Example is given as the following with a focus on Cordyceps spp. Participating students will have to attend a field trip involving in collecting indigenous fungi, in particular the fungi infected insects and known to be used in Traditional Chinese medicine (TCM), such as Cordyceps spp. In addition, students will also practice to identify, cultivate and analyze the collected fungi. In this program, bioassays and toxicological test will be conducted to investigate any of their potential usages in medicine and healthy supplement to improve the global health. At last, the protocols for cultivation and fermentation growth in vitro of the Cordyceps spp. will be learned and it is important for future industrialization. This program aims to enable students in learning the biodiversity and in translation usage of the bio-resources in Taiwan. other Main Campus Field trip, laboratory identification (including documentation, photography, isolation, culture, and genotyping), Cultivation and fermentation, Chemical analyses, in vitro bioassays (MTT, migration, whitening, ROS, lipolysis, anti-virus), Toxicological test, Industrialization. Tang-Long Shen 15 Monday 5,6,7,8,9 Prog5185 (P05EU4140) 3 http://www.cbt.ntu.edu.tw/

Primary Course Content:
． How to write Definitions and Descriptions
． How to write an Analysis
． How to write Argumentation The course also offers these specific writing skills and functions:
． Defining
． Describing
． Summarizing
． Comparing/Contrasting
． Critiquing
． Analyzing
． Arguing/Persuading
． Proofreading and Editing By the end of the course, you should be able to: Critically evaluate and analyze a variety of texts for academic purposes. Identify features of academic writing and apply their knowledge of academic writing to organize their ideas into a logical and coherent text. Recognize argumentative structures used in constructing research papers. Develop proof-reading and self-editing skills. The primary aim of this course is to develop the stylistic competency needed to write a thesis, article, and other English-language academic documents. This course is ideally suited to all students (not just Social Sciences) interested in writing about qualitative research ideas that require expository writing skills (闡述性寫作/明) The main assignment for this course invites you to create a personal writing project that uses some or all of the functions mentioned above. These functions can be applied to your writing assignments that match your particular needs. This project can be one single paper, or you can practice writing different parts of a paper. For example, if you are preparing your thesis, you may want to practice writing the definition and description of your research object. You may also want to practice analyzing the object, and critiquing previous research. If you are writing an article, you might want to practice writing the abstract (summary), or discussing your hypothetical conclusions based on your research methods (analysis and argumentation). You will be asked to submit by the end of the course, a final draft of this project that shows confident use of at least three of the expository functions. other Main Campus 1) Priority enrollment will be given to graduate learners enrolled in any Humanties or Social Science department. 2) Class instruction will be given in English, and all materials are in English. If you need help with advanced academic grammar for your academic writing, I recommend taking the AWEC’s Fundamentals of English Writing class before taking this class. 2) This course is not open to auditors. Undergraduates will need to have a research project to qualify for this class. Marc Anthony 20 Tuesday 6,7,8 Write7014 (Q01EM0360) 3 Ntu Academic Writing Education Center
*Registration eligibility: graduate students. http://www.awec.ntu.edu.tw/eng/eng_index.html

This course is designed to provide students with an overview of approaches in teaching English as a foreign language. You will learn about the theoretical foundations and instructional practices in second/foreign language teaching and work in small groups to demonstrate various teaching methods and techniques. You will also become familiar with the current English textbooks used in junior and senior high schools and reflect upon your own philosophy and beliefs about teaching English in Taiwan. other Main Campus You may fulfill the prerequisites by taking 3 of the 12 courses (52 conditions available). Please see “Prerequisite Course Information” on NTU Online website for detail or by approval of the instructor. Yen-Fen Liao 15 Monday 5,6 EduTch5451 (P01EU1620) 2 Non-degree Program: Center for Teacher Education http://www.education.ntu.edu.tw/English/ma/english.htm

