北大附中海口学校国际部副院长 Roger Russell 博士

　　你来自哪里?

　　我出生在美国的德克萨斯州。我在一个不到5000人的小镇上长大，高中毕业后我就搬到了华盛顿特区。我在白宫为吉米·卡特总统工作(不小心暴露了我的年龄)。那年秋天，我开始在乔治华盛顿大学上学。

　　卡特总统在1980年的选举中落选后我返回德克萨斯。我去了四所不同的大学完成了我的学业，我学习了政治和历史学(文学学士)、公共管理(文学硕士)、神学(文学硕士)和教育管理(教育学博士)。我还与我的妻子培养了三个儿子，我们在东欧的罗马尼亚生活了10年。在那里，我为一个在教育和社会服务领域的非政府组织工作。

　　你为什么在中国从事国际教育工作?

　　我希望能积极的影响别人，并在中国获得成长。

　　离开罗马尼亚后我攻读了教育管理博士学位。在我的论文研究中，我调查了大学生在美国短期留学后的改变。这是一个令人着迷的调查，我能运用变革和发展的心理学来理解学生的改变。

　　当我了解到北大附中时，我正在德克萨斯的一所大学教以英文作为第二语言的学生。然而北大附中有着非常特殊的教育模式，将体验式学习、独立研究和选课制结合在一起，培养学生的适应能力，为他们迎接海外留学的挑战做好准备。

　　我意识到在北大附中和中国学生一起工作，能发挥我的特长和热情。来到北大附中，不仅让我有机会帮助他人实现目标，也让我有机会继续成长。

　　你个人的教育理念是什么?

　　我的博士研究中提到，要求一个人在“舒适区”内进步是没有意义的。在舒适区内，你对已知事物的抱有固有印象。成长是因为要理解未知的事物。成长是解决了新环境中的新矛盾，而这些矛盾解决以前会让人觉得有点难。

　　作为一名教育工作者，我的目标是在要给学生们提供有挑战性的课题。如果挑战太大，学生就会不知所措，所以我们还要给予他们支持。我相信这种挑战和支持的平衡是教育的核心。如果课题没有挑战性，那么就他们就没有成长。

　　在北大附中工作期间你是如何成长的?

　　我之所以成长，是因为我觉得这是一个巨大的责任。在学生成长的关键时期，我感觉有压力，因为我要从个人层面上理解他们。有时我担心我给他们挑战和支持是否平衡。随着时间的推移，当我看到刚开始不适应的学生变成有能力且自信的毕业生，我也变得更加自信，这不仅是对我作为一个教育者的肯定，也是对学生的肯定。还有我的中文在不断进步!

　　你在海口的新生活怎么样?

　　海口有点像德克萨斯，天气很热，不像北京那么拥挤。我喜欢湛蓝的天空，清新的空气和友善的人。我们已经与该市不同的教育工作者进行了几次会谈，我们希望将来海口能成为著名的教育中心。

　　Featured Faculty: Dr. Roger L. Russell

　　Where are you from?I

　　’m from Texas, in the USA. China is 14 times larger than Texas but China has 50 times as many people!

　　I grew up in a town of less than 5000 people but upon immediately upon graduation from high school I moved to Washington, DC, to work in the White House for President Jimmy Carter. (Yes, I’m that old!) That fall I started college at The George Washington University.

　　I lost my job because President Carter was defeated in the 1980 election and decided to return to Texas. Plans change and life moves on. Ultimately, the rest of my education came from four different Texas universities where I studied Political Science and History (B.A.), Public Administration (M.P.A), Theology, (M.A.), and Education Administration (EdD). I also spent 10 years with my wife and three sons in Romania in Eastern Europe where I worked with a non-governmental organization involved in education and social work.

　　What is your interest in working in international education in China?

　　I want to make a positive difference in the lives of others and, just as importantly, I want to keep growing and developing myself.

