Sustainability Report
Sustainability Report of The School of Design
1. Vision for Sustainability Development of The SchoolOur school will follow the university's mid-term plan for 2023-2027 and its vision for sustainable development, aligning with the United Nations' 17 Sustainable Development Goals (SDGs) for 2030. We aim to integrate and implement our academic, industry-academia collaboration, teaching, and sustainability goals, promoting sustainable economic, social, and environmental development in Taiwan and globally.
2. Goals for Sustainable Development of the School
(1) Key SDGs and Performance Analysis of the School for 2023
Performance Overview of SDGs for the School of Design in 2023
| Total | SDG 1 |
SDG 2 |
SDG 3 |
SDG 4 |
SDG 5 |
SDG 6 |
SDG 7 |
SDG 8 |
SDG 9 |
SDG 10 |
SDG 11 |
SDG 12 |
SDG 13 |
SDG 14 |
SDG 15 |
SDG 16 |
SDG 17 |
|
| Teaching Courses (Courses Offered) | 339 | 26 | 20 | 82 | 202 | 63 | 27 | 58 | 126 | 84 | 77 | 146 | 119 | 51 | 11 | 17 | 48 | 28 |
| Industry-Academia Collaboration Projects (Number of Projects) |
161 | 1 | 4 | 11 | 58 | 0 | 0 | 0 | 42 | 36 | 2 | 59 | 7 | 1 | 0 | 0 | 0 | 13 |
| Academic Publications (Number of Papers) |
211 | 0 | 2 | 30 | 54 | 2 | 3 | 2 | 9 | 26 | 3 | 57 | 17 | 5 | 0 | 1 | 0 | 0 |
| Overall Total | 27 | 26 | 124 | 314 | 65 | 30 | 60 | 177 | 146 | 82 | 262 | 143 | 57 | 11 | 18 | 48 | 41 | |
Our school's sustainability goals uphold the educational philosophy of university education and fulfill social responsibilities, aiming for economic, social, and environmental sustainability.
At the level of teaching courses, the key sustainable goals include health and well-being, quality education, clean water resources, affordable energy, employment and economic growth, industry, innovation and infrastructure, responsible consumption and production, climate action, marine ecology, terrestrial ecology, and global partnerships. These encompass 11 customized SDGs sustainability indicators for the school.
- At the level of industry-academia collaboration projects, the key sustainable goals include health and well-being, quality education, clean water resources, affordable energy, employment and economic growth, industry, innovation and infrastructure, responsible consumption and production, climate action, marine ecology, terrestrial ecology, and global partnerships. These encompass 11 customized SDGs sustainability indicators for the school's initiatives with industry and academia.
- At the academic paper level, the key sustainable goals include health and well-being, quality education, clean water resources, affordable energy, employment and economic growth, industry, innovation and infrastructure, responsible consumption and production, climate action, marine ecology, terrestrial ecology, and global partnerships. These encompass 11 customized SDGs sustainability indicators for the school's scholarly publications.
(2) Short-Term, Medium-Term, and Long-Term Sustainable Development Goals of the School
Furthermore, our school integrates the university's five strategic focuses (specialization, academic excellence, industrialization, internationalization, and digitalization) to become an internationally renowned university known for innovative teaching and industry collaboration. This approach aims to align with global standards, fulfill university social responsibilities, and embody a spirit of sustainability.
