The University of Macau (UM) implements a residential college (RC) system on the new campus. Under this system, UM adopts a curriculum based approach to provide undergraduate students with experiential residential learning. Core capability indices and an evaluation system are in place to make sure students meet the requirements of community and peer education by the time they graduate. UM adopts a “4-in-1” model for undergraduate education. This model has four components, namely discipline-specific education, general education, research and internship education, as well as community and peer education. The objective of this model of education is to nurture self-reflective, caring, and  socially responsible individuals who can grow in a challenging and multicultural environment. This is UM’s general educational requirements for its students. As an important vehicle for carrying out community and peer education, the RCs also have their core educational objective, which is to help students meet the requirements in the five Areas of Competencies—Healthy Living, Interpersonal Relation and Teamwork, Leadership and Service, Cultural Engagement, and Global Citizenship—through systematic planning of all courses, programmes, and activities. RC students must meet educational requirements at three levels, the university’s general requirements for RC education, the specific requirements of each RC, and the students’ individual goals for personal development. The RCs use three forms of evaluation, namely self-evaluation, peer evaluation, and teachers’ evaluation, to assess whether the students meet the requirements of community and peer education. The three forms of evaluation are conducted on a continuous basis throughout the students’ four years in the RCs. The RC-based system is a perfect complement to the facultybased system. It is a means to provide a multifaceted education for undergraduates and to positively influence the students’ personal growth. The first two pilot RCs at UM, modelled upon the successful experience of world-class universities, were established in 2010, with more added in the years that followed. Starting in the 2014/2015 academic year, eight RCs became operational on the new campus, with eight distinguished individuals, who possess impressive academic backgrounds, rich managerial experience, and a passion for education, serving as the masters. The structure and composition of the RCs and the arrangement of the courses and activities have all been planned in a systematic manner. I believe that with the joint effort of our colleagues and the participation and support of academic staff from various faculties, our RCs will develop smoothly to become an effective vehicle for carrying out the “4-in-1” model of education.

澳門大學新校園全面推動住宿式書院系統,同時啟動八所書院,採取課程化的規劃方式為大學本科學生提供體驗式的住宿學習,並通過訂定「能力指標」和「評鑑制度」確保學生在畢業時能夠達到「社群教育」的要求。澳大本科生教育推行融合專業、通識、研習和社群教育「四位一體」教育模式,目的是培養能自我反思、熱心助人、有社會責任,以及能在多元文化和充滿挑戰的環境下成長的學生。這是大學對學生整體性的教育要求,而書院作為其中「社群教育」重要的一環,也有其核心的教育目的——就是通過系統化學習規劃,利用所有課程、計劃、活動等體驗式學習方法,讓學生達到健康生活、人際關係和團隊合作、領導與服務、文化參與,以及全球公民五個方面的能力要求。書院學生學習具有以下三個必須達到的層面,其一是達到大學一般性書院教育的整體要求,其二是達到個別書院教育的特別要求,最後是完成學生對個人自我發展的要求。為了評估學生是否達到「社群教育」的滿意程度,書院制定了三個評鑑學生的方法,包括自我評鑑、同儕評鑑、老師評鑑,所有評鑑都會在學生進入書院學習的四年內持續進行。書院是作為對本科生的一種成長輔導及多方位教育的方法,與學院制度相輔相成,澳大在2010 年初參考世界一流大學的成功經驗,成立兩所試驗型住宿式書院,爾後逐年增設。在2014/2015 的新學年度開始,澳大新校園同時啟動八所書院,八位學術卓越、管理經驗豐富且熱愛教育的創院院長同時上任。澳大對書院的結構和組成、課程和各項活動的安排等都設立了一套非常系統化的制度,相信在書院同仁的努力以及各學院教師的參與和支持之下,書院將可以順利發展,建制「四位一體」的教育典範,促成澳大育人為重之教育特色。