# Untitled
**Source**: https://www.nycu.edu.tw/nycu/en/app/openData/news/list?module=headnews&mserno=7b9ef83a-2244-4046-bf02-364596852246&type=json&id=35087
**Parent**: https://www.nycu.edu.tw/nycu/en/app/news/list?module=headnews&id=35087
[{"subject":"From Integration to Leadership: Notes from My Four-Year Journey of University Merger","dataClassName":null,"pubUnitName":null,"posterDate":"2025-12-11","updateDate":null,"detailContent":"
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*(Image credit: Kuan-Yun Chen)*
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen\
\r\nWritten by Yen-Chien Lai\
\r\nProofread by Yu-An Lu**
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\r\nIn 2022, the Vice President of Tokyo Institute of Technology personally led a delegation to visit NYCU. As soon as we sat down, he got straight to the point:\
\r\n“We’re also considering a university merger. We’ve come to learn from your experience.”\
\r\n*(Editor’s note: The Tokyo Institute of Technology and the Tokyo Medical and Dental University merged in October 2024 to form the Institute of Science Tokyo.)*\
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\r\nI smiled and replied, “Then you’ve come at the perfect time—because we’re still right in the middle of it.”\
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\r\nWhen **National Yang-Ming University** and **National Chiao Tung University** officially merged in 2021, I also began my term as president. From that moment, I understood that this was not merely an administrative integration–it was a profound cultural fusion, an ongoing journey of reshaping our values and reimagining our future.\
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\r\nPeople often ask me, “After four years, what’s your secret to a successful merger?”\
\r\nI don’t have a secret, only a conviction that has grown clearer with time:\
\r\nIntegration is not a simple combination—it is re-creation.\
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\r\n**Lesson One: Not Dismantling Signs, but Building a New Stage**\
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\r\nIn the beginning, the question that drew the most attention was our name.\
\r\nSome wanted “Yang-Ming” to come first; others insisted on keeping “Chiao Tung” for its brand legacy. It reminded me of the martial-arts novels I read as a child—before a duel, the master always asked, “Which school are you from?”\
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\r\nWe are so accustomed to defining one another by origin that we sometimes forget: we are now a new university. We are no longer “people from this side or that side,” but partners walking forward together.\
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\r\nSo instead of tearing down old signboards, I chose to build a new stage—one where everyone could perform their best act.\
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\r\nAs I wrote in the tenth letter, this is what I call “**Staging the Stage**.”\
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\r\n**Lesson Two: Integration Is Not Averaging, but Value-Adding**\
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\r\nThe greatest pitfall in any merger is the pursuit of forced balance or mechanical symmetry—when resources are divided merely to appear fair. That approach breeds caution and closes hearts.\
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\r\nMy philosophy of integration has always been simple:\
\r\n**“Find the reasons why each side cannot live without the other.”**\
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\r\nAfter the merger, we launched Biomedical Engineering as an emerging interdisciplinary field, drawing on the combined strengths of medicine, life sciences, and engineering from both universities. This was not merely a reshuffling of departments, but a redesign of education itself.\
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\r\nThrough this new platform, medical students began exploring life through the lens of simulation and modeling, while engineering students learned to appreciate the complexity and adaptability of living systems. Together, we aspired to cultivate a new generation of talent capable of bridging theory and reality, technology and humanity.\
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\r\n**The key to successful integration lies not in A + B, but in creating C**—something that exists only because A and B come together.\
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\r\n**Lesson Three: Where There Is Tension, There Is Change**\
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\r\nDuring the first two years, conflicts and misunderstandings were inevitable.\
\r\nI still remember a faculty meeting where a professor, visibly upset, said,\
\r\n“This is no longer the Chiao Tung we knew!”\
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\r\nI didn’t rush to argue. I replied,\
\r\n“You’re right. This is no longer the old Chiao Tung, nor the old Yang Ming.\
\r\nThis is the NYCU we are building together.”\
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\r\nTrue integration doesn’t mean polishing away every edge. It means learning to live with differences. A university that still argues is, at the very least, one that still cares—one that still possesses the energy to change. The real danger lies in apathy, when silence replaces dialogue.\
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\r\nSo I chose to both listen and lead.\
\r\nRather than fearing collisions, we sought to create a rhythm and safety mechanism for them—turning each moment of friction into sparks of progress, not cracks of divisions.\
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\r\n**Lesson Four: Transdisciplinarity Is Not Just Collaboration—It Is Co-Evolution**\
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\r\nAt NYCU, we have gone beyond simply combining medicine and engineering. We are striving to create new fields that emerge from their intersection.\
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\r\nWe established the Digital Medicine and Smart Healthcare Research Center, bringing together medicine, biotechnology, and AI in truly transdisciplinary research. We launched the Industrial Doctorate Program in Smart Healthcare Management and Policy (SHMP) to cultivate professionals who understand both clinical needs and technological applications. We also opened the Bilingual Leadership Bachelor’s Program, accelerating internationalization and preparing students to thrive on the global stage.\
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\r\nOver the past four years, we have expanded our international partnerships and academic alliances, extending cross-disciplinary collaboration beyond our campuses and into the world.\
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\r\nOur goal is not to count research projects, but to ask whether they generate technologies and ideas that are genuinely meaningful to people and society.\
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\r\nWhen students can grasp both algorithms and ethics—when they can find their place in both an operating room and a semiconductor fab—that is the kind of leader the future needs.\
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\r\nI have seen more and more such students emerge: not physicians or engineers alone, but innovators who cross boundaries and unite human insight with scientific rigor.\
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\r\n**Lesson Five: A University’s Purpose Is Not Growth in Scale, but Growth in Vision**\
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\r\nSome say the merger made NYCU bigger. That’s true.\
\r\nBut what matters more is this: as our perspectives expanded, did we also become more visionary?\
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\r\nIn confronting global challenges—from aging societies and AI to sustainability, strategic technologies, and talent mobility—has NYCU moved ahead of the curve? Have we dared to serve as a “living laboratory” for Taiwan’s future?\
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\r\nWe introduced USR courses that guide students not only to solve problems, but to ask the right questions.\
\r\nWe promoted cross-disciplinary learning to prepare for the unknown.\
\r\nWe launched “Real Talent Selection Experiments” to restore admissions to their human essence.\
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\r\nWe are not merely following trends—we are participating in the act of inventing the future.\
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\r\nI have always believed that a university’s highest value lies in its ability to ask the questions that society has not yet thought to ask—and to search for their answers.\
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\r\nThis is not just our post-merger responsibility. It is our promise to the world as a new-generation university of Taiwan.\
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\r\n**Integration Is Not an End—It Is the Beginning**\
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\r\nFour years have passed. I won’t claim that integration is complete.\
\r\nBut I can say this: we have transitioned from being two universities to sharing one common direction.\
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\r\nWill there still be conflicts? Yes.\
\r\nWill cultural differences continue to surface? Of course.\
\r\nBut that is precisely where innovation begins.\
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\r\nIntegration is not about closing the past—it is about opening the future.\
\r\nIt is not about becoming the same, but about helping one another become better versions of ourselves.\
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\r\nThese are my reflections from four years at NYCU—\
\r\nnotes written for the present, and a message to the future.\
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1448472961219563520&init=Y","expFile":"cover image"}],"videos":[],"audios":[],"resources":[]},{"subject":"From “Fake” Portfolios to the “Real” Problem","dataClassName":null,"pubUnitName":null,"posterDate":"2025-10-02","updateDate":null,"detailContent":"
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*(Image credit: Kuan-Yun Chen)*
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen\
\r\nWritten by Yen-Chien Lai\
\r\nProofread by Yu-An Lu**
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\r\nRecently, a wave of public concern swept across Taiwan after the media revealed cases of fabricated high school **learning portfolios** submitted in university applications. Much of the discussion has centered on how students managed to exploited the system through embellishments, strategic packaging, or even outsourcing their work. Yet, as someone working in higher education, I find myself troubled by a deeper question: Why has this generation come to see learning not as a journey of growth, but merely as a performance to be staged?\
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\r\nWhat disturbed me most was not the individual act of dishonesty, but the systemic design flaws that made fabrication appear to be a rational choice. When the news first broke, I chose to remain silent–not out of indifference, but because I needed time to reflect and to wait for a moment when meaningful dialogue could take place. Perhaps now, that moment has arrive.\
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\r\nLet me begin with a clear conclusion: this issue cannot be reduced to the fault of individual students. It is, rather, a mirror reflecting the deeper structural problems within our current education system.\
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\r\n**A Letter from a Parent Echoed My Unease**\
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\r\nAfter the controversy emerged, I received a heartfelt letter from a parent. She described how her child, in the pursuit of a “competitive” portfolio, had spent years collecting certificates, attending endless camps, and even hiring professionals to refine her writing.\
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\r\n“President,” she asked, “when did my child begin to believe that education is something to be performed for others?”\
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\r\nHer question lingered with me for a long time. The portfolio system, as originally envisioned by Taiwan’s education experts, was meant to help students reflect on and better understand themselves. In practice, however, it has morphed into a vast exercise in packaging and marketing.\
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\r\nSincerity has become a liability. Performance and exaggeration have turned into the price of admission.\
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\r\n**When Honesty Becomes a Weakness, What’s Left of Education?**\
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\r\nOne student confided, “If I don’t embellish or dress up my experience, I’ll lose before the race even begins.”\
\r\nBut education was never about winning—it has always been about growing.\
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\r\nToday, many cram schools and admissions consultants coach students on how to refine their resumes and polish their statements. Yet rarely do they ask, “Who do you want to become?” Such training may boost a student’s chances of admission, but it does little to prepare them for life.\
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\r\nThis is precisely the dilemma that NYCU has been striving to address in recent years. In both admissions and teaching, we have made significant shifts: we are not just interested in what you have done, but in why you did it. We are not only evaluating excellence—we want to know whether you are ready to embark on a journey of deep learning.\
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\r\nTake our **Arete Honors Program (百川學士學位學程)**, for example. It breaks away from traditional departmental boundaries and offer an interdisciplinary, self-directed path. We seek students with independent learning abilities and critical thinking skills, empowering them to design their own academic and life trajectories.\
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\r\nIn 2023, NYCU also launched Taiwan’s first **Electronics and Photonics Post-undergraduate Second Degree Program (學士後電子與光子學士學位學程)**. This pioneering track was designed for non-STEM graduates from fields such as medicine, law enforcement, music, foreign languages, and finance. By June 2025, over 40 students had completed the program. About half were admitted into graduate programs in electronics, electrical engineering, or physics; the other half embarked on careers in the semiconductor industry. From physicians to musicians, they now walk with confidence into clean rooms and fabs.\
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\r\nThis isn’t just institutional innovation—it’s a reaffirmation of our core belief in education: that universities should empower students to define their own learning, rather than simply follow a prescribed path.\
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\r\n**Universities Should Not Be Filters of Elimination, but Soil for Potential**\
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\r\nI often say that University admissions should not be about identifying the “best” students, but about finding those most willing to grow.\
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\r\nAt NYCU, we have introduced guided interview questions in some departments, encouraging applicants to reflect on mistakes and turning points rather than just showcasing trophies or rankings. We want to know how students respond to setbacks, how they grapple with difficult choices, and what they learn from failure.
