• Rising tuition fees boost private universities in ...

Education | 27.04.2011

Rising tuition fees boost private universities in the UK

Großansicht des Bildes mit der Bildunterschrift: UK students are facing higher tuition fees from 2012

With tuition fees set to treble at most British universities from 2012, suddenly a private degree could be a cheaper option. And with more contact hours, you could possibly get a better education.

With the UK government tightening its purse strings to tame a yawning budget deficit, hundreds of thousands of British students are set to begin amassing as much 27,000 pounds (30,000 euros, $44,000) in debt due to higher tuition fees of up to 11,000 pounds. From next year, they are likely to graduate owing three times as much as current students.

Some students are therefore opting to go to a private university, which could now very well be a cheaper option.

It is still an up-and-coming sector in Britain. Unlike in Germany, where almost a quarter of universities are privately run, the UK has just two institutions that don't rely on public funding for their survival.

The two-year degree

The University of Buckingham, which opened in 1976, offers a three-year undergraduate degree in just 24 months, which could work out much less expensive. By reducing the number of holidays to 12 weeks, the institution fits in an extra study term every year.

"Our view is that the long summer, Christmas and Easter holidays are actually disruptive. I think that most students would benefit from our system, where you don't have a summer holiday," Vice Chancellor Terence Kealey told Deutsche Welle.

Bildunterschrift: Großansicht des Bildes mit der Bildunterschrift: BPP College is one of two private universities in the UK

He insists a two-year degree is not a gimmick. "Basically, you're here to work for two years. We think it's a better educational experience."

When students stay at their campus - 100 kilometers (60 miles) north-west of London for just two years - they reduce their living costs by a year. They could also get an extra 12 months' salary from starting work early, making private universities like Buckingham a lot more attractive than they used to be.

The university claims that students don't study any less and the curriculum is not rushed. "We have between eight and nine contact hours a week. Everyone knows that even the best universities in Britain are only giving three to four contact hours a week," Kealey said.

"Practically no university today has one on one, two on one or three on one tutorials. We have a very, very active tutorial program at Buckingham where students are taught in small groups," he explained.

As a private college that is run like a charity, Buckingham misses out on much of the public funding awarded to traditional British universities. However, in a recent university league table published by The Times newspaper, it came 27th out of 115 UK institutions. Its law and business degrees are regularly ranked higher still.

A national University?

Recently, Buckingham was joined by a second private institution, which has now been given permission to grant undergraduate degrees. BPP began as an accountancy training ground in the 1970s but has since moved into law and business programs. BPP, unlike Buckingham, is a profit-making business with a practical approach.

Bildunterschrift: Großansicht des Bildes mit der Bildunterschrift: Buckingham Mill has been converted into student facilities

"We are mainly professionals teaching other professionals. So I've been a practicing lawyer and I teach my practicing area," BPP's chief executive Carl Lygo explained.

"Often in the publicly maintained universities, you get research-focused academics who are teaching but who have never practiced. And there is a bit of a disconnect."

With centers all over Britain, BPP is offering law and business degrees for less than 4,000 euros ($5,800) a year. They claim their degrees charge some of the lowest fees of any university in the UK.

No more protection from market forces

Private universities warn that the publicly funded institutions are in for a real shock once the increase in tuition fees begins next year.

"The rest of the sector is going to be exposed to the kind of issues that BPP has always been exposed to. If you are not delivering high enough quality, your customers don't come back," Lygo said, adding that he expects that other private companies will start investing in higher education.

"I suspect that the private sector will move in and offer an alternative that is career-focused and of high quality but is not investing in the leafy campuses, the swimming pools and the sports facilities."

Bildunterschrift: Großansicht des Bildes mit der Bildunterschrift: Buckingham Church now belongs to the university

But vice chancellors at many publicly funded universities argue that it is private institutions that will be able to "cherry pick" the most lucrative degrees.

Some say that an increase in private sector education in the US led to a reduction in standards.

The business impact

The real test of private universities' success will surely be with students and employers.

BPP says that major law firms and the big four accountancy companies regularly choose them to train their employees.

Meanwhile, a recent university league table published by The Guardian daily shows that graduates from the University of Buckingham have higher job prospects than students from Oxford and Cambridge.

Similarly Buckingham comes out high in student satisfaction reports.

BPP say there's room for more private sector universities to train young people in programs that can help their careers. "A third of students leaving university in the UK wished they'd studied something that was more career-focused. And that is a shocking indictment of our education system," according to Carl Lygo.

"The UK is below the OECD average in terms of the numbers of graduates that it is producing. So we're clearly not doing as well as other countries in the developed world."

Author: Nik Martin
Editor: Nicole Goebel

A Note

4/23 的開會通知 (這是一不合格的通知書，我不知道其開會的目的以及議程) 為什麼還擺著。請速拿掉，送到歷史區 (同樣的，我希望凡事發表過的，後人都可以挖掘到---我前幾周與中國友人談某著名校方，東海內的網頁只剩下標題。我也查過政治系某退休教授的網頁，竟然已完全移除。)

我每回都勸人開會要設計，會後盡速將紀錄公開，一方面讓人知道、可以跟摧；另一方面也許可以補充。

可以舉一個例子。上次台北開會有一前東海一級主管(現在服務政大)，他現在經常到某部會，據說，大家一想到台中的大學，第一想到某校(當然不是東海) 。如果有考古興趣的朋友，或可參考《王昭明回憶錄》中兩次事件，令官員頭痛的學校是那一所。而如今，似乎人人稱讚，雖然我對所有排名都半信半疑，不過上回是”口碑”。

談歐美台灣教育(1)

我今年的書(10月)談三位大師 胡適/Deming/ H. A. Simon
不過 我打算大力寫我的一些師友和回憶錄
請有興趣的朋友多給我"台灣中油"的油水......


---謝謝Ken

Dear HC,

Queing theory 是新理論，所以可以上講義，聽完課可以寫一本小書。

Circuit Theory 是舊理論，應該扎實把一本書讀完。

譬如說，講「台灣總統直選史」、「Hyper string theory」，不需要把書從頭到尾看完，聽教授講課會比較確實， 但是，如果講「世界文明史」或「古典物理學」，還是應該選一部經典的書，從頭到尾讀完。

這是兩種不同情況，不能一概而論。　　　　　　Ken Su

這裏可能有不同的教育哲學。
(許多學問可以根據不同的假設發展出。了解和研究現實是很難的。我在導師課中，用該大學的投幣洗衣處的等待線系統之modeling 來考老師。一學期之後，在碩士qualification papers 上，他們繼續用我提的許多問題考我。)
我大學可能修近160-70學分 (許多課的品質堪虞，譬如說，我的高等微積分只上教科書的十分之一)，而到英國發現他們只要124。
也許有一種教育可稱為"handbook"式 ，洏一種可能只希望學生了解一些原理。
反正，你一輩子會碰到那些也未可知......
這些是猜測。 他們對什麼是工程師教育，跟我們想法也可能差很大.....

