Education

The course is designed to equip students with experience, knowledge, and skills for succeeding in globally interdependent and culturally diverse workplaces. During the course, students are challenged to question, reflect upon, and respond thoughtfully to the issues they observe and encounter in the internship setting and local host environment. Professional and personal development skills as defined by the National Association of Colleges and Employers (NACE), such as critical thinking, teamwork, and diversity are cultivated. Assignments focus on building a portfolio that highlights those competencies and their application to workplace skills. The hybrid nature of the course allows students to develop their skills in a self-paced environment with face-to-face meetings and check-ins to frame their intercultural internship experience. Students complete 45 hours of in-person and asynchronous online learning activities and 225-300 hours at the internship placement.

This course offers an introduction to the teaching of foreign languages and culture. It surveys historical approaches to teaching languages, including their characteristics, benefits, and disadvantages. This course also covers different types of language, learning, and relevant linguistic concepts. It includes heavy discussion of the Common European Framework of Reference for Languages.

The course equips students with the skills to be able to design, carry out, report, read, and evaluate qualitative research projects. It is taught by qualitative research experts who have experience of using the methods they teach. It covers the full cycle of a qualitative research project: design, data collection, analysis, reporting, and dissemination. Students gain a conceptual understanding of current academic debates regarding different methods, and the practical skills to put those methods into practice.

This course provides a general introduction to educational studies through the use of media. Media understood here includes both fictional (e.g. film and literature) and non-fictional sources (e.g. TV shows and documentaries). The course considers how various educational concepts are represented through media, including (but not limited to) teacher-student relationships and identities, educational curricula, schooling, the function of academic institutions, as well as broader understandings of what constitutes education itself. Through engaging with selected sources, questions around what education is and how education is represented are considered. Students examine the value of both fictional and non-fictional sources when thinking, researching, and writing about education, as tools for both entertainment and insight. This further raises questions around performativity and reliability in education and educational research, the relationship between representation and reality, and the ways in which understandings of reality are affected by such images more broadly.

This course is designed to connect school students in remote areas with the international and local NTU students in Taiwan. Students demonstrate their commitment to the rural community through service and learning opportunities. Activities range from distance interactions through webcam and school visits located in Keelung City, Chaiyi, Nantou, Taitung, and Kaohsiung areas. By going to one of the 7 primary or secondary schools located at the countryside in Taiwan, students are given the opportunity to gain an in-depth understanding of Taiwanese culture and share their own culture. At the same time, teachers and students in Taiwan will acknowledge their own community values and opportunities for exchange from a global and co-existing point of view. Students participate in volunteer activity via webcam, volunteer training with reflective learning and school visit and teaching. Assessment: presentation and final report.

The undergraduate research program places students in research opportunites to conduct indpendent research under the supervision of a Chinese University of Hong Kong faculty. Students are expected to spend approximately 15 to 20 hours per week in independent research as well as attend lectures and labs.

This course introduces students to the field of education as it is studied in the various social sciences by reading selections from the fields of philosophy, history, sociology, anthropology, and political science. In the first half of the class, students learn about the philosophy of education and learning in pre-modern societies as well as the origins and history of early-modern public education systems with a focus on North America and Europe. The second half of the course focuses on the role of education in present-day societies with a discussion of issues relevant to future educators and citizens. The course will discuss readings readings and lecture material to understand the different ways in which education has been conceptualized as a part of the human experience.