Course Syllabus

Course Information：

Year-Semester Course Number Course Name Phase Credits Hours Required/Elective Instructor Class Student NO. Withdraw Note

Fall Semester
Year 2026 366461 Special Topics on Living Environment Design 1 3.0 3 ★ Tung-Ming Lee GID
DID 15 0 創新所和設計博班合開；預選上限15人

Year-Semester	Course Number	Course Name	Phase	Credits	Hours	Required/Elective	Instructor	Class	Student NO.	Withdraw	Note
Fall Semester Year 2026	366461	Special Topics on Living Environment Design	1	3.0	3	★	Tung-Ming Lee	GID DID	15	0	創新所和設計博班合開；預選上限15人

Course Plan：

Instructor Tung-Ming Lee　Office Hours

Email tmlee@ntut.edu.tw

Last Updated 2026-06-10 17:38:45

Course Objective 本課程之目標在於研討生活環境設計之相關研究專題，以文獻研讀、論文研讀討論以及個案研究為重點，藉由密集討論、書面報告以及設計專題之之研究與實作，學生可以有效率地交換意見，獲得更深入而廣泛的體驗，並具備研究、分析、實作之能力。本所結合設計、藝術、人文、木工等各領域的學生，整合培育創新設計專業人才，因此，本課程之另一主要學習目標為建構一多元領域交互學習的環境，以專題導向式為學習模式，可分別組合具各種專長的研究生，協同完成生活環境設計專題的研究，或是透過生活環境設計個案研討、生活環境設計專題創作的方式進行。教學將以課堂講授、論文研討與發表以及專題實作為主，並以報告、分組討論與發表以及實作作品為評量方式。 The objective of this course is to discuss research topics related to living environment design, focusing on literature study, thesis study and discussion and case studies, through intensive discussion, written report and research and practice of design topics, students can exchange opinions efficiently, gain more in-depth and extensive experience, and have the ability to research, analyze and practice. Therefore, another major learning objective of this course is to construct a multi-field interactive learning environment, which can be combined with graduate students with various specialties to collaborate on research on living environment design topics, or through case studies on living environment design. Teaching will focus on classroom lectures, thesis discussions and presentations, and thematic facts, and will be evaluated by reports, group discussions and presentations, and practical works.

Course Schedule Course Introduction 1. Design Topic Seminar/Discussion (I) 2. Design Topic Seminar/Discussion (II) 3. Literature Review & Data Collection (I) 4. Literature Review & Data Collection (II) 5. Seminar on Design Methods & Content 6. Seminar on Design Process & Schedule/Progress 7. Seminar on Design Motivation & Objectives 8. Review and Revisions 9. Midterm Presentation (I) 10. Midterm Presentation (II) 11. Proposal Submission 12. Analysis & Discussion of Relevant Design Case Studies (I) 13. Analysis & Discussion of Relevant Design Case Studies (II) 14. Final Presentation (I) 15. Final Presentation (II) 16. Final Presentation (III) 17. Flexible teaching 18. Flexible teaching 生活環境設計專題｜Living Environment Design Studio 課程介紹｜Course Introduction 1 設計主題專題討論〈一〉｜Design Topic Seminar/Discussion (I) 2 設計主題專題討論〈二〉｜Design Topic Seminar/Discussion (II) 3 文獻資料回顧與蒐集〈一〉｜Literature Review & Data Collection (I) 4 文獻資料回顧與蒐集〈二〉｜Literature Review & Data Collection (II) 5 設計方法、內容專題討論｜Seminar on Design Methods & Content 6 設計流程、進度專題討論｜Seminar on Design Process & Schedule/Progress 7 設計動機、目的專題討論｜Seminar on Design Motivation & Objectives 8 期中簡報〈一〉｜Midterm Presentation (I) 9 期中簡報〈二〉｜Midterm Presentation (II) 10 計畫書繳交｜Proposal Submission 11 相關設計案例分析、探討〈一〉｜Analysis & Discussion of Relevant Design Case Studies (I) 12 相關設計案例分析、探討〈二〉｜Analysis & Discussion of Relevant Design Case Studies (II) 13 期末簡報〈一〉｜Final Presentation (I) 14 期末簡報〈二〉｜Final Presentation (II) 15 期末簡報〈三〉｜Final Presentation (III) 16 補救教學｜Remedial Instruction / Make-up Session 17 彈性學習週　Flexible teaching 18 彈性學習週　Flexible teaching

Evaluation and grading policy Usual grades: 20% Report absences, ask questions in class, and interact with teachers. 平時成績：20% 出缺席、上課提問、與老師互動討論。 Midterm grade: 30% Read reports on books related to design principles and share them on stage. 期中成績：30% 相關書籍讀書報告，並上台分享。 Final grade: 50% Adopt the method of making reports by group. Each group chooses topics related to design principles to share on stage. 期末成績：50% 採分組製作報告方式。各組選擇相關主題上台分享。

Materials All right reserved. Do not reproduce without permission.

