College of Design - Architecture
About US
Introduction

In 1960 the Department was established under the direction of Professor Yue-chen Yu to become the first five-year Architectural Engineering Program in Taiwan, with recruitment according to a single-class system. In the following year Professor Yu-pao Hwang took over responsibilities as director of the department. Altogether with 12 years under directorship of professor Huang, the Department established for itself a rich academic foundation and liberal academic atmosphere. In 1973, the Department relocated from its courtyard-style "architecture village" to the Architecture Building which was built as a result of the cooperation between Department staff, students and alumni. At this time the Department also reorganized, becoming a dual-class system. In the same year, Department alumni, Professor Chile Wang, returned home and took charge of the Department affairs. He was followed by a number of other alumni who had also gone abroad to pursue advanced studies, later returning home to take up teaching positions at the Department and enrich the Faculty resources. In 1974, the Department of Architectural Engineering changed its name to the Department of Architecture, and the role of Director was taken on by Professor Chao-chuan Yu. In addition to conducting a comprehensive review and revision of the original curriculum, Professor Yu also openly invited local scholars to come and offer new courses at the Department. In 1978, Professor Ze-hai Chung took over responsibilities as Department director and continued to strengthen the faculty`s teaching resources while simultaneously strengthening professional training to provide students with the independent thought and liberal creative capabilities. In order to raise the level of quality in academic research and improve the learning atmosphere, plans were made for the Architecture Research Institute which was established in 1984. The Institute cultivated talented professionals with a focus on academic research methodology and innovative design. In the same year, Professor Yu Chao-ching managed the responsibilities of both Department Director and Dean of the Research Institute. In order to strengthen the general education foundation and better the academic research atmosphere, curriculum integration was also actively pushed forward at this time. In 1988, in order to raise the quality of education for undergraduates, the Department returned to a "single-class" system, while simultaneously planning and establishing a College of Design with the objective of creating a system of interdisciplinary integration. In 1989, Professor Wei-hsun Hsie became Department director and began coordinating with the Department`s education objectives to implement curriculum integration and provide students with an integrated learning experience and comprehensive knowledge in Architecture.

In 1993, with donations from Department alumni the Zuo-Sheng Research Center was formally opened, providing faculty and students in the Research Institute with a superior research environment and a more favorable learning space. In 1994, Professor Chaoli Guo took over as director and pushed for equal development of humanities, environmental and house building science research in the field of architecture. His comprehensive revision of the curriculum made design studies central while establishing a mechanism that actively strengthened faculty resources with the objective attaining an international-class level of education quality.

In 1997, Professor Hui-cheng Lin became Department director moved to promote discussion on Architecture Culture by adding a cultural resources research focus to the Research Institute curriculum. The aim was to train talented professionals with skills orientated towards cultural resources protection who could actively promote and take part in local cultural resources protection. In 1999, Professor Cheng-ling Hwang became Department director and continued to promote curriculum integration and revise the design training course setup. In order to give flexibility to the professional architecture training he also established a new mechanism for future architectural education. In the year 2000, Professor Jun-ming Hwang became the acting director of the Department, becoming formal director in the following year. During his term, to give a richer and more globally focused aspect to the method and environment of architecture studies at the Department, he moved to invite renowned international architects to serve as advisors; arranging for them to hold classes, workshops, forums, on-campus and public lectures, and works exhibits, with hopes of raising the architectural design abilities of students and broadening their international view in the field of architecture.

In 2005, Professor Cheng-hsiong Chen took over as director, and in response to the trend of internationalization and society’s need to pluralize, he arranged for the expansion of international academic exchanges and continued to add to the breadth and depth of students learning while expanding equipment and faculty resources for education in computer assisted design; thereby also strengthening the digital architectural learning environment.

In 2007, the Design Doctoral Seminar was founded as an independently organized design institute. Afterwards adjustments were made to integrate and it was reorganized as the Design PHD Degree Program, breaking through the limitations of the academic field and creating juncture for comprehensive design studies and research with architecture as a main axis of development –and consequently, a new level of professional architecture development and thinking was created. At the same time, in accordance with the trends of "sustainable development" and "interdisciplinary integration", the related faculties in the Department of Architecture and the College of Design, created a "cultural resources curriculum" and "environmentally sustainable building curriculum" while strengthening the horizontal integration of professional development.

In February of 2007, Professor Horigome Kenji became Department director and staying true to the trend of internationalization and society’s need to pluralize, he made a comprehensive revision of the professional architecture curriculum and actively strengthened interaction between the Department’s students and the people from the professional sector; combining theory with practical application and R&D to better the practical training foundation of students and cultivate professional talent in architecture.

In February, 2009 Professor Kuang-chung Cheng took over the duties of Department Director and is currently still serving in this capacity.

