A brief History of the College of Science
Our university’s College of Science was founded in 1955 with the establishment of the Departments of Physics and Chemistry. Later, in 1962, the Institute of Applied Physics and the Institute of Applied Chemistry were founded. In 1969, the university was officially restructured and the College of Science was formally established. In 1972, the Doctoral Program in Chemistry was established, followed by the Master’s Program in Applied Mathematics in 1973, and the Master’s Program in Psychology in 1977. The Doctoral Programs in Applied Physics and Mathematics were established in 1981 and 1984, respectively. The Chemistry Department was divided into two undergraduate programs, the “Chemistry Group” and the “Materials Chemistry Group,” and a Master’s In-Service Program was established in the Institute of Chemistry. In 1991, the Department of Biotechnology was established, and the Department of Mathematics was renamed the Department of Applied Mathematics. The undergraduate program was divided into three programs, the “Mathematics Program,” the “Statistics Program,” and the “Information Technology Program.” In 1995, the Physics Department was divided into the “Physics Group” and the “Photonics and Materials Science Group,” and a Master’s In-Service Program was established in the Institute of Applied Mathematics. In 1996, the “Master’s Program in Nanotechnology” was established. The College of Science now consists of five departments, five graduate institutes, one master’s degree program, three doctoral programs, two Master’s In-Service Programs, and six research centers. The college not only supports the teaching of basic courses such as calculus, physics, and chemistry throughout the university but also provides an excellent environment for basic scientific research. To meet the needs of the industry and employment trends, the College of Science promotes career programs and industry visits, combining theory with practice to achieve the goal of integrating education and application. Currently, seven career programs are offered, including the “Fubon Life Employment Program,” the “Nanshan Life Employment Program,” the “Jingcai Technology Employment Program,” the “Baihong Industry Employment Program,” the “Hejing Technology Employment Program,” the “PSA Huawo Charity Foundation Employment Program,” and the “Grape King Biotechnology Employment Program.” The “Baihong Industry Employment Program” even provides students with overseas internship opportunities to broaden their international horizons.
Key Features
Our institution is built on the foundation and core curriculum of “argumentation and cross-domain innovation”. In terms of teaching, we adopt innovative teaching methods such as PBL mode, improve basic scientific experiments, and revamp the course structure. In terms of research, we not only promote cutting-edge basic research, but also actively promote cooperation with the industrial sector to increase the quality and quantity of industry-academia collaboration projects and technology transfer. In terms of internationalization, in addition to signing student exchange programs with many foreign universities, our teachers also have close collaborations with important research laboratories in foreign universities. Our students go to various foreign universities for one semester or one year, including Niigata University in Japan, Jeju University, Hanyang University, Korea University, Shoolini University in India, Mupua University in the Philippines, Sun Yat-sen University and Beijing Institute of Technology in China, San Francisco State University and the University of Missouri in the United States. We also established the “Chun-Ying Psychological Therapy Clinic” affiliated with Chung Yuan University, which provides the needs and opportunities for clinical practice and internships for teachers and students. The clinic is also open to the public to provide professional community mental health concepts, a friendly environment, and professional psychological counseling services, linking the cooperative relationship between our university and the community and further implementing the educational concept of holistic care for students.
Future Prospects
In 2015, the United Nations launched the “2030 Sustainable Development Goals” (SDGs), which presented 17 core objectives for global governments and businesses to work together towards sustainable development. The course design and instructional research within the College of Science at Chung Yuan Christian University encompass the United Nations’ Sustainable Development Goals, consistently contributing to global sustainable development efforts.
- On the instructional aspect (SDG 4: Quality Education)
Promote the diverse application of big data technology, demonstrating the integrated growth of scientific theory and innovative applications. Develop innovative teaching methods for foundational science to cultivate interdisciplinary scientific talents and enhance students’ problem-solving abilities. - On the research and industry-academia collaboration aspect (SDG 4: Quality Education, SDG 9: Industry, Innovation, and Infrastructure)
Promote interdisciplinary integrated research projects and establish distinctive research focuses within the College of Science; facilitate collaborative projects among industry, government, and academia. Support the development of distinctive research centers within the College of Science, creating vibrant research ecosystems and market-oriented win-win opportunities.
- On the internationalization aspect (SDG 4: Quality Education, SDG 7: Partnerships)
Expand international exchanges, diversify academic collaborations with foreign institutions, and establish teaching and research teams. Co-organize seminars and strengthen practical cooperation through exchange and internship programs with international sister schools, while also admitting foreign students from partner institutions to pursue master’s and doctoral degrees within our college.
- On the service-learning aspect (SDG 4: Quality Education)
Promote the integration of service-learning into the curriculum, embodying the unity of learning and application, and implementing holistic care for individuals.
