About the College of Education
The College of Education, NTNU, was initiated on June 5, 1995, when the Provincial Taiwan Normal College was transformed into Provincial Taiwan Normal University. Currently headed by Dr. Edwin Han-Wen Yen, a professor of the Department of Health Education, the School hosts 8 Departments（offering a full spectrum of programs, i.e., from the undergraduate through the doctorate）and 5 independent institutions, plus the Graduate Institute of Social Work, a brand new member launched in 2005. The faculty is composed of around 300 full-time academicians and career professionals who have advanced degrees and extensive experience in their fields. The student body numbers approximately 3,000 with a variety of backgrounds. The ratio of undergraduate of graduate students is 1.7：1 , with the latter on the increase each school year. Apart from educational research, solid goals of the College are oriented toward preparing students with excellence in academic research, expertise in school education, and profession in educational administration.
As the school is rich in traditional and historical resources, efforts are being made to integrate assets and needs on departmental basis and constructing an e-learning environment in order to help students fulfill their potential in research work and competence in teaching profession. To be more comprehensive in course development, a great amount of attention is paid to creativity education, school leadership and management, multiple assessment, multi-culture education and educational technologies. However, the afore-mentioned are only part of the major tasks underway in light of the transformation project of the University. Others, like joint research in cohort with renowned counterparts aboard, investment in international conferences and commitment in national educational policy making, are also listed as priority of the task force of the College.
Department of Education
History
The Department of Education is one of the seven earliest departments of the National Taiwan Normal University when first established in June 1946. The master’s program in education started in 1955, whereas the doctoral program followed in 1971.
Goals
The potential career developments for the undergraduates and graduates of the Department are categorized into school and college teachers, academic researchers, school administrators, educational administrators, and so on.
Curriculum
The undergraduate program involves subjects on educational foundations, educational technology, educational policy and administration, and curriculum and instruction, in addition to required and general education courses. The graduate programs emphasize academic specialization, which branch into four major areas: philosophy & history of education; sociology of education, educational policy and administration, curriculum and instruction.
Faculty
Of four major areas ( i.e., educational foundations, philosophy & history of education, sociology of education, curriculum and instruction, and educational policy and administration), faculty members have bestowed profound academic heritage and accumulated teaching experiences. There are 37 full professors; among them, three are emeritus, 3 joint, 17 full-time and 12 part-time. Associate professors are 11, 11 full-time, and 1 part-time. Additionally, there are 6 more full-time teachers; 3 are assistant professors and 3 lecturers.
Features
The Department is characterized in cultivation of the top talents for educational research and practices, including preparing secondary and college teachers, school and educational administrators, and educational researchers.
Future Prospects
§Stepping up research activities to raise academic level and quality;
§ Accommodating curriculum structure to facilitate academic specialization;
§ Reinforcing student’s academic performance to facilitate their capabilities for employment and further studies;
§ Promoting recurrent education and extension programs to facilitate lifelong learning;
§ Participating in the planning and implementation of educational policies to facilitate educational reform; and
§ Promoting international exchange on education and culture to expand the international vision.
Department of Educational Psychology and Counseling
History
The Department of Educational Psychology and Counseling was established in August 1968, under the name Department of Educational Psychology. In 1979, due to the increasing importance of counseling in schools, a master's program in Counseling was set up. Doctoral programs in Educational Psychology and Counseling Psychology were established in 1987, leading to the reshaping and renaming of the Department as the Department of Educational Psychology and Counseling.
Goals
§ To train instructors and researchers of educational psychology and counseling at the college level;
§ To train counselors who can work in colleges and secondary schools;
§ To offer courses in educational psychology, psychological tests, and counseling for students in the Teachers’ Training Program at the University;
§ To prepare students to work as counselors in various sectors of society;
§ To provide training courses for in-service teachers in junior high and senior high schools.
Curriculum
§ The undergraduate courses prepare students to become secondary-school teachers in the General Area with a specialty in Counseling. Courses include basic theories in psychology, theories and practice in counseling, and research methods.