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\r\nWe believe that a student’s attitude toward uncertainty is the most valuable capital for facing future challenges. The past is certain—but the future holds infinite unknowns.\
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\r\nWe also encourage faculty to incorporate reflective writing and student-led project proposals into their courses. These approaches give students the space to define problems in their own language, at their own pace, and to take ownership of the solutions—rather than simply chase standardized answers.\
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\r\nOur mission is not to transform high-performing test-takers into even more efficient machines. It is to walk alongside them as they search for meaning and pursue value. That journey may not always be smooth—but it will be authentic.\
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\r\n**High Schools Should Not Be Portfolio Factories, Nor Universities' Talent Pageants**\
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\r\nMany high school teachers have confided that their work has become more stressful. In helping students build impressive portfolios, they often feel compelled to coach them to “do a bit of everything” and “write about everything.” The result? Superficial and fragmented learning. Teachers no longer teach; they have become admissions coaches, guiding students to construct attention-grabbing experiences for review panels.\
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\r\nThese voices from the front lines have also prompted self-reflection within higher education:\
\r\nHave our admissions criteria inadvertently pushed students in the wrong direction? Do we have the courage to revise these systems and acknowledge their shortcomings?\
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\r\nI have proposed that instead of requiring all students to submit learning portfolios, we should allow them to opt in—with clear thresholds to prevent this from becoming yet another arms race. At the same time, we must proactively engage in dialogue with high schools to develop a shared vision of what education should truly be.\
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\r\nBecause genuine education helps students find their direction–with honesty.\
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\r\n**Finding One’s Compass in a World of Uncertainty**\
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\r\nI often ask myself: Where are we truly leading our students?\
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\r\nIn an age of rapid AI advancement and global volatility, many of the “stable” paths we once trusted—medicine, engineering, finance—no longer offer certainty. When the world stops providing standard answers, students must learn to ask their own questions—and chart their own maps.\
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\r\nUniversities are not just testing grounds for knowledge, but training grounds for values. We must teach students not only what to do, but why they do it. Above all, we must help them cultivate an internal compass–one that will guide them when external navigation is no longer enough.\
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\r\nOur Post-baccalaureate Program in Electronics and Photonics is a prime example—designed for those who choose to change careers. It reminds us: if the direction is correct, it’s never to late to begin.\
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\r\nA compass keeps us honest with ourselves. It gives us the courage to try, to fail, and to find our way through uncertainty. The recent portfolio scandal revealed not just student anxiety, but the disorientation of an entire system.\
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\r\nIt is better to board a slow train that takes you where you need to go than a bullet train racing in the wrong direction. The issue is not speed—it is direction.\
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\r\nTo all teachers, parents, and students, I say this:
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\r\n\t- The truest learning journey is not one crafted to impress others—it is the one that belongs to you.
\r\n\t- If the world outside is imperfect, do we have the courage to redefine the rules of the game?
\r\n\t- Are we willing to move a little slower, if it means being more true to ourselves?
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May we all live more authentically through the process of trial and error.
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1423619826244390912&init=Y","expFile":"cover image"}],"videos":[],"audios":[],"resources":[]},{"subject":"What Is USR?","dataClassName":null,"pubUnitName":null,"posterDate":"2025-08-04","updateDate":null,"detailContent":"
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*(Image credit: Kuan-Yun Chen)*
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen\
\r\nWritten by Yen-Chien Lai\
\r\nProofread by Yu-An Lu**
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\r\nA few years ago, my son had just started college and enrolled in a course called “Service Learning.” I asked him, “What did you do in that class?” He cheerfully replied, “We cleaned the streets in a nearby neighborhood, and after we finished, the borough chief even treated us to drinks.”\
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\r\nI wasn’t sure whether to laugh or cry. As a parent, I thought it was wonderful that young people were serving their community. But as a university president, a more pressing question came to mind: “Is the goal of a service learning course to cultivate socially engaged citizens who truely understand their communities, or merely to produce transient visitors who sweep the streets once and move on?”\
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\r\nIn recent years, **University Social Responsibility (USR)** has become a buzzword in higher education. The Ministry of Education launched several initiatives, universities followed through, students earned their required service hours, and local communities benefited from free human resources. It all sounds well-organized and mutually beneficial. But from my perspective, if USR simply becomes “taking students to sweep streets and visit the elderly, then submitting a report to wrap things up,” we may have completed the form—not not fulfilled the purpose.\
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\r\n**“Service Learning” or “Learning to Serve”?**\
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\r\nWhy is service important? We often simplify the role of universities into three missions: teaching, research, and service. In recent years, the first two–education and research–have been dramatically reshaped by artificial intelligence (AI). Especially with the rise of generative AI, the dynamics between students and teachers are being redefined. So perhaps it’s time to reconsider what “service” truely means.\
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\r\nI’ve observed that “service learning” sometimes becomes a performative process: bringing students into communities to carry out charitable work. But few stop to ask: What are the real challenges facing this community? Are we here to help address those root issues, or merely to fill short-term human resource gaps?\
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\r\nUSR should not stop at the posture of “I’m here to help you.” It should evolve into the mindset of “Let’s work together to find solutions.” That shift marks a generational leap in educational philosophy.\
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\r\n**From “What We Do” to “Why We Do It”**\
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\r\nI believe universities should have the courage to confront real-world problems. Take, for example, a nearby community that appears unkempt. The issue may not simply be a lack of cleaning services but rather deeper, systemic challenges—such as ineffective waste removal policies, ingrained living habits, or low levels of civic awareness among residents. The Bill & Melinda Gates Foundation doesn’t merely donate money or provide short-term relief. Instead, they invest time, talent, and resources to investigate the root causes of social issues. That’s why they’ve achieved meaningful progress in reducing child mortality and combating malaria in Africa.\
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\r\nThat’s why I often tell colleagues: USR is not about sweeping someone else’s streets, but about asking why the streets keep getting dirty. Our goal is not to solve problems for the community, but to solve problems with the community.\
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\r\nOnce the problems are identified, we must adopt an experimental mindset—**exploring specific issues in specific locations, with specific populations, over a defined period of time**.\
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\r\nThis approach not only provides students with authentic, real-world learning environments, but also enables teams to test feasible and replicable solutions—even within the constraints of incomplete regulations or imperfect conditions.\
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\r\nTake, for example, the real issue of a nursing workforce shortage. Everyone suggests “train more nurses” or “offer higher pay”—and indeed, the government and hospitals have already implemented such measures. Yet the real bottleneck may lie elsewhere: many newly trained nurses leave the profession within five years for a variety of reasons. Could we explore ways to support licensed, passionate nurses who have left the field in returning to work?\
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\r\nThat’s the kind of experimental issue I hope to pursue. We’ve already begun collaborating with hospitals and government agencies to create platforms that enable these “half-time professionals” to re-enter the workforce. It may not be a perfect solution, but it’s a meaningful starting point for problem-solving.
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\r\n**The University’s Role in Social Responsibility**\
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\r\nTo me, the university’s greatest value is not to stand center stage and declare, “I will solve everything,” but to act as the stage manager—setting up the platform, adjusting the lights, arranging the props—so that others can take the step into the spotlight and shine. I call this idea: **staging the stage**.\
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\r\nIn USR, **the university should be the platform, not the protagonist**. We must create space for faculty and students to perform—and invite industry, government, and communities to co-create. Especially as we confront unprecedented societal challenges, such as super-aged populations, universities must take the lead in building platforms that are testable, learnable, co-creatable.\
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\r\nAnother example is NYCU’s recent initiative to develop a senior living community in collaboration with its Yilan campus and affiliated hospital. Initially, the site included a piece of public land that had failed in three consecutive government tenders. After a private developer finally secured the bid, we began discussions—not just about real estate, but about “lifestyle solutions.” Through this partnership, we’ve introduced USR-based curricula that enables students to engage in life design, interact meaningfully with elders, and contribute to the development of care technologies. As a result, the project has evolved from a simple “construction plan” into a “living field for social innovation.”\
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\r\nWe are neither the landowners nor the developers—we are the “concept creators” who light the stage and open the curtain.\
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\r\n**What Do Students Gain from USR?**\
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\r\nBringing the conversation back to social responsibility, I always remind teachers and students that USR is not only about training volunteers to serve the underprivileged—it’s about nurturing creative, responsible citizens who are ready to engage with the world.\
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\r\nWhen students enter a community, they are not there to pose for photos or check off a service requirement. They should return to campus with insights into real-world problems—and bring thoughtful, tested solutions back into the field. This isn’t a closed-loop exercise. Each student team, guided by faculty mentors, tackles a unique community challenge. They interview and collaborate with stakeholders—borough chiefs, residents, social workers, sanitation teams, and others. Along the way, students learn to listen, analyze, and co-create. This is the essence of USR learning. Observation, discussion, implementation—and even failure—these cycles of reflection and participation are far more valuable than simply sweeping a few alleys.\
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\r\nThese processes mirror the core values of higher education: critical thinking, empirical inquiry, continuous reflection, and the exploration of the unknown. USR isn’t about saying “we’ll help you do something,” but rather “let’s try to find a new solution together.” It’s not about whose responsibility it is—it is about our shared opportunity to learn and create.\
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\r\nSo the next time someone asks, “What exactly is USR?” let us respond with confidence:\
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\r\n**“USR is the university building a new stage—inviting communities, students, faculty, industries, and people from all walks of life to co-create a better future.”**\
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1402115730236772352&init=Y","expFile":"cover image"}],"videos":[],"audios":[],"resources":[]},{"subject":"Leadership Begins with the Ability to Dialogue","dataClassName":null,"pubUnitName":null,"posterDate":"2025-07-08","updateDate":null,"detailContent":"
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*(Image credit: Kuan-Yun Chen)*
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen\
\r\nWritten by Yen-Chien Lai\
\r\nProofread by Yu-An Lu**
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\r\nAt the 2025 NYCU Outstanding Alumni Award Ceremony, we collaborated for the first time with media partners to host the event on a cutting-edge LED virtual stage. NYCU faculty and student teams curated immersive digital content, integrating AI with visual arts to showcase the remarkable achievements of our alumni across diverse fields. The resounding applause was not merely for their personal accomplishments, but for their leadership in guiding their teams to success.\
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\r\n**Leadership** is a profound and complex discipline—one I continue to learn from by observing both the successes and failures of others. Over the years, I’ve come to believe that leadership starts with understanding oneself, understanding others, and, in pivotal moments, making choices that are both wise and heartfelt.\
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\r\nToday’s society is characterized by deep specialization and an overwhelming flood of information. The traditional image of a leader as a naturally gifted, visionary figure has shifted dramatically. Leaders are no longer distant figures issuing commands from above. Instead, true leadership is grounded in empathy and authentic human connection. It isn’t taught in textbooks or formal curricula, yet it is a vital art and skill that all students, faculty, and staff should continue to cultivate. After all, at some point in life, each of us will be called upon to lead.\
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\r\n**Speak Kindly to Yourself Before You Can Truly Hear Others**\
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\r\nThe first lesson in leadership is communication. During a major university meeting, we faced a dilemma crucial to NYCU’s future. Tensions ran high as strongly opposing views clashed. As the room reached a standstill, several committee members turned to me. As university president, all eyes were on what I would say and how I would decide. But the more intense the pressure became, the more I reminded myself:\
\r\nDon’t rush to respond. Take a step back and try to view the situation from a neutral perspective.\
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\r\nI asked myself three questions:
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\r\n\t1. What are the true emotions in the room right now?