| Short-term Goals | Achieve annual institutional performance indicators. |
| Medium-term Goals | Building upon our university's five strategic actions—academic excellence, industrial collaboration, internationalization, digitalization, and specialization—we aim to progressively implement our sustainability vision. (1) Specialization and Enrollment: Strengthen connections with feeder schools, reform and adjust curricula to enhance enrollment performance. Utilize digital learning platforms to deepen relationships with feeder schools, integrate smart educational services, and thereby enhance teaching reputation. (2) Academic Excellence: Adjust resource allocation to meet basic needs and strengthen specialized requirements, enhancing academic research performance. (3) Industrial Collaboration: Negotiate rights and obligations with various departments, integrate or engage in interdisciplinary operations within the school, organize industry-academia experience sharing, and institutionalize industry-academia experiential courses to enhance industry-academia effectiveness. (4) Internationalization: Implement international student recruitment training, increase procurement of advanced equipment for doctoral programs, encourage faculty participation in or organization of joint forums, collaborate with international sister schools through the International Office to establish special programs for international student enrollment. (5) Digitalization: Each department to outline their digitalization needs, integrate academic resources (data sharing), and systematize information for shared use among all faculty and students across the school. |
| Long-Term Goals | Guided by the global 2030 Sustainable Development Goals, and under the framework of our university's five strategic actions, we aim to progressively plan and implement academic research, industry-academia collaboration, sustainable courses, and teaching that comprehensively meets the needs of society, the environment, and learners. Our efforts are dedicated towards global sustainable development. |
3. Analysis of the Sustainable Achievements in Education, Industry, and Research for the Year 2023
1. Teaching Courses
Description of the strength and weakness indicators:
(1) Strengths: SDG 4 - Quality Education, SDG 8 - Decent Work and Economic Growth, SDG 11 - Sustainable Cities and Communities
(2) Weaknesses: SDG 2 - Zero Hunger, SDG 14 - Life Below Water (Sustainable Oceans), SDG 15 - Life on Land (Terrestrial Ecology)
| The total number of courses offered by the school: - Academic Year 111 (2nd Semester): 245 courses - Academic Year 112 (1st Semester): 94 courses - Total: 339 courses |
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| Aligned with SDGs | Number of courses | Representative Course Titles |
| SDG1 | 26 | 人因與空間設計(Human Factor & Space Design)、設計倫理與法規(Design Ethics and Regulations)、生活觀察與紀實(Life Observation and Documentary)、地方創生國際見學與個案分析(International study and case study of local revitalization)…etc. |
| SDG2 | 20 | 生活觀察與紀實(Life Observation and Documentary)、設計倫理與法規(Design Ethics and Regulations)、大數據資訊設計(Information Design for Big Data Applications)、品牌行銷與設計(Brand Marketing and Design)、商業廣告影片(Commercial Film （ＣＦ）)…etc. |
| SDG3 | 82 | 科技化健康促進設計(Technological health promotion design)、環境行為(Environmental Behavior)、設計生理研究(Design Physiology)、體育(Physical Education)、認知心理研究(Cognitive Psychology)、人因設計(Humas Factors Design)、生活型態設計專論(Special Topics on Advanced Life-Style Design) …etc. |
| SDG4 | 202 | 數位媒體設計專題實務(Special Topics in Digital Media Design)、都市發展與規劃實務(Urban Development & Planning in Practice)、專題研討（二）(Thematic Seminar II)、獨立研究（二）(Independent study II )、國際設計實務(International Design Practice) …etc. |
| SDG5 | 63 | 文化專題講座(Culture Project Seminars)、環境行為(Environmental Behavior)、設計倫理與法規(Design Ethics and Regulations)、生活觀察與紀實(Life Observation and Documentary)、生活風格與設計研究(Lifestyle and Design Studies)、人因設計(Human Factors Design) …etc. |
| SDG6 | 27 | 設計美學(Design Aesthetics)、設計方法(Design Method)、基本設計（一）(Basic Design I)、生活觀察與紀實(Life Observation and Documentary)、設計概論(Introduction to Design)、設計生理研究(Design Physiology) …etc. |
| SDG7 | 58 | 綠色環境控制專論(Special Topics on Green Environmental Control)、永續建築設計(The Design of Sustainable Architecture)、綠色設計專論(Special Issues on Green Design)、舊建築再利用導論(Introduction to the reuse of old building)、綠色場域設計(Green Space Design)、綠建築概論(Introduction to Green Building) …etc. |
