※ 引述《lennon (披头四)》之铭言： : 大家有兴趣可以去找来看 学校有电子期刊 : 有时间的话 我会写一写翻译 : 期刊名 College Teaching : "Urban Connections---a course linking college students to the community" : vol. 52 No.1 : Abstract : Many institutions of higher education want to strengthen the town-gown : relationship, as well as increase students' access to community resources. : Colleges and universities traditionally have connected with their : surrounding communities in various ways, including through school : placements, internships, field trips, volunteerism, service-learning, : employment, and funding sources. Although these are valid efforts, : college students' contact with the community at large often is minimal : and typically is limited to their own academic disciplines. This new : interdisciplinary course takes advantage of local resources in an : innovative way by exposing students with diverse majors to a broad yet : penetrating picture of the community surrounding their college. 我写了一封信去问他们执行的方法 也跟他说明我们目前正在执行的课程 他写了很长的信 有很多值得未来课程发展借镜之处 以下是他的回信 Dear Dr. Tzu-Ming Liu, Thank you for writing to me about your course at National Taiwan University that is similar to mine. Your course sounds very interesting and I am very impressed that the course was designed and implemented by students. I think the action plan component is truly excellent and adds a practical and useful dimension to the class—this plan is similar but not exactly the same as the service-learning component of my Urban Connections class. The fact that you and some other doctoral students created the course shows wonderful initiative on your parts and I am sure will be a valuable asset to you all as you continue your career paths. While I cannot cite and did not complete any formal or theoretical studies that demonstrate the academic merit of my course, I have tried to do several things to ensure that each student will expand his or her knowledge, skill, and attitude base in many areas. First, each week before the visit/panel presentation, I give the students a variety of readings, some of which is very challenging material, to give them a substantial background and to enable them to ask in-depth questions at each site. The guided notes (a set of questions I have prepared to guide the students through the readings) contain questions at all of the cognitive areas described by Bloom in his "Taxonomy of Cognitive Development": knowledge, comprehension, application, analysis, synthesis, and evaluation. Varying the questions in this way stimulates students to think carefully about what they are learning and to clearly articulate their responses and opinions. Second, the speakers/presenters at each site are individuals who each play a critical part in the operation of the organization. These presenters are extremely knowledgeable and articulate about not only their jobs but also how they fit into the overall structure of the organization. These presenters stimulate my students to think not only about the organization we are visiting , but also about the role they themselves will play when they obtain employment upon graduation from the university. Third, each student must write a "Connections Paper" which connects the knowledge they are obtaining in my class to a central question that relates to their individual academic area. Students in this class major in all subjects including computer science, business, art, psychology, education, math, communications, etc., and gain a deeper understanding of how their academic disciplines relate in an applied sense to the "real" world outside the university. Fourth, I choose the sites we visit so that they are interdisciplinary and diverse—that is, I choose sites from the corporate, scientific, entertainment /sports, media/communications, political, public service, and charitable arenas. Choosing sites in this way guarantees diversity of subject matter, which will, in total, present a fairly comprehensive picture of our urban environment to the students. Fifth, I actively teach my students to use good questioning skills at each site . To do this, I actually teach students to ask in-depth questions (using sample articles and individual and group activities) in my classroom before we go on any visits so that the students can ask penetrating questions of our presenters. Last, the mission of Ohio Dominican University includes a goal of promoting "life-long learning" for our graduates. By connecting my undergraduate students to and getting them interested in their current urban environment, my hope is that they will continue to explore and expand their interests upon graduation. I have already noticed that several students have become members of the Art Museum, several students have attended local theater productions, several students have used the materials and information they collected in my class to help them write papers or do projects in other classes in their major academic areas, and several students have applied for internships or jobs that they found out about through this course. Many students have told me that they shared what they had learned with their family and friends, thereby fulfilling another part of the Ohio Dominican University mission to "contemplate truth, and share with others the fruits of these contemplations." I hope that I have given you some ideas that are helpful to you. I wish you luck in your endeavor, and I would be happy to correspond with you further. Sincerely, Jill C. Dardig, Ed.D. Ohio Dominican University Columbus, Ohio USA -- 应无所住 而生其心 --

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