Mission

The Department of Architecture has responded to the international development trends of “sustainable development” and “interdisciplinary integration”; and together with the related departments and faculties of the College of Design, we developed the “historical architecture and ruin preservation curriculum” and “sustainable environment building curriculum” and are working to strength the horizontal “integration” of professional curriculum development. The College of Design PhD Design Seminar, which was independently organized in 2007, is reorganized as an inter-organizational “Design PhD Degree Program” with architectural studies as one of its axes of development. The Program offers an opportunity to extend the growth of professional architecture development and bolsters vertical integration of professional development courses that we have implemented to reach the goal of creating consistency between professional architecture education and academic research.

Education is not merely the pathway to explore knowledge and skills but is a process of forming character and searching for personal life meaning.This is why CYCU’s education mission is to implement balanced “holistic education” with the goal of creating harmony between God, Man, Mater andSelf. Hopes are to cultivate young people with a sense of care for organization, dedication towards the collective and responsibility towards society; providing them with ethical qualities that correspond with outstanding academic professionalism and their own style of service in leadership and insight so that in thought and deed they will demonstrate a far reaching international field of vision.

University education development objectives and policy:

Holistic: Education of Socially Holistic People
Global: Raise International Talent
Professional: Foster Workplace Professionals

In recent years, CYCU has had extensive experience with respect to the character and direction of national comprehensive education and has faced a rapid-changing social environment. Only with “character” to guide the way can a “professional” provide society with real value and only when “general education” is melded with “professional education” can professional talent be developed. Therefore the primary mission in educating students at CYCU is to:

Raise International Talent with Character and Professionalism

Along with rapid generational change, and in reflection of the role of university education, CYCU’s Department of Architecture, in line with the university’s educational philosophy of “People-oriented Care for Life” and the motto of “Devout Action”, is leading students to respond to the 21stCentury trends of change, diversification, technology, internationalization, democratization with “sound professional attitudes, broad professional knowledge and superb professional skills”. The Department of Architecture, according to the education objectives of the university and the mission stated by the department and faculty, has established the following education goals:

Raise professional talent in Architecture who possess:

Guided by overarching concepts pertaining to architecture we take concerted action towards the common pursuit of the educational goals that are derived from the educational mission, philosophy and stated purpose of the Department and Faculty. With the three dimensions of “magnanimity (holistic), breadth (global) and depth (professional)”, we have actively developed a learning environment and curriculum for professional development, designed to lead students to a position where they may face competition and trends of globalization. Also, throughout the course of study, students will learn to develop their own unique character and professional skills. We maintain that the basic abilities, professional skills and other professional characteristics that international professional talent should possess are:

Sound Professional Attitudes: cultivated humanities and professional ethics, with service and teamwork sentiments
Broad Professional Knowledge: Compatible with life care and cultural heritage, with broad vision and an international perspective
Superb Professional Skills:innovative thinking and the ability to integrate, with expertise and practical skills

Each person is endowed differently, with distinct character, abilities and environmental influences; therefore success is achieved when a person brings his or her individual potential to the fore. We focus our attention on the spirit of a student’s self-learning, personal development and autonomy; cultivating the virtues of responsibility, discipline and cooperation in people who possess the ability to respond to a new society with an ambition to create a new generation. We lead students to use objective, respective and tolerant attitudes in pursuing life and wisdom; cultivating an understanding and care for society and the environment, while integrating the four major aspects of God, Man, Mater and Self to attain “professional and general knowledge” and a balance between “body, mind and soul”. This is done in order to achieve the goal of holistic education, with hopes that students will become learned professionals with cultural heritage, technical knowledge and professionalism. In professional education we are guided by “the human need for the environment, the influence of behavior in culture and exceeding tendency of the heart for perfection”; and through the course of professional architecture study, we emphasize the professional development of people-oriented attitudes and individual character, with a focus on skills in creativity, thought, expression, personal development and autonomy. The primary mission of professional architecture education is:

Raise professional international architecture talent who possess:
“Ideals of Reform” “Creative Thought” and “Integrated Abilities”

Objectives

Department of Architecture Development Goals and Strategies:

No. Item Goal Department Development Goal
1 Education
View
International From diverse feedback, we break through the limits drawn by the academic field and expand the scope of knowledge.
2 Architectural
Thought
Sustainable From the perspective of sustainable development, we create an opportunity to expand architectural thought and inspire a sentiment of care.
3 Professional
Development
Curricular From a perspective of curricular integration, we reveal the myth of separation between professional education and work, and raise the level of professional virtue.
4 Learning
Evaluation
Standardized From the perspective of competency, we adjust the weighting of learning evaluation processes results and return to the mission of education.
5 Learning
Venues
Life-centered From the perspective of service learning, we construct venues to experience heritage teaching and research, and create multifaceted learning.
6 Education
Environment
Information Accessible From the perspective of the information mediums, we commonly construct a collaborative platform of education and learning, and create access to diverse knowledge.
7 Organizational
Operations
Stratified From a perspective of stratified responsibility, we establish strategies and mechanisms for decision making and raise the level of administrative efficiency.

