The College of Art of Fu Jen Catholic University was established in 1984. The Department of Landscape Architecture was established in 1989, and the Graduate School was established in 2002. Our department has faculty in landscape architecture, architecture, horticulture, and various areas in art, offering diverse professional and theoretical courses.

Our department is located in the 1st floor and the basement of the College of Art Building. It has plenty of classrooms and equipment. Supported by the university’s resources, both the faculty’s’ research and students’ performance are outstanding. Since the academic year of 2012, we have started accepting Mainland Chinese students (undergraduate and graduate). Undergraduate students get their Bachelors of Art (B.A.) after finishing 132 credits of require and selective courses in four years, on top of their thesis design projects. Graduate students get their Masters of Art (M.A.) after finishing 34 credits of require and selective courses, and passing their thesis oral exams.  

Responding to the needs of national development as well as Catholic beliefs in university education, our undergraduate curriculum values both professional and interdisciplinary developments. Required and selective courses emphasize theoretical and practical training in environmental design, while incorporating skills of thinking and consideration of the relationship among people, society, and the environment. We also benefit from the Art and Humanity curriculum that the Colleges of Art has to offer.

Guided by our educational principles, “Design with Nature, Care about local, Work in Praxis”, the fundamental (Undergraduate) and the advanced (Graduate) courses are developed in ways to fulfill the following goals:

  1. To provide students various professional skills adjustable to changes
  2. To shape students’ perspectives in global awareness and local thinking
  3. To cultivate students with knowledge in art, humanity, and environmental  ecology
 Characteristics of the Undergraduate department

Professional development-driven landscape education has in recent years reached to the level of “environmental design” worldwide. Starting from dealing with personal needs, students get to acquire the techniques of solving problems shared by larger groups in society, and within the nation step by step. These include the use and the management of space, environment, and resources. We particularly focus on critical and dialectic thinking of people’s different values embedded in design and planning processes. Our landscape education takes “care for marginality”, “social justice”, and “preservation of nature” as our primary concerns. Professional services in environmental design are meant to maximize the public goods.

Over thirty full-time and adjunct faculty members work with students in a collegial environment. Through in-class lectures, seminars, site visits, and field trips, students learn knowledge about social and natural environments. Rich and diverse issues covered in each course inspire students to broaden their horizons, open their mind, and motive themselves to continue learning new things.

Autonomous Learning and Learning through Service are two strategies of our pedagogy. Field trips help students to learn how to observe the environment under the teachers’ guidance. Learning through service and professional practice bring students into the communities, facing real users and their demands. These strategies help students to develop creative design outcomes.

The core courses of undergraduate design education are design studios, including basic design (1, 2) and landscape architecture design (3 to 8). Each term follows the previous one by expanding and broadening the scopes of design. For the first three years, a class is divided into six groups to support small-group mentoring, presentation, and discussion.     

  1. Freshman year of “fundamental education”—creative thinking and expression
  2. Sophomore year of “basic landscape professional education”—site analysis and design
  3. Junior year of “integrated professional education”—site planning and detailed design
  4. Senior year of “thematic professional education”—overall programming and practical training

The thesis design in the senior year allows students to choose a topic and a site of their interests. Students work on design projects with their advisors for a year before starting their careers after graduation.

 Characteristics of Graduate School

Building on undergraduate education of design and professional courses, our graduate education lead students to solve problems of real settings and act on them. The core courses in design and planning include landscape studies seminar, advanced landscape design, and thematic seminars. The curriculum combines on-site planning, design, and service in the form of design workshops to shape design, planning, and analytic skills. Courses in methodology include thesis writing, quantitative and qualitative research methods, thesis seminars, and other theoretical courses.  These courses provide theoretical and analytical training for thesis writing. 

Our nation has witnessed geographical restructuring, urbanization, disinvestment in rural areas, economic redevelopment, damaged natural environment and global climate change in the 21st century. As such, landscape profession has to deal with more complex issues than it used to. The area thus requires more diverse knowledge and techniques. Our employment opportunities came from mostly planning/design firms and engineering consultant corporations. Since the National Exam has included landscape category in it in 2006, there has been increasing demands of professionals in landscape area from various public services and governmental organizations. This change has allowed landscape professionals to contribute to the nation over policy making and implementation more significantly than ever.
No.510, Zhongzheng Rd.,
Xinzhuang Dist., New Taipei City 242,
Taiwan (R.O.C.)