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國立聯合大學樂齡大學於113年第15屆，課程依據學員需求設計，規劃為五大類，包括：「老化及高齡化相關課程」、「健康休閒課程」、「學校特色課程」、「生活新知課程」及「其他課程」。課程主題涵蓋養身保健、有氧運動、銀髮體適能、藍染、陶藝、品茶、咖啡、AI電腦應用等，並由各領域專業師資授課。
特色亮點之一為設有代間教學課程，透過在校大學生與樂齡學員的互動學習，讓長者傳遞人生智慧，學生則貢獻創新思維與數位知能，建立跨世代的交流橋樑，成效良好，深獲學員與學生好評。
其中，由化工系林永昇教授指導的「生活用品DIY」課程，亦是本校特色教學的代表課程，學員可親手實作生活用品，將科學知識融入生活，學習兼具趣味與實用性。
國立聯合大學將持續透過樂齡教育平台，推動高齡者積極參與社會與終身學習，打造健康、快樂、有尊嚴的銀髮生活。
In its 15th session (Academic Year 2024), the National United University Senior Learning Program (Elder Academy) designed its curriculum in accordance with the learning needs of its participants. The program was structured into five major categories, namely: (1) Aging and Geriatric Studies, (2) Health and Leisure Courses, (3) University Characteristic Courses, (4) Contemporary Life Knowledge Courses, and (5) Other Elective Courses.
The curriculum encompassed a wide range of topics, including health and wellness, aerobic exercise, silver-age fitness, indigo dyeing, pottery, tea appreciation, coffee culture, and AI-based computer applications. All courses were conducted by qualified instructors and experts from diverse professional fields.
One of the program’s distinctive features is its intergenerational learning courses, which foster interactive learning between university students and senior participants. Through these courses, elderly learners share their life experiences and wisdom, while students contribute innovative ideas and digital literacy skills, thereby establishing a meaningful bridge for cross-generational exchange. The outcomes have been highly positive and have received favorable recognition from both participants and students.
Among the signature courses, the “DIY Everyday Products” course, supervised by Professor Yung-Sheng Lin of the Department of Chemical Engineering, exemplifies the University’s distinctive teaching approach. Participants engage in hands-on activities to create practical household items, integrating scientific knowledge into daily life, thereby achieving a balance between learning enjoyment and practical application.
National United University will continue to promote active social participation and lifelong learning among senior citizens through its Elder Learning Platform. The University remains committed to fostering a healthy, fulfilling, and dignified lifestyle for the elderly, thereby advancing the goals of inclusive and sustainable lifelong education.
圖1:畢業照Graduation Photograph
圖2:戶外休閒體驗Outdoor Recreational Experience
為深化原住民專班學生對原住民族文化的理解與社會責任的實踐，國立聯合大學規劃「部落小學工藝體驗課程暨原住民部落永續發展體驗共學營」活動，結合部落工藝、環境生態與社區教育，培養學生多元視野與專業素養。課程邀請苗栗縣南庄鄉蓬萊部落之竹編工藝師章潘三妹老師參與規劃與教學，帶領專班學生實地探索竹林生態、認識賽夏族的竹編文化，並透過與部落小學合作進行教學體驗，促進學生與部落之間的交流與互助。
由章潘三妹工藝師引領學生前往蓬萊部落進行田野課程，透過進入竹林進行生態體驗，認識不同品種竹子及其利用方式，學習剖竹、伐竹等基礎工藝材料處理流程，並討論竹林保護與部落經濟植物的永續管理。隨後，學生前往蓬萊國小擔任課程小老師，與小學生一同進行傳統竹編體驗課程，教授六角編穿花的技法，讓小學生在親手實作中認識部落工藝，亦讓專班學生將專業知識轉化為實際教學，強化其溝通與領導能力。整體課程以工藝為媒介，串連環境教育與文化傳承，實踐地方創生理念。
To deepen the understanding of indigenous culture and promote the practice of social responsibility among students enrolled in the Indigenous Special Program, National United University organized the activity titled “Tribal Elementary School Craft Experience Course and Indigenous Community Sustainable Development Co-Learning Camp.”
This program integrates traditional craftsmanship, environmental ecology, and community-based education to cultivate students’ diverse perspectives and professional competence. The course invited Master Artisan Ms. Chang Pan San-Mei, a bamboo-weaving craftsperson from the Penglai Tribe of Nanzhuang Township, Miaoli County, to participate in both planning and instruction. Under her guidance, students from the program engaged in field exploration of local bamboo forests, gaining an understanding of the bamboo-weaving traditions of the Saisiyat people. Through collaborative teaching experiences with local elementary schools, the program facilitated meaningful interaction and mutual learning between university students and indigenous communities.
During the field course, Ms. Chang led the students into the Penglai bamboo forest for an immersive ecological experience, where they learned to identify various species of bamboo and their practical uses. The students were instructed in basic material preparation techniques such as splitting and harvesting bamboo, while also engaging in discussions on bamboo forest conservation and the sustainable management of community-based economic plants.
Subsequently, the students served as assistant instructors at Penglai Elementary School, conducting traditional bamboo-weaving workshops for younger pupils. They taught the hexagonal weaving technique, guiding elementary students to appreciate indigenous craftsmanship through hands-on practice. This process also enabled the Indigenous Program students to apply their professional knowledge to real teaching contexts, thereby enhancing their communication and leadership skills.
Overall, the course employed traditional craftsmanship as an educational medium to connect environmental education with cultural heritage, thereby advancing the principles of local revitalization and sustainable community development.