| SDG8 | 126 | 展演活動設計實務(Practical design of exhibition and performance activities)、包裝實務設計(Packaging Practice Design)、職場英文(English for Workplace)、設計見習(Design Apprenticeship)、設計實習(Design Internship)、產業實務實習(Practical internship in industry)、實務實習(Practical Internship)、創意生活產業實習(Creative Lifestyle industry Internship)…etc. |
| SDG9 | 84 | 設計實務研究（二）(Research on design practice II)、空間設計個案分析(Case study of spatial design)、設計生理研究(Design Physiology)、認知心理研究(Cognitive Psychology)、數位孿生設計研究(Digital Twin Design Research)、設計科技研究(Studies on Design Technology)、空間數位設計與方法研究(Research on spatial digital design and methodology) …etc. |
| SDG10 | 77 | 數位人類學(Digital Anthropology)、生活觀察與紀實(Life Observation and Documentary)、設計倫理與法規(Design Ethics and Regulations)、生活風格與設計研究(Lifestyle and Design)、人因概論(Introduction to Human Factors) …etc. |
| SDG11 | 146 | 綠色環境控制專論(Special Topics on Green Environmental Control)、永續建築設計(Sustainable Architecture Design)、古建築與聚落保存(Conservation of Historical Buildings and Settlements)、綠色設計專論(Special Issues on Green Design)、舊建築再利用導論(Introduction to the reuse of old buildings)、綠色場域設計(Green Space design) …etc. |
| SDG12 | 119 | 舊建築再利用導論(Introduction to the reuse of old buildings)、綠色設計專論(Special Issues on Green Design)、包裝實務設計(Packaging Practice Design)、原型設計(Prototype Design)、綠建築概論(Introduction to Green Buildings)、包裝材料與結構(Packaging Materials and Structures) …etc. |
| SDG13 | 51 | 綠色環境控制專論(Special Topics on Green Environmental Control)、永續建築設計(Sustainable Architecture Design)、綠色設計專論(Special Issues on Green Design)、舊建築再利用導論(Introduction to the reuse of old buildings)、綠色場域設計(Green Space design)、綠建築概論(Introduction to Green Buildings) …etc. |
| SDG14 | 11 | 地方創生國際見學與個案分析(International study and case study of local)、生活觀察與紀實(Life Observation and Documentary)、永續建築設計(The Design of Sustainable Architecture)、綠建築概論(Introduction to Green Buildings) …etc. |
| SDG15 | 17 | 永續建築設計(The Design of Sustainable Architecture)、質性研究設計專論(Special Topics on Qualitative Research Design)、綠建築概論(Introduction to Green Buildings)、產品設計（一）(Product DesignⅠ)、生活型態設計專論(Special Topics on Advanced Life-Style Design) …etc. |
| SDG16 | 48 | 生活觀察與紀實(Life Observation and Documentary)、設計倫理與法規(Design Ethics and Regulations)、環境行為(Environmental Behavior)、地方創生場域參訪與個案分析(Visits and case studies of local revitalization sites) …etc. |
| SDG17 | 28 | 跨域整合設計實務(Cross-domain integration of design practices)、地方創生國際見學與個案分析(International study and case study of local revitalization)、社區總體營造專論(Special Issues on Community Reconstruction)、媒體整合設計專題（三）(Integrated media design projects Ⅲ) …etc. |
2. Industry-Academia Collaboration Projects (including National Science Council, general industry-academia collaborations, and government-funded projects)
Description of the strength and weakness indicators:
(1) Strengths: SDG 4 - Quality Education, SDG 8 - Decent Work and Economic Growth, SDG 11 - Sustainable Cities and Communities
(2) Weaknesses: SDG 5 - Gender Equality, SDG 6 - Clean Water and Sanitation, SDG 7 - Affordable and Clean Energy, SDG 14 - Life Below Water (Sustainable Oceans), SDG 15 - Life on Land (Terrestrial Ecology), SDG 16 - Peace, Justice, and Strong Institutions
| Total number of industry-academia collaboration projects: - National Science Council: 27 projects - General industry-academia collaborations: 100 projects - Government-funded projects: 34 projects - Total: 161 projects |
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| Aligned with SDGs | Number of projects | Representative Project Titles |
| SDG1 | 1 | The Ministry of Economic Affairs conducts assessments for five categories of information processing capabilities. |
| SDG2 | 4 |
|
| SDG3 | 11 |
|
| SDG4 | 58 |
|
| SDG5 | 0 | None |
| SDG6 | 0 | None |
| SDG7 | 0 | None |
| SDG8 | 42 |
|
| SDG9 | 36 |
|
| SDG10 | 2 |
|
| SDG11 | 59 |
|
| SDG12 | 7 |
|
| SDG13 | 1 |
|
| SDG14 | 0 | none |
| SDG15 | 0 | none |
| SDG16 | 0 | none |
| SDG17 | 13 |
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(3) Academic Publications
Description of the strength and weakness indicators:
(1) Strengths: SDG 4 Quality Education, SDG 9 Industry, Innovation, and Infrastructure, SDG 11 Sustainable Cities and Communities.