\r\n\t2. What unmet needs lie behind those emotions?
\r\n\t3. Are we interpreting each other’s emotions and needs through preconceptions?
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These questions helped me shift from the stance of “president” or “leader” to that of a collaborative team member. Governance in universities isn’t about issuing commands or counting votes—it’s about recognizing our own motives and blind spots, and finding ways to move forward together, even in the face of conflict.\
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\r\nIn other words, only when we can engage in honest dialogue with ourselves can we truly connect in conversation with others. This is the essence of **Nonviolent Communication (NVC)**. It’s not merely a technique, but a way of relating ourselves and others with empathy and clarity.\
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\r\n**Do Others Understand What You’re Saying?**\
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\r\nAt the 2024 Honorary Doctorate Ceremony for our esteemed alumnus Dr. C.C. Wei, CEO of TSMC, the hall echoed with laughter as he delivered witty and insightful remarks. His closing message was this: “Be humble, listen, and most importantly—don’t forget who you are.”\
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\r\nHow true that is. A leader isn’t just someone who makes decisions—they are like a conductor, connecting people, building consensus, and guiding the orchestra toward harmony.\
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\r\nVeteran teachers sometimes express frustration: “I’ve explained this in class, but students just don’t get it.” But between “saying” and “understanding” lies a gap. Often, the issue isn’t that the teacher falied to explain or that the student failed to listen—but that they weren’t communicating in a way the other could understand. Impactful communication requires letting go of the focus on “what I want to say” and shifting toward “how others might feel or make sense of it.”\
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\r\nEducation is merely the transmission of knowledge; it is a dialogue.\
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\r\n**When AI Becomes a Colleague, Understanding Humanity Matters Even More**\
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\r\nEach semester, I host “Conversations with the President (NYCU Talks),” inviting students for engage in open dialogue. At a recent session, we discussed AI’s impact on the future workplace. One student quickly raised a concern: “I’m worried—AI might be our biggest competitor.”\
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\r\nI replied, “No, AI won’t be your rival—it will be your colleague. The real challenge is whether you can become someone who knows how to collaborate effectively–with both people and AI.”\
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\r\nI then shared the story of YouTube co-founder Steve Chen. He wasn’t the most technically advanced engineer, but he was a keen observer of human behavior. He understood what people enjoyed watching, sharing, and preserving. In 2005, despite the limitations of internet speed and video quality, he recognized a core human need: to be seen, to leave a trace. That insight led to a platform that transformed global interaction. Through that vision, he and his team became pioneers in the digital content industry.\
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\r\nAI and future technologies will undoubtedly help us make faster decisions—but how far we go will still depend on how well we understand, connect with, and influence one another.\
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\r\nAt NYCU, many initiatives are emerging to explore these intersections. In the “**Transdisciplinary Design and Innovative Technology Program**” at the College of Humanities Arts and Social Sciences, students learn not only how to code, but to design empathetic dialogue systems. Some have develooped AI that listens to the emotions of seniors; others have built tools to support language learning through companionship. As they refine their technical skills, they ask themselves: Can technology feel warmer?\
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\r\nTechnology is powerful—but it becomes truly essential only when it resonates with human nature.\
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\r\nHumans should lead technology. After all, technology exists to serve human needs.\
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\r\n**Ultimately, Leadership Returns to the Essence of Being Human**\
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\r\nWhen I reflect on leadership, I continually remind myself: the title of “president” is not just an administrative role—it’s a role within a team. What I manage isn’t just operations—it’s human relationships. It’s not simply about performance—it’s about building trust across diverse communities.\
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\r\nFollowing the university merger, as we promoted cross-campus and cross-cultural communication, one truth became even clearer: Processes can be institutionalized, but understanding and trust must be nurtured through dialogue between people.\
\r\nLeadership is no longer about standing at the front and pointing the way. It’s about stepping into the crowd and listening to every voice.\
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\r\nMay we all, through honest conversations with ourselves and others, cultivate deeper, warmer influence—and, in every interaction, practice becoming better versions of ourselves.\
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1392403437219483648&init=Y","expFile":"cover image"}],"videos":[],"audios":[],"resources":[]},{"subject":"Does Knowledge Expire?","dataClassName":null,"pubUnitName":null,"posterDate":"2025-05-02","updateDate":null,"detailContent":"
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*A professor engaging with AI to collaboratively envision and create future research directions.\
\r\n(Image credit: Kuan-Yun Chen)*
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen\
\r\nWritten by Yen-Chien Lai\
\r\nProofread by Yu-An Lu**
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\r\nIn my previous letter, I asked: **How long does the “knowledge” we learn in class remain relevant?** There was a time when a university education was believed to provide sufficient knowledge for an entire professional career. However, in today’s rapidly changing world, the pace of knowledge renewal has far exceeded our imagination. Learning no longer ends at graduation—it has become a lifelong journey of continuous growth and adaptation.\
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\r\nWhen I was studying medicine, the knowledge we acquired in the classrooms could remain valid for 20 years or even longer. At that time, mastering brain surgery or coronary bypass surgery almost guaranteed a stable and prosperous career for a surgeon. Yet today, technology has disrupted and transformed nearly every aspect of the field.\
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\r\nMany traditional neurosurgical procedures have now been replaced by radiation therapy or minimally invasive techniques. Conditions that once required opening the skull can now be treated precisely using technologies like the Gamma Knife. Similarly, the once-celebrated coronary bypass surgeries have primarily been replaced by simpler, faster-recovery procedures such as cardiac stent implantation.\
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\r\nThis phenomenon is not limited to medicine—AI technology is rapidly reshaping every field. Skills that software engineers once spent years mastering now require updates every six months. Some even say, "AI today evolves by season, not by year."\
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\r\nThe challenge facing education today is clear: the effective lifespan of knowledge has shrunk from 20 years to just 2 years—or even less. As a result, the cultivation of future talents will depend not on what they have learned in school, but on their ability to continue learning after graduation.\
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\r\n**Future Learning is Peer Learning**\
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\r\nToday’s learners must develop resilience in facing the unknown and the ability to continuously evolve. Knowledge can not only become outdated—it can also become an obstacle, anchoring us to old ways of thinking. I often remind colleagues and students **not to let what they know, or their past successes, become a legacy burden**.\
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\r\nNow that AI can generate papers and code, offering standardized solutions to most problems, we must ask: Do humans still need to learn? And how should we learn?\
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\r\nI believe that future learning is not about “going faster alone” but about “going farther together.” Teachers are no longer the sole source of knowledge; they are guides and co-learners. Students are not merely competitors; they are collaborators. Moreover, our “learning community” must expand: AI is no longer just a tool—it can be a learning partner, inspiring us and co-creating alongside us.\
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\r\n**AI is Also Our Learning Partner**\
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\r\nI once heard a senior professor share his experience using ChatGPT. He fed it his entire body of research—decades of work—and asked GPT to help summarize his key research themes and development trajectory. GPT responded with a clear and comprehensive framework and even suggested several new research directions he had never previously considered.\
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\r\nThe professor’s eyes lit up. That day, he laughed and said, “GPT knows me better than I know myself.” Yet instead of feeling replaced, he viewed this interaction as an unexpected “dialogue across minds,” allowing him to reflect on his past work and open new possibilities for future research.\
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\r\nThis is one possibility for AI as a co-learner: engaging in dialogue with AI to expand our horizons. In the future, effective learning will require the ability to ask meaningful questions, critically analyze information, collaborate across disciplines, and use AI wisely. Only through these skills can we unleash our fullest creative potential.
