Graduate Institute of Taiwan History

Website: NTNU G. I. of Taiwan History

Development

Graduate Institute of TaiwanHistory is established on August 1, 2004 and Professor Chen-hua Wen is our Chairman. Our institute has nine Part-time Professors now. Our orientation emphasizes on the Martine History, History of Taiwan District, History of Taiwan Culture, Paleo-history and History of Taiwan Industries and Technology, etc. All these five topics cultivate students’ understanding on the development of Taiwan. On the research method, we emphasize on the historical theory, literature, historical material, as well as the fieldwork.

Faculty

• Associate Professor
• Fan Yen-chiou 
• Chang Su-bing
• Chen Fupian
• Hsu Peih-sien
• Tsai Chin-tang

Course design

The total credits required to graduate from the Graduate Institute of Taiwan History is 30, including the 4 credits from the required course. The graduation dissertation has no credit.

Contact Us

Tel: 886-2-7734-1478
Fax: 886-2- 02-8369-3941
Website: http://www.taih.ntnu.edu.tw/en/main.php

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Graduate Institute of Translation and Interpretation

Website: NTNU G. I. of Translation and Interpretation

Our Inception

Translation and interpretation have played important roles in China as early as the Han and Tang dynasties, when China opened her doors to the outside world. At the end of the Qing dynasty and the beginning of the Republic, intellectuals in China acknowledged the importance of borrowing and learning from the West in order to modernize the nation. Many people dedicated themselves to the translation of Western texts into Chinese. This greatly impacted Chinese society, culture and politics. Today, the world has become a global village. Governments of the world have acknowledged the importance of translation and interpretation, and the roles that they play in promoting cultural and technological exchange. Through translation and interpretation, a nation learns from the outside world. Translation and interpretation also enables a nation to introduce and connect itself to the international community.

GITI is the first such institute to be founded in a national university. It was established in August 1996, after four years of planning and preparation. GITI has two missions: first, to train professional interpreters and translators to serve the society, and second, to encourage academic research in translation and interpretation studies.

Faculty and Students

GITI has a team of outstanding and dedicated faculty members who are renowned in their fields of expertise. They include scholars in translation studies, linguistics and comparative literature, as well as practicing translators and conference interpreters. Faculty members from other departments are invited to give lectures on a wide array of topics, including literature and the arts, science and technology, law and politics, economics and finance, etc. Students at GITI are exposed to a smorgasbord of courses to enhance their skills in translating and interpreting, increase their breadth of knowledge, and explore the theoretical aspects of translation and interpretation.

When GITI was first established, approximately 500 candidates took the entrance examinations, hoping to become one of the ten lucky students to be admitted. In order to qualify as a candidate, applicants need to have TOEFL or IELTS scores that meet the institute's basic requirements. GITI students come from diverse educational backgrounds, including literature, education, journalism, business management, engineering, law and medicine, etc. Given the stringent entrance requirements, all GITI students are very fluent in Mandarin and English. Needless to say, the eclectic and outstanding student body is GITI's greatest asset.
The dedicated and experienced faculty members join with the exceptional student body to create synergy in a highly stimulating learning environment.

The Curriculum

During the first year, students in both the translation track and the conference interpretation track have to attend to required courses. Students in both tracks need to take the History of Translation in China, Translation Theory, and Basic Translation Exercises in both language directions. The required courses for the translation students include: Comparative Rhetorics, Research in Translation, and Advanced Translation Exercises. The required courses for the conference interpretation students include: Research in Interpretation, Sight Translation, Consecutive Interpretation and Simultaneous Interpretation.

Apart from the required courses, all students have to attend special lectures geared towards increasing their breadth of knowledge. The lectures cover extensive topics ranging from music and the arts to physics and economics 101. Professional translators and interpreters needed to be equipped with encyclopedic knowledge and excellent research skills in order to survive in the highly competitive market.GITI acknowledges this fact and does its best to provide its students with the training they need.

At the end of the first year, students in both tracks need to pass their qualification exams before they can enroll in second year courses.

From the second year onwards, students can choose to take the research track or the practicum track. Upon completing the required courses in each track, they need to pass their graduation exams and defend their theses successfully in order to graduate. Students in the research track need to pass exams in "The Theory of Translation and Interpretation" and "The History of Translation." Students in the practicum track need to pass professional exams in conference interpretation or translation. As for the thesis requirement, students in the research track need to present an academic thesis of more than 30,000 words, while students in the practicum track can work on a substantial translation project or interpret at a specified number of international conferences and write up a self-critique or commentary of more than 10,000 words to serve as their theses.

Since translators and interpreters need to be highly bilingual and bicultural, GITI encourages its students to study and live in countries where their B languages are spoken. All students are expected to study abroad for three to six months. National Taiwan Normal University has exchange programs with many internationally renowned institutes of higher learning. Of the exchange students from NTNU that are sent abroad every year, 50% are from GITI.

In Pursuit of Excellence

Since its inception, GITI has attracted the best students from all over the country. The low acceptance rate and strenuous training have given GITI quite a reputation. Translation students in the research and practicum tracks need to complete 37 credits. Conference interpretation students in the research track need to complete 52 credits, and those in the practicum track need to complete a total of 69 credits. The credit requirement at GITI is unparalleled in comparison to other graduate institutes. The teachers and students at GITI, however, agree that it is necessary for them to set high standards in order to excel. GITI aims to cultivate the best scholars in translation and interpretation studies as well as the most professional translators and interpreters to serve the society.

Faculty

• Professors
• Chung-tien Chou
• Sher-shiueh Li
• Associate Professors
• Tzu-yun Lai
• Ken-fang Lee
• Posen Liao
• Assistant Professors
• Tze-wei Chen
• Elma Mingli Ju
• Lecturers
• Damien Fan

Facilities

1. Library and reading room
2. Two classrooms with conference interpretation facilities
3. One computer classroom with internet access
4. Cubicles for individual practice sessions
5. Wireless internet access in all classrooms

We are supported by the Mandarin Training Center with access to two language labs, one multi-media classroom, one classroom with internet access, and one library. We also have access to the English Department’s simultaneous interpretation classroom and affiliated library. GITI is conveniently located right across the university’s main library building.

Teaching and Research

The Graduate Institute of Translation and Interpretation (GITI) is the first graduate program in translation and interpretation to be set up in an national university. It was established in 1996. GITI aims to foster research in translation and interpreting studies, and train professional translators and interpreters. GITI has a two-pronged approach: on the one hand, it focuses on developing teaching methodologies for translation and interpreting; on the other hand, it serves as a bridge between academia and industry, training highly qualified conference interpreters and translators, and improving the quality and quantity of translation. In 1997, GITI began to admit international students. At present, only courses in Mandarin and English are offered. In the future, however, more language combinations will be incorporated into the training program.

