計畫成果及亮點/The Achievement and Highlights of the Project
提升高教公共性：111年
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參、提升高教公共性
III. Making Higher Education More Accessible
1. 完善就學協助機制，有效促進社會流動
1. Improving School Assistance Mechanisms to Promote Social Mobility
配合高等教育深耕計畫附錄1「提升高教公共性：完善弱勢協助機制，有效促進社會流動」計畫，配合校內單獨招生工作及大學專業化發展計畫，推動並完善對於經濟、文化不利或教育資源不足學生就學協助機制。
The school will introduce measures in accordance with Appendix 1 in the MOE's Higher Education Sprout Project, "Improving the Accessibility of Higher Education: Improving Assistance Mechanisms for Vulnerable Groups and Effectively Promoting Social Mobility" and with the campus enrollment and university specialization development plan. These measures will improve the school's assistance mechanisms for students belonging to culturally deprived groups or lacking sufficient educational resources.
本校積極辦理「繁星推薦入學」、「單獨招生」、「個人申請」、「四技二專」及「特殊選才」等多元入學管道，招收擁有特殊天分之經濟或文化不利學生，並提供經濟不利學生入學應試相關費用減免、補助及入學應試協援服務，減輕應試負擔。學士班一年級招收比率比率107年為7.18%、108年9.21%，透過協助，錄取人數有所增加；109年因總報名人數下降27.6%，此類學生錄取比率下降到6.8%，而110年又成長至8.89%，111年更成長至9.23%；在文化不利學生錄取率， 107至109年約在0.25%至0.27%間，110年成長至0.48％，111年則降回0.25%。
To facilitate the recruitment of economically or culturally disadvantaged students with distinctive artistic talent, the school established diverse admission channels, including "Multi Star Project", "Independent Admission", "Individual Application", "Four Skills and Two Majors" and "Special Admission for Distinguished Students". The school also provides tuition relief, subsidies, and entrance examination assistance services to help disadvantaged students reduce the burden of examinations. Through assistance mechanisms, the number of student enrollments increased: the enrollment rate of first-year bachelor's classes was 7.18% in 2018 and 9.21% in 2019. In 2020, the admission rate of students in this category dropped to 6.8% due to a 27.6% drop in the total number of applicants, then rose to 8.89% in 2021. However, in 2022, it rose to 9.23%. The admission rate of culturally disadvantaged students ranged from 0.25% to 0.27% in 2018-2020 and increased to 0.48% in 2021, but in 2022, it dropped to 0.25%.
圖 SEQ 圖 \* ARABIC 7 參與本校110年招生宣傳活動之特殊身分學生分析
Fig. 7 Analysis of special identity students who participated in school engagement activities in 2022
為增進經濟或文化不利學生對於本校入學與就學輔導相關機制的了解，本校透過辦理「藝術體驗活動」及「校園參觀日」多元藝術體驗暨招生宣導活動，拓展學生來源。惟上半年度受疫情影響，部分活動因而暫時取消或延後辦理；下半年度本校與各學系視疫情趨於穩定後，與招生對象中學合作，以「到校活動」或「線上說明會」等形式辦理大師班課程、藝術體驗活動、招生說明會等方式。回饋統計顯示，參與過本校招生宣傳活動學生中，6.9%學生生長於經濟不利家庭、離島及偏遠地區學生4.7%、原住民學生2.5%、新住民及其子女2.7%，顯示參與本校招生活動的學生中有將近2成是經濟或文化不利學生(圖 7)。
To raise awareness of school admission options and academic counseling services among economically or culturally disadvantaged students, the school organized diverse engagement and promotion activities, such as "Art Experience Activities" and "Campus Visit Day" to expand student sources. However, some activities in the first half of the year were canceled or postponed because of the COVID-19 pandemic. In the second half of the year, after the pandemic had stabilized, the school and various departments cooperated with targeted secondary schools to conduct master classes, art experience activities, student recruitment seminars and other activities onsite or online. Feedback and statistics show that 6.9% of the students who participated in the school's engagement and promotion activities were from economically disadvantaged families, 4.7% were from outlying islands and remote areas, 2.5% were indigenous, and 2.7% were new residents and their children. This shows that approximately 20% of the students who participated in the school's enrollment activities are economically or culturally disadvantaged (Fig. 7).
