Student Labor Program
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Tunghai’s Student Labor Program was established in the early founding
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days and is the first program introduced in Taiwan. The goal of the
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Student Labor Program is to foster volunteerism and develop students’
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sense of social responsibility by carrying out environmental services
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via regular tasks on campus in their daily lives. By having students
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involved in maintaining the environmental cleanliness of the campus,
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students have a chance to develop better self management, and develop
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their interpersonal communicative skills by having students carry out
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the service in teams. Also, by participating in the Student Labor
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Program, students get to develop their characters and obtain attitudes
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of better sense of empathy, responsibility, and self-discipline. By
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participating in the Student Labor Program, not only has the program
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helped student develop a better sense of social responsibility, but it
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has also contributed to students’ learning. Consequently, the Student
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Labor Program has helped provide a balance in students’ learning and
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their character development.
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#### Comprehensive integrated education environment
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Tunghai University is the first in Taiwan to provide a well-rounded
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liberal arts education, where both general and professional knowledge
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are integrated in the curriculum. By learning in this integrated
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education environment, students develop an integrated understanding in
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natural sciences, science, social science, fine arts and humanities. As
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a result, the comprehensive integrated education environment help
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develop well- rounded characters in students. Besides providing
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students with knowledge and training in their area of expertise, there
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are also a wide range of Interdisciplinary courses and learning
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opportunities for students to explore and expand.
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#### International teaching and learning environment
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Starting from its founding days, Tunghai University has long valued the
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importance of developing English proficiency in students. Since the
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founding days, Tunghai has been well known for its intimate, small
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sized and interactive teaching and learning English classes and the
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wide range of extracurricular activities in its English curriculum.
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Tunghai’s English curriculum is coordinated by The English Language
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Center. To develop and enhance students’ English Proficiency, the
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English Language Center provides courses such as Freshman English,
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Non-Majors Electives and Summer Pre-FENM. To To enhance the
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effectiveness of students’ learning, students are required to take an
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English Proficiency placement exam prior to taking the Freshman English
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program. After taking the placement exam, students are than placed in
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the Freshman English course in the appropriate level. Besides the
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Freshman English Program, remedial courses in English Reading and
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Listening and Online English Reading and listening are being planned.
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Also, an Online English Assessment System (OEAS) has been built to
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further provide students an English learning tool outside of the
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classroom. The OEAS system is to provide a series of self-diagnostic
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online English Language Proficiency tests to provide students feedbacks
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about their English and help students to enhance their English Language
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Proficiency in their spare time.
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The World Map
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With an understanding of mutual benefits, Tunghai University has been
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actively involved in promoting international exchanges in higher
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education by having academic exchanges with various foreign
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universities and scholars. Currently, Tunghai has signed partnership
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contracts with over 100 foreign universities. These partner schools
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located across the 5 major continents and they are from the following
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19 countries, Mainland China, Hong Kong, Japan, Korea, Philippines,
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Indonesia, Malaysia, Thailand, Vietnam, Australia, Egypt, United States
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of America, Brazil, Argentina, England, Ireland, Germany, France, South
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Africa and etc. Tunghai has signed various international exchange
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programs with the above mentioned schools, hence, both faculty and
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students may study or contact academic research overseas and to help
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students participate in short term overseas study or obtain dual
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degrees.
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#### Based on a Solid Education Foundation
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With its central locality and its proximity to the Taichung Industrial
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Zone, Central Taiwan Science Park, Tunghai University’s academic
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development has been praised over and over again. All of Tunghai
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University’s industrial related departments have obtained IEET
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certificates, and various departments now are offering 5 year dual
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degree programs with overseas institutions. Also, with over 100 sister
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schools, Tunghai has built a global education network that foster
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international academic exchanges. At the same time, Tunghai University
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not only is one of the first to provide corporate training, MBA and
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EMBA programs, but it is also the first to establish an international
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internship program, which offers opportunities for Tunghai to further
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interact with global multi-disciplinary industry corporations and to
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obtain updated understanding of the latest markets trends.
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#### From POYA school to a POYA way of learning
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Since its founding days, Tunghai University has built its core values
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on providing a liberal arts education for the students. The aim of the
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POYA school is to develop students’ ability to integrate cross
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disciplinary knowledge, so that students may truly become free
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learners. During their studies, students also will develop a sense of
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self worth and the ability to set and reach their goals. POYA school
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offers various rigorous required courses that are meant to broaden
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students’ horizons and to deepen students’ perspectives. And to
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encourage and foster intensive cross disciplinary dialogues, admitted
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students from the different 34 majors are required to live together in
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the dormitory. By having small intimate classes, students have the
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opportunity to put theory into practice and participate in hands on
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learning. Inside the POYA school, 20 mentors from various disciplines
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are available to mentor less than 20 students in every aspect of their
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learning. During the last phase of study at the BOYA school, students
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are expected to be able to integrate their knowledge and skills
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obtained from the social services activities, overseas experiences and
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their self-learning skills obtained from the BOYA school experience.
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#### A rich and vibrant culture of Fine Arts and Humanities
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Tunghai University has always enjoyed having great reputations in the
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fields of Fine Arts and Humanities. Tunghai is the only university that
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has a College of Fine Arts and Creative Design. The college consists of
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the following departments, Fine Arts, Music, Architecture, Industrial
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Design, and Landscape Architecture. The college’s research is focused
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on the integration of Fine Arts and Design. A college level lab, the
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‘ABC media Laboratory’ and a Fine Arts and Design program have been set
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up. Currently, the College is expanding in the area of creative digital
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design. Various overseas and domestic digital design professionals have
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been recruited and appointed as on campus artists. With its hands on
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learning opportunities, creative design facilities and access to
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creative industry professionals, the College not only provides
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multi-faceted channels of learning for students, but also a creative
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environment for students to put theory into practice and become
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potential design professionals with the technology know-how and a solid
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foundation in fine arts, aesthetics and design . With its close
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proximity to the Central Taiwan Science Park and the Taichung
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Industrial Zone, students are offered with plenty of opportunities to
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put their design into practice by participating in various industry
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co-ops opportunities. With this rich and vibrant culture and
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environment for fine arts and creative design, creative exhibitions and
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performances were displayed and showcased during the “Performance Arts”
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Month in May. By hosting creative events such as the “Performance Arts”
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Month, students get a chance to develop their appreciation of fine arts
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and culture.
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#### Excellent learning resources
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Tunghai University has about 500 full-time teachers (78% and above have
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obtained PhD degrees), and a spacious campus with a total area of
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1,333,096 square feet. With this spacious campus, Tunghai provides each
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teacher and student the best and the most ideal teaching and learning
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environment.
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library
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Tunghai’s libraries are expanding digitally and broadening the scope of
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disciplines in the libraries’ collections to meet the learning needs
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and trends in students’ learning. To develop students’ interest in
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reading, each year, 60 million were allocated for the purchase of
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books, journals and resources for the library. In addition to the
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university library budget, Tunghai was awarded by the MOE with 10
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million budgets for teachers and students to recommend purchases of
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books they would like to read. To encourage and develop students’
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reading habit, digital media and tools such as the Facebook were used
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to provide information on the libraries’ latest collections.
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Furthermore, each year, each department has a high library and
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equipment budget to utilize in providing the best teaching resources to
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each student.
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wifi in the campus
|
||
Tunghai also provides a broad range of internet services. Wireless
|
||
connection is provided both on campus and off campus. For off campus
|
||
access, teachers and students may log into their THU-ID accounts to
|
||
obtain free wireless connection outside of Tunghai. To provide students
|
||
with hands on experiences, Tunghai has set up several hands on
|
||
classrooms, such as a professional classroom devoted to the field of
|
||
finance, where students get to experience simulated business
|
||
transactions scenarios. Besides a professional transaction classroom,
|
||
there is also a special classroom for bartending. Furthermore, No. 43
|
||
in Tunghai, a former on campus housing unit, has been revamped and
|
||
given a new life and has become an experimental playground, where
|
||
students can explore their creative sides and put their imagination and
|
||
creativity to work.
|
||
|
||
|
||
|
||
#### Comfortable and convenient campus living
|
||
|
||
There are about 6000 beds available in both the boys and girls
|
||
dormitories. Each dormitory is equipped with lounges and public areas
|
||
for students to socialize and mingle. Also, residential mentoring
|
||
service is provided for students. To ensure the students’ housing
|
||
safety, Tunghai has teamed up with the local law enforcement to set up
|
||
a safe housing accreditation system, to help students locate safe
|
||
housing options off campus. Also, by conducting surveys and random
|
||
visits to off campus housing units, Tunghai University is the first to
|
||
establish the outstanding landlord accreditation system to help
|
||
students locate high quality off campus housing. Furthermore, to
|
||
provide a forum for students to obtain quality housing, Tunghai
|
||
regularly hosts housing fairs and housing newsletters for students.
|
||
To provide teachers and students a comfortable and convenient on campus
|
||
living environment, several facilities are available to support them.
|
||
There is a post office, Mega Bank, Caves Bookstore, convenient stores
|
||
and 5 student dining halls available on campus. There are also shops,
|
||
supermarkets, hospitals, malls and department stores located nearby.
|
||
Tunghai is located on a convenient locale with easy access to the high
|
||
way intersection. Also, Tunghai university is only minutes away from
|
||
the Chaoma Bus Transfer station in Taichung. Also, teachers and
|
||
students can enjoy an easy access to o downtown Taichung by taking
|
||
buses. With its great locality, Tunghai provides a comfortable and
|
||
convenient living for teachers and students alike.
|
||
|
||
### Honors
|
||
|
||
* Received “Teaching Excellence” awards from the Ministry of
|
||
Education for 6 consecutive years
|
||
* Alma mater of 5 Academia Sinica researchers and 9 university
|
||
presidents
|
||
* 140 international sister schools in 24 countries spanning 5
|
||
continents
|
||
* Received grants to offer international internship programs at
|
||
Italy, England, Holland and etc.
|
||
* Offers various dual degree program system for outstanding students
|
||
to obtain dual BA/ MA degrees in Tunghai and in an Overseas
|
||
educational institution
|
||
* Provided various admission channels for admitting overseas Chinese,
|
||
foreign students and mainland Chinese students to create an
|
||
international campus
|
||
* Invited internationally acclaimed scholars and visited by Nobel
|
||
Prize recipients, Pulitzer Prize winners.
|
||
* Founded a liberal arts “Po-ya School” and emphasizes character
|
||
development and carried out in students’ daily campus life
|
||
* Won 4 gold medals, 4 silver medals and 1 special award at the 2011
|
||
Geneva Invention Expo
|
||
* Won 2 gold meals and 2 silver medal and 1 special Iran judge award
|
||
at the 2010 London Invention Expo
|
||
|
||
## College of Engineering
|
||
### Introduction
|
||
The College of Engineering The college of engineering at Tunghai
|
||
University was established in 1960. It was reorganized in 2007 in
|
||
accordance with the university’s development. It currently contains
|
||
five departments: chemical engineering, industrial engineering and
|
||
enterprise information, environmental science and engineering, computer
|
||
science, and electrical engineering. The college has a research center:
|
||
industrial automation.
