基督教博雅學院透過實習 課程發展學生工作技能
本期的院訊主題是學生如何在基督教博雅教育的長期 專案、實習與課外活動上，統整知識與技能，得到業界 Univer-
sity的一個研究顯示，學生於就學期間能得到多少協助 與經驗，對於他們畢業後在工作上與生活上有很大的影 響(Ray & Kafka, 2014)，同時也顯示這樣的影響與所選 讀的學校大小、或公立或私立、或學校名聲的直接關聯 性不高。對學生影響最大是關心他們的老師們，並且不 只關心他們，也激發他們對學習產生興趣、鼓勵他們追 尋自己的夢想。再者，學生參與實習以及校內的服務性 質的工作讓學生有機會將他們所學，應用在工作上，另 外，主動參加課外活動，以及參與需要至少一學期時間 才能完成的長期專案，也是學生成長不可或缺的要素。 本校聘用基督徒教職員的原因之一，是基督徒教職 員關心學生的方式是將之視為以神形象所造的人，而神 的本質包含著領導能力，然而，就如Littlejohn
and
Evans在他們2006年的出版品中提到：「我們無法創造
PRESIDENT’S LETTER
2
Christian Liberal Arts College Dr. Quentin Nantz
聶坤廷博士
雇主所重視的工作技能。最近Gallup-Purdue
Developing Job Related Skills through Practicums in the
領導者，這是聖靈的工作，但是我們可以，透過提醒我 們自己與身邊的人這些學生具有成為領導者的潛力，不 論這些學生是否認識神，他們都帶有神的形象，都是值 得被尊重，應該被鼓勵要為了歸榮耀予神，而展現出神 賦予他們的恩賜。每一個學生都是神賜給學校與老師的
This issue of CC Life magazine focuses on the benefit of long term projects, practicums, internships and extra-curricular activities. These activities form an integral part of a Christian liberal arts education, particularly in developing skills that employers value in our graduates. A recent Gallup-Purdue University study of college graduates revealed that the level of support students received and the experiences they had while in college had more effect on their engagement at work and their well-being after graduation than any other factor (Ray & Kafka, 2014). The study found that the type of schools these college graduates attended -public or private, small or large, very selective or less selective -- mattered little. What really mattered was having a professor who cared about them as a person, made them excited about learning, and encouraged them to pursue their dreams. Also important were: having an internship, practicum, or job in college where they were able to apply what they were learning, being active in extracurricular activities, and working on projects that took a semester or more to complete. One of the reasons that Christian Liberal Arts colleges, like Christ’s College, hire Christian faculty and staff is to ensure that students are cared for as people who are created in God’s image. As Littlejohn and Evans (2006) have stated,
“We don’t produce these leaders (that is the work of the Holy Spirit), but we can encourage this potential by reminding ourselves and each other that all of our students, whether they possess faith or not, are fashioned in God’s own image. As image-bearers of the Creator, each student is worthy of respect and is deserving of the challenge to manifest his God-given talents to the Creator’s glory. Each student is God’s gift to his school and to his teachers. The image-bearers of a creative God are themselves creative by nature; so creative thinking needs to be encouraged, directed, and shaped, not stifled.” Jeffrey Selingo, the author of College Unbound: The Future of Higher Education and What It Means for Students says, “Employers want workers who have the ability to learn how to learn. In other words, the capability to find the answers to the questions of tomorrow that we cannot envision asking today.” One way to help students develop these skills is to give them the opportunity to participate in internships, practicums, field work, and community-based projects. One example of such a program is the College Unbound program at Southern
禮物，帶著具有造物者的形象是學生與生俱來
外活動讓學生參與、統整他們所學，加上
的，因此，創意思考能力是需要被激發、被引導
自己的創意，讓他們得以在不同的場合，
與被塑造的，不是被壓抑的。」
應用於營會帶領年齡較小的孩子或者是在 機構裡服務。
College Unbound: The Future of Higher
PRESIDENT’S LETTER
4
Education and What It Means for Students的
實行這樣的課程的結果是什麼？最近一
作者Jeffrey Selingo在書裡提到：「雇主所要
名主攻英語教學的畢業生，在畢業之後，
雇用的人是能夠在時代迅速變遷下能夠隨之應變
立即被一知名的語言教學機構聘用，她的
的員工，換句話說，這些員工要有能力隨著新時
主管在她開始教學不久後即對她的教學表
代的學習模式學習，並且找出未知問題的答案，
現讚譽有嘉，她能夠設計好的英語課程，
因為我們今天甚至無法知道未來的問題是什麼。
不僅教得好，教室秩序管理也維持得很
」幫助學生發展此能力的方法之一是讓學生參
好，因她完全地將她學生時參加本校為期
與實習、實際操作、並且學習與人同工。舉例來
一年的實習課程學到的發揮得淋漓盡致，
說，Southern New Hampshire University在他
所以她的教學成效很好。另一位本校畢業
們的學校網站上說明，他們的課程中，包含了學
生自Azusa Pacific University取得教英
生與教授們，以及業界的專家，並其他同學，同
語為第二語言之碩士學位後，在台灣的一
工一起探討實際存在的問題，最後在學術性的研
所國際學校教華語為第二語言，該國際學
討會上，呈現他們融合課堂上所學和彼此的經驗
校校長對我們這位校友的教學與工作態度
於處理該問題的解決方案中。課程負責人說：「
也是讚不絕口，說他們所需要的人才正是
學生們依他們的興趣與經驗，並他們對自己未來
這種，事實上，他希望有更多這樣的人才
的期許，並在實際存在的問題中，挑選他們想探
在他們學校服務。傳播主修也頻傳類似的
討的問題，透過一同討論與研究而完成此具專業
故事，常有學生於畢業後回到實習單位工
水準的專案。」
作。
為了培養我們的學生能夠有上述的能力，本校
讓我們的學生在他們實習時，在真實工
致力於提供學生這類需長期投入心力的專案讓學
作的指導多過於教導他們工作技能，更是
生參與，包括至少為期一學期的專案、寒暑假實
發展他們的基督徒品格、創造力以及與他
習以及福音工作會等。例如：傳播主修要求每一
人同工的技巧，這些令本校畢業生突顯於
位學生參與至少在傳播媒體機構實習二個月，並
其他學校畢業生的特質，令本校畢業生成
且舉辦畢業展覽；英文主修要求專攻英語教學的
為雇主們所重用的明日人才。
New Hampshire University (SNHU). According to the SNHU website, the program allows students to work with faculty, professional advisors, mentors and fellow students to tackle real-world problems. The students then bring their knowledge and experiences back to seminars where they apply them in an academic setting. The program co-director says that the program starts with the student’s interests, experiences, and passion and supports each student as he or she wraps all of the broad knowledge and career-specific expertise into engaging and meaningful work completed with a professional in the field. To encourage our students to gain skills that will be valued by future employers we at Christ’s College ask our students to apply what they are learning in the classroom to multi-semester projects, to engage in summer or semester long internships and practicums, and to participate in extracurricular activities such as our student ministry teams. In our Communications major, for example, students are required to do at least two months of summer practicums with a media company as well as to produce a graduation project such as a photo exhibit or a short film during their senior year. English teaching majors are required to complete a two semester professional teaching internship at a local elementary school as part of their degree requirements. Many of our students also participate in our extra-curricular student ministry teams where they apply what they are learning to the organization and implementation of camps for children.
