IC_MiniSemester_Program_Book

contents general information 2 Overview 2 Taiwan 3 Tunghai University 4 International College 5 6 program details 6 Accommodations 6 Application Process 7 Day Trips, Cultural Activities & Excursions 8 Tentative Itinerary 10 Tentative Course Offerings 12 Included Day Trip Highlights 16 Overnight Excursion Highlights 18 18 courses 31 General Education / Language Courses 43 Business / Management Courses 51 Sustainability / Science Courses 51 55 instructors 56 Professors 62 Associate Professors 64 Assistant Professors Lecturers photo credits

general information OVERVIEW 34 The Tunghai University International College (IC) is proud to DAYS announce the Tunghai University International College & Fulbright Summer Mini-Semester, which will provide content 3-6 courses and cultural experiences to international students from around the world. The five-week mini-semester will CREDITS be co-taught by visiting teachers from the US and resident faculty at the IC, with diverse course offerings ranging $3800 from arts, culture, business, and sustainability to Chinese language. TOTAL COST International students will take their courses together with TUITION, HOUSING & DAY TRIPS students from the IC. Each student will select either one or two courses (3 credits per course, with 3 credits = 54 hours) held Monday to Thursday, with one course held in the morning and the other in the afternoon. Fridays will be devoted to cultural activities and day trips. The cost (tuition + housing + day trips) to students will be US$3,800. After suc- cessful completion, students will be awarded a Fulbright Taiwan CSAT certificate and an official transcript from Tunghai University. Before arrival, students should consult with their home institutions about credit transfer. Our Partners: The Consortium for Study Abroad in Taiwan (CSAT) The Foundation for Scholarly Exchange (Fulbright is a hub linking U.S. and Taiwan universities. The Taiwan), supported by the American Institute in CSAT is managed by the Foundation for Scholarly Taiwan (AIT), Taiwan’s Ministry of Education (MOE), Exchange (FSE, Fulbright Taiwan) in partnership with and Ministry of Foreign Affairs (MOFA), is one of the the Foundation for International Cooperation in 49 bilateral organizations in the world established Higher Education of Taiwan (FICHET) and the Taiwan specifically to administer the Fulbright educational Ministry of Education (MOE). exchange program. 2

3 23.7M PEOPLE 10TH 2018 HUMAN 4 FREEDOM INDEX 13TH GDP PER C A P I TA BY P P P, I M F 2 0 2 0 ESTI M AT ES TA I W A N 5 Taiwan (The Republic of 6 China) is a multi-cultural nation with a rich history formed by Indigenous Peoples, Taiwanese, Chinese, Japanese, and Westerners. A vibrant multi- party democracy with no restric- tions on personal freedoms (no web censorship and no limits on political, artistic, or personal expression), Taiwan is also a gateway to China and a treasure trove of traditional Chinese culture and values. In Taiwan, you will meet warm, welcoming people and make life-long friendships. Taiwan has something for everyone: stunning natural scenery, rich traditional and modern culture, world-class hot springs and delicious food. 3 7

TUNGHAI UNIVERSITY Tunghai University was founded in Education and Student Labor, pio- 1955 as the first private university neering programs that have been in Taiwan and the first and only widely emulated at other universi- Taiwanese educational institution ties in Taiwan. The lush Tunghai to offer a comprehensive educa- University campus, featuring the tion from kindergarten to doctoral landmark Luce Memorial Chapel, programs. Tunghai was also the has been voted most beautiful in first university in Taiwan to estab- Taiwan, and offers a scenic and lish its own systems of General natural environment for learning. 17,000+ 345 #92 STUDENTS ACRE T.H.E. W O RLD CAMPUS IMPACT RANKINGS SUSTAINABLE CITIES & COMMUNITIES, 2020 4

INTERNATIONAL COLLEGE The IC faculty includes both local tion is English. A core component and international teachers. Nearly of the IC curriculum is our Global a quarter of the student popula- Leadership Program, an innova- tion is from overseas, and to- tive, forward-looking course se- gether they represent more than quence devoted to global trends 30 different countries. The diver- in business, the world economy, sity of the teachers and students culture and ecology. For further creates a truly international envi- information, visit: ic.thu.edu.tw. ronment. The language of instruc- 34 1ST Global Leadership Program Core Values: COUNTRIES English- immersion - Awareness of REPRESENTED IN undergrad current events STUDENTS & FACULTY program - Engagement in Taiwan with the world - A self-critical attitude - Leadership and confidence 5

program details APPLICATION PROCESS Eligibility: • Current college student D E2A02D2/1L2I8N E • Above the age of 18 Application Materials*: • copy of passport personal information page • proof of student status • completed application form Application Deadline: February 28, 2021. Early Bird Registration: November 1, 2020 – January 31, 2021 • US$100 discount for those who register during the Early Bird period Course enrollments will be on a first-come-first-choice basis. *Applicants may be required to submit additional materials. A C C O M M O D AT I O N S International students will stay at the Ful Won (富⺩), a 3-star family and business hotel located at a major junction in the public transit system, and only a 15-min bus ride from campus. Rooms will be double occupancy, and a breakfast buffet will be 10 provided. All buses in Taichung are free for the first 10 km, and bike share rides are free for the first 30 minutes. 6

DAY TRIPS, C U LT U R A L ACTIVITIES & EXCURSIONS The program tuition will cover four day trips to central and southern Taiwan: Day Trip 1: Nantou: Sun Moon Lake + Snake Kiln in Shuili Day Trip 2: Tainan: Chihkan Tower + Confucius Temple + Anping Old Street Day Trip 3: Changhua: beach cleaning + three-wheeled truck and oyster picking experience in Wanggong Day Trip 4: Taichung: corporate visit (Johnson Health Tech) + Chio Tian Folk Drums & Arts Troupe It will also cover three cultural activities: 8 The Dragon 9 Boat Festival A rice dumpling The International cooking class Dragon Boat Races in Changhua Students are welcome to take part (at extra cost) in our optional overnight excursions: Excursion 1: Excursion 2: Kenting (Kuan-san Sunset, Taipei (National Palace Museum, Nanwan, Eluanbi Lighthouse) Sun Yat-Sen Memorial Hall) + Yilan (Center for Traditional Arts) Two days and one night + Hualien (Taroko, Qixingtan) Extra cost: NT$4,200 (about US$140) Three days and two nights Extra cost: NT$6,000 (about US$200) 7

TENTATIVE ITINERARY (subject to change) DATE MORNING AFTERNOON EVENING May 23 (Sun) Airport Pickup Hotel Check-In May 24 (Mon) Content Course 1 Content Course 2 Opening Dinner May 25 (Tues) Content Course 1 Content Course 2 May 26 (Wed) Content Course 1 Content Course 2 May 27 (Thu) Content Course 1 Content Course 2 May 28 (Fri) Day Trip to Nantou: Sun Moon Lake & Snake Kiln in Shuili (included) May 29 (Sat) Excursion 1: Kenting Beach (Kuan-san Sunset, Nanwan, May 30 (Sun) Eluanbi Lighthouse) Two days and one night at an extra cost of NT$4,200 (about US$140) May 31 (Mon) Content Course 1 Content Course 2 June 1 (Tues) Content Course 1 Content Course 2 June 2 (Wed) Content Course 1 Content Course 2 June 3 (Thu) Content Course 1 Content Course 2 June 4 (Fri) Day Trip to Tainan: Chikan Tower, Confucius Temple, Anping Old Street (included) June 5 (Sat) Free Weekend June 6 (Sun) June 7 (Mon) Content Course 1 Content Course 2 June 8 (Tues) Content Course 1 Content Course 2 June 9 (Wed) Content Course 1 Content Course 2 June 10 (Thu) Content Course 1 Content Course 2 Cooking Class: Rice Dumplings 8

DATE MORNING AFTERNOON EVENING June 11 (Fri) Day Trip to Changhua: Beach cleaning + Three-wheeled truck oyster-picking experience in Wanggong (included) June 12 (Sat) International dragon boat races in Changhua (included) June 13 (Sun) June 14 (Mon) Dragon Boat Festival (Holiday) June 15 (Tues) Content Course 1 Content Course 2 June 16 (Wed) Content Course 1 Content Course 2 June 17 (Thu) Content Course 1 Content Course 2 June 18 (Fri) Day Trip (Fri): Taichung: Corporate Visit (Johnson Technology) June 19 (Sat) + Chio Tian Folk Drums & Arts Troupe (included) June 20 (Sun) OR Excursion 2 (Fri-Sun): Taipei (Palace Mus., Sun Yat-Sen Hall) + Hualien (Taroko, Qixingtan) + Yilan (Public Art Center) Three days and two nights at an extra cost of NT$6,000 (about US$200) June 21 (Mon) Content Course 1 Content Course 2 Content Course 2 June 22 (Tues) Content Course 1 Content Course 2 June 23 (Wed) Content Course 1 June 24 (Thu) International Farewell Dinner Conference June 25 (Fri) Airport drop off 9

