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Over 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.
 
In 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.

In 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.

Limitations Lie Within Boundaries—Dare to Step Beyond

Integrating 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.

The 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.

Take 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.

Interdisciplinary 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.

  May we all continue to take steps toward exploration.