What are the results? One recent graduate of our English Language Teaching (ELT) program was hired directly after graduation by a wellknown local English language school, and her supervisors were surprised by her teaching skills. She was able to create and implement engaging English lessons and manage her classroom well -- skills that she perfected during her year-long practicum at Christ’s College. Another ELT graduate continued in our joint MA TESOL program with Azusa Pacific University and after completing it got a job teaching Chinese at an international school in Taiwan. The superintendent of that school told me that our graduate was exactly the kind of teacher he was looking for. In fact he wants more of the same! Graduates of our Communications major have had similar experiences, and a number of them have been offered positions in Christian media organizations after completing their practicums. Giving our students “real” jobs to do during their practicums and internships, teaches more than just usable job skills. It develops Christian character, creativity and the ability to work with other people – skills that set our graduates apart from those of other schools. Professionals from Christ’s College are noticed by their supervisors, wanted by employers, and needed for the careers of tomorrow.
References: Littlejohn, R. & C. Evans. (2006). Wisdom and Eloquence: A Christian Paradigm for Classical Learning. Wheaton, IL: Crossway Books. Money, T. (2010) College Unbound at SNHU Takes Students out of the Traditional Classroom. Retrieved December 31, 2014 from http://www.snhu.edu/search.asp?q=college%20unbound
學生在鄰近小學實習至少兩個學期。還有許多課 Ray, J. & S. Kafka. (2014) Life in College Matters for Life after College: New Gallup-Purdue study looks at links among college, work, and well-being. Retrieved December 31, 2014 from http://www. gallup.com/poll/168848/life-college-matters-life-college.aspx Selingo, J. (2013) College Unbound: The Future of Higher Education and What It Means for Students. Boston: Houghton Mifflin Harcourt.
實習 ─ 課本與現實 生活中的橋樑 英文主修主任 栗賽福博士 商用英文學程要求學生在三年級下學期、四 年級上學期或暑假實習，本校與不少國際化企 業合作，提供學生們實習的職缺，增進學生們 英文主修的教育目的之一是幫助學生喜愛學
的實務經驗。
習，而不是為了學習而念書，學生必須將這樣 的觀念應用在他們的日常生活中。學習不是被
我們鼓勵英文主修學生，自大一下學期起就
動的，我們將這樣的概念也加在所有課程設計
參與甄選並擔任全球大型商展之一的台北國際
上。本校的英文主修常態性地要求學生在課堂
電腦展的服務人員，學生們不但代表了台灣，
上呈現他們所學習到的與他們的創作。從本期
也代表了本校與來自各國的企業代表互動，透
院訊陳倩如校友所描述的大四戲劇課，以及學
過這些實習經驗後，許多同學都能在校內擔任
生們如何在該堂課中展現他們已駕馭的英語並
領袖的角色，並於畢業後持續於所服務的單位
同工合作，正是呈現學習結果的最佳例子。
擔任要職，不僅是在台灣，全球都有本校校友 的蹤跡。
英文主修學生們通常會選擇一個專業學程
ACADEMIC SECTION – English Major
6
來做為他們修課的基準，兩種學程分別是英語
學習與應用結合後的學習是更紮實的，也
教學法以培育未來的兒童美語老師，以及商用
讓學生能夠更順利進入職場並且更容易融入職
英語以培育學生將來進入業界工作。這兩個學
場，英文主修的老師們致力於協助學生做超越
程都要求學生實際到「校外」機構實習，讓他
課本與課室裡的學習活動，協助他們找到他們
們不但是展現自己精湛的技巧，更是要在職場
的未來。
上成為耶穌的代言人，向人展現基督徒的價值 觀。 在英語教學學程初階，學生們與當地的公立 圖書館配合，在特定時段透過表演與教具的使
Making the Link between Learning and Life Dr. Joseph Sorell English Major Chairperson In the English Major, we want to instill in students a love of learning, but not just learning for learning’s sake. They must apply that learning to their lives. Learning is not passive. Application of learning begins in our courses. Christ’s College English courses regularly require students to present what they have learned or produced to the class. In this issue, Ms. Chen describes the senior drama course, in which students demonstrate their mastery of spoken English, and their ability to work cooperatively to tell a story. English Major students typically study in one of two major programs: TESOL, which trains them to be English as a Second Language teachers, or International Business Studies, which trains students to be business people. Each of these English Major programs includes activities through which students can take their learning out into the “real” world, where they represent Christ with excellent skills and Christian values. Early in their studies, TESOL students are encouraged to volunteer as story tellers at our local library where they share a love of reading with young children. As Ms. Shih describes in her article in this issue, the TESOL practicum places students in an authentic teaching situation for an entire school year.
用，講英文故事給鄰里的孩子們聽，如同本期 院訊施妍卉校友所述，英語教學學程讓學生們 在小學實習一學年。
The International Business Studies program culminates in the Business Practicum courses
which are offered in the second semester of the junior year, the first semester of the senior year, or in the intervening summer break. Christ’s College works with several international companies and organizations to place students in positions where they can utilize both their business and their communication skills. As early as the spring of their freshmen year, all English Major students from both programs are encouraged to participate in front-line positions as associates at Computex, one of the largest trade shows in the world. There they interact with visitors from around the world as they represent Taiwan and Christ’s College. In subsequent years, many students advance into leadership roles and into responsible positions with companies from Taiwan and overseas. Linking learning and application solidifies the learning, and makes for a smooth transition into their careers. In the English Major, teachers are continually helping students look beyond the textbook and the classroom activities to see their own futures.
