Sub-project 1-1. Cultivate innovative engineering talents through core practical internship

Industry-academia problem-based research projects in student industry-academia practice internship: A total of 62 teachers and students collaborated with internship organizations to propose 19 project topics in industrial practices. Preliminary results indicate that the project is highly productive. 

Organized high-value certification: for students to improve the competitiveness of future career development. The certification ratio was 1.11 certifications per person.

Conducted 12 groups of pre-internship technical training course modules. A total of 328 students enrolled in the course. Through the course, students advanced their practice ability prior to their internship.

Series of professional practice certification and testing for students: 327 students from the College of Engineering participated in the certification. 28 students obtained certification, indicating a passing rate of 9%.

Sub-project 1-2. Appropriate cultivation plans that link to industrial needs

Developing practical classes for talented elite students

In alignment with the Ministry of Education’s Higher Education Sprout Project, the MCUT College of Environment and Resources established a practice-based gifted classroom. This year, the Certified SolidWorks Associate (CSWA) class was offered for the first time for Certified SolidWorks Professional certification. In addition, the course was also open to students from the Department of Industrial Design to fulfill the purpose of interdepartmental and interdisciplinary teaching and talent cultivation.

Cultivating technical talents for mechanical industries

Training and lectures on valuable instrument handling were conducted to cultivate mechanical talents with both theoretical and practical expertise needed by the industry.

Cultivating technical talents for electromechanical industries 

Cultivated students according to the three major areas of expertise, namely smart control, electrical power, and smart communication. The students were guided to obtain high-value Level B certificates in relevant technologies in the electrical engineering industry.

Cultivating technical talents for green industries

Cultivated green chemistry qualifications in students and developed chemical technology and instrument analysis expertise. In addition, students were encouraged to obtain relevant certifications that are relevant to the Department of Chemical Engineering to enhance their scope of employment and competitiveness.

Cultivating professional talents for firefighting

Promoted the cultivation of professional fire protection engineer to provide students with the qualifications to apply for professional fire protection engineer examination. In addition, students were encouraged to obtain professional fire protection engineer/technician certification.

Sub-project 1-3. Develop an academy of whole person education.  

The Whole-Person Academy cultivates students with broad-minded vision and forward-looking perspectives. The program emphasizes developing student responsibility, decisiveness, collaboration, respect, and other important character traits. The program gives them mindsets ready to serve humanity, while also possessing the workplace soft power to discover their careers and maintain life-long learning, to realize the vision of “Talents beloved by industry”.

For the 2021 academic year, the Whole-Person Academy educational program held a variety of Academy activities, with a mix of skill programs and implementation of social service. It conducted a total of 10 sessions of skill training courses (totaling 509 participants); The following activities were held :2 sessions of club leadership and business practice activities (totaling 494 participants); 11 Whole-Person Education Center events (totaling 425 participants); 27 sessions of individualized and differentiated counseling (totaling 1,095 participants); and 74 sessions of comprehensive career counseling (totaling 2,954 participants).

Sub-project 2-1.  Innovation and entrepreneurship practice

Taking the design thinking course (freshman course) as an example, the promotion of the Entrepreneurship Practice Credit Course was expanded to become a required integrated interdepartmental course for all MCUT students. In coordination with school-wide interdisciplinary teacher workshops, resources such as "innovation and entrepreneurship practice teachers", "case teaching materials", and "overseas makers exchanges" have been incorporated into the project. Moreover, students were encouraged to continue to develop and submit entries to competitions. For example, the C-15 Golden Leaf Returning to Root creative integration team and Tosky Design project team submitted entries to the 2021 Innovation and Entrepreneurship Product Commercialization Pitch Day Competition organized by the National Taiwan University of Science and Technology, and were among the 12 teams selected for their entry. Their entries won subsidies for product commercialization. In particular, Tosky Design won the Double Innovation Award, which propelled their concept from "-1” to “+1” in the practice of innovation and entrepreneurship.

Sub-project 2-2. Strengthen campus internationalization

In 2021, we continued to help students pass their English threshold for graduation. Using self-compiled professional English vocabulary teaching materials, we also constructed the Professional English Vocabulary Online Learning Platform (iMingchi App) to strengthen the professional English vocabulary skills and foreign language skills of domestic students. Furthermore, in addition to filming international image promotion videos, participating in feature issues of overseas educational magazines, and continuing with remote participation in annual conferences for educators and major educational exhibitions, MCUT has also established sister school relationships with overseas universities to create more international exchange opportunities for domestic students and attract high-quality overseas students to study in MCUT.

Moreover, we continued to hold academic lectures and featured workshops, and formulated transnational professional practical topics to enhance the international competitiveness of our faculty and students and maintain positive partnerships with overseas alliance schools.

Sub-project 2-3.  Project title: Interdisciplinary Competence Development Project

Continued to support teacher application for teaching assistants. In 2021, 301 applications for teaching assistants were submitted, and excellent teaching assistant competitions were promoted.

Continued to promote the establishment of remote courses and teaching materials, and subsidized teaching assistants.

Continued to promote remote courses and invited experts and scholars from inside and outside the school to evaluate teaching materials.