§ Both the Master’s Program and the Doctoral Program consist of the following two divisions:
（1）The Division of Educational Psychology, which focuses on the development of innovative teaching in various areas of education;
（2）The Division of Counseling Psychology, which focuses on research and practice in counseling psychology.
§ A Division of Educational and Psychological Testing is in preparation.
§ The Extension Education Program provides courses leading to MEd in Teaching for schoolteachers and non-teaching individuals.
Faculty
Currently there are 25 full-time faculty members in our department, including 11 professors, 9 associate professors, 4 assistant professors, and 1 instructor. All of them maintain high academic prestige in their fields.
Features
§ Cultivating knowledge in cognitive processes and career guidance;
§ Aiming to advance theoretical knowledge, research insights, and practical skills;
§ Striving for excellence in the academic preparation and professional training of teachers through thought-provoking research aimed at improving educational practices of teachers;
§ Looking to promote professionalism amongst psychologists and counselors.
Vision
§ We strive for the quality of teaching and the excellence of research in the areas of educational psychology and counseling, and we promote the innovative teaching and interdisciplinary research.
§ We promote the cooperation and interchange of scholars and students from abroad, and we are actively involved in interacting with the international academic community.
§ We are devoted to provide consulting services for schools, government agencies, institutions and industries to enhance our professional influence.
§ We
build up alumni network and the links with external resources to attract the
excellent students to study in our department, and to broaden the career paths
of our graduates.
Department of Adult & Continuing Education
History
The Department of Adult & Continuing Education was established in 1955, the goal is to develop the professionals in adult & continuing education. In 1985, the master degree program was set up, and followed by the doctoral program in 1995.the undergraduate program involves three major fields: the social work, the journalism and the library informatics. Furthermore, several kinds of extension programs are provided for in-serve training.
Goals
§ To cultivate top talents for professional research and higher-level administration.
§ To cultivate journalism specialist who has social responsibility.
§ To cultivate the necessary talented person of library informatics management, organization, service, and research.
§ To cultivate each kind of social work specialist.
Curriculum
The undergraduate program requires the completion of minimum of 128 credits of study, whereas the master degree program needs a minimum of 32 credits of study, and the doctoral program 30 credits.
Faculty
Currently, the faculty of the department is composed of 5 full professors, 4 associate professors, 1 assistant professor, and 1 lecturer. Five members will be recruited based on the curriculum development of the department in the future.
Features
The department is characterized by cultivating the professionals in the non-government sectors such as social welfare institutes, mass media, libraries, museums, school extension programs, etc. There are various choices for student for career development.
Future Prospects
Due to the development of the graduate institute of social work, the curriculum in the undergraduate programs of the department will be integrated in order to get the connection with the curriculum of the graduate programs.
Furthermore, the department will try to cooperate with other departments on campus for curriculum development and get connections with enterprises around the campus for the purpose of the application of academic efforts in practices.
Department of Health Education
The Department of Health Education is belonging to this college of Education started in July 1959. Since the date of foundation, every effort has been focused on teaching equipment, curriculum content, faculty recruitment, and student quality to promote each scholarly research work. To meet actual needs and cultivation research professions, the Graduate Institute of Health Education was established in 1980, offering the post graduate program, and followed the Ph. D. program in 1993; by then the full spectrum of health education programs was accomplished.
§ The Bachelor Program：(1) trains both elementary and middle schools health education teachers and (2) develops the public health administrative human resources.
§ The Graduate Institute：(1) fosters health education specialized teachers for universities, (2) trains specialist in academic research of health education and related issues and (3) prepares public health administrative leaders.
The Bachelor Program requires a minimum of 128 credits to complete, including 44 professional requires credits, 38 general required or optional credits, and 48 optional credits. The Master Program asks for a minimum of 32 credits to complete, whereas the Ph. D. Program requires 30 credits.
There are 17 faculty members in the Department, including the 13 full professors, 3 associated professors, and 1 lecturer. All the professors are Ph. D. degree owners.