  1. International View of Education, Expanded Scope of Knowledge
    In the 21st Century, in pursuing excellence in higher education, “innovative knowledge” is a must for information based economies. Students must face the future high-level competition of information based economies and so we use a life-centered, people-orientated, adaptive, technological, international view of education in pursing the type professional education excellence and innovation necessary for this. Globalization is a major trend of the 21st Century and an “international view for education” has become a focal point of change in the promotion of education. Furthermore, “cultivation of architecture professionals with broad fields of view and international understanding” is one of the main education goals of the Department. We believe that the most concrete method of education is real-life experience and to “learn by doing”, while simultaneously giving students knowledge of different cultures. Currently our goals of internationalization emphasize international education exchange cooperation to enrich students’ international competitiveness and elevate education standards. We aim to respond to internationalization as well as the effects and opportunities associated with Taiwan’s entrance into the WTO, with future development that takes into account both “localized” and “globalized” related issues. Considerations are given to conflicts that arise as a result of these two trends while heading in the direction of “sustainable environment” development. While responding to trends of international development and addressing society’s needs with respect to internationalization and diversification, students are encouraged to pursue related issues. Furthermore as they learn and add to the breadth and depth of their studies, students will expand their international perspectives in the field of architecture while strengthening their international competitiveness in architectural design.
  2. Sustainable Thinking for Architecture, Inspired Sentiments of Care
    Along with the rise in national economic strength and social prosperity, ecosystems have been disrupted and the natural environment has deteriorated, resulting in a clear and wide-spread phenomenon. Mankind’s “environment of existence” is attracting increased amounts of attention from architects. This is why looking at the environment from the perspective of sustainable building is the future road and direction of development for the architecture industry. The concept of “sustainable development” respects the boundaries of the environment and ecosystem. The burden that architects shoulder is now not merely to create visually aesthetic spaces; they must also address the existence of nature and man and the creation of systems that meld the two in an extended structure allowing for development of society and culture. Architectural design should, as a type of relatively complex living organism, develop and exist within the context of different climates, cultures, and technological environments. With the architectural concept of "sustainable development" as a starting point, professional leaders in architecture must also possess: broad bases of architectural knowledge and in-depth professional capabilities; technical integration capabilities; and good understandings of sustainable environments. Therefore, the concept of “sustainable development” is the Department’s overarching direction for development. During the time of their studies, expectations are to allow students to be able to nurture a passion towards architecture, gain a strong sense of direction towards the improvement and creation of architectural environments, and acquire the ability to perform on the job while making active contributions to the architecture industry. We also anticipate that they will get a good grasp on the world-wide trends of “information-based systems, globalization, and Green living”. And finally, we hope that they will strengthen their technological innovation while promoting the balanced development of culture and technology and create quality “productive and living environments”.
  3. Curricular Professional Development, Better Professional Skills
    Professional education traditionally adopts a model of “separate departments of education and separate fields of study”, and along with technological and economic development, this new generation now experiences a high degree of division; and so the knowledge of each department has continuously been divided into new fields of study. Furthermore, curriculum has become increasingly complex. This not only means that the knowledge leant by students is trivial, fragmented and unrelated but has also results in needless redundancies in curricular content. “Program-oriented Education” is a non-organized structure of study which focuses on “interdisciplinary horizontal knowledge integration”. It is built upon clearly independent department courses and provides a quality intermediary for “knowledge integration” which can reach education goals that are individualized and adapted to the learner’s special qualities. University education is intended to prepare students to face future career challenges; therefore, curricular planning should focus on a foundation of academic theory and provide the latest forward-looking professional knowledge or skills while paying attention to the system of low-level and high-level course articulation. Attention needs to be given to the integration of area-focused and interdisciplinary curriculum, looking at the feasibility of integration with new areas of study and the practicality in connecting with future careers. Curriculum planning should move towards the goal of integrated and instructive courses to encourage students to possess proactive learning motivations and abilities. Students’ advanced studies and future employment goals should set the curriculum markers and course planning goals and content should be organized accordingly. For this reason we review the appropriateness of course content and merge course content of similar nature, while offering innovative and integrated courses with hopes of integrating curricular and teaching resources and raising students competitiveness.
  4. Standardized Learning Evaluations, Returning to the Educational Mission