It takes two to four years to obtain a master’s degree. Students in the conference interpreting track need to complete 66 credits, and those in the translation track need to complete 47 credits. Students in both tracks need to pass the professional exams, write an M. A. thesis and complete practicum training prior to graduation. Those who have not lived extensively in the countries of the B language need to go to an English-speaking country in between their first and second year of study to live and study for at least three months to live and breath the language and culture.

A Ph. D. program was launched in 2003. Course programs include: translation theory, interpreting theory, theories of T&I teaching, theories of cultural, technology and industrial policies.

Contact Us

Tel: 886-2-7734-3989
Fax: 886-2-2322-2259
Website: http://www.giti.ntnu.edu.tw/index.php?option=com_content&task=view&id=29&Itemid=142

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Department of Taiwan Culture, Languages and Literature

Website: NTNU D. of Taiwan Culture, Languages and Literature

A Brief History

Taiwan's "nativist education" had long been neglected, yet with the tide of democratization and nativization in recent years, nativist education gradually became an important national education policy. The Ministry of Education (MOE), in answering the call of cultural and educational groups, took a positive stance of encouraging universities to set up departments and graduate institutes that dedicate to the study of nativist cultures. In GITCLL's case, it was in February 2002 that Professor Bān-siū, Tsng (莊萬壽) made an appeal to Professor Îng-siông, Iâu (姚榮松) and Professor Tsūn-ngá, Khó(許俊雅) to draft a proposal, pleading MOE for the establishment of the "Graduate Institute of Taiwan Cultures, Languages, and Literature", which was permitted in July of the same year. The "Preparatory Office" of GITCCL, headed by Professor Bān-siū, Tsng, was then founded on November 28th, 2002 and began to deal with student admissions in March 2003. An initial number of 10 students was scheduled. On August 1st our institute was inaugurated, and Professor Bān-siū, Tsng, transferring from another department, took office as the first chairperson and full-time professor.

Professor Tsng retired in July 2004 and his post was succeeded by full-time Professor Îng-siông, Iâu, whose term ended in July 2007; then Associate Professor Khîn-huāⁿ, Lí was appointed as the next and current chairperson. The full-time faculty members of our institute include Dr. Îng-siông, Iâu, Dr. Khîn-huāⁿ, Lí (hired in the 2003-04 school year as an associate professor), Dr. Tín-hù Liāu (hired in the 2005-06 school year as an associate professor), Dr. Hong-muî, Lîm (hired in the 2006-07 school year as a professor), Dr. Liông-tîng, Tân, and Dr. Siok-huī, Lîm (both hired in the 2007-08 school year as assistant professors). With Professor Liāu leaving for his new teaching role at Graduate Institute of Taiwan Literature, National Chung Hsing University, we will hire Associate Professor An-kuan, Hō as a part-time associate professor in the coming semester.Dr. Tshoo-mûi, Lîm, Dr. Ka-íng, Tsng and Dr. hūi-jû, Khóo (all hired in the 2008-09 school year as assistant professors).

Many highly recognized scholars teach or taught at our institute. Among them, part-time professors include Academician Íng-hô, Tsô (曹永和) from Academic Sinica, Professor Liông-uí, Tēⁿ(鄭良偉) from University of Hawaii, and Professor Thian-gî, Tiō(趙天儀), who was Dean of College of Liberal Arts, Providence University. All enjoy great international prestige. As for other part-time faculty members, we have hired Iâm-hiàn, Tiuⁿ (張炎憲), Bān-tshuan, Ô (胡萬川), Píng-huī, Liāu(廖炳惠), Uî-jîn, Âng(洪惟仁), Sìng-kuàn, Iû (游勝冠)、Pasuya Poichenu (巴蘇亞．博伊哲努 or浦忠成）、Bí-jiông, Lîm (林美容), TShuì-hong, Si (施翠峰), Siáo-hong, Lí(李筱峰), Bō-thài, Tân (陳茂泰), Bîng-jû, Huān (范銘如), Puê-hong, Tân, (陳培豐), and Tiāu-gím, Lô (羅肇錦). All are renowned professors in their respective areas. At the same time, we also plan to expand our teaching ranks, hiring national and international experts who, although having no faculty certificate, have made great contributions to the Taiwanese languages. We launched the 「In-service Master's Program in Taiwan Study and Native Language Teaching」 in the second semester of the 2005-06 school year. Aiming to develop experts in Taiwan's nativist education, it started to enroll students in the 2006-07 school year-12 in the Taiwan study track and 18 in native language teaching.

Our Features and Development Directions

Features: This institute features three academic disciplines.

Among all graduate institutes that focus on the study of Taiwan¡¦s native cultures, we are the first integrated research institution: we offer three graduate programs-- Taiwan¡¦s cultures, Taiwan¡¦s languages, and Taiwan¡¦s literature.

We offer three tracks of courses in Taiwan¡¦s cultures, languages, and literatures. These tracks recruit 18 university graduates ( 3 admitted by screening) who already have basic knowledge in the above subjects. The ¡§In-service Master¡¦s Program in Taiwan Study and Native Language Teaching¡¨ is divided into the track of Taiwan Study and the track of Native Language Teaching. This program enrolls 30 students in total.
We aim to prepare our students to gain both specific and general knowledge and skills, which, on the one hand, can equip students with solid foundations for more advanced studies, and on the other hand, helps to form a broadly skilled workforce for promoting Taiwan¡¦s nativist education and cultural construction.
We focus our attention on local and international scales, and on theoretical and practical arenas. With highly recognized faculty members, teaching excellence, and diversified academic research and activities, we are fully committed to adding to the achievements of Taiwan studies and creating Taiwan¡¦s subjectivity.

Development Directions

On the one hand, this institute aims to prepare students with solid foundations for more advanced studies; on the other hand, we hope to build up a broadly skilled workforce for Taiwan¡¦s nativist education and cultural construction. The future establishment of a Ph. D. program or even the ¡§College of Taiwan Studies¡¨ shall enable our alumni to either further their academic career or shape themselves as a workforce much needed by organizations like county and city cultural centers, culture and history workshops, and cultural and historical journals. They can dedicate themselves to related fields of study at academic institutions or provide their expertise in the process of cultural constructions. At the present time, a number of teacher education schemes have been launched to improve the teaching quality of Taiwan¡¦s languages and native cultures, which shall enhance the development of Taiwan¡¦s nativist education. Our alumni surely are able to take up a career in this respect. In addition, a job in the mass media industry is also a good option. In one word, students are bound to have a very bright future.