Since 1959, the Department has been the only institution responsible for training health educators. Concerning the human-being, respecting the life, upgrading the quality of health, enhancing disease prevention, and enabling education and counseling to surpass treatment and recovery of disease are the major rationales of the Department. Therefore, health education is one kind of sciences utilized to manage one’s health with the purposes of phases; sharing one’s responsibilities for his/her own health, and enjoying healthy life. The Department is a place where the students to learn the theories and skills related to health for the sake of engaging in the health prevention in the future.
The graduates of the Department have a number of choices and options for career development, including schools, communities, hospitals, and worksites. They may pursue the position of health coordinator, health teaching and activities in schools. If serving in the community, they help local governments to design and carry out health programs and activities. As well, through the national governmental employee examination, they have the chance to be hired in a governmental organization participating in the development of national or local education policies and programs. Although the department is unique in the country, it offers a full range of training programs. Therefore, the prospect of students here are quite promising. More specifically, they are able to provide cross-disciplinary services including health, education, medical care, environmental protection, counseling and society.
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Department of Human Development & Family Studies
In 1953, Department of Human Development & Family Studies was founded under the name of Home Economics until 1966. The major objectives of the department are to prepare professionals, and teachers of secondary school. In 1982, The Master’s Degree Program was set up, and the Doctoral Program was set up afterwards in 1996. The Undergraduate Program includes three major fields-- Home Economics & Family Life Education, Early Childhood Development & Education and Nutritional Science & Restaurant Management. The Master’s Degree Program and the Doctoral Program both include four major fields-- Family Life Education, Early Childhood Development & Education, Nutritional Science & Education, and Hospitality Management & Education.
§ To bring up teachers for elementary school, secondary school and college.
§ To cultivate top talents for communication and extension in related professional fields.
§ To cultivate top talents for education and counseling in related professional fields.
§ To cultivate high-level talents for research and development in related professional fields.
§ To prepare professional servants in government.
The Undergraduate Program requires the completion of a minimum of 128 credits of study. The Master’s Degree Program requires the completion of a minimum of 30 credits of study. The Doctoral Program requires the completion of a minimum of 36 credits of study.
There are currently 23 full-time faculty members in our department (5 full professors, 12 associate professors, 2 assistant professor and 4 lecturers). Each semester, we invite professionals as part-time faculty members based on class demand.
Our department discusses the quality of each levels life with life course viewpoints. The professional domains divide into Family Life Education, Early Childhood Development and Education, Nutritional Science & Education, and Hospitality Management & Education. According to each professional domain, we design three career directions, such as teaching/extension, communication/journalism, and management/marketing to respond to the urgent desires of the societal development by cultivating the talents actively and positively.
§ To integrate academic research of the professional fields in the department.
§ Composed of international and local characters, to introduce related theories, practical knowledge and policies.
§ To provide college graduates and in-service people with on-the-job training and promote the diversities of the job market. Also, to cultivate top talents for education, academic, administration and management.
§ To
bring up teachers of college for the department of family, early childhood
education, nutrition and hospitality.
Department of Civic Education and Leadership
History
Founded in August 1968, the primary function of the department was to train secondary school teachers for the school subjects of Civic Education, Scouting Education and that of the Three Principles of People, as well as for the management of student affairs in the school. Until 1983 students were being admitted and taught in two separate divisions, one for the Three Principles of People and the other one for the scouting education, this had been abolished due to the needs of social change and educational development. A master’s degree program was then instituted in 1990, and a doctoral program in 1999.
In 2002, the department has changed its name from the “Department of Civic and Moral Education” to the “Department of Civic Education and Leadership.” Accordingly, the undergraduate program has also been reformulated into various groups of courses: civic education, out-door and leisure education, student affairs, the study of law and politics, the study of finance and economics. In addition to the core courses required for all students, students are able to choose among the five groups of courses to meet their demands of career prospects, which are no more confined to a school-teacher. The master and Ph.D. programs are divided into three areas of expertise: Civic and Moral Education, Student Affairs, and Outdoor Activities and Leadership Studies. To support the idea of life-long education, the department also provides opportunities for continuing and adult education.