    Professional Architecture curriculum emphasizes that “students should engage in learning activities with an attitude focused on managing and solving problems; students learning should be autonomous and activities should be subjective.” Therefore, education activities adopt a subjective education and cooperative learning method to advance each of the various “capabilities”. In order to cultivate students’ professional “basic capabilities”, the Department has divided the course structure is into five areas of learning and each area is implements through its own learning activities. In turn the “basic capabilities” translate in to “competency index benchmarks”, which are represented in each area’s teaching materials, education and evaluations. The Department’s integrated curriculum of “architecture design” is also a type of “capability-oriented curriculum”. Basic capabilities are developed primarily through the use of appropriate “learning methods” which vary from the main teaching material of content-based curriculum. For this reason, the “architecture design” education model follows the idea that: “the education initiative belongs to the teacher and learning autonomy belongs to the student”. At the time of evaluation it is important that each of the various abilities are accounted for while also paying attention to the effectiveness of the evaluation. Therefore, we must establish a set of traceable education evaluation indexes and continue to improve the mechanisms, raise teaching quality and pursue the education mission.
  5. Information-Accessible Education Environment, Create Diversity in Knowledge
    In the past ten plus years, computers-aided architectural design has become popular and we understand that with access to information, designers can easily and accurately get a handle on design, alleviating the laborious manual methods of production and providing those who have stakes in the design with an effective tool for communication. Furthermore, architecture design is an operation involving a major base of architectural knowledge; and so, through full integration with information technology, communication between various users can be facilitated – user to user, computer to computer – and possibly stimulate and increase the creative capabilities of the designer. We hope that integration between computers and information technology can provide a new pathway for design and strengthen the mechanisms, aesthetics, technologies, economies and humanities related factors of traditional architecture design education, allowing for the “information intermediary” to become the greatest aid in architecture design. At the same time, though Internet education has offered some blows and challenges to the traditional education method, it has also provided education with a rich source of and application pipeline for information. Computers and the Internet have broken through barriers of time and space, not only influencing lives, but also impacting learning patterns. With the support of the Internet, education can function as a systematized teaching and learning activity. For education, through mediums of technology, teachers and students can be connected and both sides can be provided with a means of communication which allows for interaction to take place between teachers, teaching materials and students and meet the intended goals of education while allowing students to adjust their own learning progress according to individual learning capabilities. Furthermore, through the Internet it becomes easier to establish diversified knowledge allowing students to learn without limits to locale.
  6. Life-Centered Learning Venues, Creation of Multifaceted Learning
    In the 21st Century, an era of rapid change, our work, lives, career development, community relationships, etc., all must have a new way of thinking and a new field of vision. The nature of education and the method of implementation also require coordination with future needs and effective methods that can produce a new vision. University education should assist students in acquiring the capability to reflect on individual, self-development; connecting service learning with life and melding them together. Only then will students develop their potentials and be led to pursue individual growth. Because of the democratic and pluralist developments in Taiwan’s society, as well as the infusion of individualistic though, this era’s younger generation has seemingly formed its own sub-culture: “no investment in self, no effort in work, no gratitude to others and no appreciation for what they have”. We emphasize educating students in character, attitude and morals, to strengthen their service learning ability and to deeply implant students with competitiveness for their futures. Service learning has become an important issue related to the education and social development in recent years; it is also a type of service that emphasizes factors of learning. It involves planned service activities and through the process of structured reflection aimed at meeting the needs of those being served and promoting the development of the one serving. Simply stated, it is “learning by doing”. Also, hopes are that participants, through the process of engaging in service learning, will have an opportunity to pursue a type of sublime, forward-moving and touching experience in their lives; to reflect, to learn and to grow.
  7. Stratified Organizational Operations, More Efficient Organization
    Organizational restructuring signifies a rethinking of organizational operations and structures to re-examine issues surrounding the organizational models, structures, budgets and resource allocation as to adapt to the dramatic changes experienced by external environments. In line with a concept of stratified organization management for “policy resolutions” and “affairs decisions”, the Department and Faculty administrative organization structure is adjusted and separated into “policy” and “affairs” related work. Furthermore, a standardized management mechanism is constructed to raise the level of efficiency. The Department Affairs Board is organized under “policy resolution” and each function of the committee is set up according to the principle of “stratified authorization”. Each committee is responsible to the Department Affairs Board or the Department Director and must deliberate the planning of teaching, counseling, research and other related items, supplying the Department Affairs Board with resolutions or the Department Director with advice. The Department Director is the “head of affairs decisions” and the administrative staff undertakes the responsibility of affairs related work. Furthermore, they work to complete each item of the Charter and organizational operations while pursuing continuous improvements in sophistication and the quality of education.

