- About
- Korean Language Program
- Mandarin Language Program
- Basic Python Programming
- Strategic Family Business Management
- Social Entrepreneurship
- Student Registration
Rationale
The radical transformation from a traditional face-to-face classroom setting to an exclusive online learning environment substantially affected the educational systems of many countries during the past two years. The inherent challenges brought by the pandemic necessitate the implementation of efficient and effective methods of delivering online distance learning to preserve classroom equilibrium, resulting in the acceptance of this form of instruction as a proven and effective alternative. As most universities and students are now accustomed to some form of online instruction, e-learning can be utilized among ACUCA member institutions.
The ACUCA micro degree program (MDP) enables member institutions to pool their respective resources and individual specializations to benefit all member institutions and their students. Various micro degrees can be developed and offered by any ACUCA faculty member or team of faculty members. The courses can also be taught by a team of faculty members from different universities. The MDP is ultimately intended to provide supplementary education and credentials to students as well as encourage faculty research and collaborations by creating a consortium among its member institutions.
Objectives
Since its inception, ACUCA has endeavored to fulfill its three main objectives outlined in the Constitution and By-Laws: to develop and maintain Christian character; to enrich the quality of their educational programs and those of the other institutions of learning; and to re-examine the relevance of their objectives and programs in relation to the needs of a changing society.
The ACUCA, through its Secretariat, facilitates student and faculty exchanges as well as hosting the management conferences, biennial conferences, and the General Assembly. It has also acted as a clearinghouse for the sharing and exchange of information and publications regarding Christian higher education. Hence, it has the potential for far greater collaborative work and projects utilizing all sixty-five member institutions and their resources in nine countries. Specifically, it envisions to fulfill its objectives:
- by adapting to the needs of a changing society in Asia through creating an online platform where ACUCA member institutions offer courses available to all students of member institutions leading to the completion of a micro degree and/or certificate in a specific area, skill, or concentration. promoting collaborations and exchange among ACUCA member institutions, actualizing the Christian witness in academic pursuits, and providing opportunities and credentials for students and faculty by offering a Micro Degree Program which will be awarded by ACUCA and the respective institutions offering the courses. In any case where students will be able to complete only one or two of the required three courses for the micro degree will instead be awarded a Certificate of Completion for each course.
ACUCA CERTIFICATE PROGRAM COURSE
KOREAN LANGUAGE 1A
1. Instructors
Sejeong Kim
Sejeong Kim is a Korean language instructor at the Korean Language Education Center of Hannam University. Instructor Kim received her BA from Hannam University and her Master of Education degree in the Korean Language as a Foreign Language from Pai Chai University, South Korea. She received a Level One qualification as a Korean language teacher from the National Institute of the Korean Language. She currently serves as the chief instructor at the Cyber Korean Language Institute of Hannam University’s Korean Language Institute.
Unyoung Shin
Unyoung Shin is a Korean language instructor at the Korean Language Education Center of Hannam University. Instructor Shin received her BA from Hannam University and Master of Theology from the United Graduate School of Theology, Yonsei University. She completed her PhD program in Korean Language and Culture at Hannam University, South Korea. She received a Level One qualification as a Korean language teacher from the National Institute of the Korean Language. She currently teaches Korean in several programs including CAMPUS Asia-AIMS.
Yeyoung Lim
Yeyoung Lim is a Korean language instructor at the Korean Language Education Center of Hannam University. Instructor Lim received her BA from Daegu catholic University and her Master of Education degree in the Korean Language as a Foreign Language from Hannam University, South Korea. She received a Level One qualification as a Korean language teacher from the National Institute of the Korean Language. She has 13 years of experience in Korean language education. She currently teaches Korean in several programs including CAMPUS Asia-AIMS.
Hyein Na
Hyein Na is a Korean language instructor at the Korean Language Education Center of Hannam University. Instructor Na received her BA from Hannam University and her Master of Education degree in the Korean Language as a Foreign Language from Hannam University, South Korea. She received a Level One qualification as a Korean language teacher from the National Institute of the Korean Language. She currently teaches Korean in several programs including Korean Language Education Center of Hannam University.
