NCU CEECS EMI Center

Expected performance targets for implementation until 2025:

(I) Overall Planning

• 1. The university plans to establish a Bilingual Teaching Resource Office in 2021, dedicated to supporting the college-level English proficiency testing function and course offerings. The college-level EMI center will also be established, and the implementation outcomes will be reviewed on a rolling basis at mid-term and end-of-term. The proportion of administrative staff proficient in bilingual communication is targeted to increase from 30% to 60%.
• 2. Involve internal and external stakeholders in the development, supervision, and implementation of EMI strategies and policies. Establish an advisory committee chaired by the dean of the College of Electrical Engineering and Computer Science, with the vice-dean and heads of each department as ex-officio members. The committee also includes 4 faculty representatives, 4 student representatives, 2 administrative representatives, 2 industry advisory members, and 1 faculty member with EMI teaching experience. Regular meetings are held.

(II) Faculty and Courses

• 1. The number of physical EMI courses is expected to increase from the current 45 courses to 70 courses by 2025, with an annual growth rate of 56%. The number of online EMI courses will increase from 3 to 15.
• 2. 100% of faculty members will hold a Ph.D. degree from English-speaking countries or have English proficiency at CEFR B2 level or above. Encourage faculty members to participate in certified EMI professional training courses, with a target of 50 certified participants.
• 3. To promote EMI courses among faculty members, EMI teaching training courses will be provided to encourage full-time and part-time faculty members, doctoral students, and postdoctoral fellows to participate in international EMI training courses. For example, the "The Certificate in EMI Skills Online Course" offered by the University of Cambridge will be provided to enhance teaching professionalism and effective teaching skills. A reward system will be established for faculty members who offer EMI courses, including additional incentives in addition to internal subsidies for offering undergraduate required/elective courses.
• 4. Continuous teaching support will be provided to EMI faculty members, and specific action plans will be implemented, including:
• 　．Establishing a resource library for EMI course materials and online teaching resources.
• 　．Implementing a mentorship program, with senior EMI faculty members assisting new faculty members in lesson preparation and observation, providing feedback for course improvement.
• 　．Establishing an EMI faculty community of practice, facilitating the exchange of ideas and techniques among EMI faculty members, and collectively addressing EMI-related challenges and course design.

(III) Students and Learning

• 1. By 2025, 60% of second-year undergraduate students are expected to have an English proficiency level of B2 or above. 30% of their second-year course credits will be taught in English, and 45% of course credits for first-year master's students will be taught in English.
• 2. English language requirements for admission: Undergraduate admissions channels include recommendations, individual applications, and special talent selections. English screening standards will be set as top or upper standards in the admission brochure. Graduation thresholds will be established in the academic regulations. English language training courses and workshops will be provided during students' enrollment to assist them in studying EMI courses and improving their listening, speaking, reading, and writing skills.

(IV) English Enhancement Strategies

• 1. Establish English language proficiency goals for students at the stages of admission, second year, and graduation. Encourage students to participate in English language certification exams at the B2 level and provide subsidies for their registration fees.
• 2. Record EMI courses and make them available for students to review and study after class. Form study groups with international students and hire English major students or international students as teaching assistants.
• 3. Organize college-wide English competitions, such as English presentations and English-themed project exhibitions, to train students' oral communication skills.

(V) Information Disclosure

• Regarding information disclosure, convenient information channels about EMI learning opportunities will be provided before 2025. Information related to EMI learning includes course content, learning outcomes, English language requirements, teaching and learning assessment methods, learning resources, as well as academic and extracurricular support. All external activities and enrollment advertisements of the college will be provided in English versions.

(VI) Quality Assurance

• For course quality, the same process will be applied to EMI courses. Each semester, EMI courses need to be reviewed by the college-level EMI center, and external experts will be invited to conduct evaluations. The courses also need to be approved through the three-level curriculum meeting.

(VII) Resource Sharing

• An alliance for the development of EMI courses in the field of electrical engineering and computer science will be established, providing 15 sets of online EMI courses. These courses will be available for students from other universities to take as cross-registration courses, with a total of 40 courses offered. Sharing professional knowledge, experiences, and best practices with other universities will help promote the growth and improvement of EMI in the country. Specific measures include: opening EMI courses for inter-institutional cross-registration, allowing students to take EMI courses from other universities (e.g., Taiwan Joint College of Engineering) and granting credits based on mutual recognition conditions. EMI courses offered will be available for students from other universities to increase course enrollment. EMI online module courses will be provided to integrate mandatory courses offered by different departments and colleges, and feasible plans for combined classes will be developed.