This department is not only committed to the ideal of a general education which gives student a wide base of knowledge, but also to the traditional focus on a teacher-training program. However, we also emphasize the leadership character of a student, which is required to the practices of organizing school activity projects and to manage student affairs of various sorts. Our faculty members are also engaged in a wide variety of researching programs such as human-rights education, law-related education, democratic education, multicultural education, economics education, out-door and leisure education, student affairs and so on.
Students’ Career Prospects
Currently there are over 300 undergraduates, more than 30 Master students and over 20 Ph.D. students. With regard to building students’ careers, the main goals are:
§At the junior high school level, to train teachers of Social Studies (civic and moral education) and Integrated Activities (scouting education); at the senior high school level, to train teachers of Citizenship and Society, and also teachers of Social Science in vocational high schools.
§To develop experts of student affairs at all levels.
§To undertake academic research in the fields of human-rights education, law-related education, democratic education, economics education, out-door and leisure education, student affairs, multicultural education and so on.
§To aid various schools and social organizations in their research into and development of human-rights education, law-related education, democratic education, economics education, out-door and leisure education, student affairs, multicultural education and so on.
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Department of Information and Computer Education
History
The department was established in 1985, with the master’s program started in 1991 and the Ph.D. Program in 1997. The enrollment for academic year of 2004 includes 177 undergraduate students and 128 graduate students.
Goals
The department aims to prepare its students with knowledge and skills in computer science and computer education that would lead them to successful professional careers as computer engineers, researchers, and educators in the future. Our undergraduate program offers a full range of core and elective courses in the field of computer science, as recommended by ACM/IEEE Computing Curricula 2001, as well as courses in e-Learning and computer education. The graduate program has two research concentrations, namely Computer Science and Computer Education, each offering advanced courses emphasizing both theory and practice of the respective fields.
Curriculum
The undergraduate students are required to complete a minimum of 128 credits of coursework, including 86 department-required credits and 42 general education credits. The Master’s program requires the completion of a minimum of 28 credits of coursework and a Master’s thesis, whereas students in the Ph.D. program are required to complete 18 credits of coursework and a dissertation.
Faculty
The department currently has 17 full-time faculty members include nine full professors, six associate professors, one assistant professor, and one instructor. Eleven among them have Ph.D.’s in the discipline of computing, five have Ph.D.’s in education, and one is currently pursuing Ph.D. in computer science.
Future Prospects
Under the University’s reorganization plan, the Department is to become two separate units, namely the Graduate Institute of Computer Education and the Department of Computer Science and Information Engineering, starting August 2006. Department of Computer Science and Information Engineering will be merged with the existing Graduate Institute of Information and Computer Science and become part of College of Science, whereas the Graduate Institute of Computer Education will remain in College of Education. With this reorganization, we are furthering our commitment to quality education and research in both areas.
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Department of Special Education
History
The department of Special Education has been well recognized as headquarter of expert cultivation in the field of special education in Taiwan. The master’s program was approved by the Ministry of Education and established in 1986, directed toward fostering special education professionals in general. The undergraduate program was launched 4 years later, and followed by the doctoral program in 1992. Professor Wu-tien Wu, Ph.D., former Director of the Special Education Center of the University, served as the first-term Chairperson of both undergraduate and graduate programs. Founded on the solid achievements of the Center, the Department has grown and boomed as if it had a history of more than 3 decades.
Goals
The primary goals and objectives of the Department involve fostering special education teachers, conducting academic research, and providing social services. Additionally, the Department provides in service training programs for special education teachers and staff. In terms of academic research, the Department focuses mainly on studies in the fields of psychology and special education, and builds inter-university and international academic collaborations. With regard to social services, efforts have been made to distribute research findings to the public and publish special education papers, books, and journals.
Faculty and Staff
The faculty and staff consist of 25 members and, among them, 19 have earned their doctoral degrees. Most of the faculty members had studied abroad in the United States, Japan, and the Great Britain, to name a few and thus have developed their international perspectives in the field of interest. Currently the faculty team is composed of 14 full professors, 6 associate professors, 2 assistant professors, 3 teaching assistants, and 15 adjunct teachers.