美國是個教科書發達的國家。這一方面是商業的威力，譬如說，最暢銷的經濟學教科書的稿酬，可能可達千萬美金。另外一方面可是對知識的累積的方法之想法的不同。我認為在工業或系統工程上，史丹佛大學的一些老師就是教科書的開創者。我舉一例，《工程經濟學》( Engineering Economy) 的基本道理，只是計算「複利」的公式，這人類很早就知道如何盤算。但是，這種經濟計算，譬如說，「某一專案，可能花多少成本？產生多少效益？」在日常生活 很平常。然而，有時候這種「本益」(benefit/cost ，下文簡稱B/C ) 分析，有時候看似很簡單，其實多半是可能「誤己誤人」的。所以，W. E. Deming 博士說過，他是不相信任何B/C的數字的，因為我們都知道，他的許多關於人類的迷思之批評：在了解整體系統上、在判斷變異的原因上、在知識與學習上、在團 體/團隊互動和個人的心理學上。

2011年，由於日本東北的震災和東京電力公司第一核能發電廠的問題，更讓人知道許多成本在決策前後是隱藏的。譬如說，人類在處理核能電廠除役的科技是嚴重落後的，所以德國某一廠要除役，花上四百億美金似乎還無法脫身。

鳶尾花開
多快的信息:"臺大歷史系電子報No.34":

臺大歷史系系友座談會　胡慧玲系友座談

• 主講人：胡慧玲 系友
• 主持人：周婉窈 老師（臺大歷史學系教授）
• 地　點：臺大歷史系會議室
• 胡慧玲系友為著名作家，曾任鄭南榕《自由時代周刊》副總編輯、陳文成博士紀念基金會 (1990~2010)，目前於上尚科技公司擔任＜上尚講堂＞主持人。胡小姐著有《我喜歡這樣想你》、《島嶼愛戀》、《十字架之路—高俊明牧師回憶錄》、《白色封印》、《在異鄉發現台灣》等十餘本書。此次胡小姐受邀返系分享人生經歷，鼓勵同學為自己做決定，以及找到一件值得做的事，每天持續不懈地做，就會受益無窮 。
• 活動照片：按此連結

”導師課”etc...

Ken Su來訪。一起去南天看書、買書---這書店有許多台灣研究的書。當然，我前年要回東海演講”台中港路的故事”找不到相關資料。請他吃”西餐”—Dante 的套餐實在乏善可陳。飯後發現吳國精先生給我一文 ，我傳給他: “應該寫一篇台語的祖宗十八代: 我最近寫過後沈呂遂「翰林筵」餐廳 他稱其六代先組葆禎為高太祖。”

我們還談電子所(工研院) 的一些朋友，包括談”曹先生”的UMC股票等等，以及約1984年我去向他要一些ic給同事作”可靠性比較”的故事。

我們無意中討論德國或英國教諸如circuit design的課程的故事---蘇先生以前在交大當學生，找本權威教科書，猛K 三學期，不料他在德國招考員工時，發現德國無教科書，都讀教授的講義而已。如此可能學得不夠紮實。 我跟他說我在英國學queuing theory的故事。老師每周發下一頁的作頁，沒參考書/教科書。我也很焦慮地在”導師課”提出問題，他才知道我們的教育制之特色。我那位老師說，希望修完他三個月的課的學生，以後可以寫本20-40頁這領域的書……。妙的是，我後來回國到電信研究所面試，可以從容回答考官的問題、頗讓他們訝異。我也奇怪他們為什麼有點吃驚。後來我翻翻美國這方面的權威教科書兩冊，提的問題是在很後面的，然而那主題我英國老師在第三周就要我們作作業了。

我勸他寫回憶錄。他認為寫佛學研究論文比較重要。我說起碼可以寫 《師友錄--佛學篇》。

***

張校長/神父說: “下週一我有空，想去拜訪您。”

我真的很感謝他。

大公司 vs 大學: Google vs NTU

由於我出身企業界 所以對下則新聞報導特別感興趣

我的標題是 :大公司 vs 大學: Google vs NTU
Summary Box: Google Workshops Offer Geeky Getaway
ABC News
By AP GEEKY GETAWAY: About 300 of Google's 26300 employees currently have access to one of the company's little-known perks — a cluster of workshops for metal, wood, welding and electronics. It's an exclusive club because Google requires that workers ...


如上 Google現在全世界的員工術比國立台灣大學 NTU 少數千人
不過其年營收1.2兆台幣
換句話說 他們的"附加價值"
都是由美國或各國的學校培養出的個人所創造的.....
一句話 以後的學界可能與商界的界限越來越難分了ㄅ
(美國許多公司可以設頒學位的研究所 即 企業大學)

給董事會和校友會等等

給董事會和校友會等等

(在此地的留言，要告一段落)

上次的台北會議讓我覺得，可以為東海寫《哀歌》了。我很謝謝江董事的財務報告。這只是相對而言。

我雖然是東海1975年的畢業生 (IE－－這系我不太認同) 。不過我跟沈金標同學提過，東海的校友還是社會的少部分，校長和董事等等，不必強求或強調由校友擔任。反過來說，校有在社會上可能近十萬人，如何讓他們參與、貢獻呢。所以少選什麼「傑出校友」等、多求真正貢獻……

我在這留言版上留下的，乃是我希望讓”校友”和學校(包括董事會) 更負責

－－ 他們的目的和策略上的決策，遠勝於要求大家更努力等等口號。

所以我希望從某程解決董事會的『合法性』問題，不要凡事密事會議，董事會或校長說了算。

讓你們的經營和運作透明化，公布你們的會議紀錄。多提出你們的報告──我在此地介紹哈佛大學的董事會每兩周開會，成員幾乎都全員到齊。

請多為東海立下好制度。選好的人當經營者(包括你們董事或會長) 。

大學應少頒獎

大學 (任何單位) 應少頒獎 否則自負惡名之責

2008-2011：《三杯茶》醜聞醜聞

THREE CUPS OF TEA: One Man’s Mission to Promote . .醜聞醜聞 . One School at a Time

The Greg Mortenson Scandal: One University's Bitter Cup of Tea

By Cary Stemle

In a bit of bad timing, the University of Louisville announces a big prize for Greg Mortenson two days before a '60 Minutes' expose on the 'Three Cups of Tea' author

對某大學的狂想曲:

狂想曲

(1)上次台北會議爭的一議題是：校友會會長是否為當然董事

我覺得這”要求”還太陽春了

我希望有一種直選制：董事和校長皆由選舉團選出---譬如由學校師長一百人和校友代表五百人組成。這可能並非創舉，然而在台灣建立此制，可以充分展現我們是”危機命運共同體”。

(2) 校長或董事長負責主要募款工作，這在美國很平常。然而，在東海或許很難，不過不可不強破長官們”下海”。

我知道以前美國W校的校長一年在校長公館宴會賓客近五百”攤”的。

我知道現在台灣某名校，校長的同學捐五億四千萬的。該校前校長與李遠哲先生拜訪TSMC，該公司董事長看它的面子，捐個“積學館”的。我也知道清華前沈校長與曹先生下圍棋，贏了一億多。…….我也知道南部某大學的許多大樓，都是校友捐的…….

所以，我的這兩狂寫，或許有點創意的依據的。

大學“坐以待”幣””

在 “中華民國在大陸”時代，輔仁大學可以數十年間不用開一次董事會。(見胡適著作，所以他沒有興趣為其復校背書 )—然而我們看“輔仁大學出版社”現在每年可以出版數十本書。(用出版社當例子，只是方便)。

我認為，現在東海的台面人才(包括董事會)的質與量，早已近「山窮水盡」。譬如說，沒有像清華大學的校長遴選委員會的強力運作，今日的清華早已“沉淪”。而東海近40年則採取“坐以待”幣””方式，關在大肚山上吃老本。

沈兄應該知道，校長等人也是董事會的董事。所以現在想談董事會改組等，應該考慮台灣當時如何舉辦直選的歷史。

看一下牛津大學等的校長如何產生；反觀東海的董事會”可能”一向”渾水摸魚” ，或許可卜這個基督教大學是沒有神顧的，董事長等人只懂得在台北禱告了事。

言不盡意。記得我說過的：東海毀於黨棍、神棍，還有”庸人自擾”的我輩。

學校的「官官相護」

「今日言事，欲論一事一人，皆先探上意如何，方進文字。」(朱子)

其實，這是任何官僚組織的常態。譬如說，各學校的《校訊》統計一下就可以知道了。

我們學校的校長，則會定期寫報告給董事長。所以，可能會產生「官官相護」現象。「他們」(包括董事會)認為不重要的案子，僅管學校「財務狀態非常良好」，也是不在他們的議程的。

