"一、課程精進:強化公共衛生碩士學位學程中環境健康科學領域發展,規劃環境衛生、職業衛生、食品安全等次領域之模組課程。全球衛生學位學程將從持續充實專業課程之模組內容、積極建構國際認證課程等面向努力,創造具國際觀的公共衛生研究交流合作與環境。公共衛生學系將透過重整及深碗化課程,強化領域專長課程模組與實習課程之關聯性,融入探究式學習之教學方法,培養學生發現、探索和解決問題的能力。
二、跨域人才培育:本院將在聯合國千禧年發展目標(MDGs)與永續發展目標(SDGs)指引下進行跨域人才培育的努力,善用本院一系、五所、二學程的完整學院教育體系結構,培育不同背景、層級學生成為公共衛生專才。延續前一年度健康人文科學計畫,以 “Environment”為主題進行暑期健康人文課程,邀請聯合國教科文組織、香港中文大學、以及本校相關科系教授為講員。並將於同期間以”Environmnet”相關主題舉辦健康人文科學研討會。在全球衛生學位學程方面,將開設全球衛生博士專題討論課程,邀請國內外專家學者給予專題演講,透過分組辯論和腦力激盪,讓學生進行跨域學習。另外,公共衛生學系將透過領域專長課程結構性調整、學分學程課程發展,以及輔系雙主修員額調整等措施,提升學生自主學習及跨領域選課彈性。
三、教學國際化:本院將以全球衛生學位學程為軸心,結合院內各系所積極推動國際化教育,鼓勵實體或數位之英語授課課程,培養具國際移動力的專業人才。本院將透過(1)與國外講者合作開設國際化教學課程,(2)積極透過SOPHAS、本校國際處、Fulbright Taiwan、KEYSTONE網站等多元招生管道招收優秀國際學生之策略來推動教學國際化目標。公共衛生碩士學位學程每年將派師生參加CEPH與ASPPH年會,進行實務實習論文發表與學程運作交流觀摩。 公共衛生學系部分則將設置全球衛生領域專長模組課程,以充實全球衛生人才之教育實力,提昇學生對全球衛生議題的廣泛性瞭解與問題分析及解決的能力。
四、數位學習教學創新:規劃設立未來教室,營造互動的學習環境。另外也將深化本院遠距教學課程應用,將數位/實體混成教學方式拓展到相關學程的領域必修或新開課程。此外,也將利用NTU Cool平台建立數位化實習查核平台,讓校內指導老師、校外實習機構指導老師與學生間有共同平台作溝通與討論。
五、建構完善溝通教育課程:本院將督促課程中充分納入辯論、討論、口頭報告等安排,提升學生口語表達能力。另外公共衛生學系將鼓勵學生中、英文學士論文寫作,增進語法知識及寫作能力;並將於相關課程中融入程式設計技能以培養邏輯思維能力。
六、學院自訂項目:本院將持續參與CEPH評鑑,2021年將依據再評鑑的新規範做必要之教學體制、課程調整,期望能順利通過2022年初再評鑑的考驗。另外,本院將在教學創新上提升學生分析及解讀健康數據的數據力,用以協助社會大眾解讀健康大數據。此外,本院也將推動公共衛生歷史與社會人文領域之教案研發與教育推廣,提升師生文化敏感性、建立健康平權價值。"
"I.Course development and improvement
MPH will strengthen the development of environmental health sciences concentration by organizing sub-disciplinary modules such as environmental health, occupational health, and food safety.
GHP will continue to enhance the module contents of professional courses, establish internationally recognized courses, etc., in order to create international public health research collaborations and environment. The Department of Public Health (DPH) will cultivate students’abilities to discover, explore, and solve problems by incorporating inquiry-based learning through course reform and deep bowl learning to strengthen the association between concentration course modules and practicum courses.
II.Interdisciplinary talent cultivation
CPH will continue interdisciplinary talent cultivation under the guidelines of Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs), taking advantage of the CPH’s comprehensive education infrastructure consisting of one undergraduate department, five graduate research institutes, and two graduate programs to cultivate students with various background and of different education levels to become public health professionals. At the same time, CPH will continue the health and humanity project this year, with “Environment” as the theme for the summer health and humanity courses by inviting speakers from United Nations Educational, Scientific and Cultural Organization (UNESCO), Chinese University of Hong Kong, and National Taiwan University (NTU). CPH will also host a health and humanity sciences conference in July with “Environment” as the theme.
For GHP, Global Health Doctoral Seminar course will be offered by inviting professional speakers from Taiwan and abroad to give seminars. Students will undergo interdisciplinary learning through group debates and brainstorms. In addition, the DPH is planning to elevate students’ self-learning and freedom to choose interdisciplinary courses through structural adjustment of concentration professional courses, developing credit program courses, and adjusting the numbers of students allowed for minor and double major.
III. Internationally-recognized teaching
CPH will cultivate professionals characterized by international mobility with the GHP as core to integrate all other department, institutes, and programs of the CPH to promote internationally-recognized teaching through offering on-site or remote English-taught courses.
CPH will achieve the goal of promoting internationally recognized teaching by (1) offering internationalized courses co-instructed with foreign speakers, (2) recruiting foreign elite students through channels such as SOPHAS, NTU’s OIA, Fulbright Taiwan, and Keystone Academic Solutions (website). In addition, MPH will send faculty and students to attend the CEPH and ASPPH annual conferences to present practicum thesis and to observe and interact with other MPH programs.
DPH will establish a global health professional module that aims to enhance the educational capabilities of global health professionals and to elevate students’ broad understanding of global health issues and problem analysis and solving competencies.
IV. Digital learning and teaching innovation
CPH are planning to establish a Future Classroom to create an interactive learning environment and also intensify the use of remote learning courses by extending the remote/on-site hybrid teaching method to the concentration compulsory courses and new courses offered in MPH and GHP. Furthermore, CPH will use NTU Cool to establish a digital validation platform for practicums, on which the faculty, extramural advisors, and students can confirm practicum progress, and conduct multilateral communication and discussions.
V. Establishing educational courses on comprehensive communication
CPH urges course instructors to embed activities such as debates, discussions, and oral presentations in the classes, in order to promote students’ verbal communication skills. Furthermore, DPH will encourage students to practice writing thesis either in mandarin or English in order to advance their grammatical knowledge and writing skills. In addition, relevant courses will incorporate programming skills to cultivate logical thinking capabilities.
VI. College self-designated goals
CPH will continue to participate in the CEPH accreditation. Under this teaching innovation project in 2021, CPH will make the necessary infrastructure and course reforms to conform to the new CEPH guidelines for foundational public health education in order to fulfill requirements for the 2022 CEPH re-accreditation. In addition, CPH also aims to advance student’s data power for analyzing and interpreting health data through innovative teaching in order to apply these competencies to interpret health data for the general public. Furthermore, CPH is promoting the development of teaching plans and education in public health history and social humanity in order to elevate cultural sensitivity and establish health equity values in our faculty and students."