40 / / 41 In early 2010, by referencing the successful experiences of top universities around the world, UM established two pilot RCs, namely the East Asia College and the Pearl Jubilee College with the intention that RCs would be the main instrument of implementing whole-person education, as embodied by the 4-in-1 education model as well as the five virtues listed in the university motto: humanity, integrity, propriety, wisdom, and sincerity. In the fall of 2013, first-year students of Cheng Yu Tung College (CYTC) and Moon Chun Memorial College (MCMC) moved into the S9 building, becoming the first cohort to live in the new campus. Other RCs were successively named and established through the following spring. In the fall of 2014, the new campus was officially inaugurated with the RC system fully up and running. At that time, there were a total of eight RCs, including CYTC, MCMC, Shiu Pong College (SPC), Choi Kai Yau College (CKYC), Lui Che Woo College (LCWC), Chao Kuang Piu College (CKPC), in addition to the original two pilot colleges that were renamed Stanley Ho East Asia College (SEAC) and Henry Fok Pearl Jubilee College (FPJC). In the same year, President Xi Jinping visited the CYTC during his visit to UM. He encouraged teachers and students to treasure, enrich, and promote the heritage of traditional Chinese culture. With the openings of Ma Man Kei and Lo Pak Sam College (MLC) and Cheong Kun Lun College (CKLC) in 2016, the university finally completed the construction project on all 10 RCs, which together can accommodate more than 5,000 students. The community education provided in the RCs has also become an integral part of UM’s undergraduate education. All first-year undergraduate students are randomly assigned to the RCs, applying the principle that the student body at each RC has as much diversity as possible in terms of students’ subject areas. Thus, all undergraduate students are required to have a dual identity, that is, each of them belongs to the Faculty of their major subject and to a RC. The RCs are the highlight of the new campus, occupying nearly one-fifth of the entire campus area. They are an important part of the university’s educational framework as they serve to cultivate students’ soft skills outside the classroom. In this era of bold exploration and experimentation, the establishment of the RC system represents a momentous episode in UM’s history. It has made UM a truly collegiate university, and offered a clear direction and model for talent cultivation. It also represents UM’s massive transformation from a traditional faculty-based institution to a collegiate university. This has consolidated UM’s position in contemporary society and created favourable ambience and an enr iching env i ronment for students’ development and growth. Moreover, the system has also strengthened parents’ confidence in UM’s education and earned UM graduates greater respect in the community. The education provided by UM not only has the potential of transformative effect on the students, but also makes a considerable social impact in Macao and beyond. UM’s full implementation of the RC system provides undergraduate students with more mentoring and a well-rounded education, which complement the discipline-specific and general education offered by the faculties. Learning in the RCs is about character building, in that the RCs enable students to acquire soft skills, which are not covered in academic subjects, in an experiential, multifaceted and continual way. The RC education adopts a 憭㝕⛿㶇䑑剹ꯗ1.0曭 UM Residential College Education 1.0 睙◝ꌄ | PART II
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