莊老師注重以學生的個別特質為核心，因材施教，協助學生發揮專長並改善弱項。老師認為，每位學生在學習中都有
自己擅長與不擅長的部分。面對差異，導師需要敏銳觀察，針對學生的特點加以引導，強化優勢的同時，也協助他們克服挑戰。
醫工系學生的特色與輔導策略
醫學工程系的學生兼具醫學與工程的學習熱情，展現出將工程應用於醫學領域之專業知識。不僅專注於學術探索，還積極參與校內外活動，常在運動會等場合成為精神核心，展現開朗活潑的特質。此外，醫工系學生對師長禮貌周到，無論是課堂上還是課後互動，都展現出優秀的學習態度。
針對此類學生群體，莊老師也以開放式輔導為主，鼓勵學生提出問題並先進行獨立思考，再通過討論互動，幫助學生完善解決方案。此方法既促進自主性，又培養其創新能力，導師的啟發與支持為學生的全面成長奠定了基礎能力。
建立信任與多元輔導：導師的核心責任
莊老師認為信任是輔導工作的基石，學生只有在信任的情況下，才會主動尋求幫助並表達內心的問題與需求。導師的角色像醫院的家醫科，負責整體評估，協助學生面對學業、職涯、心理健康或社會經濟等困惑。雖然導師不是各領域的專家，但能引導學生尋求專業幫助。
對於大一新生、轉學生或境外生等特殊群體，莊老師會採取客製化輔導方式，特別關注他們的適應狀況，並提供具體支持，幫助他們順利融入校園生活。
用心傾聽與鼓勵自主：導師的實踐策略
在具體的輔導實踐中，傾聽是導師最重要的技能之一。許多時候，學生並不一定需要具體的建議，而是希望能有一位信任的對象傾訴自己的心聲。因此，莊老師認為身為導師需要具備足夠的耐心，去傾聽學生表達，通過觀察和理解來找出問題的根源。
另一方面，莊老師強調注重培養學生的自主能力。大學生應該學會獨立思考和解決問題，導師應盡量扮演支持者而非代辦者的角色，從後方給予適當的引導與協助。當學生遇到困難時，鼓勵嘗試自己解決；若問題超出學生能力範圍，則導師需適時伸出援手，避免學生陷入絕境。這種方式不僅能幫助學生克服困難，也能促進個人成長與韌性。
教育的熱情：源於學生的成長與回饋
保持熱情的動力，源於對教育工作的熱愛與學生成長的見證。學生從青澀成長為成熟自信的社會人，這過程如同栽種一棵樹，看著它茁壯成長，這具意義的成果讓莊老師心中充滿成就感。學生畢業後的回饋更是持續動力的來源，每年重聚的片刻，分享工作與生活的點滴，都讓導師深感欣慰與感動。
這份來自學生的信任與連結，成為教育道路上最珍貴的收穫，也激勵著莊老師不斷前行，繼續為下一代點燃成長的火焰。
A Student-Centered Approach: Tailored Guidance for Individual Strengths
Professor Zhuang emphasizes a student-centered approach, tailoring guidance to each student’s unique characteristics to help them maximize their strengths while improving weaknesses. The professor believes that every student has areas of expertise and challenges in learning. Facing these differences requires mentors to keenly observe and provide targeted guidance, enhancing strengths while supporting students in overcoming their difficulties.
Characteristics of Biomedical Engineering Students and Mentorship Strategies
Students in the Department of Biomedical Engineering combine a passion for both medicine and engineering, showcasing professional knowledge in applying engineering concepts to the medical field. They are not only dedicated to academic pursuits but also actively participate in extracurricular activities. Frequently becoming the spirit of events such as sports meets, they exhibit a cheerful and vibrant personality. Furthermore, biomedical engineering students are known for their respect and courtesy toward faculty, maintaining an excellent learning attitude both in class and during informal interactions.
To support this group of students, Professor Zhuang adopts an open-ended mentoring approach, encouraging them to raise questions and engage in independent thinking before collaborating through discussions to refine solutions. This method fosters autonomy and cultivates creativity, laying a solid foundation for students’ holistic development with the mentor’s guidance and encouragement.
Building Trust and Multidimensional Mentorship: A Mentor’s Core Responsibility
Professor Zhuang believes that trust is the cornerstone of effective mentoring. Only in an environment of trust will students proactively seek help and share their inner concerns and needs. The role of a mentor is akin to a family doctor in a hospital—responsible for overall assessment and supporting students in navigating academic challenges, career planning, mental health issues, and socioeconomic concerns. While mentors may not be specialists in all fields, they can guide students to seek appropriate professional help when necessary.
For specific groups, such as first-year students, transfer students, or international students, Professor Zhuang adopts a customized mentorship approach. Special attention is given to their adjustment to campus life, providing tailored support to help them integrate smoothly into the university environment.
Listening Attentively and Encouraging Independence: Practical Mentorship Strategies
In practice, listening is one of the most critical skills for mentors. Often, students do not need concrete advice but rather someone they trust to confide in. Professor Zhuang believes that a mentor must possess patience to truly listen to students, using observation and understanding to identify the root causes of their problems.
At the same time, Professor Zhuang emphasizes the importance of nurturing students’ independence. University students should learn to think critically and solve problems on their own. Mentors should act as supporters rather than agents, providing guidance and assistance from behind the scenes. When students encounter difficulties, they are encouraged to attempt resolution independently. If challenges exceed their capabilities, the mentor steps in to prevent them from becoming overwhelmed. This approach not only helps students overcome obstacles but also fosters personal growth and resilience.
Passion for Education: Driven by Students’ Growth and Feedback
Professor Zhuang’s passion for teaching stems from a love for education and witnessing students’ growth. Watching students evolve from inexperienced individuals into confident, capable members of society is akin to nurturing a tree and seeing it grow strong. This meaningful transformation fills the professor with a profound sense of accomplishment.
The feedback from graduates serves as a continuous source of motivation. Moments of reunion, where students share anecdotes from their work and lives, bring deep satisfaction and joy. This trust and connection from students are the most treasured rewards in the journey of education, inspiring Professor Zhuang to press forward and ignite the flame of growth for the next generation.