|
||
Each of the college’s departments and center has its distinctive
|
||
characteristics. Chemical engineering emphasizes on advanced material,
|
||
biochemistry, and chemical systems. Industrial engineering and
|
||
enterprise information focuses on systems engineering, intelligent
|
||
systems, and enterprise management. Environmental science and
|
||
engineering studies environmental ecology, nature conservation,
|
||
environmental pollution prevention, environmental toxicology,
|
||
environmental chemistry, and environmental planning and management.
|
||
Computer science emphasizes on software engineering, computer
|
||
networking, and embedded systems. Electrical engineering highlights
|
||
wireless communication, semiconductor design and electronic materials
|
||
as its development areas. The industrial automation center strengthens
|
||
the training of automated manufacturing and management, enabling both
|
||
the faculties and students to be better equipped for the industries.
|
||
Two departments are reaching out to have exchange programs with
|
||
universities abroad. The department of industrial engineering and
|
||
enterprise information has a 5-year double degree agreement with
|
||
Florida State university. In the same fashion, the department of
|
||
chemical engineering works with New Jersey Stevens Institute with such
|
||
a double degree program. In 2001 and 2005, the department of industrial
|
||
engineering and enterprise information was awarded one of the
|
||
distinguished departments at the university. The departments of
|
||
chemical engineering, and computer science were also awarded the honor
|
||
in 2002 and 2004 respectively.
|
||
At the present time, three of the five departments offer second major
|
||
courses: chemical engineering, industrial engineering and enterprise
|
||
information, and computer science. Both industrial engineering and
|
||
enterprise information, and computer science departments provide master
|
||
programs as extension education. Special topic course programs are also
|
||
given: polymer engineering by chemical engineering, collaborative
|
||
business management by industrial engineering, software engineering by
|
||
computer science and automated manufacturing systems jointly by
|
||
chemical engineering, and industrial engineering and enterprise
|
||
information.
|
||
|
||
### Contact Info.
|
||
|
||
Tel：+886-4-23590261
|
||
Email：enger@thu.edu.tw
|
||
Website：[88]http://enger.thu.edu.tw/main.php?lang=en&Trad2Simp=n
|
||
|
||
[89]:::|
|
||
[90]Tunghai University Logo
|
||
Address: No.1727, Sec.4, Taiwan Boulevard, Xitun District, Taichung
|
||
City 407224, Taiwan R.O.C. | [91]Contact Us
|
||
Student Dormitory Main Office: +886-4-23594359 | 24hrs Emergency Hot
|
||
Line +886-4-2350-9595
|
||
Copyright © Tunghai University
|
||
|
||
### College History
|
||
|
||
The college of engineering at Tunghai University was established in
|
||
1960. It was reorganized in 2007 in accordance with the university’s
|
||
development. It currently contains five departments：Chemical and
|
||
Materials Engineering, Industrial Engineering and Enterprise
|
||
Information, Environmental Science and Engineering, Computer Science,
|
||
and Electrical Engineering. The college has a research
|
||
center：Industrial Automation and Collaborative Business.
|
||
|
||
### The founding years of each program
|
||
|
||
Program CME IEEI ESE CS EE
|
||
Bachelor Program 1955 1963 1981 1981 2007
|
||
Ｍaster Program 1990 1989 1992 1998 2007
|
||
Ph.D 2000 1999 2006 — —
|
||
Executive Master Program — 2005 — 2000 —
|
||
|
||
### Educational Goal
|
||
|
||
Considering the educational goals of Tunghai University and the
|
||
qualification the college wishes to instill in its students five to ten
|
||
years after their graduation, the college aims to educate students
|
||
with：
|
||
1. Strong professional and logical thinking abilities.
|
||
2. Engineering ethics and humanity education.
|
||
3. International perspective and innovative integration abilities.
|
||
|
||
### Core Competence
|
||
|
||
According to the educational goals and the qualification the college
|
||
wishes to instill for its graduates, the college aims to educate
|
||
students with：
|
||
1. The Capability of integrating engineering professional knowledge
|
||
and practical application.
|
||
2. The Capability of innovation, integration and team collaboration.
|
||
3. The Capability of awaring current events and life-time learning.
|
||
4. The Capability of internationalization linkage.
|
||
5. The Capability of understanding professional ethics and undertaking
|
||
social responsibility.
|
||
|
||
## Department of Chemical and Materials Engineering
|
||
### Department features
|
||
|
||
About the Department of Chemical and Materials Engineering ( CME )
|
||
The history of the Department of Chemical and Materials Engineering
|
||
(CME) at Tunghai University can be traced back to the year of 1955 when
|
||
it was founded with BS program and named the Department of Chemical
|
||
Engineering. Following the Master program in Chemical Engineering
|
||
starting in 1990, Doctor program was initiated in 2000. The CME program
|
||
began in the fall of 2008.
|
||
The students admitted each year are 120 undergraduates in two classes,
|
||
34 graduates including 31 in MS and 3 in PhD programs. Total
|
||
enrollments, as of February 2009, are 515 students. Thirteen full-time
|
||
faculties, all holding PhD degrees in either chemical or materials
|
||
engineering, are taking care of all the core courses and the consulting
|
||
work of students. Teaching excellence, profound researches, and
|
||
industrial services are always emphasized. Several distinguished
|
||
adjunct professors from industries and research institutes are invited
|
||
to share their invaluable experiences in various courses. To enhance
|
||
the competiveness in the job markets for the students in the
|
||
department, the CME program started in the fall of 2008 and was already
|
||
accredited by the Institute of Engineering Education Taiwan (IEET). The
|
||
program provides flexibility in which materials engineering and
|
||
biomedical technologies are closely incorporated with chemical
|
||
engineering. This program has inspired the incentives to the learning
|
||
in students and simultaneously enhanced the competiveness of the
|
||
department.
|
||
To satisfy the needs of the conventional chemical industries and those
|
||
industries involving chemical process, the department aims at the
|
||
cultivation of chemical engineers with the disciplines of materials. In
|
||
addition to the expertise and practices in chemical and materials
|
||
engineering, the department emphasizes the education in the integrity
|
||
and ethics to the students as well as the enthusiasms to serve the
|
||
society. The curriculums are designated to inspire the independent
|
||
thinking and to build up the ability to analyze and resolve the
|
||
problems encountered. The followings are the educational objectives for
|
||
undergraduate and graduate classes respectively.
|
||
|
||
### Educational goals
|
||
|
||
Educational Objectives:
|
||
Undergraduate class
|
||
1. To grow engineers that possesses professional knowledge and skills
|
||
in chemical and materials engineering.
|
||
2. To cultivate engineers with humanism, integrity, social
|
||
responsibility and futuristic view.
|
||
Graduate School
|
||
1. To succeed students with advanced professional knowledge and skills
|
||
in chemical and materials engineering.
|
||
2. To cultivate researchers with independent thinking, ability of
|
||
research and development and leadership.
|
||
3. To breed leaders with humanism, integrity, social responsibility and
|
||
futuristic view.
|
||
|
||
### Employment
|
||
|
||
Our graduates are well equipped themselves to meet the needs in job
|
||
markets and they also have a variety choices in their job shifting
|
||
,because of the diversity in basic education of Chemical Engineering
|
||
and Materials Engineering . Their outstanding performances gain
|
||
compliments in many companies and research centers. The following is
|
||
the major directions of future development:
|
||
1. Academic research
|
||
Attending in graduate school in Taiwan or study abroad ,many of them
|
||
also take part in research center for higher technology development.
|
||
The efforts that our engineers established in lab has been transferred
|
||
to industry and benefit to all mankind.
|
||
2. Jobs
|
||
Traditional industries such as chemical industry, petrochemical
|
||
industry, material industry, fiber industry. Besides, there are plenty
|
||
new high technology such assemiconductor industry, electronic
|
||
information industry, medical industry, biotechnology, mechanical
|
||
industry, environmental industry and so on.
|
||
|
||
### Contact information
|
||
|
||
Tel:04-23590262
|
||
Fax:04-23590009
|
||
Email:[70]chemeng@thu.edu.tw
|
||
|
||
## Department of Computer Science
|
||
### History and Current Status
|
||
|
||
The department of Computer Science was established in 1981 under the
|
||
Business College, and enrolled in a single class. After subordinate to
|
||
Science College in 1982, the department was changed to be subordinate
|
||
in Technology College in 2007. In 1986, the recruit of students was
|
||
changed to two classes, there were total of 120 students recruited
|
||
every year. In 1998, students enrolled in master class, and every
|
||
academic year 25 students are recruited. In 2000, the department
|
||
started recruiting the Professional Master\'s class, and recruited
|
||
about 30 students every academic year. In 2002, the department started
|
||
recruiting Extension School students of bachelor\'s class, and expected
|
||
to recruit 60 students every academic year. The department totally
|
||
recruits 180 new students every year. Belonging to one of the focal
|
||
departments of TungHai University, the department has total 920
|
||
students, and there are about 4,100 graduate students in 35 academic
|
||
years. IT graduate talents trained by the department are widely and
|
||
highly appreciated at home and abroad by academia and industrial
|
||
circles, and the graduates will emerge in the job market and play an
|
||
important role. Currently, the department is actively preparing for the
|
||
doctoral program and applying for passing the certification of
|
||
engineering education.
|
||
Regarding to teaching faculty, teachers\' structure is intact at
|
||
present in the department, and there are 19 full-time teachers now,
|
||
including 9 professors, 7 associate professors, and 3 assistant
|
||
professors. The full-time teachers of the department have a wealth of
|
||
professional and practical experience so that they can play a
|
||
teacher\'s teaching, research and counseling role. Teachers’ expertise
|
||
to the department can cover the field of development, such as software
|
||
engineering, information security, network and multimedia, embedded
|
||
systems, and in accordance with the development of the field forming
|
||
research group. Three undergraduate programs, i.e. Software
|
||
Engineering, Information & Electrical Engineering and Digital
|
||
Innovation, are designed for students whose major interest is in
|
||
computer science. The department also encourages students to pursue
|
||
further studies abroad, and to provide outlets for applications and
|
||
assistance, and in addition to increasing student learning experiences,
|
||
students can also develop an international perspective. With our
|
||
programs for the Master Degree, we aim at training a group of
|
||
professional computer engineers to teach or conduct research in the
|
||
future.
