“Why do we assume that professionals from the humanities can’t contribute meaningfully in high-tech fields?” asked Dr. Tsai-Hsuan Ku from the Institute of Science, Technology, and Society, voicing the very question many students had been quietly grappling with on the first day of class.

The course began in a quiet, uncertain atmosphere. Some students opened their laptops, eager to engage; others sat with arms crossed, observing in silence. Though no one said it out loud, the question hung in the air—can “humanities” and “semiconductors” really go together? The course title itself seemed to challenge their assumptions, forcing many to confront a doubt they had long carried but never spoken.

Diverse Backgrounds, Shared Dilemmas

Many students came from diverse backgrounds, including photographers, cultural workers, and artists with engineering minors. Despite their talents and creativity, they often wrestled with the same self-doubt: Is there a place for someone like me in such a specialized industry?

One student, Chen from the Institute of Photonics, recounted his experience working at TSMC’s Arizona plant: “My background is in the arts, but I also studied engineering. Working in Arizona wasn’t just a technical challenge—it was also about navigating cross-cultural dynamics. I wanted to prove that people like me can bridge that gap—and help others do the same.”

Another student, Liu from the Institute of Communication Studies, reflected on a classmate who left the communication field to become a factory technician, simply for the better salary: “I don’t want to give up my passion just for a paycheck. I came here to find another way.”

Photo credit: Getty Image

Rethinking “Success”: From Hustle Culture to Self-Understanding

In the second session, TSMC Charity Foundation Executive Director Kuan-Yu Peng posed a provocative question: “Do you believe that hard work alone guarantees success?”

Far from a cliché, this question was designed to challenge students’ assumptions about success in the tech industry. Peng had arrived early to test equipment and create a welcoming atmosphere with soft background music—an unspoken reminder that human warmth matters.

During class, he memorized student names, listened to group discussions, and gently nudged students to engage. His message: while ambition is essential, real success comes from self-awareness, thoughtful communication, and knowing how to express your own narrative.

“Technical skills can be learned,” he reminded them. “But your ability to understand people, tell stories, and observe deeply—those are your irreplaceable strengths.”

“Know Yourself, Know the Industry, and Act”

The third session featured Dr. Tsung-Ming Yang, Director of Talent Recruitment at TSMC. He introduced a framework for career development: “Know yourself, know the industry, and take action.”

Rather than chasing the next hot industry, Dr. Yang emphasized cultivating intrinsic motivation and discipline. The course wasn’t about turning students into engineers—it was about helping them map their capabilities to real-world opportunities.

After three weeks of lectures and mentoring, students took on mock interviews and proposal workshops. Two students performed so well that they were offered real internship opportunities with the TSMC Charity Foundation, turning their classroom experience into a launchpad for career exploration.


Students participate in mock interviews, receiving one-on-one coaching from 104 Job Bank’s Giver career volunteers to prepare for real-world workplace scenarios.

Project Highlights: When Humanities Meet High Tech

The 8-week course culminated in student proposals aimed at solving real industry problems from a humanistic lens. Project themes included sustainable food systems, green energy integration, brand storytelling, and communication strategies for the semiconductor industry.

－Project 1: Designing a Visual Identity with Generative AI
One group focused on visual storytelling for the TSMC Innovation Pavilion, observing that its social media presence was largely announcement-based. They proposed a narrative-driven design system, using generative AI to craft themed visual templates and create a more engaging tone for platforms like Instagram and Facebook.

Their goal? To make the Innovation Pavilion not just a physical space, but an interactive cultural interface online.

－Project 2: Using Podcasts to Humanize the Semiconductor Industry
Another team combined talents from communication, engineering, and interdisciplinary studies to launch a podcast concept. Recognizing that the tech industry often feels distant due to its technical language, they proposed deep-dive interviews with professionals, focusing on personal journeys and the human stories behind innovation.

Their goal was to bridge the gap between semiconductors and society by making complex topics relatable, narrative-driven, and accessible to a broader audience.


Students from the Institute of Social Research and Cultural Studies, the Institute of Communication Studies, and the Institute of Teaching English to Speakers of Other Languages present their proposal, “Communication Design for Green Energy Coexistence,” which addresses energy issues from a humanistic perspective.

Building Their Own Mountain: A Humanities-Led Movement

The final presentations impressed industry mentors. Executive Director Peng and 104 Job Bank’s Director of Social Enterprise, Sharon, reminded students: “Dream big, and focus small. Vision means nothing without execution.”

The message resonated with The Mountain, a documentary about the early days of Taiwan’s semiconductor industry—built not just with engineering, but with passion, vision, and relentless belief.

From the first class, where students sat back, arms crossed, unsure of their place, to the final presentation, where they confidently proposed solutions, this course was more than just a class. It was a living example of how the humanities can enter, influence, and reshape the tech landscape.