【亮點】辦理特殊選才招生計畫
[Highlights] Implementing the Special Admission for Distinguished Students Plan
1.精進經濟或文化不利、學習資源有限之特殊成就、才能、表現或潛能藝術選才機制
1. Distinctive achievements, talents, performance, or potential with limited learning resources due to economic or cultural disadvantages
透過學系設定資格條件，學生得不受限於學業成績門檻，亦提供經濟或文化不利、具不同教育資歷（如境外臺生、新住民及其子女、實驗教育學生、持境外學歷報考且同時持國外具公信力之入學用大型測驗成績學生等）及具特殊才能優秀應試生就學機會、諮詢輔導與資源。經統計，111學年度特殊選才招生考試已通過審核階段的199名考生中，具經濟不利身分者32位（110學年度40名）；其中文化不利身分者包括15名新住民子女（110學年度14名）、9名原住民（110學年度5名）、1名學生來自特殊境遇家庭、2位學生是身心障礙生，以及實驗教育學生44名（110學年度22名）。以上32位具經濟不利身分考生中，報考只開放經濟不利學生應試的戲劇學系報名人數24名，初步顯示此項招生管道對於系所挖掘潛能人才是有幫助的。後續，本校將透過學生學習成效平臺相關精進分析，追蹤此管道入學學生之在校、畢業表現，檢視此招生管道之選才效益。
Through the establishment of qualification conditions by the department, students are no longer limited by academic achievement requirements. The school offers educational opportunities, counseling, and resources for outstanding candidates with economic or cultural disadvantages and different educational qualifications (such as overseas Taiwanese students, new residents and their children, experimental education students, students with overseas academic qualifications who apply and hold credible foreign entrance examination results, etc.), and distinctive talents. For the 2022 academic year, 199 candidates passed the Special Admission for Distinctive Students examination, of whom 32 were economically disadvantaged (compared to 40 in the 2021 academic year). Among these, culturally disadvantaged individuals included 15 who are the children of new residents (compared to 14 in the 2021 academic year), nine indigenous students (five in the 2021 academic year), one student from a family with special circumstances, two students with physical and mental disabilities, and 44 students in experimental education (22 in the 2021 academic year). Among the above 32 economically disadvantaged candidates, 24 applied to the drama department, which only offers entrance examinations to students from disadvantaged backgrounds. These preliminary results show that this enrollment channel may help the department to unlock and spot potential talents. In the future, the school will analyze data in the student learning effectiveness platform to track the academic performance and graduation rates of the students enrolled through this channel and evaluate its effectiveness as a talent recruitment mechanism.
2.原住民族學生資源中心學生輔導成效並推動族群友善校園建構
2. Indigenous Student Resource Center Student Counseling Effectiveness and Creating an Ethnically Inclusive Campus
本校於109年7月1日成立原住民族學生資源中心，於10月22日辦理揭牌典禮，積極完備一站式輔導服務，以使學生安心就學，並強化人才多元發展與族群文化友善環境建構。並透過與教務處、電算中心及學生諮商中心等單位合作，初步了解原民學生族語能力及所在原鄉，逐步掌握原民學生各項資料。
The Indigenous Student Resource Center was established on July 1, 2020, and its inauguration ceremony was held on October 22. The Center provides comprehensive counseling services to help indigenous students fully engage in their studies, create an inclusive environment, and advance the diversification of TNUA's talents and campus culture. Through cooperation with the Academic Affairs Office, the Computer Center, and the Student Consultation Center, we have gathered basic background knowledge about the indigenous student population, including their languages, hometowns, and other relevant information.
