生科系吳亮宜老師自中原任職以來，除107學年外，幾乎每年擔任導師工作，對學生的輔導有目共睹，獲學生高度讚賞，也屢獲學校校級優良導師的肯定。吳老師關懷與照顧學生的熱忱，不僅是在自己的導生身上，對於系上學生課業、交友、生活與健康方面也不遺餘力。學生有需要會盡其所能用耐心、愛心、為學生無私的付出，深受學生喜愛與信賴。
Professor Wu from the Department of Bioscience Technology has served as a mentor almost every year since joining Chung Yuan Christian University, except for the 2018 academic year. Her guidance and support for students have been widely recognized and highly praised by them, and she has also repeatedly received acknowledgment for being an excellent mentor at the university. Professor Wu’s enthusiasm towards caring and taking care of the students extends beyond her own trainees, and she also spares no effort in the aspects of assisting the students in the department with their academic work, friendships, daily lives, and health. When students are in need, Professor Wu does her best to help them selflessly with patience and compassion, and therefore she is deeply favored and trusted by the students.
大學生活學什麼？ 專業知識、時間規劃及人脈建立
從大一開始，亮宜老師就引導學生了解大學中必修的六課題：把握「學生限定」機會，如出國交換學習、通過外語檢定、了解團隊合作的重要性、設定未來方向及目標、多陪伴家人及與其打工不如將時間拿來充實自己。她時常以業界所需要的人才特質為例，鼓勵學生跨領域學習及創造自我價值，像是提升問題解決能力和多增加就業競爭力等。「學業固然重要，但從籌辦活動、報告上的分工也可帶領學生學習尊重、欣賞他人的重要性。我常站在兩方立場，分析彼此意見的優點與著眼角度，化解學生之間的歧見讓雙方釋懷進而合作。」她也認為學生從社會服務、各式活動參與，培養互信互助的團隊精神，對求職上會有所幫助。
除了專業知識，亮宜老師更注重「生活面」的輔導，時常叮嚀學生時間規劃的重要，以及做任何事情切實掌握時效。尤其卡內基提到：「成功與否85%取決於人際關係！」所以亮宜老師也教導她的導生人脈建立與團隊合作的重要性，常鼓勵她的導生自助互助才是成功之道。以課業表現不佳的學生為例子，她會引導學習落後的同學善用學校豐富的輔導資源，像是課業守護、學伴制度等來改善學習狀況，也會鼓勵班上同學幫忙釐清其學習成效不彰真正問題所在；此外，也請熱心的學生幫忙指導課業、適應環境，達到互助效果。在此過程中，看似成績好的學生幫助了成績較差的學生，但實際上彼此間都有很大的成長，默默地從中學習到人脈建立和處世技巧的重要。她分享：「先開啟他們熟悉及聯絡的管道，幫助融入上課方式與環境。像是安排幾位班上的守護天使，一有狀況我可以隨時知道並即時處理。」
What is learned throughout the university life? Professional knowledge, time management, and the foundation of interpersonal relationships
Professor Wu guides students to understand the six essential topics in university life from the very beginning of the freshman year: seizing “student-exclusive” opportunities such as studying abroad, passing foreign language proficiency tests, understanding the importance of teamwork, setting future directions and goals, spending more time with family, and devote time to self-improvement instead of part-time jobs. She often uses examples of the qualities needed in the industry to encourage students to become involved with cross-field learning as well as create self-value such as enhancing problem-solving skills and increasing competitiveness for employment. “Although academics are certainly important, organizing events and dividing tasks for presentations can also guide students to learn the importance of respecting and admiring others. I often stand in the shoes of both parties to analyze the advantages and perspectives of each side’s opinions, as well as resolve the different opinions among both parties to foster cooperation between them.” She also believes that students can build a teamwork spirit of mutual trust and assistance by participating in social services and various activities, which will benefit them in their job search.