|
||
|
||
### Department Characteristics
|
||
|
||
At present time when domestic efforts promote upgrading industrial
|
||
information, whether in academia or industry are required of
|
||
high-quality information on R & D talent. The department is committed
|
||
to developing research of higher academy and new science and
|
||
technology, and trains advanced expertise with the exchange and
|
||
cooperation of the industry circle, domestic and international academia
|
||
to assist the domestic industry to upgrade technology. With the new
|
||
generation of software engineering technology, Internet applications
|
||
and the rapid development of biological information, and measuring the
|
||
future development of information technology and the co-ordination of
|
||
existing resources, the department formulates the following areas as a
|
||
priority direction of development:
|
||
|
||
#### Information and Electrical Engineering field
|
||
|
||
The department in cooperation with the department of Electrical
|
||
Engineering actively cultivates “Information Engineering” and
|
||
“Electrical Engineering” cross-field professionals to provide solid
|
||
system software, computer structure, electronics, embedded system, SOC
|
||
chip and so on. The students trained out possess design capability to
|
||
integrate the software and hardware, and will become future designers
|
||
of next hot generation of SOC chip and the embedded system.
|
||
|
||
#### Digital Innovative Applications Field
|
||
|
||
Hopefully uniting the advantage of the hardware industries of Taiwan
|
||
with development capacity of many kinds of technology, and through
|
||
integrating cross-field technologies and developing digital innovative
|
||
application, the department
|
||
will play an important role of ‘Define Future’. The digital innovative
|
||
application needs to integrate technologies such as the multimedia,
|
||
wireless network, sensor and remote control rod, intelligent hand-held
|
||
device, embedded system, hardware design, software application and
|
||
development, and digital content innovation, etc.. Such innovation
|
||
applications not only take place in the world of the toy but also begin
|
||
to ferment in every field from recreation, medical treatment, sport,
|
||
building, military to multimedia, which can see several possible
|
||
digital innovative applications.
|
||
|
||
#### Software Engineering Field
|
||
|
||
Among 14 directors of Taiwan Software Engineer Institute, the teachers
|
||
of the department occupy 3 members. At the same time, one of teachers
|
||
is in charge of planning the National Science Council-led software
|
||
engineering field, and one is with CMMI auditor, part-time director of
|
||
software quality association, and another teacher has a more than five
|
||
related patents.
|
||
|
||
#### Information Security Field
|
||
|
||
A number of teachers have a pretty good research results in the
|
||
information security and the area of digital content protection in the
|
||
department. In recent years, the department organized several field of
|
||
information security-related workshop, teachers advise their students
|
||
to take part in information security competitions and also a good
|
||
performance. In the intercollegiate contest of “Golden Shield Award”
|
||
for information security, the students have three consecutive entries,
|
||
and stand out Championship twice, and the first runner-up once from the
|
||
50 elite group of schools (including National Taiwan University,
|
||
National Tsing Hua University, National Chiao Tung University, National
|
||
Cheng Kung University and other schools).
|
||
|
||
### Education Focus Points
|
||
|
||
> Department Education Goals
|
||
|
||
Facing the new century unfolded, information engineering undergraduate
|
||
professional not only must be more and more in depth, and horizontal
|
||
spread to other areas of integration and development also attract more
|
||
and more attention. In other words, a new generation of information
|
||
engineer must have expertise in precise learning capability of
|
||
undergraduate courses; when faced with the integration of different
|
||
fields, it is important to have the analysis of problems and
|
||
problem-solving abilities; when cooperating with the other teams one
|
||
must have the right work ethic and attitude; when facing new
|
||
challenges, one must be able to self-learning and growth; when facing
|
||
global competitions, one must possess a good international perspective
|
||
and ability to interact. The professional personnel cultivated in
|
||
compliance with the above conditions of information technology will
|
||
help upgrading the domestic information industry standards, but also
|
||
provide the nation, society and enterprise informationization with the
|
||
required and advanced IT talent, which is exactly the main spirit of
|
||
making educational goals of this department.
|
||
The educational objective of this department is to foster national and
|
||
social construction, as well as advanced IT talent needed by
|
||
information industry.
|
||
The educational objectives based on this school: “possessing
|
||
independent critical thinking, analytical skills, good teamwork and
|
||
problem-solving abilities”, “being able to appreciate the arts,
|
||
culture, and having cognition of history and life - connotation of
|
||
people”, “confidence to enter the international and multi-cultural
|
||
working environment, and essential in the community to assume
|
||
responsibility”, “respect for the meaning of life and care services
|
||
habit, and the ability and willingness to have an ongoing life-long
|
||
learning”, as well as the educational goals of technical institute:
|
||
“cultivating students with professional foundation and logical thinking
|
||
ability”
|
||
“nurturing students with engineering ethics and humanity education
|
||
quality”,
|
||
“fostering students of graduate institutes to possess research
|
||
capability”, and in principle, the educational objectives of this
|
||
department are established, and its content is as follows:
|
||
I. Cultivate IT professionals needed by industrial and the academic
|
||
circles
|
||
The graduates of the department should have sufficient professional
|
||
skills and technical ability to cope with employment or research in the
|
||
future.
|
||
II. Cultivate scientific analysis and problem-solving ability
|
||
The graduates of this department should possess objectively the ability
|
||
to ponder over the question, and at the same time they can decompose
|
||
the question scientifically and find the viable solution. Regardless of
|
||
whether the problem is solved or not, ones can repeatedly verify and
|
||
analyze the relationship of before and after, then amend the practice,
|
||
and cumulate capacity of their own at the same time.
|
||
III. Cultivate the pursuit of self-study and growth of enthusiasm
|
||
The graduates of the department should be proactive and interested in
|
||
learning ability even after leaving school, but also develop a
|
||
self-reading knowledge, and the habit and ability to pursuit new
|
||
technologies.
|
||
IV. Foster the right work ethic and attitude
|
||
The graduates of the department should have team spirit, and understand
|
||
the basic work ethic at the same time.
|
||
V. Cultivate an international perspective and ability to interact
|
||
The graduates of this department should possess the foreign language of
|
||
science and technology, but also on their own can capture the
|
||
international culture and industry related knowledge. In the
|
||
globalization trend, ones should possess the ability to communicate,
|
||
interact and cooperate with the foreign group.
|
||
|
||
> The students at graduation have to possess the core competencies
|
||
|
||
The education goals of the department and the graduates should possess
|
||
the following core competency. This core competency is engineering and
|
||
technology education certification norms AC2004 + extension, designed
|
||
and integrated through the Department Engineering and Technology
|
||
Education and Certification committee, the course and studying
|
||
committee, engineering authentication consulting committee, and the
|
||
teachers of all school departments basing on integrating educational
|
||
objective, course planning and industry requirements.
|
||
1. Ability to apply mathematics, science, engineering and information
|
||
technology knowledge
|
||
2. Ability to analyze questions and to define demands
|
||
3. Ability to design and implement components or technologies required
|
||
by systems
|
||
4. Ability to employ the necessary tools required for practical
|
||
applications
|
||
5. Ability to co-ordinate and implement the engineering and management
|
||
6. Ability to cooperate with the team and understand the professional
|
||
ethics
|
||
7. Ability to absorb new scientific and technological knowledge, and
|
||
industry dynamic
|
||
8. Ability to build up the expression of science and technology
|
||
|
||
|
||
### Curriculum Characteristic
|
||
#### Study Process Planning
|
||
|
||
In addition to formal university education, students of the department
|
||
may choose to attend professional study process, and aims of study
|
||
process is to lay the foundation for software professionals, computer
|
||
professionals and computer networking professionals so to enhance
|
||
employment skills and expertise, increase job competition edge, promote
|
||
industry-academy research cooperation , and cultivate talents. The
|
||
department planned in the past software engineering study process,
|
||
computer hardware and embedded systems study process, and the computer
|
||
networking study process, total three study processes, which have been
|
||
implemented for many years, and receives fruitful results; in next
|
||
academic year 98 the department will adjust the direction of study
|
||
processes, and match the cross-field development of the department with
|
||
industry-academy cooperation to re-plan study processes which will be
|
||
divided into three groups: electrical information, digital creativity,
|
||
and software engineering. Through the study process and divided
|
||
elective courses group will allow students to learn more professionally
|
||
in the department.
|
||
|
||
#### Five-year consistent study
|
||
|
||
To enhance the competitiveness of students, the good students are
|
||
encouraged to apply for the five-year consistent study at university to
|
||
study bachelor and master degree so that this program allows students
|
||
directly obtain bachelor and master degrees in five years period.
|
||
Planning ahead of time for students to study or academic research, in a
|
||
short period of time students can be equipped with sufficient and
|
||
perfect professional competence, and can have best performance whether
|
||
to pursue further studies or to enter the job market.
|
||
|
||
#### IEET engineering and technology education certification
|
||
|
||
“Engineering and technology education certification” bases
|
||
“results-oriented” as the spirit of great importance to student
|
||
learning outcomes, to assess whether the department achieve the
|
||
established education goals , and whether graduates are equipped with
|
||
the foundation of professional core competencies when entering the job
|
||
market, and through their participation in engineering and technology
|
||
education certification will enhance the department, make in line with
|
||
international standards, keep pace with first-class universities at
|
||
home and abroad , and also enable graduates to gain recognition at the
|
||
international academic circle or job market.
|
||
|
||
#### Core competencies of the department:
|
||
|
||
1. Ability to apply math, science, engineering and information
|
||
technology knowledge
|
||
2. Ability to analyze problems and define needs
|
||
3. Equipped with required technical capacity to design and Implement
|
||
components or systems
|
||
4. Ability to use the tools required by practical application
|
||
5. Ability to cope and implement project management
|
||
6. Teamwork and communication skills
|
||
7. Ability to absorb scientific and technological knowledge and respond
|
||
to industry dynamically
|
||
8. Setting up the ability to express the language of science and
|
||
technology
|
||
|
||
### Other Advantages
|
||
|
||
#### Student activities and competition results
|
||
##### Scholarship
|
||
|
||
The school provides various types of scholarships for students to apply
|
||
for, the amount of more than 20 million, including the school budget,
|
||
fund interest and units of donated scholarships, and more than 300
|
||
kinds of projects, which are categorized as: excellent academic
|
||
performance (mainly in academic performance for the issuance of
|
||
standard), excellent performance (including work-study, community
|
||
service outstanding, etc.), needy scholarship (by their family
|
||
conditions for the issuance of standards, more than three million every
|
||
year), enrollment incentives (divided into the bachelor and master
|
||
classes), faculty scholarship (the all departments setting up excellent
|
||
scholarships), out-of-school scholarships (out-of-school group units
|
||
provided scholarships ). New students can may also apply for the elite
|
||
admission scholarships, and the winning students will receive tuition
|
||
remission, will also be able to be recommended in priority base as
|
||
exchange students, and obtain the professor individual guidance and
|
||
opportunities to participate in research projects. In addition, at the
|
||
second semester of academic year 97 the university also began the
|
||
implementation of relief grants, and detailed information can refer to
|
||
(this web page); in addition, the department also set up scholarships
|
||
provided by the department, except that NT$ 600,000 of part-time
|
||
graduate teaching assistants a year, and the elite scholarship program
|
||
provide students applying for scholarships and the opportunity to visit
|
||
abroad.