"五年五百億" : 台灣的大學教育的大鬧劇第二場

什麼都不懂的教育部
才會這樣: "五年五百億" 玩
看你們玩到什麼時候
世界第幾流

---
五年五百億 新竹以南大學全被砍 2011-04-02中國時報【葉芷妘、陳至中、游婉琪／台北報導】 　教育部昨天公佈五年五百億「邁向頂尖大學計畫」第二期審議結果，台灣大學包辦了總經費的近三成、三十一億元，台灣師範大學在各界「引頸期待」下，首度入榜；不過，新竹以南的學校全遭到經費刪減，尤其中山大學硬是從六億被砍到剩下四億，校長們直嘆教育部「重北輕南」，將使台灣高教資源分配更為傾斜！ 　教育部五年五百億計畫，第二期（一○○到一○五年）補助台、成、清、交、中央、中山、陽明、中興、台科大、長庚、政大及師大等十二校，每年將分別獲兩億到卅一億元經費補助。 　台灣師範大學今年首度上榜，校長張國恩表示，台師大是一所很有特色的學校，之前可能沒被看到，「但時間久了就會浮出來！」頂尖大學經費除了表列的華語文與科教中心外，也會挹注一些到教育測驗、運動科學、腦科學、文化創意、表演藝術等研究團隊。 　經費被砍二億的中山大學，「災情」最為慘烈。校長楊弘敦表示，這次的結果會讓南北學術失衡更嚴重，「政府不該只看帳面上的成績，也該思考是否該把全國頂尖人才都集中在台北？還是要分散風險？尤其台北附近那麼多核能電廠！」 　楊弘敦批評，這次通過的頂尖研究中心太偏，「奈米、光電一大堆！」像中山主力發展海洋研究，就非常不討喜。 　中山大學中文系同學林文珊說，南部的資源本來就比北部少，如今經費又被砍，感覺是有重北輕南，政府應該平衡地區發展，而不是把資源集中。 　成大校長黃煌煇則說，將虛心接受教育部的「處罰」，但被說研究水準和台大仍有「一小段距離」，黃煌煇不平地話鋒一轉說：「教育部如果把台大的三十億給成大，成大一定也能進百大！」 　中興大學遭刪減一．五億元，校長蕭介夫直言「很失望！」他表示，中興有七個領域進入世界前一％，尤其農業是世界第七十二名（高教評鑑中心ESI科教論文排名），「這樣的結果代表教育部不重視中部、不重視農業！這樣對國家發展非常危險！」

複雜的加州學校經費法: 直接民主如何毀滅"負責"的例子

複雜的加州學校經費法
經濟學人說這是直接民主如何毀滅"負責"的例子

TOO MANY COOKS
Who is to blame for the condition of the California public education system, once one of the best in the country, asks The Economist. Local and state officials can plausibly blame state voters. Citizens passed Proposition 13, which cut schools' main revenue source: property taxes. To restore lost services, voters then passed Proposition 98, which dictated that schools each year receive the same funds as last year, adjusted for increase in students and personal income per capita. The state legislature then had to find money to comply with Proposition 98, though Proposition 13 and other initiatives had sapped major revenue streams. So the legislature put yet another measure on the ballot, Proposition 111, with the intent to make Proposition 98 more flexible. John Mockler, an expert in California education since the 1960s, said Proposition 111 finally made the overall structure for education funding incomprehensible. He compares the resulting package of legislation to the general theory of relativity, quantum physics, and the federal tax code in complexity, and reckons he is currently one of ten people alive who understand California school finance. This information is from the PEN NewsBlast.
加州今昔 (1975 v 2010?)

Education

A lesson in mediocrity

California’s schools show how direct democracy can destroy accountability

Apr 20th 2011 | from the print edition

• 
  
• 
  

The dark side of Proposition 13

EVERYTHING ABOUT CALIFORNIA’S school system is complicated, starting with the question of how bad its public schools are. Comparisons show that students in California fare worse than the national average in mathematics, reading, science and writing. But the numbers are unfair, says John Mockler, an expert in Californian education who has been following its fortunes since the 1960s. For instance, half of California’s pupils are Hispanic, and 40% of those hardly speak English. Most other states don’t face this problem.

Nonetheless, there is a broad consensus that California’s public schools are not what they could be, nor what they used to be. California ranks 47th among the 50 states and the District of Columbia in spending per pupil ($7,886, against an average of $11,397). It ranks last in the number of students per teacher: California’s legislative analyst estimates that most classes have 28-31 pupils. And it ranks 42nd in the proportion of pupils who graduate (63%, against a national average of 69%).

Indeed, it would appear that California, at some point in the past generation, must have decided to disinvest in its children and to reallocate resources to such things as prisons. When Mr Mockler first started examining school finance in the 1960s, California spent about 5.6% of personal income on schools. It now spends 3.5%. For a state that sees itself as a pioneer of the global “knowledge economy”, that seems bizarre.

In this special report

• The people's will
• Origin of the species
• War by initiative
• Stateside and abroad
• The withering branch
• » A lesson in mediocrity «
• What do you know?
• Burn the wagons
• Sources and acknowledgments
• Offer to readers

---

Related topics

• Social policy
• Political policy
• Government and politics
• Education policy
• Education

So who made this decision? Or, as John Syer, a professor at California State University, puts it sardonically: Who might be accountable for the bad schools? Is it local school boards, or the state board, or the education secretary, or the superintendent of public instruction, or the governor, or somebody else?

Start with the governor, who is elected, as in all 50 states. He appoints a secretary of education, a member of his cabinet. Oddly, however, that secretary (and thus the governor) does not have much power in this area. For the state’s education department is headed by a superintendent of public instruction, who is directly elected and thus answers only to voters, not to the governor. He in turn chairs a state board of education (the other members of which are again appointed by the governor).

Californians, in fact, insist on this sort of confusion in their entire executive branch. Thus they directly elect eight statewide officers (governor, lieutenant governor, attorney-general, secretary of state, controller, treasurer, superintendent and insurance commissioner). Often these officers are at war with one another. For the two decades starting in Jerry Brown’s second term, and again during most of Arnold Schwarzenegger’s tenure, the governor and his lieutenant even belonged to different parties.

There is a broad consensus that California’s public schools are not what they could be, nor what they used to be

In this respect California is again unusual. Only 14 states separately elect a superintendent of public instruction, 12 a controller and ten an insurance commissioner. If democracy is about holding elections, the Californian mantra is: the more the merrier. This is especially true for education. Most power over the day-to-day running of schools belongs to the roughly 1,040 school districts. These are separate jurisdictions from cities and counties and have their own boards whose members are elected locally.

Yet in allocating responsibility for the prevailing mediocrity, all of these officials can plausibly point accusing fingers at voters. After all, they adopted Proposition 13, which cut the schools’ main revenue source (property taxes). Voters, for their part, usually shrug and say that they only voted against the taxes, not against the services those taxes paid for. To prove that point, whose irony often eludes Californians, voters passed still more initiatives to restore the school spending whose tax financing they had cut.

The main such measure, on the 1988 ballot, was called Proposition 98. Its main sponsor was the California Teachers Association, the largest spender in Californian politics, which hired Mr Mockler to draft it. His original text, as he now describes it, was still simple enough to be comprehensible: “You [ie, schools] get what you got last year, adjusted for the increase in students and the increase in personal income per capita.” So school spending would generally rise in line with demand and affordability. Mr Mockler added a provision that, following good fiscal years, the base would be reset at a higher level so as to put a floor under school spending yet allow the possibility of additional growth.

Proposition 98 narrowly passed, sending yet another challenge to the beleaguered legislature. It now had to find money in the budget to comply with Proposition 98, even though Proposition 13 and other initiatives had taken away most of the main revenue source and now required supermajorities to raise other revenues. So in a sort of capitulation to the ballot box, the legislature itself put yet another measure, Proposition 111, on the 1990 ballot. Its intent was to make Proposition 98 more flexible so that the legislature would be able to pass budgets once again. But that is not quite how it turned out.