當年的戲劇課與今 天的教學生涯
How Drama Class Impacted My Teaching Career
2001年班校友 陳倩如
Fiona Chen Class of 2001 陳倩如校友與其學生
你上過戲劇課嗎？你學習到了什麼？我非
在我目前任教的小學裡，培養學生具備演講能力是
常喜歡我大學時代的戲劇課─看著同學們擠眉
重點教學之一。每個學生每學期都要在全班面前演講
弄眼練表情、練習說著一句又一句他們這輩子
兩次，而身為他們的老師，我必須培訓他們，若不是
不會在他們現實生活中說的台詞、穿著親手
當初在戲劇課的學習，今天的我要做到這點，恐怕困
做符合莎翁劇碼的戲服。在這些練習與演出過
難重重！
程中，我也學到了其他人生中重要的生活與工 作技巧：我成為更有自信的人、我練習了在眾
身為當年4A畢業公演的導演，我學到了如何更有效
人面前說話的技巧、我更懂得管理我的時間等
率的工作，並且學習與他人同工。我們這組八位同學
等，這些直接與間接學到的技巧都協助了我今
都修了很不一樣的選修課，要排出時間一起排練真是
天所扮演的角色─老師。
非常困難，在很有限的時間裡，我們必須找到又快又 能有成果的工作方式。就如今天在私立學校教學的老
ACADEMIC SECTION – English Major
8
比方說，我曾是一個站在台上就會怯場的
師一樣，我的工作量很大，我常要與同年級的老師們
人，透過戲劇課一連串的練習，我得以有自信
討論活動與專案，我們的時間很有限，在這樣的狀況
地站在台上。如今，我每天面對著學生，有時
下，當年在戲劇課學到的時間管理就派上用場了，更
面對著其他專業人士，我都可以用合適的音量
不用說今天雇主們多麼重視時間管理這項技能。
與姿勢表達自己。 我在戲劇課學到的種種技能幫助了我今天擔任老師 透過戲劇課，我學到用不同的聲音與表情表
這個職務，相信這些技巧也可以應用在其他職業上，
達自己，今天的我得以用這些技巧幫助學生更
若你還遲疑不知你是否該修戲劇課，我強烈的推薦你
容易明白我們所討論的故事。
修這門課，我相信你會在修習這門課時學到能祝福你 一輩子的技能。
Have you ever taken a drama class? What have you learned through the class? I enjoyed my college drama class a lot -- seeing people making funny faces, saying something they would never say in their daily lives, and wearing costumes. But I also learned from it. It built my self-confidence, improved my public speaking skills, and developed better time management. All the skills I’ve learned from drama class directly and indirectly help me in my teaching career. For example, drama class helped me to overcome stage fright and to stand confidently in front of an audience. It taught me to speak in front of students and professionals with a loud, clear voice and proper gestures. In drama class, I learned to express myself with different voices and facial expressions. Now, with my students I draw on this tactic to help them better understand the stories we’re discussing. In the elementary school I am working for now, we emphasize the importance of public speaking. Each student needs to perform in front of the class at least twice a semester. As their teacher, I need to train them. I couldn’t do that without the public speaking skills I learned from my drama class.
Being one of the directors for our 4A graduation performance, I learned do things more efficiently and more collaboratively. The eight people in my crew all had different class schedules and limited time to prepare and to rehearse. We needed find ways to do things faster and more productively. Likewise, as a private school teacher now, I have a huge workload. My colleagues and I work together to figure out ways to complete things within a short period of time. This skill of time management is one of the most important skills I learned from drama class. Time management is one of the skills most valued by employers in today’s marketplace. There are many other skills and strategies I learned from my drama class that have helped me in my teaching which would also apply to other careers. If you still hesitate to take a drama class, I strongly encourage you to do it now. You will find treasure in drama class that will bless you for a lifetime!
Dear Barbara：感謝您介紹這麼優秀的學生Irene來到凱斯，這真是我 們的福氣，我們視她如珍寶。從開學以來，Irene一直保有高度的熱誠， 開心的迎接每一天。每天早晨Irene總是用那燦爛的笑容迷倒孩子、老 師、家長。在9/16家長談心會之後，你知道嗎～家長們在聯絡本上寫了
English Major –
一段話「謝謝凱斯老師們的用心，尤其是Irene老師，她好有愛心喔！而 且講英文好好聽喔！我的小孩會給她帶到畢業嗎？」親愛的Barbara，人 生夫復何求呀！能教到這麼優秀的學生，真是人生一大快事呀！以您為 榮！我替家長、孩子、同仁們感謝您，讓Irene來到凱斯，成為我們其中
到小學 實習美語教學
TESOL Practicum
一員，跟她共事非常開心。
2014年班校友 施妍卉
如同許多臺灣其他的大學一般，臺北基督學院也
等，這些都在無形中成為我生活的一部份，
提供了一系列課程培育未來的美語老師，這當然沒
同時也是今天職場所重視的。透過實習，我
什麼好誇口，然而，我相信我在這所學校所獲得的
學會如何設計完整的教案，如何在一個活動
成長機會是他處所無可比擬的。
無法執行時毫不猶豫的捨棄它，更寶貴的學
Irene Shih Class of 2014 Like many other universities, Christ’s College prepares students to teach English to students of other languages. In this, it is not unique. However, I believe that at Christ’s College I had opportunities for growth I would not have had elsewhere.
習是以學生為主的教學，細心觀察他們的 我在學校的英語教學課程中，所學到的不只是如
回應，以為修正我教學的基礎、並且勇於嘗
何教單字或有聲與無聲發音上的不同，更學到許多
試，此外在那一年當中，一直有老師從旁給
沒有列在學習大綱裡的知識與技巧；我學到如何成
我協助，我從不孤單。
為一個有耐心又能體貼學生的老師、如何幫助我的 學生成長而非僅是獲得好成績、不要因為害怕失敗
當老師們在教我時，我也在觀察他們，我
而不敢嘗試，更重要的是我的老師們花了很多的時
發現他們不僅只是在乎學生學術上的成就，
間與我們相處，我們感受到他們的教學熱忱，並且
而是關心我這個人，他們在乎的是他們所教
將之與我們分享，讓我也感染了那股熱情，發現原
的內容，與所教內容的影響力。
來我也喜歡教學。當我的眼界被一位熱愛童書的老
ACADEMIC SECTION – English Major
10
師開啟後，我看到了用童書教學的力量，更學會了
2014年從學校畢業以來，我在一所鼓勵創
欣賞童書中所蘊藏的深意，每當我想到這裡，我腦
意教學的機構教授美語，我有自己的班級，
子浮現了一個對童書充滿好奇的老師，透過她好奇
並且由我設計教案、安排自己的時間，我能
的眼神來看童書的世界，我學習到唯有老師對自己
夠面對不同課堂環境所帶來的各種挑戰，儘
所教的充滿興趣與好奇心並不斷的學習，才能激起
管我還有許多需要學習的地方，我正跟隨我
學生愛好學習的熱情。
的老師的腳蹤，做一個終身學習者。
一路走來，我一直被期許著要有高水準的表現，
透過臺北基督學院的英語教學學程以及任
這也造就了我的人格特質。在我大四的時候，我們
課老師們，我所學到的超過技巧與理論，我
一整學年都要到鄰近的小學裡實習，每週兩天共三
所學到的是─教學。
節課。我們都要上課前10分鐘到達，教材教具都 要準備好，穿著要合宜、尊重這份實習機會與其環 境，沒有藉口、也沒有例外。態度、負責、尊重等
右圖：在凱斯教學
The TESOL program at Christ’s College is not just about learning how to teach vocabulary or the difference between a voiced and voiceless fricative. There are many deeper lessons that are not listed in any syllabus. I learned how to be a patient and understanding teacher. I learned how to help my students grow, not just achieve high test scores. I learned how to experiment without being afraid of failure. Most importantly, because my teachers spent time to show and share their passion for teaching with me, I discovered my own passion for teaching. I was shown the power and scope of children’s storybooks by a teacher who took time to share her love of storybooks. I learned to appreciate the depth of language by a teacher whose eyes lit up every time we showed a spark of interest. I discovered the importance of being curious from teachers who were curious and constantly learning. Throughout this journey, I was held to the highest standards, and this shaped my character. For example, during my senior year, I took part in the TESOL Practicum, a year of student teaching. I taught third and fourth graders at an elementary school twice a week. We were expected to be 10 minutes early, have our materials prepared, to be dressed properly, and to be respectful of our environment. There were no
與小學實習一年的班級合影
excuses or exceptions. Attitude, responsibility, and respect -- these habits are ingrained in me now and are key in the workplace. Through the practicum, I learned how to design my own activities, how to craft a detailed lesson plan, and how to throw it all out of the window if it wasn’t working! One of my most important lessons was not to be afraid to experiment with new things and to adapt my plans according to the students’ response. All the while, I was supported by teachers who were there to help and give me constructive criticism. As my teachers were teaching me, I was watching them. I saw teachers who cared for my development, not only as a student or a teacher but also as a person. They were passionate about what they were teaching and it was contagious. Since graduating from Christ’s College in June of 2014 I have been blessed to work at a wonderful school that encourages creativity. I have my own classes, plan my own lessons and manage my own time. I can meet the challenge of adapting to varied classroom situations. Though I still have areas in which I need to develop, I am following the example of my teachers on a never-ending journey of growth and learning. Through the Christ’s College’s TESOL program and its teachers, I learned more than just mechanics and theories -- I learned what it really means to teach!