|
||
|
||
##### Academic Competition Results
|
||
|
||
2008 Excellent group work awarded for telecommunication value-added
|
||
software competition for 3G campus network application
|
||
2008 First place awarded for information security skill Jindun
|
||
competition among all university institutions of the nation
|
||
2008 Second place awarded for software system design and creativity
|
||
category competition among all national campuses
|
||
2007 First place awarded for information security skills Jindun
|
||
competition among all university institutions of the nation
|
||
2007 Second place awarded for telecommunication value-added software
|
||
competition for the Internet community platform development group
|
||
2006 Creativity awarded for thematic research programs of National
|
||
Science Council
|
||
2006 Second place awarded for information security skills Jindun
|
||
competition among all university institutions of the nation
|
||
2006 Excellent work awarded for master and doctor thesis of Information
|
||
Institute of the Republic of China
|
||
2006 Second place awarded for telecommunication value-added software
|
||
competition for campus network application
|
||
2005 Excellent work award for campus communication technology thematic
|
||
study competition among all university institutes of the nation
|
||
2005 First place awarded for 9th ‘Philips Challenge Cup’
|
||
extra-curricular academic science and technology competition among
|
||
university students
|
||
2005 Excellent group work awarded for Chunghwa Telecom
|
||
telecommunication value-added software competition for campus network
|
||
application
|
||
|
||
##### Student Activity
|
||
|
||
Apart from homework assistance provided by the department, “Department
|
||
Society” is also composed by students of self-government organization
|
||
to help freshmen adapt to college life, and organizes various
|
||
activities to maintain and carry forward the friendship between the
|
||
student united spirit of mutual assistance and cooperation. “Department
|
||
Society” every year organizes activities such as: New Year tea party,
|
||
New Year camping, Christmas tea, Department roast, Java Cup inter-class
|
||
sports competitions, IT Week, Information Technology night, Warcraft
|
||
Cup video game competitions, etc… In addition, there are all kinds of
|
||
department-sponsored ball games of department teams, taking part in
|
||
various types of cup from time to time in order to compete to win the
|
||
honor for personal and department.
|
||
|
||
##### Industrial Cooperation and International Exchange
|
||
|
||
Except that the department has popular acclaim in the field of academy
|
||
and education, the department also has some achievements the other
|
||
schools can't compare with.
|
||
Such as the software company to which the department has successful
|
||
transferred technology has been prepared to OTC; practical cooperation
|
||
with software companies, including IBM, Microsoft, Data System,
|
||
Industrial Technology Research Institute, Institute for Information
|
||
Industry etc.; e-application by joining industry-university cooperation
|
||
includes industries such as China trust, Taiwan Semiconductor
|
||
Manufacturing Co., MediaTek , Powerchip Semiconductor , ProMos
|
||
Technologies , Siliconware, etc.. In addition, in order to allow
|
||
students to know and have access to IT industry, each semester holds
|
||
Industry Summit Forum, invite industry veteran to the department to
|
||
share their experiences and communicate, and an informal discussion
|
||
with teachers and students to know the areas of information in a
|
||
variety of industries sector development and application. As for the
|
||
CSIE department of Tunghai University in cooperation with industry, it
|
||
is definitely the best model.
|
||
The department also encourages students to pursue further studies
|
||
abroad, and to provide outlets for applications and assistance, and in
|
||
addition to increasing student learning experiences, students can also
|
||
develop an international perspective.
|
||
Currently, the department has exchanged students with Xiamen, Fudan,
|
||
and Jilin University of China, and in the future it will add Peking
|
||
University and the opportunity to communicate with United States and
|
||
India; in addition, the university and the Temple University of United
|
||
States also have dual degrees system cooperation to provide students
|
||
with greater opportunities to pursue further studies abroad.
|
||
|
||
##### Burson-Marsteller College
|
||
|
||
Burson-Marsteller college promotes "focus on accommodation, special
|
||
courses, master instructor" as the characteristics of university
|
||
education for Tunghai University. In academic year 97 the school will
|
||
start student enrollment with “firmly rooted in Tunghai, eye on world”
|
||
education goals, recruit students thirsty for knowledge, caring about
|
||
society and the human ultimate value, and hope through being polished
|
||
by Burson-Marsteller education to cultivate the courage of their own
|
||
awareness, honesty integrity and possessing a practical personality to
|
||
innovate. Burson-Marsteller College is equipped with the exclusive
|
||
dormitory where freshman and sophomore students live collective, and
|
||
mentor teams take turns to stay overnight there to participate in
|
||
counseling student and actively encourage students to participate in
|
||
college activities. Burson-Marsteller College practices small classes
|
||
in accordance with the characteristics of students’ expertise and
|
||
characteristics, and emphasize the study effectiveness and generalist
|
||
habit so every 10 students have one professor. In addition, the
|
||
freshman and sophomore co-compulsory “Burson-Marsteller college general
|
||
education courses” has increased 12 credits, well-known and
|
||
authoritative speakers master have invited to the school monthly for
|
||
guidance, and at the same time students with equivalent research and
|
||
creativity are arranged during winter and summer vacation to University
|
||
of Maryland, Florida State University and California State University
|
||
of United States and other top universities to study abroad to
|
||
guaranteed 100% employment or schooling opportunities after
|
||
graduation.。
|
||
Eligibility criteria: the recommendation, application and the top three
|
||
distributed based on examination have the opportunity to gain admission
|
||
to Burson-Marsteller College of Tunghai University.
|
||
|
||
## Department of Environmental Science and Engineering
|
||
### History
|
||
#### Brief History
|
||
he Department of Environmental Science was established in 1981, and
|
||
launched a Master’s program in 1992. In 2005, the Department was
|
||
renamed as the Department of Environmental Science and Engineering to
|
||
encompass the academic curriculum and research activities, and to
|
||
provide academic training for perspective students in the fields of
|
||
both science and engineering with equal emphasis. The averaging
|
||
enrollment in the Department during the last 10 years is 240 total
|
||
undergraduate students and the graduate enrollment has averaged 30
|
||
students. In 2006, the Department will initiate a Ph.D. program to
|
||
further the academic excellence and to meet the urgent needs, both
|
||
domestically and globally, for environmental protection and pollution
|
||
prevention. In brief, the Department of Environmental Science and
|
||
Engineering seeks to equip students with the necessary qualifications
|
||
needed to succeed in this ever changing field.
|
||
|
||
1970: Founded the “Environmental Science Research Center of Tunghai
|
||
University”
|
||
Regular publication of Letters & Communication on ecology,
|
||
environmental social awareness, city planning and pollution.
|
||
Held annual Environmental Science Workshop for school teachers
|
||
1981: Founded “Department of Environmental Science”
|
||
1992: Founded “Institute of Environmental Science”
|
||
2005: Department renamed “Environmental Science and Engineering”
|
||
2006: Establishing doctoral program
|
||
2008: Approved Accreditation Criteria 2004+ through the Institute of
|
||
Engineering Education Taiwan (IEET)
|
||
2009: Awarded as the Key Department by Tunghai University
|
||
2010: Continued Accreditation (Criteria 2010) through IEET
|
||
2011: 30th Year Celebration of DESE
|
||
|
||
### Distinctiveness
|
||
|
||
DESE (Department of Environmental Science and Engineering) offers
|
||
unique undergraduate education that not only emphasizes a strong
|
||
theoretical foundation, but also practical experience. Brief
|
||
description of the features is as follows:
|
||
Broad range of academic curriculum includes natural and ecological
|
||
conservation, atmospheric science, environmental engineering,
|
||
environmental chemistry and analysis, as well as environmental policy,
|
||
planning and management. The department also newly offers courses on
|
||
environmental society, economics, and laws. Courses on climate change
|
||
and mitigation, sustainable development and carbon assets management
|
||
are also included as part of the new curriculum.
|
||
Opportunities for internships, co-op programs, and practical training
|
||
experiences which provide a stepping stone to professional careers.
|
||
Opportunities to participate laboratory and research activities.
|
||
Students interested in pursuing advanced academic degrees or careers in
|
||
academics are encouraged to seek advices and join laboratories of their
|
||
interests.
|
||
Plan and initiate inter-disciplinary and cross-departmental programs
|
||
associated with green energy/process and low-carbon society. Students
|
||
who are interested in these fields are encouraged to complete one of
|
||
the credited curricula.
|
||
The academic curricula have tremendously served their purposes, as over
|
||
1,300 alumni of DESE have historically performed well in their
|
||
profession careers, whether they chose the career paths in industry,
|
||
academia, or public services.
|
||
The Department also has active research programs which attract strong
|
||
yearly research funding from government and industry sectors. The
|
||
training of graduate students, with a requirement of thesis, through
|
||
assisting research and funded projects prepares students with critical
|
||
thinking and independent capability – ingredients necessary to enhance
|
||
their careers.
|
||
|
||
### Future
|
||
|
||
Through actively participating independent and cooperative research
|
||
projects with government agencies and private corporations, the DESE
|
||
Faculty has strengthened both research and teaching quality in the past
|
||
10 years. Since moving to the new building in 2002, the department has
|
||
experienced a rapid expansion in research and teaching equipment,
|
||
instruments, as well as new faculty members.
|
||
In the near future, the Department will continue to expand its faculty,
|
||
and remain active in cooperative projects with govern¬ment agencies,
|
||
local and foreign public and private enterprises, as well as other
|
||
research institutions. Meanwhile, the DESE faculty and staff will
|
||
strive to provide the undergraduate and graduate students with
|
||
top-shelf educational experience.
|
||
|
||
## Department of Industrial Engineering
|
||
### Current Status of the Department of Industrial Engineering and Enterprise Information
|
||
|
||
Established in 1963 as the Department of Industrial Engineering, we
|
||
were the first academic department established in the industrial
|
||
engineering field among Chinese speaking countries. We have been able
|
||
to observe the dramatic changes in the insdustrial environment of
|
||
Taiwan and follow the flourishing development of the technology
|
||
industries. Our department prepares this century’s industrial engineers
|
||
in both nature and intent. Our students are prepared to plan and
|
||
execute the direction and orientation of industrial engineering as this
|
||
new century develops. To reflect the development in Taiwan, in 2001 we
|
||
officially renamed our department as the Department of Industrial
|
||
Engineering and Enterprise Information.In 1989, we established our
|
||
graduate program.In 1996, we opened our graduate courses to students
|
||
accumulating graduate credit. In 1999, we began enrolling Ph.D.
|
||
students. In 2005, we will enroll students of Continue Education
|
||
Program in Hospital Management. Currently, we have 480 undergraduates
|
||
and 110 graduate students. Because of the continuous outstanding
|
||
performance of our department, we were recently selected as an
|
||
outstanding department of Tunghai University.
