Trans-Disciplinary Education on Society-Humanity-Science(SHS)- Cultivation for the Competence of Cross-Boundary Problem-Based Learning in Colleges

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  • Date:103-01-03
Trans-Disciplinary Education on Society-Humanity-Science(SHS)-  Cultivation for the Competence of Cross-Boundary Problem-Based Learning in Colleges


Different from “multi-disciplinary” and “inter-disciplinary” studies, trans-disciplinary one focuses on problem-solving ability based on different expertise and specialties in different fields that include political, business, management, and scientific studies etc.. This is exactly what is missing in present education in Taiwan. With training of trans-disciplinary thinking as well as action and problem-based practice, it’s expected that trained students would be able to solve problems and do thinking with trans-disciplinary perspectives, while the training program serves as an educational platform for both teachers and students to engage in local and global critical issues.


        The SHS program aims at the development and innovations for trans-disciplinary educational curricula and activities in the context of higher education. “Trans-disciplinarity” as a key concept for this educational program refers mainly to “learning by doing” approaches toward real world problems which require cross professional expertise or specialties in the disciplines such as political, business, management, and scientific studies. The program office endeavors to provide teachers and students with a platform to create their learning environments as well as opportunities for their ideas in Trans-disciplinary education (TDE). It’s expected that trained students will be able to adopt critical and inquiring thinking as well as the hands-on experience with trans-disciplinary perspectives, particularly with engagement in learning to solve important or critical issues which are either local or global.

Organizational framework

        This four-year SHS program will be implemented through the operation of five sub-offices:

1.    Promotion Office for Curricular Innovations in TDE
        This office serves to review and evaluate courses, or school programs developed by nation-wide colleges.

2.    Office for Internet Multimedia Service and Communication
        This office serves for the production of program outcomes through internet and communications.

3.    Master Academy
        A one-week summer academy aims to set up an internationally known learning arena for TDE, inspiring and training students and teachers with designed scenario of “learning by doing” through competition or interactive training.

4.    Regional Promotion Centers
        The promotion centers are responsible for cross-school and cross-region activities including workshops, symposia, or competitions that may serve to excel the learning performance for communications in TDE.

5.    Office for teaching and learning development within Trans-disciplinary Education.
        This Office aims at providing faculty members, who intend to engage in trans-disciplinary education, a platform and helping them to have an in-depth understanding of trans-disciplinarity for curriculum design. In order to attain this objective, this office arranges workshops and edits a digital book for self-learning. Through exercises and discussions, participants can bring up some curricular innovations for improving their own course design skills.
        Through the campaign of the SHS program, we determine to identify the Taiwanese paradigm in TDE, join the international community and seek for the collaboration for TDE since we believe that TDE fits the frontier trend of education in the 21st century.


1.    Infrastructure in Higher Education: Communities and environments for trans-disciplinary studies will be created as a result of this project.
2.    Cultivation: Leadership with excellent listening, speaking, reading, writing abilities and interactive communication will be developed. Problem-oriented learning and action research programs will thus prepare undergraduate and graduate students to face and solve real problems.
3.    Teacher training: With the professional forum established by the project, more than ever before, faculty members will grow concerned and willing to participate in activities.
4.    Teaching resources: Online resources serve as demonstration of trans-disciplinary education and training, while examples serve as references for curricular improvements.
5.    Sustainable development: Resources and collaboration from industry can be used to turn master academy into an everlasting developing program.