TENTATIVE COURSE OFFERINGS (subject to change) General Education/Language COURSE TITLE INSTRUCTOR HOME INSTITUTION Elementary Chinese TBA Intermediate Chinese TBA Tunghai University Wanching Hsieh Tunghai University Business Chinese Karen S. Kingsbury University Carrie Helms Tippen of Pittsburgh East Asian Cinema Dan Choffnes Chatham University Food and Identity Chatham University Tea: Science, Society, Ying-hsiu Lu and Sustainability Annie Tsai ASIANetwork (Chair) Personal Identity in Historical Jim Hinterlong Perspective Tunghai University Positive Psychology Strategic Communication Tunghai University for Global Leaders Tunghai University 10

Sustainability/Science COURSE TITLE INSTRUCTOR HOME INSTITUTION Measurement Using Photogrammetry Jack Leifer Trinity University and Videogrammetry Sustainable Water Uses Walter Den Texas A&M - and Management San Antonio Introduction to Sustainable Design Meichun Liu Wolkland Design, Inc. and Design Materials (Founder) Sustainable Materials and Technology Mrinalini Mishra Tunghai University Permaculture and Eco-Living Systems John Perez Tunghai University Marine Litter Management Falk Schneider Tunghai University Business/Management COURSE TITLE INSTRUCTOR HOME INSTITUTION Supply Chain Management Yuanjie He CalState Polytechnic Data Analysis and Problem-Solving University, Pomona Monetary Policy or Financial Economics John Ni Miami University Sun Zi's Art of War and Business Strategies Tzu-Hao Huang Manhattan College Fraud Examination Excel for Finance Jue Xin Tan Tunghai University Seminar on Asia-Pacific (Jesse) Business Management Tunghai University Startup James Gillespie Tunghai University Building an Inclusive and Diverse Workplace Carol Troy Hao-Cheng Chen Tunghai University Frank Lin, CFA Tunghai University Valerie Holton Tunghai University 11

INCLUDED DAY TRIP HIGHLIGHTS Day Trip 1 11 Nantou Sun Moon Lake + Snake Kiln in Shuili Our first included trip will begin at Sun A short trip will take us from Sun Moon Moon Lake in Yuchi Township, Nantou Lake to the Shuili Snake Kiln, a wood-fired County. This is Taiwan’s largest lake and a kiln founded in 1927 by master potter Lin favorite destination for travelers of all na- Jiangsong. For several generations, the tionalities. The area offers the best of both kiln was a thriving family business. worlds: spectacular natural beauty and However, as Taiwan modernized, demand restaurants, shopping, and recreation. Ac- for pottery decreased, and the kiln’s for- tivities include hiking, boating, and cable tunes declined. In 1993, the kiln was car rides. Home to the Thao people, opened to the public as an educational among Taiwan’s 13 indigenous tribes, in- center, featuring a museum and pottery digenous performances and delicacies are classes. The original kiln, rebuilt after the a special attraction for visitors. 1999 earthquake, can also be viewed. 12

Day Trip 2 Tainan Chihkan Tower + Confucius Temple + Anping Old Street The second included trip will take us to The Confucius Temple, built in 1666, was Tainan, Taiwan’s oldest city and one-time Taiwan’s first Confucian temple and offi- capital. We will visit three attractions cial institute of higher learning. The build- from the Dutch colonial period. Chihkan ing has survived wars and natural disas- Tower, constructed in 1652, was the seat ters, and has been reconstructed more of the colonial administration. Anping Fort than 30 times. Today, it is both a tourist was built between 1624 and 1634 and attraction and a center for traditional served as a transit point for international ceremonies, such as the annual Teacher’s trade. Nearby Anping Old Street, Taiwan’s Day celebration held on September 28 oldest named street, runs through a his- to mark the great scholar’s birthday. toric neighborhood teeming with shops The temple also houses ancient musical selling snacks, souvenirs and crafts. instruments and other artifacts used in these ceremonies. 13

INCLUDED DAY TRIP HIGHLIGHTS Day Trip 3 12 13 Changhua Beach Cleaning + Clam and Oyster Picking in Wanggong All hands on shore! We will start the third inelegant, but they are perfect compan- included day trip with a beach cleaning! ions for digging oysters and clams in the The next stop will be Wanggong (⺩功), shallow waters. After all that activity, a traditional fishing village located in enjoy a delicious meal. For a few dollars, Fangyuan Township (Changhua County) you can buy fresh-grilled oysters and other in central Taiwan. In its glory days, Wang- specialties at the Wanggong Food Court. gong Port was a major hub in Taiwan’s fishing industry. Now it is open to the End your day in style! The Wanggong public as a recreational center. nightscape is a truly romantic sight. When the sun sets over the horizon, the It is so much fun to ride a three-wheeled water shimmers with lights from Wang- oyster truck through the mud flats outside gong Bridge. Wanggong! These trucks may be noisy and 14

15 Day Trip 4 14 16 Taichung Corporate Visit + Chio Tian Folk Drums & Arts Troupe Since Taiwan’s early days, tīn-thâu (陣頭) We will round out the day by visiting troupes (such as the one pictured here) Johnson Health Tech, a multinational pro- have staged ceremonies welcoming the ducer of treadmills, stationary bicycles, temple gods. The fourth and last included massage chairs, and other exercise and trip will begin with a performance by the wellness equipment, and the world’s top Chio-Tian Folk Drums & Arts Troupe, one specialty fitness retailer. The company of the most famous tīn-thâu troupes in has won numerous global and local Taiwan. The Chio-Tian Troupe is named awards, including two Taiwan Excellence after the main local deity, the Goddess of awards. We will enjoy an introductory Chio-Tian (九天⽞⼥). Chio-Tian’s mission presentation and a tour of the manufactur- is to preserve traditional tīn-thâu and raise ing plant at the company’s Taichung it to a higher level. Today, it is a perform- headquarters. ing arts group well known both at home and abroad. 15

OVERNIGHT EXCURSION HIGHLIGHTS Excursion 1: 17 18 Kenting Kuan-san Sunset + Nanwan + Eluanbi Lighthouse Two days / one night Extra cost: NT$4,200 (about US$140) Kenting, on the southern tip of Taiwan, is Eluanbi Lighthouse was built in 1883 to one of the island’s top travel destinations. alert passing ships to hidden reefs and The area has a unique ecosystem, with treacherous weather conditions on Tai- coral cliffs, mountains, and a teeming di- wan’s southernmost point. It has been re- versity of vegetation and wildlife, incuding stored twice, after damage in the First land crabs, monkeys, and hundreds of Sino-Japanese War and World War II. The bird species. Visitors can enjoy swimming, lighthouse and surrounding Eluanbi Park surfing, snorkeling, scuba, and other were opened to the public in 1982. water activities. 16

Excursion 2: 19 Taipei–Yilan–Hualien Taipei (National Palace Museum, Sun Yat-Sen Memorial Hall) + Yilan (Center for Traditional Arts) + Hualien (Taroko Gorge, Qixingtan). Three days / two nights Extra cost: NT$6,000 (about US$200) Taipei is the thriving economic heart and opment of traditional art forms, hosting capital of Taiwan. The National Palace exhibits, performances, shops and museum holds some of the finest exam- craft shows. ples of traditional Chinese art and arti- facts in the world, many collected by em- Taroko Gorge National Park is one of perors themselves. National Dr. Sun Yat- Taiwan’s most spectacular sights. With its sen Memorial Hall was built to commemo- marble canyons, cliffs, caves, and white- rate the founding father of the Republic water rivers, it is among most beautiful of China, Dr. Sun Yat-sen. Its design places in Taiwan. It is a favorite spot for mirrors the grandeur of a traditional hiking, rafting, hot springs, and other Chinese palace. outdoor activities. The National Center for Traditional Arts is Qixing Lake, located northeast of Hualien located on a 24-hectare campus by the City, features natural beaches, crystalline Dong Mountain (冬⼭) River in nearby waters, sparkling black beach stones, and Yilan. The Center is devoted to the devel- views of the mountainous landscape and winding highways in the distance. 17

courses GENERAL EDUCATION / LANGUAGE COURSES Elementary will emphasize spoken Chinese including Chinese pronunciation, grammatical structures, and vocabulary building, while covering the (for Non-Native Speakers) four basic language skills of speaking, lis- tening, reading, and writing. Students will Instructor: TBA read and write in Pinyin and learn basic skills in the use of online dictionaries and Prerequisites: None translation tools. Additional topics include traditional Chinese characters, learning Textbook and Materials: Based on methods, the history of the Chinese lan- topics, PPT and PDFs will be provided by guage and cultural influences. This course the instructor. will give beginning students a thorough in- troduction to Mandarin Chinese and a Course Description: good foundation for further study. This course is designed for students with Course Objectives: no previous knowledge of Mandarin Chinese. The lessons are based on practi- Students who complete this course will cal communication to help students with demonstrate: everyday social interactions and tasks, such as meeting new people, inviting • Ability to initiate, sustain, and close friends, shopping, giving directions, and ex- short conversations in common social pressing likes and dislikes, etc. This course settings on campus • Command of a basic 400-word daily vocabulary 18