多元實務課程 讓傳播學生做中學 傳播主修主任 沈湘燕博士
學生好比上帝放在我們手中的一把種子，大大小小的，你永遠不 知道他們是甚麼，有些後來長成了波斯菊、牡丹花、有的甚至長成 了一棵大樹，我們所能做的就是澆灌和修剪，而實務的課程就好比 不同的肥料，當對的肥料碰到對的植物，他們就成長了。
傳播主修從1998年設立開始，即確定以培養基督宣教的傳播人才為方向， 以「做中學」為教育的方法。因此，在課程設計中，依照學習進程安排實務課 程、校外實習、及畢業製作，貫穿四年課程，使學生能結合理論和實務，並且 從實做當中更加認識自己的興趣及能力，對於他們日後一生的工作與專業服事 有著莫大的影響力。 從一個學生進入傳播主修到畢業，在實務操作上要「過五關」。這五關是大 一的派報—「發行實務」，大二拉廣告—「廣告實務」，大三採訪編輯—「進 階新聞採寫」，暑假兩個月的「校外實習」，和大四「畢業製作」。
ACADEMIC SECTION – Communication Major
12
以「書院報導」為例，我們在設計課程時就是以對外發行、自給自足為目 標，也就是以最貼近業界的方式運作，因為一份學生的刊物，如果沒有走出校 園，這訓練就不夠真槍實彈，如果經費充足無虞，就不會了解行銷廣告的支持 對文化媒體的重要性。因此，傳播主修創刊以來，只向學校申請四成至五成的 經費，其他部分完全由學生自行拉廣告贊助來補足。這個過程真是非常辛苦， 不僅老師要配合大環境的商業變化，絞盡腦汁的教學，學生們更是要一家一家 的拜訪客戶，忍受被拒絕的尷尬，再從中去思考如何能說服廠商登廣告，許多 同學們都說，到了期末他們都變得更勇敢，更能從挫折中學習。 而「書院報導」目前不但每個月出版平面雜誌、FB粉絲專頁、APP，今年還 增加了電子新聞，放在YouTube上，這樣多元化的產出，是由只有25位同學的 班級製作而成，我是深深以我的學生為榮的。
Hands-on Project – Learn As You Do Dr. Julie Shen Communication Major Chairperson Students are like seeds God places in our hands. They come in different sizes and shapes and you don’t know what they are. Some of them will grow up to be daisies, some will be lilies and some will be big trees. All we can do is water and prune. A hands-on course is like fertilizer. When a plant receives the right fertilizer, it grows.
The Communication Major was established in 1998 for the purpose of training people to spread the Gospel through the use of media with the method of learning through doing. Therefore, our curriculum includes courses that requires hands-on projects, off campus internship and graduation production. Students are given a series of tasks each year they are at the college and those tasks are all related to a big project. Through taking on different roles, students learn their strengths and their interests from a practical point of view. This training has a great influence on our students’ lives and careers. Each student has to go through five stages before graduation. The first stage is to personally deliver the student practicum magazine, CC Community, to designated individuals and organizations. The second stage is to solicit magazine advertisements from businesses. The third stage is to write news for the magazine. The last two stages are to intern off campus in a media organizations for two months and to complete a graduation exhibition. Let’s take CC Community as an example. Our goal is to produce a publically published magazine like other magazines on the market. We want students to locate resources off campus so they can develop the ability to work outside of the school environment as they will do after they graduate. If the college provided them with
sufficient funding, then they would not know and understand the whole process of marketing and how it is important to the media. Therefore, we ask the college to cover 45% of the cost of running this project and students to locate support to cover the other 55%. This is not an easy process. Not only do the teachers need to pay attention to the changes of the society over time, but students need to re-adjust their attitudes when they are turned down as they visit businesses one by one. In the process, students learn to overcome obstacles, to think of different strategies when they are rejected by people, and to speak differently to be more convincing. Many students say that they have become braver and they are able to learn from their mistakes. Not only do students publish a paperbased magazine every month, they also run their own Facebook page, monitor apps they promote, and film their own news and post it on YouTube for the public to see. We are very proud of our students. Though few in number, they successfully run such a multiproduct hands-on project.
畢業製作整合四年所學 壓力使潛能激發
Capstone Course: Pressure that Boosts Your Potential Michael Yang Communication Major Full-time Faculty Dr. Julie Shen Communication Major Chairperson
傳播主修專任講師 楊振武老師 傳播主修主任 沈湘燕博士
豆子要發芽，有個祕訣，就是在上面舖上吸飽水
If you want to encourage beans to sprout, place a layer of damp cotton on top of them. The beans get enough water, and the weight of the damp cotton helps the beans to grow stronger. It’s the same way with students; appropriate pressure helps our students to grow and gain strength.
分的棉花，這樣豆芽才會長得粗壯。適當的壓力讓 豆子成長，同樣的，適當的壓力也讓學生成長。 「畢業製作」是傳播主修的重頭戲，也是我們的
上圖：楊振武老 師與畢業展學生
總整課程之一，呈現學生四年所學的功夫。為了讓 同學們更重視作品的質量，我們規定畢業展一律要 畢業生黃翊雯
到校外開展，除了邀請至親好友外，也廣邀一般民 眾品頭論足，讓學生們的作品接受社會的檢驗。
相幫補。到了畢展當天，傳播主修的畢業校 友們，通常會利用這個每年一次的機會，回
一般而言，傳 播 主 修 的 專 業 課 程 ， 主 要 著 重 於 新聞和影片製作為兩大主軸，當然畢業展的作品 呈現，也是以這兩種類型為主，大致上可分為劇情
來觀展並且給予即將畢業的學弟妹們加油打 氣，維繫傳播主修畢業展既專業又溫馨的優 良傳統。
片、紀錄片、MV、微電影、攝影作品、廣播劇、繪
ACADEMIC SECTION – Communication Major
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本、雜誌等不同類型。整體來說，幾乎每年的畢業 展都可以產製出五到六部，長度在30分鐘到一個小 時左右的影片，以及將近百張的照片作品。
今年傳播主修第十六屆的畢業展主題為「 七分之十六」，以「愛」為主軸貫穿不同作 品，例如結婚25年以上的夫妻如何攜手共度 人生的風雨、全省100位弱勢的小朋友說出
而學生要負責的項目，也從企劃、編劇、製作、 廣告、宣傳、募款、到展場佈置等等全部包辦， 工程浩大。主修內一到三年級的學弟妹，也會在
他們的人生夢想、同學之間的友誼，還有表
月中，主修會舉辦初審，由專兼任老師組成評審團 審核，如果不能通過評審，就不能展出，如此的 壓力迫使他們要有團隊精神，彼此加油打氣，互
with ample opportunities to plan their own graduation projects and displays. It has become a nice tradition in which students rally in support of one other. Many alumni return to see exhibits even years after they have graduated.