We intend to expand and further develop our size. The idea here is to establish the ¡§Department of Taiwan Literatures¡¨ on the downstream side, and to reach higher ground by setting up a doctoral program. It would be more favorable if ¡§College of Taiwan Studies¡¨ or ¡§College of Taiwan Cultures¡¨ can some day be founded, thus making the learning environments more sufficient and complete and forming a more unified academic research system. On issues concerning campus planning, we hope to coordinate and cooperate with Graduate Institute of Taiwan History for resources concentration. It is believed that with NTNU¡¦s distinguished quality of faculty members and students, and with its location in the northern part of Taiwan where information flows are more easily and quickly, GITCCL is able to play a leading role in academic research.

GITCCL is devoting its best endeavors to promote research on Taiwan¡¦s cultures, literatures, and languages. We are working on the arrangements of Taiwan-related old documents, which, after being annotated, will be developed into a book series about Taiwan¡¦s cultures. On the other hand, we also plan to launch a project to edit and produce some popular reading materials, encouraging people to make closer contacts with Taiwan¡¦s cultures. Another approach is to organize more conferences on Taiwan studies, creating and leading a forward-looking trend on Taiwan studies.

Faculty

• Professor
• Khîn-huāⁿ, Lí
• Îng-siông, Iâu
• Hong-muî, Lîm
• Associate Professor
• An-Kuan, Hōi
• Siok-huī, Lîm
• Liông-tîng, Tân
• Assistant Professor
• Ka-íng, Tsng
• Hūi-jû, Khóo

Curriculum

Curriculum Planning Descriptions
Prior to graduation, all GITCCL students must complete a minimum of 31 credits, write a master's thesis (0 credit), and meet all the other requirements related to GITCCL's "Course Selection Guidelines".

In order to fulfill the 31-credit degree requirement, all GITCCL students, whether in the cultural, linguistic, or literary tracks, must select 9 credits from common required courses, 16 from courses specific to their respective tracks, and 6 from common electives (originally restricted electives).

The new curriculum structure effective from the 2007-08 school year is attached here with the following major amendments:
The overall number of credits needed for degree completion has been changed to 31. Among them, 9 credits (3 courses) must be taken from "common required courses", 6 (same as before) from "common electives", and 16 from electives specific to respective tracks.

"Selected Readings in Contemporary Western Cultural Theory" is moved from the "required" course group to the "common" elective.

6 credits must be earned from the common elective group. In total there will be 5 courses (each takes 3 credit hours of coursework), including the newly-added courses of "Selected Readings in Contemporary Western Cultural Theory", "Research Methods", and Advanced English for Taiwan Documentary Studies.
The first-year/ second-year limitation on electives is lifted, but remains the same for required courses.

Track-specific electives that used to grant 2 credits are modified to offer 3 credits.

GITCCL students are required to take a 4-6 credit course in English or Japanese, (those who score higher than 60 in English in admissions test are exempt) and all students must pass a certain standard in GITCCL-recognized language tests before they graduate.
GITCCL students must achieve fluency in at least one of the Taiwan's native languages. Students are encouraged to speak course-related languages in the classroom, and in principle, these languages shall also be those used during thesis oral defense.
GITCCL opens elementary and intermediate Taiwanese conversation classes targeted at foreign students. These classes are conducted in English. Although no credit will be granted, they can allow students to transfer credit for the required courses in English and Japanese.
All graduate students must attend "Lectures on Taiwan Studies" given by renowned scholars that GITCCL hold on a periodical basis, "academic research conferences" organized by this institute, "off-campus observation activities" arranged by GITCCL teachers and students, and "graduate students' study circles", for which related reports must be submitted every semester. These reports will be a requisite for applying degree examination.

GITCCL encourages students to attend at least one academic conference associated with their specializations during their study years. Students who apply for the master's degree examination should complete one of the following academic achievements during their term of study:
Attend domestic/ international academic conferences and present one agenda-related paper or above.
Publish one academic paper or above in any academic journals with review systems.

Participate in academic writing awards (solicitations included) relevant to their specializations and have excellent performance.
Publish academic publications in related fields of specialization.
Curriculum (Download course catalog)

Background Information:

1. GITCCL obtained approval to initiate the Master of Arts degree program (this program) in the 2006-07 school year with a student enrollment of 18. For completion of this program, students must finish a term of study from 1 to 4 years, take 31 required credits, and complete a master's thesis. Details on the curriculum planning of this program are described in the following points.
2. Curriculum Structure:The curriculum structure that GITCCL currently schedule can be divided into the track of Taiwan culture, the track of Taiwan languages, and the track of Taiwan literature. All courses are categorized into 3 groups: "common required courses", "inter-track electives", and "track-specific electives (3 clusters)". Click here to download respective course groups. (last updated: 2007/11/30)

Contact Us

Tel: 886-2-7734-5516
Fax: 886-2-02-2358-2461
Website: http://www.ntnu.edu.tw/TCLL/eng/main.html

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Department of Geography

Website: NTNU Department of Geography

History

When the predecessor ”National Taiwan Normal College” was founded in June 5, 1946, we were established as Department of History and Geography. In 1962, Department of History and Geography expanded into Department of History and Department of Geography. On first of July in 1967, “National Taiwan Normal College” officially transformed into “National Taiwan Normal University”, and Department of Geography still belonged to College of Literature. Our department set up graduate division in August of 1970, and doctoral division in August of 1988. In 1994, ”Regional Research Center” was formed. Under Department of Geography, we have undergraduate division, graduate division, and doctoral division. The complete structure enables us to make good use of the facility and faculty in our department.

The original goal of our department was the training of high school teachers of geography. In recent years, due to the reformation of education and the demand for social development, we have to work on teachers training, academic research and community services altogether. Therefore, we subdivide our specialties into 5 divisions: ”Physiography”, “Anthropogeography”, “Regional Geography”, “Education of Geography”, and “Methods and Application of Geography”. All of them corporate and develop together.

To meet the government policies of education for all levels, we also set up many advanced study sessions, such as ”40 credits session”, “advanced study session for M.A. of education”, ”second skill training session”, and other types of non-scheduled short-term sessions, offering high school teachers the opportunities to study further, which contribute enormously to education of geography in high school.

Faculty and Students

There are 26 full-time teachers in our department（25 PhDs from universities in Taiwan and overseas）, including 8 professors, 12 associate professors, 6 assistant professors, 3 adjunct professors, 2 iadjunct nstructors, 4 administrative assistants. All teachers and assistants have acquired specialty, and are bests of the time. There are 330 undergraduate students, 41 graduate students, 27 doctoral students, and all of them are outstanding.

Colleagues not only work hard on education and research, but also regularly take part and present their research papers in academic forums in and out of the country, such as the international and regional forums held by International Geography Union（IGU）every four years, cross-Strait geography academic forum, and various activities of Chinese Geography Institute.