113學年度國立聯合大學設計學院原住民專班「原住民族工藝：AI生成設計與國際交流」計畫
〈部落小學工藝體驗課程暨原住民部落永續發展體驗共學營〉
Academic Year 2024 (Year 113)
National United University College of Design – Indigenous Special Program
Project Title: “Indigenous Craftsmanship: AI-Generated Design and International Exchange”
Subproject: “Tribal Elementary School Craft Experience Course and Indigenous Community Sustainable Development Co-Learning Camp”
圖1 章潘三妹老師教導學生認識竹子
Ms. Chang Pan San-Mei instructing students on the identification and characteristics of bamboo.
圖2 學生體驗剖竹
Students participating in the hands-on activity of bamboo splitting.
圖3 學生進行劈竹片
Students learning the process of cutting bamboo strips.
圖4 學生將竹片劈薄
Students practicing the technique of thinning bamboo strips.
圖5 章潘三妹老師為活動引言
Ms. Chang Pan San-Mei delivering the opening remarks and introduction to the activity.
圖6 專班學生向蓬萊國小學生講解六角編的製作過程
Indigenous Program students explaining the process of hexagonal weaving to Penglai Elementary School students.
圖7 專班學生擔任小老師帶領蓬萊國小學生一起創作竹編穿花|
Indigenous Program students serving as teaching assistants, guiding Penglai Elementary School pupils in creating bamboo-weaving floral patterns.
圖8 專班學生擔任小老師帶領蓬萊國小學生一起創作竹編穿花
Indigenous Program students assisting elementary school pupils in completing bamboo-weaving floral artworks.
圖9 蓬萊國小學生與專班學生一起發表小組設計的穿花理念
Penglai Elementary School pupils and Indigenous Program students presenting the creative concepts behind their group’s bamboo-weaving floral designs.
圖10 蓬萊國小學生與專班學生一起發表小組設計的穿花理念
Joint presentation by elementary and university students showcasing the design philosophy of their bamboo-weaving projects.
圖11 專班學生與蓬萊國小學生一起將各小組的竹編作品組合
Indigenous Program students and Penglai Elementary School pupils collaboratively assembling their group bamboo-weaving artworks.
圖12 專班學生與蓬萊國小學生一起將各小組的竹編作品組合
Students from both institutions working together to integrate the final pieces of their bamboo-weaving installations.
圖13 活動大合照
Group photograph taken at the conclusion of the activity.
圖14 活動大合照
Commemorative group photo capturing all participants at the event’s closing session.
2015年聯合國宣布「2030永續發展目標」（SDGs）以來，永續發展與在地化成為全球共同努力的目標，其中指標1「永續城鄉」和指標12「責任消費及生產」，在地域性的小議題上及農村、鄉鎮公所等所扮演的重要角色，與農業永續發展、韌性鄉村和綠色生產模式等內容息息相關且具體呼應。
2020年至2022年間國立聯合大學以三年三階段漸進式的推動策略來構築大學與社區間的共好共學模式，將“5C在地生活文化”做為教學目標並將階段中的學習機制分為五個層面(註)，分別為教（knowledge）、學（learning）、習（practising）、育（education）、創（production），也就是將原本教室中的「教」與「學」延伸至地方，讓學生從在地生活、文化與群體中練「習」，進而達到大學人才「育」成與地方文化與產業「創」新之成果，以其實現知識再生產的過程。
Since the United Nations’ announcement of the 2030 Sustainable Development Goals (SDGs) in 2015, sustainability and localization have become shared global objectives. Among these, Goal 11: Sustainable Cities and Communities and Goal 12: Responsible Consumption and Production emphasize the essential roles played by local issues, rural areas, and township administrations. These efforts are closely aligned with the promotion of sustainable agriculture, resilient rural development, and green production models, demonstrating concrete responsiveness to the SDG framework.
Between 2020 and 2022, National United University adopted a three-year, three-phase progressive strategy to establish a mutually beneficial and co-learning model between the University and local communities. The initiative adopted the concept of “5C Local Living Culture” as its pedagogical goal, structuring the learning mechanism into five dimensions—Teaching (knowledge), Learning (learning), Practicing (practising), Nurturing (education), and Creating (production).
This framework extends traditional classroom-based “teaching” and “learning” into real-world community settings, enabling students to practice through engagement with local life, culture, and social networks. Through this process, the University fosters both the cultivation of academic talent (“nurturing”) and the innovation of local culture and industries (“creating”), thereby realizing a dynamic process of knowledge reproduction and sustainable regional development.
國立聯合大學工業設計系、建築系、苗栗縣石墻社區合作，將專業課堂導入社區，先由陶藝師傳授燒陶專業技術的駐地學習，再由學生根據當代人生活需求，設計出具有創意、文化特色的陶藝品。
The Department of Industrial Design and the Department of Architecture at National United University, in collaboration with the Shiqiang Community of Miaoli County, have integrated academic professional courses into the local community. The initiative commenced with in-situ learning, during which a local ceramic artist provided hands-on training in pottery and kiln-firing techniques. Subsequently, students applied this knowledge to design creative and culturally distinctive ceramic works that respond to the practical needs of contemporary life.
This initiative exemplifies the mutually beneficial co-learning model between the University and local communities, advancing from the concept of “4C Education” toward “5C Local Living Culture.”
大學與社區的共好共學模式——從“4C教育”碳變為“5C 在地生活文化：https://usr.moe.gov.tw/tw/report/blog/174
The Co-Learning Model of Mutual Prosperity between Universities and Communities – From 4C Education to 5C Local Living Culture：https://usr.moe.gov.tw/tw/report/blog/174
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