Communication Major students usually focus on news and film-making. Graduates display filmed dramas, documentaries, music videos, micro films, photographs, radio plays, picture books or magazines. The seniors usually present five to six films, each lasting 30 minutes to an hour. They also display hundreds of photographs. Only faculty-approved items are allowed to go on public display.
The theme of this year’s graduation exhibition was ‘Love.’ The projects included the story of a couple who have been married for 25 years, the dreams spoken by 100 disadvantaged children, stories of friendship between classmates, and the love of our heavenly Father. This year’s exhibition took place on May 23rd and 24th at the Xinyi Community Center; because the location was near Taipei 101, the exhibition attracted many visitors.
The graduating class plans everything for their exhibition: venue, finances, advertising, and decorations. Underclassmen assist the seniors in moving, setting up, and operating equipment. After four years at Christ’s College, most students have experienced a variety of roles related to the exhibitions. This cycle takes place every year and provides students
The graduation production is, to seniors, what the damp cotton is to sprouting beans. The pressure evokes potential. As seniors complete their final projects, we always pray that they will do well. More importantly, we pray that they will continue to do their best for the rest of their lives.
達天父無所不在的愛，已於5月23、24日在 信義公民會館(四四南村)展出。
畢業展各製作團隊內，擔任幕前幕後的工作，有 的演戲，有的操作硬體器材設備，一起支援。到四
Graduation Production, one of our capstone courses, is an example of such beneficial pressure. Students display work that shows four years of cumulative learning. They display their work off campus, teaching them how to work in the real world and forcing them to focus on the quality of work that will be evaluated by the public, not just their teachers and peers.
畢業製作就像是學生們頭頂上的那塊濕 棉花，重重的壓力，但最後卻使他們的潛力 被無限激發，請為正在奮鬥中的畢業班禱告 吧！
傳播主修校外實習 從台灣媒體邁向國際 我們要去！往普天下去！使眾人都作耶穌基督的門徒。
We want to go to the ends of the earth and make disciples of all nations. One way we do this is by training Christian media workers for the future for Taiwan and abroad.
種子要飛！飛向各地方！讓宣教媒體都有年輕新血輪。
每個傳播主修的學生在大學四年中，必須要通過
一般而言，實習都是在暑假的七、八月
「校外實習」的實戰訓練，也就是在校外的傳播媒
份，正式實習後，學生需要每天寫實習日誌
體機構中實習滿兩個月，加起來至少320小時的訓
和結束時的整體心得，單位的指導人員也會
練。學生實習的媒體主要有三個來源：一般媒體、
根據專業和敬業項目評分。到了十一月中，
基督教媒體、和新興的教會媒體。一般媒體例如電
便是驗收實習成果的豐年祭。藉著舉辦「實
視台、廣播電台、報社、公關公司、廣告公司、影
習成果發表會」，選出六至八位實習成果特
視製作公司等，基督教媒體例如GoodTV、基督教論
殊或優良的學生，上台分享實習的工作與收
壇報、國度影音事工中心、天聲傳播公司、台鴻傳
穫，透過PPT、照片、影片的分享，不但訓
播公司等，近年來，各大教會紛紛成立媒體部門，
練同學的表達，也讓他們總結自己所學，更
也成為同學們實習的場所之一。
重要的是讓參與的傳播主修同學對傳播產業 有更清楚的認識，才不會眼高手低。
過去這十七年 來 ， 傳 播 主 修 已 在 台 灣 的 宣 教 媒
ACADEMIC SECTION – Communication Major
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From Taiwan to the World Dr. Julie Shen Communication Major Chairperson
傳播主修主任 沈湘燕博士
體打下良好的基礎，感謝主，今年開始
Communication Major Practicum
神為我們
打開國際媒體宣教的機會，相繼有中國大陸、新加
透過校外實習，我們發現對教育上有很多 的好處：
坡、印尼等地的基督教媒體與我們合作，籌備實習 生前往海外受裝備。
第一、親身體驗，讓學生更認識他們自身的 能力和興趣。
實習的運作模 式 ： 每 年 三 月 開 始 聯 絡 各 媒 體 機 構，洽詢實習機會，四月份對學生公佈，開放申 請，五月份左右確定學生實習單位。學生可以依照 自己的興趣來申請實習單位和工作性質，幾乎每一 位同學都經過我們長時間的了解與觀察，及一對一 晤談，幫助他們作職涯規畫。我覺得這是本校學生
第二、知行合一，讓學生結合理論和實務， 將課本所學活用起來。
Every Communication student has to fulfill 320 hours of practicum by being an intern in a media organization for two months before graduation. We usually encourage students to do their practicum in a general media company, a Christian media organization, or a church media organization. The Communication Major at Christ’s College has been requiring students to do practicums for 17 years and has established good relationships with these kinds of media organizations. We thank God that this year we were able to expand our opportunities for practicums from Taiwan to other parts of Asia. So far, we have received invitations for our students to do their practicums in Christian media organizations in China, Singapore and Indonesia. For our students the practicum cycle starts in March. We contact all the media organizations which might benefit our students, and students apply to those companies who agree to work with us. By May, students need to settle on the organizations. We have many opportunities to get to know our students and help with their career planning.
第三、學習新知，去業界學習最新的方法和 技術。
Most practicums take place in July and August. During the practicum students must keep a daily diary of their work. Mentors from the practicum organizations observe and
第四、累積人脈，認識與被認識對傳播界而 言，是十分重要的功課。
最幸福的地方，因為朝夕相處的緣故，加上聖靈的
第五、增加就業機會，單是去年暑假實習，
幫助，使我們對學生的恩賜有敏銳度，幫助他們比
就有三個大四學生被邀請畢業後留
較快了解自己的方向，減少走冤枉路。
任。 學生實際操作設備
evaluate their performance. In November, the students are required to present what they learned during their practicum. Not only does this give the audience the opportunity to see the growth of the students from their PowerPoint presentations, photos and films, but it also gives the students themselves an opportunity to reflect on what they’ve learned. There are many benefits to having students do practicums. One benefit is that students get to know their own abilities and interests better through these experiences. They also gain hands-on work experience by practicing what they have been learning about in college in a real world setting. In addition to this, in their workplaces they get to work with the latest media technology so they become familiar with what is happening at the forefront of the media world. Finally, they also get to know people in the field in which they want to work, making important personal connections. All of these put our students at an advantage when they apply for a job. Many are hired after graduation by the organizations with which they did their practicum! Then they can begin using their communication skills to communicate the most important message of all – the Good News of the Gospel.
