中原大學地景系的課程規劃理念中，將「社區參與」視為核心價值，透過計劃性的社區服務方案，推動學生、學校與社區的互惠發展。我在兩年前重返地景系教書，秉持著上述理念，開設課程「社會設計與地方創生」、「民眾參與及社區營造」及參與「大樹教室參與式工作坊」、擔任USR計畫協同主持人等，從生活所在的社區拓展到產業環境，以「設計思考」帶領學生做中學習和深化參與式設計的操作。「服務學習」結合「社會設計」不僅是一種設計方法，更可以是一種參與的視野及社會實踐。期待學生與使用者、地景和在地經驗對話，釐清「真實的需求」而不是建造一個空洞的物件而已。
這個獎要歸功於嘉義縣梅山咖啡產銷班、桃園龍岡多元族裔地區、桃園龍潭客庄及馬祖南竿(鐵板、四維、馬港)提供中原師生服務學習的場域，讓大學、社區及業界在計畫案裏外的參與運作，建立「工作關係」，找回居民對地方的想像並醞釀有理想性的行動，這段過程滋養了師生與地方。由衷感謝，我會繼續灌溉。
At the Department of Landscape Architecture at Chung Yuan Christian University (CYCU), “community participation” is regarded as a core value in curriculum planning. Through well-structured service-learning programs, we strive to promote reciprocal growth among students, the university, and local communities.
I returned to the Department of Landscape Architecture to teach two years ago, continuing to uphold this value through the courses Social Design and Placemaking and Community Empowerment and Citizen Participation, as well as by co-organizing the “Big Tree Classroom Participatory Workshop” and serving as a co-principal investigator of a USR (University Social Responsibility) project.
From the communities we live in to broader industry contexts, we apply design thinking as a framework for experiential learning and participatory design. The integration of service learning with social design goes beyond being a design method—it serves as a lens for civic participation and a form of social practice. I encourage students to engage in dialogue with local users, landscapes, and lived experiences in order to uncover real needs, rather than simply producing empty or superficial objects.
This recognition is truly a collective achievement. I owe heartfelt thanks to the communities that have generously opened their doors to our students and faculty: the Meishan Coffee Production Group in Chiayi County, the multi-ethnic Longgang community in Taoyuan, the Hakka villages in Longtan, Taoyuan, and the neighborhoods of Tieban, Siwei, and Magang in Nangan, Matsu. These communities have provided rich and meaningful contexts for service learning—allowing academia, local stakeholders, and industry partners to build working relationships and collaborate both within and beyond project frameworks.
In doing so, we have helped residents reconnect with their own sense of place and imagine ideal futures, while faculty and students, in turn, have been deeply nourished by these experiences.
I am sincerely grateful, and I will continue to nurture these connections with care and hope.