Future Prospects

With the favorable consensus of the department, faculty and coworkers as a whole, concerted action is taken to mutually pursue educational goals that are derived from our mission and philosophy. Furthermore, according to the goals of the Department, we have planned to set in place a comprehensive and advanced curriculum structure. Through both theoretic and practical thought as well as professional and collaborative educational mechanisms, we will put our hearts and souls into cultivating students so that they possess ideals of reform, innovative thought and integrative ability; allowing them to become professional architects of international caliber.
Through the process of education, the CYCU Department of Architecture will:

Use a new model to meld humanities with technology, raise collective virtues and demonstrate the essence of “holistic education”;
Use new development to meld technology with humanities to ignite knowledge integration and to reflect the value of a “knowledge based economy”;
Use a new understanding of the smart application of technology to peruse harmony between people and the planet and realize the concept of “sustainable development”.


Undergraduate

  1. A Core “Ability Based Curriculum” Education Model
    “Architecture Design” is the art and activities of mankind and the environment; it is a type of complex process with endless variations. The learning of “design skills” comes through the experience of handling and solving different problems and involves students’ autonomous participation and subjective participation in learning activities. It is not done through recall or declaration, but rather it finds its expression as part of the action, judgment and creativity involved in the process. For this reason, most important to the design education model is the “student’s autonomous, self-motivated participation, personal sense of responsibility, and personal initiative towards problem solving”.

    Professional education is planned according to a professional area of study, and its objective is to develop the potential of the student and allow him or her to become professionally competent in serving society.

    “Professional competency” involves demonstrating a professional attitude, professional knowledge and professional skills while working through any set of problems. In our architecture education, “art and skill” and “implementable” design curriculum make up the core. Creation of a learning environment with “implementation” at the center and “theory” as an aid, the architecture design curriculum integrates the three areas of “history and theory”, “urban areas and the environment” and “science and technology”. With a focus on practicing skills, implementable design curriculum emphasizes the development of students’ potentials while cultivating the basic competencies the students will need in their careers. At the same time, attention is given to the learning of knowledge and skills. Furthermore, with respect to the theoretic “teaching content based” professional curriculum; once students learn knowledge and skills of these courses, they will be able to develop the core capabilities, and therefore course content is the most key factor. For our design curriculum, we set direct goals for the capabilities that will be developed, so that how to accomplish them, is a matter of applying principle-based advice and giving the education initiative to the teacher.

    Each year’s Education Focus: first year focuses on basic curriculum training and developing basic architectural concepts; second and third year are dedicated to architectural design drills and cultivating capabilities in architecture and planning analyses; fourth year is then focused on training in architecture theory, skill, and methodology, to strengthen the working capabilities related to practical affairs and environments; fifth year emphasizes training in organization capabilities and development of architecture projects. This “academic-year oriented” architecture education model is then converted into a “capabilities based” “3+2+0” model which is comprised of professional basic training, professional development learning and the graduation design project. Under the architecture design “three stage program” students will learn to become architecture professionals with rounded qualities, comprehensive abilities, and innovative thought. Furthermore, according to the concept of “concurrent theory and practice”, in the first stage (1st,2nd and 3rd year), the “professional basic curriculum” and “professional basic interning” are arranged; during the second stage (4th and 5th year) the “professional development curriculum” and “professional development interning” are scheduled, while in the final stage, the “graduation design project” brings the 5th year professional curriculum to a close.

    Professionals should possess extensive knowledge and sound logical thinking capabilities to perceive changes in the social environment with insight into trends of social development. Furthermore, they should have the ability to make accurate judgments and propose solutions for real problems. Consequently professional education is not simply about providing students with facts and information, but rather is about stimulating and inspiring intellectuality, expanding fields of view and scopes of thinking. The learning process is not about finding a “standard answer” but rather about letting students learn to thinking for themselves and explore answers to the problems; training their analytic thinking and problem solving capabilities. Students in our department, at the time of graduation, must possess the following core capabilities:
    • Apply mathematics, science and engineering
    • Analyze and interpret the environment and to ask questions
    • Apply techniques, skills needed and the use tools necessary for architecture related practical affairs.
    • Effectively communicate and work with a team
    • Identify, analyze, plan and solve architecture and environment problems
    • Understand the effect architecture has on the environment, society and the planet; foster a habit of continuous learning.
    • Understand professional ethics and social responsibility.