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\r\nLearning will no longer be confined to “human-to-human” interactions; it will extend to “human-to-human, human-to-machine, and machine-to-machine” co-learning and co-creation. This dynamic will be essential for fostering deep learning and cultivating innovative thinking.\
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\r\nAt NYCU, we are progressively promoting the concepts of Peer Learning and Co-Learning Spaces, where students engage in discussion, debate, and challenge each other’s ideas. With the assistance of AI in analysis and content generation, we are not only deepening understanding but also accelerating the breadth, depth, speed, and creativity of learning.\
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\r\nSuch transformative capabilities cannot be achieved through solitary effort alone.\
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\r\n**Knowledge Has an Expiry Date; Learning Does Not**\
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\r\nTo foster and practice lifelong learning, we established the Tribute Academy in 2024. This academy does not grant degrees; instead, it restores learning to its core essence—exploration, sharing, participation, and contribution.\
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\r\nThe name “Tribute Academy” is inspired by the ancient “tribute examination” system, symbolizing respect and dedication to knowledge. At the Academy, mid-to-late career individuals return to campus to learn and co-create alongside young students. They transform the wisdom and experience accumulated over their careers into new knowledge, integrating with courses on the latest advancements in technology, humanities, and health. This process sustains their passion for learning and embodies the spirit of “learning for life, contributing for life.”\
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\r\nWe envision the Tribute Academy as a space where learning knows no age limits. Here, learners combine their experiences with societal needs, continuing to make an impact. It is not merely a learning environment—it is a platform for generational exchange, cross-disciplinary exploration, and a new model of social engagement.\
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\r\nAs the pace of knowledge renewal accelerates, learning itself must become endless. The most essential skill of the future will not be how much knowledge you can memorize, but your habit and capacity for lifelong exploration.\
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\r\nI often say, **“The knowledge we learn today may be obsolete in five years, but the learning methods we master today will last a lifetime.”**\
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\r\nThis is the true core of learning—not merely preparing for exams or accumulating static knowledge, but cultivating the ability to renew and reinvent ourselves continuously. While we may not be able to predict the future of careers, we can prepare ourselves with the mindset that we are ready to start anew at any moment. Those with this ability will never be left behind, no matter how the world evolves.\
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\r\nWhat schools can offer is not a backpack filled with static knowledge, but a key that unlocks the world of knowledge. This key might be the ability to think critically, to learn across disciplines, or simply the courage to keep learning and embrace change.\
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\r\nIndeed, knowledge may expire, but learning never does. May we all continue to nurture the ability to learn, adapting to the ever-changing tides of knowledge.
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1367758997087588352&init=Y","expFile":"cover image"}],"videos":[],"audios":[],"resources":[]},{"subject":"What Is an Internship?","dataClassName":null,"pubUnitName":null,"posterDate":"2025-03-13","updateDate":null,"detailContent":"
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*An intern performs surgical procedures under the supervision of an attending physician.\
\r\n(Image credit: Kuan-Yun Chen)*
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen\
\r\nWritten by Yen-Chien Lai\
\r\nProofread by Yu-An Lu**
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\r\nWhenever I have the opportunity to chat with students, I often ask them: What is the true purpose of education? Is it merely to obtain a diploma, or is it to prepare oneself for the challenges of the real world?\
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\r\nI believe education extends beyond the walls of the classroom. It is a bridge that helps students navigate uncertainty and explore their life’s path. An internship serves as a key to unlocking this door, providing invaluable hands-on experience that connects learning to real-world application.\
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\r\n**From Apprenticeship to Internship Education**\
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\r\nEducation has evolved from ancient apprenticeship systems to modern centralized teaching methods, making knowledge transfer more systematic. However, with the explosive growth of knowledge and technology–alongside the rise of AI-driven “self-directed learning”--today’s education system faces a critical question: **How long will classroom learning remain relevant?**\
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\r\nMedical education offers a valuable reference. In medical school, students follow a structured progression—starting as observers in clinical rotations, advancing to supervised practice during internships, and ultimately assuming full responsibility during Postgraduate Year (PGY) training as general resident physicians. This journey transitions from observation to hands-on experience and, finally, to independent practice.\
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\r\nI once heard a story from a young resident doctor who vividly recalled his first surgical experience–his “first cut.”\
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\r\nOne night in the early hours, the emergency room phone rang—an urgent case involving a car accident victim with severe abdominal bleeding required immediate surgery. The young doctor rushed into the operating room, his palms sweaty and heart pounding. With a calm voice, the senior attending physician handed him the scalpel and said: “This is your knife.”\
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\r\nThis wasn’t his first time in the operating room, but this time, no one would guide him step by step. In that moment, he realized this was more than a technical challenge–it was the beginning of true responsibility. Taking a deep breath, he recalled everything he had learned in class, steadied his trembling hands, and carefully made the incision. Step by step, he completed the procedure. When the patient was safely transferred to the ICU, he removed his sweat- and blood-stained gown, exhaling deeply—a moment that marked his transition from student to doctor. He realized that the real turning point wasn’t just mastering surgical techniques but developing the ability to think independently and take responsibility for critical decisions.\
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\r\nThis is the essence of medical internships—progressing from learning to independent thinking and ultimately bearing responsibility.\
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\r\n**Internships Are Not Cheap Labor**\
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\r\nSome criticize internships as exploiting students as “cheap labor,” arguing that students contribute without receiving wages comparable to full-time employees.\
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\r\nHowever, a meaningful internship should be a two-way learning experience. If companies view interns merely as low-cost labor without offering mentorship or growth opportunities, the internship loses its value for students and, in the long run, brings little benefit to the company.\
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\r\nSuccessful companies design structured training programs for interns, offering project involvement opportunities, and even role rotations to help them develop adaptability in dynamic environments. At the same time, companies benefit by identifying operational gaps, improving processes, and cultivating future talent through these training experiences.\
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\r\n**Internships Are Not Early Employment**\
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\r\nAnother common misconception is that an internship is simply early employment. However, the true purpose of an internship is not just to get a head start on working life. Instead, it allows students to reflect on their learning, refine their focus, explore career interests, and build valuable connections.\
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\r\nMany students discover through internships that their expectations of a particular field differ from reality—or that they are better suited for an entirely different career path. This process of exploration and adjustment is the true value of an internships. Viewing internships merely as a job hunt risks overlooking their deeper educational significance.
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\r\nI recall a real-life story about a friend arranged for his son to intern at a hotel. On his first day, the university student was assigned the role of a valet. Each day, his job was to stand at the entrance, receive car keys, and park guests’ vehicles.\
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\r\nFeeling frustrated and discouraged, he thought the job was menial and beneath him. However, three months later, the hotel’s chairman invited him for a conversation. The chairman asked, “Do you think being a valet is just about parking cars?” He explained that this role offered invaluable lessons in observing guest behavior, understanding the finer details of service, and ensuring every customer feel valued and respected.\
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\r\nFrom that day forward, the student changed his attitude. He began actively interacting with guests, anticipating their needs, and enhancing their experience. Over time, he rotated through various hotel roles, from the laundry room to the restaurant and housekeeping management. These diverse experiences became the solid foundation that prepared him for a future career in hotel management.\
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\r\nThis story illustrates that the true value of an internship lies not in the task itself but in our ability to learn, identify problems, and grow through the experience.\
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\r\n**Internships Foster Reflection and Learning Motivation**\
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\r\nInternships are more than just placing students in companies or providing students with workplace exposure. A successful internship helps students identify their weaknesses through real-world experiences. They return to university with these insights, motivated to pursue further learning before re-entering the workplace with more profound understanding and enhanced skills.\
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\r\nMany companies have found that students who complete one or two internships develop more mature thinking and problem-solving abilities. For students, the true value of internships is not merely adding a line to their résumé but achieving greater clarity about their future and experiencing significant personal growth.\
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\r\nAs Confucius (孔子) said, “Learning leads to reflection, and reflection leads to learning.” Internships create a continuous cycle of learning and reflection.\
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\r\n**How Academia and Industry Can Achieve a Win-Win-Win**\
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\r\nAt NYCU, we are constantly working to elevate internship education to new heights. Internships should not simply be brief workplace experiences but platforms for collaborative innovation between education and industry.\
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\r\nTo achieve this, NYCU established Taiwan’s first Industry Academia Innovation School in 2021, marking a significant milestone in promoting industry-academia co-creation. In 2024, the institute celebrated the graduation of Taiwan’s first Industry-Academia PhD. His dissertation focused on improving IC product reliability and integrating academic theories with industry needs. Through participation in multiple collaborative projects during his studies, he identified real-world challenges within the company and proposed practical solutions. His research significantly enhanced the competitiveness of IC products and demonstrated the profound impact of industry-academia co-creation.\
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\r\nThis type of co-creation is not just about pooling resources—it’s about jointly producing valuable innovations. Universities contribute fresh knowledge and technology, while companies provide real-world scenarios and practical needs. Through collaboration, both sides generate value far beyond what they could achieve individually.\
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\r\nInternships allow students to leave the classroom, engage with the real world, and engage in deep reflection. Much like the young doctor who held his “first cut,” that pivotal moment reminded him that he was no longer just a student receiving knowledge, but a doctor carrying the responsibility of saving lives—a responsibility that marked the beginning of his continuous growth.\
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\r\nMay we all continue to thrive and grow through learning and practice.\
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1349663482840092672&init=Y","expFile":"cover image"}],"videos":[],"audios":[],"resources":[]},{"subject":"Companionship: The Silent Power of Education","dataClassName":null,"pubUnitName":null,"posterDate":"2024-12-26","updateDate":null,"detailContent":"
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*The president accompanies his daughter in learning the violin.\
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen, Written by Yen-Chien Lai\
\r\nProofread by Yu-An Lu**
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\r\nAs the university president, I am often asked about my views on education. However, as a teacher, my greater concern lies in accompanying students on their journey of growth and progress. Today, I wish to share a broader perspective on **“companionship.”** Companionship extends beyond the confines of family and school, encompassing our interactions with society and local communities. I believe education is not merely about imparting knowledge or solving problems－it is about **“walking alongside”** students, nurturing them as they grow, and empowering them to take flight on their own as they forge their own path forward.\
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\r\n**The Story of My Daughter and Her Violin**\
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\r\nAs a father of two, I have gained firsthand insight into the profound meaning of **“companionship.”** One particularly memorable moment was accompanying my daughter on her journey of learning the violin.\
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\r\nAfter more than a year of violin lessons, I believed she was progressing well. However, one day, her teacher revealed a surprising truth－she couldn’t actually read sheet music. Instead, she had been relying on her ear and memory to play. This revelation left me both shocked and concerned. That evening, I decided to help her learn music notation myself. Sitting together in the living room, we embarked on a long night of learning.\
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\r\nFor most people, reading sheet music is the starting point of musical education, but for my daughter, it was a towering wall to climb. The notes looked like an alien language to her, and she often broke down in tears. I felt like a climbing guide watching her struggle at the edge of a cliff. I knew this was a challenge she had to overcome on her own, and my role was to accompany her every step of the way.\
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\r\nThat night, I realized something profound: companionship is not merely about physical presence－it is about providing support and patience. While we cannot solve every problem for our children, we can face their struggles alongside them, letting them know they are never alone. This shared journey becomes a powerful source of strength.\
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\r\n**“Big Brothers and Sisters Teach Semiconductors”**\
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\r\nThe power of companionship extends beyond family, reaching into education and the broader community. At NYCU, we launched a program called *Big Brothers and Sisters Teach Semiconductors－*a practical example of how universities can fulfill their social responsibilities.\
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\r\nThe semiconductor industry is a cornerstone of Taiwan’s economy, yet it often feels distant and inaccessible to many students. Through this program, NYCU undergraduates visit primary and secondary schools, using simple and engaging methods to introduce the world of semiconductors. By “playing games,” students embark on a hands-on learning journey, transforming abstract concepts into tangible and enjoyable experiences. It is like standing at the base of a magnificent mountain, inspiring them to one day aspire to climb it. This spark of curiosity motivates students to explore and learn as they grow.\
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\r\nThis program not only makes semiconductors interesting and accessible to younger students but also helps our undergraduates develop skills in communicating knowledge and building connections. For primary and secondary school students, these big brothers and sisters are more than just knowledge transmitters－they become role models, inspiring them to envision greater possibilities for the future.\
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\r\nThrough this program, we’ve come to understand that education is not just about teaching－it’s about connecting resources and bridging gaps. NYCU students transcend generational divides, gaining insight into societal needs and challenges. They design courses that directly respond to and support local communities. This **peer-learning model** not only nurtures individual growth but also fosters meaningful cross-generational integration.\
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\r\n**Companionship as a Guiding Signpost**\
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\r\nCompanionship is like a signpost along a road. It doesn’t pull you forward but quietly points the way when you feel lost. In the process of companionship, rather than rushing to provide answers, it is more meaningful to explore alongside those we support. This philosophy underpins initiatives such as the mindfulness workshops organized by our Office of Student Affairs.\
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\r\nUniversity is a pivotal stage in life. For NYCU students, who often face intense academic competition, uncertainty about the future, and interpersonal challenges, the pressure can be overwhelming. **Nonviolent communication (NVC)** and **Mindfulness practices** have emerged as essential tools to help students navigate these challenges and develop resilience.\
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\r\nNVC emphasizes empathy and listening rather than authority or control, while mindfulness encourages students to pause amidst stress, listen to their inner voice, and connect with others in a peaceful way. This approach doesn’t offer simple solutions or foster dependency. Instead, it helps students discover their inner strength and build the confidence needed to face the future.\
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\r\nReflecting on the night I kept my daughter company as she learned to read music, I began questioning my insistence on her mastering sheet music. Was it truly essential for her future if she wasn’t planning to become a musician? Or was it my own pride driving this insistence?\
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\r\nThe true essence of companionship lies not in imposing our expectations but in supporting children or students as they seek their own answers. Sometimes, there isn’t a single “right” answer. As teachers or parents, our role is not to solve every problem but to walk alongside them, offering guidance as they navigate challenges and discover their path.