Course Description Insects made their first debut on earth 480 million years ago, and have been long interacted with humans. This course will give a general introduction, and clarify common misunderstandings of these six-legged creatures. Field trips to NTU campus, the NTU Insectarium, and Fuyang Ecological Park will be arranged for students to observe insects commonly found in open environments, and learn how to recognize them using field guide/naked eyes. Topics include but are not limited to insect diversity, ecology and behavior will be introduced. Course Objectives The aims of this course are helping you to appreciate the diversity and value of insects and gain practical information on insects of relevance to your daily life. You will be asked to shoot insects with your camera/cellphone during field trips or at your leisure. Using these photo collections, you should come up with a field trip report to introduce the insect diversity in Taipei city. Participation in classroom, and discussion is strongly encouraged. Students will sometimes be asked to work together in groups. Through these activities, you would expect to 1) identify common insects that occurred in Taipei, 2) understand their biology and unique adaptation, and 3) recognize physical features of insects that help them live in different environments. College of Management Main Campus Students are strongly encouraged to carefully reviewing the syllabus and locating the current readings and topics in relation to the course as a whole. Know why you are discussing this particular topic at this juncture in the course. Put down whatever you have found during the filed trips or personal visits to points of interest. Collecting photos, recording time, locations, and surrounding conditions after each trip to make your report. Summarize the final result as your term paper. Shun-Chern Tsaur 20 Friday 6,7,8 LibEdu1067 (H01E06700) 3 http://cge.ntu.edu.tw/?lang=en

The movies have long exploited biology as a source of bankable plot material. This trend has been even more intensified recently as biological discoveries and biotechnology advanced. Filmmakers capitalize recent discoveries to produce movies with science-based plots to an increasingly aware public. In view of their mass appeal, such movies play a significant role in society as disseminators of scientific facts and misinformation. They thus serve as a useful starting point for exploring various aspects of the relationship between science and the public perception of science. This course is designed for students to learn about how science is done through group discussions on various biological topics drawn from movies. Students will additionally explore public misconceptions and naiveté about science that are perpetuated by movies, as well as the extent to which such movies borrow from, or in some cases, even predict scientific fact. This course requires weekly screenings of a feature-length movie at NTU multimedia center prior the one-hour lecture in the classroom. Films and topics are organized around biological themes: Discussion of films that feature different biological transformations will focus on distinguishing between science fiction and science fact, understanding the uses of the underlying principles in scientific research, and exploring real world analogies to such fictional concepts as fly-human chimeras and reconstructed dinosaurs. The primary goal of this course is to build a coherent foundation of knowledge in biology through film appreciation. The basic concepts discussed include the scientific methods by which we come to know things in a scientific way. They help you to know and appreciate the precision and complexity of living processes. Upon completing this course, students should be able to develop critical thinking and evaluation skills. College of Management Main Campus Attendance is expected. If you find that you must miss class, do file the leave of absence on Ceiba. You are allowed one free absence in this course. After that, each unauthorized absence will result in a reduction of your final grade by one grade; this policy is cumulative. Homework will be assigned bi-weekly. All writing will account for your total grade. The assignment you turn in should be neat, and legible. Make sure to show sufficient work for each time. Insufficient work or wrong format may result in reduction of credit or zero score. Shun-Chern Tsaur 20 Monday 3,4 LibEdu1069 (H01E06900) 2 http://cge.ntu.edu.tw/?lang=en

The existence of many species depends on the survival of others. Humans are no exception. In the past 14,000 years, many organisms have left indelible marks and exercised on human history. The roles that individual species play in providing food, unique medical compounds, air, and water purification are critical to our health and survival. This course will provide sufficient background of 12 selected organisms and discuss their impacts on our daily life and culture. Field trips to Taipei Zoo and/or Botanical Garden will also be arranged. The goal of this lecture is to introduce you the origin of each organism and its impact on human history. Some of the organisms were domesticated by our ancestors, and thus improving the quality of our life. The aim of this course is to allow students to appreciate the importance of all organisms on earth and to learn how organisms have evolved. College of Management Main Campus Attendance is required. If you find that you must miss class, do file the leave of absence on Ceiba. You are allowed one free absence in this course. Homework will be assigned after each lecture. You will be asked to turn in a one-page feedback to show what you have learned. It is due before the next lecture. The assignment you turn in should be neat, and legible. Make sure to show sufficient work for each time. Each students will be asked to pick one organism of interest, and do a 5-min briefing as the final report which takes up 30% whereas the written essay after each lecture will be worth for 70% of your total grade. Absolutely no late work will be accepted regardless of the reason.. Shun-Chern Tsaur 20 Friday 3,4 LibEdu1070 (H01E07000) 2 http://cge.ntu.edu.tw/?lang=en