|
||
# Tunghai University
|
||
## College of Science
|
||
### Introduction
|
||
|
||
The college of Science was one of the original
|
||
two colleges which formed Tunghai University when it was founded in
|
||
1955. At present the College consists of the four departments of
|
||
Physics, Chemistry, Life Science, and Mathematics. All have Master's
|
||
degree programs, and each has its areas of expertise. The Life Science
|
||
Department and Chemistry Department also has a Ph.D. program. Physics
|
||
Department will has a Ph.D. program in 2010.
|
||
This college presently has about 191 graduate students and 1395
|
||
undergraduates. The student body is served by 68 full-time faculty, of
|
||
whom 98% have Ph.D. degrees. The faculty are not only committed to
|
||
academic excellence in their own field, but also to teaching students
|
||
in and out of class. This fosters close teacher-student relationships
|
||
which thereby strengthens the quality of education.
|
||
Education and research are linked with experimentation and practice.
|
||
The planned Basic Science Building and Labtory Building is now
|
||
completed. Its appearance conforms the style of the campus, and their
|
||
equipment meets the needs of modern education, improving the adequacy
|
||
of the College's space facilities. Although the College considers the
|
||
study of basic scientific theory as its first priority, it also
|
||
emphasizes application and cooperation with industry and government.
|
||
Cooperating agencies include the National Science Council, Taichung
|
||
Veterans' General Hospital, Yushan National Park.
|
||
The College currently has 26 teaching assistants, many of whom have
|
||
Master's degrees. They assist the educational process with both
|
||
instruction and academic mentoring, teaching lab courses and homework
|
||
discussion.
|
||
Each of the 68 teachers has his or her own specialty, carrying on
|
||
research in the lab or office. In addition to providing for graduate
|
||
students' research, faculty often attend conferences and present
|
||
research results.
|
||
This College emphasizes an atmosphere of academic research. In addition
|
||
to the above listed cooperative research projects, each department
|
||
publishes a department journal for students. Faculty not only publish
|
||
in professional journals in Taiwan and elsewhere, they also contribute
|
||
articles to each issue of the Tunghai Science.
|
||
Ever since the founding of the college of Science in 1955, each Dean
|
||
has cared for the quality of our faculty and labored to establish and
|
||
improve an environment which encourages faculty development. In this
|
||
way, the college can provide a higher standard of scientific research
|
||
as well as more and better-qualified research personnel for the nation
|
||
and the society.
|
||
|
||
### Contact Info.
|
||
|
||
Tel：+886-4-23590246
|
||
Email：sci@thu.edu.tw
|
||
Website：[89]http://sci.thu.edu.tw/index.php/en/
|
||
|
||
## Department of Chemistry
|
||
|
||
### Introduction
|
||
This department was one of the original departments when Tunghai was founded in 1955. More than 2000 students have graduated in the past 50 years. Over one-half have gone on to obtain Master’s degrees, and one-third have obtained doctorates. Their accomplishments have been affirmed by the chemistry world locally and overseas. To meet the requirements of the present, and provide personnel for the nation’s chemical, industrial, and commercial development, and to raise the standard of research in the department, the department was authorized by the MOE to establish MS and Ph.D. programs in 1983 and 2002, respectively. In the year of 2005, the undergraduate program was further divided into two separate groups. One is major in chemistry; the other is major in chemical biology.
|
||
|
||
## Department of Applied Physics
|
||
|
||
### Introduction
|
||
This department was one of the original departments when Tunghai was
|
||
founded in 1955.
|
||
Almost 1269 students have graduated in the past 50 years, and over
|
||
one-third have gone on to obtain doctorates.
|
||
Their accomplishments have been affirmed by the physics world locally
|
||
and overseas.
|
||
To meet the requirements of the present, and provide personnel for the
|
||
nation's high-tech productivity and leading-edge research,this
|
||
department was authorized to establish a Master's degree program in
|
||
1998, and a Ph.D. program in 2010.
|
||
Distinctive
|
||
|
||
The educational objective emphasizes training in experimental ability
|
||
and developing ability in technological analysis. With the
|
||
establishment of the Master's program, basic science will be extended
|
||
to develop high-tech professional personnel.
|
||
|
||
The distinctive of the department include many elective courses, with
|
||
large flexibility; all courses have a completed outline, and all
|
||
instructional courses are interrelated; equipment is state-of the art;
|
||
faculty expertise includes computer technology,laser optics, plasma
|
||
technology, biophysics, material and surface science.
|
||
|
||
東海大學 應用物理學系 Department of Applied Physics,Tunghai University
|
||
E-mail : phys@thu.edu.tw
|
||
TEL : (04)23590121 分機 32100, FAX : (04)23594643
|
||
407224 臺中市西屯區臺灣大道四段1727號
|
||
|
||
## The College of Arts
|
||
### Introduction
|
||
#### History
|
||
|
||
The College of Arts was established in 1955, including three
|
||
departments: Chinese Literature, Foreign Languages and
|
||
Literature, and History.
|
||
|
||
1956 Departments of Political Science, Economics and Sociology were
|
||
established.
|
||
1970 The Chinese Language Center was established.
|
||
1971 Department of Music was established.
|
||
1973 Departments of Business Administration and International
|
||
Business were established (later the department under College of
|
||
Business).
|
||
1979 Departments of Philosophy and Social Work were established.
|
||
1980 Department of Law was established (became the department under
|
||
College of Law in 1981).
|
||
1983 Department of Fine Arts was established.
|
||
1992 Department of Japanese Language and literature was established.
|
||
2001 Graduate Institute of Religious Studies Master's Program was
|
||
established.
|
||
2008 The English Language Center was established.
|
||
2020 International Graduate Program of Teaching Chinese as a Second
|
||
Language was established.
|
||
|
||
#### Present
|
||
The college of Arts includes 234 full- and part-time faculty members,
|
||
1,774 undergraduate students, and 301 doctoral and master students
|
||
(2022.11 updated). Five departments and one individual teaching
|
||
institute are included in College of Arts : Chinese (undergraduate,
|
||
master's, and doctoral programs), Foreign Languages and Literature
|
||
(undergraduate and master's programs), History (undergraduate and
|
||
master's programs), Philosophy (undergraduate, master's, and doctoral
|
||
programs), Japanese Language and Culture (undergraduate and master's
|
||
programs), International Graduate Program of Teaching Chinese as a
|
||
Second Language and English Language Center.
|
||
|
||
Two fields covered by College of Arts:
|
||
(I) Traditional Humanities: Humanity, history and philosophy are
|
||
traditional human subjects, aiming to investigate human arts and offer
|
||
human education courses in order to cultivate students' humanity
|
||
manners.
|
||
(II) Foreign Languages: Foreign and Japanese Languages and Culture
|
||
departments provide students with foreign language teaching resources,
|
||
aim to help students develop their language abilities, enlarge their
|
||
global aspects, and gain more control over their futures in an
|
||
increasingly multilingual and interdependent world.
|
||
|
||
The two mentioned fields not only offer students rich courses but also
|
||
have their own characteristics. Our college internally aims to increase
|
||
the interaction between faculties and different departments, externally
|
||
encourages each department to enhance their service and held national
|
||
or international academic conferences, as well as the interaction
|
||
between other universities in order to become an ideal channel for
|
||
academic scholars and the public to communicate.
|
||
|
||
#### Goal and Core Competencies
|
||
##### Goal：
|
||
|
||
To cultivate humanistic literacy and international view
|
||
##### Core Competencies
|
||
1. The ability of understanding and expression
|
||
2. The ability of independent thinking
|
||
3. The ability of foreign language communication
|
||
4. The ability of multiculture awareness
|
||
|
||
## Department of Chinese Literature
|
||
### INTRODUCTION AND COURSE INFORMATION DEPARTMENT OF CHINESE LITERATURE TUNGHAI UNIVERSITY
|
||
|
||
#### I. MISSION AND HISTORY OF THE DEPARTMENT:
|
||
|
||
The Department of Chinese Literature was the first established academic
|
||
department when the Tunghai University was founded in 1955. At the
|
||
time, it was one of the two universities in Taiwan. After several
|
||
decades of cultural and political turmoil in Mainland China, the
|
||
establishment of Chinese Literature Department in Tunghai University
|
||
had the significance of realigning intellectuals exiled from Mainland
|
||
China to Taiwan, in considering the inheritance of Chinese cultural
|
||
heritage and the recreation of new legacy for posterity. In 1970, the
|
||
Graduate Institute of Chinese Literature was established to provide
|
||
master’s program which offers Master of Arts (MA) degree. The Graduate
|
||
Institute has commenced its doctoral program offering Ph.D. degree from
|
||
1985. In 2005, an in-service Master’s program was set for the purpose
|
||
of cooperating with the government's policy of promoting higher
|
||
education, balancing regional academic development, and encouraging
|
||
in-service training of teachers in elementary and middle schools
|
||
systems as well as the general public, providing them with multi-access
|
||
channel of learning.
|
||
|
||
Through decades of efforts, the Department has already built a fine
|
||
tradition of scholarship and disciplinary learning. The Department is
|
||
well-known for encouraging our students to become versatile through
|
||
cross-discipline and cross-cultural approach of learning. The
|
||
Department also has long term reputation for immersing students with
|
||
liberal arts spirit and at the same time providing them with
|
||
professional instruction in creative writing. Many of our students and
|
||
graduates hence have earned important writing awards and have become
|
||
respected writers full with humanistic concern.
|
||
|
||
|
||
|
||
|
||
#### II. EDUCATIONAL OBJECTIVES:
|
||
|
||
The Department respects specialties of our faculties and encourages
|
||
them to cultivate and stimulate students according to students’ talents
|
||
and interests. Dedicative teaching and active counseling provided by
|
||
our faculty members are one of the many important factors of the
|
||
Department’s excellences. For facilitating our students with essential
|
||
knowledge and skills of the discipline, compulsory courses covering
|
||
major fields of study in the discipline are offered. Elective courses
|
||
of various subjects are also provided for selection. Students can make
|
||
their selections according to their choice of field-of-focus choosing
|
||
from the following four sub-disciplines, “Classical Literature",
|
||
"Modern and Contemporary Literature", "Languages", and "Thoughts".
|
||
|
||
The educational philosophy of the Department is:
|
||
1. Put equal emphasis on tradition and renovation, encourage renovation
|
||
from the context of tradition
|
||
2. Promote inter-cultural learning scope and encourage cultural
|
||
creativities
|
||
3. Learn through classical texts and grow from interpreting the
|
||
classical texts
|
||
4. Concern on cultural development and devote to the needs of local
|
||
communities
|
||
|
||
Through above educational philosophy, the Department aims to help our
|
||
students to become versatile intellectuals full with enthusiasm,
|
||
ideals, and self-confidence.