(2) Weaknesses: SDG 1 No Poverty, SDG 14 Life Below Water, SDG 16 Peace, Justice, Strong Institutions, SDG 17 Partnerships for the Goals.
| Total Number of Academic Papers Published by the College: 211 | ||
| Aligned with SDGs | Number of papers | Representative Paper Titles |
| SDG1 | 0 | none |
| SDG2 | 2 | 從斗南社區居民之生活型態設計僑真食料理電子書、消費者對未來食物喜好與接受度之研究初探。
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| SDG3 | 30 | 共老平台設計管理研究、Using Digital Technology to Design a Simple Interactive System for Nostalgic Gaming to Promote the Health of Slightly Disabled Elderly People、影響高齡者使用遠距醫療接受度因素及探討改善方針之研究、應用型構理論進行空間組構分析-以老人照顧機構為例…等。
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| SDG4 | 54 | 技職教育視角下探討設計基礎素養的培育、教具開發經驗分享與需求之探討-以基本設計錯視單元為例、The Design of a Novel Digital Puzzle Gaming System for Young Children’s Learning by Interactive Multi-Sensing and Tangible User Interfacing Techniques、擴增實境動畫結合桌遊對國小學童認識中國木造科技之影響…等。
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| SDG5 | 2 | 性別對擴增實境融入國小教學認知負荷及學習滿意度之影響－以藥用植物為例、ETHICS OF CARE AS A CORE VALUE OF THE RESIDENTIAL INTERIOR DESIGN INDUSTRY。
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| SDG6 | 3 | 幼兒園廁所通風風速影響之研究、風向對幼兒園廁所通風之影響、幼兒園廁所通風風速影響之分析。
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| SDG7 | 2 | Effect Of Outdoor Wind On The Natural Ventilation Performance Of Monitor Roofs |
| SDG8 | 9 | 記憶與技藝的創新：從關係人口之視角探討藺編工藝創新與地方復振的構築及影響、狩獵文化與植物知識在觀光上應用設計芻議—以賽德克族中原部落為例、以里山觀點分析茶產業轉型生態旅遊發展之研究-以樟湖兩茶廠為例、竹藝工坊存在於小鎮的經營模式初探-以漾竹坊為例、「博弈娛樂設施」於休閒產業設置之可行性研究-以華人德州撲克為例…等。
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| SDG9 | 26 |
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| SDG10 | 3 | 發展視覺障礙者之生活風險行為地圖與其需求調查、Design for Social Advocacy－Some Experiences from Taiwan、雲林縣的客家再次移民。
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| SDG11 | 57 | 空間中的綠循環感知印象初探 - 以文創空間展示為例、Post-Occupancy Evaluation of Schools' Playground Renovation in Remote Areas and Non-Mountain, Non-City Primary Schools、URS都市再生老舊空間再利用：以URS27M郊山友台為例、探討影響教室空氣品質之汙染物因子、サステナブルな地域ブランドデザインを形成する…等。
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| SDG12 | 17 | 循環經濟下資源再利用之永續產品循環設計發展研究、從設計師觀點探討剩食永續創新設計策略之研究、Communicating Sustainability: The Role of Sustainable Packaging Design in Promoting Eco-Friendly Behavior、統一超商消費者櫃台消費行為之研究-以斗六市上慶門市為例…等。"
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| SDG13 | 5 | 以鹿角蕨為範本－極端氣候下的建築系統調適芻議、以產品生命週期探討自行車綠色設計程序減碳之研究、綠色訊息的意象傳播對環境改善之影響-以車泊露營為例、Carbon Footprint Interaction Through Slow Design Computing and Visual Design、碳排歸零篇。
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| SDG14 | 0 | None |
| SDG15 | 1 | 探討原住民狩獵文化與野生動物保育法之平衡-以賽德克族獵人為例。
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| SDG16 | 0 | None |
| SDG17 | 0 | None |
4. Analysis of Sustainable Performance in Campus Environmental Management in 2023
1. Electricity Usage/Energy-saving Measures
Throughout this year, our institute has continuously monitored electricity consumption and actively implemented various energy-saving measures, such as:
- Applying to replace air conditioners over 15 years old with inverter models to achieve energy savings and take advantage of subsidies.