　　I did my doctoral studies in education administration after living in Romania. I had become fascinated by how much I had changed because of that experience and a desire to understand the process more fully shaped my program studies and research. For my dissertation research I investigated transformation in U.S. university students catalyzed by their short-term study abroad experiences. This was a fascinating investigation and I was able to use Transformative Learning Theory and Constructive Developmental Psychology to gain a greater appreciation for exactly what that transformation process involves.

　　Why do you choose to work in China?

　　I was working with English as a Second Language (ESL) students at a college in Texas when I learned about The Affiliated High School of Peking University of Beijing (PKU Beijing). PKU Beijing’s International Academy has a very special education paradigm that weaves together experiential learning, independent research, and flexibility in course selection to cultivate transformation in its students to prepare them for the challenges of study abroad.

　　Immediately I knew PKU Beijing would be the perfect place for me to apply all of my own experience, education, and passion in the transformation of some of the best students in China. Coming to PKU Beijing would not only give me the opportunity to cultivate others to reach their personal potential and goals it would also give me the opportunity to continue my own growth.

　　What is your personal educational philosophy?

　　based on what I’ve already said I think my philosophy of education shouldn’t be a surprise. I believe education (growth, development, or transformation) comes by “experiencing difference.” One theme that had been highlighted by my doctoral research was that “there is no reason for meaningful transformation within a person’s ‘comfort zone’.” A ‘comfort zone’ is a ‘space’ where you already ‘know the rules.’ It is ‘comfortable’ because your understanding of that reality or phenomenon is not challenged. Growth or development comes because of the need to understand something that doesn’t yet make sense. Ultimately transformation is the result of successfully resolving dissonance or dilemmas that had, prior to their resolution, provoked profound ‘discomfort.’

　　My goal, therefore, as an educator, is to balance challenging students with unknowns that provoke their need to grow with support for them during the process. I believe this balance of challenge and support is the heart of education. If the challenge is too great, the student will be overwhelmed. If the support is too great, i.e. if there is no discomfort, dissonance, or dilemma, then there is no need for growth or transformation.

　　How have you grown in your time working at The Affiliated High School of Peking University’s Dalton Academy?

　　How have you been grown since you worked in China?

　　This is a great question because one of the reasons I came here was to grow. I have grown and I’m confident of my continued opportunities for growth. I have grown because I have been stretched and challenged to engage students at a very deep and personal level during a critical period of their development. I have felt this as a HUGE responsibility. At times I’ve been concerned that I might fail them with poor advice, too much challenge, or too little support. Over time, as I’ve seen struggling or insecure students become capable and confident graduates, I’ve become more confident, not only in my ability as an educator but also in the resilience of our students.

　　I have also grown in my ability to collaborate effectively my colleagues. I work with some of the best educators I have ever seen and this is both exciting and challenging. Often, we create new courses, curricula, or experiences that are better than any of us had initially imagined. Now I’m growing more accustomed to the risk involved in trusting others in their specialty even when I may not completely understand it or agree with them. My growth in this area has come from changing my perspective on this process. In the past, I may have considered this type of collaboration to be an example of ‘compromise.’ Now, I’m coming to embrace it as an opportunity to ‘trust.’

　　A final area of growth has to do with language and connection with others. When I was in Romania, I became fluent in the language. Of course, it was hard work but it is a much easier language than Chinese and I also had a year of full-time language study. In China, I know the struggle to learn the Chinese language will last for as long as I am here and I will never become at ease in conversation. Simply knowing that I will never ‘connect’ with others as well as I would like in their own ‘heart language’ is something I am growing to accept.

　　How do you enjoy your new life in Haikou?

　　In some ways Haikou is like Texas. It’s HOT and not quite as crowded as Beijing. I love the big blue skies, clean air, and nice people.

　　We have had several meetings with different educators in the city and we are hopeful that we will see Haikou become known as a great center for education in the future. I think it is going to be great!