• Appropriate pronunciation, e.g. tonal in- Weekly Syllabus flections, in spoken Chinese Week Conversation Topics Suggested • Ability to read and write phonetically, Presentation using pinyin Meeting New Friends: 1 Names, relationships, Me and my • Basic knowledge and learning methods friends about Chinese characters and radicals countries, appeals. An unfortunate • Basic skills in the use of online dictio- What would you like to do weekend! naries and translation tools after class? Date, time, 2 hobbies, activities, to The best/worst • Understanding of the cultural underpin- initiate/accept/decline an food around nings of Mandarin Chinese invitation. campus! Learning Activities and Assignments: What’s for dinner? Where?, My best and worst shopping • Class activities include language exer- 3 what?, like, food, food experience or cises, role-play, class discussions, etc. adjectives, campus commercial video Final: When you • Chinese culture activities include Tai-Chi buildings. come to my exercise daily, Chinese calligraphy, college in the and tea. 4 Go shopping! Money, U.S… (10%) directions, clothes. • Assignments include learning journal, online activities, and daily conversation 5 Go travel! Transportation, with native speakers. location, landscape • Quizzes: daily quizzes on vocabulary or Intermediate conversation. Chinese • Oral Presentations: Suggested topics (for Non-Native Speakers) and details are posted in advance. Instructor: TBA Grading Policy Prerequisites: Previous study equivalent 25% Class Participation to Elementary Chinese (or above). 25% Assignments Course Description: 20% Quizzes This course will build on the student’s ele- mentary Mandarin Chinese proficiency. It 20% Weekly Presentations will further develop the student’s four basic language skills (speaking, listening, 10% Final Presentation reading, and writing). As in Elementary Chinese, the main emphasis will be on oral 19

communication. Students will engage in Grading Policy: TBA longer, more involved conversations in which they describe their personal experi- Weekly Syllabus: TBA ences and viewpoints on various current issues. To facilitate this practice, there will Learning Activities /Assignments: TBA be a greater focus on written work, includ- ing extensive original writing assignments, Business as a means to develop self-expression. As Chinese in Elementary Chinese, most of the writing will be done in pinyin. However, students (for Non-Native Speakers) will also enlarge their repertoire of tradi- tional Chinese characters, both through Instructor: Wanching Hsieh reading and writing. Some of the writing practice will require the use of online tools Prerequisites: One year of Chinese to search for information in Chinese. Using study or permission of the instructor the writings as a foundation, students will do oral presentations on various topics. Textbook and Materials: Will vary depending on students’ proficiency; topic- Course Objectives: based materials and PDFs provided by the instructor. Students who complete this course will demonstrate: Course Description: This course is de- signed for students who have basic • Appropriate pronunciation, e.g. tonal in- Chinese proficiency, and builds upon the flections, in spoken Chinese fundamentals to learn essential business Chinese communication skills, such as • Ability to hold more extended conversa- writing letters, reports, oral presentations, tions etc. Appropriate cultural business interac- tion in Chinese speaking communities will • Ability to communicate in a wider range be demonstrated and practiced. of social settings Course Objectives: • Basic ability to describe personal experi- ences and points of view At the conclusion of the course, students will be able to • Command of a basic 700-word vocabu- lary 1.Conduct basic Chinese conversations in business settings. • Ability to compose original texts in pinyin 2. Make oral presentations on business- related topics in Chinese. • Basic skills in using online tools and doing internet searches in Chinese 3.Write appropriate Chinese business cor- respondence, including letters and • A deeper understanding of the cultural reports. underpinnings of Mandarin Chinese 20

Learning Activities and Assignments East Asian Cinema • Class Participation: Students are ex- pected to actively participate in all class Instructor: Karen Kingsbury, Ph.D. activities, discussions, etc. Prerequisites: None • Assignments: Assignments can be written or typed in traditional or simpli- Textbook and Materials: PDFs provided fied Chinese, and should be double- by the instructor. spaced. For overdue assignments, a 5% grade deduction will apply for each day Course Description: the assignment is late. Assignments include various business correspon- This course investigates the political-eco- dence, such as letters, reports, etc. nomic and ethical-aesthetic factors that have shaped cinematic expression in • Quizzes: There will be vocabulary Japan, China, Taiwan, and Korea, starting quizzes on each topic. in the 1930s, but emphasizing the 1990s to the present. Topics include social selves • Oral Presentations: Suggested topics and and ethics messaging, martial arts and war details are posted in advance. films, and non-fiction (documentary) story- telling. Emphasis is on speaking and Grading Policy writing judiciously about stimulating, sometimes controversial films, by showing 20% Class Participation a good understanding of relevant problems 30% Assignments in interpretation and critical appreciation, 25% Quizzes as well as the pertinence of national narra- 25% Oral Presentations tives, historical events, and local/global market conditions for film production. Weekly Syllabus Some of the films likely to be included: The Goddess, Shoplifters, Secret Sunshine, City Week Topic of Life and Death, Yi Yi. 1 Introduction 2 Course Objectives: 3 Structure of a Chinese Company 4 Applying for a Job At the conclusion of the course, students will Attending Business Events be able to 5 Business Negotiations Cultural Similarities and • Speak and write judiciously about a se- Differences lected set of East Asian films, showing a good understanding of various prob- Conclusion lems in interpretation and critical appre- ciation, as well as the pertinence of na- tional narratives, historical events, and market conditions for film production. • Demonstrate understanding of global in- terdependence and local cultural values from multiple perspectives (e.g. social, economic, political, and environmental). 21

• Critically assess global and local events, Replies are rated on a 4-point scale and processes, trends, and/or issues and content is used in class discussion. be able to place their own culture in that context. • 2 Quizzes (names, events, terms, short answer): 20% Study Guides are posted • Write 3-4 page formal papers on ques- in advance. tions assigned by the professor. • Essay: 20% Essay prompts are posted Sample Films (final selection depends in advance. on screening logistics): • Pair Presentation or Short Research Social Selves and Ethics Messaging: Paper: 30% Work with 1 partner to produce a 15-min presentation OR write • OZU Yasujiro, dir. I Was Born, But… 1932. a 1,500-word short research paper. Sug- (Japan) 90 min. gested topics and other details are posted in advance. • KORE-EDA Hirokazu, dir. Shoplifters. 2018. (Japan) 121 min. Grading Policy • WU Yonggang, dir. The Goddess. 1934. 30% Participation in class and online (China) 85 min. forums • ZHANG Yimou, dir. Not One Less. 1999. 20% 2 Quizzes (China) 106 min. 20% Essay 1 (1,000 words) • LEE Chang-dong, dir. Secret Sunshine. 2007. (South Korea) 142 min. 30% Pair Presentation (15 min.) Or Essay 2 (1,500 words) Martial Arts and War Films: Weekly Syllabus • LEE Ang, dir. Crouching Tiger, Hidden Dragon. 2000. (China/HK/Taiwan/USA) Week Topic 120 min. Introduction • ZHANG Yimou, dir. Hero. 2002. (China) 99 min. 1 Social Selves and Ethics Mes- saging I; Forum A • WEI Te-sheng, dir. Warriors of the Rain- bow: Seediq Bale. 2011. (Taiwan) 150 2 Social Selves and Ethics Mes- min. saging II; Forum B; Quiz 1 • LU Chuan, dir. City of Life and Death. 3 Martial Arts and War Films; 2009. (China) 133 min. Essay due Non-fiction Depiction: Characters, Questions Martial Arts and War Films, contd. • MIYAKE Kyoko. Surviving the Tsunami— 4 My Atomic Aunt. 2013. (Japan) 52 min. Non-fiction Depiction: Charac- ters, Questions; Forum C • FAN Jian. Still Tomorrow. 2016. (China) 88 min. Non-fiction, cont’d. Learning Activities and Assignments 5 Pair Presentation or Short Re- search Paper; Forum D; Quiz 2 • Forums: Prompts are posted soon after each class session, and replies are due Other Requirements: Additional screen- 2 hours before the subsequent session. ing sessions, outside the usual class time, may be needed. 22

Food and Learning Activities and Assignments Identity Weekly Abstracts Instructor: Carrie Helms Tippen, Ph.D. As a step in the process of writing your lit- Prerequisites: None erary analysis essays and as another check for reading comprehension, you will Textbook and Materials write an abstract every week, proposing an argumentative essay on at least one of the • Bich Mihn Nguyen, Stealing Buddha’s readings assigned for that week. At 250- Dinner. Penguin Books, 2008. 300 words, an abstract is concise and ar- gument focused. It does not give a lot of • Diana Abu-Jaber, Crescent. W.W. Norton, evidence, instead, it makes a clear thesis 2004. statement, describes the contribution the essay would make to an ongoing conversa- All other course material will be provided. tion, and hints at an order of contents. Ex- amples will be provided as models for you Course Description to follow. This course examines literature in multiple Multimedia Presentation genres (fiction, poetry, creative non-fiction, graphic novel, film/television) through the For this 5-7 minute presentation with a theoretical lens of food studies to under- small group of 2-3 students, you will be stand how writers use food as a cultural asked to make an Oral Presentation with a object to point to issues of identity includ- Visual Aid re-reading a text that is familiar ing race, class, gender, sexuality, age, to you, this time paying close attention to ability, and systems of belief. We espe- the role of food in that text. “Text” is cially explore the role that food plays in defined broadly and may be fiction, non-fic- cross-cultural contact zones: places where tion, graphic novel, poem, play, film, televi- people meet despite their differences. sion show, etc. It should be a text that you When characters of different backgrounds have already read/viewed (maybe more come together over food, does food bring than once), and it probably will not obvi- them together or reveal their inequities? ously be about food. Your presentation We will examine food as something that si- should summarize or present at least one multaneously unifies and divides human food scene (eating, drinking, serving, beings. cooking, starving, feasting, digestion, indi- gestion, selling, buying, farming, process- Course Objectives ing, etc) and examine the role of food in that scene. Why is there food in this • Know key terms of literary analysis and scene? How do the characters interact foster an ability to apply literary terms with food in the scene? What do their inter- to primary texts. actions with food tell you about those characters and their identities? How does • Generate meaningful critical analysis food communicate something about race, and close reading of challenging literary class, gender, culture, national identity, texts in cogent and persuasive essays. power, ability, health, systems of belief, etc? Your presentation should point out • Describe constructions of race, class, the most interesting questions about food gender, ethnicity, and beliefs as they that your text can raise. apply to analyses of food in culture. Article Review Class discussions and weekly abstracts should help you to find a research question 23

