CHED 138 |
| The project to cultivate innovative talents effectively in higher education entities has generated considerable interest in universities. Focusing on statistics such as increased coverage for an applied chemistry specialty, a higher number of acceptance students per year and enhanced benefits to society, we instituted a method to teach different levels in our teaching system and have received positive results. As a first step, we adopted a flexible teaching plan. Based on the nature of the courses, the curricula are cataloged into three types (common fundamental courses, specialty fundamental courses, and specialty courses). The first and second type courses emphasize on the introduction of basic knowledge; every course organize various classes with the same class time but different contents and different requirements; the students in each class are divided depending on their entrance scores and they are reassigned based on their course scores at the end of each semester. The partial second and third type courses institute a course-selective policy: additional courses are added for those students who excel or are interested in further study. Meanwhile, at least two courses teaching in two languages per semester are introduced in order to maintain English training for students on a course-by-course basis during their four years. These practices have increased student activity, revealed their potential abilities and enhanced their innovative research interests. In addition, the number of students pursuing master degrees has increased significantly, especially at leading universities. |
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General Posters
7:30 PM-9:30 PM, Sunday, April 6, 2008 Morial Convention Center -- Hall A, Poster
Division of Chemical Education |