靜宜大學「16+2」學期制自主學習活動規劃原則

1、推動目標

靜宜大學推動「16+2」學期制的主要目的是為了與國際主流學制接軌、鼓勵教師發展創新教學型態、提升學生自主學習能力、並為學生創造更多元的學習機會與模式。

2、學期定義

「16+2」學期制為16週次的正式課程結合2週次的學生自主學習活動(非傳統課室教學)。在「+2」週次內，學生應進行由教師規劃之學習計劃或課程相關活動，從而深化或延伸課程學習內容。

3、時間安排

學生自主學習活動應靈活安排於16週正式課程期間內完成，教師可根據課程進度和學習需求，合理安排自主學習活動時間。

4、自主學習活動設計原則

（1）、學生自主學習活動之規劃，應以提升學生學習動機、課程參與度、以及促進深度學習為目標。

（2）、學生自主學習活動之規劃，應與課程學習內容及目標緊密結合。

（3）、教師在設計活動時，應明確向學生說明該活動與課程學習成果間的必要性與關聯性，確保學生理解並認同自主學習活動的價值。

（4）、學生自主學習活動不應被設計為考試、報告或課堂作業的替代方案；課程的作業和考核活動應安排於正式課程中進行。

（5）、學生實施自主學習活動，應有學習活動紀錄或相關學習過程證明作為學習成果的檢視依據以供教師查核，但教師可自主決定是否納入學期成績之計算。

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Principles for Planning the "16+2" Semester Self-Directed Learning Activities at Providence University

1. Objectives

The primary objectives of implementing the "16+2" semester system at Providence University are to align with international academic calendar standards, encourage faculty to develop innovative teaching approaches, enhance students' self-directed learning capabilities, and create diverse learning opportunities and models for students.

2. Semester Definition

The "16+2" semester system consists of 16 weeks of formal coursework combined with 2 weeks of student self-directed learning activities (non-traditional classroom instruction). During the "+2" weeks, students are expected to engage in learning plans or course-related activities designed by instructors, thereby deepening or extending the course content.

3. Scheduling

Student self-directed learning activities should be flexibly integrated and completed within the 16 weeks of formal coursework. Instructors may reasonably schedule these activities based on course progress and learning needs.

4. Principles for Designing Self-Directed Learning Activities

1. The planning of student self-directed learning activities should aim to enhance students' motivation, course engagement, and facilitate deep learning.
2. The activities should be closely aligned with the course content and objectives.
3. Instructors should clearly explain the necessity and relevance of these activities to course learning outcomes, ensuring that students understand and recognize their value.
4. Self-directed learning activities should not be designed as substitutes for exams, reports, or classroom assignments; assignments and assessments for the course should be conducted during the formal coursework period.
5. Students should maintain records or provide documentation of their learning activities as evidence for review of learning outcomes. However, instructors have the discretion to decide whether these activities contribute to the semester's final grade.

Providence University has adopted the "16+2" semester system, where the "+2" weeks of activities must be completed within the 16-week period outside the regular class schedule. The original 17th and 18th weeks of teaching activities are designated as the "+2" weeks for student self-directed learning activities, and classroom-based instruction during these weeks should be avoided.

Faculty are requested to design self-directed learning activities that align with the course content and objectives, in accordance with the " Principles for Planning the "16+2" Semester Self-Directed Learning Activities at Providence University " (see attached document).

Please include the planned dates, methods, and evaluation criteria for the "+2" weeks in the syllabus for the 17th and 18th weeks. Additionally, faculty are required to retain teaching records for the "+2" weeks, such as attendance logs, recordings, photographs, screenshots of virtual sessions, records of submitted work, or other verifiable documentation.