北大附中海口学校国际部副院长 Roger Russell 博士

　　你来自哪里?

　　我出生在美国的德克萨斯州。我在一个不到5000人的小镇上长大，高中毕业后我就搬到了华盛顿特区。我在白宫为吉米·卡特总统工作(不小心暴露了我的年龄)。那年秋天，我开始在乔治华盛顿大学上学。

　　卡特总统在1980年的选举中落选后我返回德克萨斯。我去了四所不同的大学完成了我的学业，我学习了政治和历史学(文学学士)、公共管理(文学硕士)、神学(文学硕士)和教育管理(教育学博士)。我还与我的妻子培养了三个儿子，我们在东欧的罗马尼亚生活了10年。在那里，我为一个在教育和社会服务领域的非政府组织工作。

　　你为什么在中国从事国际教育工作?

　　我希望能积极的影响别人，并在中国获得成长。

　　离开罗马尼亚后我攻读了教育管理博士学位。在我的论文研究中，我调查了大学生在美国短期留学后的改变。这是一个令人着迷的调查，我能运用变革和发展的心理学来理解学生的改变。

　　当我了解到北大附中时，我正在德克萨斯的一所大学教以英文作为第二语言的学生。然而北大附中有着非常特殊的教育模式，将体验式学习、独立研究和选课制结合在一起，培养学生的适应能力，为他们迎接海外留学的挑战做好准备。

　　我意识到在北大附中和中国学生一起工作，能发挥我的特长和热情。来到北大附中，不仅让我有机会帮助他人实现目标，也让我有机会继续成长。

　　你个人的教育理念是什么?

　　我的博士研究中提到，要求一个人在“舒适区”内进步是没有意义的。在舒适区内，你对已知事物的抱有固有印象。成长是因为要理解未知的事物。成长是解决了新环境中的新矛盾，而这些矛盾解决以前会让人觉得有点难。

　　作为一名教育工作者，我的目标是在要给学生们提供有挑战性的课题。如果挑战太大，学生就会不知所措，所以我们还要给予他们支持。我相信这种挑战和支持的平衡是教育的核心。如果课题没有挑战性，那么就他们就没有成长。

　　在北大附中工作期间你是如何成长的?

　　我之所以成长，是因为我觉得这是一个巨大的责任。在学生成长的关键时期，我感觉有压力，因为我要从个人层面上理解他们。有时我担心我给他们挑战和支持是否平衡。随着时间的推移，当我看到刚开始不适应的学生变成有能力且自信的毕业生，我也变得更加自信，这不仅是对我作为一个教育者的肯定，也是对学生的肯定。还有我的中文在不断进步!

　　你在海口的新生活怎么样?

　　海口有点像德克萨斯，天气很热，不像北京那么拥挤。我喜欢湛蓝的天空，清新的空气和友善的人。我们已经与该市不同的教育工作者进行了几次会谈，我们希望将来海口能成为著名的教育中心。

　　Featured Faculty: Dr. Roger L. Russell

　　Where are you from?I

　　’m from Texas, in the USA. China is 14 times larger than Texas but China has 50 times as many people!

　　I grew up in a town of less than 5000 people but upon immediately upon graduation from high school I moved to Washington, DC, to work in the White House for President Jimmy Carter. (Yes, I’m that old!) That fall I started college at The George Washington University.

　　I lost my job because President Carter was defeated in the 1980 election and decided to return to Texas. Plans change and life moves on. Ultimately, the rest of my education came from four different Texas universities where I studied Political Science and History (B.A.), Public Administration (M.P.A), Theology, (M.A.), and Education Administration (EdD). I also spent 10 years with my wife and three sons in Romania in Eastern Europe where I worked with a non-governmental organization involved in education and social work.

　　What is your interest in working in international education in China?

　　I want to make a positive difference in the lives of others and, just as importantly, I want to keep growing and developing myself.