about food and identity that interests you Grading Policy and merits further exploration for a longer final essay. Using appropriate academic re- 20% Weekly Abstracts search methods and resources, locate one article published in a scholarly journal that 20% Small Group Multimedia explores issues of food and identity related Presentation to the topic you have chosen for your final essay. 20% Article Review In a concise, two-page review, summarize 40% Final Literary Analysis Essay the article’s arguments, outline its struc- ture, and describe how the article connects Weekly Syllabus with our class discussions. Include a PDF copy of the article. Use MLA Style Guide Week Topic for citations and document formatting. 1 The most successful reviews 1) choose ap- 2 Introduction to Food Studies propriate article to review, 2) summarize fairly and accurately with effective uses of 3 Food and Gender (Multimedia quotation and paraphrase, and 3) make in- 4 Presentations) sightful connections between the article 5 and course themes. Food and Class (Annotated Bibli- ography) Final Literary Analysis Essay Food and Race/Ethnicity For the final essay, you will write a 6-8 page seminar paper that explores one of the cat- Food and Belief (Final Literary egories of identity explored in the course Analysis Essay) using both primary and secondary sources. The topic of the essay is open, Tea: Science, but it should serve as a capstone project Society, and for the term, drawing together the themes Sustainability and texts of the course into a convincing interpretation and textual analysis. The Instructor: Dan Choffnes, Ph.D. essay should make a claim about the sig- nificance of food and identity in at least Prerequisites: None one primary text and support that claim with evidence from primary and secondary Textbook and Materials sources. At least one primary text must be from our assigned reading, but the sec- Provided readings will consist of excerpts ondary can come from the syllabus, your from sources including: article review, or further library research. A minimum of 3 scholarly, academic sources • The Classic of Tea by Lu Yu, a Tang-era are required. The essay should follow all (circa 8th century) guide to tea prepara- the conventions of academic writing and tion. literary scholarship concerning organiza- tion, argument, tone, and formality. • The Grand Materia Medica by Li Shizhen, a Ming-era (circa 16th century) book of herbal medicines. 24

• A Record of Drinking Tea and Nourish- sources from the historical and contempo- ing Life by Myōan Eisai, a 12th century rary literature, as well as guest lecturers, Zen priest who is credited with introduc- interviews, and potential site visits, to ap- ing tea to Japan. preciate the diversity of tea and its roles in various human settings in Taiwan, across • The Book of Tea by Okakura Kakuzō, a Asia, and beyond. Students will learn how study of tea aesthetics by a Japanese professionals evaluate tea, conduct busi- arts scholar residing in early 20th ness in tea, and perform tea ceremonies century Boston. following different regional or national tra- ditions, past and present. Students will see • For all the Tea in China by Sarah Rose how tea growing affects the natural land- (2010: Penguin), an account of Britain’s scape, and consider the modern ecological acquisition (theft) of tea from Qing-era and organic tea movement. China for cultivation in its South Asian colonies. Course Objectives • The Rise of Tea Culture in China by Bret By the end of the semester, students should Hinsch (2016: Rowman & Littlefield), a be able to detailed and robust chronicle of tea in Tang-dynasty era literary, political, and 1. Describe key botanical and agronomic religious life. characteristics of the tea plant (Camel- lia sinensis) and its major cultivated • The Tale of Tea: A Comprehensive forms. History of Tea from Prehistoric Times to the Present Day by George van Driem 2. Explain the steps in tea manufacture, (2019: Brill), a linguist’s account of tea’s the types of tea produced, and regional cultivation and dissemination across variations. East and Southeast Asia, and encoun- ters with the West. 3. Evaluate and describe the color, flavor, and aroma of tea. • The Darjeeling Distinction: Labor and Justice on Fair-Trade Tea Plantations in 4. Describe major periods in tea cultiva- India by Sarah Besky (2013: California), tion in East and South Asia, and how it who spotlights human rights and sus- was prepared, marketed, and trans- tainability concerns in the tea industry. ported in economic networks. • Scholarly literature of the 20th and 21st 5. Describe the historical and contempo- century dealing with the biomedical rary cultural roles of tea in several properties of tea and its chemical con- Asian and Western settings, including stituents, sociocultural analyses, and Taiwan’s contributions to tea industry environmental-ecological studies. and culture. Course Description 6. Discuss tea’s health-related properties according to traditional beliefs and bio- Tea is an evergreen perennial tree native to medical sources. Asia whose leaves are widely consumed as a stimulating beverage. This course ad- 7. Explain the relationships between tea dresses the botany and chemistry of the cultivation and the natural environment, tea plant, its dissemination and historical organic and conventional production, development, its economic and cultural im- labor and human development, and how portance, its medicinal properties, and its tea growing is affected by (and adapt- present cultivation in light of environmen- ing to) climate change. tal, health, and social concerns. Students will draw on primary and secondary 25

Learning Activities and Assignments Grading Policy Tea evaluations: Students will prepare and Your grade in this course is based on 1000 sample teas (provided), discuss their char- total points to be earned through the follow- acteristics using appropriate terminology ing activities: Quizzes: Students will periodically submit 400 Tea Evaluations (16) brief multiple-choice and short-answer @ 25 points each quizzes on subject matter content, includ- ing class presentations, slides, discussion, 150 Quizzes (6) and readings. @ 25 points each Interview: Students will conduct an inter- 150 Tea Industry Interview view with a person having relevant per- sonal experience as a tea producer, seller, 100 Written Report consumer, or scholar, in English or another language (provide translation), and write 200 Active Participation up a transcript, summary, and brief analy- sis in light of course content. 1000 TOTAL Written report: Students will submit an ar- Weekly Syllabus gumentative paper relating tea to a topic of relevance to their own personal aca- Week Topic demic, social, or professional aspirations. 1 Expectations for length and rigor to be de- 2 • Botany and historical development termined in consultation with THU. 3 • Tea in classical literature 4 • Dissemination in premodern era Other Requirements • Cultural roots and branches 5 We are engaging in an exploration of tea • Tea manufacture: heritage, tradition, and through all the senses, which means that innovation you may find yourself in a position to smell and taste consumable products. You are • Encounter with the West not required to eat or drink anything in this • Tea shaped the modern world: class, and you may abstain at any time for • Empire, exploitation, the contemporary order whatever reason. Handle hot liquids with caution. Please be aware that it is not pos- • Tea and health sible to account for all possible allergies, • Traditional medical beliefs and practices and do not ever consume a food or drink to • Reception in the West which you are, or might be, allergic. • Biomedical science: methods, discoveries, and open questions • Tea safety concerns • Tea in social life • Ceremony, ritual, religion, kinship • Tea and nation, Tea and class, tea and gender • Business of tea • Environment, terroir, and the ecologies of tea production • Labor, fairness, human economic development • Natural and organic movements • Tea and climate change • Reflections 26

Personal multi-dimensional, and indefinite. It is con- Identity in structed through the relationship to and Historical differences from the ‘Other.’ Several factors Perspective shape the formation and transformation of the notions of identity, such as class, race, Instructor: Ying-Hsiu Lu, Ph.D. ethnicity, gender, age, education, religion, and personal experiences. In this course, Prerequisites: None students will explore factors and experi- ences that shape who they are. They will Textbook and Materials also examine: 1) Sexed bodies and gender; 2) Gender in Chinese culture; 3) Diasporic • Teacher’s handout and migrant identity. By exploring these topics, students will deepen their under- • Chris Shilling, \"Sexed Bodies.\" The Body: standing of themselves in the context of A Very Short Introduction. Oxford Univer- public discourse and identity politics in a sity Press, 2016, pp. 24-41. multi-cultural world. • Ha Jin, “Children as Enemies.” A Good Learning Activities and Assignments Fall. Vintage, 2009, pp. 77-86. • Group discussion • Kam Louie, \"Introducing wen-wu: • Presentation Towards a Definition of Chinese Mas- culinity.\" Theorising Chinese Masculinity. Grading Policy Cambridge University Press, 2002, pp.1- 21. 50% In-class (participation and attendance) • Kevin Kenny. \"What is Diaspora?\" Dias- pora: A Very Short Introduction. Oxford 20% Presentation Outline University Press, 2013, pp.1-15. 30% Presentation • Margaret Walters. Feminism: A very short introduction, Oxford University Weekly Syllabus Press. Week Topic • Song Geng, “Introduction,” The Fragile 1 Scholar: Power and Masculinity in Who Am I? My name story and bi- Chinese Culture. Hong Kong University 2 ographical poem press, 2004, pp. 1-18. 3 One-sex model, two-sex model, • Thomas Laqueur, Making Sex: Body and 4 and gender Gender from the Greeks to Freud. 5 Harvard University Press, 1992. Gender and masculinity in Chinese culture Course Description Diaspora and immigrant identity “Who am I?” This course will answer an old question with a general survey of identity Review and presentation discourses. Identity (or identities) is so- cially and culturally constructed; it is fluid, 27