During summer and winter vacation, teachers may lead students to do inspection in or out of the country. So far we have been to Southeast Asia, Japan, America, Europe and Mainland China. We not only inspect local geographic features, but also visit and interact with the main universities and research institutes in local areas, which contribute greatly to further understanding of geography academic communities of both side, and forward diplomatic relations.

• Professor
• Kuo-Chuan Chen
• Chao-Yang Pan
• Yat-Man Yau
• Shew-Jiuan Blanka Su
• Su-Hsin Lee
• Nae-Wen Kuo
• Chung-ling Ouyang
• Hsueh-Mei Lin
• Shyue-Cherng Liaw
• Shen-Chin Lin
• Associate Professor
• Hsueh-Cheng Chou
• Kuo-Chen Chang
• Su-Min Shen
• Jinn-Shii Wu
• Che-Ming Chen
• Ming-Huey Wang
• Yen-Tsao Wei
• Chang Chun Chia
• Hung-Jen Tan
• Cheng-Chong Wu
• Shu-Ping Weng
• Chih-Wen Hung
• Wei-Cheng Wang
• Assistant Professor
• Jia-En Sheu
• Tsung-Yi Lin
• Sendo Wang

Books and Facility

Our department has 12756 geographic treatises, 368 types of Chinese periodicals, 300 kinds of foreign language periodicals, 24908 scale topographical charts, 241 wall charts, 337 atlases of China and foreign countries, and 3212 aerial photographs. For the research and education of local geography, ”Regional Research Center” has collected numbers of related geographic researches and information, including natural environments and resources, geographic names, maps, all kinds of local records、treatises, public and private documents from Taiwan, Mainland China, neighboring countries, and all around the world, utilizing Geographic Information System(GIS) to categorize, file, and research all the information in order to replenish and build up the foundation of regional geographic research. Our large-scale labs and classrooms including topography lab, climatology lab, hydrology lab, cartography lab, geographic research lab, geographic information lab have significant meaning in teaching and research. Here are the brief descriptions of each lab：

1. Topography Lab：sediment diameter analysis, petrologic physics quality analysis equipment, outfall environmental survey system, satellite position system like Trimble XR receiver, GeoExplore II system, surveying instruments, aerial photography information and GIS.
2. Climatology Lab：meteorological observation instruments for teaching, meteorological telemetry system, radio weather map faxing system, clouds chart receiving system of Japan-Taiwan synchronous weather satellite, and plenty of relative books and treatises.
3. Hydrology Lab：the instruments in our hydrology lab are mainly for water quality and quantity analysis：conductivity gauge for field work, underground water level meter, pH meter, simple flow velocity instrument, dissolved oxygen meter, turbidity meter. Indoor water quality analysis instruments include: visible light--UV spectrophotometer, atomic absorption spectrophotometer, other water quality analysis accessories including constant thermostat and moisture incubator, drying apparatus, microbalance, burette, magnetite mixer.
4. Cartography Lab：the main purpose is drawing maps; a AO printer and 6 computerized charting workbenches.
5. Geographic Information Lab：geographic information workbench installed with geographic information software ARC/INFO, MAPINFO, and GEOMEDIA; internet GIS server with MAPGUIDE; a A0 scanner.
6. Geography Department Lab：25 personal computers, installed with OFFICES, FRONTPAGE, ARCVIEW、MAPINFO geographic information software and PCI telemetry software, COREL DRAW, PHOTOSHOP drawing software for relative courses teaching.
7. Multi Media Telemetry Lab：PCI, ERMAPPER telemetry software, ORTHOENGINE software, proceeding researches of telemetry and aerial survey.

Concept of Development

The major mission of geography is to investigate the living space of human being. By establishing and verifying the theories, we are then be able to explain how space is disposed for all kinds of human activities, their reciprocal effects and regional characters, so as to improve the development of social constructions and people’s love for this land. Thus, besides doing geographic research, we also train teachers of high school or above. To make students possess the ability to do research and teaching independently, the design of courses is rather important. We emphasize the learning of basic subjects of freshman and sophomore, the testifying and applying theories of junior, the training of the abilities to teach and research of senior. We not only focus on giving lectures, but also field trips to the wild. Graduate and doctoral divisions stress on monographic research and essay writing as well as the study of all kinds of geographic theories and research methods. This is why the masters and doctors graduated from our department can carry out so many impressive researches and monographs.

Recently, many geographers repeatedly highlight that all geographic fields should be merged since geographic environment changes as a unity, and only by doing so can we solve environmental problems effectively. We have teachers of all fields, and wish to work together with colleagues of different fields in aspects of ”environment changing”, “resources reservation”, “design of construction in urban and rural areas” and “disaster prevention” in near future to show that geography can be of use in every dimension.

As for Anthropogeography, our directions of development are as following：population and cultural geography emphasize on aboriginals, adaptation to immigrants after internationalization, the effects of the awakening of humanism on behavior and country. Economic and social geography focus on globalization, agriculture and fishery, construction of community, the WTO impact on Taiwan and Mainland China, and cross-Strait relation. Communication and community geography emphasize on the design of construction and continuing development in urban and rural areas, and education. There are also researches of historical geography, geography of religions, geographic thought and philosophical foundation. We hope to improve cross-division cooperation and combine other technologies in our researches.

For a long term, in Taiwan’s geographic education, regional geography has been playing the most important role to cultivate students’ patriotism and international point of view. It has also been used to testify all kinds of geographic theories and environmental principles. In the course structure, in addition to the lectures of regional geography related to high school curriculum（geography of Taiwan, Mainland China, Asia and the world）, there are courses of regional geographic research methods. Because regional geographic research focuses on collecting inspection information of fields and landscapes, therefore, Taiwan is for now our major research area. However, after cross-Strait academic interaction was opened up, China has become our new research territory. Since the dissolution of martial law, facing the wave of academic localization, regional geography of Taiwan has grown into a very popular subject.

Geographic research methods and techniques contain subjects including geographic thought, cartography, telemetry, and geographic statistics. These topics are not merely the basic tools of geography, and have become common implements of relevant subjects like environment, construction, communications, and civil construction project. Thus, these courses stress on developing basic theories as well as on research and application.

Education of geography has an ideal of making students understand the disposition of space, relationship between human and environment, and regional characters, furthering their abilities to solve geographic problems, and improving scientific capacity. In the future, education of geography should not focus on dealing with exams but cultivating people the mind to get along with nature and people of different races. We would combine education of geography and life, take researches about course design, teaching methods, and teaching evaluation in past decade as the foundation to keep developing the courses and application of geography in high school, and find out effective methods of teaching and evaluation of geographic materials.