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\r\nMay we all find shared growth and meaning in the journey of companionship.\
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1321743094785249280&init=Y","expFile":"cover image"}],"videos":[],"audios":[],"resources":[]},{"subject":"Adversity and Resilience","dataClassName":null,"pubUnitName":null,"posterDate":"2024-11-19","updateDate":null,"detailContent":"
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*Illustration generated by Midjourney*
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen, Written by Yen-Chien Lai\
\r\nProofread by Yu-An Lu**
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\r\nLife is a journey filled with challenges and uncertainties. While we cannot always predict what lies ahead, we can choose how to face it.\
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\r\nThrough my clinical work, I have witnessed both life and death, but it was my own personal experiences that gave me a profound understanding of mortality. When I was young, I endured a severe illness, an ordeal that led me to re-evaluate the meaning of life and deepened my perspective on overcoming challenges.\
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\r\nIn this letter, I would like to share the insights I gained from this unique experience and my reflections on facing adversity.\
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\r\n**The Realization Brought by Illness**\
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\r\nDuring my PhD studies in the United States, I spent most of my days immersed in lab work. Then one day, I suddenly felt dizzy and was rushed to the hospital, where I learned that my condition was severe and required immediate hospitalization. I was diagnosed with massive intestinal bleeding due to widespread ulcerative colitis, which had led to severe anemia. The situation was critical, forcing me to confront questions far beyond my academics–it had become a matter of life and death.\
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\r\nDuring my two-month hospital stay, both my family and I were under immense pressure. My wife, who was also studying in the U.S., faced the dual demands of managing her studies and daily life while caring for me. Many suggested that I seek spiritual solace through faith, so I explored Buddhism, Christianity, and Islam, reading the Bible, the Quran, and Buddhist scriptures. Each offered profound teachings and inspiration. I even tried practicing Qigong, which seemed to bring some relief, though I never fully committed to any one faith.\
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\r\nThroughout this time, I constantly pondered the value of my life. Eventually, I realized that what truly sustained me was my passion for my work and the sense of fulfillment it brought. Each day in that hospital bed, I found myself thinking less about my illness and more about how I could continue my experiments and complete my unfinished studies. It may sound unusual, but this commitment to my work became my inner pillar, giving me the strength to endure those hardest days.\
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\r\nThis severe illness transformed me from a doctor into a patient, fundamentally altering my perspective on life. I came to understand that while life’s fragility and impermanence are beyond our control, we can choose how we face them.\
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\r\n**Taker to Giver**\
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\r\nRecently, friends and families from a rare disease foundation visited me at the university. This foundation primarily supports individuals with spina bifida and their families by providing long-term rehabilitation and daily assistance. During my tenure as Director of Health, I had the privilege of working with them, hoping to foster a more compassionate society for these patients. Spina bifida is a congenital neural tube defect that results in partial exposure or protrusion of the spinal cord, affecting mobility, sensory function, and bladder control, though cognitive abilities remain unaffected. While these conditions are not always outwardly visible, they present numerous medical challenges from a young age, requiring surgeries, rehabilitation, and long-term care.
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\r\nOne of the visitors, a young girl who has always been bright and clever, shared her struggles with me. Due to her condition, she constantly worried about reaching the restroom in time, especially during her menstrual periods. With the foundation’s active support, she finally gained the right to an accessible restroom, and her high school even built one adjacent to her classroom. Yet, she told me she considers herself fortunate compared to other patients. In her senior year, she met a younger schoolmate with the same condition whose symptoms were even more severe, but who lacked adequate care. This experience made her realize that many people face similar struggles without sufficient resources and support. As a result, she chose to study a medical-related field in college, hoping to help others like herself. Through this journey, she not only recognized her own needs but became aware of the needs of others who require similar support.\
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\r\nHer story resonated with me profoundly. I, too, have experienced the helplessness that illness can bring, and although I am a doctor, some aspects of suffering can only be truly understood as a patient. This experience taught me that resilience is not innate but cultivated through overcoming hardships. Like the young girl, I found that facing illness did not cause her to yield; instead, it helped her recognize the needs of others and inspired her to support those in similar situations.\
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\r\n**Trials and Hardships, True Strength Emerges**\
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\r\nRecently, SpaceX’s Starship, the latest rocket developed by Elon Musk, completed its fifth test flight, marking a significant milestone in human space exploration. However, this achievements did not happen overnight. Since founding SpaceX in 2002, Musk has encountered numerous setbacks. Following the launching of their first rocket in 2008, the comepany experienced countless failures before successfully pioneering reusable rocket technology.\
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\r\nThis reminds me of our university’s Advanced Rocket Research Center (ARRC), founded by Professor Jong-Shinn Wu in 2012, which embodies the spirit of resilience. Since its inception in 2008, ARRC has been committed to developing and testing rockets despite the high costs and uncertainties involved in rocket launches. After numerous failures and continuous improvements, we achieved a significant breakthrough in July 2022 by launching the world’s first hybrid rocket with guidance capability in Taiwan. This milestone included data transmission and rocket recovery during flight, setting a new landmark for our university in space exploration.\
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\r\nThe concept of growth through adversity may be a natural law. Have you ever tasted the Saltland cherry tomatoes from Tainan? The saline soil in Tainan is unsuitable for most crops, and typically, a salt-rich environment stunts tomato growth. However, this harsh growing condition imparts a uniquely rich and sweet flavor to these tomatoes, as if nature’s trials have tempered them. Remarkably, their lycopene content is also twice that of regular tomatoes. This serves as a valuable lesson from nature.
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\r\nMay we all find the strength to move forward in the face of challenges.\
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1308255523996438528&init=Y","expFile":"cover image"}],"videos":[],"audios":[],"resources":[]},{"subject":"Empowering Learning Beyond Boundaries","dataClassName":null,"pubUnitName":null,"posterDate":"2024-09-05","updateDate":null,"detailContent":"
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*At NYCU, students can engage in interdisciplinary and cross-regional learning, exploring their desired future.*\
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen, Written by Yen-Chien Lai\
\r\nProofread by Yu-An Lu**
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\r\nOver the past three years since the merger, we have released a series of documentary films titled ‘**NYCU 1000 Days**,’ reflecting on the voices of our students, professors, and alumni during this period. These films capture genuine feedback, with several students sharing their experiences of studying across different campuses. They speak about how living in new environments and integrating with local campuses taught them valuable lessons and cultural insights beyond textbooks. Many feel that the merger has provided a larger stage and more opportunities. Watching these interviews, I was deeply moved. In this letter, I would like to share some experiences from the early days of the merger and discuss my views on learning.\
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\r\nIn the past, students typically planned their studies based on the specialization of their department or university. However, with the merger of Yang Ming and Chiao Tung Universities, our students now have access to a broader range of learning opportunities.\
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\r\nIn the early stages of the merger, we faced numerous challenges and adjustments, and there were understandably many complaints from both faculty and students. For example, administrative staff had to travel between campuses for meetings, and students had to commute between campuses for classes. I can personally relate to these difficulties, as I often commute between the Yangming and Chiaotung Campuses. During peak hours, a one-way trip can take nearly two hours. However, rather than viewing this as a drawback of the merger, I see it as the first step in pushing us out of our comfort zones. This unique aspect of NYCU, with its multiple campuses, is an opportunity to grow and adapt.\
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\r\n**Limitations Lie Within Boundaries—Dare to Step Beyond**\
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\r\nIntegrating two universities with long histories presents numerous challenges, as you can imagine. Beyond logistical issues like transportation, accommodation, and curriculum planning, we must deeply contemplate how to merge the distinct cultures. Successful integration requires more than just exchanging information; it demands a true understanding of each other’s needs to create new value. To bridge the geographical distance between the two campuses, we have established a ‘Door to Door’ shuttle service with 14 daily trips. This service allows students and staff to travel between the campuses in about an hour, minimizing traffic-related delays. However, reducing geographical distance is just the first step. Encouraging faculty and students to engage in cross-campus learning is where the real integration begins.\
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\r\nThe more crucial next step is interdisciplinary learning—gaining knowledge across different fields. Under Taiwan’s traditional education system, students aiming to become doctors or engineers often find themselves limited by narrow pathways, forced to choose one over the other. However, this should not be an endpoint but rather a new beginning. With the university merger, we have combined the expertise of both institutions to launch the ‘**Physician Engineer Program**’ in the School of Medicine and the ‘**Biomedical Electrical Engineering Program**’ in the Department of Electrical Engineering. This iniviative is not just about merging the strengths of the two universities; it is driven by the actual needs of students and society. Our curriculum design has shifted from the traditional school- or department-centered model to a ‘student-centered’ approach, prioritizing student needs.\
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\r\nTake the Physician Engineer Program as an example. In their first and second years, students receive training in science and engineering at the Chiaotung Campus. From their third to sixth years, they move to the Yangming Campus to study biology, medicine, and clinical subjects, followed by a two-year general practitioner internship. This structure not only breaks traditional disciplinary boundaries but also allows students to graduate with a dual specialization in ‘Medical Science’ and ‘Electrical Engineering.’ These graduate will emerge as professionals equipped with technical research and development skills, entrepreneurial abilities, and leadership in the digital healthcare industry, driving future innovations in medicine and biomedical informatics. I believe we will see even more interdisciplinary crossovers in the future.\
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\r\nInterdisciplinary learning can also bridge traditional culture and new technology. This year, NYCU established a new Department of Chinese Medicine, with interdisciplinary learning as its core. The program integrates biotechnology, engineering, artificial intelligence, information technology, and technology management to cultivate a new generation of Chinese medicine practitioners who transcend traditional models. These ‘new Chinese medicine practitioners’ not only possess knowledge of traditional Chinese medicine but also have modern technical skills, enabling them to play a more significant role within the healthcare system. The university education I envision is one of integration and interdisciplinary learning–a vast ocean of wisdom where knowledge enthusiasts can freely immerse themselves and explore.
