課程資訊
課程名稱
認識全球與在地國際化
Global Competence with Internationalization at Home 
開課學期
110-2 
授課對象
生物資源暨農學院  森林環境暨資源學系  
授課教師
袁孝維 
課號
Forest2048 
課程識別碼
605E26260 
班次
 
學分
2.0 
全/半年
半年 
必/選修
選修 
上課時間
星期四8,9(15:30~17:20) 
上課地點
博雅101 
備註
本課程以英語授課。兼通識A35*。與周家蓓合授
總人數上限:400人
外系人數限制:390人 
 
課程簡介影片
 
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課程概述

Worldwide challenges such as racial inequality, climate change, and the COVID-19 pandemic have revealed the importance of not excluding any country from the process of globalization. To solve global problems, we need to increase our global awareness, and adopt practical and appropriate strategies. In 2018, "Global Competence" was added as a criterion in the Programme for International Student Assessment (PISA) for the first time. Taiwan ranked 5th out of the 27 countries that participated in the test. Although encouraging, there is still room for improvement.
International mobility should not be the only way to acquire international perspectives and experiences. Due to the unpredictable development of the pandemic, "local internationalization" has become a good alternative to international mobility. For the 110-1 semester, two professors specializing in international affairs and education, Executive Vice President Prof. Chia-Pei Chou and Vice President for International Affairs Prof. Hsiao-Wei Yuan, will co-offer a class titled "Global Competence with Internationalization-at-home." Additionally, foreign representatives and the Ministry of Foreign Affairs will be invited as guest-speakers. The following section is the curriculum mapping and work assignment. They will talk about their countries’ unique issues, share observations from their experience in foreign service, and highlight what is worth learning from Taiwan. The topics will cover complex issues that society is currently facing, in areas such as education, diplomacy, economy, ecological and environmental protection, philosophy, etc. This course hopes to elevate the professional and global competence of students in the international or multicultural field.
A series of thirteen lessons has been planned for the course. In addition, a comprehensive discussion session will take place after every few lessons. Students will conduct group discussions based on the discussion questions which focus on how to relate this course topic with Taiwan’s current situation, and then provide a summary of their discussions. Therefore, students are required to collect the local information about this topic and sort out how to compare and improve this issue. This will encourage both independent thinking and interpersonal communication. We hope to stimulate further ideas through speeches and exchange of opinions. Finally, this course also provides a selection of materials for further reading. 

課程目標
This course hopes to encourage students to not be limited by their departments or fields, and to explore new international issues from different fields. Through this class, they will be able to expand their horizons and explore their potential in new fields. This course will also encourage students to reflect on and apply their learnings outside of the course, to prepare them for a rapidly-changing world. 
課程要求
1. Weekly assignment: All enrolled students are required to submit a 300-word report about each lecture to NTU COOL. (The report must include three key points of the lecture, and personal thoughts or unique insights on the issues discussed, which focus on how to relate this course topic with Taiwan’s current situation, and how to compare and improve this issue in Taiwan) Late submissions will not be accepted.
2. Group discussion: Groups will be randomly selected to present in every discussion class. The discussion topic and group member list will be announced in the beginning of the class.
3. Final report: Students will present in groups.

Grading method: Pass or Fail
Students will fail the course if they:
plagiarize in reports;
do not submit reports, in addition to being absent from the class for three times or more;
are absent from the final presentation 
預期每週課後學習時數
 
Office Hours
 
參考書目
1. Frederic Martel著,林幼嵐譯,2016,《全球網路戰爭──全球化VS在地化》,台北:稻田
2. Martin Meredith著,黃中憲譯,”The State of Africa: A History of the Continent Since Independence,”《非洲六十年的獨立史》(台北:衛城出版社)。
3. Victor, David. 2011. Global Warming Gridlock: Creating More Effective Strategies for Protecting the Planet. Cambridge: Cambridge University Press.
4. 麥德文譯,賽巴斯提安‧修普著,《孤寂的盡頭:全世界能向拉丁
美洲學到什麼》(新北市:野人文化出版,2012)。
5. Federici, Silvia. (2019) Re-Enchanting the World: Feminism and the
Politics of the Commons.PM Press.
6.Dani Rodrki著,陳信宏譯,《全球化矛盾:民主與世界經濟的未來》(台北:衛城出版社,2009)。
7.何建興,吳承庭主編,《印度文明經典》(台北:立緒文化事業公司)。
8.Rüland, Dorothea. (2021). Internationalization, Digitalization, and COVID: A German Perspective. International Higher Education, 106(5), 11-12.
9.Aoun, Joseph E. (2017). Robot-Proof: Higher Education in the Age of Artificial Intelligence. Cambridge, Massachusetts: The MIT Press.
10.李貴英、李顯峰主編,《歐債陰影下歐洲聯盟新財經政策》(臺灣歐洲聯盟研究叢書 5)(台北市:國立臺灣大學出版中心,2013)。
11.Gough, Annette. (2018). Sustainable Development and Global Citizenship Education: Challenging Imperatives. In Davies, I., Ho, L. C., Kiwan, D., Peck, C. L., Peterson, A., Sant, E., et al. (Eds.) The Palgrave Handbook of Global Citizenship and Education, UK: Palgrave Macmillan, pp. 295-312.
12.Tahar ben Jelloun著,黃聖閎譯,《向下扎根!法國教育的公民思辨課1-「什麼是種族歧視?在日常生活中又如何被複製?」:追根究柢各種沒來由的成見與誤解》(麥田出版社,2019)。
13.Lane, L. (2011) Conceptualizing work-life balance in the Swedish life puzzle debate - is it just about time? In I. Hojer and S. Hojer (Eds.), Family, Everyday Life and Modernity. Goteborg: University of Gothenburg.
14.Samovar, Larry A., and Porter, Richard E. (2002). Intercultural communication:A reader. (10th Edition). Belmont, CA: Wadsworth. (Useful Previous Editions:1988, 1991,1999) 
指定閱讀
 
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