Basics of Santos. It is the most popular class offered Positive by Yale University. We use the textbook Psychology “Happier: Learn the Secrets to Daily Joy and Lasting Fulfillment” offered by a similar Instructor: Annie Y. Tsai, Ph.D. class at Harvard University. Prerequisites: No prerequisites. Course Objectives However, if you have already taken a similar course, this class is NOT for you. It • Learn psychological research on happi- is a basic introductory class on Positive ness and well-being Psychology and happiness for non-majors or those who know nothing about • Develop skills for goals setting and Psychology. achievement Textbook and Materials • Develop skills for mindfulness, grati- tude, stress management, empathy and Required: Happier: Learn the Secrets to spirituality Daily Joy and Lasting Fulfillment by Tal Ben-Shahar • Apply habits to helping self and others for increased well-being Recommended: The Myths of Happiness: What Should Make You Happy, but Doesn't, Learning Activities and Assignments What Shouldn't Make You Happy, but Does by Sonja Lyubomirsky • Reading and Viewing assignments: This course will be taught through lectures, Course Description discussions and in-class activities. Stu- dents are expected to have read/viewed What is Well-being and Happiness? What is the materials assigned and participate. the Good Life? This course explores what psychological science teaches us about • Frequent Quizzes: Usually short almost how to be happier, why we often do not every lecture will begin with a short pursue the things that truly make us happy, quiz. There are no make-ups for this. how to feel less stressed, and how to flour- You will be allowed to drop your two ish more. We will examine why we are not lowest scores, so if you miss a quiz, that as happy and some misconceptions as will count as your lowest score. well as features of our mind that work against our well-being. We will also put • HW: Well-being Improvement Strategies into practice some of these findings and and Exercises (WISE): These exercises try to create habits that help us to live a are meant to help you practice and happier and more fulfilling lives. We will develop habits that improve happiness. practice throughout the course some well- They are generally graded on a participa- being improvement strategies and exer- tion basis meaning if you did the assign- cises. We will end the course by applying ment, you pass. The point is for you to what we’ve learned to improve our own experience happiness strategies and happiness and/or to make a difference in begin to build a habit of them. our relationships. The content of this course is modeled after the course, The • Improving Happiness Project: Students Science of Well-Being by Professor Laurie develop an end of semester project, picking from WISE (see above) or creat- ing their own, that will increase the hap- piness of themselves, a friend, family member, or a designated group. More details to be given. 28

Other Requirements: There is zero toler- Strategic ance for cheating and plagiarism. If you Communication cheat on an exam, quiz, or plagiarize on an for Global assignment or presentation, you will get an Leaders automatic F with no room for negotiations. Instructor: Jim Hinterlong, Ph.D. Grading Policy Prerequisites: None Midterm: 10% Based on reading and lectures. Textbook and Materials: Open access course materials will be provided during Multiple choice. the class. Final: Course Description 20% Based on reading and lectures. Great ideas, limitless ambition, stellar tech- Multiple choice. nical expertise – even good looks - are not enough. The ability to exchange and refine Weekly quizzes: ideas with colleagues, clients and partners 15% Short quiz at the beginning of is the key to success. During this intensive course, you will critically examine your in- class terpersonal and professional writing and speaking skills. You will learn, develop and 20% HW:WISE: strengthen high-impact communication Periodic assignments techniques, including how to craft an inte- grated strategic communications plan that Improving Happiness Project: allows you and your ideas to reach the 20% Presentation on an improving right audiences at the right time. Each class session will provide you with struc- Happiness Project tured opportunities to practice a range of communications, such as interviewing, 15% Participation: public speaking, memo and email writing. Individual and group participation Students should be willing to learn and Weekly Syllabus share their ideas in English. You will have opportunities to work together in Chinese, Week Topic Taiwanese or other shared language. You do not need to be fluent in English, but you Logistics and expectations, Intro: should be excited to practice your speak- What is Positive Psychology? ing, writing and listening! What do we think makes us Course Objectives happy? What actually makes us 1–3 happy? What do we want things After completion of this course, you will: that don’t make us happy (i.e., miswanting)? How do we • Understand how to match your commu- manage miswanting? What are nication style and strategy to your intentional strategies? audience 3 Midterm Mind control, Strategies for prac- tice, Happiness in relationships 3-5 Group Project, Final Presenta- tions, Final 29

• Be able with design, develop and deliver Weekly Syllabus effective professional communications verbally and in writing Week Topic 1 • Be familiar of tools and techniques that 2 Why don’t people grok me? The can enable you to employ strategic science and art of communica- communications as a core talent tion • Be prepared to use effective communi- Telling your story: Interviews and cation techniques to achieve your pro- cover letters fessional goals 3 Here’s an idea: Memo, concept Learning Activities and Assignments papers, and presentations • Written Communication: Students will 4 We need to talk: Supervising indi- complete a variety of writing products, viduals and groups including memos, position/concept papers, and emails. These will be To post or not to post: Reputa- modeled and discussed before students 5 tion management in the internet develop and revise their own versions. age • Verbal Communication: Students will prepare, present and participate in a variety of scenario-driven speaking ac- tivities, including interview, supervision and group meetings, as well as public presentations. • Class Preparation: Students will be ex- pected to prepare in advance for each class. This will vary by the topics and activities scheduled. • Peer Engagement: Students will work in- dividually, in pairs and in groups. Activi- ties will include sharing your work ver- bally and in writing with your class- mates, and learning to provide construc- tive feedback. Grading Policy 20% Preparation for class 40% Active participation in class 40% Quality of work 30

BUSINESS / MANAGEMENT COURSES Operations Course Objectives and Supply Chain This course serves as an introduction to oper- Management ations and supply chain management. The main objectives of taking this course are for Instructor: Yuanjie He, Ph.D. students to be able to: Prerequisites: Introductory Statistics • understand concepts and terminologies about Operations Management and Textbook and Materials Supply Chain Management and relate such concepts to the contemporary Operations Management, 2nd Edition, By issues (for example, COVID-19) and Gerard Cachon and Christian Terwiesch, technologies used ISBN10: 1260238873, ISBN13: 9781260238877, McGraw Hill Publishing • perform analysis for general business (1st edition can also be used) and different supply chain functions such as procurement, production, logis- Other course materials will be available tics etc. online or provided by the instructor. • demonstrate the holistic view of supply Course Description chain management and basic under- standing of supply chain design and An overview of supply chain functional supply chain risk management areas and supply chain risk management strategies. Main topics includes business • communicate supply chain manage- processes analysis, supply chain metrics, ment related issues, methodologies, and production planning, logistics manage- solutions to business leaders. ment, supply chain inventory strategy, and supply chain network design strategies. Learning Activities and Assignments The course will be offered with face-to-face lectures. Class discussion is anticipated. Business cases will be used. Week-by- week assignments and quizzes are based on the lecture and in-class discussions and will be assigned as the class pro- ceeds. 31

Grading Policy Course Description 20% Assignments 20% In-class quizzes Why this course is important 30% Midterm Exam 30% Final Exam The world is rapidly changing. Nowhere are these changes more evident than in the in- Weekly Syllabus creasing importance of information in eco- nomic and social exchange. Research indi- Week Topic cates that the majority of jobs in the United States will eventually be \"informa- 1 Course introduction; Process tion jobs\" requiring a high degree of techni- Analysis cal and analytical ability. Students will need a combination of technical skills, 2 Operations and Supply Chain business skills, and hands-on experience Process Improvement to be competitive in this job market. As one expert put it, in this world of dramatic 3 Production and Inventory Man- change, \"the basic economic resource is agement and will be knowledge.\" This knowledge— the raw material of productivity and inno- 4 Logistics and Transportation vation—is not a static body of information or a set of facts to be memorized. Rather, it 5 Supply Chain Design and Strat- is the ability to access, assimilate, and egy; Course Conclusion apply information-a marriage of critical thinking and technological skills. Business Data Analysis and What this course is about Decision Making Students will develop analytical and tech- nical problem solving skills and be Instructor: John Ni, Ph.D exposed to broad areas of business com- puting and the Information Technology (IT) Prerequisites: None industry. This course focuses on practical problem-solving skills, using electronic Textbook and Materials communication tools, spreadsheets and databases. Business Analytics: Data Analysis & Deci- sion Making | 6th Edition by S. Christian Al- Course Objectives bright/Wayne L. Winston • Students will be able to use the tools of technology to organize and evaluate data in the service of business decision- making; • Students will be able to systematically apply tools of quantitative analysis and modeling to make recommendations and business decisions; • Use spreadsheet software to calculate and analyze data to solve a given busi- ness problem. Students will demon- strate competence in this outcome by discussing and solving business prob- lems in class, on individual projects to 32

solve a business problem, and by com- Weekly Syllabus pleting a practical exam. Week Topic Other Requirements 1 Intro to Data Analysis and Deci- Miscellaneous class administration sion Making 1. Students must have completed the re- 2 Exploring Data quired prerequisite course or received instructor permission before taking this 3 Probability and Decision class. Making under Uncertainty 2.Text material should be read before 4 Statistical Inference class. 5 Regression Analysis and Time 3. Please check course website on regular Series Analysis basis for class announcements, slides and other course materials. If available, Introduction students should download and print the to Financial class slides before coming to the class. Economics Grading Policy: The course grades will be Instructor: Tzu-Hao Huang, Ph.D. assigned based on the following points: Prerequisites: None 50 Class attendance Textbook and Materials 100 Quiz (week 3) Money, Banking and Financial Markets, 100 Quiz (week 5) 2nd ed., 2011, Ball, Laurence, ISBN-10: 1429244097, ISBN-13: 978-1429244091 The final grade will be based on the total points the student accumulates out of 250 Course Description possible points. This course’s main objective is to give an As a general guideline, student grades will introduction to the financial and monetary be based on their percent of total points as systems. We will also cover the details of a follows (plus and minus grades will also be financial crisis, the problem of asymmetric given in each range): information in financial market. The details of financial markets for stocks, bonds, de- 90–100% A rivatives, and currencies will be introduced to students. Other key topics are pricing 80–90% B tools, bubbles in stock prices, Gordon growth model of stock prices, roles of 70–80% C banks and other financial intermediaries. 60–70% D <60% F 33