    Because the architecture design items of evaluation (e.g. creativity, critical thinking, comprehensive integration, analytical reasoning, expression and communication) are not easy to predetermine; furthermore, because the content of evaluation is not only limited to knowledge and the learning for each “capability” item also involves added understanding, therefore: We follow the principle of “process oriented education and emphasis of professional results”, beginning with the implementation of “design capability evaluations” and then making assessments according to performance grade during the learning process.
  2. “Professional Capability Indicators” Prevail in Learning Evaluation
    “Content-oriented curriculum” focuses on the “syllabus”, while “capability-oriented curriculum” is focused on the “teaching method”. Basic architecture capabilities are fostered through five learning areas; and different areas of learning include different learning objectives (with competency index benchmarks). Curriculum is planned with different depths of learning according to each different year of study, while at the same time; horizontal integration takes place between each year of study. First off, the syllabus of each area of study should strengthen the “basic capabilities” for the overall curriculum; and while cultivating capabilities in each area of learning, even though specialties vary, as long as the aggregate teaching results are met, the curriculum objectives will also be met. Capabilities pertaining to “knowledge and technical know-how” appear in the teaching materials of each area, and therefore, through studying the materials, these capabilities will be acquired. The other “capabilities” primarily are developed by applying appropriate “learning methods”. In order to help students develop the basic professional capabilities they will need for their careers, in class we plan education activities according to the “five areas of learning”. From there we further translate the basic abilities into “competency index benchmarks” for each area of learning. The department’s professional areas of learning, basic capabilities are seen in Chart:

    Chart :Professional Learning Area, Basic Capabilities
  3. Capability Index/Learning Area Architecture Design Housing Technology Urban Environment Historical Theory Professional and General Knowledge
    1 Writing and speaking ability X X X X X
    2 Criticism X X X X X
    3 Charting X       X
    4 Research X        
    5 Understanding of Spatial Order and Organization X        
    6 Basic Spatial Design X        
    7 Cooperation X        
    8 Understanding of Traditional Culture       X  
    9 Cross-cultural Understanding       X  
    10 Understanding of National and Local Conditions X   X    
    11 Design Project Analysis X   X    
    12 Understanding of Relationship between Environment and Behavior     X    
    13 Understanding of Mankind’s Diverse Needs X X X X X
    14 Environmental Accessible Design X        
    15 Sustainable Development X X X X  
    16 Architectural Planning         X
    17 Grasp of Environmental Conditions X X X    
    18 Understanding of Structural Systems   X      
    19 Understanding of the Physical Environment Control Systems   X      
    20 Understanding of Disaster Escape Systems   X      
    21 Understanding of Architecture Façade Systems   X      
    22 Understanding of Equipment Service Systems   X      
    23 Ability to Integrate Architectural Systems   X      
    24 Understanding of Materials and Structures   X      
    25 Understanding of Lifecycle Costs and Building Cost Estimates   X      
    26 Ability to Explain, Sketch and Create Construction Blueprints   X      
    27 Understanding of Role and Responsibility to Owner X        
    28 Overall Architecture Planning Implementation X        
    29 Understanding of Architecture Administration Tasks         X
    30 Understanding of Execution of Business         X
    31 Understanding of Professional Responsibilities of Architects         X
    32 Understanding of Professional Integration and Leadership X        
    33 Understanding of Relevant Laws for Architects X       X
    34 Understanding of Professional Theory and Professional Judgment X       X

    According to the “education objectives”, we determine and clarify the evaluation content and strategy content. Before the education and evaluations begin, we must be sure of the significance of each “capability” item and plan an effective education strategy to increase the students’ abilities. Because capabilities is demonstrated through the process of handling and solving problems, evaluation is also done throughout the course of education, so as to better understand the real situation of the students’ learning, and make timely adjustments in teaching. The primary objective of the evaluation is to diagnose learning gaps, suggest learning focuses and stimulate learning motivation, with hopes that every student can participate in learning activities and acquire learning. Therefore the purpose of evaluation results is not to compare between students to see who the winner is, but rather to encourage individual desire to learn and assist in resolving individual learning difficulties. During evaluations each capability item must be taken into account and attention must be given to the effectiveness of the review. Capability-oriented curriculum should directly indicate whether “competency index benchmarks” are met, so that “the education initiative belongs to the teacher and learning autonomy belongs to the student”.

  4. “Curriculum Modules” as Guides to Professional Development
    Knowledge integration is not merely about the “separation” or “togetherness” of courses but rather is an interdisciplinary concept of integral and stratified “unification”: it is a type of “education mechanism” and “learning model” reformation. With respect to the purpose and education mission of the undergraduate professional architecture education system, the curriculum planning and principles should integrate a “processes model” and “objective model”; with the process model strengthening student learning activities and flexibility aided by the objective model’s spirit to establish the axis for curricular concepts. With respect to the curriculum concept and execution criterion, the five year undergraduate architecture education system allows students to enter the working world for professional growth; this is different from regular undergraduate education which primarily uses a passive academic approach. Every learner must be considered, so that they all have the ability to enter the real world.
    Curricular planning has adopted an “axis” & “module” arrangement, which uses a single axis with a diverse curriculum module for its structure and integrates courses into: novice, common or basic development courses; intermediate aptitude-based trial and special area basic professional training; and, advanced professional refinement and related professional integration training. Module arrangement uses a “studio” and “program” method which applies to practical curricular planning. During the course of study, students determine their directions of development based on their career or advanced study plans or their personal preferences. Also, in order to ensure that following graduation students are able to immediately enter into the professional community; and, so that in their future careers, along with their experience or continued learning, they can continue to grow; therefore, in addition to the learners` generic professional disciplines, the scope of the curriculum also includes course content that is more in-depth with a high level of diversity.
  5. Planned Module Curriculum
    Planned according to professional education and general education objectives, professional capability-oriented education is put into practice. Principles of curriculum planning are: developmental, integrative, consistent, principled, functional, flexible, life-oriented, community-oriented, adaptive, and sustainability-oriented. Therefore, we have set up a module curriculum to provide knowledge integration and opportunities for adaptive development. Module curriculum planning is in accordance with Chart .
    Chart :Curriculum Module

