科技與工程學院

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沿革

科技與工程學院（原名為科技學院）於87學年度成立，其目標除致力於科技與工程教育師資培育外，亦積極培育與科技產業有關之工程及管理專業人才。學院成立之初在原有之工業教育學系、工業科技教育學系、圖文傳播學系等三系下，自91學年度增設「機電科技研究所」，該所於93學年度起設立學士班並更名為「機電科技學系」。本學院於93學年度亦增設「應用電子科技研究所」，並於96學年度合併工教系電機電子組成立「應用電子科技學系」。此外，「工業科技教育學系」於98學年度更名為「科技應用與人力資源發展學系」朝向培育科技產業之人力資源專才。之後，本院為配合本校轉型之規劃，增加學生於科技與工程產業職場的競爭，本院之「機電科技學系」與「應用電子科技學系」逐漸朝工程技術發展，兩系並於103學年度起分別更名為「機電工程學系」及「電機工程學系」。同年，本學院名稱亦由原「科技學院」更名為「科技與工程學院」。至此，本院發展之重點涵蓋教育（技職教育/科技教育/工程教育）、科技及工程等三大領域，並定位為以技術為本位之應用型學院。

107學年度，為配合本校轉型規劃，「光電科技研究所」由原隸屬於理學院改為隸屬本（科技與工程）學院，另增設2學程，分別為「車輛與能源工程學士學位學程」及「光電工程學士學位學程」。

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學院網址：http://www.cot.ntnu.edu.tw/

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Author: search.filters.author.Lee, C. K.Has files: No

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    High etching rate of GaN films by KrF excimer laser
    (Elsevier, 2001-05-22) Chu, Chen-Fu; Lee, C. K.; Yu, C. C.; Wang, Y. K.; Tasi, J. Y.; Yang, Chii-Rong; Wang, S. C.
    A study of laser processing of gallium nitride (GaN) material is reported. A pulsed KrF excimer laser at 248 nm with 20-nsec pulse width and 1 Hz repetition rate is used to etch the GaN film. We establish the material etching parameters under different environmental conditions. By changing the pulsed energy at constant pulse numbers, ablation of GaN surface was observed at threshold laser fluence about 0.3 J cm−2. Laser etching increase with reducing environment pressure. At 1.0 J cm−2 laser fluence, the etching rate is about 35 nm per pulse at atmosphere pressure and increases to 60 nm per pulse at low pressure. The etched depth also increases with increasing laser fluence. The surface morphology of the etched surface was also investigated.
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    Perceived competency disparities between pre-service training and job demands of primary school administrators
    (2009-01-01) Hong, J. C.; Hwang, M. Y.; Sheu, L. C.; Lee, C. K.
    The aim of this study is to explore whether school administrators’ training has provided necessary knowledge and competency for school management, which allows school administrators to cope with current demands in their profession. This study also examines competency disparities based on a survey. The 44-item, 6-category survey was then distributed to a sample of 1,872 elementary school administrators. These subjects consisted of nationwide elementary school principals, managers and team leaders. A return rate of 43.59% was achieved and 816 valid samples were collected and analyzed. The results indicated a common trend in all 44 items. The findings suggested that: perceptions of competency disparity in the six categories drawn from primary school administrators ranged from the low to the intermediate level. Among the six categories of elementary school administrators’ competencies in school innovative management, “mental capability” was most significantly perceived and “professional capability” was least mentioned.
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    Assessing the educational values of digital games
    (2009-01-01) Hong, J. C.; Hwang, M.Y.; Cheng, C. L.; Lee, C. K.; Chang, S. Y.
    In recent years, digital games have assumed an important place in the lives of children and adolescents. Effective content design is crucial to the success of digital game-based learning. Therefore, the tool for assessing the effectiveness of game design is accordingly very important for parents and teachers, so that they may encourage or discourage students to play. The purpose of this study is to develop an assessment tool to examine the educational values of digital games. In the first phase of this research, the research team developed the indices for assessing the educational values of digital games. An expert panel consisting of game scholars and professional game designers was established to construct the indices for evaluating digital games in three focus group discussions. Seventy-four game evaluation indices were sorted into seven categories: mentality change, emotional fulfilment, knowledge enhancement, thinking skill development, interpersonal skill development, spatial ability development and bodily coordination. In the second phase of the research, the game designers were asked to assess certain games by using the 74 indices. Meanwhile, the game scholars were also asked to evaluate the same pool of games by the same indices. The assessments by both the scholars and designers were then compared and the similarities were found. This research provided a preliminary framework for future game designers, parents and teachers in assessing educational values of digital games.