總整課程：高教深耕與教學創新的槓桿

Capstone Curriculum: A Leverage Acting for Innovative Teaching in Higher Education

本文主要討論的是總整課程在高等教育改革的推動計畫中，不能只被視為一門課的開設，它更應該被學校當作高教深耕與教學創新系統裡的一枚活棋，鼓勵系所利用總整課程檢視系所課程與學生核心能力培養的關聯，並藉由總整課程的補助與學生成果發表，創造跨系所學院的交流與合作，讓原以系所做為課程規劃邊界的學生學習，能連結其他系所學院，創造跨域學習的機會，更搭建跨院系所教師在教學（含研究）上合作的平台以總整課程做為一個槓桿，啟動校內的學習網絡，讓系所學院以及學生有相互觀摩與連結的機會，以創造更大的教與學的生態系統改變。

The main purpose of this article is to point out that capstone curriculum is not only as a course, but also as a leverage for innovation of teaching in higher education. It should be treated as a key to activate a process of reevaluating curriculum framework and content in relation to the cultivation of students’ key competences of each department or institute. Via implementing capstone curriculum program at the university level, the university can create a platform to imbed and imbue a culture for cross-disciplinary and cross-departmental dialogue, encourage cooperation and co-creation of new pattern of curriculum design and co-teaching to enrich students’ experience, and lead to the last mile of learning. Finally, through the university-wide of implementing capstone curriculum, a systematic change in teaching and learning can be realized in the future.