Curriculum and Instruction
To earn the bachelor degree, undergraduates are required to complete a minimum of 138 credits in the period of four academic years. Among the required credits, 28 credits are demanded by regular college, 10 are by teachers college, at least 73 by the Department and 27 can be chosen from other departments. Additionally, students are allowed and, in fact, encouraged to take their minors or get dual degrees. The master’s degree is awarded to graduate students who have obtained a minimum of 30 credits and to complete a thesis. To by awarded the Ed. D., a doctoral student is required to complete 30 credits, pass the comprehensive examination, publish at least one paper on a journal, do an oral presentation before applying the dissertation proposal, and finally complete the dissertation.
Features
As research is one of the top priorities of the Department, faculty members have demonstrated tremendous efforts in the studies. To illustrate, over the past 5 years proposals and projects approved by the National Science Council (NSC) and Ministry of Education have amounted to around 100 cases, not to mention those funded by other institutions. There are 13 studies awarded by the NSC in this year (2004).
In addition, The Bulletin of Special Education, a yearly journal, put out its first issue in 1985. Five years later, it was turned into a semi-yearly journal. As part of the achievement, the Bulletin was rated second in the education-related journals in 1998. Moreover, it was awarded the Excellent Journal by NSC in 2002 and as the Best Publication in 2003 by Executive Yuan, and thus admitted to the formal list of TSSCI.
Future Prospects
The Department has developed a list of guidelines for future growth. On the list are enhancing teacher training programs, upgrading research, refurnishing facilities, promoting in depth curriculum and instruction, increasing the amount of books and other software resources, developing more test instruments, training more professionals who take leading roles in special education, establishing international scholarly collaborations, and providing more social services.
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Graduate Institute of Political Science
History
The graduate Institute of Political Science, NTNU, was established with the master program in 1968. It Yat-sen used to be the Institute of Dr. Sun Yat-sen, and added the Ph. D. program in 1989.
The main goal of the graduate program is to research and integrate the doctrines of Dr. Sun Yat-sen with correlated domains. It Yat-sen also aims to coordinate normal education, train the teachers of Constitution, the Spirit of Country in colleges and universities, and the secondary school teachers of the Doctrines of Dr. Sun Yat-sen, Civic Education, and Social Science.
Coordinating to the adjusted of educational training and the development NTNU, the Institute has renamed as Graduate Institute of Political Science in 2003, it Yat-sen not only try to maintain original points, but also try to research local politics of Taiwan and national development. The Department plans to divide into two divisions-one is The Theory of Political Science and Local Politics, the other is National Development and Cross-strait Relations.
Goals
§ Training professional research talents.
§ Training governmental talents.
§ Training educational talents of secondary school.
Degree Requirements
The master program requires a minimum of 32 credits to complete and the Ph.D. asks for a minimum of 18 credits to complete. Both need to complete their thesis.
Faculty and Students
The faculty team is composed of 4 full-time and 4 part-time professors, 2 full-time 1 part-time associate professors. All of our professors are the Ph.D. owners.
Features
§ The research in the theory of Political Science.
§ The research in the development of local politics in Taiwan.
§ The research in National Development & Constitutional reform.
§ The research in Cross-strait Relations.
§ The research in the doctrines of Dr. Sun Yat-sen.
Future Prospects
§ To revise the courses and make educational organization to be better.
§ To integrate academic research of professional field in the Department, and to expand other correlated issues.
§ Stepping up research activities to raise academic level and quality of Political Science.
Graduate Institute of Mass Communication
History
To respond to the rapid changes in Taiwan’s politics, economy, society, media environment and to anticipate the onset of globalization, National Taiwan Normal University established the Graduate Institute of Mass Communication in 1997. The Institute currently offers a master’s program in mass communication and admits approximately twenty students each year. We prepare students for careers in journalism and communication as part of our effort to contribute toward the national development project in the 21st century.
Goals
Our primary mission is to educate journalism and mass communication students and professionals. Through professional and creative courses and activities, we help our graduate students develop journalism skills and conduct research in political communication, media industry analysis, and marketing communication. We also seek to help our students develop critical thinking so as to place the process of communication within social, cultural, and global contexts.