Sounghun Cho
Sounghun Cho is a Korean language instructor at the Korean Language Education Center of Hannam University. Instructor Cho received him BA from Chungnam University and him Master of Education degree in the Korean Language education from Chungnam University. He received a Level Second qualification as a Korean language teacher from the National Institute of the Korean Language. He currently teaches Korean in several programs including CAMPUS Asia-AIMS.
Eunki Lee
Eunki Lee is a Korean language instructor at the Korean Language Education Center of Hannam University. Instructor Lee received her BA from Catholic University and her Master of Education degree in the Korean Language as a Foreign Language from Ehwa Womans University. She completed her PhD program in Korean Language Education at Hannam University, South Korea. She received a Level One qualification as a Korean language teacher from the National Institute of the Korean Language. She currently teaches Korean in several programs including short-term training in Korea and Korean culture for sister universities in Japan.
Sunyoung Jeon
Sunyoung Jeon is a Korean language instructor at the Korean Language Education Center of Hannam University. Instructor Jeon received her BA from Hannam University and Master of Korean Language Education from Hannam University, South Korea. She received a Level Two qualification as a Korean language teacher(for non-native) from the National Institute of the Korean Language. And also she received a Level Two qualification as a Korean language teacher(for Korean) from Ministry of Education, Science and Technology. She currently teaches Korean in several programs including KLCP.
2. Date
Korean Language 1: January 30th – February 17th
(Monday to Friday, 3 hours class a day for 3 weeks)
Korean Language 2: January 9th – January 31th
(Monday to Friday, 3 hours class a day for 3 weeks)
3. Textbook
3.1 Korean Language 1: Sejong Korean 1
3.2. Korean Language 2: Sejong Korean 2
4. Course Description:
This course is for beginners in the Korean language, where you can learn the Korean
alphabet Hangul and learn Korean conversation. Through this course, you will learn basic
Korean vocabulary and grammar and be able to communicate basic speaking and listening
needed for daily life in Korean.
Course Schedule
ACUCA CERTIFICATE PROGRAM COURSE
CHINESE LANGUAGE LEVEL 1
1. Instructors
Hsu, Hsiu-Ting
Certified by Ministry of Education of Taiwan, with over 7 years of CSL teaching experiences and a master’s degree in language education, Ms. Hsu is well acquainted with pronunciation training procedure, how to construct correct learning concepts for students, and common misconceptions students may have when starting to learn Mandarin Chinese. Ms. Hsu currently teaches at Chung Yuan Christian University, Taoyuan, Taiwan.
2. Date
July 24, 2023 ~ August 11, 2023 (Monday to Friday, 3 hours class a day for 3 weeks)
3. Textbook
Thematic course edited by teacher (Free for all registered students)
4. Course Description
This course is designed for beginning learners of the Mandarin Chinese. Students will learn from Hanyu pinyin, Chinese characters to basic sentence structures that are used in daily life. In addition to speaking, this course will also engage students in listening, typing/ writing, reading, and sometimes, Chinese culture 101, travel tips to motivate students to learn not only the language but also the cultural connotation and how to apply Mandarin Chinese to real life.