Teaching and Teacher Training

We bring all kinds of developed geographic techniques and points of view into teaching materials, which has made graduated students capable of using newest technology to teach geography in high schools, and we actively train teachers at work, too.

Research and Publication

Our experienced faculty has plentiful research experiences and treatises. In addition to publishing papers on academic periodicals and treatises, our faculty receive grants and commissions extensively from National Science Council, Ministry of Education, Taiwan Power Company, Water Resources Agency, Central Personnel Administration, and Taiwan History Council to proceed researches.

To encourage researches and advance the level, we edit all kinds of periodicals and series every year. Up to now, we have published 16 issues of “Geographic Research”, 35 issues of “Geographic Research Papers”, 30 issues of “Geographic Research Series”, 57 issues of “Geography Mate”, 28 issues of “Education of Geography”, and 9 series of “Education of Geography “. Besides, we have frequent interaction with internal and international academic communities.

Service

To urge geographic academic researches in Taiwan, and improve people’s love and recognition for their lands, we held ”Taiwan Geography Forum” since 1997. Its main purpose is to explain and manifest the regional structure and united quality of nature and culture in Taiwan through geographic points of view of space structure, ecological environment, and regional unit. We hope to appeal to relevant academic communities to concern about cultures and ecological environment in Taiwan by way of holding this forum. This forum has been supported by numbers of high school teachers and institutes, over 400 attendants in average.

To meet the government policies of education for all levels, we also set up many advanced study sessions, such as ”40 credits session”, “advanced study session for M.A. of education”, ”second skill training session”, and other types of non-scheduled short-term sessions like “GIS session”, offering high school teachers the opportunities to study further, which contribute enormously to education of geography in high school. Moreover, our faculty has performed a valuable service in course design, examination affair planning, and textbook editing.

United Regional Research Center

In view of the tendency of globalization, global village, and cultivating citizens to have world views, we set up ”Regional Research Center” in mid 90’s to unite researches from each division of our department, and to use ”Research of Mainland China”, ”Research of Taiwan”, ”Research of Southeast Asia”, ”Research of Europe”, “Research of America”, and “Research of The Third World” to unite colleagues, graduate and undergraduate students, which contribute a lot to our united and characteristic regional geographic research. We hope to cross the line of departments and schools and to combine with other academic research fields to proceed researches centered on regions.

Our research center hosts the ”Regional Probe Forum” regularly to discuss topics related to regional geography, inviting experts and scholars to have discussions and speeches. The topic of first forum is ：geography, history and culture>. We will print every statement and content of discussion in periodicals, and upload to our wed pages for your convenience.

Expectation

Taking physiography division for example, it covers an extensive range of subjects including topography, climatology, hydrology, pedology, biology and environmental science. Environmental geography is a priority of development in many countries now, therefore, we are considering strengthening teachers in this field. Additionally we hope to establish a system and hire technical personnel to assist relevant teaching and research.

For the time being, physiography division has 3 labs（topography, climatology and hydrology labs）. After years of reinforcing, the scales are fairly complete. Nevertheless, because we still subordinate to college of literature, our space and budget are limited. We should endeavor to acquire pedology, biology, and environmental protection labs as college of science has.

Our faculty is insufficient in fields of hydrology, pedology, and biological geography. In the passage of transformation of our school and department, we surely need to have more practical courses to help students to get jobs in the future. But due to the limitation of our faculty, students’ literary background, and the difficulty of hiring adjunct instructors, we are afraid that this goal may not be achieved in a short time. What we can do right now is to encourage teachers to strive for projects and publish their essays in order to make up for the deficiency.

Inside the school, we will increase cooperation with other departments and support related department with applied geographic statistic, teaching and research of geographic information and telemetry. Outside the school, we will improve internships and application of geographic information. Through the commissioned projects from government, we can make academic research practical and geography completely function with information management, and train students to have another skill in addition to teaching.

Our points of the future development on teaching, research, and service are as following:
Exchanging geographic researches with universities overseas: all our faculty has studied abroad (USA, Japan, UK, France, Germany, Austria), and still keep closely in touch with their schools. We not only frequently participate in international activities, but also have agreements with many universities. A series of cross-school cooperation can be expected.

Training teachers of geography in high education: Offering high school teachers of geography the opportunity to acquire M.A. and PhD degree, and to build up their capability of teaching and research, hoping to promote education of geography in all areas.

Basic and applied research: To go with the trend in lower education, expanding geographic information become an essential implement to unite teaching system. At the same time, we need to develop localized geographic information and telemetry system to take the place of expensive imported system, including geographic information system and telemetric multi media educational disc, and popularizing geographic information and telemetry system. We will introduce and develop new technology to apply on environmental inspection in our country, and to analyze and organize all sorts of data of natural and cultural environment in Taiwan to complete the construction of local database.

Improving the academic level of publishing periodicals of our department：”Geographic Research Report” is our most historical periodical, and has become one of the most famous international periodicals during 26 years. We also exchange many relevant periodicals with other countries. Every year we proceed dozens of projects, and receive more than 10 million grant, which helps greatly to our research.

Course Description

The course structure can be categorized into 5 divisions.

1. Physical Geography Division
   The basic courses of this division are germorphology, climatology, hydrology, pedogeography, and biogeography；geography of oceans and rivers, special and applied geography and regional topography of Taiwan, China, and the world；cultural, regional, historical, applied climatology and regional climates of Taiwan, China, and the world；applied hydrology；regional biogeography of Taiwan, China, and the world; related courses include geology, meteorology, oceanography, and astronomy for further discussion. We can see the whole picture of the natural environment that we see and felon earth from learning these basic courses, which are also the common senses we have to know to adapt and control the environment.
2. Human Geography Division
   The basic courses of this division are economic geography, social geography, political geography, cultural geography, and community geography. Anthropogeography is a section of social science, using the three points of view including space, people, and region to explain human activities and its results on earth. Human activities on earth are an entire exhibition of politic, economic, and society. This combined structure showed in the exhibition is culture, which cultivates mainly in the center of space human activities occur-community.
3. Regional Geography Division
   This division researches all around the world. The main purpose is to make students understand the regional features and their differences of local and other areas in the world. Basic courses cover geography of Taiwan, geography of Mainland China, geography of pacific Asia, world geography, and regional geography. Studying the above courses will help understand the present conditions and characters of different regions, and become familiar with theories and methods of interpreting them. In addition, selecting courses such as geography of Asia, geography of Europe, geography of America, geography of Africa, and regional geography of pacific regions can further understanding the condition of each area, which is the foundation of researching and discussing specific topics.Geographic Research Methods and Application: The basic courses of this division are the required techniques of applying geographic knowledge, including cartography, geographic statistics, geographic information introduction, field trips, and geographic thought. Cartography is the basis of reading and making maps；statistic is a necessary tool in science；geographic information introduction is to use computer to analyze huge data. The best lab of applied geography is our living surroundings; field trips can teach us how to observe and record it；geographic thought can help us understand more about our world.
4. Education of Geography Division
   A suitable high school teacher of geography has to obtain not only perfect professional knowledge, but also practiced teaching skills. In order to train the skills, Education of Geography Division will provide courses for people who want to take teachers of geography as their lifetime jobs. The courses of this division includes：1.Teaching methods and material: lectures combine theories and application.2.Teaching practice：this subject is the practice of “teaching methods and material”, including teaching field trips, on-the-spot teaching practice, and discussions. 3.Teaching evaluation：introduction to theories of teaching evaluation, practice, and discussion. 4.Teaching media：emphasizing on both theories and practice. 5.Tendency of educational development：lectures and discussion.6.Seminar: monographic discussion.
5. Graduate and Doctoral Division
   To students of 1st year, we focus on important new geographic theories and research methods; to students of 2nd and 3rd year, we emphasize on monographic research and essay writing；furthermore, students have to invite instructors to direct their researches, and during essay writing, instructors and graduate students keep close contact. The essay has to be presented in front of all instructors for 3 times before applying for the oral examination.