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\r\n**Liberal Arts as Life Education**\
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\r\nI’ve discussed geographical and disciplinary crossovers; now, I want to address the crossover between people. Since the merger, we have been advocating for ‘**Liberal Arts**.’ Some faculty and students may see this as a mere rebranding of the former general education center and wonder why it is necessary. However, our true goal is to create an environment where students learn from one another through everyday interactions. That’s why we encourage freshmen to prioritize living on campus. Dormitories are not just about providing a safe and convenient place to stay–they are vital spaces for student interaction and learning. Dormitory life should be the foundation for building interpersonal relationships and fostering growth in both academic and cultural literacy. Additionally, Liberal Arts College organizes various activities and credit courses centered on civic literacy, aesthetics, arts, and physical health. At NYCU, our educational philosophy emphasizes that in alongside professional skills, soft skills such as logic, critical thinking, creativity, literacy, and interpersonal communication are equally important.\
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\r\nThe Liberal Arts education we aspire to create is life education, emphasizing mutual learning and personal growth. These soft skills will be increasingly important as artificial intelligence (AI) technology continues to advance. While some may worry about AI replacing human jobs, I believe AI is not our enemy but a powerful tool to help solve complex problems. AI can effectively execute technical and operational tasks, but it is the students–whose thinking and judgment are irreplaceable – who will guide these actions. Therefore, we hope all NYCU graduates will not only know how to solve problems but also how to ‘**create**’ them. The industry’s demand for talent has shifted; it’s no longer just about finding individuals who can write papers but also those who can generate new knowledge.\
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\r\n**Dare to Explore and Find Your Own Path**\
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\r\nFinally, I want to encourage all students not to be afraid of stepping out of your comfort zone. Push yourself to explore and learn in different environments, fields, and communities. Reflecting on my own academic and professional journey, despite holding several leadership positions, I see myself more as an explorer–someone who enjoys embracing new challenges and venturing into unknown territories. A journalist once asked me, after having been a professor, doctor, and health bureau chief, and now returning as a university president, whether studying medicine was my original dream. I laughed and replied, “I once wanted to be a film director, but lacking the talent, I turned my interest in imagery towards observing life’s evolution under a microscope.” Although I didn’t become a director, I combined my interests with my profession. “I’ve always stayed curious and kept the desire to find answers through a lens, which led me to the field of microbiology and immunology, where I search for answers under the microscope.”\
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\r\nI want to share with you that only by continuously embracing new experiences and maintaining a childlike curiosity can you create new value. If there’s something you want to do, go for it—be brave and step out of your comfort zone. Even if the outcome isn’t what you initially planned, it will still be a valuable experience in its own way.\
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\r\nMay we all continue to take steps toward exploration.\
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1281438286115508224&init=Y","expFile":"cover image"}],"videos":[],"audios":[],"resources":[]},{"subject":"Identify and Solve Problems","dataClassName":null,"pubUnitName":null,"posterDate":"2024-06-24","updateDate":null,"detailContent":"
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*Using Automated Auditory Brainstem Response (aABR) for Newborn Hearing Screening*\
\r\n*(Image credit: Kuan-Yun Chen)*
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen, Written by Yen-Chien Lai\
\r\nProofread by Yu-An Lu**
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\r\nIn 1994, after earning my Ph.D. in the United States, I returned to teach at Yang Ming University, where I have been teaching for 30 years. During this time, I was seconded to serve as the Director of Health for Taipei City and New Taipei City for eight years. During my tenure as Director, I was often asked, “**What do you think are the differences between being a professor and a director?**” Generally, professors are immersed in academic research, while directors need to plan and implement public health policies and interact with the media and the public. The roles are quite different, with one being more inward-focused and the other outward-focused. However, my response then was that, although these roles seem entirely different, they share a common core: “**to identify meaningful problems and then try to solve them.**”\
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\r\nLet me illustrate this idea with a story.\
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\r\nWhen I first became the director, my teacher, Professor Kwang-Jen Hsiao, visited and wanted to understand my administrative plans. Professor Hsiao eagerly shared a public health issue with me: **Newborn Hearing Screening**. Since 2000, he had done extensive preparatory work on this topic. As I reviewed the materials he provided, I realized that newborn hearing screening is a crucial and essential task. Why do I say this? Let me explain.\
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\r\n**Identify the Key Points of the Problem**\
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\r\nAt that time, medical literature indicated that the incidence of congenital hearing loss in newborns was as high as 1.5 per 1,000, significantly higher than that of congenital metabolic disorders such as G6PD deficiency, hypothyroidism, congenital adrenal hyperplasia, and phenylketonuria. Fortunately, domestic and international research also showed that if newborns undergo hearing screening and are diagnosed within three months and fitted with appropriate hearing aids or other interventions within six months, even children with congenital bilateral hearing loss can achieve nearly normal brain development and language skills. In simple terms, what may seem like a simple, small hearing screening is crucial for newborns with hearing loss. If not treated within this golden period, the child may develop further issues such as speech difficulties, learning delays, and intellectual development disorders. Hence, in Taiwanese, “**tshàu-hīnn-lâng** (deaf)” often associates hearing impairment with intellectual disability.\
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\r\nAs the new director, I thought to myself: since we have identified a meaningful problem, the next step is to figure out how to solve it. During our policy research, we discovered three key points that must be addressed to resolve newborn hearing issues. The first is determining “**when**” to conduct the hearing screening for newborns. The second is “**how**” to perform it. The third is how to ensure proper follow-up and treatment. Finally, a crucial point, of course, is how to “**convince**” my boss, the mayor, to allow us to proceed with this initiative.\
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\r\n**The first key point is timing.** We have an inherent advantage in Taiwan because most babies are born in hospitals where birth certificates are issued, with almost 100% registration. Basic examinations are conducted in the hospital. We envisioned that if hearing screening could be integrated with these newborn examinations, every newborn could undergo screening. This timing is crucial; once the mother and baby leave the hospital, following up with the examination becomes much more challenging. Therefore, we need to act quickly and complete the screening within a few days after birth (three days for natural births and seven days for cesarean sections).\
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\r\n**The second key point is the method.** Since babies cannot use tuning forks for hearing tests like children or adults and cannot express whether they hear a sound, we chose the most appropriate solution at the time: using brainwaves (Automated Auditory Brainstem Response, aABR) for testing. When the ear receives sound information, the brainwave pattern changes, making the results obtained this way more accurate.\
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\r\n**The third and most important point is how to ensure proper follow-up treatment**; only then do the extensive screening efforts make sense. Fortunately, Taiwan has a well-established public health and community nursing system and universal health insurance. If appropriately utilized, solving this problem wouldn’t be difficult. Additionally, effective communication is crucial, especially with superiors. I needed to persuade my direct superior, Mayor Lung-Bin Hau, to allow the Taipei public health team to implement this policy. At that time, Taipei was hosting the Deaflympics. I was inspired and quickly suggested to Deputy Mayor Wen-Hsiang Chiu, “After hosting the Deaflympics, what legacy we could leave for our citizens?” We believed hearing screening was a significant public health issue that deserved attention. Fortunately, the Deputy Mayor helped present the proposal to Mayor Hau, and eventually, we implemented Taiwan’s first newborn hearing screening policy in Taipei.
