Summarized Implementation Report-EMI Resource Center, College of Education, National Chung Cheng University

1. Institutional Strategy and Management: National Chung Cheng University has established a university-level EMI office under the supervision of the Office of Academic Affairs. This office is responsible for promoting EMI-related affairs across the university. In the academic year 2022-2023, inter-collegiate working meetings were held monthly. The primary office responsible for the BEST Project in the College of Education is the EMI Resource Center, which coordinates EMI programs across all departments, convenes advisory committee meetings, and holds college work meetings.
2. Growth and Support in EMI Teaching: Beyond the original BEST Project, National Chung Cheng University has developed additional EMI-related projects: the Higher Education Sprout Project's EMI aspect, EMI Teaching Development Program, and EMI Teaching Development Workshops. In the academic year 2020-2021, the College of Education had only 21 EMI courses, which had grown to 43 in the academic year 2021-2022 and 55 in the academic year 2022-2023, an increase of 1.27 times compared to the previous year. The EMI Resource Center organized 7 Teachers' Community (Mentoring) Sessions during the academic year 2022-2023. In collaboration with the Office of Academic Affairs, 2 EMI Teaching Assistant Workshops were conducted, and various incentives and teaching hour bonuses were provided to professors who offered EMI courses.
3. Teachers and Teaching: 20 teachers (37% of the 54 faculty members) participated in international enhancement program for EMI Pedagogy (Cambridge EMI Skills, Oxford EMI Training), and one teacher attended a 40-hour course at the National Cheng Kung University's Bilingual Teacher Professional Development Center. Furthermore, the EMI Resource Center's 7 faculty workshops focused on enhancing teachers' EMI instructional capabilities, including AI-assisted teaching, multimedia-assisted teaching, departmental bilingual teaching plans, EMI course management, and EMI teaching quality assurance. In the academic year 2022-2023, the College of Education hired one additional part-time EMI teacher, expanding to four part-time teachers, and also hired a full-time British professor to support the EMI program.
4. Students and Learning:
   1. Extracurricular English Speaking and Academic Writing Support: The EMI Resource Center continued to hold the English Cafe activity by hiring a British instructor to strengthen students' listening and speaking skills outside the classroom. Moreover, the one-on-one academic writing guidance sessions were conducted by two international teachers.
   2. Establishing an English Learning Environment on Campus: The College of Education is committed to providing an excellent English learning environment. English signs and slogans were placed on the walls and bulletin boards. Resources for English proficiency mock tests, language exchange programs, and several EMI career speeches were also provided.
   3. English Proficiency of Sophomore Students: According to statistics provided by the Language Center, 13 sophomore students reached the CEFR B2 level, 15 seniors reached the CEFR B2 level, and three students achieved the CEFR C1 level.
   4. EMI Course Enrollment Rate: Although only three sophomore students achieved the goal of taking 20% of EMI credits out of their total credits, 34% of students had taken more than 10% of EMI credits out of their total credits. The interest in EMI courses has steadily increased under the implementation of the BEST Project.
5. Sharing Resources with Students and the Public: The EMI Resource Center established a Facebook page, YouTube channel, and an official website to disseminate information about language test subsidies, seminars, workshops, course maps, and related information. The center held two advisory committee meetings in the academic year 2022-2023, and sharing the EMI achievements and highlights of the execution of the BEST Project with public. A cross-regional EMI symposium and high school outreach activities were also organized.
   1. Presentation of Results: https://reurl.cc/N06v2q
   2. Cross-reginal EMI Symposium：https://reurl.cc/zYzVrV
   3. Results of EMI Resource Sharing with Reginal High Schools: https://reurl.cc/zYz3DV。
6. Quality Assurance: The EMI Resource Center conducted various meetings, community sessions, observations of 30 out of the 55 EMI courses (54.54%), and two teaching satisfaction surveys, and the university-level EMI program office held monthly EMI work meetings throughout the academic year. The EMI Resource Center established the organizational charter for the EMI Advisory Committee, including students, teachers, industry representatives, and external experts. The teacher community aimed to provide a platform for teachers to exchange experiences and enhance teaching capabilities and quality. Regular reviews of student learning outcomes were conducted to ensure quality assurance mechanisms. For the results of the class observation of academic year 2022-2023, please refer to: https://reurl.cc/ZW7KYQ. 
   On March 27th, the EMI Resource Center received Dr. Beaumont, the representative from Oxford EMI, for a visit to the College of Education. We are extremely honored to be selected as the first institution to host foreign guests for a visit. Dr. Beaumont was greatly impressed by the teaching environment and facilities of our institution, and he particularly commended the significant growth in the number of EMI courses offered by the College of Education. He gave high praise and recognition in all aspects. If there are opportunities to host foreign guests in the future, the College of Education of National Chung Cheng University will fully cooperate and promote the achievements of bilingual education in Taiwan."
7. Other Strengthening Measures: The College of Education offers activities, seminars, and courses for local professionals to enhance their participation in EMI. In addition to connecting with the industry, the EMI Resource Center provides access to ten online course modules for prospective students and the public. We also offer English Café events, language exchange programs, and one-on-one English academic writing sessions to further strengthen the EMI teaching and learning environment in the College of Education.
   Regarding intellectual property protection, the EMI Resource Center is diligent in ensuring the intellectual rights by having teachers to sign authorization form, allowing teachers to determine the scope of authorization. The EMI Resource Center also collaborates with several universities in Taiwan, encouraging our teaching assistants to participate in training programs. Such as the ones offered by the National Taiwan Normal University and National Taiwan University EMI Teaching and Learning Center. We also promote the use of online grammar editing software like Grammarly and encourage teachers to participate in EMI teacher training activities, such as the one organized by National Cheng Kung University.
   The EMI Resource Center also encourages our teachers to attend EMI lectures at other universities and participate in cross-university EMI communities, hoping to stimulate different approaches and capacities in the EMI field through these opportunities.

Table 1. Percentage of EMI courses divided by academic program for the academic year 2021-2023.

Fig. 1. EMI Course Growth Chart for the Academic Year 2020-2023

Table 2. The Number of EMI Adjunct Instructors and Online Course Modules Offered by Each Department for the Academic Year 2022-2323.

Table 3. Language Proficiency of Sophomore Students

Table 4. Percentage of Students Obtaining at Least 20% of Credits from EMI Courses