Course Schedule
| Week | Day | Topics and Objectives | Textbook |
|---|---|---|---|
| 1 | Mon | Course introduction Classroom language How to introduce oneself (name & country) Hanyu Pinyin (1) Tones: ㄧ ˊ ˇ ˋ ˙ Vowels: a, o, e, i u, ü Consonants: b, p, m, f |
PPT & PDF |
| Tues | How to introduce oneself (preference & greetings) Hanyu Pinyin (2) Consonants: d, t, n, l, g, k, h, j, q, x Finals: ai, ei, ao, ou, an, en ang eng er |
PPT & PDF | |
| Wed | Numbers & ages Family members Hanyu Pinyin (3) Consonants: zh, ch, sh, r, z, c, s Finals: i family, u family |
PPT & PDF | |
| Thurs | Time expression (day, week, month, year) Basic sentence structure Hanyu Pinyin (4) Finals: ü family |
PPT & PDF | |
| Fri | Weekly mini project: Introduce yourself Review Hanyu Pinyin Time expression (hour and minute) Locations in a common neighborhood |
PPT & PDF | |
| 2 | Mon | Review time expression & location Daily/ weekly routine (location) Core sentence pattern: S+(time)+去+(location)。 |
PPT & PDF |
| Tues | Daily/ weekly routine (actions) Core sentence pattern: S+(time)+去+(location)+(action) |
PPT & PDF | |
| Wed | Transportation Core sentence pattern: S+(transportation)+去+(location) |
PPT & PDF | |
| Thurs | To express opinions (State verbs) Core sentence pattern: S+要+VP/N S+覺得+O+很/不SV |
PPT & PDF | |
| Fri | Weekly mini project: Your daily life Review basic sentence structure Getting to know Chinese characters (1) |
PPT & PDF | |
| 3 | Mon | Review state verbs To compare and express opinions Core sentence pattern: A比較SV A比B+SV Getting to know Chinese characters (2) |
PPT & PDF |
| Tue | Numbers beyond 100 Currency and Measure words Food & drinks Core sentence pattern: 一+M+N多少錢 |
PPT & PDF | |
| Wed | How to take an order Common Brands in Mandarin Core sentence pattern: 我要Nu+M+N SV的N NP的N |
PPT & PDF | |
| Thurs | Review locations Introduce your neighborhood Core sentence pattern: S1在S2+direction N(的)附近有/沒有… |
PPT & PDF | |
| Fri | Final mini project: A trip to Taiwan | PPT & PDF |
CHINESE LANGUAGE LEVEL 2
1. Instructors
Tong, Yu-Chi
Ms. Tong received her master’s degree in Teaching Chinese as a Second Language from Chung Yuan Christian University (CYCU). In addition, she holds a qualification to teach Mandarin Chinese as a second / foreign Language from the Ministry of Education in Taiwan.
Currently, she is an adjunct instructor in the Pre-major Freshman Program for International Students at CYCU. She has taught in the Philippines, the United States, and Taiwan, where she gained three years of teaching experience. She has taught students of all ages and levels. She places special emphasis on developing students’ oral proficiency, so there are many speaking activities in her classes.
2. Date
July 24, 2023 ~ August 11, 2023 (Monday to Friday, 3 hours class a day for 3 weeks)
3. Textbook
Thematic course edited by teacher (Free for all registered students)
4. Course Description
This course is designed for level 2 students of the Mandarin language. The course will discuss a variety of topics in Mandarin, including instruction on vocabulary, grammar, and speaking skills. Students will also learn how to deal with the following situations outlined below, as well as the ability to communicate in daily life in Taiwan.
Course Schedule
| Week | Day | Topics and Objectives | Textbook |
|---|---|---|---|
| 1 | Mon | 【Talk about yourself ＆Hobbies】 1.) Class rules 2.) Icebreaker & self-introduction 3.) Greeting in different situations 4.) Vocabulary: activities, common verbs, sports 5.) Learn to introduce interests and express your abilities 6.) listening and typing exercises |
PPT & PDF |
| Tues | 【Hobbies & Time】 1.) Review: listening and typing exercises 2.) Describe your evaluation and proficiency of the action 3.) Sentence pattern：S+（VO）+Ｖ 得 Vs (Adj.) 4.) Vocabulary: time, dates, time of day, day of the week |
PPT & PDF | |
| Wed | 【Time】 1.) Review: listening and typing exercises 2.) Learn to use time expressions to describe events. 3.) Sentence pattern: 快+time, time+多 4.) Call to make an appointment. 5.) Invitation, declined in a polite way 6.) Assignment: planning your summer vacation based on the words and interests you learn from this course. |
PPT & PDF | |
| Thurs | 【Time】 1.) Review: Q&A 2.) Time-Duration “for a period of time” (S+V+ time period +O) 3.) learning to discuss travel plans with friends. 4.) learning to give suggestions about leisure activities 5.) Condition and Consequence with 要是…就… (if…then…) |
PPT & PDF | |
| Fri | 【Time】 1.) Review: listening and typing exercises 2.) Describe a picture 3.) Presentation of assignment |
PPT & PDF | |
| 2 | Mon | 【Direction】 1.) Vocabulary: place, direction 2.) Learn to describe the location 3.) Learning to talk about nearby pIaces |
