| Department characteristics |
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The concept for this school’s general education comes from the philosophy of “professionalism, care, macro perspective, and quality,” in which professional teaching is enriched with the spirit of general education. This center aims to cultivate professionals that care for humanities, and to integrate general education characteristics into all courses required for training professionals. All of the courses required for cultivating professionals emphasize education in general knowledge.
The objective of this school’s general education is to cultivate humanistic qualities in students, as well as their ability to implement social care and become outstanding health science professionals. Thus, students will be able to use their professional abilities to serve others and society. For themselves - a refined quality; as a group – a caring sentiment; as a whole – broad based knowledge, and a harmonious and healthy life. |
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| Courses (course introduction) |
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This university’s common core curriculum courses include basic skills and liberal arts.
Basic skills include the Chinese language, foreign language, information, sports and health, and thinking. These abilities are used to strengthen rational thinking, communication, expression, and health promotion in students.
The design of the liberal arts courses is based on a combination of core curriculum and balanced electives. Appropriate courses are selected from the humanities, social sciences, and natural sciences to form a good interaction and integration of professional education and general education, and to cultivate health science professionals who are both knowledgeable and professional. This school expects its students to use diverse liberal arts courses to integrate and combine knowledge from different fields (based on a core concept of a healthy life) and to expand their perspectives, thereby improving the quality of their general education. |
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| Faculty |
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Starting in the 2015 school year, all teachers in this center are subordinate to their respective departments and no teachers are placed under the jurisdiction of this center. Courses at this university are divided into professional and general education. However, such division doesn’t exist in our faculty. In other words, all faculty at Fooyin are general education teachers. This is the best example of professional and general education integration.
The general education honors and plan subsidies received by this center from the Ministry of Education are as follows： |
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- 2011 – 2015：Campus Chinese Reading and Writing Courses Promotion and Reform Plan (Type A)
- 2015：Li Yu-Di and Wu Zhao-Qi, “Vocational School Promotion of General Education Courses and Reform Plan (Type A)”; Chen Zhi-Wei, Zhu Xiu-Ji, Li Yu-Di, and Wu Zhao-Qi, “Vocational School Promotion of General Education Courses and Reform Plan (Type B)” and “Innovative Plan to Integrate Professional and Descriptive Skills into Group Courses.”
- 2014：Chen Zhi-Wei, Zhu Xiu-Ji, Li Yu-Di, and Wu Zhao-Qi, “Core Skills Courses for Modern Citizens (Type A).”
- 2013：Li Xing-Ning, “Core Skills Courses for Modern Citizens (Type B)” and the Ministry of Education’s merited general education course subjects; Zhou Yu-Ran, Zhu Xiu-Ji, Li Yu-Di, and Wu Zhao-Qi, “Core Skills Courses for Modern Citizens (Type A).”
- 2012：Li Yu-Di and Wu Zhao-Qi, “Core Skills Courses for Modern Citizens (Type B)”; Ding Jian-Yuan, “Vocational School Organized General Education Courses and Credit Programs on Sustainable Development and Climate Change Adjustment”; Zheng Li-Xin, “Vocational School Safety and Health General Education Course and Training Plan.”
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| Learning resources |
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Audio-visual classrooms, performance venues, Chinese ability counseling centers, TA duty office, information self-learning center, reading rooms, language self-learning center, computer lab, health promotion center, and conference hall.
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| Career development |
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This center has established eight basic qualities (communication and expression, lifelong learning, care services, rational thinking, health promotion, citizen participation, appreciation of aesthetics, and professional practice) to match students’ future development and career needs, and to turn students into outstanding health technology professionals who possess broad general knowledge. |
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