　　I did my doctoral studies in education administration after living in Romania. I had become fascinated by how much I had changed because of that experience and a desire to understand the process more fully shaped my program studies and research. For my dissertation research I investigated transformation in U.S. university students catalyzed by their short-term study abroad experiences. This was a fascinating investigation and I was able to use Transformative Learning Theory and Constructive Developmental Psychology to gain a greater appreciation for exactly what that transformation process involves.

　　Why do you choose to work in China?

　　I was working with English as a Second Language (ESL) students at a college in Texas when I learned about The Affiliated High School of Peking University of Beijing (PKU Beijing). PKU Beijing’s International Academy has a very special education paradigm that weaves together experiential learning, independent research, and flexibility in course selection to cultivate transformation in its students to prepare them for the challenges of study abroad.

　　Immediately I knew PKU Beijing would be the perfect place for me to apply all of my own experience, education, and passion in the transformation of some of the best students in China. Coming to PKU Beijing would not only give me the opportunity to cultivate others to reach their personal potential and goals it would also give me the opportunity to continue my own growth.

　　What is your personal educational philosophy?

　　based on what I’ve already said I think my philosophy of education shouldn’t be a surprise. I believe education (growth, development, or transformation) comes by “experiencing difference.” One theme that had been highlighted by my doctoral research was that “there is no reason for meaningful transformation within a person’s ‘comfort zone’.” A ‘comfort zone’ is a ‘space’ where you already ‘know the rules.’ It is ‘comfortable’ because your understanding of that reality or phenomenon is not challenged. Growth or development comes because of the need to understand something that doesn’t yet make sense. Ultimately transformation is the result of successfully resolving dissonance or dilemmas that had, prior to their resolution, provoked profound ‘discomfort.’

　　My goal, therefore, as an educator, is to balance challenging students with unknowns that provoke their need to grow with support for them during the process. I believe this balance of challenge and support is the heart of education. If the challenge is too great, the student will be overwhelmed. If the support is too great, i.e. if there is no discomfort, dissonance, or dilemma, then there is no need for growth or transformation.

　　How have you grown in your time working at The Affiliated High School of Peking University’s Dalton Academy?

　　How have you been grown since you worked in China?

　　This is a great question because one of the reasons I came here was to grow. I have grown and I’m confident of my continued opportunities for growth. I have grown because I have been stretched and challenged to engage students at a very deep and personal level during a critical period of their development. I have felt this as a HUGE responsibility. At times I’ve been concerned that I might fail them with poor advice, too much challenge, or too little support. Over time, as I’ve seen struggling or insecure students become capable and confident graduates, I’ve become more confident, not only in my ability as an educator but also in the resilience of our students.

　　I have also grown in my ability to collaborate effectively my colleagues. I work with some of the best educators I have ever seen and this is both exciting and challenging. Often, we create new courses, curricula, or experiences that are better than any of us had initially imagined. Now I’m growing more accustomed to the risk involved in trusting others in their specialty even when I may not completely understand it or agree with them. My growth in this area has come from changing my perspective on this process. In the past, I may have considered this type of collaboration to be an example of ‘compromise.’ Now, I’m coming to embrace it as an opportunity to ‘trust.’

　　A final area of growth has to do with language and connection with others. When I was in Romania, I became fluent in the language. Of course, it was hard work but it is a much easier language than Chinese and I also had a year of full-time language study. In China, I know the struggle to learn the Chinese language will last for as long as I am here and I will never become at ease in conversation. Simply knowing that I will never ‘connect’ with others as well as I would like in their own ‘heart language’ is something I am growing to accept.

　　How do you enjoy your new life in Haikou?

　　In some ways Haikou is like Texas. It’s HOT and not quite as crowded as Beijing. I love the big blue skies, clean air, and nice people.

　　We have had several meetings with different educators in the city and we are hopeful that we will see Haikou become known as a great center for education in the future. I think it is going to be great!