PPT & PDF |
| Tues | 【Transportation】 1.) Various modes of transport in daily life 2.) Verb.+ transportation 3.) Sentence pattern: Subject + verb. + transportation + place Subject+怎麼去+place (How to get to +place) A比B +adj. (comparison with比) Subject+比較+adj. (comparison with比較) 4.) Learn to make simple comparisons of various modes of transportation |
PPT & PDF | |
| Wed | 【Transportation + ask for direction】 1.) Learn to ask for directions. 2.) Describe a picture. 3.) Practice using real maps for directions. 4.) Assignment: Describe what type of transportation you prefer to use in your daily life and explain why. |
PPT & PDF | |
| Thurs | 【Transportation + Distance】 1.) Talk about distance between two places 2.) Sentence pattern: A 離 B 遠/近 (A is far away from B / A is close to B) 從 A + transportation +到 B +遠/近 3.) (take/ride _________ from A to B is far/close) describe a picture |
PPT & PDF | |
| Fri | 【Transportation + I don’t feel well】 1.) Presentation of assignment 2.) Vocabulary: body parts, doctor, nurse, vaccine and pain |
PPT & PDF | |
| 3 | Mon | 【I don’t feel well】 1.) Review: listening and typing exercises. 2.) Learn to ask people how they feel. 3.) Learn to describe symptoms in simple terms. |
PPT & PDF |
| Tue | 【I don’t feel well】 1.) Review: Q&A 2.) Vocabulary: sick, unwell, vomiting. 3.) Conversation about illness 4.) Learn to advise people who are sick 5.) Role play-doctor and patient 6.) Sentence pattern: 多/少＋verb.+一點+N.、 adj.+一點、有一點+adj. |
PPT & PDF | |
| Wed | 【Ordering in the restaurant】 1.) Review: listening and typing exercises. 2.) Talk about what taste you like and dislike. 3.) Describe the taste of the dishes. 4.) Compare the taste of dishes from different countries. 5.) Sentence pattern: dishes 合/不合sb的口味 （to one’s appetite） Clause(topic)，特别是+NP+comment （especially） |
PPT & PDF | |
| Thurs | 【Ordering in the restaurant】 1.) Review: Q&A 2.) Describe your food taboos and preferences 3.) Expressing opinions about food 4.) Role play: waiter and customer 5.) Sentence pattern: 麻煩+ sb.+VP (bother sb. to do sth. / would you please…) |
PPT & PDF | |
| Fri | Final Test/ presentation | PPT & PDF |
PYTHON PROGRAMMING
COURSE DESCRIPTION
This course introduces computer programming using the Python programming language. Emphasis is placed on common algorithms and programming principles utilizing the standard library distributed with Python. Upon completion, students should be able to design, code, test, and debug Python language programs.
See complete details regarding the course with the link below:
STRATEGIC FAMILY BUSINESS MANAGEMENT
COURSE DESCRIPTION
In this course, students are aware of various conditions in businesses specifically owned by families, and they can consider these conditions to create strategies for the longevity of family business. Students will be exposed to the differences between professional and family-run companies. Students will understand how to manage various challenges, issues, and conflicts in family business. Considering the legacy of the family, transition of power in family business succession will also be addressed and discussed.
See complete details regarding the course with the link below:
SOCIAL ENTREPRENEURSHIP
COURSE DESCRIPTION
• An app that connects poor farmers to tractor owners in Kenya and Nigeria.
• A micro-brewery that employs people who have been through the criminal justice system in the United Kingdom.
• A tour company that trains homeless people to become tour guides in Ireland.
• A coffee chain that provides income and education to villages in Thailand.
• An online language school that connects refugees to students around the world.
All of the above are examples of a new business movement known as social enterprise where entrepreneurs from all over the world are creating innovative solutions to address different societal needs.
In this practical, hands-on course, students will be guided through the process of creating a social enterprise of their own.
Students will be challenged to look beyond traditional boundaries and critically assess alternative ways of doing business that develop innovative approaches to solving some of the pressing issues facing marginalized and disadvantaged communities.
Using a Social Business Model Canvas, students will learn how to identify and screen solutions, develop value propositions, create both financial and impact goals, develop beneficiary and customer personas, evaluate external risks, identify value chain activities and capabilities, evaluate stakeholder impacts, develop financial success indicators and identify and mitigate key assumptions.
See complete details regarding the course with the link below:
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