Course Objectives as your own. Copying homework, copying other students’ exam answers, using Introductory financial economics studies papers from the Internet, any talking or economic issues which are related to the looking around during exams, allowing operation of financial markets as a whole others to look at your exam papers, or any- (the structure of capital and money thing else I mention during the semester, is markets and banking). By the end of the cheating. course students should have a solid under- standing of these financial concepts and Disclaimer: tools, and the ability to use financial rea- soning and intuition to explain real-world The instructor reserves the right to modify issues to others with confidence. any or all aspects of this course as it pro- gresses should he feel that it becomes Learning Activities and Assignments necessary to do so! However, every effort will be made to adhere to this course syl- Technically, this course is a lecture. The labus so that the students can effectively lecture notes will be posted before class and efficiently budget their preparation so that you can take notes and build on time. Also, every effort will be made to them in class. I encourage you to scan and communicate, advise, and consult with skim the textbook material and jot down students on any changes necessary. You notes beforehand. Students are expected are fully responsible for adherence to uni- to actively participate in discussion and versity policies and regulations. Any repre- questioning of concepts and ideas, com- sentation made in this syllabus that bined with problem solving and case analy- appears in conflict with any such policy is sis, based on good out-of-class note-taking. deemed superseded by such policy. Each assignment is specifically designed Grading Policy to help students understand key concepts. All assignments will be collected at the be- 30% Assignments ginning of class according to their due 35% Midterm dates. Late assignments will not be ac- 35% Final cepted. Exam questions will be from lecture material and assignments. Each Weekly Syllabus exam has 10 questions. All questions are equally weighted. Partial grades will NOT Week Topic be granted to any single problem solving question. If you use the right approach and 1 The Financial System; Money correct logic, the answers will be correct. If and Central Banks you use the wrong approach and wrong logic, the answers will be wrong. In other Asset Prices and Interest Rates; words, if you get the right answers, but 2 What Determines Interest your approach and logics are wrong, this implies you are either cheating or making Rates? lucky guesses! 3 Securities Markets; Foreign Ex- Other Requirements change Markets Cheating is absolutely unacceptable in any Asymmetric Information in the guise. If I catch you cheating, I will warn 4 Financial System; The Banking you once. The second offense will result in an “F” for the assignment. The third Industry offense will result in an “F” for the course. Cheating means using the work of others 5 The Business of Banking; Banking Regulation 34

Sun Zi's Art of Learning Activities and Assignments War and Business Midterm Presentation: Students are re- Strategies quired to design a game that allows other classmate to participate. The game Instructor: Jue Xin Tan (Jesse) should let the participants apply Sun Zi’s philosophies to win the game. A short pre- Prerequisites: None sentation should be conducted to explain the objectives of the game. Textbook and Materials Group Presentation: The aim of this pre- Wee, C. H. (2003). Sun Zi Art of War: An il- sentation is to propose a new product for lustrated translation with Asian perspec- a selected company/business according tives and insights. Singapore: Pearson/ to the industry assigned by the lecturer. Prentice Hall. The newly developed product must be aligned with the strengths of the selected Course Description company/business and must be able to win more market share from their competi- Sun Zi was a famous ancient Chinese mili- tors. Students are required to analyze the tary strategist in the Spring and Autumn current strategies of the selected compa- Period two millennia ago who wrote the ny/business as well as their competitors’. military classic, Art of War. His treatise Students are required to form groups of denotes the strategies and methods for 4–5 students. Repetition of topic is not the deployment of troops for waging war. allowed. Registration of topics must be The timeless wisdom of the strategic rules done latest by week 3. Groups that are set forth by Sun Zi is still applicable today. presenting on the same week will be com- This course will discuss the creative appli- petitors for each other. The students who cations of Sun Zi’s philosophies in the are not presenting on that particular week contemporary business environment and will have to vote for their preferred group how to build a competitive advantage over by filling in the group voting form. The opponents. There are no prerequisites for votes will contribute 5% out of a total this course. mark of 30% of the assessment. Course Objectives Students are required to conduct a presen- tation which includes the components On completion of this subject students will below: be able to: • Commercial Video 1. Relate Sun Zi’s Art of War to modern business strategies and practices. • Pitch 2.Apply Sun Zi’s Art of War to the concept The presentation will be conducted from of lifelong learning in today’s business 16th to 19th class. It will be assessed on a world. group basis but NOT individually. There- fore, the cohesion and team dynamics are extremely important. You may select the best presenter(s) to represent your group in convincing the investors (voters). Important notes: • Submit a hardcopy of the PowerPoint presentation slides before presentation. 35

• Students are to conduct the presenta- report, and official letter from Tunghai Uni- tion in a PROFESSIONAL manner with versity will be accepted for leave of an allowance for creativity including, absence approval. but not limited to, attire and props that are relevant to the content of your pre- A penalty of 10% reduction of the sentation, in accordance to your discre- maximum mark applicable to the assign- tion. ment will be levied for each day of late submission. Assignments submitted after • Any member(s) who fail to turn up the stipulated time on the submission during presentation without valid date are considered late for 1 day and will reasons (examples of valid evidence: be subject to a 10% reduction. Weekends medical certificate, death certificate, and Public Holidays are counted as one police report, official leave of absence (1) day late. Assignments submitted more approved by faculty) will be given a zero than seven (7) days after the due date will (0) for the presentation. be given a zero (0). Reflective Report: Grading Policy: Continuous assessment: After the presentation, students are re- 20% Midterm Presentation quired to write a reflection on their presen- tation based on the voting result. They 30% Group Presentation have to analyze the reason for winning or losing to their opponents and which of 30% Reflective Report Sun Zi’s philosophies were used by each opponent. The report should include: 10% Class Participation • A brief summary about the outcome of 10% Attendance the presentation. Weekly Syllabus • Compare the strategies used by your opponents and yourself by applying the Week Topic seven dimensions in Chapter 1 (Line 1.18-1.24). 1 Introduction • Explain how you won the battle if you 2 Chapter 1 – Detailed Assess- won and how could you have won the ment and Planning battle if you have lost. 3 Chapter 2 – Waging War • The aspects of life that you can apply Sun Zi’s philosophies to in future. 4 Chapter 3 – Strategic Attack DATE OF SUBMISSION: the last lecture 5 Chapter 4 – Disposition of the class Army Other Requirements 9.74 The general must be able to instruct his troops with civility and humanity and unite them with rigorous training and discipline so as to secure victories in battles. Students who fail to attend 80% of the classes will not be granted the 10% atten- dance mark. Only the official documents such as medical certification, marriage certification, death certification, police 36

Fraud of an organization. This course will be Examination taught in English. Instructor: James Gillespie Course Objectives Prerequisites: None, accounting Upon completion of the course, students will recommended be able to: Textbook and Materials 1. Explain the nature and scope of occu- pational fraud activity and why it Fraud Examination (6th ed.); by Albrecht, occurs; W.S., Albrecht, C.O., Albrecht, C.C., and Zim- belman, M.F.; Cengage (2019). ISBN: 978- 2. Implement a fraud detection and pre- 981-4834-68-1 vention framework within an organiza- tion; and Course Description 3. Investigate managerial fraud issues re- Fraud is a crime of deception that involves garding company financial reports. making an intentionally false representa- tion about a material point that is believed Learning Activities and Assignments and acted upon by victims to their own detriment. Businesses are a prime target • Lectures for fraudsters like Charles Ponzi in the • Discussions 1920s, from whom we get the term “Ponzi • Case studies and assignments scheme”, and Bernie Madoff who made global headlines in 2009 when he pleaded Grading Policy: guilty to running the single largest invest- ment fraud scheme in the history of the 50% Exams (midterm and final, world. Fraudulent behavior of any size not 25% each) only has a devastating impact on busi- ness performance and profitability, but it 30% Assignments and homework also erodes confidence in the integrity of our global financial institutions and eco- 20% Attendance and participation nomic systems. Modern business man- agers and entrepreneurs must be ready to Weekly Syllabus prevent, detect, investigate, and resolve cases of fraud within their organizations. Week Topic Selected topics in this course include: learning about the most common fraud 1 The nature of fraud and why schemes and their symptoms; strengthen- people commit fraud ing internal controls; using data-driven fraud detection methods; employing in- 2 Techniques to fight fraud vestigative methods for both theft and concealment issues; discovering manage- 3 Techniques to prevent fraud rial accounting fraud in the financial state- ments; and understanding the risks of 4 Recognizing symptoms asset misappropriations such as larceny, of fraud skimming, and inventory theft at all levels 5 Data-driven fraud detection 37