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\r\n**Identify and Solve It, Make the Problem No Longer a Problem**\
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\r\nOf course, things were not simple; these key points were just the beginning of solving the problem. Many details needed to be coordinated and communicated across various fronts. For example, using brainwave testing (aABR) was advanced but was not widespread then. Except for significant hospitals, most gynecological clinics or small hospitals did not have this equipment, which could hinder the widespread adoption of brainwave hearing screening. To address this issue, the Department of Health team personally visited hospitals individually to discuss the matter and put in considerable effort. If there was a workforce shortage, we helped find personnel by collaborating with hearing and speech associations.\
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\r\nIf there was a lack of equipment, we asked hospitals or clinics to report the number of newborns, and the Taipei Department of Health would send service teams with the necessary equipment. As a result, in the first year of implementing the new policy, the coverage rate of newborn hearing screening reached an impressive 99%, likely the highest globally. We were delighted but continued to review why we couldn’t achieve 100%.\
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\r\nBecause of this question, we uncovered another problem. Upon reviewing the data, we discovered that this 1% were children born in Taipei City, but their mothers were registered in New Taipei City. As the policy adhered strictly to territorial principles, these newborns could not benefit from Taipei City’s policies. While this scenario was realistic, it was difficult to accept.\
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\r\nOur team pondered how to ensure that these 1% of newborns also received screening. Initially, we considered raising funds. Professor Kwang-Jen Hsiao’s foundation was willing to provide financial support at that time. However, sustainable public policy cannot depend on private donations alone. Therefore, we explored the idea of persuading the Health Promotion Administration (HPA) of the Ministry of Health and Welfare to expand this policy nationwide. This approach would ensure that every child in Taiwan could receive hearing screening, leaving no one overlooked.\
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\r\nWe compiled the first year's results of Taipei's hearing screening program into a report and presented it to the HPA. Not only did we showcase the outcomes of Taipei’s policy, but we also outlined a comprehensive plan for nationwide implementation, including budgetary considerations, specific screening schedules for newborns, and follow-up procedures. We put forth our best effort, and eventually, our proposal for universal newborn hearing screening policy gained support. It expanded from Taipei City to the entire country, achieving over 90% coverage for newborns across Taiwan.\
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\r\nThe success of this initiative stemmed from our continuous identification and resolution of challenges encountered along the way.\
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\r\n**Finding the Right Problem Is More Important Than Finding the Right Answer**\
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\r\nWhether in academic research or policy-making, the true challenge lies not just in discovering the correct solution to a problem, but in identifying “**meaningful and worthy problems to solve**.” This demands deep reflection, breaking away from conventional thought patterns, and exploring issues often overlooked or considered unimportant. Simply addressing surface-level problems cannot resolve fundamental issues; only by grasping the essence of a problem can we uncover appropriate solutions.
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\r\nThe newborn hearing screening policy initiated and led by Professor Kwang-Jen Hsiao has been in place since 2010. The children who were identified with hearing loss back then are now teenagers. Every year, a related foundation organizes gatherings for children with hearing loss. Whenever I see these children, who were fortunate to receive timely treatment, growing up healthy and leading lives nearly identical to those of other peers, I feel a profound sense of happiness and gratitude.\
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\r\nEinstein once said, “The formulation of a problem is often more essential than its solution.” I wholeheartedly agree with this perspective and wanted to share it with you.\
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1281438510120701952&init=Y","expFile":"Using Automated Auditory Brainstem Response (aABR) for Newborn Hearing Screening"}],"videos":[],"audios":[],"resources":[]},{"subject":"Breadth and Depth","dataClassName":null,"pubUnitName":null,"posterDate":"2024-05-21","updateDate":null,"detailContent":"
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*The president studied the neural cells of the invertebrate sea hare using a microscope.\
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen, Written by Yen-Chien Lai**
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**Proofread by Yu-An Lu**
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\r\n**From an Art Enthusiast to a Scientist**\
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\r\nAs mentioned in the first letter, during my university years, I particularly enjoyed photography and painting—interests often considered part of the arts and humanities. These pursuits seemed vastly different from my medical studies: one leaned towards the sensory, and the other towards the rational.\
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\r\nHowever, these artistic interests also guided my future research direction.\
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\r\nWhile studying for a Ph.D. at Yale University, I chose microscopy as my research field, focusing primarily on conducting experiments related to cellular dynamics and analyzing them through microscopy recordings. I was drawn to this specialization because of my passion for imaging technology and image processing during my high school and university years.\
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\r\nI worked alongside my advisor using advanced microscopy to study the changes and molecular mechanisms in the neuronal cells of invertebrates (sea hares) during motion. At that time, neurobiology research was still in its early stages, even in the United States. I mounted a camera on the microscope to capture the experimental results, reminiscent of shooting 8mm films back in school. However, cellular changes wait for no one, and the early equipment wasn't entirely up to par. I had to patiently monitor the microscope and imaging system, repeatedly conducting observation experiments. This often meant staying up late into the night, attending classes during the day, resting briefly at home after dinner, and then heading straight to the lab to work until dawn.\
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\r\nLooking back, I am still intensely interested in that "trial and tribulation" period in my research journey. The experimental videos I captured at that time were later included in biology textbooks on cellular motion, which gave me a great sense of accomplishment.\
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\r\n**From a Starting Point to a Foothold**\
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\r\nWhen I returned to Yang Ming University to teach after completing my doctoral studies, I began to explore the research direction I envisioned for myself, armed with my professional skills. Initially, my primary interest lay in cell biology. However, circumstances led me to join the newly established Rong Yang Genomics Team (榮陽基因體團隊), which required members with expertise in fluorescence microscopy techniques. Without hesitation, I joined the team and began utilizing comparative genomic hybridization (CGH) for chromosome research. Honestly, I had no prior experience in genetics research, so why did I join the team? It was because observing chromosomes for genetic analysis required different fluorescent labels, and my expertise in microscopy and optical processing proved invaluable.\
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\r\nSubsequently, my research scope gradually expanded into the realm of nanotechnology, and I developed a strong interest in the formation and metastasis mechanisms of colorectal cancer. In collaboration with my university classmate, Dr. Jeng-Kai Jiang, we proposed new hypotheses and evidence regarding the mechanism of colorectal cancer cell metastasis.\
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\r\nLooking back, my research topics have constantly changed and evolved, but my interests and professional background have always been integrated with different research directions. Maintaining enthusiasm and flexibility is the attitude I have developed in my research work.
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\r\n**The Benefits of Studying Extend Beyond Knowledge**\
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\r\nIn college, we sometimes complain about the practicality of learning specific fields of knowledge, but what sticks with me the most are the challenging journeys that require us to invest significant time and effort in learning and understanding. The rewards of learning go beyond what is found in books; the process of exploration itself is a form of training, teaching us how to handle the knowledge we encounter and how to accumulate experience in organizing and structuring that knowledge. This is the best interpretation of 'learning is endless.'\
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\r\nIn the future, when faced with unexpected situations in clinical practice or research, we will often rely on the training we received during our student years to navigate through these bursts of information. This includes developing skills such as resilience, efficient learning, and decision-making. While it's acceptable to focus on specific topics due to time constraints, we should avoid limiting ourselves in terms of perspectives and methodologies. We shouldn't fear trying new things or experiences that are unfamiliar to us. It is essential to step out of our comfort zones, embrace learning, and seek guidance when needed. By pooling our collective wisdom and working together to solve problems, we can gain fresh insights.\
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\r\n**Breadth and Depth: Which Is More Important?**\
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\r\nWhich is More Important: Breadth or Depth? Which Takes Priority? I've also faced criticism for frequently changing research topics and have been told that my scope is too broad and lacks depth, leaving me feeling doubtful and confused. However, in the end, those paths weren't taken in vain. Through this process, I gradually found my direction, and my broad interests and interdisciplinary learning became an advantage. In the future, integrating knowledge across fields will be more important than specializing in a single discipline because problems often require approaches from multiple angles, necessitating the collaborative use of different methods and interdisciplinary knowledge and skills. Therefore, I encourage young students to try solving real-world problems through interdisciplinary integration within limited resources (time, energy) and use this experience to identify their next topic.
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\r\nIn the era of AI, university education should focus on more than just specialized knowledge. We should maintain broad perspectives and avoid confining ourselves to classroom content. What AI technology will struggle to replace is the continuous interaction, discussion, and reflection between teachers and students, as well as among students themselves. Therefore, enhancing the depth of thinking is more crucial than the breadth and depth of learning. This will also be the invaluable essence of the university education environment.\
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\r\nSafe and healthy, may we all reap abundant harvests on our learning journey.\
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1293111244185669632&init=Y","expFile":""}],"videos":[],"audios":[],"resources":[]},{"subject":"Walking on the Path of Self-Choice","dataClassName":null,"pubUnitName":null,"posterDate":"2024-04-25","updateDate":null,"detailContent":"
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*The President (far right) with his childhood family portrait.*\
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**Narrated by NYCU President Chi-Hung Lin\
\r\nInterviewed by Yen-Shen Chen, Written by Yen-Chien Lai**
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**Proofread by Yu-An Lu**\
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\r\nDear students, faculty, and alumni,\
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\r\nI am Chi-Hung Lin, the President of National Yang Ming Chiao Tung University (NYCU), hailing from the vibrant city of Hsinchu. I am an alumnus of the fifth graduating class of the College of Medicine at Yang Ming. After obtaining my doctoral degree from Yale University in 1994, I returned to my alma mater to teach.\
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\r\nI dare not proclaim that academic excellence inevitably leads to political office, yet between 2010 and 2018, I served within the public health sector, holding positions as the Director of the Department of Health in Taipei City and New Taipei City Government, dedicated to promoting various health policies.\
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\r\nIn 2021, I had the great honor of being elected as the first President of NYCU. I am deeply grateful for everyone's support, which allowed me to be re-elected on March 6, 2024. It is truly a privilege to contribute to the establishment and growth of NYCU, this esteemed university. Together, let us turn our dreams into reality.\
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\r\n**Letter from the President, Professor, and Senior Alumnus**\
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\r\nI am a president, but more importantly, I am a professor and senior alumnus. I would like to share some stories and experiences from my life with colleagues and students. You may have experienced or are currently facing similar life challenges. Let us encourage each other.\
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\r\nThis is my first letter.\
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\r\nHaving served in public office and later becoming the President of NYCU, many people may assume that I have harbored ambitions of grandeur since childhood. However, reflecting on my journey thus far, I realize I didn't have many lofty goals; I have always followed my heart's desires.\
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\r\nWe have five siblings in our family. I am the third eldest, with two older sisters, one younger brother, and one younger sister. In our childhood, our family leaned towards favoring boys over girls, but fortunately, I was not overly spoiled.\
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\r\n**Fate with Hsinchu City**\
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\r\nI was born in Hsinchu, but around the age of eight, in second grade, I left Hsinchu. It wasn't until 2019, after stepping down as the Director of the Department of Health in New Taipei City, I was brought back to Hsinchu by the then-president of NYCU, Mau-Chung Frank Chang. Fifty years after leaving Hsinchu, I returned to my hometown.\
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\r\nLooking back on the various connections between me and Hsinchu, I am filled with mixed emotions. Life is like a constantly intertwining river, and each past point is a story, not just a memory but also an inspiration for future stories.\
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\r\nDue to my father's job, I changed schools three times during elementary school and in different cities. Each school stay was relatively short, typically at most two years. Although this experience prevented me from forming deep friendships with classmates since I would move just as friendships developed, it also honed my observational skills and adaptability.\
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\r\nBecause of frequent moves, I routinely observed for a while upon arriving at a new place. I don't rush to express my thoughts. I hold a similar attitude towards the merger of Yang Ming and Chiao Tung University. The merger of both universities is a process that has taken more than twenty years to complete. Now, we are in an adaptation phase, and how to stabilize integration and make changes is crucial in the merger process.\
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\r\n**The Unconventional Path to Studying Medicine**\
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\r\nIt's true that I didn't have lofty goals in the past and instead followed my heart's desires. Many classmates excelled and were already conducting laboratory research during my university life, while I was not. So, what was I doing?\
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\r\nI was busy exploring various interests.\
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\r\nTo put it this way, although my grades were decent, and I never had to retake exams or fail any courses, compared to many classmates who were determined to become outstanding scientists, I chose to accumulate various experiences.