Contact Us

Tel: 886-2-7734-1655
Fax: 886-2-2369-1770
Website: http://www.geo.ntnu.edu.tw/en/about/pages.php?ID=about1
E-mail: geo@deps.ntnu.edu.tw

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Department of History

Website: NTNU Department of History

Background

Taiwan Provincial Normal Institute, the original name of National Taiwan Normal University, was established on June 5, 1946; our department was originally called the Department of History and Geography. On June 5, 1955, the Institute became a university, Taiwan Provincial Normal University, with the Department of History and Geography belonging to the College of the Humanities; this department split into two separate departments in 1962. In 1967 Taiwan Provincial Normal University became the National Taiwan Normal University.

The main goals of our department are: to produce top-quality professional historians and history research materials, and also, to train outstanding high school history teachers. In our teaching, besides emphasizing the fundamentals of historical research and training in related subjects, we also stress the development of pedagogical and research skills, for we are molding professionals.

Continuing its upward path in professionalization and scholarship, in August 1970 the department began a masters degree program and expanded its offerings to include a doctoral program in 1977. From 1978 our department began to offer education courses during the summer semester for middle and high school history teachers throughout Taiwan, and in 1993 began holding graduate school classes on the weekends for middle and high school teachers to gain education credits.

Faculty

Our faculty offer a wide range of courses, both in Chinese and Western history, and are organized as broad survey courses; by chronological period; by country and on special topics. Courses are taught by specialists in each field; at present our department has 28 full-time professors and 17 adjunct professors for a total of 45.

Curriculum

We stress historiographical methodology and theory, developing middle/high school historical materials and methods, and teachers¡¦ training. Our courses include: Ancient, Medieval, and Modern Chinese history, including courses on the Sui-Tang-Five Dynasties Periods; Song Dynasty History, and Ming-Qing History. Also, Ancient, Medieval, and Modern Western history; Chinese cultural history; Survey of Taiwan History; and World History Survey course. In addition, we offer American history, Japanese history, Southeast Asian history, History of Western Political Thought, History of Western Science, and a course on Historiography and Anthropology.

Publications

Since 1972, every year in June we have published our Bulletin of Historical Research; our latest issue is number 29.

We assist our graduate students in publishing their theses and dissertations, our latest issue is number 30, and our undergraduate history majors publish their own annual The Hlistorical Buttiuation.

Resources

We have a substantial collection of books in our departmental library, over 50,000 Chinese books and 12,000 Western books, over 3600 Japanese books and over 5500 books in our Special Collection. We subscribe to 548 journals, 392 of which are Chinese, 76 in Western Languages, 48 in Japanese, and 32 in Korean.

In addition, we have a History Education Research Room, with over 1000 types of materials, and lastly we have a good collection of audio-visual equipment and materials available to teachers and students.

Future Prospects for our Graduates

• Employment
• As originally our department was the only department in the country to train middle and high school history teachers, our graduates are employed, after a period of additional practical training, as teachers and administrators all over Taiwan. Our graduates also find positions as researchers, in museums, in cultural centers, and other related fields.
•  Further Study
• Students may choose to continue on to graduate school or go abroad to continue their education. With their schools approval, teachers in middle and high schools can take courses (summer vacation or on weekends) in our department to obtain education credits, as mentioned above.

Contact Us

Tel: 886-2-7734-1504
Fax: 886-2-2363-3032
Website: http://www.his.ntnu.edu.tw/en/intro/super_pages.php?ID=intro1

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Department of English

Website: NTNU Department of English

About Us

The Department of English was established in 1946, originally as one of the founding departments of the Province of Taiwan Teachers College. The College was renamed National Taiwan Normal University in 1967.

In 1961, the English Department started an evening extension program which offered to the public a course of study leading to the bachelor’s degree. From 1980 to 1991, this program was modified in order to provide continuing education to in-service teachers and educational administrators.

In order to encourage in-service teachers to further their education, the department established a summer TESOL certificate program for junior and senior high school as well as vocational school teachers from 1978 to 2001. Trainees in the program were required to take a 10-credit course load each summer for four years. The trainees received a certificate upon successful completion of the 40-credit program.

In 1999, a four-year summer master’s degree program was designed for junior and senior high school and vocational school teachers. The trainees were awarded the M.A. in TESOL after completing the 32-credit course-load, writing an M.A. thesis and passing the oral thesis defense.

In 2003, a preparatory program for elementary teachers of English at the undergraduate level was designed and set up to help prepare English language teachers in the field of elementary education.
The Graduate Institute of English Language and Literature was established in 1956 on the strength of the existing faculty and resources of the Department of English. The Institute is the first of its kind and is dedicated to the study of foreign languages and literatures in Taiwan.

In addition to its M.A. programs, the Institute began to offer Ph.D. programs in Linguistics and Literature in 1986.

In 1996, the Graduate Institute of English Language and Literature was merged with the Department of English as a single teaching and research unit. Since then, the department has offered programs at both the undergraduate and graduate levels.

M.A. and Ph.D. programs in TESOL were established in 1998.

In 1999, the graduate program was divided into a Literature Division, Linguistics Division, and TESOL Division.

The current department chair is Professor Chiou-lan Chern.

Students

Most undergraduate students are admitted to the department on the basis of their score on the college entrance examination. However, one-third of all students now enrolled in the department entered via a direct admissions system.

There are a total of eleven classes at the undergraduate level: two in the freshman year, and three in the sophomore, junior and senior years.