Foreign-language textbooks:Yes
(2) References General references: Books, including design method–related publications and various collections of academic papers/proceedings. Journals: Relevant university and institute journals, as well as design-related magazines published by universities and technical colleges. Online resources: Websites such as web pages of universities/colleges and research institutions, libraries, and other web design information portals. CD-ROM Databases: http://www.lib.ckitc.edu.tw/ National Central Library: http://readopac.ncl.edu.tw/ Journal Article Index: http://readopac.ncl.edu.tw/cgi/ncl3/m_ncl3 (3) Teaching Materials Access Reference materials may be borrowed or purchased by students. Major bookstores and libraries hold relevant collections that can be freely consulted on site or borrowed from the library. Online resources can be obtained via the internet; relevant materials can be found by searching online bookstores and library databases using keywords such as “online bookstore,” “library,” “art,” and “design.”

The access to curricular consultation Contact the teacher directly, or consult with the teacher's research room in 406 or 307B.
直接與老師聯繫，或406教師辦公室、307B教師研究室洽詢。

Expanding teaching and resources ● 數位教材資源應用 (Application of Digital Resources)
採用影音多媒體或具開放授權之資源（如OCW、開放教科書）作為主要或輔助教材。
Adopts multimedia or open-licensed resources (e.g., OCW, Open Textbooks) as primary or supplementary teaching materials.
● 數位科技融入 (Digital Technology Integration)
運用生成式AI、VR/AR、IoT、IRS等新興科技輔助教學與評量。
Utilizes emerging technologies such as Generative AI, VR/AR, IoT, and IRS (Interactive Response Systems) to facilitate teaching and assessment.
● 參與式創新教學 (Participatory & Innovative Teaching)
強調學生參與與產出，導入翻轉、PBL/專題、設計思考或遊戲化等策略。
Emphasizes student engagement and outcomes by adopting strategies such as Flipped Classroom, PBL (Problem/Project- Based Learning), Design Thinking, or Gamification.
● 混成學習 (Blended Learning)
課程結合實體授課與線上學習（同步視訊／非同步活動）。
Combines face-to-face instruction with online learning (including synchronous video sessions or asynchronous activities).

The course corresponds to the SDGs SDG4：優質教育（Quality Education）
SDG9：產業創新與基礎設施（Industry, Innovation and Infrastructure）
SDG10：減少不平等（Reduced Inequalities）
SDG11：永續城市與社區（Sustainable Cities and Communities）
SDG12：負責任的消費與生產（Responsible Consumption and Production）

Does the course incorporate AI ● 使用生成式AI作為教學過程的輔助工具（Use generative AI tools as an aid to the teaching process）
● 鼓勵學生使用生成式AI工具（Encourage students to use generative AI tools）

