University Life Trio is an annual event organized by the Centre of Development and Resources for Students (CEDARS) in which Year One students and their parents are invited to join a campus tour, a main program, and a tea reception. This year the event took place on January 17, 2010 and over 700 parents participated with much enthusiasm. The objective of the program is to help parents, students and the University work effectively together to facilitate students’ learning and growth.
It is the University’s conviction that parents, students and the University are collaborators in university education. At the Trio, Vice-Chancellor Professor Lap-Chee Tsui, Pro-Vice-Chancellor (Teaching and Learning) Professor Amy B.M. Tsui, and Dean of Student Affairs Dr. Albert Chau addressed the audience on university teaching and learning and student life. There was also a panel discussion session and the Trio provided a good opportunity for parents to find out how students, other parents, and university staff address certain mutual concerns.
Organized by Teaching and Learning Quality Committee, The University of Hong Kong
Speaker
Professor Michael Worton
Vice-Provost (Academic and International)
University College London (UCL)
Date
10 December, 2009 (Thur)
Time
12:30 – 2:00 pm
Venue
Theatre 5, 1/F, Meng Wah Complex, The University of Hong Kong
Summary
In this seminar, Professor Worton spoke about the challenges faced by UCL as a research-intensive university in promoting and recognizing teaching excellence. He outlined the strategies undertaken by UCL to meet these challenges and gave a vivid account of how teaching awards at UCL started many years ago with less than satisfactory responses but eventually emerged as a successful way to promote teaching excellence. Professor Worton also talked about UCL’s revision of promotion criteria for academic staff in order to emphasize the importance of teaching contribution. The seminar concluded with Professor Worton speaking on UCL’s vision for internationalizing the university, with particular reference to the challenges involved in internationalizing the curriculum.
About the Speaker
Professor Worton is Vice-Provost of UCL, who oversees the implementation of UCL’s Learning and Teaching strategy and is responsible for matters relating to quality assurance and T&L. He contributes significantly to the development of higher education in the UK and Europe and holds various important national and international appointments outside UCL. He was Chair of the Higher Education Funding Council for England (HEFCE)/Arts and Humanities Research Council Expert Group on Research Metrics, and is a member of the joint Steering Group of Universities UK, Standing Conference of Principals and HEFCE on Measuring and Recording Student Achievement. He has spoken widely in the UK and continental Europe on the internationalization of higher education. He has just undertaken a personal review for HEFCE and the UK Government of language provision in UK higher education. His research focuses on 20th and 21st century literature and on aspects of critical theory, feminism, gender politics, and painting and photography. He has published 9 books and more than 70 articles and chapters in books.
Organized by Centre of Development and Resources for Students (CEDARS)
Service learning is a pedagogical approach under which students learn through active participation in structured community service programs. It will be an important element in HKU’s new 4-year undergraduate curriculum which, among other educational aims, emphasizes the advocacy for the improvement of the human condition.
On 15 September, 2009 the Gallant Ho Service Learning Scheme – Family Values was formally introduced by the Vice Chancellor and President, Professor Lap-Chee Tsui, at the launching ceremony held at Rayson Huang Theatre. Following the Vice Chancellor’s address, a group of students who took part in the first project under the Gallant Ho Service Learning Scheme during the summer shared their experiences with the audience.
To enrich the audience’s understanding of service learning, five guest speakers were invited to have a dialogue on the topic. During the dialogue, Professor Amy BM Tsui, Pro-Vice-Chancellor and Vice-President, explained that the concept of service learning had actually taken off in the United States when the National and Community Service Act was introduced in 1990. Professor Tsui also pointed out service learning is tearing down the barrier between learning in the classroom and learning in the community. It is designed from a specific learning theory stressing active participation and it has a high emphasis on moral and civic values.
To find out more about how participating HKU students performed meaningful community service related to their academic studies in the first project under the Gallant Ho Service Learning Scheme, please view their presentation here.
Date
15 September, 2009 (Tue)
Time
5:30 p.m. – 6:45 p.m.
