Summary of Key Points
In the past five years, the Ministry of Education has added 143 new undergraduate programs, covering cutting-edge or niche areas such as artificial intelligence, intangible cultural heritage (ICH) protection, and coffee science. These new programs are like "stones of the times" – they excite students because their interests finally have corresponding academic fields, but they also bring anxiety due to a lack of prior experience, immature courses, and unclear career paths. This article illustrates the opportunities and challenges associated with these new programs through the real experiences of four students who were among the first to enroll in them (in artificial intelligence, intelligent medical engineering, ICH protection, and coffee science and engineering):
1. Course Curriculum: A Sense of Piecemealness, Both Teachers and Students are "Crossing the River by Feeling the Rocks"
Most new programs lack mature curricula. The courses are either a hodgepodge or simply copied from abroad, leaving both teachers and students to figure things out together:
- Intelligent Medical Engineering: The curriculum combines elements from biomedicine, big data, and algorithms, covering medical knowledge, hardware, and programming, but each topic is only superficially covered. Students complain that they are not as well-prepared in hardware as those in biomedical engineering or as skilled in software as computer science students.
- Artificial Intelligence: In the first and second years, the courses are similar to those in other engineering programs (mathematics, linear algebra), and robot principles are only taught in the second year. However, the textbooks are translated from foreign languages, and the lab assignments require students to write code using AI.
- Coffee Science and Engineering: Teachers are creating their own textbooks as they go. Previous students only had handouts and no formal textbooks. The courses cover the entire process from seed to cup (cultivation, roasting, trade), but exams combine theory with practical application – for example, the cultivation course includes both written tests and evaluations of the quality of the coffee beans grown by students.
In short, the curricula for these new programs are still in the process of being refined and have not found a stable or effective combination.
2. Employment: "Sailing Without a Map" – Fewer Job Opportunities and Fierce Competition
There is no data on past employment outcomes for these new programs, so students are navigating the job market blindly. Many struggle to find suitable jobs or are forced to change their career paths:
- Intelligent Medical Engineering: Most HR professionals have never heard of this major, and students have to explain it as an extension of biomedical engineering. Yu Ci submitted 800 resumes and received offers with salaries of around 5,000-6,000 RMB before taxes in big cities like Beijing, Shanghai, and Guangzhou. His first job involved working on CT scans, but the promises of flexible hours turned out to be false; he was laid off before becoming a permanent employee.
- Artificial Intelligence: It is almost impossible for undergraduates to get jobs in AI-related fields. Pu Gongying submitted two to three hundred resumes and only got five interviews, eventually ending up working in server development (which has little to do with AI), with an annual salary of 200,000 RMB (higher for master's degree holders, and millions for doctoral degrees). The college encourages further studies at the graduate level due to the limited knowledge provided by an undergraduate degree.
- ICH Protection: There are very few government positions available for ICH professionals (most require a master's or doctoral degree). Companies look for technical skills, as well as experience in digital media or other related fields, making it difficult for undergraduates to find jobs directly in their area of study.
- Coffee Science and Engineering: Students can benefit from regional advantages (e.g., Yunnan Pu'er) and partnerships with companies like Nestlé and Starbucks, which provide many internship opportunities. However, they still have to start from the basics, such as learning roasting techniques.
In summary, employment for new programs often requires adapting to less traditional roles or finding alternative career paths.
3. Learning Experience: Varying Degrees of Uncertainty and Passion
The learning experience varies greatly depending on whether the program matches the student's interests and available resources:
- Uncertain Group: Some students are frustrated, such as Pu Gongying, who regrets choosing AI and feels it is less practical than software engineering. Yu Ci has changed jobs three times and even considered quitting due to health issues.
- Passionate Group: Others, like Wu Huaguo, found their passion in the field. For example, she followed her teacher to conduct field research in Qiandongnan, where she experienced the Samah Festival and learned about batik-making. Wang, on the other hand, participated in coffee tasting competitions, drinking highly concentrated coffee every day and being involved in the entire process from seed to cup, which gave her a great sense of achievement.
The key is whether the program aligns with the student's interests and their access to relevant resources.
4. The "Survival Logic" of New Programs: Relying on Resources or Deep Diving into the Subject
To succeed in these new programs, two things are crucial:
- Relying on Resources: Programs like coffee science have strong industry connections, such as partnerships with companies and access to practical training bases (e.g., Starbucks collaborating with colleges).
- Deep Diving into the Subject: Students in ICH protection can develop unique skills through field research and practical courses, which can help them find engaging career paths even if their initial job isn't in their area of study.
- Tips for Avoiding Pitfalls: When choosing a popular program like AI, be aware that the undergraduate content is often superficial, and further studies are needed to access core positions. Interdisciplinary programs (like intelligent medical engineering) may not provide immediate opportunities and require careful planning for career transitions.
New programs are not easy paths to success; they require active effort and strategic thinking. Students and teachers are both exploring new possibilities together. Teachers lack experience, and students often have no role models or clear data on employment outcomes. This collaborative approach is both a challenge and an opportunity – as students and teachers work together to shape the future of these programs.
In conclusion, new programs are like journeys without a pre-written script: some students give up halfway, while others persevere, but each step they take lays the foundation for those who follow. For those considering these programs, the important question is not whether they want to be part of the trend, but whether they are willing to be pioneers and take responsibility for their choices.