Degree Requirements
A student seeking a M.A. degree in communication must complete a minimum of 34 credits, including a 0-credit course: MCM0799 Master’s Thesis. The curriculum is composed of core courses, journalism and communication courses, and marketing communication courses.
Faculty
We have 5 full-time teaching stuff and 3 part-time professors. The full-time teaching faculty is composed of 2 professors, 2 associate professors, and 1 assistant professor.
Features
What distinguishes our program from other journalism and communication schools and departments in Taiwan is our innovative focus on marketing communication as an interdisciplinary approach. Our attempt to integrate marketing theories with practices of communications in multiple aspects in the society is reflected in the three study concentrations we offer: social marketing, political marketing, and media marketing. We also emphasize the importance of critical thinking and anticipate future dialogues between students and scholars in marketing communication and cultural studies.
Future prospects
§ To put the principle of social marketing into progressive use, we are actively pooling together our resources and seeking collaboration with governmental agencies and private, non-profit organizations. We hope to help various non-commercial groups understand the needs of our diversely situated citizens and provide informational and attitudinal choices that would in turn become the resources of the public.
§ To help democratize our society and media, we seek to create opportunities for cooperation between media analysts and political strategists. This is also reflected in our curriculum design for training political campaign and policy communication researchers.
§ We plan to develop a long-term database (containing case files such as media markets, audiences, and media use patterns) that would become important references for media professionals and researchers.
§ We plan to start a doctoral program in the near future which would build on the existing emphasis on political marketing, campaign communication, media industry analysis, and media marketing. Critical and cultural studies will continue to act as a vital intellectual inspiration and mechanism for criticism and collaboration.
go to topGraduate Institute of Library & Information Studies
History
The Graduate Institute of Library and Information Studies (GLIS) was established in 2002. As an extension of the university's Library and Information Science Program and Department of Adult and Continuing Education, this program is dedicated to educating library and information service professionals in response to the needs of digital society research and digital information dissemination service. Based on the purposes of providing in-job training experience for the library information faculty, the Extension Education Class was founded in August 2005.
Goals
Three main areas of focus at the Institute are specified as follows:
§ Preparing students for personal information behavior theory and research.
§ Fostering leadership roles in information provision service institutions and learning centers.
§ Developing capacity for research in social informatics, e-learning and scholarly communication.
Curriculum
GLIS courses work focus on the integration and application of knowledge. These courses will prepare students for applying integrated knowledge to practice, with a particular emphasis on the capability in media and information literacy. In addition, we place much value in students’ basic media and information literacy in the way they are given accesses to 2 laboratories, the “Digital Archives & e-Publishing Laboratory” and the “Information Literacy and e-learning Laboratory”, thus, they are able to do research and practice in here. Apart from hands-on experiences in designing and developing information services and learning resource systems, they are also offered internship to refine their cross-media research and work efficiency. The Master program requires a minimum of 30 credits of courses plus the thesis.
Faculty
The teaching faculty of the Institute is composed of 2 full-time professors, 2 full-time associated professors, 5 part-time adjunct professors and 1 adjunct assistant professor.
Features
In addition to methodology and some basic courses, the Institute has developed core course that balance off theory and practice in order to lay a hand to interdisciplinary collaborations. The course package is also able to prepare students for library and information professional leadership roles in formation society, learning society and cooperative learning of interdisciplinary work.
Future Prospects
§ Efforts are made to promote resources integration within the University, referring to faculty members of other departments, equipment and facilities, and research projects. The research projects and teaching proposals on e-learning, information literacy, knowledge management and human computer interfaces, for instance, are able to enhance teacher preparation for 9-year integrated curriculum and serve as test-bed for developing digital information research.
§ The Institute is going to build distance learning programs in cooperation with local and international universities.
§
The Institute is going to develop, in response to the e-Taiwan Project proposed
by the Executive Yuan, the doctoral program that aims to provide advanced
preparation for management career.
Graduate Institute of Educational Policy and Administration
History
The Institute, located in the Hall of Education, was established in August 2003 to enhance the advanced education of educational administrators and promote recurrent/lifelong education.