Note
　

Instructor	Tung-Ming Lee　Office Hours
Email	tmlee@ntut.edu.tw
Last Updated	2026-06-10 17:38:45
Course Objective	本課程之目標在於研討生活環境設計之相關研究專題，以文獻研讀、論文研讀討論以及個案研究為重點，藉由密集討論、書面報告以及設計專題之之研究與實作，學生可以有效率地交換意見，獲得更深入而廣泛的體驗，並具備研究、分析、實作之能力。本所結合設計、藝術、人文、木工等各領域的學生，整合培育創新設計專業人才，因此，本課程之另一主要學習目標為建構一多元領域交互學習的環境，以專題導向式為學習模式，可分別組合具各種專長的研究生，協同完成生活環境設計專題的研究，或是透過生活環境設計個案研討、生活環境設計專題創作的方式進行。教學將以課堂講授、論文研討與發表以及專題實作為主，並以報告、分組討論與發表以及實作作品為評量方式。 The objective of this course is to discuss research topics related to living environment design, focusing on literature study, thesis study and discussion and case studies, through intensive discussion, written report and research and practice of design topics, students can exchange opinions efficiently, gain more in-depth and extensive experience, and have the ability to research, analyze and practice. Therefore, another major learning objective of this course is to construct a multi-field interactive learning environment, which can be combined with graduate students with various specialties to collaborate on research on living environment design topics, or through case studies on living environment design. Teaching will focus on classroom lectures, thesis discussions and presentations, and thematic facts, and will be evaluated by reports, group discussions and presentations, and practical works.
Course Schedule	Course Introduction 1. Design Topic Seminar/Discussion (I) 2. Design Topic Seminar/Discussion (II) 3. Literature Review & Data Collection (I) 4. Literature Review & Data Collection (II) 5. Seminar on Design Methods & Content 6. Seminar on Design Process & Schedule/Progress 7. Seminar on Design Motivation & Objectives 8. Review and Revisions 9. Midterm Presentation (I) 10. Midterm Presentation (II) 11. Proposal Submission 12. Analysis & Discussion of Relevant Design Case Studies (I) 13. Analysis & Discussion of Relevant Design Case Studies (II) 14. Final Presentation (I) 15. Final Presentation (II) 16. Final Presentation (III) 17. Flexible teaching 18. Flexible teaching 生活環境設計專題｜Living Environment Design Studio 課程介紹｜Course Introduction 1 設計主題專題討論〈一〉｜Design Topic Seminar/Discussion (I) 2 設計主題專題討論〈二〉｜Design Topic Seminar/Discussion (II) 3 文獻資料回顧與蒐集〈一〉｜Literature Review & Data Collection (I) 4 文獻資料回顧與蒐集〈二〉｜Literature Review & Data Collection (II) 5 設計方法、內容專題討論｜Seminar on Design Methods & Content 6 設計流程、進度專題討論｜Seminar on Design Process & Schedule/Progress 7 設計動機、目的專題討論｜Seminar on Design Motivation & Objectives 8 期中簡報〈一〉｜Midterm Presentation (I) 9 期中簡報〈二〉｜Midterm Presentation (II) 10 計畫書繳交｜Proposal Submission 11 相關設計案例分析、探討〈一〉｜Analysis & Discussion of Relevant Design Case Studies (I) 12 相關設計案例分析、探討〈二〉｜Analysis & Discussion of Relevant Design Case Studies (II) 13 期末簡報〈一〉｜Final Presentation (I) 14 期末簡報〈二〉｜Final Presentation (II) 15 期末簡報〈三〉｜Final Presentation (III) 16 補救教學｜Remedial Instruction / Make-up Session 17 彈性學習週　Flexible teaching 18 彈性學習週　Flexible teaching
Evaluation and grading policy	Usual grades: 20% Report absences, ask questions in class, and interact with teachers. 平時成績：20% 出缺席、上課提問、與老師互動討論。 Midterm grade: 30% Read reports on books related to design principles and share them on stage. 期中成績：30% 相關書籍讀書報告，並上台分享。 Final grade: 50% Adopt the method of making reports by group. Each group chooses topics related to design principles to share on stage. 期末成績：50% 採分組製作報告方式。各組選擇相關主題上台分享。
Materials	All right reserved. Do not reproduce without permission. Foreign-language textbooks:Yes (2) References General references: Books, including design method–related publications and various collections of academic papers/proceedings. Journals: Relevant university and institute journals, as well as design-related magazines published by universities and technical colleges. Online resources: Websites such as web pages of universities/colleges and research institutions, libraries, and other web design information portals. CD-ROM Databases: http://www.lib.ckitc.edu.tw/ National Central Library: http://readopac.ncl.edu.tw/ Journal Article Index: http://readopac.ncl.edu.tw/cgi/ncl3/m_ncl3 (3) Teaching Materials Access Reference materials may be borrowed or purchased by students. Major bookstores and libraries hold relevant collections that can be freely consulted on site or borrowed from the library. Online resources can be obtained via the internet; relevant materials can be found by searching online bookstores and library databases using keywords such as “online bookstore,” “library,” “art,” and “design.”
The access to curricular consultation	Contact the teacher directly, or consult with the teacher's research room in 406 or 307B. 直接與老師聯繫，或406教師辦公室、307B教師研究室洽詢。
Expanding teaching and resources	● 數位教材資源應用 (Application of Digital Resources) 採用影音多媒體或具開放授權之資源（如OCW、開放教科書）作為主要或輔助教材。 Adopts multimedia or open-licensed resources (e.g., OCW, Open Textbooks) as primary or supplementary teaching materials. ● 數位科技融入 (Digital Technology Integration) 運用生成式AI、VR/AR、IoT、IRS等新興科技輔助教學與評量。 Utilizes emerging technologies such as Generative AI, VR/AR, IoT, and IRS (Interactive Response Systems) to facilitate teaching and assessment. ● 參與式創新教學 (Participatory & Innovative Teaching) 強調學生參與與產出，導入翻轉、PBL/專題、設計思考或遊戲化等策略。 Emphasizes student engagement and outcomes by adopting strategies such as Flipped Classroom, PBL (Problem/Project- Based Learning), Design Thinking, or Gamification. ● 混成學習 (Blended Learning) 課程結合實體授課與線上學習（同步視訊／非同步活動）。 Combines face-to-face instruction with online learning (including synchronous video sessions or asynchronous activities).
The course corresponds to the SDGs	SDG4：優質教育（Quality Education） SDG9：產業創新與基礎設施（Industry, Innovation and Infrastructure） SDG10：減少不平等（Reduced Inequalities） SDG11：永續城市與社區（Sustainable Cities and Communities） SDG12：負責任的消費與生產（Responsible Consumption and Production）
Does the course incorporate AI	● 使用生成式AI作為教學過程的輔助工具（Use generative AI tools as an aid to the teaching process） ● 鼓勵學生使用生成式AI工具（Encourage students to use generative AI tools）
Note