音樂主修之 音樂行政實習
Music Administration Practicum
音樂主修三年級 鄭心柔
Esther Cheng Music Major Junior
「專業實習」原是一門令我緊張的課，卻萬萬沒想
生，並留下了個人聯絡資料後便離開了。
到實習會成為這學期美好的祝福，不僅在其中學習更
之後的一週都沒有接到任何通知，我的希
多行政技能，更在總監及其他工作者身上看見許多美
望有如石沉大海般，有些灰心沮喪。到了
好的生命典範，激勵我不只要在琴藝上專精，有開闊
要報告搜尋實習單位上課的那天，我鼓起
的胸襟及遠見，更期許自己學習做人，因琴藝與做人
勇氣撥電話到基金會詢問，沒想到我因此
兩者是相輔相成，這正是音樂工作奧妙之處。
成為了該會的實習生，我的實習單位有了 著落，心中充滿著對上帝的感恩。
說到對這門課的緊張原因有幾點:第一、這門課不是
ACADEMIC SECTION – Music Major
20
關在校園內接受新知，而是踏出教室與校園，見識外
實習的第一天，音樂總監就邀請我參
面世界的廣大，在實際操作中學習。第二、太多的未
加基金會於週三的禱告會，因此，我在還
知數令我不安：未知的實習單位、自己的能力，工作
不全然熟悉公司的狀態中，開始了我屬靈
對象等；想到人與人相處之間可能產生的摩擦，心裏
的實習生活。由於不擅長操作電腦，一直
就充滿徬徨。以上諸多問題都還沒發生就已經讓我頭
擔心做不好，在向其他同工請益時，他
疼了。好在我所信的是位真實的神，儘管前方的路還
們充滿了包容和接納，讓我不禁大大地鬆
看不清楚，祂已經為我預備那份最適合的工作。
了口氣，好好定下心來學習如何彙整會員 資料、製作線上表單、設計問題、電話確
才開學不久，大家都在尋找適合的實習單位，因為
認、製作大型音樂會票根流水序號、劃
臨時答應朋友一起參加秋季音樂會導聆之故，下課後
分座位表、及做開會紀錄等。許多以前從
與她匆忙地趕到會場，殊不知終究去得太晚，參與不
來沒接觸過的事物，因著實習得以慢慢認
到半小時導聆即結束。在大廳聊天之際，我聽見了帶
識、學習到上手，體驗工作的樂趣。我
領導聆的人說：「我相信神要在這個世代興起一批屬
想，這是一個美好的開始!我深切期待，
於祂的音樂家!」當時我的心就對主吶喊：「我何等渴
我將來會有更出色的表現與貢獻！
望認識那個機構啊！」
我鼓起勇氣問了當時在場的
財團法人青年音樂家文教基金會秘書長是否需要實習
“Practicum” was once a course I was nervous about, but it turned out to be a blessing. Not only did I learn how to work on the administrative end of the music industry, but I was also able to learn from the directors and administrators who live as role models. The practicum inspired me to pursue excellence in playing the piano, but it also opened my mind and gave me a different vision of the music industry. I realized that my music skills and my relational skills should complement each other. I was not excited about Practicum for several reasons. First, this course takes place off campus where I have to step out of my piano room and into the unfamiliar world. Second, it was full of too many uncertainties. I didn’t feel comfortable not knowing where I would be doing my practicum or if I was capable of doing what I was assigned. I was fearful of working with unfamiliar people and relating to them. By God’s grace, even though I didn’t know the future, He had prepared the best path for me. At the beginning of the semester while I was still searching for an organization with which to do my practicum, I attended a music guide session without much advance notice. While people were chatting afterwards, I heard the session leader say that he believed God would raise up a group of musicians of His own. My heart screamed to know more about this
organization. So, I went up to the executive secretary of the foundation and volunteered as their intern. To my surprise, both my friend and I were accepted. I was so thankful to the Lord for this opportunity to learn at a place where I knew the people desired to work for the Lord. On the first day of my practicum, the director invited me to attend their prayer meeting. I was thrilled. I started my practicum without knowing exactly what I had gotten myself into, but it was a spiritual journey and God was leading. Part of my fear of working apart from my piano was my lack of computer skills. Fortunately, the people at the foundation were all so friendly and helpful. Whenever I asked, they patiently taught me. Their kindness really relieved my stress and fear. I had not performed many of those office tasks in the past and would not have learned them without this practicum opportunity. Now I know how much there is to do behind the concert stage. I believe this practicum is just a good beginning. As I keep learning and growing, I am looking forward to contributing more in the future. God has shaped my path to so I will make music that brings Him glory.
專業實習 - 音契兒童合唱團
音樂主修三年級學生 佘湘苓 箴言二十二章6節：「教養孩童，使他走當行的道，
除了這些專業的技能之外，盧老師在
就是到老他也不偏離」。音契兒童合唱團在其官網上
選曲上，因著愛神與對神的信實，特別用
說明成立的宗旨是教導兒童專業的合唱水準，提昇音
心挑選適合孩子音域與可以激發他們潛力
樂知識和技巧，並讓孩子透過歌唱，走入一個真善美
的曲子，在樂句的起承轉合上，會特別針
的音樂世界，讓孩子在優美的樂音中，感受上帝的
對獨唱和合唱分別加以指導。讓孩子們透
愛，成為最優質的兒童合唱團。
過歌唱，瞭解神的心意，學習團體合作和 擁有與人相處和諧的品格，進而進入真善
這學期的專業實習讓我獲益良多，在這門專業實
美的音樂世界。下課前，她也讓孩子們輪
習--專業合唱課結識了音契兒童合唱團的盧文萱老
流帶禱告，期許孩子們無論在校或在舞台
師，因著她對我的信任及支持，我有機會到音契兒童
上，都能平安喜樂、得著經驗與建立自信
合唱團擔任助理合唱指揮，負責點名、發聲練習及分
心。
組活動，在校園外的世界觀摩與學習。 但願有朝一日我也能妥善裝備自己並用
ACADEMIC SECTION – Music Major
22
合唱團和過去我在幼兒音樂裡所教的課程有很大
我的音樂來服事基督，帶領眾兒童歸主，
的不同，唯一的共通點是帶動唱；除了老師們的音樂
因耶穌說，做在最小弟兄身上，就是做在
素養和專業之外，每堂課事前的準備，例如課程安排
神身上了!
及排練時間規劃等，都不因對象是幼兒而馬虎，每堂 課都課前妥善安排才能使課程進行順利。而這也正是 我以往所欠缺的。透過這學期的訓練，不敢說我很熟 練，但以後單獨帶發聲、樂句段落的劃分、樂譜的熟 捻度等基本功，我都可以有一定程度的掌握力。
Music Practicum with the Yinqi Children’s Choir
Angela She Music Major Junior The writer of Proverbs says, “Start children off on the way they should go, and even when they are old they will not turn from it.” (NIV, Proverbs 22:6) The Yinqi Children’s Choir is a group dedicated to following this advice. Their stated purpose is: “To teach a children’s choir to sing professionally, to increase their knowledge and skill of music, and to allow children to step into a world of music and beauty. As children enjoy the beauty of the music, they will experience the love of God, and the choir will become a high quality choir.” (Yinqi Children’s Choir Website http://www.yinqi.org/ Content.aspx?value=25) I was blessed to do my practicum with the Yinqi Children’s Choir. Ms. Lu, my choir teacher, made me her assistant conductor. My duties involved taking attendance, helping children practice songs, and overseeing small group activities. My experience with the choir was very different from the music classes I had taught to toddlers in a kindergarten. The teachers in the Yinqi Children’s Choir were qualified professionals who prepared for each coaching and teaching session in order to help the children achieve their best. These factors – professionalism and careful preparation – are what I missed when I worked in the kindergarten classes. Through this practicum, I gained more confidence in coaching voice and in dividing large pieces of music into small sections for practice.