Since the emergence of the feminist movement in Taiwan by the 1970s, Taiwanese society has seen more than a few women’s issues proposed and discussed in an increasingly broad and extensive manner. Reflecting the changes in socio-politics and cultural conditions, the general perspectives in which the same issue is discussed also changes. In this course we explore Taiwanese women’s conditions of the twentieth century, with an emphasis on the more modern period, that is, the mid-to-late twentieth century. With a brief introduction of what Taiwanese women’s traditions may involve and how Taiwanese women modernize, we explore how the feminist movements unfolded, how they reflect or change Taiwanese women’s social status, the rise of women’s studies and/or feminist scholarship, sexual violence, sex work, and lesbian issues. We also reflect on issues of migration and global human flow, and discuss how the introduction of immigrant spouses as well as migrant workers may compel us to rethink women’s issues in contemporary Taiwan. This is an all-English course of the general education level, in which we engage social studies on women’s issues in Taiwan. On such premises, this course is meant to channel through various topics regarding women in Taiwan with a critical approach; this course is also meant to introduce those topics intellectually to international students who may have arrived in Taiwan, with limited information of the social history and general conditions of Taiwanese women. This course is aimed to help students establish an understanding of fundamental and crucial social issues regarding Taiwanese women within one semester. Through the lecture and film appreciation, this course is meant to inspire the students to apply the knowledge outside of the classroom, to pay more attention to everyday life, and to find more relevance as well as connection in daily experiences. College of Management Main Campus This course expects the student to read the required references on weekly basis. Each week before class, the student needs to prepare with assigned readings for in-class discussions. After class, the student may explore personal thinking practices, further readings, and/or multimedia appreciation. Reading materials may be used as a subject of observations and reflections for the final paper. Kuo Jen-Feng 65 Thursday 3,4 LibEdu1078 (H01E07800) 2 http://cge.ntu.edu.tw/?lang=en

Integrating the 1. communication & negotiation 2. change management 3. personality management 4. emotion management 5. conflict resolution through the classroom 1. lecturing 2. class participation 3. group discussion 4. presentation 5. reports to adjust & rectify the mindset and thinking paradigm to enhance the communicative ability. Learning & practicing to be an independent and in-depth thinking, objective, empathetic, comprehensive, effective communicator College of Management Main Campus Reading, group discussion& negotiation(3 times), presentation(2 times), writing reports( 4 reports wih 500-1000 words each) Shen-Kuo,Hsu 25 Tuesday 2,3,4 LibEdu1081 (H01E08100) 3 http://cge.ntu.edu.tw/?lang=en

This course will be based on the last year’s Intertidal Ecology (B441620), being conducted in English to teach the basic intertidal ecology and use this system as examples to introduce the basic concepts in population and community ecology, common research methods, statistical techniques and writing skills in ecological studies. Learning outcomes: At the end of this course you should be able to: 1.describe the physical environmental factors (e.g., waves, tides) shaping the intertidal environment 2.understand the basic factors affecting the distribution and abundance of intertidal organisms 3.understand the factors limiting species distribution patterns on the vertical intertidal gradient and study the methods to measure and investigate these patterns 4.design experimental studies to investigate patterns (e.g., zonation) and processes (e.g. competition) in intertidal areas 5.plan a simple experimental and statistical study on intertidal ecology. 6.review and critique scientific papers College of Life Science Main Campus Chan,Kwok Kan 8 Thursday 7,8,9 EEB5054 (B44EU1680) 3 (College of Life Science) Institute of Ecology and Evolutionary Biology,
(College of Life Science) Department of Life Science http://ecology.LifeScience.ntu.edu.tw/english/index.htm

