【Summary of content and results of Chung Yuan University’ s 104 academic year plan】
Project Theme: Adaptive development of students to enhance learning effectiveness
Program Summary:
The school upholds the educational philosophy of whole-person education, and emphasizes students’ balanced learning and sound personality. Under the cultivation of this educational philosophy and thinking, the school’s students’ character and graduates’ professionalism have been recognized by all walks of life. The theme of this time is “Students’ Adaptive Development to Improve Learning Effectiveness”, which also echoes the school’s self-positioned “student-oriented” teaching excellence spirit, emphasizing the learning effectiveness of students at each stage before enrollment, during school and after graduation evaluation and improvement.
This plan plans sub-projects of “student background analysis”, “whole person education effectiveness review”, “suitability measurement and counseling” and “graduate employment and alumni feedback” from different perspectives and orientations. In addition, to ensure that the school promotes The effect of innovative policies and the promotion of reviewing student learning effectiveness, and also planning the “Policy Effectiveness Evaluation” sub-project, as a basis for policy promotion, revision, and student learning effectiveness evaluation, and through the “Student Learning Effectiveness” project evaluation In order to deepen the policy and improve the quality of education.
Sub-project 1: Student background analysis
Over the years, our school has analyzed factors such as students’ admission channels, graduate schools, living regions, family economic backgrounds, and factors that affect the selection of volunteers, which can be used in the formulation of admissions policies. Therefore, the research output of this sub-project can provide admissions policies The formulation of the general education center and the reference of the curriculum design of the department, as well as understanding the background of the freshmen before admission, can assist in the planning and guidance of learning after admission.
Figure 1 shows the number of schools and the percentage of progressive students in the school year 102-104. The top 50 high schools in the school accounted for about 45 to 49% of the students in the past three years, showing that the number of important high school partner schools of the school is quite stable. Mainly from schools in Taoyuan or neighboring townships, but the number of schools has expanded from 250 in the 2012 academic year to 350 in the 2014 academic year, showing that the effect of expanding the source of students to other places has emerged.
Sub-project 2: Whole-person education effectiveness review
“Whole-person education” is the common core value of all staff and students of Chung Yuen University, and it is also the goal of Chung Yuen University to develop the individual potential of students and make students learn with excellence. The idea is to use “heaven, people, things, and me” as the framework, and develop 16 basic qualities, and use this framework for curriculum planning and design. In order to understand the current situation of the basic literacy of whole-person education for first-year students, and as a reference for the future decision-making of the school to promote whole-person education, the center assisted the General Education Center to design the “Basic literacy of whole-person education” questionnaire. The questionnaire was administered during the freshmen’s academic career success experience camp, and a total of 3,085 valid questionnaires were collected, with a recovery rate of 94%. It was found that although general education is a compulsory course for all schools in the school, there are differences in gender and school.
Sub-project 3: Suitability Measurement and Counseling
To ensure the effectiveness of students’ learning, in addition to the two major factors of teachers’ teaching quality and students’ learning evaluation in the formal classroom, the suitability measurement and guidance of students’ extracurricular life also play a key factor. The purpose of this topic research is to collect variables related to students’ learning outcomes, hoping to find out the influencing factors that predict students’ suspension and drop-out. After finding that students have relevant background and high-risk variables in the learning process, early adaptive counseling can be provided in the future , in order to reduce the probability of students taking a break or dropping out.
This research collects the individual data of students related to their learning outcomes before enrollment, during school, and after graduation from the 1999 academic year to the first semester of 2014 academic year. By collecting the reasons for students’ suspension and withdrawal, we can understand the reasons for students’ suspension of school respectively. The main reason is to suspend schooling (not registering or taking courses after the time limit); and suspending school due to incompatible interests, you can refer to the “Adaptive Department Transfer Policy Review”, which has further discussion on the situation of transferring students with incompatible interests. Among the reasons for dropping out of school, academic performance is the most influential factor, and the detailed factors affecting students’ academic performance were further explored by Logis binary regression to explore possible influencing variables and found relevant results.
Sub-project 4: Graduate employment and alumni feedback
Our school is student-oriented, and hopes to provide the department with three aspects in curriculum planning, career counseling and understanding industry needs through the feedback of the results of “student career development analysis”, “graduate flow direction questionnaire tracking” and “employer satisfaction survey”. Refinement, in order to implement students’ adaptive learning, appropriate development and shorten the gap between learning and application.
By tracking the flow of graduates, it is found that college graduates have increased from further education/advanced studies to full-time workers. In addition, through the investigation of the salary status of students one and three years after graduation, the average monthly salary distribution of our university graduates is gradually moving towards higher salaries.
In terms of employer satisfaction survey, we can know that the students of our school have good communication skills and continuous learning ability. He is highly praised by employers for his initiative, cooperation and stability. Departments can also use this survey data to understand the parts that students should cultivate more, and then design courses and related activities on campus to strengthen students’ competitiveness.
Sub-Program 5: Policy Effectiveness Evaluation
Chung Yuan University’s adaptive department transfer system has been implemented since the 2011 academic year. All departments in the school have fully implemented the interview review for department transfer. Academic performance is not used as a threshold, and no transfer examinations are adopted, which greatly increases the number of transfer department and more students study It is more in line with aspirations and suitable for development.
Through interviews and questionnaires, this study puts forward the following suggestions for this system:
(1) Students know too little about the new department and do not understand the curriculum planning.
♦ It is recommended that students take courses (such as micro-courses) in the department first to understand the actual class situation.
♦ It is suggested to add “Department Advisory Teachers” in each department to provide students with inquiries about department details.
(2) When students prepare materials, the direction is not clear, and there is no one to ask.
♦ It is suggested that career counseling units can arrange a more effective counseling mechanism.
♦ It is recommended to add teachers from each department and senior sisters who have successfully transferred to the department transfer briefing session.
(3) Students have difficulties in the study of new subjects and curriculum planning.
♦ It is recommended to provide assistance and experience sharing through the senior sisters who have successfully transferred to the department before.
♦ It is recommended to use the staff of each department to assist in the credit and course planning after transferring to the department.