According to Mr Mockler, it was Proposition 111 that finally made the overall structure for education funding incomprehensible. It multiplied by six the “data sets you need to know” to calculate education spending, he says. He compares the resulting package of legislation to the general theory of relativity, quantum physics and the federal tax code in complexity, and reckons that he is currently one of ten people alive who understand Californian school finance. In a typical budget season, the state’s nonpartisan legislative analyst dutifully produces tomes analysing whether “test 1” or “test 3” applies, and whether the “maintenance factor” might kick in. Nobody really knows what that means, as the legislative analyst concedes in the official primer.

There is a lot to contemplate in this tale. First, what made voters think that they understood enough to pass any of these initiatives, given that nobody understands their results? Second, why did voters not become concerned about the ever denser thicket of unintended consequences? As Mr Mockler says, the need for Proposition 111 arose only because of Proposition 98, and the need for 98 arose only because of 13.

The unintended consequence of that overall bundle has been to invert the stated purpose of Proposition 98. Originally designed to be a floor under school financing, it has instead become a ceiling. No legislature will nowadays raise school spending any more than necessary, because the formulas would then require even greater increases the following year. (Journalists usually take a shortcut through all the calculations and simply say that Proposition 98 requires “about 40%” of the general fund to go to schools.)

Mr Mockler has been thinking about all this for decades. He drafted one of the most important ballot measures ever. And yet he calls the entire initiative process “mob rule” and blames it for keeping the state’s schools down. “If you put an initiative on the ballot that repealed every initiative of the past 40 years, I’d vote for it,” he says. The question of who is accountable for California’s mediocre schools has a surprisingly simple answer: everybody, which is to say nobody.

台灣的又簡又陋的"(網路)民調' 和種種排行榜

如果你記得諸如國光石化的興建之人民調查贊成率是98%......

台灣到處是民調 充斥著簡陋的"網路民調' (譬如說 各校的 EMBA 課程的排行榜 你們這些愛校的學生 自己拼命去叫好....)




企業最愛大學 淡江打敗台大

2011大學評鑑調查

〔記者黃以敬／台北報導〕一項針對企業最愛大學的調查顯示，成功大學是企業心中最具競爭力的大學，淡江大學排名第二，打敗第三名的台大，還有三所科大擠進前十名，甚至有近三成企業認為國立技職校院的畢業生根本不輸國立大學。

18％台商會優先雇中生

台 商企業選才最愛的大學，前五名由台大、成大、清大、交大及台科大囊括，中國北京大學第六、香港大學排第十；但須警惕的是，有五成一企業表示，不用中生是因 目前還沒有中國職缺，而隨著企業西進潮流，超過三成企業表示未來願雇用中生或港生，若有中國職缺，一成八企業表示會優先錄用中生，有一成甚至表示願提供獎 學金讓中生來台就學，中生對台灣學生就業的排擠競爭性不容輕忽。

遠見雜誌與人力業者合作的二○一一年企業最愛大學調查，完成八百多位企業人資主管及一千六百多家網路徵才業者問卷調查，結果呈現三大趨勢，包括技職綜合競爭力大躍進、觀光醫藥科系出線、學校體系迷思漸退。

胡適博士談話要點: 大學之道 (私立東海大學)

胡適博士談話要點: 大學之道 (私立東海大學)

胡適到台灣大學演講 就說
日本帝國大學的規劃多了不起
醫學院的佔地選大學總督府 圖書館的書的編號是從一號開始累積.....


胡適在一些大學談過大學的經營
現在舉他1948年5月7日在私立東海大學的說法當代表:

'......人家(西洋)的大學有獨立的財團
獨立的學風
有堅強的組織
有優良的圖書保管
再加上教授可以獨立自由繼續的研究
和堅強的校友會組織
所以就能歷代相傳 悠久勿替......
希望東海能有一個好榜樣......
因為只有在自由獨立的原則下
才能有高價值的狀創造
這也就是我今天所希望於諸位的"

Published Online: April 21, 2011

Updated: April 21, 2011

Studies Find 'Easy' Material May Not Be Easy to Learn

By Sarah D. Sparks

Premium article access courtesy of Edweek.org.

Read more FREE content!

Emerging research suggests that, contrary to what students may think, material that’s easy to understand is not always easy to learn—and working harder can help them hold on to what they’ve learned.

It’s a typical school scenario: A student strolls into class on test day, telling classmates how he crammed the night before and certain he will ace the exam, only to be confounded by how little he actually remembers from hours of studying.

The cause of that pitfall is something cognitive researchers call the “stability bias,” which posits that people rely too much on current memory to predict how well they will learn and remember something in the future. In practice, it means people think they will remember material better if it is initially easy to understand.

“When people make these judgments about how well they know something, they tend to think about how easy it is to process the information presented to them,” said Nate Kornell, the lead researcher on a study of stability bias scheduled to be published in an upcoming issue of Psychological Science and an assistant psychology professor at Williams College in Williamstown, Mass.

“Usually, that’s a good judgment; if it comes to mind quickly, that does tend to mean you know it well,” he added.

Memory Misperceived

In a series of experiments, students were asked to study lists of words and predict how many they could recall later on. Researchers found that students tend to overestimate how easy it is to learn material that seems easy to understand, such as text written in a large type font, and underestimate the value of study strategies that can appear more difficult, such as studying material four times vs. just once.

SOURCE: “The Ease of Processing Heuristic and Stability Bias,” Nate Cornell, et al

But that’s not always the case. A growing body of cognitive research, including Mr. Kornell’s study and a series of experiments presented at the American Educational Research Association conference earlier this month, suggests challenging material and study strategies—called “desirable difficulties”—help students remember material better and longer. By contrast, trying to take the route that feels easier can lead students to develop study habits that they believe are helpful, but that actively interfere with their learning.

The findings suggest that it may not be enough to teach students study strategies. Educators also must help students think about why and how they learn while studying, researchers say.

“It is counterintuitive for teachers in many instances, but I would rely on the findings rather than intuition to guide practice,” said Grover J. “Russ” Whitehurst, the director of the Brown Center on Education at the Washington-based Brookings Institution and the former director of the Institute of Education Sciences at the U.S. Department of Education. “These findings deal with a pedagogical issue that’s one of the things that are missing in the curriculum materials given to teachers, and that’s a tremendous insight from this line of research.”

While learning does take place in the classroom, via instruction and other kinds of guided activities, "as students progress from elementary school through secondary school and into college, an increasing amount of learning is expected to take place outside of the classroom via independent study,” said Katherine A. Rawson, an assistant professor of psychology at Kent State University, in Kent, Ohio, who studies how students think about learning. “So increasingly, a student’s academic success is going to depend on how well they can effectively regulate study. But students aren’t particularly well equipped to do this.”

That’s because the same study strategies that have been found to be the most effective at helping students remember material long term—among them self-testing long chunks of material and spacing out study sessions over days or weeks before the final exam—don’t make students feel they’ve mastered the material. A student has to think harder to recall the definition of a word in a list of 30 than in a list of five, and it’s also easier to remember material during the course of one long study session than to recall material studied several days earlier.

As a result, studies show a student will feel more confident that he or she has “mastered” material after using study strategies that are less mentally difficult: studying short chunks of material rather than the whole batch, or else cramming in one long session before the test.

Unfortunately, those strategies don’t work, according to a series of studies presented at the AERA meeting in New Orleans this month. For her studies, Ms. Rawson asked college-aged students to study a pack of 35 flashcards that paired Swahili vocabulary words with their English translations. The students were asked to practice until they got the vocabulary correct using either the entire stack or five stacks of seven cards each. Researchers instructed students to study the flashcards until they had gotten each translation correct either once, five, or 10 times, before taking a final quiz a week later.

There was no real contest in the most effective strategy, Ms. Rawson found. “There was substantial effect in increasing from practicing until correct once to five times correct, almost a three-fold improvement in performance,” she said. Also, “one big stack is better than five little ones.”

Yet the test-takers didn’t predict that. Before the test, students reported that they expected studying smaller groups of flashcards would be more helpful than studying the big stack, and they expected no real benefit from studying more cards at once. They remembered about as many words as they expected to recall when studying the entire pack, 43 percent to 46 percent. Yet those who had studied the small stacks expected to remember nearly 60 percent of words and recalled only 17 percent.