NOTE: please visit the course website at www.bit.ly/NumEcol for detail and updated information!
The course is focused on common methods used by ecologists working with community data, including ordination, cluster analysis, diversity analysis etc. It combines a theoretical introduction to each method with a practical lab in R program. The course is dedicated for senior undergraduate and for graduate students. Each class will be composed of two parts: the theoretical introduction to the method, and the practical lab using the R program for all analyses. Schedule of the class: – Introduction, types of data (categorical vs quantitative, abundances, frequencies). – Pre-analysis data preparation (data cleaning, outliers, transformation, standardization, exploratory data analysis). – Ecological similarity (indices of ecological similarity and distance between samples). – Ordination (theory behind, linear vs unimodal, constrained vs unconstrained methods, PCA, CA, DCA, RDA, CCA, NMDS and some others, ordination diagrams, permutation tests, variance partitioning, forward selection, case studies). – Numerical classification (hierarchical vs nonhierarchical, agglomerative vs divisive; TWINSPAN) – Indicator value analysis (IndVal), diagnostic species, fidelity of species to sample groups. – Use of species functional traits or species indicator values in multivariate analysis (functional traits, species indicator values, community-weighted mean, fourth-corner, RLQ analysis). – Analysis of diversity (alpha, beta and gamma diversity, accumulation and rarefaction curves, true diversity, species abundance distribution, diversity estimators). – Design of community ecology experiments (manipulative vs natural experiments, avoiding pseudoreplications, problem of spatial autocorrelation, subjective vs objective sampling design). – Case studies demonstrating the use of particular analytical methods. After finishing it, you will understand the theory behind commonly used multivariate methods for analysis of community data, correctly interpret their results and apply these methods to your own datasets using R. College of Life Science Main Campus Basic statistic course (e.g. B01 34000, LS3022). Basic knowledge of R is recommended, but not required (we may plug-in an extra R-intro course for those of you who are not familiar with R at the beginning of the course). You need to bring your computer with installed R and access to the internet. David Zeleny 30 Thursday 2,3,4 EEB5083 (B44EU1950) 3 http://ecology.LifeScience.ntu.edu.tw/english/index.htm

NOTE: please visit the course website at http://www.bit.ly/VegSurvey for updated information!
This course is focused on introduction to methods used in vegetation survey: sampling of forest and non-forest vegetation, measuring and estimating habitat environmental conditions and vegetation mapping. The course consists of three parts: 1) Theoretical part: overview of methods for sampling vegetation and measurement of environmental variables, introduction to visited areas, safety instructions. 2) Field trips: four whole-day field trips (around Taipei and some more distant regions), practicing the sampling methods, collecting field data and environmental measurements. 3) Lab analysis: processing and analysis of collected data, discussion of results. Theoretical part (4 x 3 hours): – Introduction, safety instructions for field work – Theory of sampling methods (DBH and cover based) – Theory behind measuring of environmental variables – Theory behind vegetation mapping Field trips (4 whole-day trips): – Practical introduction to the field survey, safety in the field, operating basic hiking equipment (reading map, operating compass and GPS), choosing the locality for sampling. – Sampling forest vegetation (DBH measuring, cover estimation, plot and plot-less sampling methods) – Sampling non-forest vegetation (grassland and dune vegetation) – Vegetation mapping – Field measurements (topography, soil properties, microclimatic measurements, forest canopy structure) Lab analysis (4 x 3 hours): – Determining collected specimens. – Practicing sampling habits indoor (estimating cover, use the measuring equipment). – Retyping collected species and header data into computer using dedicated software (Turboveg and JUICE). – Analysis of soil samples (pH and conductivity). – Presenting and discussing results. Students will learn theoretical background of field vegetation survey, apply it in practice, collect real data in the field, process them in the lab and discuss the results. College of Life Science Main Campus Basic courses in plant taxonomy and determination. Basic knowledge of plants expected. The course is for undergraduates (2-3-4 year) + masters David Zeleny 15 Wednesday 2,3,4 EEB5084 (B44EU1960) 3 (College of Life Science) Department of Life Science,
(College of Life Science) Institute of Ecology and Evolutionary Biology http://ecology.LifeScience.ntu.edu.tw/english/index.htm

[Lectures] This course is to introduce the fundamentals and methodology on research of molecular evolution. We will introduce the evolutionary changes and patterns of sequences, methods for phylogenetic analyses, and inferring sites under positive selection. Topics on recent advances of molecular evolution studies will be offered at the end, on phylogenomics, horizontal gene transfer, and genome evolution. Students are highly recommended to take evolution, genetics or equivalent subjects before taking this course. Laboratory practice will be offered for students to be familiar with data retrieving, analyses and interpretation. Homework assignments will be distributed weekly, which require substantial extra work time. [Laboratory Practice] We will have computers available in class, but you are welcome to bring your own laptop computer. In the later case, you should download the corresponding software before the class. Date sets will be provided for the homework assignments but you are welcome to use your own data for the final presentation project. In combination with the computer laboratory practice, we aim to help our students to understand the evolutionary processes at the molecular level. College of Life Science Main Campus Biology; Evolutionary Biology; Genetics or equivalent preferred. Chau Titing 40 Monday 3,4,5 EEB5087 (B44EU1990) 3 (College of Life Science) Institute of Life Science,
(College of Life Science) Institute of Ecology and Evolutionary Biology,
(College of Life Science) Department of Life Science http://ecology.LifeScience.ntu.edu.tw/english/index.htm