Goals
1. To foster domestic research talents and scholars of educational policy and administration.
2. To assist administrative authorities to proceed significant researches, evaluation, planning, and set-up of education policy.
3. To found information center or network to carry out the international academic cooperation and exchanges with overseas institutes through the technology of network.
4. To host regularly conferences and seminars of related interest.
5. To set up training center of educational policy and administration to implement professional development especially designed for in-service or part-time teachers, educational administrators and school administrators.
Degree Requirements
The master of Education Program requires the completion of minimum of 36 credits of study inclusive of a 4-credit thesis.
Faculty
The teaching faculty of the institute is composed of 3 full-time professors, 2 full-time associate professors, 1 part-time associate professor and 5 joint professors from the Department of Education.
Future Prospects
1. To offer the opportunities and channels of on-the-job training for in-service or part-time educational administrative personnel to reinforce the accomplishment of educational policy and administration theory.
2. To make good use of human resources of educational policy and administration to develop beneficial influence of academic research.
3. To develop the professional specialty, superiority and advantages of educational policy and administration researches aimed at promoting our school competitiveness.
4. To collaborate with international and domestic scholars as well as specialists to proceed the special researches of educational policy and administration systematically.
5. To expand the scope of Taiwan educational policy and administration and promote its standard so as to engage in catching up with other nations.
Graduate Institute of Rehabilitation Counseling
History
Along with our national social welfare policy and special needs of people with disabilities, the Graduate Institute of Rehabilitation Counseling at National Taiwan Normal University was established in August 2004 for the purpose of graduating competent and confident professionals who have a commitment to improving the lives of people with disabilities.
Goals
The specific mission of the Master's Program is to prepare graduate-level students:
1. To promote vocational rehabilitation services effectively and efficiently.
2. To strengthen multiplex professional services in the special education field.
3. To provide extension education opportunities and improve quality of professionals in the rehabilitation fields.
Curriculum
The Graduate Institute of Rehabilitation Counseling strives to provide our students with a well-rounded education that includes intensive classroom study and focused internships and fieldwork. The academic curriculum frames with five components, including foundations of rehabilitation counseling services, transition and vocational evaluation practice, assistive technology, counseling and guidance, and research method. The minimum requirement of graduation is 30 credits, theses excluded.
Faculty
There are seven faculty members in our institute, including three professors, two associate professor, and two assistant professors.
Future Prospects
1. To cultivate vocational rehabilitation professionals to provide quality vocational training, vocational assessment/evaluation, employment services, and vocational/career counseling for people with disabilities.
2. To cultivate psychological rehabilitation professionals to assist people with disabilities adapting their psychological obstacles and improving their quality of life.
3. To cultivate assistive technology professionals with faculty from Special Education, Information & Computer Education, and Industrial Education.
4. To develop projects and further study on the rehabilitation counseling.
Graduate Institute of Social Work
History
Graduate Institute of Social Work was established in August 2005. Its foundation was to respond to the rapid social changes of Taiwanese societies and the needs of social welfare and social work community in a worldwide view.
Goals
§ To foster professional social workers.
§ To promote the academic and research development of social work.
§ To work with professional social work groups nationwide to enhance service quality.
§ To strengthen the cooperation and exchange with international social work groups.
Degree Requirements
The courses cover theory, practice, direct service, policy planning and management. The structure of the course is divided into research, theory, methodology, specialty, and field practicum. The minimum complete credits for graduation are 33 (plus the master thesis).
Faculty
Currently, the faculty of the Institute is composed of 4 associate professors.
Features
Our focus is to provide social work teaching, research and related services. We aim to both nature dedicated social workers and encourage social work research by tackling issues such as children/juvenile welfare, women welfare, social assistance, and non-profit organization management, which is to create solid academic foundation for social work. Moreover, we plan to actively engage ourselves with the international social work community so as to enhance academic and practical exchange and cooperation.
Future Prospects
In addition to nurturing professional social workers, we plan to move on in the following directions:
§ To reinforce integrated academic research in order to enhance our academic competitiveness.
§ To participate in social policymaking and promote the rights of the minority.
§ To collaborate with international and domestic scholars as well as practitioners.