“While you’re studying, the information is much more accessible in your memory if you do it all at once. It feels fresh and feels like you know it very well,” Mr. Kornell said. “The less accessible something is, the more you learn when you encounter it, but the more accessible something is, the better you think you know it.”

In replication studies, Ms. Rawson found that students would give up early on effective study strategies, such as spacing out study sessions, because they did not believe such strategies were helpful, and that eventually led to lower scores.

Bigger Isn’t Better

The stability bias works both ways: Not only do students give too little credit to effective study strategies that feel more difficult, but they can give more weight to ineffective strategies that make content feel easier to learn.

In the Psychological Science study, Mr. Kornell and researchers from Colorado State University in Fort Collins, Kent State, and the University of California, Los Angeles, asked online participants to predict how easily they would remember vocabulary words after studying them once or multiple times. Some of the words were presented in the standard font size on the person’s computer screen, while others were presented four times larger—something that makes the text feel easier to process but prior research shows does not improve memory. In addition, for some words, participants were told they would be allowed to study more than once.

The participants uniformly predicted that studying the words in larger font would help them remember more than studying the words multiple times. In fact, studying even once more improved their recall of the new words, while increased font size did nothing to help them.

“For a teacher trying to design an assignment, the ideal thing is to put your students in a situation where they are challenged. The more someone struggles with something, the more they are going to learn,” Mr. Kornell said. “You want them to eventually feel something is easy to process, but only because they’ve worked through it and made it their own, not because you made it easy for them.”

Robert A. Bjork, the director of the Learning and Forgetting Lab at UCLA, calls this sort of challenge “desirable difficulties.” Just as in physical exercise, the more students have to exert their mental muscles to learn a new concept or recall an idea, the stronger their memory and learning will become. Mr. Whitehurst agreed that the body of evidence is growing, but cautioned that researchers need to look at how students learn and remember in real classrooms. Word lists, as were used in both Mr. Kornell’s and Ms. Rawson’s experiments, represent “a pretty artificial task that is far removed from actual learning in the classroom,” he added.

Mr. Kornell warned, also, that challenging students “leads to a lot more errors and makes people feel they are doing worse. ... It’s a balancing act.”

Vol. 30, Issue 29

「震災」下的異校互補:挑戰與機會

台灣的921地震下南投的 暨南大學 借用台北的台灣大學校舍"復校"
這回日本的311「震災」下回國的留日學生 教育部-台大等單位也提供學分課程.....
這當然牽涉到許多互動.....
細節請有心人士自己找

----

「震」跑外籍生 日提供返日免費機票

〔駐日特派員張茂森／東京二十日報導〕據日本「讀賣新聞」統計，因東日本大地震和福島核 災而離境的留日外國學生，共有七十一校、至少四千三百三十人，受影響的學校不光是災區與東京首都圈，甚至擴及西日本，不少私立學校的經營因此大受影響，日 本文科省決定提供離境外國留學生再度返回日本的免費機票。

怕地震輻射 逾4千留學生離日

讀 賣新聞報導，在地震發生的三月十一日，仙台的東北大學共有一千四百九十九名外國學生，其中一千多人在地震後返國，住在留學生宿舍的兩百七十人，到本月二十 日只剩十六人。福島大學的一百七十七名留學生，也有一百二十人離開日本。東京大學去年十月開始的二十八名一年期交換留學生中，也缺少十一人。就連西日本的 大學，也有留學生紛紛逃離的現象。

報導說，以亞洲留學生居多的尚美大學，八十名外國學生，迄今仍未返回學校，該校表示，「學校的經營可能會受到影響」。

日本文科省留學生課指出，「各國都在爭取優秀的留學生，這樣下去，人才將流入國外大學。專家指出，福島的核電廠事故不會影響健康，文科省會轉達更正確的消息，希望大家冷靜因應」。日本政府將根據災害救助法，對返鄉留學生提供返回日本的免費機票。

合作學習

"......從排練梅龍陣中 ，我還取得了集體合作的經驗。我們排戲時，旁觀者都有發言權，有時也提出問題。例如：臺詞不通順、音節不好聽、身段不好看等。我們根據他們的意見，琢磨著修改，也有我們覺得不順或煩瑣的地方可修改的。在演出後，有些朋友除了自己提意見之外，還把別人的反應告訴我們。......."《舞台生涯》(上 )頁368-69

梅蘭芳述，許姬傳記《舞台生活四十年》（北京：人民文學，1957）

舞台生涯
梅蘭芳述＿許姬傳記 (上) 第一集 台北:里仁 1979



***

合作學習

作者簡介：蔡士魁﹐畢業於東海大學工業工程系。曾經在台塑、飛利浦等公司資訊部門任職近二十年。

本文摘要：合作學習兼負有合作與學習兩種任務。它要求學生是學習過程中的主人。課程要能引起學生學習的興趣。同學之間要能彼此積極互賴。

感 想：記得長子初上小學時﹐老師發下一張意見調查表﹐詢問貴家長對貴子女的期望。我毫不思索地寫下：希望小朋友能保有對學習的興趣。回想自己曾經在不當的教導下﹐挫折了對若干學科的好奇﹐延誤了探索的時程﹐因此對合作學習也就更為嚮往了！

1. 學習的目的何在？

學習是為了勝任某一項工作或職能。

學習是為了獲取某一項知識或能力。

透過學習﹐可以重塑自我、突破自我。

　

也有人認為：學習本身並無目的﹐它只是一種（改變的）過程、一種手段。所以學習可以有很多種型態：

個別學習（Individualistic Learning）：個人利用書籍或其他工具﹐獲得所需的知識或能力。學習評鑑為標準參照（criterion-referenced）取向。

競爭學習（Competitive Learning）：一群學生在爭取高分與排名的獎勵下﹐展開競相追逐設定目標的學習。其學習評鑑為常模參照（norm-referenced）取向。

合作學習（Cooperative Learning）：藉著小組學生彼此互賴式的合作﹐進行分享式的學習﹐以達到共同的目標。

　

2. 合作學習為什麼不受重視

合作學習從英國開始倡導起﹐迄今已有近二百年的歷史了。數年前﹐它雖然曾經被教育單位列為十二種推廣的教學方法之一﹐但是能坐而言，又能起而行的中小學老師並不多見。

只要看看中小學課桌椅排列方式（一律面向黑板﹐前後對正、左右看齊）﹐就可知道傳統「排排坐、吃果果」的教學理念﹐仍然十分強勢。講求權威與服從、安靜守秩序的教室管理下﹐並不鼓勵（分組）合作（討論）學習的開展。

即使是拒絕聯考的「放牛班」學生﹐畢業之後仍要面對一個強調競爭甚於合作的社會。企業內部考績等同調薪的作法﹐所要塑造的仍舊是個人英雄﹐而非團隊合作。

合作學習一直不受到青睞﹐自有其歷史背景。

　

3. 合作學習的大要

合作學習是什麼呢？顧名思義﹐就是一群學生為達到共同一致的目標﹐所進行的一種小組分工合作、積極互賴（Positive Interdependence）的學習型態。它比其他的學習型態﹐更要求學生的社會技巧。

為什麼要合作學習呢？因為競爭學習中所產生的挫折與焦慮感﹐在合作學習中可以避免。 藉由合作學習產生的自尊與成就感﹐可以讓學生真正樂在學習（Joy in Learning）。若以很功利的角度來看﹐合作學習所強調的合作﹐也將是新世紀社會必備的特質。企業界你輸我贏的零合模式不敵雙贏（Win-Win）的 合作模式。企業內個人英雄主義將被「局部最佳化未必等同全體最佳化」的系統觀所掩蓋﹐而學術界達爾文優勝劣敗說也受進化需要合作說所挑戰﹐在在都可反映 「合作重於競爭」的趨勢。

　