Continued to promote interdisciplinary courses to improve the design thinking ability of students.

Continued to promote the examination mechanism for interdisciplinary learning.

Continued to promote the implementation of the learning assessment system and make improvements.

Continued to promote innovation and entrepreneurship courses.

In 2021, 26 courses were offered, totaling 1,037 enrollments in the courses.

Sub-project 3-1. Teaching innovation and teacher development

In the 2021 academic year, a total of 11 teachers applied to the Ministry of Education’s teaching practice research project and were approved. A total of 73 teachers implemented innovative teaching projects in the school, accounting for 20.22% of the MCUT faculty. A total of 26 teacher growth communities were formed, accounting for 39.6% of the faculty. The data shows the effort and dedication of the teachers in their commitment to innovative teaching.

Continued to promote interdisciplinary learning. MCUT invited National Taipei University of Technology, Chang Gung University of Science and Technology, teachers from the industry, and MCUT faculty and students to participate in interdisciplinary learning. A total of 883 students participated in the Competency-Based Advanced Design Thinking Workshop.

The General Education Center organized keynote lectures and invited art and cultural groups and local artists to participate. More than 2,000 teachers and students participated in the activities. Local entrepreneurs lead new students from various departments on field visits to help them reflect on important issues such as cultural, environmental, and immigrant issues. A total of 976 new students participated in the various activities.

Sub-project 3-2. Project title: Pilot Project in Specific R&D Domains

International collaboration

International exchange teams: Trinity College, the United States /Osaka University /Indian Institute of Technology / University of Nottingham, Malaysia Campus / University of Malaysia, Pahang /Monash University / University of San Carlos / National University of Singapore / University of Danang- University of Science and Education.

81 international co-authored SCI papers, reaching a Double I rate of 91.8%.

Mentorship/Apprenticeship programs

In 2021 years, MCUT research centers cultivated a total of 390 professionals and students and 40 groups of apprenticeship students.

Sub-project 3-3. Industry and academia connection, and industrial application talent cultivation  

Promoted industry-academia links and cultivated industrial application talents, encouraged teachers to commercialize R&D technologies, and actively shifted to innovation and entrepreneurship.

Established measures to subsidize innovative products. In addition, in-depth industry-academia mentorship and innovation and entrepreneurship programs were implemented to integrate the matching of interdisciplinary teams and industry-academia collaborations.

Participated in the 2021 Taiwan InnoTech and won 3 gold, 2 silver, and 2 bronze awards. Another 4 teams participated in the National Innovation Award Competition, and one of the teams won 5 awards and another team won 4 awards. In addition, in the 2021 Youth Entrepreneur Journey of Dream Inter-School Innovation and Entrepreneurship Cup, 2 of the entries won awards.

Sub-project 4-1. Helping the disadvantaged pursue social class mobility  

This project allows financially disadvantaged students to remain in school to pursue their studies. In 2021, more than 617 students benefitted from the project.

In its language program, the Swan Project coached more than 79 students in 2021 to take part in the TOEIC exam. In the posted TOEIC test results, 5 students scored 450 or above and 6 students scored 550 or above.

Students in the self-study and course refresher program of the Swan Project have shown an increase in independently reviewing their studies every week. More than half of them have increased their independent study time by more than 1.5 hours per week.

In the 2021 academic year, a total of 10 Swan Project students participated in the TQC Certification Counseling and the Planner of ERP courses. They are expecting to apply for the certification exam within one year.

Based on the results of employer satisfaction surveys in recent years, the strengths and weaknesses of our graduates in the workplace were analyzed, and relevant career counseling courses were formulated accordingly.

Outcome assessment of the Fly High courses showed that average student satisfaction with the course lectures and activities was over 99%.

Sub-project 4-2. Institutional administration and local university sustainability

Organized education and training through the institutional system to stimulate the potential of trainees and enhance their job competence. The total course completion rate was 80%, and the total learning hours was 370 hours.

Conducted regular academic ethics courses and provided academic ethics information through lectures and speeches to all faculty and students. Purchased and installed the Turnitin platform and organized relevant education and training
Continued to promote university social responsibility and organized cultural tours and cultural and creative workshops to promote public interest in local humanities, environmental ecology, and immigrant issues. In addition, we collaborated with communities, high schools, junior high schools, and elementary schools to actively promote multiculturalism courses.

Sub-project 4-3. Institutional research and information disclosure

The implementation outcome in 2021 are as follows:

The IR Center completed 5 analyses, and business management units proposed improvement measures accordingly to improve the effectiveness of teaching and institutional administration. Completed the analysis of 8 items in the Institutional Research Project Grant for Teachers, and conducted outcome presentations. Formulated and maintained 206 data tables.

Completed 9 items of the Mingchi Visual Analysis; 85 items of the Visualization Analysis of Institutional Affairs of National Colleges and Universities; and 85 items of institutional affairs information disclosure.

Organized the 2020 Academic Year Institutional Affairs Research Advisory Committee; participated in 9 sessions of job competency seminars organized by TAIR and 4 sessions of a three-school IR exchange.