Venue
Rayson Huang Theatre, The University of Hong Kong
Officiating Guests
Dr. Gallant Ho (BA 1965)
Prof. Lap-Chee Tsui, Vice-Chancellor, HKU
Moderator
Dr. Sandra Tsang, Head, Department of Social Work and Social Administration, HKU
Guest Speakers
Prof. Amy Tsui, Pro-Vice-Chancellor, HKU
Dr. Leong Chi Hung, GBS, JP, Chairman, Elderly Commission and Member of Family Council
Ms Christine Fang, JP, Chief Executive, The Hong Kong Council of Social Service
Ms Lilian Law, Executive Director, The Boys’ and Girls’ Clubs Association of Hong Kong
Mr. Andy Hui, (LLB 3), HKU Student Representative
The Steering Committee on 4-year Undergraduate Curriculum held its 4th Curriculum Reform Retreat on June 22-23, 2009 at the Aberdeen Marina Club. The theme of this retreat is “Student Learning Experience and Assessment”. Faculties responded enthusiastically and about 180 participants joined the Retreat, consisting of Deans, Heads of Departments and mostly staff members who are key players in the implementation of teaching and learning matters, teaching award winners, and members of the subcommittees of the Steering Committee. Of the retreat participants, over 30 are office bearers of student organizations and student representatives from Faculties.
The first session was devoted to the interpretation of the preliminary findings of the HKUSLEQ 08-09 whereas the two sessions on the next day were focused on assessment issues, particularly the move to standards-referenced assessment and First Year Experience (FYE). Students collectively made three impressive presentations to express their views on student learning experience, assessment and FYE.
Responses from the participants were very positive and encouraging. Please see below for the Feedback Report, programme rundown and the presentation files.
(Presentations with icons require HKU Portal login to access.)
Day 1: Monday June 22, 2009 (afternoon) (Grand Ballroom, 2/F)
From
To
Programme
Please click the PDF/VIDEO button to download the presentation files in PDF/WMV format
2:00pm
2:15pm
Opening Address
Professor Lap-Chee Tsui (VC & President)
2:15pm
2:40pm
Curriculum Reform Progress Report and Student Learning Experience Session Facilitator: Mr Benny T.Y. Tai (Retreat Organizing Committee Chair)
(I) CR Progress Report (Plenary Session)
Overview of progress made on curriculum reform
Professor Amy B.M. Tsui (Chair of SC; PVC(T&L) & VP)
Progress report on Common Core (CC) Curriculum and overview of CC offerings for 2010
Professor Joseph C.W. Chan (Deputy Chair of CCC Subcom; SC member)
Mr T. Gwyn Edwards (CC Co-ordinator)
2:40pm
3:45pm
(II) Student Learning Experience (Plenary Session)
Student learning experience: Preliminary findings of HKUSLEQ 2009
Professor Amy B.M. Tsui (Chair of SC; PVC(T&L) & VP)
Dr Beverley J. Webster (CAUT Deputy Executive Director)
Dr Albert W.L. Chau (Dean of Student Affairs; Chair of Student Learning Experience Subcom; SC member)
Student learning experience: Findings of follow-up focus group interviews with students on HKUSLEQ findings
Professor David R. Kember (Professor affiliated with CAUT) (5 mins)
Dr Susan M. Bridges (Assistant Professor, Faculty of Dentistry) (10 mins)
Dr Y. Feng (Assistant Professor, School of Chinese Medicine) (5 mins)
Response from students and Reporting back from staff
Q & A
Day 2: Tuesday June 23, 2009 (Morning) (Grand Ballroom, 2/F)
From
To
Programme
Please click the PDF/VIDEO button to download the presentation files in PDF/WMV format
8:45am
9:15am
Assessment
Session Facilitator: Dr Stephen B. Pointing (Retreat Organizing Committee Member)
(I) Assessment: Current Practices at HKU, Issues and Implications – An Overview (Plenary Session)
Professor Esmonde F. Corbet (Chair of Assessment Subcom; SC member)
9:15am
10:30am