艾爾菲孔（Alfie Kohn）在《不要競爭（No Contest）》一書中﹐對合作學習的三項要素（3C）提出簡明的要求：

Control（掌控權）：學生才是學習過程中的主人﹐學習的掌控權應回歸到學生手中。若由老師（供應商）來決定學生（顧客）的需求﹐是一件弔詭的事。

Curriculum（課程）：課程要編排有趣﹐能引人好奇﹐進而探索或付諸行動。學生藉此課程也可以學習合作的精神。

Community（共同體）：學生要彼此積極互賴﹐在學習的過程中更要培養出社會技巧。

　

很顯然的﹐合作學習兼具「學習」與「合作」兩種任務。針對合作學習﹐目前﹐已有許多不同的設計。在黃政傑與林佩璇 合著的《合作學習》中﹐就列舉一些﹐包括：學生小組成就區分法（STAD）、小組遊戲競賽法（TGT）、拼圖法（Jigsaw）、團體探究法（GI）等 等。然而﹐各種實施步驟仍不出PDSA的模式：

課前準備：含選題、教材準備、分組。

授課、分組學習。

評鑑：含發表或測驗、表揚。

　

在合作學習的進行中﹐對於師生的角色﹐也有了不同的認定：

學生：學生過程中的主動者。

老師：協助者。

同學：互賴者（我的成功有賴於你）。

在合作學習中﹐對於教室也有不同的意義：

教室：由學生自己來發問：「我需要什麼樣的教室？」教室是否不限時段與課程﹐都可以進行合作學習？教室的定義可能是：一群互相關心與負責的共同體所學習的場所。

4. 合作學習的實例

合作學習在中小學並不「流行」﹐但是在校門外卻不乏先例：

幼稚園：角落教學（佳美幼稚園）。

公司內：跨部門的專案小組。

社團：讀書會、個人成長團體或工作坊。

其他

展望未來﹐合作學習將有更多成功的案例。畢竟﹐合作學習所琢磨出的社會技巧﹐在面對工作伙伴或生活伴侶都十分有助 益。不過﹐要想讓合作學習受到正視﹐與其寄望保守因循的教育官僚體系﹐或等待世界級大師（品管大師或諾貝爾獎得主）來鼓吹﹐不如靠體制外的團體（如戴明學 院、森林小學等）的倡導﹐才可能更迅速有效的對學習的品質提出更多的挑戰與改善。

5. 參考資料

1. Alfie Kohn（1986）〝No Contest〞Houghton Mifflin出版
2. 黃政傑、林佩璇（民國85年）《合作學習》五南出版社

東海更好 主要是環境好

Hsu: HC 小女分別錄取元智管理學院英語班及中原企管系 她屬意元智大學 不會等東海國貿放榜 無緣當你學妹了

me: haha 其實到東海更好 主要是環境好 多可惜....
Hsu: 女兒在收集資料的時候 覺得東海網站有些年久失修的感覺
提供的資訊非常貧乏 尤其是English Version, 這影響她的決定很大
總之 她要去當哥哥的學妹了
hc: 了解 謝謝資訊

物喜/己悲

不以物喜
不以己悲

你說 古早的東海

夢谷 文理 路思義

相思樹 詩學問 生命道路

你說 今日棄我去者

多煩憂 大肚山夜雨

幾多愁

你說 看雲 藍天天藍

赤足草地 對飲 舞姿 談情

相忘江湖 何日相逢

遠見 天下 總是

愁眉 怒目 淚眼

好個四月天 天涼

物喜/己悲

不以物喜
不以己悲

你說 古早的東海

夢谷 文理 路思義

相思樹 詩學問 生命道路

你說 今日棄我去者

多煩憂 大肚山夜雨

幾多愁

你說 看雲 藍天天藍

赤足草地 對飲 舞姿 談情

相忘江湖 何日相逢

遠見 天下 總是

愁眉 怒目 淚眼

好個四月天 天涼

1997年【遠見】報導: 東海大學-私立的「台大」

1997年台灣公私立大學排行榜

2010年1000大企業最愛大學生排行榜

「怎麼教」比「教什麼」更重要???

http://case.ntu.edu.tw/ncise/?p=7183

哈佛的難題：聰明、會考試，卻不會問問題 「怎麼教」比「教什麼」更重要

作者：李雪莉、彭昱融 出處：天下雜誌 410期 2008/11
關鍵字：博雅教育(Liberal Education)直譯是自由人教育，最早是來自古希臘的觀點。英國牛津的教育家李維斯東( R.Livingstone)就以為自由人教育的理念具有永恆的價值。

十月初，哈佛大學一項學生學習成效調查結果，在哈佛教授間投下了一顆震撼彈。哈佛大學伯克教學中心（Derek Bok Center for Teaching and Learning）針對二十門課的教授、四百位學生，分別調查老師與學生是否掌握課堂「核心概念」（Big Idea）？跌破教授眼鏡的是，只有不到三成的學生，抓到教授在那門課想傳達的核心概念。

來自全美六百所頂尖高中的六千名哈佛新生，遇上不乏諾貝爾獎得主的黃金陣容教授群。頂尖的學生、優秀的教授，學習成效落差卻如此巨大，「教」與「學」之間究竟出了什麼問題？

「結果讓我們非常震驚，」哈佛大學歐洲歷史與文學教授、伯克教學中心主任威京森（James Wilkinson）接受專訪時以開放的態度分享說，「多數哈佛教授教的，並沒有自己想得那樣好。」

這是一個知識爆炸性成長，連哈佛大學教授都要重新思考怎麼教學的年代。

哈佛發現，即便是聰明又會考試的全美資優生，也經常帶著偏見的知識前來學習。他們很會考試但不會問好問題，他們習慣被動學習，導致學習成效很差。

在一個知識持續變動的時代，哈佛意識到，「如何教」比「教什麼」更重要；它們更提醒全世界各級老師與父母，在學習這條路上，角色必須調整，我們不再是單向傳遞知識的聖人（Sage），而是與學生一同探索學習的伙伴（Collaborator）。

《天下》專訪伯克教學中心主任威京森。當腦科學研究漸漸揭開了學習的本質，威京森分享，我們必須對學習過程有正確的認識與洞察。威京森多年對學習的研究，不只對大學教授有幫助，對那些渴望提升孩子學習效能的家長們也受用無窮，專訪內容如下：

世界瞬息萬變，大學教育以「內容」來定義註定要失敗。今天重要的科目到明天可能已經被揚棄。

稍微計算大學生接受通識教育的時數，除以今日知識爆炸下可能納入通識教育的重要內容，學生完整學習各門知識的時間根本不夠。

這對當前的大學教育可說是前所未有的挑戰。學校和老師無法預知哪個領域、哪個學科在學生進入職場後會特別重要。

究竟二十一世紀的教育要帶給學生什麼？哈佛大學的博雅教育有五個目標，希望學生畢業後能夠：

一、獨自探索世界
二、建立對知識的好奇
三、具備探詢與解決問題的能力
四、能把找到的解決方法與他人溝通
五、培養創造力，用嶄新方式看問題

因此，大學博雅教育的關鍵在於，將教育的焦點從「內容」（學什麼）轉移至「過程」（怎麼教與如何學），思考哪些過程能夠使大學畢業生具備上述能力。

• 哇！原來學生是這樣學的

過去三十年對學習與教學過程的研究，讓我們更了解學生的學習過程，產生許多新教學方式與工具。但研究的過程也發現，學生的學習成效並未像我們所期待或聲稱的那樣好。

其中一項有趣的發現是，過去以為大一新生帶著空空的腦袋進大學，等著學新東西，但這項假設已被推翻。學生經常是帶著「錯誤認知」（misconception）來學習。他們帶著各式各樣源自經驗的成見進大學，其中不乏錯誤的想法。