  6. Module 1st Year Professional Basic Curriculum 2ndYear Professional Basic Curriculum 3rdYear Professional Basic Curriculum Total
    Credit
    4thand 5thYear Development Curriculum
    History
    of Architecture
      - Chinese Architectural History 2
    - World Architectural History 2
    - Introduction to Contemporary Western Architectural History 2
    - Contemporary Taiwanese Architectural History 2
    - Contemporary Western Architectural History 2
    Req. 4
    Opt. 6
    Total10
    nArchitecture Design:
    History of Architecture(HA)Studio
    nGraduation Project: History of Architecture Special Topic
    nSpecial Topic Course:
    - Special Topics on Chinese Architecture3
    - Special Topics on History of Architecture2
    Green Architecture -Architectural Physics 3 - Concepts in Green Architecture 2 - Architectural Equipment 3
    -Environmental Control 2
    Req.6
    Opt.4
    Total10
    nArchitecture Design:
    nGreen Architecture(GA) Studio
    nGraduation Project: Special Topics on Green Architecture
    Digital Architecture - Concepts in Computer Application(I)2
    - Concepts in Computer Application (II)2

     

    - Computer Drawing (I)1
    - Computer Drawing (II)1
    - Computer-aided design(CAD)(I) Opt.2
    - Computer-aided design (CAD)(II) Opt.2
    Req.6
    Opt.4
    Total10
    nArchitecture Design:
    nDigital Architecture(DA) Studio
    nGraduation Project: Special Topics on Digital Architecture

Graduate

The Department of Architecture recognizes that through the course of professional education outdated knowledge cannot be used to education current students in a way that they will be able to face the future, and so, in 1984 the Master Program was established to cultivate professional talent who are able to perform independent research with the ability to think freely and respond to a constant-changing world. The Department of Architecture already possesses complete university-level professional education organization and curriculum which covers broad areas of learning, including humanities, society, and technology as well as a variety of choices and development opportunities in professional studies.

?摻ndergraduate (Bachelor’s) Program was established in 1960 with professional learning courses that aimed at training professional talent in basic architecture; awarding a “Bachelor’s Degree in Architecture”

??nbsp;Graduate (Master’s) Program was established in 1984, recruiting graduates from the Department of Architecture and other related disciplines to apply professional research oriented curriculum to cultivate professional architects and creative designers with the ability to perform independent research; and awarding a “Master’s Degree in Architecture”.

??nbsp;In 2003 the Master’s Program added a “Master’s Program for Working Professionals” and applied professional development curriculum to give professionals from architecture related fields an avenue for advanced studies and awarding a “Master’s Degree in Architecture”.

?態s part of the architecture academic research development structure, in 2007 the Master’s Program adopted an “academic level group organization” method to organize the “College of Design Institute for Cultural Heritage” and establish the “Cultural Heritage Master’s Program” to train Cultural Architecture workers and offered a “Master’s Degree in Cultural Heritage”.


College of Design Structure, from Department of Architecture to PhD Curriculum

CYCU Architecture Research Curriculum Structure

  1. Each group of required (Req.) and optional (Opt.) course structure
  2. Architecture Group Courses Common Areas Professional Area Graduation Thesis
    Common Curriculum Core Curriculum Regular Curriculum
    Architecture Group Group A

    Seminar (I)~(IV)
    1+1+1+1

    Design Seminar (I) and (II) 1+1

    Req: 4 credits

    Req. and Opt: 2 credits

    Architecture Design 4
    Urban Design 4

    Req and Opt: 8 credits

     

    Introduction to Contemporary
    Western
    Architecture
    History

    Introduction to Contemporary
    Japanese
    Architecture
    History

    Architectural
    Theory and practice

    (choose 2 of 3)
    Req:6 credits

    Master Degree Thesis
    Req: 6 credits

    Group B

    Taiwan Contemporary Architecture Special Topics 3
    Taiwan Modern Architecture Special Topics 3