- 111年延續辦理1場全校新舊生期初座談餐會「藝直都在」，積極鼓勵休學學生返校參與系列活動。本校邀請熟悉原住民議題之專家學者、實務工作者及畢業校友擔任主講人，以生職涯探索為主題，傳承升學及就業心得；同時宣導校內相關獎助學金及減免資訊，介紹原資中心軟硬體設備與服務，提供各方面協助。亦透過教務處與電算中心合作建置之資訊系統整合學生基本資料與畢業生流向調查，未來將持續針對學生需求辦理各場不同議題座談。另於今年8月率Dalan社團至南投賽德克族部落做田野調查，透過與當地青年會就「食、衣、住、產業、文化、信仰、樂舞」等結構面交流做深入爬梳記載，並在校園開設相關議題舉辦論壇及樂舞分享，Dalan社團將田調成果以「賽德克族」優美、豐饒的文化，體現在本年度第 27 屆北區大專學生原住民族族語歌唱大賽，獲團體組第一名佳績（圖 8）。
(1) In 2022, we continued to hold the "Gathering for Indigenous Students" seminars for new and returning students, encouraging those who dropped out of school to return and participate in a series of activities. The school invited experts, scholars, practitioners and alumni familiar with indigenous issues to deliver keynote speeches on career exploration and share their own personal experiences in pursuit of higher education and work. Meanwhile, the school also used these outreach activities to promote relevant scholarships and tuition reductions and exemptions, introduce the Indigenous Student Resource Center's facilities and services for providing various forms of assistance. The information system co-created by the Academic Affairs Office and Computer Center integrates basic student information with data gathered from the alumni post-graduation survey. In the future, the school will continue to hold seminars on various topics based on student needs. In addition, in August, the Dalan club went to the Seediq tribe in Nantou to conduct field research. Through deep and extensive exchanges with the Taiwan Indigenous Association Of 3S3T Youths on the themes of “food, clothing, housing, industry, culture, beliefs, music, and dance,” the Dalan club documented the results of the field research and held forums and music and dance events to share on campus. Moreover, the Dalan club presented the results of the field research with the beautiful and fruitful culture of the Seediq people in the 27th Northern Region College Students' Indigenous Singing Competition, and won the first place in the group category (Fig. 8).
圖 SEQ 圖 \* ARABIC 8 原住民族社團-Dalan賽德克族樂舞呈現
Fig. 8 Indigenous Club-Dalan's Music and Dance Performance of Seediq
3. 藝大開門資源共享與辦學績效公開
3. TNUA Resource Sharing and School Performance Transparency
北藝大每年在課程教學、展演創作、藝術教育推廣、社區與產業活動等方面，均有許多努力的成果，除了藝術資源暨推廣教育中心統籌全校各學系辦理「夏日學校」（美術、舞蹈、動畫、戲劇、傳統音樂）招收八年級至大二學生，透過不同背景、不同年齡段在團隊合作學習藝術創作的過程，體驗北藝大藝術養成教育。並落實多元管道公開校務資訊辦學績效，除透過教育部規範之學校校務資訊公開專區整合校內各項辦學資訊、建置校務資訊推播APP、學校官網發布展演學術活動之外，高教深耕計畫網站數位化保留歷年執行成果，同步透過Facebook、Instagram與YouTube等社群平台公開本校辦學資訊，線上舉辦本校高教深耕計畫111年成果展、上傳21部各計畫成果短片、為期1個月抽獎活動等，觸及約2,500人次，提供予各互動關係人相關資訊，並以滾動檢討方式，逐年修正資訊揭露項目。
TNUA accumulates many achievements every year in teaching, creation, exhibition, promotion of art education, and community and industry events. In addition to the Center for Art Resources and Educational Outreach, TNUA engages all departments to host the "Summer School'' (art, dance, animation, drama, and traditional music). The program invites students from eighth grade to sophomore year to experience TNUA's art education through hands-on learning, artistic creation, and teamwork with classmates from different backgrounds and age groups. In addition to uploading various school information to the MOE's school affairs information portal, building a school affairs information app, and publishing exhibitions and academic activities on the school's official website, the website of the Higher Education Sprout Project digitally preserves implementation results over the years. The school's information is also published through social platforms, such as Facebook, Instagram and YouTube. The 2022 Higher Education Intensive Cultivation Plan achievements exhibition was held online. For the exhibition, 21 short films documenting the achievements of each plan were uploaded, and a one-month period lucky draw was held, engaging approximately 2500 participants. Relevant information is provided to all stakeholders, and information disclosure items are revised year by year in the form of rolling review.
相關連結｜本校辦理藝術推廣教育計畫
Related links｜TNUA Art Promotion Education Plan
The School Implements the Moe’s Medium-Term Aesthetic Education Development Plan
School Affairs Information Portal
Website of the University's Higher Education Sprout Project
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