譬如問學生，從一架飛機上拋下一個玻璃罐，罐子將直線墜落？或是往前拋射？多數的學生直覺認為應該會直直墜落，因為沒有想到罐子具有飛機上的速度。

遇到這情況，教授必須要透過實驗，改正學生錯誤的概念與邏輯。

另外，成見（prio-knowledge ? prior ...）對學習的影響也很深遠，如果你問哈佛學生為什麼夏天比較溫暖？他們多半會有個聽起來滿合理的答案：因為地球在夏天時比冬天更靠近太陽。

聽起來似乎有道理，但卻是錯的。若果真如此，則地球上不論任何地方，七月都該比十二月熱，但澳洲的十二月卻是在海灘上過的。學生就算沒有去過，實際 查資料看看世界各地的氣溫，也會發現澳洲十二月氣溫比七月高，把南北半球的差異考慮進來，就知道答案不是如此。（編按：是因為地軸傾斜，地球公轉時受太陽 直射區域為夏季）

• 考高分，但不會問問題

當我們更重視學生如何得到答案，而非答案本身的時候，會發現學生的思考或邏輯不夠好，求知、探尋問題的技巧其實相當糟。

哈佛成功錄取了許多考試成績非常高的學生，但考高分並不意味著更深刻的理解。我們發現哈佛大學學生問問題的技巧並不好，要他們問出深刻的問題非常困難，但這卻是最根本也最重要的能力之一。

他們在進入大學前被教導了太多「答案」，好奇心早被扼殺，甚至來不及發問就被告知答案，正因為是被動學習，學習效果非常有限。

解方一 參與式學習

參與式學習（Active Learning）是透過討論、實作等方法，不只加深學生的印象，更讓學生了解到自己究竟學到了多少。

譬如自己開車到某處，因為參與其中，握著方向盤主導一切，比起搭計程車，你對環境會更為熟悉。

同樣的概念也可以應用在學習過程，學生曾經親自動手解決問題、或是試著解釋給別人聽，效果遠比只聽講課更好。

解方二 讓情緒為學習加分

此外，正向情緒也在學習過程扮演重要角色。情緒與大腦記憶相輔相成，學習內容若沒有情緒的連結，新學習的知識將無法有效加入腦中。若能有效利用，情緒甚至可能與理性和學習相輔相成。

有些研究也指出後設認知（metacognition）註的重要，讓學生自我觀察並分析自己的學習過程，也成為未來老師需要幫學生培養的重要能力。

老師和家長不只要導正錯誤觀念，更重要是克服過去的錯誤教育（miseducation），將他們逆轉成一個有四歲孩子好奇心的十八歲青年。

註：後設認知metacognition指個體對自己認知歷程的認知，具有知覺與指揮能力，亦即瞭解自己的能力限制、所具有的知識與認知策略，並且指揮自己如何使用知識與策略（Flavell，1976）。

解方三 老師也要磨練教學技巧

老師的角色應轉變為學生的合作者，而教育的內容更應該強調「如何教」。冷戰時期東歐國營工廠工人描述自己假裝在工作，而國家假裝付他們薪水（付的工資很少）。

對美國的高等教育而言，我們可以這樣說：教授假裝在教書，而學生假裝好像有學到東西。為了改善這種狀況，哈佛的做法是從阻力較小、接受度較高的新教 授做起。教學中心在他們開始教課前，規劃一週的研習課程，讓他們了解教哈佛學生的基本情形、觀摩優良教學示範，也安排學生代表分享對新教授教學的看法。

另外還有教學大綱工作坊（Syllabus Workshop），我們請要開課的教授，帶著課程大綱來進行同儕互審，互相提供回饋意見，同時能訓練觀察分析、構思達成教學目標的能力。

• 有想像力，就有機會改變

有個簡單的做法能掌握學生的學習狀態：教授要給學生回饋，時常告訴學生回答問題、報告的好壞，寫作技巧的進步情形等。

師生比不一定是問題。課堂提問時，只要要求學生舉手作答，並解釋給同學聽，或請學生到講台上解釋、為自己的答案辯護，就可以做到參與式學習，這在幾百人的大堂課同樣有效。

或者可以在課後發出「minute paper」*，請學生花四分鐘回答兩個問題：你認為這堂課的重要觀念是什麼？你認為這堂課有什麼問題？第二個問題就能協助教授在下一堂課做出修正。

教學是可以改變的，只要有想像力！

*minute
〈物・事が〉綿密な；詳細を極めた

a minute report
詳細な報告

in minute detail
事細かに.

六十耳順 /尊重他人

六十耳順 /尊重他人

古書很不容易懂的
晚年胡適問胡頌平
你們教國文的 怎麼解釋"耳順"?.....
胡適那時認為"耳順"就是容忍異已或逆耳之言......

當然他更知到這生命意義

近 代美國教育家菲普斯（ William Lyon Phelps,1865-1943 ）說過這麼一句智慧之言，很可以作為大家的參考。他是這樣講的：「君子的最終考驗，就是 看他是否能尊重那些對自己可能一無用處的 人。」（ The final test of a gentleman is his respect for those who can be of no possible service to him.）

《論語· 為政第二》講要

子曰：吾，十有五，而志于學，三十而立，四十而不惑，五十而知天命，六十而耳順，七十而從心所欲，不踰矩。 皇邢二《疏》皆說，此章是孔子隱聖同凡，勸人勤學。 ..

Quotes

"The final test of a gentleman is his respect for those who can be of no possible service to him."

"The happiest people are those who think the most interesting thoughts. Those who decide to use leisure as a means of mental development, who love good music, good books, good pictures, good company, good conversation, are the happiest people in the world. And they are not only happy in themselves, they are the cause of happiness in others."

"God speaks to me not through the thunder and the earthquake, nor through the ocean and the stars, but through the Son of Man, and speaks in a language adapted to my imperfect sight and hearing."

"I am glad my ancestors arrived on the Mayflower, but I am gladder that there are nine generations between us."

"The Gateway to Christianity is not through an intricate labyrinth of dogma, but by a simple belief in the person of Christ."

"I divide all readers into two classes: those who read to remember and those who read to forget."

"If you develop the absolute sense of certainty that powerful beliefs provide, then you can get yourself to accomplish virtually anything, including those things that other people are certain are impossible."

"The happiest people are those who think the most interesting thoughts. Those who decide to use leisure as a means of mental development, who love good music, good books, good pictures, good company, good conversation, are the happiest people in the world. And they are not only happy in themselves, they are the cause of happiness in others."

"If at first you don't succeed, find out if the loser gets anything."

"This is the first test of a gentleman: his respect for those who can be of no possible value to him."

The professor asked his students to discuss the poet Gerard Manley Hopkins' "sprung rhythm" technique. One young man handed in his exam reading, "Only God knows the answer to your question. Merry Christmas." Professor Phelps returned the paper after Christmas with the note, "Happy New Year. God gets an A--you get an F."

Read more: http://www.answers.com/topic/william-lyon-phelps#ixzz1JxGj9YM9

為什麼教育部可以通管大學/為什麼私立大學沉淪/待斃

看下一則中時的新聞報導
你不會覺得教育部可以是太上大學嗎 學術能獨立嗎 台灣大學要不要考慮全面國有化 全民讀大學 世界第一....