    Req. and Opt: 6 credits

    ※Those who wish to graduate with a cross-category focus must first complete the 20 credits from the original category and then take 20 credits cross category credits (courses that are the same may be exempt) prior to writing the cross-category graduation thesis.
    ※ For obtaining the degree, Master Degree Thesis is required for the degree’s oral examination as the work of research outcomes. The attendance and publishing for the academic conference or the architectural related competition/exhibition (department approved) in those national/international level is required before applying for the examination and graduation of master degree.
    ※ For Architecture Group A and B, the forms of planning/design projects (texting and drawings) and technical reports are accepted for the oral examination of Master Degree. Those whom professional architecture design course that exceeding 6 credits and professional courses exceeding 3 credits, need to be approved by the supervised professors. The provision of academic thesis together with the approved attendance and publishing for the academic conference or the architectural related competition/exhibition (department approved) in those national/international level is required before applying for the examination and graduation of master degree.
    ※For the cross-group students, optional courses may not exceed 6 credits; the courses that provided by other faculties must be approved by the supervised professor and department director.
    ※Total credits required for graduation is 36 (including 6 credits for the thesis)

     

    Cultural Heritage Group Courses Common Areas Professional Area Graduation Thesis
    Common Curriculum Core Curriculum Regular Curriculum
    Cultural Heritage Group

    Seminar (I)~(IV)
    1+1+1+1

    Design Seminar (I) and (II) 1+1

    Req: 4 credits
    Req. and Opt: 2 credits

    Professional Internship 1
    Cultural Heritage Preservation Seminar (I) and (II) 3+3

    Req. and Opt: 7 credits

     

    Cultural Heritage Group

    Opt: 17 credits

    Master’s Thesis 6

    ※ For obtaining the degree, Master Degree Thesis is required for the degree’s oral examination as the work of research outcomes. The attendance and publishing for the academic conference or the architectural related competition/exhibition (department approved) in those national/international level is required before applying for the examination and graduation of master degree.
    ※For the cross-group students, optional courses may not exceed 6 credits; the courses that provided by other faculties must be approved by the supervised professor and department director.
    ※Total credits required for graduation is 36 (including 6 credits for the thesis)

     

     

    Master’s Professionals Courses Common Areas Professional Areas Graduation Thesis
    Common Curriculum Core Curriculum Regular Curriculum
    Master’s Professionals Class

    Seminar (I)~(IV)
    1+1+1+1

    Req: 4 credits

    Introduction to Sustainable Development 3

     

    Req. and Opt: 3 credits

     

    Master’s Professionals Class “In-house credits and credits from other faculties”
    Opt: 23 credits

    Master’s Thesis 6

    Two Technical Reports and an additional 9 credits may substitute

    ※ For obtaining the degree, Master Degree Thesis is required for the degree’s oral examination as the work of research outcomes. The attendance and publishing for the academic conference or the architectural related competition/exhibition (department approved) in those national/international level is required before applying for the examination and graduation of master degree.
    ※The optional courses within the General curriculum, in principle, shall be offered by the faculty, and the credits from other faculties may not exceed 6; optional courses must be approved by supervised professor and department director.
    ※For Cultural Heritage Group, the forms of planning/design projects (texting and drawings) and technical reports are accepted for the oral examination of Master Degree. Those whom professional architecture design course that exceeding 6 credits and professional courses exceeding 3 credits, need to be approved by the supervised professors. The provision of academic thesis together with the approved attendance and publishing for the academic conference or the architectural related competition/exhibition (department approved) in those national/international level is required before applying for the examination and graduation of master degree.
    ※Total credits required for graduation is 36 (including 6 credits for the thesis)

  3. Regulations for Credit Taking Under Non-Architecture Related Fields

  4. Regulations for Credit Taking Under Non-Architecture Related Fields Under Revised Course Names
    Architecture Group Design Category Introduction to Architecture; Architecture Design (III); Architecture Design(IV)
    Architecture Group History and Theory Category World History in Architecture; Chinese History of Architecture
    Cultural Resources Group Traditional Architecture and Environment; Community Building; Re-use of Industrial Heritage; Chinese History of Architecture (choose 2 of 4)

    Regulations for Credit Taking Under Non-Architecture Related Fields Under Revised Course Names
    Architecture Group Design Category Introduction to Architecture; Architecture Design (III); Architecture Design(IV)
    Architecture Group History and Theory Category World History in Architecture; Chinese History of Architecture
    Cultural Resources Group Taiwan Traditional Architecture; Community Building; Re-use of Industrial Heritage; Chinese History of Architecture (choose 2 of 4)

    Note: Non-Architecture Related Programs refers to graduates from departments other than Engineering, Architecture, Architecture and Urban Planning, Architecture and Urban Design.

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