At present, there are 214 graduate students pursuing their education at the master’s or doctoral level. Students are generally enrolled in the graduate programs on the basis of their performance on the graduate school entrance examination; only a small number of students are directly admitted into these programs.

Faculty

• Professor
• Liang,Sun-chieh
• Chern,Chiou-Lan
• Chang
• Biq,Yung-O
• Chen,Chun-Yin Doris
• Cheng,Yuh-show
• Su,Tzu-Chung
• Chang,Shau-Ju
• Liang,I-ping
• Ting,Jen
• Joan, Chang

• Associate Professor
• LIN,Chih-cheng
• Yeh,His-Nan (Brian Yeh)
• Mary Alice, Goodwin
• Li,Jen-I
• Chang,Miao-Hsia
• Hsu,Yueh-Kuei
• Chen,Hao-Jan Howard
• Lee,Hsiu-Chuan
• Chu,His-chin Jane
• Kuo,Huey-Jen(Gwendolin Kuo)
• Shao,Yuh-Chuan
• Wang,Hui-hua、Wu,Jing-Lan Joy
• Lin,Nissa Hui-shan
• Cory Han-yu Huang
• Hsieh,Miao-Ling
• Tseng,Wen-ta
• Chen, Chun-yen

• Assistant Professor
• Lin,Alan
• Ying-nan
• Lin,Hsiu-Ling
• Su,Susan Jung
• Tseng,Jing-fang
• Su,Hsi-Yao
• Wu,Chia-chi
• Wu,Mei-zhen
• Liu,Yu-ting
• Naomi, Ogasawara
• Hsiao-hung Iris Wu
• Chen, Lindsey
• Lee,Yi-Chien
• Aaron C.Deveson
• Gerardo Fernandez-Salgueiro
• Liu,Yeu-Ting
• Ioana Luca
• Chan,Shiao-Hui

• Lecturer
• Li,Chang-Chun Edward
• Chen,Chiou-Mei
• Lee,Shih-Wen
• Jean E. Curran
• Lo,Mei-Lan
• Thomas Nicoletti
• Yu-Shien (Bess) Tzean

Career and Continuing Education

A majority of the graduates from our department go on to devote themselves to English education in Taiwan, at the elementary, high school, college and university levels. Other graduates may enter professions which require a good command of English, such as translation and/or interpretation.

Vision and Mission

The NTNU Department of English aims to prepare its students to become teachers of English in secondary schools and to enter other professions that require a good command of English.

We also assist in the development of English teaching and learning methodologies and practices at the secondary school level.

Therefore, the core curriculum in our four-year undergraduate program emphasizes the four basic English language skills (listening, speaking, reading, and writing) during the first two years of study. In the last two years, students gain professional knowledge and research skills in literature, linguistics, and TESOL.

In addition, we devote ourselves to the promotion of advanced research in British and American literature and theoretical and applied linguistics, as well as to the training of research-oriented college instructors of English.

The Way Forward

The English Department’s undergraduate and graduate programs still primarily aim to prepare students to be teachers of English in secondary schools, colleges and universities, and to enter other professions that need a good command of English.

However, following the cancellation of the grant system and the enactment of the Teacher Preparation Law in 1994, our graduates have been offered the chance to broaden their career horizons, and a wider range of career opportunities is now available to them.

In addition to dedicating themselves to English education, our graduates can now enter careers in other areas. These choices include translation and interpretation, industry and commerce, journalism and communications, and foreign affairs and other sectors of public service.

Given our founding vision and original mission, we will continue to devote ourselves to training English language teachers for careers in education. At the same time, we will further strengthen our application-oriented language courses to meet our students’ needs in the future: with courses in translation, interpretation, English journalism, mass communications, and business English.

Contact Us

Tel: 886-2-7734-1800
Fax: 886-2-2363-4793
Website: http://www.eng.ntnu.edu.tw/en/main.php

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Department of Chinese

Website: NTNU Department of Chinese

Education Goals

Our school develops talents for teaching in junior and senior high schools and also stresses scholarly research. Other than the major goal in fostering competent Chinese teachers for junior and senior high schools, we place our emphasis on the research of and the continuance of Chinese culture. To obtain our goals, the following are what we seek to reach:

1. Learning the core of the national culture to enhance the ethnic spirit.
2. Fostering an appreciation for classical Chinese and developing the ability to analyze and write in classical Chinese.
3. Fostering an appreciation for modern literature and developing the ability to analyze and create literature.
4. Fostering the basic ability in studying Chinese and enhance teaching skills.
5. Developing the professional knowledge and teaching skills necessary for junior and senior high school teachers in Chinese in order to foster sufficient teaching talents.
6. Develop personnel to research, appreciate and disseminate Taiwanese culture.
7. Develop personnel talented in writing, editing, interviewing, publishing, creative cultural industries and Chinese teaching.
8. Develop international personnel talented in researching and teaching Chinese.

Different Aspects of Future Developments:

1. Combining tradition and literature with modern culture and technology;
2. Enhancing students’ ability in teaching Chinese to foster qualified talents;
3. Opening professional courses to train persons wishing to have a second profession;
4. Participating actively in the counseling and expansion of overseas Chinese education;
5. Promoting studies in sinology, connecting with the world and enhancing international interactions.

History

Established in 1946, the department first had only one class (four years plus another year as intern).In 1959, the department added a second class, in 1961 a third class, and in 1971, a fourth class. Currently there are 4 classes.

The graduate school was established in 1956.Initially there were five students in the master’s program and the number steadily increased. In 1957, the Ph.D. program was established. After four years, the first Ph. D. student Mr. Jintang Luo received his Ph.D. degree in literature. He was the first Ph.D. in literature fostered for the nation.

In 1991, the Chinese department combined with the Graduate School of Chinese and operated under one director. The current director is Mr. YEN, Jui-Fang.

Teachers and academe field

There are 16 professors and 18 associate professors and other professors, making up a strong staff. The professors specialize in the following areas: Confucian classics, historiography, philosophy, literature, linguistics and Chinese etymology, and Chinese teaching. Please see the Chinese version for more detail.