Excel for Grading Policy: Finance 40% Quizzes 20% Exercise sets Instructor: Carol Troy, Ph.D. 10% Attendance 30% Capstone Prerequisites: None Weekly Syllabus Textbook and Materials Week Topic Corporate Financial Analysis with Micro- soft Excel (Francis J. Clauss) Course Introduction; The Time Course Description 1 Value of Money: Valuation in Present and Future Dollars; Microsoft Excel provides numerous func- tions and tools for carrying out financial Quiz 1 analysis. Using spreadsheets, students can familiarize themselves with the basics Present and Future Valuation of corporate finance through hands-on analysis. In this course, students will use 2 of Lump Sum Investments and Excel to gain an in-depth understanding of Annuities; Loan Amortization; basic concepts in finance, including the time value of money, loan amortization, Quiz 2 and depreciation. In the capstone project, students will work in groups to apply their Project Evaluation: Irregular knowledge to a business case study. This course is intended as a supplement to the 3 and Unequal Cash Flows; Financial Management course require- Capital Structure and the Cost ment. However, no prerequisite courses are assumed. of Capital; Quiz 3 Course Objectives 4 Capital Budgeting I; Capital Budgeting II; Quiz 4 Students will demonstrate their command of the course material by completing four 5 Capstone Projects Excel assignments, by performing well on the four quizzes, and by presenting a cap- stone project at the end of the course. Learning Activities and Assignments Many of the class meetings will take place in computer classrooms. The course time will be divided equally between lectures, individual work done at the computer, and group discussions. Part of each meeting will be set aside for individualized prac- tice. The course requirements include four Excel assignments, four quizzes, and a capstone project / presentation. 38

Seminar on in Word format. Students who submit Asia-Pacific the individual report by other means, Business such as the LINE App, will receive a Management grade of zero for the work. Instructor: Hao-Cheng Chen Group Case Presentation: (Howard), Ph.D. 1. For group case presentations, each Prerequisites: None group should prepare an oral presenta- tion and five questions for discussion. Textbook and Materials: IVEY Cases Any group member who arrives late for (https://www.iveycases.com/) his/her group’s presentation will receive a 20 point deduction. Course Description 2. Each team member should contribute Seminar on Asia-Pacific Business Man- equally to the group. Peer evaluation is agement is a case-study-oriented course. one of the indicators for your final This course covers various concepts and grade. approaches in the management field. Teaching methods adopt lectures, In-Class Activity: projects, discussions, and presentations. 1. In-Class Project refers to either “in- This course aims to provide students with class individual work” or “in-class the opportunity to explain real business group work.” scenarios or fictitious accounts of a busi- ness situation or dilemma embedded in 2. Students will be assigned tasks to particularly Asian cultures and environ- complete by the end of the class. ments. The course’s main objective is to help students think constructively and Other Requirements critically through analytical exploration of relevant materials in Asian context, includ- Information on the syllabus is subject to ing Asian leadership and ethics, family adjust with prior announcement. The business, compensation and labor rela- changes will be announced in class and tionship in cross-border companies, and posted on iLearn platform. entrepreneurship. (https://ilearn.thu.edu.tw/) Learning Activities and Assignments Grading Policy: Individual Report: 10% Attendance 1.Any report should be your original work 30% Individual Report /concept. Students who plagiarize or permit plagiarism will receive a grade 30% Group Case Presentation of zero for the work involved. 30% In-Class Activity 2. Individual case report must be up- loaded on iLearn. The report should be 39

Weekly Syllabus Course Objectives Week Topic The objective of this course is to equip students with knowledge and skills Din Tai Fung: The Art of needed to form or be a core member of a 1 the Dumpling startup. (Product Number: 9B16D007) Outcomes: UNIQLO: A Supply Chain • Broad knowledge of current startup 2 Going Global methodologies and their success/fail- ure examples (Product Number: HK1085) • Ability to develop and refine a startup YG Entertainment: Inside the proposal 3 Korean Pop Music Factory • Ability to pitch and promote startup pro- (Product Number: 9B16M009) posals Fassler Gourmet Singapore: In- • Ability to develop or acquire the critical 4 novation from A Crisis skills and resources required to achieve success (Product Number: 9B13C016) Learning Activities and Assignments 5 Group Project Two core elements of this course are 1) Startup learning-by-doing and 2) building startup and personal development plans via team- Instructor: Frank Huai-En Lin, CFA based exercises. Participants will build un- derstanding and capabilities with the Prerequisites: Ideas for products or support of team members and in a simu- services to bring to the market. lated startup environment. Textbook and Materials: This course Grading Policy: will rely heavily on The Lean Startup by Eric Ries. Additionally, the course will rely 70% Group startup assignments on freely available learning materials and references on the internet. 10% Checkpoint assessment Course Description 10% Personal development plan A startup is a new business venture striv- 10% Feedback survey ing to bring a new product and service to market at scale. This can occur within an established organization or as a newly formed business. Processes and tech- niques have be refined over the years to improve likelihood of success. You will learn and apply them step-by-step via case studies and working through the phases. 40

Weekly Syllabus place. We will focus on issues of race and gender, but include other forms of diver- Week Topic sity such as cultural, sexual orientation and gender identity, religion, physical and 1 Introduction; Lean Startup; cognitive ability, class, and age. The Design Thinking course takes an in-depth look at ongoing challenges, and pays special attention to Developing ideas: Build-mea- promising policies or interventions to promote diversity and inclusion. During 2 sure-learn; Product-market Fit; class, students will participate in and help Lean Canvas and Business to lead collaborative learning, case-based learning, peer instruction, and other active Model Canvas learning strategies. Through this ap- proach, students will gain essential skills Business Case; Pitching: for working in the global economy. By the 3 Elevator Pitch, Pitch Video, end of this course, students will be in- spired and prepared to be part of positive Pitch Desk change in their workplace. 4 Business Model Development; This course is designed for students who Funding and Formation are fluent English speakers, and welcomes students who are not yet fluent in English. 5 Pitch Day (practice); Personal Although the class is taught in English, Development and Feedback there will be opportunities for students to work together in other shared languages. Building an Inclusive and Course Objectives Diverse Workplace Upon completion of the course, students will be able to: Instructor: Valerie Holton, PhD, LCSW • Explain issues of diversity and inclusion Prerequisites: None and its role in the workplace Textbook and Materials • Increase awareness of their own per- ceptions and reactions related to Open access course materials will be pro- issues of diversity and inclusion vided during the class. • Understand some of the history and Course Description factors that have led to structural racism and inequalities in the work- Some of the most innovative businesses place and best work environments are also those that are the most diverse. This • Articulate their own informed perspec- course will focus on how we can actively tive on issues related to diversity and contribute to a diverse and inclusive work- inclusion, including their causes, conse- quences, and potential solutions to issues. Learning Activities and Assignments Class Preparation: Students will be ex- pected to prepare in advance for each 41

class. This will vary by the topics and ac- Weekly Syllabus tivities scheduled. Week Topic Peer Engagement: Students will work indi- vidually, in pairs and in groups. Activities Diversity and inclusion in the will include sharing your work verbally and 1 workplace: understanding the in writing with your classmates, and learn- ing to engage in conversations about concepts and impacts these topics. Understanding our own per- Personal Reflection: Students will reflect 2 ceptions and reactions in a on class-related topics in a journal. Prompts will help students to integrate diverse setting their learning with their own perceptions, experiences, and plans for their career. 3 Anti-racism and white privi- lege: the past to the present Active Learning Activities: Students will engage in activities (mostly during class) Women in leadership: Opportu- that will highlight the topics covered in 4 nities, challenges and solu- class. Activities will include, but be not limited to, the following: tions • Examination of websites for signals re- What you can do to enhance di- garding diversity and inclusion 5 versity and inclusion: Develop- • Use of photography to examine one’s ing your personal action plan environment • Development of a personal action plan to be part of positive change in a school or workplace environment Other Requirements Students are encouraged to bring a com- puter, tablet, or smart phone to each class, or be prepared to share with another student. This course uses Google’s suite of applica- tions to collaborate, organize and share in- formation. Therefore, all students must have a Gmail account and know how to use this technology. This course also uses LINE, so all students must have (and use) a LINE account. Grading Policy: 20% Preparation for class 40% Active participation in class 40% Quality of Work 42