In addition to these skills, I learned how Ms. Lu chooses a piece of music for the children. She chooses music according to the singers’ abilities. Since the vocal range of children is different from that of adults, Ms. Lu chooses music that is appropriate for children. Ms. Lu also practices with the children who will be singing solos. Moreover, she helps the children understand the meaning of the lyrics so they come to know God better, and she has children take turns praying before they go home at the end of each session. The aim of all this is that the children will experience pleasure and joy through the practice and performance of their music, whether they are presenting on the stage or living their daily lives. I look forward to using the skills I learned in my practicum with the Yinqi Children’s Choir, to bringing children to Jesus through teaching music. Matthew 25:40 says, “The King will answer and say to them, ‘Truly I say to you, to the extent that you did it to one of these brothers of Mine, even the least of them, you did it to Me.’”
實習─將課室學習轉化為 親身經歷的關鍵
Internships - The Key to Translating Classroom Learning into Real Experience Jonathan Shumate Acting Chaplain 到馬偕醫院報佳音
代理校牧 舒健 到馬偕醫院報佳音
若你需要找個技師修理你的車，你會找個讀了上
考耶穌的事工。耶穌傳道三年的期間內，所
百本與修車相關之作業手冊的技師修理你的車，還
到之處都帶著他的門徒，我們可以說耶穌給
是找個有多年實際修車經驗的技師呢？我猜你會選
祂的門徒三年的實習時間，為他們未來要做
擇有實際修車經驗的技師來修你的車。這個比喻說
的事工準備他們的能力。當他們失敗時，耶
明了我們知道光看書是無法取得經驗的，經驗的取
穌也沒有放棄他們，反倒是用這些經歷來教
得必需透過實際操作的過程，也就是為什麼實習在
導他們，讓他們能夠更有能力面對未來的挑
學習的過程裡扮演著如此重要的角色。透過實習，
戰。
學生得以將課室學習轉化為親身經歷。 本校以輔導學生參加福音工作會的方式
ACADEMIC SECTION – Christian Liberal Arts Core
24
然而，一個可以結合學習與應用而取得寶貴經驗
協助學生透過實習，學習如何傳福音。這些
的實習是什麼樣子呢？這樣的實習應該同時給予學
工作會由學生主導，服事的過程提供了學生
生適當的挑戰與支持：挑戰學生因為他們要承擔責
很珍貴的經驗，磨練他們傳福音的技巧並增
任而且可能面臨失敗；支持學生學習因為在這個學
長他們的信心。學生們自己安排每年出隊兩
習過程中，他們需要被鼓勵、給予引導、並且鼓勵
次，並且策劃一切。身為他們的輔導員，與
他們勇於嘗試，不畏失敗。
其由我計畫所有的短宣行程而剝奪了學生學 習的機會，不如為了讓學生學習這些寶貴的
能夠提供適當的 挑 戰 與 支 持 的 實 習 可 以 大 大 地
功課，我必須放手讓學生自己安排，並且知
提高學習的效果，不僅學生得以將課室學習轉化為
道這些安排可能跟我預期的不同，就如我們
親身經歷，同時也讓學生更渴望學習。一個好的實
全能的神，祂所做的一切都是美好的，但是
習可以讓學生於實習後帶著更高的求知慾回到課室
祂卻選擇贖了我們的罪，讓我們來為祂做
裡。
工。我們學習了祂的樣式，也讓我們的下一 代有機會學習並處理真實的事物，期望他們
若我們要進一步看一下實習的價值，我們可以參
將來成為屬神且負責任的領袖。
Imagine taking your car to a mechanic who had read hundreds of car repair manuals, but never worked on a car. Would you trust him with yours? My guess is that you would much rather take your car to someone with years of experience. This illustration demonstrates what we all know instinctively—genuine skill and knowledge development can’t be obtained from books. They require hands-on experience. This is why internships play a pivotal role in the learning process. They create space for a learner to translate classroom knowledge into real experience. But what kind of internship will serve the learning process? The best internships are the ones that provide a good balance of challenge and support. Challenge involves letting the intern handle real responsibilities, and where there is a real chance of failure. Support means creating an environment where the intern is encouraged, mentored, and free to experiment and even fail, in order to grow. Internships that provide a good balance of challenge and support greatly enhance the learning process. They not only allow a learner to translate the knowledge they have already obtained into real world experience, they also create a hunger to learn more. A successful internship is one that brings the student back to the classroom full of questions and eager to learn. If we need further proof of the value of internships to the learning process, we can look at Jesus’ own ministry. Everywhere Jesus went he took his disciples along with him. Indeed, his three years of public ministry can easily
be viewed as a three-year long internship for his future apostles. And when they failed, Jesus did not give up on them, but used these experiences to teach them so that they would be ready when the next challenge came. One way we follow Jesus’ example in training the next generation through the hands-on learning experience of internships is through our Student Gospel Associations. These associations are student-led and provide the students with valuable experience sharing their faith and developing ministry skills. Twice a year these groups go on mission trips that are led and planned entirely by the students. Because of this, we have to be willing to risk that not everything will go as well as we might like, but to step in and do it is to take away the learning opportunity this experience provides to the students. Yes, the trip might not be as smooth as we would prefer, but what lessons are the students learning as they plan and lead these trips? I’m sure God could do everything better than we could, but He is humble and loving enough to include us in His redeeming work. We imitate him when we give those younger and less experienced the opportunity to handle real challenges so that they can grow to become future leaders and responsible adults.
Praise God for His Abundant Blessings
讚美神豐盛的恩典 Rev. Brian Wang Class of 2006
2006年班校友 王明恩牧師 從書院畢業已經九年的時間，這次有機會回到書
謝爹娘總是在晚禱時間關心我們，並且為我
院分享，回想書院這四年真是充滿恩典，是上帝用
們禱告，甚至帶我進入工作會，讓我對上帝
祂的手引導我進入到書院裡面，讓我這個流浪了十
有重新的認識。
八年的浪子，終於回到上帝的家中，讓我可以無時 無刻讚美這位祝福滿滿的上帝。
第二方面是工作會的服事，讓我在工作會 裡面透過服事，來磨練我的生命，讓我學習
一、讚美上帝的看顧和救恩
王牧師全家福
It’s been nine years since I graduated from Christ’s College. As I shared in chapel, I was reminded of how God blessed me by leading me to the college. I had been lost for 18 years before I returned to God who deserves all my praise because of how much He loves me.