|
||
|
||
EDUCATIONAL OBJECTIVES:
|
||
Doctoral and Master’s Program:
|
||
To establish the scholarship of professional teaching and academic
|
||
research in the discipline
|
||
Undergraduate program:
|
||
To cultivate the competencies of the discipline and evoke humanistic
|
||
concern
|
||
|
||
CORE COMPETENCIES:
|
||
Doctoral and Master’s Program:
|
||
(1) Capability in interpreting and analyzing both classical and modern
|
||
Chinese literary texts
|
||
(2) Capability in doing independent studies in related academic subject
|
||
areas
|
||
(3) Capability in acquiring sinology materials and create dialogue with
|
||
the materials
|
||
|
||
In-service Master’s Program:
|
||
(1) Capability in interpreting and analyzing ancient and modern Chinese
|
||
literary texts
|
||
(2) Capability in teaching and researching within the subject of
|
||
Chinese literature
|
||
(3) Capability in humanistic concern and language application
|
||
|
||
Undergraduate Program:
|
||
(1) Capability in appreciating Chinese literature
|
||
(2) Capability in Chinese language expression and critical thinking
|
||
(3) Capability in humanistic literacy and cultural concern
|
||
|
||
|
||
#### III. FEATURES:
|
||
i. Balanced development of four scholarly groups: Based on the
|
||
specialties and future development directions of our faculty members,
|
||
the Department sets four learning groups, i.e. “Classical Literature",
|
||
"Modern Literature", "Languages", and "Thoughts". One of the duties of
|
||
each group is to be responsible for planning and promoting academic
|
||
activities. On the aspect of teaching, the Department emphasizes on
|
||
study of literature and writing training, so that the students can
|
||
apply their knowledge and lay their foundation for further studies.
|
||
Courses provided are designed to put equal importance among all four
|
||
groups.
|
||
|
||
ii.Comprehensive undergraduate-level education: In addition to various
|
||
classical and modern literature courses, for concerned with current
|
||
academic trends and for developing students’ professional skills,
|
||
courses such as the following are provided: Taiwanese Literature,
|
||
Taiwan Aboriginese Literature, Western Literary Criticism, Introduction
|
||
to Western Literature, Feminist Literature, Popular Literature,
|
||
Contemporary Chinese Literature, Garden Appreciation: Literature and
|
||
Aesthetics, Children’s Literature, Classical Drama and Contemporary
|
||
Theatre, Practical Writings, Technique of Creative Writing, and
|
||
Journalistic Writing. For fulfilling another objective in helping
|
||
students to be well prepared for pursuing further academic training,
|
||
other than basic courses of Sinology Research Methodology, History of
|
||
Chinese Literature, Selected Readings on Poetry, Selected Readings on
|
||
Lyrics, Chinese Script, Historical Chinese Phonology, Historical
|
||
Chinese Semantics, advanced courses are also provided. The
|
||
undergraduate program aims to help students in achieving either an
|
||
academic career or professional career.
|
||
|
||
iii. Providing rigorous postgraduate training: The Graduate Institute
|
||
aims to cultivate students’ capabilities of professional and academic
|
||
career. Other than put an emphasis on training of research methods,
|
||
with required courses of “Advanced English”, the Graduate Institue aims
|
||
to strengthening the language abilities and inter-cultural vision of
|
||
our master’s program students. For the doctoral program students,
|
||
“Non-English Foreign Language Literature” is set as a requirement for
|
||
the same purpose. Various kinds of elective courses, such as Classical
|
||
Literature, Literary History, Classical Studies and other monographic
|
||
studies, are provided to meet with student’s academic interest. For
|
||
profound academic training, advanced courses are also offered, such as
|
||
Literary Criticism, the Mid and Late Tung Poetry, Ching Poetry,
|
||
Literary Creation, Taiwanese Poetry, Children Literature, Special
|
||
Topics on Novel, Oracle Bones Inscriptions, Bronze Inscriptions,
|
||
Cognitive Poetics, Metaphor Theory, Lexicology, Buddhism, Wei-Chin
|
||
Metaphysics, Inter-Arts Studies, Cross-cultural Studies, and more. With
|
||
these special courses, the School is well-distinguished from Chinese
|
||
Literature Institute of other universities.
|
||
|
||
iv. Integrated literature, history and philosophy courses: Besides
|
||
elective courses provided by the graduate school, doctoral students can
|
||
also apply for independent study on various topics based on their
|
||
needs. Since 2010, for the purpose of enhancing interdisciplinary
|
||
research ability of graduates, the Graduate School has developed an
|
||
integrated vision of literature, history and philosophy and started
|
||
cooperation with other disciplines in establishing “Joint Thesis
|
||
Presentation of Graduate Students in Literature, History and Philosophy
|
||
Departments. "
|
||
|
||
v. Recruiting outstanding scholars actively: To enrich the academic
|
||
research atmosphere of our institution, the Department not only invites
|
||
well-known scholars world-wide to come to our institution for academic
|
||
lectures, but also establishes “Short-term Lectures” and other teaching
|
||
programs of honorary professors, visiting professors, short-term
|
||
visiting scholars, and distinguished alumni.
|
||
|
||
vi. Organizing academic conferences continuously: International and
|
||
national academic conferences are held annually and thesis presentation
|
||
of the department’s full-time faculties is held monthly. A famous
|
||
series of academic conference -- “The Chinese Culture and Literature
|
||
Conference”, has been held annually for 24 sessions. All symposiums of
|
||
this conference are published by well-known press in Taiwan.
|
||
|
||
vii. Promoting academic research capabilities of graduate students:The
|
||
School encourages graduate students to publish their theses. Besides
|
||
holding “Thesis Presentation of Graduate Students in Central Taiwan”
|
||
jointly with Chinese Institutes of all universities in Central Taiwan
|
||
annually, another well-known conference, “Singing of Phoenix: Thesis
|
||
Presentation on Chinese Language and Literature by Graduate Students
|
||
Nation-wide” , is also held every year jointly with National Taiwan
|
||
University and Soochow University etc.
|
||
|
||
viii. Publishing academic journals regularly: Academic journal Tunghai
|
||
Journal of Chinese Literature is published annually. The journal is
|
||
open to the academic circle and the submitted papers are strictly
|
||
peer-reviewed by experts in relevant areas.
|
||
|
||
[48]關於本系 [49]教師及成員 [50]招生資訊 [51]課程修業資訊 [52]學術研究成果
|
||
[53]系友專區 [54]東海中文學報 [55]東海文學獎 [56]系所公告 [57]活動花絮
|
||
東海大學中國文學系 Department of Chinese Literature, TUNGHAI UNIVERSITY
|
||
電話：+886-4-2359-1574 (大學部)、+886-4-2359-0208 (研究所)
|
||
傳真：+886-4-2350-1249
|
||
地址：407224 臺中市西屯區臺灣大道四段1727號 東海大學文學院中國文學系
|
||
E-Mail：[58]chinese@thu.edu.tw
|
||
|
||
## Department of Foreign Languages and Literature (FLLD)
|
||
### About
|
||
#### Introduction
|
||
|
||
The Department of Foreign Languages and Literature (FLLD) was one of
|
||
the original departments of Tunghai University, established in 1955,
|
||
and continues to be one of Tunghai's most highly regarded departments.
|
||
At present, the Department focuses on undergraduate courses for English
|
||
Majors, the MA Program in Teaching English as a Foreign Language and
|
||
language courses in German, French, and Spanish for all Tunghai
|
||
students. Approximately 440 students are majoring in English, 40
|
||
students enrolled in the MA Program in TEFL, and around 600 students
|
||
take second foreign language courses. In recent years, the Departmen is
|
||
also increasingly attracting foreign students into both its BA and MA
|
||
programs. The Department has 21 full-time and 19 part-time faculty
|
||
members to support these different programs. Approximately half of the
|
||
teachers are foreign teachers and half are Taiwanese. Tunghai FLLD's
|
||
unique tradition mandates small classes taught in English, and
|
||
teacher-student relationships are close providing students with plenty
|
||
of individual attention. In its long history, the Department of Foreign
|
||
Languages and Literature has cultivated many well-educated students who
|
||
are the forefront in their fields and remains dedicated to Tunghai
|
||
University's objective to be "a university with a pioneering spirit."
|
||
|
||
* [105]如何到東海及校園地圖
|
||
|
||
* TEL: +886-4-23590121 ext. 31200-2
|
||
* FAX: +886-4-23594002
|
||
* eMail: [106]flld@thu.edu.tw
|
||
|
||
|
||
#### History
|
||
|
||
The Department of Foreign Languages and Literature (FLLD) was
|
||
established in 1955, one of the original departments in Tunghai
|
||
University. Since that time both the University and the FLLD have
|
||
grown. Over time the FLLD became responsible for organizing
|
||
undergraduate courses for English Majors, providing Freshman English
|
||
courses for Non-majors, and offering language courses in German,
|
||
French, and Spanish to all Tunghai students.
|
||
From 1972 to 1995 the Department of Foreign Languages and Literature
|
||
also taught students in a Night Division. In 1995 the Night Division
|
||
became the Second Division and the Department accepted Second Division
|
||
students until 2005, when it was replaced by the current 2 sections of
|
||
First Division.
|
||
In 2000 an MA Program in Teaching English as a Foreign Language was
|
||
created to fill the need for qualified high school English teachers.
|
||
This program focuses on cultivating in-service training of its
|
||
students, providing them with opportunities to practice teaching.
|
||
From 1 August 2008, the English Language Center was divided from the
|
||
FLLD, and the Department redoubled its efforts in concentrating on
|
||
undergraduate courses for English Majors, the MA Program in TEFL, and
|
||
the university-wide language courses in German, French, and Spanish.
|
||
The Department also reaches out to students outside Tunghai through its
|
||
participation in a variety of teacher-training programs.
|
||
|
||
|
||
#### Features
|
||
The main features of the Department of Foreign Languages and Literature
|
||
are:
|
||
1. Small Class Teaching
|
||
The Tunghai FLLD has a tradition of providing education in small
|
||
classes, including a 3-year required sequence of English Composition
|
||
and Oral Training courses and undergraduate seminars. Language training
|
||
courses, such as Composition, Oral Training, Freshman English, etc.,
|
||
are limited to 20 students. Advanced literature courses, such as
|
||
seminars, are limited to 20 students maximum. Every year the FLLD takes
|
||
in two sections of just 50 students each to maintain the tradition are
|
||
quality of small class teaching. Small classes provide students with an
|
||
environment that allows them to absorb with confidence the class
|
||
materials and also increases personal interaction between students and
|
||
teachers. Teachers are quickly aware of their students' abilities and
|
||
problems and can step in to help and encourage.
|
||
2. All-English Environment
|
||
All courses in the Undergraduate and Graduate Program are taught in
|
||
English, including required language-training courses, required
|
||
literature courses, electives, and seminars. All teachers, both foreign
|
||
and local professors, use English in and outside the classroom to
|
||
provide students with the opportunity to practice English in a natural
|
||
environment. This Department is rare in Taiwan in providing an
|
||
all-English environment for students. English texts encourage and lead
|
||
students to think, write, and express themselves in the language.