Other than professional knowledge, Professor Wu further emphasizes the guidance towards the “living aspect”, where she would frequently remind students of the importance of time management, and the necessity of adhering to deadlines in everything they do. Carnegie particularly mentioned that: “Success or failure is determined 85% by interpersonal relationships!” Therefore, Professor Wu also teaches her trainees about the importance of building interpersonal relationships and teamwork, often encouraging her trainees that the path to success is to help themselves and help each other out. Using students who struggle academically as an example, she would guide them to effectively utilize the school’s abundant support resources, such as academic guardianship and companion learning programs, to improve their learning conditions. She would also encourage classmates to help clarify the real issues behind their learning difficulties. Moreover, she would also ask enthusiastic students to help out with their schoolwork and help them adapt to the environment to accomplish the effect of mutual assistance. In this process, it appears that students with good grades helped those with lower grades, but in fact, both parties mutually grew significantly, quietly learning the importance of building interpersonal relationships and skills through this interaction. She shared that: “First of all, open up channels for them to get familiar and contact with, to help them adapt to the class format and environment. For instance, arrange a few class angels so that I can be aware of any situation and can handle it promptly.”
對待學生「三心二意」 體會導師工作的魅力
亮宜老師幫自身的導師角色設定了「了解、輔導、溝通」三重點，她認為其中最困難的地方在「了解」，因為這個年紀的學生剛成年，認為已是獨立個體所以不輕易透露或分享自身的想法。因此亮宜老師會利用分組導聚、出席學生相關活動比賽、用外號作為輔助記上名字、甚至關注起學生喜好的韓流風潮等方式，為的就是與學生有共同話題、藉此增加熟悉度並建立信任感。也會透過學校完善的輔導系統，甚至與系上老師、教官、助教及同學建立情報網相互交流分享，來了解學生或即時發現學生問題所在。了解問題後，後續自然即可對學生展開溝通與輔導工作，像主動關心有狀況和缺課率高的學生，詳談原因並加以輔導，在徵得學生同意後也會視情況與家長連繫或尋求教官、授課老師與諮商老師的協助。無論是請假、缺課、預警、學期考試、感情、生活到家庭等日常，對待學生的關懷無所不在。
亮宜老師也注意到學生與家庭的關係往往會影響學生課業表現，所以常會主動擔起學生與家長溝通橋樑、亦是斧正學生在校表現的方法。除了導生外，對於其他學生尋求協助，也願意付出一己之力，幫助解決問題。導生提到：「老師就像冬天裡的一把火，讓我們都有被關心的溫暖。」「老師的愛如太陽一般溫暖，如春風一般和煦。」她以「拆盲盒」遊戲來形容導師這個工作的魅力，「處處是驚喜(嚇)！雖然辛苦的地方很多，但後續得到的回饋遠比辛苦來的更多。」亮宜老師用「三心：用心、愛心、關心」和「二意：誠意和樂意」真摯及誠懇感動了無數的學生。
Treat students with “Dedication, Love, Care, Sincerity, and Willingness”
Experiencing the charm of being a mentor
Professor Wu has set three key points for her role as a mentor, including “understanding, guiding, and communicating”, she believes that the most challenging part is “understanding,” as students of this age have just reached adulthood, where they consider themselves as independent individuals, thus they will not easily reveal or share their thoughts. Therefore, Professor Wu would utilize approaches such as group gatherings, attending student-related activities and competitions, using nicknames to help remember names, and even paying attention to students’ interests such as Korean trends…etc., so that she can establish common topics of conversation with students, thereby increasing familiarity, and build the sense of trust. She would also utilize the university’s comprehensive counseling system while establishing an information network with department professors, instructors, assistant professors, and classmates to exchange and share information, so as to understand students better or promptly identify any issues they may be faced with. After understanding the issues, she can then naturally proceed to communicate and provide guidance to students. For instance, she might actively pay attention to students with difficulties or high absenteeism, discuss the reasons in detail, and offer assistance. After obtaining the student’s consent, she might also contact the parents or seek assistance from instructors, lecturers, or counselors, depending on the conditions. Her caring for students is ever-present, whether it involves taking leaves, absences from classes, warnings, semester exams, relationships, daily life, or family matters.
Professor Wu also noticed that the relationship between students and their families often affects students’ academic performance, thus she would frequently act as the bridge of communication between students and parents, which is also a way to correct students’ performance at the university. She is also willing to help students other than her trainees solve issues when they seek assistance from her. The trainees mentioned that: “Professor is like a fire in winter, making us feel the warmth of being cared for.” “Professor’s love is as warm as the sun, as gentle as the spring breeze.” She describes the charm of being a mentor as the game of “unboxing surprise boxes”, where “Everywhere is full of surprises (and scares)! Although there are many challenging aspects, the feedback received afterward far outweighs the hardships.” Professor Wu has touched the lives of countless students with sincerity and earnestness via “Dedication, Love, Care, Sincerity, and Willingness.”