Faculty

• Professor
• KAO, Chiu-Feng
• YEN,Jui-Fang
• WANG, Kai-Fuu
• CHEN, Li-Kuei
• TSAI, Chung-Yang
• HSU, Chun-Ya
• PAN, Li-Chu
• TSAI, Meng-Chen、WU, Sheng-Shiung
• LAI, Kuei-San
• WANG, Chi-Lun
• CHEN, Fang
• LIN, Su-Ying
• WANG, Jin-Hui
• LIN, Pao-Chung
• CHENG, Yuan-Lin
• HUANG, Ming-Li
• HSIEH, Tsung-Hui
• CHIANG, Shu-Chun
• CHEN, Liao-An
• HU, Yan-Nan
• CHIN, Pei-Yi
• Chung, Chung-Hsien

• Associate Professor
• CHI, Ting-Ting
• YANG, Ju-Hsue
• LI, Ching-Yuan
•  FAN, Yi-Ju
• HUANG, Ying-Nuan
• LEE, Hsing-Ling
• SHIH, Hsiao-Feng
• LIN, Jia-Rong
• WU, Chin-Wei
• CHENG, Tsan-Shan
• LI, Chi-Hung
• HSU, Kuo-Neng
• LO, Fan-Chen
• LIN, Xiang-Wei
• CHEN, I-Chih

• Assistant Professor
• LIN, Ming-Chao
• HUANG, Li-Chuan
• HSU, Hua-Feng
• CHEN,Shi-Ru
• LIU,Tsang-Long
• KUO,Wei-Ju
• Xiang-Yu Zhu

• Lecturer
• WANG, Wen-Chi
• LIN, Shu-Yun
• KUO, Nai-Chen
• SHEN, Wei-Hwa
• WANG, Chi-Hsi

Contact Us

Tel: 886-2-7734-1609
Fax: 886-2-2363-8871
Website: http://ch.ntnu.edu.tw/en/english01.htm

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Departments

Department of Chinese

Website: NTNU Department of Chinese

The Department of Chinese is the largest department in the University. The undergraduate program consists of 16 classes with approximately 750 students. There are nearly 140 courses offered, which amount to more than 400 credits to be selected from. The B.A. degree requires at least 137 credits, among which 76 are mandatory and 33 elective. Our students used to be assigned teaching positions at junior high schools upon graduation. This policy has been suspended since 1993.

The graduate program trains scholars specializing in Chinese literature with a general background in Chinese culture. Another concentration is teaching methods and materials. It offers curricula that lead to both M.A. and Ph.D. degrees in Chinese literature and linguistics.

The Department has a holding of approximately 95,000 books, including classic analects, primers, history, and various anthologies of prominent writers. It also boasts a rare collection of Chinese phonology.

Since 1978, the Department has also acquired microfilms of 203 rare books. Facilities in the Department include several sets of VTR and filmmaking apparatuses, slide projectors, a microfilm reader, an electric photo composer, photocopiers, and color TV sets.

Department of English

Website: NTNU Department of English

The Department of English aims to prepare teachers of English for elementary and secondary schools, as well as professionals with a good command of English. The curriculum emphasizes basic English language skills and concentration in linguistics, literature, and TEFL.

The Department currently publishes two well-acclaimed biannual journals, Concentric: Studies in Linguistics and Concentric: Literary and Cultural Studies, and a quarterly journal, English Teaching & Learning. It also has the following teaching and research facilities: 5 computerized language labs, an acoustic research lab, an audio-visual room, and a library holding of over 50,000 books.

Established in 1956, our graduate program has primarily focused on advanced research in English and American literature, theoretical and applied linguistics, as well as the training of college instructors of English.

Department of History

Website: NTNU Department of History

The Department aims to train scholars in historical studies and qualified teachers for various levels of schools.

The graduate program requires students to develop competence in studying history with different methods such as concentrations on periods, topics, or regions.

The Department has a collection of over 60,000 books and 1,083 periodicals. It also publishes annually a series of monographs and The Bulletin of Historical Studies.

Department of Geography 

Website: NTNU Department of Geography

The development goal of the department is to incubate professional human resource for geographic research and for geographic teaching staff in high schools, to train environmental monitoring and prevent disaster, to perform territory planning and to study the GIS design and application as well as to incubate professional human resources in tourism and recreation theory and practice.

This department has geographic professional curriculums that belong to Teaching Staff Incubation Division, Program of Environmental Monitoring and Disaster Mitigation that are well operated and in good interaction with international society, Program of Regional and Recreation Planning and Program of Spatial Information.

In teaching aspect, many advanced research results have been included as teaching materials to cover all kinds of geographic concepts and technologies; generally, the students graduated from this department will have very complete geographic knowledge and will have the capability to use all kinds of geographic concepts and skills to do research, teaching or other professional jobs. In addition, this department has an evaluation system from the student to reflect teacher’s teaching status right away, and teachers can improve their teaching way or content based on this.

Graduate Institute of Translation and Interpretation

Website: NTNU Graduate Institute of Translation and Interpretation

GITI is the first master’s program of its kind offered by a national university in the country. It envisions advancing research in translation and interpretation, training translators and interpreters, and contributing to the translation of Chinese classics and local masterpieces.

Our faculty members include scholars and experts from different disciplines and professions, offering a wide spectrum of interdisciplinary training and research methodologies. To prepare GITI graduates for both academic research/teaching and business practice, our curriculum places equal emphasis on both theory and skill acquisition. GITI enjoys as its vital resources not only the support of the faculty of NTNU but also the feedback of the job market.

Each year, GITI admits 10 full-time students in translation and 10 in interpretation（master’s program）,

5 students in translation and interpretation (Ph.D. program) who must complete, respectively, 43 and 64 course credits（master’s program）, 31 course credits （Ph. D. program） practicum, and a master's /doctoral thesis to fulfill degree requirements. With a great freedom to choose from a wide variety of courses, all students must specialize in translating texts in two of the followings four areas: science and technology, law and politics, economy and commerce, and literature. Students who have not resided in an English-speaking country for more than a year are required to participate in a study-abroad program for cultural exposure for at least three months. GITI graduates are expected to be bi-lingual, bi-cultural translators and interpreters.

Graduate Institute of Taiwan Culture, Languages and Literature

Website: NTNU Department of Taiwan Culture, Languages and Literature

The Institute boasts four features. First of all, it is the first graduate institute ever founded in Taiwan devoted to an integrated study of Taiwan culture, languages, and literature. Secondly, it consists of the 3 above-mentioned disciplines, accepting graduate students equipped with basic background in these fields. Thirdly, it aims to prepare master’s and doctorates-degree-level students to conduct advanced research in their chosen fields. Lastly, it stresses both the local and the global perspectives, both theory and practice, aiming to construct the subjectivity of Taiwan culture.

Graduate Institute of Taiwan History

Website: NTNU Graduate Institute of Taiwan History

Graduate Institute of Taiwan History is established on August 1, 2004 and Associate Professor Tsai Chin-tang is our Director. Our institute has five full-time Professors and eight Part-time Professors now. Our orientation emphasizes on the Marine History, History of Taiwan District, History of Taiwan Culture, Paleo-history and History of Taiwan Industries and Technology, etc. All these topics cultivate students’ understanding on the development of Taiwan. On the research method, we emphasize on the historical theory, literature, historical material, as well as the fieldwork.

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