---

"教育部長吳清基昨在立法院說今年不讓大學調漲學雜費，立委更通過「學雜費公式調幅未達五％以上不得漲學雜費」的提案。公私立大學回應，今年不漲學雜費還可以，往後若每年都凍漲，大學教學品質將下滑。私立大學更擔心，這樣搞下去，他們只能「坐以待斃」。

　過去依照學雜費公式，從沒有一年學雜費可以漲五％以上，立委的提案簡直要大學每年都不能調漲學雜費。吳清基回應，尊重立委的提案，但教育部將在半年內完成修改學雜費調整公式，以後經濟好轉時，大學還是有機會調漲學雜費。

　政府要學雜費凍漲，各校大喊凍未條。公立大學校院協進會理事長、中興大學校長蕭介夫說，萬物都在漲，只有學雜費不能漲，合理嗎？馬總統宣示要挖「人礦」，但政府投入經費不足，又不許漲學雜費，「好比要馬兒好，卻要馬兒不吃草！」

　東海大學校長程海東憂心說，學雜費漲或不漲，每每變成政治問題，政府失去專業判斷，各大學被逼得「勒緊褲袋」辦學，「台灣的高等教育正在向下沉淪。」

　世新大學校長賴鼎銘說，政府的補助款一年比一年少，這樣搞下去，私立大學大概只能「坐以待斃」。"

(異文化)師生互動最可貴

孫康宜─"將生命體驗注入文學研究" (我的學思歷程 4 (台北: 臺大出版中心 2011)
讓我們特別注意她在求學過程與當老師之後的(異文化)師生互動 最可貴 最富創造力

高雄女中之前就"信教" 用讀英文逃避家庭社會 (白色恐怖的犧牲者) 保送東海--畢業論文"白鯨記" 的邊緣人物之救贖 恩師 Anne Cochran 美國普林斯頓受教 耶魯大學的師生互動
----
此書有中英文本:Journey through the white terror: a daughter's memoir - Google 圖書結果Kang-i Sun Chang - 2006 - History - 178 頁
The reason I chose to enter Tunghai University's English Department was ... My advising professor Anne Cochran was afraid it would be impossible for me to ...

----

晚唐迄北宋詞體演進與詞人風格(孫康宜)孫康宜著,{陳子龍柳如是詩詞情緣}


曲人鴻爪 張充和曲人生涯 收集曲人墨跡

什麼叫"有效能或高品質的教師"?

什麼叫"有效能或高品質的教師"?
需要一套共同的準繩嗎?

Colorado committee to unveil complex definition of "effective educator"

By Yesenia Robles
The Denver Post

Posted: 04/13/2011 01:00:00 AM MDT

After 13 months of meetings, a council tasked with narrowing the definition of an effective educator to one for the entire state is presenting the definition to the State Board of Education today.

It is not a simple definition, though. It consists of six quality standards, including showing knowledge of the content they teach, demonstrating leadership and taking responsibility for student growth.

"Teachers can't go in and close their doors anymore," said Kerri Dallman, president of the Jefferson County Education Association and a member of the council. "We as teachers have to have difficult, crucial conversations with our colleagues. We have to be reflective individually and collectively."

The Colorado Council on Educator Effectiveness also made 60 recommendations on how to evaluate teachers and principals using the new definition. Those recommendations would require districts to engage teachers in selecting or developing measurement tools for their evaluations and will strongly encourage districts to use student and parent surveys as part of evaluations.

Districts will be required to use Colorado Student Assessment Program data and the results of another test — which they can select or create — to measure teacher effectiveness. Test data make up 50 percent of a teacher's evaluation, under Senate Bill 191, passed last year.

Council members said they were careful in selecting which recommendations to ask for as state requirements, and which to have as options.

The key was striking a balance between creating consistency throughout the state, while allowing flexibility for districts based on the students they serve and available resources.

"Kids are not all the same; districts have to be able to emphasize the skill they know their students need," said council co-chairwoman Nina Lopez.

But effective teachers shouldn't have to teach based on a new evaluation system if they change schools, council members said.

The 15-member council was appointed by then-Gov. Bill Ritter as part of an application for Race to the Top funding from the federal government.

In their work, the council also estimated each district will spend about $53 per student to implement the evaluation system. Costs may increase if a district has many ineffective teachers who require more support.

The state board has until the fall to approve and implement rules based on the recommendations. Legislators will get their chance to review and approve or veto the rules in February.

"There's a fear of the line-item veto pen," said Matt Smith, co-chairman and at-large council member. "It's really hard to pick one stick out and not have the whole system collapse."

In the meantime, some districts in the state will test the recommendations in a pilot starting in August.

"We are recommending that the state develop a model system to pilot in different versions, so that at the end of the pilot we can check if it's comparable enough," Lopez said.

The evaluations will not have consequences for teachers until about 2016.

Yesenia Robles: 303-954-1372 or yrobles@denverpost.com

開會的準備/設計，與開會時的技能 (meeting technology)

開會的準備/設計，與開會時的技能 (meeting technology) 都相當重要。

我在《系統與變異》(2010) 的相關章節舉80年代工研院電子所( ERSO)的一次”策略定位”(Strategic Positioning)為例。

其實，也可以舉胡適等團隊在草創台灣的"科學委員會"的初次會議為例：

1959/2/5日
楊樹人擬了"科學委員會"執行委員會辦事細則草案。我略加修改，託胡頌平複寫幾份。五點三刻我進城，帶一份給雪艇，又一份給梅月涵，一份錢思亮。


1959/2/9胡適記 :
10點到金華街110 開"科學委員會執行委員會第一次會議。到會的有梅月涵、錢思亮、李濟之、楊樹人、李熙謀、浦薛鳳、王雪艇和我八人。
我們開會直到一點多才吃午飯。飯後又繼續談到三點半。成績很好。"
(取材: 胡頌平《胡適之先生年譜長編》pp.2820-21)

董事會 (1)

美國故國防部長Caspar Weinberg（1917-2006）退休之後，極力爭取當哈佛大學的董事。幾經周旋，董事會說這不是個掛名的榮譽職，你有時間全程參加每兩周召開的會議嗎？他答應並做到了。[16]


我們介紹創立於1913年的約翰‧洛克菲勒基金會的董事會與會長的組織分工方式：「基金會由一個21人組成的董事會負責，3年改選一次，董事會再任命領導班子：會長、副會長、各部門主任等等。董事會成員多為社會名流，……名副其實的社會公益機構。會長任期無限。我覺得真正有職有權，對決策起決定性影響的是會長。我重點翻閱基金會創立幾十年來會長向董事會作的年度工作報告，對其中表現的思想性、目的性和對人類的憂患意識，印象深刻。….」（資中筠著「洛克菲勒基金會」，載《學海案邊》瀋陽：遼寧教育出版社，1995，頁104-15。）

"校友"兩則

最近讀曹永銀洋 先生翻譯的 黑澤明的世界 (台北:志文 新潮 1973)
"......除了我生長的桑梓地--士林 東海曾是我的魂夢之鄉......." (代譯序)



---
以前讀 破土: 生活與建築的報冒險Breaking Ground: Adventures in Life a...
知道他是"校友"
不過他在Essex 可能沒有寫入其名著中 雖然幾年之後學校可能給他名譽博士
Libeskind became a United States citizen in 1965.^[7] In 1970, he received his professional architectural degree from the Cooper Union for the Advancement of Science and Art; he received a postgraduate degree in History and Theory of Architecture at the School of Comparative Studies at Essex University in 1972.
http://en.wikipedia.org/wiki/Daniel_Libeskind

中國高教的一些功利歪風

“當你四十歲時，沒有四千萬身價不要來見我，也別說是我學生”。這是北師大教授董藩對研究生髮出的訓示，他宣稱：“對高學歷者來說，貧窮意味著恥辱和失敗。”

在這近乎決絕的宣言裡，透出一股強烈的自負，以及咄咄逼人的自傲。其潛台詞是：我如此功成名就，官學商通吃，本身就是一個成功偶像，我帶出來的學生豈能辱沒師門？不加掩飾的自我炫耀，以貌似含淚勸告的方式進行，令人不能不仰而視之。

這種激勵“奮鬥者”的招數其來有自。在此之前，已經有著名“成功人士”唐駿的驚世名言“你欺騙一個人沒問題，如果所有人都被你欺騙到了，就是一種能力，就是成功的標誌。”而且此“成功”可以“複製”。表述方式不同，但實質無異：我們是高等人群，其他都是假的，“成功”並成為富人才是唯一值得做也必須做的。此種“真率”之語，在當下有蔚然成風之勢。有頭有臉的已經不屑於做斯文狀，爭先摔出赤裸裸的人生目的論，且以此為榮。

這是當代中國高教的一些功利歪風
什麼文憑
什麼謊話說千遍就是真理
騙萬人加入老鼠會就是大富豪 (牢裡蹲)