更加倚靠上帝。
I Praise God for His Care and Salvation. 生長在基督教 的 家 庭 ， 我 是 第 四 代 基 督 徒 ， 但
第三方面是學校的老師生命榜樣，老師不
是因為家庭因素的關係，讓我從小變得封閉也很沒
只教導我們知識，更是用上帝的愛心來愛我
自信，甚至因家庭發生的事情，讓我感受不到這位
們，常常會關心我們的需要，甚至會為我們
上帝的存在，如果真的有上帝，我的家庭應該是很
禱告，他們真是上帝派來的天使。
美滿才對。另外在求學階段，因為自己不愛讀書，
ACADEMIC SECTION – Christian Liberal Arts Core
26
到了考大學聯考，沒有學校可以讀，這時候真的對
因著上帝的豐盛和賜福，而我在大四最
未來沒有盼望，不知道自己的下一步要作什麼。但
後一年決定回應上帝的呼召，走向全職的道
人的盡頭就是上帝的起頭，經過大伯的介紹，讓我
路。
來報考基督書院，後來真的很神奇的讓我考上，現 在回想起來，是上帝的看顧和祂的救恩顯明在我身
三、讚美神的公正和引導
上。 現在我和太太還有兩個小孩在山下的竹圍
二、讚美神的豐盛和賜福
開拓教會，過去我是沒有目標，是一個需要
I was born into the fourth generation of a Christian family. Because of what happened in my family, I closed myself off from the world and had low self-esteem. I couldn’t feel God. I thought that if God was real, I should have a wonderful family. I wasn’t interested in studying. By the time I finished high school, I couldn’t get into college and had no hope for the future. I had no idea what to do next. Like others have said, when we come to the end of our human way, we are ready to begin going God’s way. Through my uncle’s help, I took the entrance exam and, amazingly, I was offered admission to Christ’s College. Now I can see that it was God’s provision and the salvation He had for me.
I Praise God for His Abundant Blessings.
被輔導的人，如今上帝卻使用我可以去祝福 進到書院裡面我真實經歷到上帝三方面的豐盛和 賜福：
更多人，我能夠成為這樣有福氣的人，進入 到書院是一個極大的轉捩點，感謝主，願將 一切榮耀歸給上帝。
第一方面是書院特有的爹娘制度，在寢室裡面感
I experienced God’s abundant blessings through my years at Christ’s College in three ways. First, I saw His blessing through my room leaders in the dorm. There are two room leaders in each room, and they led us in nightly devotions every day during the week. They not only cared
and prayed for us, but also led me to the gospel association where I came to know God. This was the second blessing, the gospel association. Through the gospel association, I learned to serve God and people. Through learning to serve, I learned to depend on God more than on myself. The third blessing was the teachers I had at Christ’s College. The teachers at the college were our role models. They not only passed on knowledge, but they loved us with God’s love. They cared for our needs and prayed for us. I think they were angels sent by the Lord. In response to God’s blessings, I decided during my senior year to become a full-time minister.
I Praise God for His Justice and Guidance. Now I am married and have two children. Our family works as church planters in Zhuwei, New Taipei City, which is just down the hill from the college. I was once someone who had no goals for the future and needed counseling, but God has used me to bless more people than I’d ever dreamed of. The turning point in my life from hopelessness to blessing was my time at Christ’s College. Praise the Lord! To God be the glory!
2014年奉獻 Donations to Christ’s College Taipei in 2014
創辦人級會員（十萬元以上） Mission To The World(PCA) Inc. (Great Commission Church International, Great Commission News, Shelton Sanford, Yanchun Lin, Christ’s College Alumni Association, Taiwanese Presbyterian Church of Joy, Carl Aycock, Paulina Pitman, LuckyMate Co. Inc., Jennifer McClung, Becky White, Mary Ann Crowell, James Poynor, Milton Huang, Nancy Lu, John Rollo, Bin Chang, Meag Lo, Covenant PCA, Yuan-Hsin Chou, Ava Chang, MCY LC, Mingate Chen, Norman Chen, Ellen Hsu, Jo Liang, San-Lu Yen, Judy Sledge, Margaret Ka, Priscilla Meng, Cindy Yao)、財團法人基督教正道福音神學中心、劉秀薇、高拯元、詩特 莉食品股份有限公司、財團法人台北市基督教校園福音團契、少年基督徒野營會、周慧玲、財團法 人台北市中國基督教靈糧世界佈道會台北靈糧堂、財團法人基督教台灣信義會、財團法人大甲基督 教會錫安堂、財團法人基督教中國佈道會、台灣基督長老教會佳里教會、黃俊仁、改革宗區會、何 平、謝恩德、林秀貞、董靄雲、中華民國國際基督徒親善協會、財團法人基督教台中錫安堂、財團 法人人本教育文教基金會、社團法人中華民國恩友愛心協會、張汝恬、吉靜茹、陳孟吟、傅明仁、 熊健華、鍾明珍、潘慧玲、資誠聯合會計師事務所、潘冀、張祝麟、陳欽賢、郭鐘熿、莊梅嬌
校長級會員（五萬元以上） 貴格會雲彩教會、李昌祖、財團法人台北市基督教改革宗宏恩堂、財團法人布農文教基金會、臺 北基督學院全體學生、江愛華、Dr. David White、王淮、蔡金勳、周玲臺
學院朋友會員（一萬元以上） 財團法人改革宗神學宣教會、楊惠強、陳若岩、財團法人台北基督徒石牌禮拜堂、羅如圭、陳麗 淑、香港商友霖實業有限公司台灣分公司、陳玉崗、財團法人中華基督教長老會台北信友堂、田耀 龍、林玟豪、幸田望希、李朝曦、海德漢股份有限公司、紀惟明、徐琍沂、財團法人台北市中華基 督教長老會石牌信友堂、呂靜宜、Ramona
C.
White、財團法人台灣基督長老教會關渡教會、1974
年班校友、劉永蕙、廖肇基、沈湘燕、吳叡嘉、周定藩、王白蘭、王啟琳、張艷如、歐陽萍、李介 立、張麗蓮、翁曉召、蔡宜芳、財團法人基督教青年歸主協會、分別為聖福音團隊、趙正平、劉秀 珠、周飛來、財團法人桃園縣基督教浸信會百年教會、Andrew McCafferty、伊敏企業股份有限公司 、鄭仰純、台灣基督長老教會中興教會、許藍尹、YAP SANG KEE、廖年明、李林姿、潘怡娟、劉 淑貞、許美惠、蕭旭君、葉力中、樂韻如、李佳珍
COLLEGE SECITON
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學院愛護者 侯玉渝、天母福音堂、財團法人高雄市基督教會錫安堂、台灣基督教門諾會、財團法人台北市基 督教南港浸信會、洪宜瑄、樓嘉君、石牌信友堂、葉修真、財團法人台北市教會聚會所、林得、趙 碧雲、劉宗瓊、楊振國、台北城市福音中心、薇閣樂器琴行、向日葵音樂教室、岳阿彩、曹婷婷、 徐四浪、書林出版有限公司、鄭仕郁、胡慧馨、林忠志、朱為芳、裕安堂中葯房、羅一心、余志 平、張美吟、曹苡詩、鄭偉杰、顏君如、張于宣、劉興炎、許正郎、林飛揚、高良信、林秀蘭、臺 北基督學院全體學生、王蓉蓀、羅孟光、宋蘭萍、黃楊嘉嬪、鄭沛晴、鄭鈺樺、鄭怡君、陳俊莉、 李靜怡、林淑敏、方昭月、張嘉芬