大學主修成人/高齡教育，有感終身學習的重要，秉持關心、行動及反思（care、action、reflection）理念，作為落實社會關懷的核心。

 碩士班以教育創新為主題，藉由不同研究法的訓練，啟發學術潛能與自我發展。

博士班主修心理與輔導，以正向心理學、量表編製與測驗發展為核心，並協助教學發展與通識教育中心進行IR分析，深化學生學習成效評估。

任教以來以大學教師教與學、正向心理學、諮商心理學、高齡心理學、園藝治療、社會情緒學習為發展主軸，培育助人工作者的未來人才。

教學上以務實性與應用性之理念，旨在提升學生學習動機與學習投入，透過多元評量的形式，評估課程設計對應核心能力培養的有效性，關注學生的情意啟發，而這樣的設計，有助於教材教法創新運用，亦能將專長應用至校務研究及學生輔導的工作上，使教學不僅是一項職業的工作，亦是一種志業的工作。

未來持續以初衷之心，使Z世代學生在求學過程中，尋找天賦，開展潛能，落實人力資本，培育未來在等待的跨域人才。

With a bachelor's degree in Adult/Elderly Education, I deeply recognize the importance of lifelong learning, upholding the principles of care, action, and reflection as the core of implementing social care.

My master's studies focused on educational innovation, developing academic potential and self-development through training in various research methodologies.

For my doctoral studies, I majored in Psychology and Counseling, focusing on positive psychology, Test Construction and Scale Development. I also assisted the Teaching Development and General Education Center in conducting IR analysis to deepen the assessment of student learning outcomes.

Since beginning my teaching career, I have focused on scholarship of teaching and learning, positive psychology, counseling psychology, aging psychology, and horticultural therapy as my main development axes, nurturing future talent in helping professions.

In teaching, I emphasize practicality and applicability, aiming to enhance student learning motivation and engagement. Through diverse assessment methods, I evaluate the effectiveness of course design in cultivating core competencies and focus on students' affective development. This design helps innovate teaching materials and methods, and applies expertise to institutional research and student counseling, making teaching not just an occupation but a vocation.

Looking ahead, I maintain my original dedication to helping Generation Z students discover their gifts, develop their potential, realize human capital, and cultivate the interdisciplinary talent needed for the future.