SUSTAINABILITY / SCIENCE COURSES Measurement video to extract quantitative information Principles (such as shape, distance, size and speed) Using from our surroundings. Photogrammetry and Course Objectives Videogrammetry 1. Understand and articulate basic math- Instructor: Jack Leifer, Ph.D., P.E. ematical principles of photogrammetry and videogrammetry Prerequisites: Basic Math (Geometry & Calculus) 2. Select and assess applications for which photogrammetry or videogram- Textbook and Materials metry can be used to perform a quanti- tative measurement, and design an ap- PhotoModeler software (https://www.pho- propriate plan for taking the scene pho- tomodeler.com; installed at TungHai com- tographs puter lab), and a camera or camera phone capable of taking photos and video for 3. Identify factors that affect the accu- analysis. Course notes from a variety of racy, precision and resolution of a pho- sources will be distributed. togrammetric or videogrammetric re- construction Course Description 4. Develop an effective visual representa- Fundamental principles of measurement tion of the geometric data (point cloud) and data analysis will be presented and obtained through the reconstruction applied via the use of photographs and and assess the quality of the recon- struction 5. Develop proficiency with PhotoModeler, a commercial software package used worldwide for photogrammetric and videogrammetric analysis Learning Activities and Assignments • Completion of PhotoModeler Tutorial Exercises (in computer lab) 43

• Project I (static measurement using Sustainable photos) Water Uses and • Project II (measurement of motion Management using sequences of photos) Instructor: Walter Den, Ph.D. Grading Policies Texas A&M University-San Antonio Attendance and Professionalism: Consistent attendance is required. Students will not Professor, Institute for Water Resources successfully learn these unfamiliar con- Science and Technology cepts without attending lectures and com- pleting assignments and projects (10%) Program Coordinator, Water Resources Science and Technology Exams and Quizzes: There will be a midterm and final exam. On weeks without Email: [email protected] an exam, there will be a short quiz given in class. (Midterm: 15%; Final: 15%; 3 Prerequisites: Basic Excel spreadsheet quizzes of 5% each) required. Projects: There will be two projects each Textbook and Materials done in groups of 2 or 3 students. Each of these projects will utilize PhotoModeler. 1. Designated reader prepared by the in- (Project I: 20%; Project II: 25%) structor. Weekly Syllabus 2. Seneviratne, M. 2007. M. Amsterdam: Elsevier Science. ISBN: Week Topic 9781856174893/9780080525068. Introduction to Photogrammet- Course Description 1 ric Reconstruction, and Photo- The primary goal of this course is to Modeler Tutorial (ongoing) examine the existing practices of water conservation goals and techniques for Measurement Concepts; several key water-consuming sectors, in- 2 Assign Project I (static; non- cluding industrial, agriculture, and com- mercial sectors. The course will also prac- moving measurement) tice how to make water conservation strategies at corporate level and integrate Conversion of Point Cloud to water conservation as part of a circular 3 Visual Model; Evaluation of economy. The class will study several cases of economy-driving industries such Quality; midterm exam as oil refinery, semiconductor and food and beverage production, as well as water- Introduction to Videogramme- efficient irrigation methods. try and concepts required for 4 evaluation of motion; Assign Project II (measurement of motion) Conversion of point clouds to 5 visual model; evaluation of quality, final exam 44

Course Objectives Grading Policy: The course grades are broken down as follows: This course is to familiarize the student with the water conservation needs and op- 25% Midterm portunities across industrial, commercial, and agricultural sectors. While reading 25% Final exam materials are provided as topic-guiding basis, students should expect intense and 25% Class project (and independent information gathering, presentation) writing, and reporting throughout the course. Specifically: 25% Contributions to/leading discussions A. Students will demonstrate the ability to gather and interpret the information as Weekly Syllabus instructed. Week Topic B.Students will demonstrate the ability to use Excel spreadsheet to construct Examination of water manage- water flow balance for well-defined 1 ment plans for selected coun- systems. tries and U.S. states. C. Students will gain experience in con- ceptual design of water conservation Water (and energy) conserva- plan by performing industrial survey- tion as an integral part of cor- based project. 2 porate social responsibilities and how corporates strategize Learning Activities and Assignments water conservation goals. 1. Lecture Characterization of selected industries and their water 2.Topical discussion 3 consumption patterns and water conservation goals 3.Three presentations (in-class project, and methods. semester project, article sharing) Water consumption in 4. Industrial water reclamation site trip, if common industrial cooling permissible. 4 and heating facilities and water conservation Other Requirements opportunities. Class participation is of paramount impor- 5 Innovative methods for water tance. Team project requires active out- conservation for irrigation. reach and information acquisition from the industry. Grades will be based on the percentage of points earned from the total (90% = A, 80% = B, 70% = C, 60% = D). In principle, grade curving will not be used in this course. 45

Introduction sentation of the group project. This course to Sustainable will be taught in English. Design and Design Course Objectives Materials Upon completion of the course, students will Instructor: Meichun Liu be able to: Prerequisites: None 1. Explain the principles and practices of sustainable design Textbook and Materials: All required reading materials will be provided by the 2. Know some common materials used in instructor. consumer products Course Description 3.Apply the principles of sustainable design and design materials in a This course provides an introduction to design project the study of sustainable design and design materials used in consumer prod- 4. Understand the influences and oppor- ucts. After completing the course, you tunities of sustainable design and new should have an understanding of current design materials development and approaches to sustain- able design, including concepts of product Learning Activities and Assignments life cycle, cradle to cradle, carbon foot- print, and circular economy. Also, you will • Lectures learn the characteristics of some com- • Discussions monly used materials in mass-produced • Case studies products, including different kinds of • Reading summary plastic, biodegradable materials, recycled • Individual presentation materials, 3D-printing materials, and new • Group project and presentation applications of traditional materials, such Grading Policy: as bamboo, ceramics, wood, copper, and glass. The environmental, economic, 20% Midterm exam social, cultural, and aesthetic influences of these materials are discussed. In addi- 25% Individual presentation tion to the lectures, students will create a design proposal to apply sustainable 25% Group presentation design principles and design materials with your team members in a group 20% Reading summary project. For students without design back- (1-2 times per week) ground, basic product design concept, process, and techniques will be intro- 10% Attendance and participation duced. There will be a midterm exam, an individual presentation, and a group pre- 46

Weekly Syllabus Kobayashi, CRC Press, Taylor and Francis Group Assignment/ Week Topic Exam Introduction to Reading Course Description sustainable summary 1 design The objective of this course is to introduce the students to the various functional ma- 2 Introduction to Reading terials used in the different energy design materi‐ summary systems. They will learn about the synthe- als sis techniques applied to obtain these ma- terials as well (prerequisites: basic 3 Influences and Reading physics and chemistry). opportunities summary; of sustainable midterm exam; Course Objectives design and individual design materi‐ presentation 1.To know about the piezoelectric, ther- als moelectric, and superconducting mate- rials Sustainable Reading 4 design case summary; indi‐ 2.To know about the dye sensitized solar vidual presenta‐ cells studies tion 3.To learn about the photocatalysts for 5 Current appli‐ Group solar water splitting and CO2 capture cations of new presentation materials 4.To learn about the battery and fuel cell materials Learning Activities and Assignments Grading Policy: 25% Assignments (classwork/homework) Sustainable 35% Final Presentation Materials and Technology 35% Final Report (written report) Instructor: Mrinalini Mishra, Ph.D. 5% Attendance Prerequisites: basic physics • The students have to be attentive and and chemistry take notes. Textbook and Materials • There will be quizzes at the end of each lecture. Advanced Materials for Clean Energy, 1st Edition, By Qiang Xu and Tetsuhiko 47

Weekly Syllabus Course Description Week Topic Permaculture is the conscious design and maintenance of agriculturally productive 1 Introduction to sustainable ecosystems along with their diversity, sta- energy bility, and resilience. It is a way to find harmony and integration of landscape and 1 Thermoelectric materials people, their food, energy, shelter and other materials and non-materials needed 1 Piezoelectric materials in a sustainable way of living and hence the ultimate goal of a stable social order. 2 Super-conducting materials In this course the philosophy behind per- maculture will be discussed along with its 3 Dye-sensitized solar cells ethics and possible impacts on landscape and society. Then basic concepts and 3 Photocatalysts for solar water themes of landscape design will be ad- splitting dressed around the concept of GAIA, its applicable laws and principles, along with 3 Photocatalysts for carbon the resources needed to produce sustain- dioxide reduction able food yields, growth and how these connect to diversity, social and ecological 4 Battery electrode materials stability, etc. Finally, methods of design such as observation, deductions from Materials for electrodes, mem- nature, map data overlay, flow diagrams, 4 brane, and electrolyte of fuel zone analysis, ecology, and evolution of systems, etc. will be applied to the estab- cells lishment and maintenance of Eco-Village Living. Permaculture and Eco-living Course Objectives Systems Upon completion of the course, students will Instructor: John J. Perez C., Ph.D. be able to: Prerequisites: None 1. Define the principles and philosophy behind permaculture (GAIA, its ethics Textbook and Materials and how this apply to landscape and society). Permaculture: A Designers' Manual. by MOLLISON, B. C. AND HOLMGREN, D. 2. Define and apply concepts and themes in design applicable to permaculture Permaculture one. 1990 - Tagari - [Aus- (such as the concepts of yields, cycles tralia] defining niche in space and time, food pyramids and food waves, growth and vegetarianism as a way to apply spe- cific solutions to complexity, order and chaos, diversity, stability, and time yields). 3.Apply some basic methods of design (such as observation, deductions from nature, data and map overlay, random assembly, flow diagrams, work place 48