隨著全球化浪潮的衝擊，高等教育必須面對來自全世界的競爭。當大學的經營，以「投入」與「產出」來評估績效，「提升畢業生就業力」，成為一項重要指標。各大學面對105年大限，改革的力度各有不同；通識課程亦難自外於潮流，在授課內容中融入「能力」的項目，便成了必要。將通識課程融入實習內涵的規劃，並扮演學校與社區之間的橋接角色，是可以嘗試的。筆者102-1開授的通識課程：「樂活休閒與觀光旅遊」獲教育部補助，透過作業設計：寓服務學習與公民責任於樂活休閒、觀光旅遊的課程活動中，以社區觀光旅遊企畫書作為本課程的成果驗收。執行重點為：透過課程的設計，將學生帶出校園，用五感體察臺灣之美，在身心靈獲得紓解之外，經由對自然生態歷史人文校外教學的體驗與觀察心得，運用同學們的網路專長，走入學校鄰近社區、發掘實力賣點、協助行銷，寓服務學習與公民責任於樂活休閒、觀光旅遊的課程活動中，逐步落實現代公民實踐能力。

Globalization pushes high education to face the worldwide competition. In face of the drastic decrease of students' number in 2016, education reform is a must with diverse levels. Liberal Arts courses are of no exception, which include in curriculum designs the global trends, and mix in teaching content an item - capability - to upgrade students' potential. A Liberal Arts course taught by the researcher in 2013 Fall – ＂LOHAS Recreation and Sightseeing Tour＂- was funded by MOE. Through curriculum design, students are taught to combine service learning with LOHAS recreation, sightseeing tour, etc., and then to write proposals for local sightseeing. Operational focuses are experiencing the beauty in Taiwan in person, getting relaxed, field researches to get natural-historical-cultural accounts. In addition, the Internet and local specialties are integrated to make possible regional promotion. Curriculum designs contain within LOHAS recreation and sightseeing tour as well as civilian duties, so as to make possible capabilities of modern citizens realized and advanced.