|
||
Students gain knowledge and understanding of English and American
|
||
literature, and become able to think independently and do their own
|
||
research. This gives them a vast advantage whatever they pursue after
|
||
graduation, and wherever they pursue it.
|
||
3. An Innovative Teaching / Learning Culture
|
||
The Department's international faculty, close relationship with alumni,
|
||
and central location near other major universities, schools, government
|
||
institutes, and the Central Taiwan Science Park, fosters a dynamic and
|
||
innovative teaching/learning environment for students and teachers. The
|
||
Department cooperates with major Taiwanese IT and software
|
||
manufacturers, government institutes and local universities and schools
|
||
to develop new "paperless" courses and organize academic lectures,
|
||
teacher training programs, field trips, summer internships, and English
|
||
contests.
|
||
|
||
#### Careers
|
||
Graduates of the Department of Foreign Languages and Literature often
|
||
continue their studies in different fields in Taiwan or abroad. Those
|
||
graduates who choose to enter the job market are able to compete
|
||
successfully in the job market because of their intensive and extensive
|
||
English training.
|
||
Those who opt for further study can choose from traditional fields
|
||
related to English Studies including further study in Literature,
|
||
Linguistics, Translation, English Teaching, Education, Theatre Studies,
|
||
and Cultural Studies, as well as a host of other fields. These may
|
||
include Business Administration, Tourism and Hotel Management, Cultural
|
||
Management, Art Management, and more.
|
||
Students entering the job market can choose to be teachers, research
|
||
assistants, administrators, or staff members in trade companies. Other
|
||
career fields include diplomacy, translation or interpretation, hotel
|
||
management and tourism, and publishing.
|
||
The Department hosts career guidance workshops offered by alumni and
|
||
arranges summer-internships with business and industry for selected
|
||
students.
|
||
|
||
## Department of History
|
||
### About us
|
||
|
||
1. [7]Home
|
||
2. About us
|
||
|
||
#### Brief Introduction to the Department:
|
||
The History Department of Tunghai University was set up since the
|
||
establishment of the University (in 1955). It has been in existence for
|
||
more than 60 years, and is one of the history departments in Taiwan
|
||
with a long history. The Graduate (Institute) of History was set up in
|
||
1970. When the Department was set up, it was headed by Professor
|
||
Chong-Hong Liu who originally taught in the History Department of
|
||
National Taiwan University, and there were the other professors such as
|
||
Yan-Feng Chu, Wen-Zheng Lan, Le-Tong Chi, Shao-Chen Yang and Malone (
|
||
Surname). In the following 20 years, because the University was a
|
||
member of the United Board for Christian Higher Education in
|
||
Asia（UBCHEA）, there were a number of foreign teachers recruited. The
|
||
Department adopted a small-class system from the first to the 17th
|
||
year, and there were only a dozen graduates each year. The goal of the
|
||
Graduate Institute is to cultivate talents in historical research, and
|
||
most alumni teach in colleges and universities. Since 1972 the United
|
||
Board gradually decreased its support to the University. The Department
|
||
began to increase the enrollment quota, and there was a turnover of the
|
||
teachers as those who joined the University since its establishment
|
||
gradually retired and new teachers joined. However, the Department has
|
||
always been committed to teaching.
|
||
Currently the Department recruits 58 freshmen and the Graduate
|
||
Institute recruits 8 each year.
|
||
|
||
#### Current Status:
|
||
|
||
1. Teachers
|
||
The Department has nine full-time teachers with their own expertise
|
||
and a broad field of research in Taiwan history, Chinese history
|
||
and world history. In recent years, many of them are also involved
|
||
in history education courses to comply with the development
|
||
strategy of the Department.
|
||
2. Courses
|
||
University-required courses: Chinese, English, general education
|
||
subjects, military training, nursing class; totally 26 credits.
|
||
Department-required courses: Chinese history, world history, Taiwan
|
||
history, introduction to history, and methodology of
|
||
historiography; totally 30 credits. Other required courses offered
|
||
by the Department: 32 credits. Totally 62 credits.
|
||
Other: The Department offers an wide range of courses each year for
|
||
students to select according to personal interests.
|
||
3. Books and Equipment:
|
||
|
||
General Library Contains a total of twenty-five thousand periodicals
|
||
and professional Chinese history and history books.
|
||
World History and Taiwan History Library Has a collection of more than
|
||
ten thousand books, periodicals and audiovisual resources about world
|
||
history and Taiwan studies.
|
||
Computer and audiovisual equipment Has 17 sets of computers and
|
||
computing peripheral equipment, a set of editing system , 7 sets of
|
||
TVs, VCRs, professional cameras, single-lens projectors and digital
|
||
cameras, and dozens of field survey equipment.
|
||
4. Student Awards:
|
||
The Department has set up the following awards to encourage
|
||
students to study seriously:
|
||
(1) Excellence scholarship:
|
||
(A) Available to students with an academic achievement of
|
||
eighty-five points or more; each is awarded a scholarship of
|
||
NT$2,000 and a certificate of excellence.
|
||
(B) Available to students with an academic achievement of eighty
|
||
points or more; each is awarded a certificate of excellence.
|
||
(2) The Memorial Scholarship of the History Department of Tunghai
|
||
University is awarded to about 3 students each academic year; each
|
||
is awarded NT$10,000 and a certificate of excellence.
|
||
(3) The History Department’s Professor Shao-Zhen Yang Memorial
|
||
Scholarship is awarded to 5 students each academic year; each is
|
||
awarded NT$40,000 and a certificate of excellence.
|
||
(4) Academic activities such as academic symposiums, lectures and
|
||
seminars are held on a regular or irregular basis each year for the
|
||
“Academic Fund of the History Department of Tunghai University in
|
||
Memory of Professor Chong-Hong Liu”.
|
||
(5) In recent years, the Department established minor and
|
||
double-major degrees for students of other departments, in order to
|
||
provide a broader development opportunity to those who are
|
||
interested in history research. Both the undergraduate and master
|
||
programs are open for application, hoping to recruit students who
|
||
are genuinely interested in history research.
|
||
|
||
#### Development Focus and Features of the Department:
|
||
|
||
1. Liberal Arts Learning Objectives and Education Goal
|
||
Since its establishment in 1955, Tunghai University has always
|
||
stressed the importance of all-round and whole-person education of
|
||
liberal arts and interdisciplinary learning. General education and
|
||
labor education have been implemented for more than half a century
|
||
with deep affirmation at home and abroad, and the University still
|
||
continues improving its effort in these aspects in recent years.
|
||
The curriculum design of the Department is in line with Tunghai
|
||
University’s core philosophy of education. In the curriculum
|
||
structure, generally one third is required courses, one third is
|
||
elective courses, and the other one third is interdisciplinary
|
||
curriculum of general education. In the internal aspect, the
|
||
curriculum is divided into four major areas: Taiwan history,
|
||
Chinese history, world history, and methodology and applied
|
||
curriculum. The education goal of the master program is to
|
||
cultivate history research talents, and therefore the curriculum
|
||
focuses on training and research methods and thesis writing, so as
|
||
to enhance the level of research and theses.
|
||
2. Rich Learning Resources
|
||
In addition to a large number of books and the rich network
|
||
database added in recent years in the general library of the
|
||
University, the Department also has its own large-scale library
|
||
with a collection of more than thirty thousand books to provide
|
||
reference for students’ daily study.
|
||
|
||
To promote the interaction between history knowledge and social
|
||
science, the Department has gradually opened some history theme
|
||
courses. In order to meet the demand of the future workplace, the
|
||
Department also requires students to pay attention to the application
|
||
of languages and computer science, and courses such as (historical site
|
||
field study, verbal history record production, historical documentary
|
||
production and museum science ) are set up due to the need for the
|
||
promotion of history and culture. The Department’s exchange student
|
||
program with the history departments of renowned universities in
|
||
mainland China has been gradually promoted. All these are an important
|
||
part in training the students to become modern people with a global
|
||
vision
|
||
|
||
Department of History, Tung Hai University
|
||
|
||
No.1727, Sec.4, Taiwan Boulevard, Xitun District, Taichung 40704,
|
||
Taiwan R.O.C.
|
||
|
||
TEL: +886-4-2359-0254
|
||
TEL: +886-4-2359-0121
|
||
|
||
FAX: +886-4-2350-1210
|
||
E-mail：[8]history@thu.edu.tw
|
||
|
||
## Department Of Japanese Language and Culture
|
||
|
||
Department Overview
|
||
|
||
The Japanese Language Department at Tunghai University was established
|
||
in 1992 and was the first to be established in Central Taiwan.Before
|
||
the establishment of the department, Japanese language education
|
||
existed as a unit within Tunghai University’s foreign language
|
||
department. Japanese courses were the second foreign language to be
|
||
made available at Tunghai University.
|
||
|
||
In 2006, with a foundation of over 10 years of experience, the
|
||
department founded the first Japanese language graduate program in
|
||
Central Taiwan.The program currently consists of 15 full-time faculty
|
||
members.
|
||
|
||
In response to the constant evolution of modern societies, the
|
||
department added interdisciplinary courses to its solid foundation in
|
||
Japanese language training. The department now offers interdisciplinary
|
||
courses in two major areas – language and culture. In order to better
|
||
reflectthe department’s teaching focus, the Japanese Language
|
||
Department was officially changed to the Department of Japanese
|
||
Language and Culture in August of 2012.
|
||
|
||
### Teaching Principles
|
||
|
||
Because of the need to respond to the constant changes in society and
|
||
culture, the Department of Japanese Language and Culture developed an
|
||
interdisciplinary approach to language learning. The department is
|
||
committed to providing students with a solid foundation in language
|
||
education and believes that a language department within a university
|
||
should evolve along with the increasingly globalized world. It must
|
||
train students to be adaptable and critical communicators. The
|
||
department considers individual needs and development to be the basis
|
||
of any education. Therefore, in addition to training students to be
|
||
fluent in the Japanese language, the department believes it is also
|
||
important to foster a deeper cultural perspective,to cultivate each
|
||
students’ ability to think critically as an individual, and to utilize
|
||
these basic understandings as a foundation for communication.
|
||
|
||
Our goal is to cultivate students to have a solid grasp of the Japanese
|
||
language,who are capable ofintrospection, who think critically and
|
||
independently,and who are able to creatively problem solve. We want to
|
||
prepare our students to be well qualified for a diverse career within
|
||
the Taiwan-Japan market.
|
||
|
||
### Teaching Features
|
||
|
||
I. Teaching Mission and Methodology
|
||
|
||
The main objectives of the Department are to guide students towards
|
||
becoming working professionals that can effectively utilize their
|
||
knowledge of cultures, languages and societies, as well as to encourage
|
||
students to contribute positively towards the Taiwanese-Japanese
|
||
exchange – both professionally, as well as within research and
|
||
academics. The Department believes that Japanese proficiency is
|
||
essential to achieving these objectives.
