Type of Credit: Elective
Credit(s)
Number of Students
Public and private entities across the globe are called to strengthen their commitment to the UN Sustainable Development Goals, which include, among others, tackling poverty and inequality, promoting sustainable agriculture, supporting affordable and clean energy, promoting responsible consumption and production, protecting labor rights and fight climate change. This course will discuss SDGs and how these goals could be applied to national policies and business operations.
After the introduction of SDGs, the main focus of this course is to introduce and analysis Taiwan Regional Revitalization Policy. In response to the problems of Taiwan's declining population, overconcentration of population in major cities, and imbalanced urban-rural development, the Executive Yuan approved the "National Strategic Plan for Regional revitalization" in January 2019. This plan aimed to identify local strengths through the assessment of local culture, develop new economic and business models, and build a complete ecosystem from production, manufacturing, and processing to distribution, sales, and brand building. Through the implementation of new multi-channel project recruitment, the establishment of local youth empowerment stations, the activation of public building and spaces, the establishment of regional centers and project offices, the plan aims to improve the efficiency of resource utilization to achieve policy goals: to ignite the momentum for innovation and growth, and drive the development of local business.
This course offers a unique field trip opportunity to engage with local revitalization teams in the Greater Taipei area. Through direct interactions with local practitioners, students will immerse themselves in the communities, fostering a deeper understanding of how classroom knowledge translates into tangible local initiatives. This hands-on approach provides students with invaluable exposure to real-world challenges and solutions in regional revitalization, enabling them to witness firsthand the impact of their studies.
能力項目說明
The emphasis of regional revitalization lies in understanding local needs by venturing into the field, gathering data, and devising actionable solutions. In contrast to the theoretical confines of classroom learning, students gain a more comprehensive grasp of policy implementation complexities by interacting directly with community members and collecting firsthand data. This experiential approach cultivates social practice thinking, empowering students to appreciate the nuances of local realities and the importance of community engagement in policy formulation.
By bridging the gap between theory and practice, this field trip fosters a deeper understanding of regional revitalization and its transformative power. Students emerge equipped with the knowledge and skills to become effective agents of change, contributing to the revitalization of communities and the betterment of society.
Name Cards
Students will display name cards at the start of every class. This will help us get to know each other and facilitate discussion. The lecturer will work with you all to create name cards after the class roster is finalized.
Learning Teams
Students will form learning teams of five to six students at the start of our second session. Each learning team should sit together during class and will be your team for the group project and weekly small group discussions. To facilitate a sharing of diverse perspectives, each learning team should include at least one Taiwanese student and one international student. You may choose your own team members.
Mentoring Session
During the semester, the lecturer will offer mentoring sessions with learning teams - preferably lunches near campus or lunchboxes in the International Building, depending on your learning team’s schedule. You can sign up for time slots in groups. This is your opportunity to ask questions and discuss career objectives and future opportunities. It is the lecture’s opportunity to learn more about your interests, experience, and gauge how the class is progressing.
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
|---|---|---|
|
Week |
Topic |
Content and Reading Assignment |
Teaching Activities and Homework |
|
1 |
Course Introduction |
Introduce course outline, requirements and evaluation methods, and course progress |
Self-introduction of students and grouping
|
|
2 |
Understanding SDGs |
Explain the United Nations’ Sustainable Development Goals, the promotion status of each country, and their impact on the industry |
Ask Students think about which SDGs the NCCU USR projects meet as an exercise
|
|
3 |
Understanding Regional Revitalization (1) |
Explain the definition, origin, and policy of regional revitalization |
Introduction to regional revitalization policy; Introduction of this semester’s grouping theme; Grouping students to claim topics of interest |
|
4 |
Understanding Regional Revitalization (2) |
Sharing of regional revitalization cases |
Analysis of successful and failed cases of regional revitalization |
|
5 |
Understanding Regional Revitalization (3) |
Sustainable development and local revitalization |
Introduction to sustainable urban and rural development, sustainable tourism, and the relationship between regional revitalization |
|
6 |
Guest Speaker (1) |
Hsinchu case sharing (大山北月) |
The experience of NCCU alumni in Hengshan, Hsinchu |
|
7 |
Guest Speaker (2) |
Taitung South Highway Link case study (台東南迴永續旅行聯盟) |
Introduction of tribal case and sustainable tourism |
|
8 |
Guest Speaker (3) |
South Taiwan Cases sharing (國發會南區輔導中心負責人) |
Combination of local revitalization and fish education |
|
9 |
Midterm Exam |
Each group proposes the topic of the final report. |
grouping discussion and feedback |
|
10 |
Guest Speaker (4) |
Case study of Tea Branding in Taipei (山不枯) |
Examples of local revitalization |
|
11 |
Field Trip (1) |
South Wanhua(南萬華) |
Visit two different local creation organizations |
|
12 |
Field Trip (2) |
North Wanhua(北萬華) |
Understanding the youth local revitalization case around Longshan Temple |
|
13 |
Project execution Discussion |
Project execution Discussion |
1:1 with each group |
|
14 |
Understanding Regional Revitalization (4) |
Analysis of Taiwan regional revitalization policies and regulations.
|
After field trips, students shall think about the issues of current policies and regulations
|
|
15 |
Understanding Regional Revitalization (5) |
Analysis of Japanese local revitalization policies and cases |
Understand Japanese regional revitalization policies and successful case study |
|
16 |
Group Report |
Group Presentation |
Discussion and collection feedback after the presentation |
|
17 |
Group Report |
Group Presentation |
Discussion and collection feedback after the presentation |
|
18 |
Group Report |
Revision and Submission |
Submission the final written report |
1.Engagement & Contribution to learning：20%
2.weekly takeaway：25%
3.Filed trip of Regional Revitalization organization in Taipei :20%
4.Group discussion, oral presentation and written report：35%
***Open to use AI.***
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