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系友會
高中生專區
海外實習計畫

Grouping Enrollment Description and Opinions of the Department Alumni

Grouping description:

Internationalization is a key factor to enhance national and individual competitiveness, especially for high-tech products which sell all over the world, the outstanding talents have chances to perform only when they are in international stage. In the past when the domestic industry and R&D were fall behind the international level, the outstanding talents chose to go abroad for further study. They took that chance to enter the international stage and then came back home for payback. In recent years, the domestic high-tech industry experienced rapid improvement and the research level has kept the pace with the international development. Cultivating international talents with broad vision became new mission of higher education. Based on this situation, we follow the Elite Study Abroad Planproposed by Ministry of Education to promote international courses, aiming at cultivating leading talents with grand perspective and international vision. This kind of education work can not be accomplished in an action. Therefore, in 2007 academic year, the department initially planned a quota of 15 persons (Group A), selecting students who had strong willing to expand international vision and offering them the opportunity to experience the international culture.

Difference between Group A and Group B: (the two group has the same learning field but Group A emphasizes International courses)

Group A is consisted of students selected before attending school, who have clear will to broaden their international vision. They will have international courses including more English teaching hours, language courses, international information and the Elite Study Abroad Plan of Ministry of Education, in which they study abroad for a semester on junior or senior year. In the initial stage the quota stays small, and it will be adjusted based on practical situation after several years. The department has been already selecting student to go abroad since 2005, and grouping enrollment is the measure of second phase to promote international courses. In the aspect of taking class, in principle, students of Group A (international course) should get 15 credits of English teaching courses at least before going abroad on junior or senior year and achieve the admission qualification of top universities in America or Europe. The students fulfilled the requirements can obtain full scholarship to receive further education abroad. This full scholarship not only means the subsidy of tickets, living expenses and tuition, but also displays determination of NationalChiaoTungUniversity to cultivate first-class talents and the ambition to become international university and work with top universities in the world. At present there are the following schools which students go to study in:

·University of Illinois (UIUC, its electrical and electronics engineering ranks the 3rd to 5th in USA)

·Carnegie Mellon University (CMU, its electrical and electronics engineering ranks the 8th in USA)

·Katholieke Universiteit Leuven (Ku Leuven, founded in 1425, one of the oldest universities in Europe)

·Chalmers University of Technology (best engineering school in Sweden)

If students of Group B have interest in international course after attending school, they can study international courses and take English teaching courses as elective courses. Once the students meet the standard of international course and have excellent academic performance, they can apply for scholarship in junior or senior year (subsidy does not over 50% in principle) to study abroad for a semester. So far the universities of appointed exchange students cover America, Europe, Japan, etc.

As for class requirement, graduation standard and teaching resource, the two groups have no difference.

Opinion of alumnus studying in Cornell University:

I heard that the department recently began to conduct grouping enrollment and there is also a group that sends students to go abroad. I think this is quite important. Though electric machine education in Taiwan is as good as foreign universities, many system and ideas of students abroad are worth knowing. For example, students here are very active in job finding, and the advantage of graduating from famous university is not that obvious as in Taiwan. Instead, ability is what matters the most and education background is just for reference. Therefore, almost half of universities have summer internship or even let students spend half of junior year to work in company. When arriving here I was surprised that I was one of the few students that had no working experience. Due to the severe competition of internship quota, students usually work hard to learnabout thesituation of market since freshman and sophomore year. They become active and ambitious when preparing resume and appointing the interview, and they know how to express themselves or enhance the ability that are needed. Incomparison, students in Taiwan seem too relaxed in this aspect forthe concept thatyou can absolutely get the jobs after graduation if you are from famous universities. They study hard at most but their active attitude and ambitious are far weaker than those of foreign students. And for ability of expression, they depend totally on talent without any motivation to improve it. So I sincerely suggest that besides providing the opportunity for the students to experience foreign system, the department should also encourage students to be interns in enterprises during summer vacation and getting credits at the same time. Of course the internshipsprovided by companies in Taiwan are all about doing odds and ends and it is a waste of time to some degree. However, maybe the school or department can cooperate with some enterprises to formulate internship content for students to contact the society earlier, thus becoming active and knowing how to express themselves.

In addition, I found that coursesin NationalChiaoTungUniversityare more diverse than many foreign electric machine departments.Of course, the levels may be different, but I think the trainingsgiven by department fall from ours. As for the degree of students, the excellent students in the departmentare actually equally matched to us. However, students here are fond of self-expression, and the resource is abundant, so there are many interdisciplinary cooperation groups that are organized by students themselves. Take our Engineering Institute as an example, there are many groups engage in robots and various vehicles, even a student group expects to launch Cornells own artificial satellite from NASA next year. These groups are all managed by students and the teachers are only in charging of judging whether they can get credits or not. The school allows students to perform freely, to have courage to dream and realize their strange ideas.Moreover many big enterprises offer unconditional support (I witness how generous these big enterprises are when I came here). By this way can the next unknown market may be developed. Instead, resource in Taiwan is not that much, students can not freely fulfill their ideas in the direction they work, and programs, whether proposed by corporation or government, have no courage to bet on the direction of higher risk but more ground-breaking. All of these are influenced by the environment. For education in Taiwan, there are still a lot of aspects that can be put efforts on.

In fact, there are many more information, new ideas and stimulus that surprise me every day and my thoughts are also changing every day. I hope I can share all these with the departments students when I grow mature and have a more comprehensive understanding. I encourage students to go abroad to take a look. Maybe in study you will not learn that much like in NationalChiaoTungUniversity(after all there is language barrier, many environmental and psychological factors need to be conquered, you even learn slower than in Taiwan), but certainly you can witness many things in an advanced country.

(Electronics Engineering 2005 Li Yi-Chun)