- Implement strict air conditioning management in each department by encouraging faculty and students to keep doors closed through reminder measures, thereby maintaining a stable and comfortable indoor temperature.
- Reminding faculty and students to control the number of lights and air conditioners turned on based on the number of people using the space, achieving energy-saving effects.
- Gradually replacing public spaces with sensor devices to reduce the use of lights. Installed sensor devices in the corridors of Building Three, reducing energy consumption by 60%. Some manually operated light switches are concealed to prevent unnecessary use but can still be activated when needed.
- The data shows that compared to the same period last year (September to December), the overall electricity consumption has decreased by approximately 20,000 kilowatt-hours.
2. Water Usage and Conservation Measures
- Installation of Water-Saving Devices: Water-saving devices, such as water-efficient faucets and toilet tank pressure reducers, are recommended.
- Promotion and Education: Enhance awareness of the importance of water conservation among students, faculty, staff, and the campus community by organizing promotional activities and providing water conservation education.
- Monitoring and Management: Utilize technology to monitor and manage water usage. Install water meters and smart water resource management systems to promptly identify and address potential leakage issues through monitoring and management.
3. Waste Management
The College of Design is committed to promoting diverse waste management practices to create an environmentally friendly campus. Creating a flagship 3R House Circular Space, composed of a 20-foot shipping container, serves as an environmental classroom designed with 3R—Reduce, Reuse, and Recycle concepts. The classroom's interior is spacious and bright, addressing the issues of dirt and unpleasant odors commonly associated with traditional garbage sites. Various signs guide faculty and students in effectively implementing waste sorting and resource recycling. In terms of operation and maintenance, the collaboration between faculty and students fosters positive environmental education and learning impacts, showcasing YunTech's commitment to humanities and the new atmosphere of a beautiful campus.
4. Other Measures
none
V. Explanation of Sustainable Highlight Cases for the College in 2023 (1-2 Cases)
1. Representative Case/Activity: Japan Settlement Reconstruction and Wood Application Workshop
| Corresponding ESG item：¢environment □society □governance | ||
| Corresponding SDGs item (You can list more than one): | ||
| Case Introduction (150-300 words): This project involved conducting field research and workshops focused on regional revitalization cases in Ishikawa and Fukui Prefectures in Japan. The goal was to understand the organizations with different ideologies and their approaches to regional revitalization processes, which could serve as a reference for future operations in Yunlin's local revitalization efforts. Through hands-on workshops focused on restoration, participants gained insights into how Japanese students and teachers address issues related to aging buildings and the revitalization strategies proposed by the local community. The project also explored furniture repair techniques, providing practical verification of sustainable theoretical knowledge learned in the classroom. This comprehensive approach allowed participants to deeply understand and apply sustainable practices in both architectural and community revitalization contexts. |
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| Group Photo at Workshop Completion | Teachers and students working together to make wooden bookshelves. | |