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\r\nFor example, I participated in related protest activities when Sino-American relations were severed at Taipei Municipal Chien Kuo High School. In my first and second years at Yang Ming University, I particularly enjoyed making experimental films in 8mm format. I served as an editor for Yang Ming's campus magazine, "Shen Nong Po (神農坡)."
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\r\nMy idea of "**playing**" involved engaging in activities unrelated to coursework.\
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\r\nTo be candid, I didn't have a clear career plan during my academic journey, but I was always filled with a desire for challenges, never content with repetitive, mundane tasks. I didn't overly pursue high grades and academic achievements, but rather, I was curious about the unknown and passionate about exploration.\
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\r\nI still remember when the professors at the College of Medicine thought I might develop into an orthopedic or obstetrics and gynecology doctor. However, while serving as a medical officer in Huwei, Yunlin County (Huwei as a small town in Taiwan) , my perspective on clinical work suddenly changed. I became unwilling to pursue becoming a general practitioner, a career choice most medical graduates opt for. This experience of serving in the military prompted me to consider changing my career trajectory.\
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\r\n**Becoming Serious: Known as “Iron Butt”**\
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\r\nReflecting on my military days, I realize they were a significant cultural shock. I served as a medical officer in the military, and at night, I would assist in the nearby hospital's night clinic. One night, I might have to see fifty to sixty patients, each going through similar experiences. I was only 26 or 27 years old, filled with uncertainty and doubts about the future. I didn't enjoy repetitive tasks, and this experience made me think: being a doctor is great, but is this how I genuinely want to spend my whole life?\
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\r\nTo change the status quo, I decided to participate in a government scholarship program to study abroad, giving myself another chance.\
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\r\nAt that time, while serving in the military, I was preparing for the exam. My comrades called me "Iron Butt" because, except for meal times, I was always sitting in the dormitory studying. I read original textbooks from cover to cover for the first time during that period. After more than a year of effort, I finally passed the study abroad exam.\
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\r\nHowever, due to the need to prepare for language certification and other plans before going abroad, the TOEFL exam in Taiwan was only held once every two months. Therefore, to meet the deadline for submitting my scores, shortly after getting married, I took advantage of my honeymoon trip to Hong Kong to also take the TOEFL exam. During this exam period, my wife occasionally teased me, which I find amusing to look back on now.\
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\r\nEven though I wasn't the fastest runner, these were things I wanted to do myself, and I genuinely enjoyed studying, so I didn't feel it was a hardship.\
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\r\n**Life is Yours When You Follow Your Passions**\
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\r\nI want to let you know that I dare not claim to have succeeded, but I've followed my interests throughout my life without dwelling too much on the future. If attempting to predict how to succeed in the future means you must do certain things a certain way now, then such a thought process doesn't work for me. \
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\r\nBecause our personalities and interests are usually relatively stable, it’s better to pursue what you genuinely love instead of struggling with a job you don’t like or sacrificing your interests for a higher salary. While your income may be low and your experiences may not be smooth, everything you do will be driven by your passion. It's your choice and your life.\
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\r\nPeace be with you as we walk on the path we have chosen for ourselves.\
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*President of National Yang Ming Chiao Tung University,*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1232935022906839040&init=Y","expFile":"Letters from the President"}],"videos":[],"audios":[],"resources":[]},{"subject":"Aiming High with Thriving Progress in NYCU cooperation with its Benchmark Universities","dataClassName":null,"pubUnitName":null,"posterDate":"2023-07-11","updateDate":null,"detailContent":"
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– An Open Letter to all faculty, staff, students, alumni and friends –\
\r\nDr. Chi-Hung Lin, President National Yang Ming Chiao Tung University, July 2023
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*Photo Of President Chi Hung Lin Taken On The NYCU Campus*\
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Just when National Yang Ming Chiao Tung University (NYCU) of Taiwan and Purdue University of West Lafayette, Indiana, U.S. signed an agreement on the “Taiwan-U.S. Semiconductor Talent Leap Program”, also known as the Taiwan-U.S. Semiconductor Workforce Advancement Program (SWAP), the NYCU students from the Physician/Engineer Program of the College of Medicine traveled to the University of Illinois at Urbana- Champaign (UIUC) to participate in clinical teaching courses. It is of no coincidence that the two events happened nearly simultaneously, but a clear demonstration of the thriving progress of international cooperation of NYCU. It is well aligned with the vision of NYCU and the worldwide trend of higher education that emphasizes convergence and deep collaborations globally.\
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The first cohort of medical students in the Physician/Engineer program of NYCU enters into fourth year of study after summer; it is a nontraditional program but enthusiastically welcomed by students, diligently supported by physicians and lauded with great expectations from the society. In this field, UIUC’s Carle Illinois College of Medicine (CICOM) is considered as a pioneer because it is the first College of Medicine in the U.S. with a clear vision to provide engineering-driven medical education and clerkship; it recruits postgraduate students emphasizing STEM and engineering background. Now in its eighth year, UIUC CICOM graduates are widely favored by major medical centers and hospitals when applying for residency, which is a testimony of success in the forward-looking education for the future medicine.\
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With the shared vision and common goals, it is natural for NYCU College of Medicine to be collaborating with UIUC CICOM in engineering-driven future healthcare. Following the delegation visit of NYCU College of Medicine to the UIUC campus last September, a reciprocal visit of UIUC to NYCU took place in April this year. Moreover, Deans of NYCU Colleges of Electrical & Computer Engineering (ECE), Computer Science (CS), Engineering (ENG) and Industry Academia Innovation School (IAIS) also visited UIUC Grainger College of Engineering in September this year. The purposes are clearly tied to the innovation and technology-driven healthcare. Among many exciting topics discussed, the immediate activity that benefits students and can be easily carried out is the visit of NYCU students to UIUC this summer as a starting point. I believe that in the following years more teachers and students will participate in the exchange activities between our two universities to co-create a vision for the future medicine and healthcare.
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*NYCU Vision For Future Healthcare*\
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The interwoven education of medicine (or healthcare) and engineering is not a literal link, but involves the redesign of basic, clinical and cross-domain courses. The two medical colleges will collaborate on innovative and problem-based learning (PBL) plus clinical practice in engineering medicine. It will also develop partnerships in research areas such as neuroscience, cardiovascular disease, smart hospitals and cancer. In the coming October this year, the Biomedical Group in NYCU will lead another delegation to visit UIUC CICOM to attend workshop and to engage in deep discussion of cooperation and exchanges between the two universities. I believe that with the integration of micro-electro-mechanical semiconductor engineering and medicine in NYCU, as well as the R&D capacity of smart medicine for the elderly society, both universities will reap fruitful results via shared experience and co-creation.\
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\r\nIn addition to UIUC, the place I visited the most this year was Purdue University. Most recently, I was invited by the Taiwanese Consulate General Office in the United States to visit Purdue and participated in the high-tech forum with Ambassador Hsiao Bi-khim, the representative in the United States. The Governor Holcomb of the State of Indiana, where Purdue University is located, hopes to develop Purdue into an important semiconductor base in the United States. This vision presents an excellent opportunity for cooperation between NYCU and Purdue University, because semiconductor technology is a niche area of NYCU and Taiwan.\
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\r\nIn a few months of time, I have met with President Mung Chiang of Purdue University three times, our two universities reached a consensus to jointly cultivate global semiconductor talents by signing the SWAP Agreement in June this year. NYCU of Taiwan and Purdue of United States, the two major semiconductor universities, will work together in the form of an alliance to develop a semiconductor talent cultivation system that is globally adoptable. In addition to student exchange, cooperative research and dual degrees, the two sides will also cooperate in the second half of this year to launch an open semiconductor online course, with various practical, entrepreneurship and vendor internship courses on the NYCU campus, the outcomes will definitely attract international attention.\
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\r\nIn the past, we often looked at the high-tech industry only from the mere perspectives of science and technology alone, but with the changes in international geopolitics, science and technology have also crossed national borders and transcended the gap amongst people and policies that ultimately bring impacts on society stability, diplomacy and mutual trust. I came to a deep realization while attending a forum organized by the Krach Institute for Tech Diplomacy at Purdue University in June, that we cannot ignore the connections and effects in other related aspects resulting from the advancement of science and technology, such as technology laws, finance management, social economy, etc. Consequently, as a higher education institution we must conduct teaching and research in these highly selective but relevant fields critical to world’s industrial transformation.\
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\r\nIt has been a very productive year for I have visited and established close partnership with two world class universities, the University of Illinois and Purdue University. I have also witnessed the profound changes in the overall academic development in NYCU. The excellent tradition of NYCU in biomedical science and microelectronic technology continues to thrive with increasing connection with the current trend of artificial intelligence, high-speed computing and frontier semiconductor research and applications. We are aiming high in our continuing pursuit for academic excellence and I am thrilled to see the thriving progress of our faculty and students, along with the co-creation spirits of our industrial and international partners, all of which are in line with the vision of the newly merged NYCU.\
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\r\nIn just one year, I am delighted to report that NYCU has accomplished a great deal by having established a substantive cooperation network with two world renowned benchmark universities that NYCU has set out to follow in our SPROUT 2.0 projects supported by the Ministry of Education. The success of these endeavors is owing to the diligent work of our administrative team which I would like to acknowledge. We are confident that through substantive exchanges and cooperation in both semiconductor and innovation-driven healthcare, we will put NYCU on the international map and let Taiwan’s advantages be revealed at all corners of the world.
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*Photo Of The Managing Team Of NYCU Led By President Chi Hung Lin (front Center)*
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","liaisonper":null,"liaisontel":null,"liaisonfax":null,"liaisonemail":null,"docs":[],"images":[{"fileurl":"https://www.nycu.edu.tw/nycu/en/app/news/image?module=headnews&detailNo=1153497117545730048&init=Y","expFile":"Photo Of President Chi Hung Lin Taken On The NYCU Campus"}],"videos":[],"audios":[],"resources":[]}]