|
||
|
||
What teaching methodology would provide our student with the practical
|
||
skills required for them succeed?
|
||
|
||
The department’s goal is that during their first two years of study,
|
||
students will move beyond traditional teaching methods of cramming and
|
||
basic memorization. Instead, students are encouraged to take their
|
||
education into their own hands, learning how to study independently and
|
||
to control the pace of their own education.
|
||
|
||
Therefore, during the teaching process, the way in which we guide and
|
||
provide learning resources (production and implementation of learning
|
||
materials)to our students is an important part of our work and
|
||
function. In order to achieve these goals, in addition to strengthening
|
||
collaborations and exchanges with professors and students at
|
||
universities in Japan, focus is also placed on enriching the many
|
||
Japanese language student groups we have on campus. Furthermore, we
|
||
also utilize teaching assistants (many of our teaching assistants are
|
||
often Japanese students from the Chinese Language Center) to encourage
|
||
students to actively apply knowledge acquired in the classroom in their
|
||
everyday life. In 1995, a Japanese language self-study area and website
|
||
was also established to help encourage students to take initiative and
|
||
responsibility of their own learning process.
|
||
|
||
|
||
II. Self-Study Area and Self-Study Website
|
||
|
||
The Japanese Language Department Library provides students with a quiet
|
||
area for self-study. There are computers, desks, chairs, and couches,
|
||
as well as a Teaching Assistant on rotation. A café, the Kigaru Café,
|
||
also provides students with an active space for extra-curricular
|
||
activities, such as discussions, international exchange, and study
|
||
groups.
|
||
|
||
The Self-Study Website can be found at [30]http://nihongo.thu.edu.tw .
|
||
Besides, information on classes and course work, the website is a
|
||
resource for students of varying language levels and needs. The
|
||
learning materials within the Self-Study Website is original material
|
||
created by Tunghai University’s Department of Japanese Language and
|
||
Culture and the department is constantly improving the website and
|
||
adding new content.
|
||
|
||
### Curriculum
|
||
|
||
In addition to facilitating a rich and solid education in the Japanese
|
||
language, the Department of Japanese Language and Culture also offer
|
||
professional courses in two major areas:language (language, and
|
||
communication) and culture (cultural representation and social and
|
||
cultural analysis). In the first two years of study, the students will
|
||
take a series of intensive Japanese language courses, covering the
|
||
foundational skills of listening, speaking, reading, writing, and
|
||
translation. Introductory courses on multiculturalism, cultural
|
||
representation, language and communication, and so ciocultural analysis
|
||
are also an essential part of the first two years.In the third and
|
||
fourth years, course curriculum can be customized according to personal
|
||
interest and career focus. In the fourth year, students are required to
|
||
conduct research and to write at hesis within their chosen field. The
|
||
completion of this thesis project is required before graduation.
|
||
Additionally,to provide students with a more integrated and interactive
|
||
language education, the department also offers a wide variety of
|
||
international exchange programs
|
||
|
||
|
||
Two Principal Professional Focuses:
|
||
|
||
The Two Principal Focuses Are:
|
||
|
||
1.Language focus: Besides an emphasis on language proficiency,
|
||
attention is also placed on understanding potential problems
|
||
incommunication and language that may occur during cross cultural
|
||
communication and exchange, as well as ways to resolve them.
|
||
|
||
2.Cultural focus: This involves exploration of the people, events,and
|
||
things related to the relationship between Taiwan and Japan and how
|
||
each of these are represented and recorded within each culture. In
|
||
addition, the department also explores current events, as well as the
|
||
history and background behind the relationship between Japan and
|
||
Taiwan.
|
||
|
||
|
||
Program Features:
|
||
|
||
1.Language Learning: Providing Tools for Communication and Cultural
|
||
Exchange
|
||
|
||
The Department of Japanese Language and Culture aims to provide our
|
||
students with the essentials tools to succeed in Taiwanese-Japanese
|
||
cross-cultural exchange. Language is an integral part of cross-cultural
|
||
communication and exchange, thus, a lot of emphasis is placed on
|
||
language education. In the first two years, students must establish a
|
||
solid foundation in the Japanese language. In the third and fourth
|
||
years, students can apply their basic language abilities in a variety
|
||
of interdisciplinary courses. These courses provide students with an
|
||
integrated learning environment, where students can achieve fluency in
|
||
the Japanese language through an active learning process. The ability
|
||
to fluently listen, speak, read, write, and translate the Japanese
|
||
language is viewed as an important milestone throughout the four year
|
||
program.
|
||
|
||
2.Systematic and Diverse Course Plans: Two Principal Focuses: Language
|
||
and Culture
|
||
|
||
We aim to nurture and prepare students for Taiwanese-Japanese
|
||
multi-cultural exchange. Students can select from a wide range of
|
||
language (language and communication) and cultural (culture and
|
||
representation, society and culture) electives. Students are also
|
||
encouraged to work with their advisers in designing and mapping out
|
||
their own individualized education plan.
|
||
|
||
3.Interactive, Discussion-based, and Analytical Curriculum: To foster
|
||
abilities to self-discipline, to think critically and independently, to
|
||
recognize problems and provide solutions
|
||
|
||
To achieve the objectives described above, as well as achieving
|
||
language proficiency, students will begin taking introductory
|
||
interdisciplinary classes already in their first year of study. These
|
||
classes promote critical awareness and discussion.
|
||
|
||
4.Self-paced and Self-Instructional Learning System: Establishment of
|
||
lifelong learning concepts and habits
|
||
|
||
The Japanese Department established a self-study area for Japanese
|
||
language learners. Starting with basic Japanese courses in freshman
|
||
year, the courses will introduce the basic concepts of self-study and
|
||
foster self-paced learning habits. In addition to constantly adding new
|
||
contents to the self-learning database, the school, through the
|
||
Internet also strives to provide all Japanese learners, both in and out
|
||
of the university, with a learning platform for self-study.
|
||
|
||
5.Faculty and Staff:
|
||
|
||
I. High number of faculty, both Taiwanese and Japanese
|
||
|
||
Combining each faculty member’s area of study and language ability to
|
||
provide a richer and fuller curriculum.
|
||
|
||
II. High number of Faculty from Japan
|
||
|
||
More than half of the full time faculty members are Japanese nationals.
|
||
The department faculty members are a dedicated and passionate group of
|
||
professors, hosting a variety of events, such as study groups,
|
||
interviews, and even field research, in different parts of the world
|
||
with both international and Taiwanese students. The department hopes to
|
||
foster an active learning environment where both language acquisition
|
||
and cross-cultural experiences are a natural part of the education
|
||
process.
|
||
|
||
III. International Students: Integrated Classroom Experience
|
||
|
||
In accordance with our education principles, in addition to recruiting
|
||
international students, the department also works closely with Tunghai
|
||
University’s Chinese Language School.Japanese Students enrolled in the
|
||
Chinese Language program at the university are often invited to
|
||
participate in classes. They are encouraged to interact with,
|
||
participate in discussions with, and to learn from our students – and
|
||
vice versa.
|
||
|
||
IV. High number of Japanese and Taiwanese Teaching Assistants
|
||
|
||
Every semester, talented Japanese and Taiwanese teaching assistants are
|
||
recruited to mentor students inside and outside of the classroom,
|
||
covering topics such as conversation, reading, grammar, translation,
|
||
listening, and proofreading.
|
||
|
||
6.Practical Application: Providing International exchange, dialog and
|
||
community outreach through events and activities
|
||
|
||
I.The department aims to apply cross-cultural communication and
|
||
exchange theories, and concepts learned during coursework,to interviews
|
||
and case studies. The department encourages students to work with
|
||
Japanese and Taiwanese people from a variety of backgrounds. We hope
|
||
that through these experiences, we can train and foster students who
|
||
have the ability to problem-solve, to become self-reliant, and to
|
||
communicate effectively. Through these practical applications, students
|
||
improve their observation skills and emotional empathy,,allowing them
|
||
to better understand and serve society.
|
||
|
||
II. “Hanabi”, a student-managed magazine founded in 1999.
|
||
|
||
III. “Transculture”, a collaborative research journal. Publication
|
||
began in June of 2009. (ISSN 2078-7359)
|
||
|
||
### Faculty Members
|
||
林珠雪 Modern Japanese History
|
||
林嘉惠 Japanese Language Education, Study of Japanese Phonetics
|
||
黃淑燕 Japanese Language Studies
|
||
北川修一 Comparative Language Study, Study of Chinese Linguistics
|
||
工藤節子 Japanese Language Studies, Cross-cultural Communication Studies
|
||
緒方智幸 Japanese Language Studies, Cross-cultural Communication Studies
|
||
蕭幸君 Modern Japanese Literature, Representation and Culture
|
||
王怡人 Study of Language Applications, Morphology
|
||
大西仁 Modern Japanese Literature
|
||
笹沼俊曉 Modern Japanese Literature，Study of History and Ideology
|
||
張瑜珊 Japanese Language Education (for Sustainability), Language
|
||
Ecology
|
||
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|
||
missing.
|
||
|
||
|
||
## Department of Philosophy
|
||
### Introduction
|
||
Established as a department of the College of Arts in 1979, the
|
||
Department of Philosophy at Tunghai University now offers a curriculum
|
||
of philosophical education in its BA, MA and PhD programs. The
|
||
department’s curriculum, by virtue of its equal emphasis on Chinese and
|
||
Western philosophy throughout history, aims at preparing students not
|
||
only to have a thorough understanding of both traditions of
|
||
philosophical thinking, but also to appreciate different expressions of
|
||
human rationality. Besides the course work, a MA thesis or a PhD
|
||
dissertation is required for graduate students. The thesis or
|
||
dissertation submitted should be an original scholarly work by the
|
||
student and worthy of acceptance. Doctoral students are required to
|
||
pass a qualifying examination before submitting the dissertation. To
|
||
facilitate the students’ research, the department runs its Philosophy
|
||
Library that houses mainly philosophical works. All students are
|
||
encouraged to practice critical thinking, to do independent research,
|
||
to cultivate themselves in morality and aesthetic taste, and to realize
|
||
the core values of humanity. Philosophy is to be pursued theoretically
|
||
and practically.
|
||
In the year 2000, the Department of Philosophy held its first
|
||
conference on “Philosophy and Chinese and Western Culture: Reflection
|
||
and Innovation.” The second, the third and the fourth conference were
|
||
then held in 2002, 2003 and 2008 respectively. As the conference title
|
||
suggests, this conference can be considered representing the work the
|
||
department has been endeavoring to do since the beginning of the 21st
|
||
century, namely the fusion of tradition and modernity, academic
|
||
communications and dialogues between East and West, and the interchange
|
||
of philosophical and cultural ideas.
|