(II) Panel Discussion (Plenary Session) Part A – Comments from panelists on key issues Panelists: Member(s) of SC Subcom, Faculty academic staff and student(s)
Outcome-based learning and standards-referenced assessment
Professor Michael T. Prosser (CAUT Executive Director; SC member)
Assessment standards and GPA
Professor Amy B M Tsui (Chair, SC; PVC (T&L) &VP)
Dr Otto Heim (Associate Dean (UG Student Affairs), Faculty of Arts)
Assessment policy
Professor Stephen J. Andrews (Associate Dean (Learning & Teaching)-designate, Faculty of Education)
Professor Esmonde F. Corbet (Professor, Faculty of Dentistry)
Part B – Comments from the floor
10:30am
11:00am
Tea Break (Marina Suite, 2/F)
11:00am
11:45am
(III) Standardizing Assessment Practices and Assessment Policy (Break-out Session)
11:45am
12:30pm
(IV) Interactive Session
Response from students and Reporting back from staff
Q & A
12:30pm
1:30pm
Lunch (Balcony & Board Room, 1/F)
1:30pm
2:15pm
First Year Experience (FYE)
Session Facilitator: Professor L.C. Chan (Retreat Organizing Committee Member)
(I) Transition from School to University Education: Problems and Issues (Plenary Session)
Presentation of findings of FYE (2008-2009) and First Year Expectation Surveys (2008-09)
Dr Albert W.L. Chau (Dean of Student Affairs; Chair of Student Learning Experience Subcom; SC member)
Professor Michael T. Prosser (CAUT Executive Director; SC member)
Presentation of findings of FYE focus group interviews
Professor David R. Kember (Professor affiliated with CAUT)
Dr David M. Pomfret (Associate Dean (Curriculum Development), Faculty of Arts; SC member)
Q & A
2:15pm
3:00pm
(II) FYE Findings & Proposed and Implemented Courses of Action (Break-out Session cum Tea Break)
3:00pm
4:00pm
(III) Interactive Session
Experience sharing from staff
Dr Albert W.L. Chau (Dean of Student Affairs; Chair of Student Learning Experience Subcom; SC member)
Professor Ian Holliday (Dean of Social Sciences)
Dr Tsing Nam-kiu (Associate Dean (Teaching & Learning), Faculty of Science)
Response and Proposal from students
4:00pm
4:15pm
Wrap Up and Look Ahead
Professor Amy B.M. Tsui (Chair of SC; PVC(T&L) & VP)
4:15pm
4:25pm
Closing Remarks
Professor Richard Y.C. Wong (DVC & Provost)
Co-organized by
Steering Committee of 4-Year Undergraduate Curriculum and Centre for the Advancement of University Teaching (CAUT)
Speaker
Professor Harry Lewis
Gordon McKay Professor of Computer Science
School of Engineering and Applied Sciences
Harvard University
Date
14 May, 2009 (Thu)
Time
11:30am – 12:30pm
Venue
LG-06, Hui Oi Chow Science Building, The University of Hong Kong
Abstract
A central challenge in teaching science to non-science students is deciding what to count as success. Set the bar too low and success is achievable but unsatisfying to the teacher; set it too high and success is frustrating to all concerned; set it at the right level but in the wrong place and students may succeed but wind up both unsatisfied and frustrated. Most teaching in this genre aims at one or more of three goals: aesthetic (e.g. so students understand Newton’s Laws as a human intellectual creation like a great work of literature), or trust-building (e.g. so students understand that medical research can be expected to produce useful results in the future as it has in the past), or pragmatic (e.g. so students can make rational choices about installing solar panels). The speaker will argue for another justification: to enable students to fulfill their civic responsibilities, by understanding the moral and ethical implications of advances in science and engineering. A decision to pursue that goal has consequences: it biases the subjects taught toward applied science, and forces the teacher to grapple with normative and moral issues in which most scientists have no professional training. He will draw on teaching going on at Harvard to illustrate his argument.
About the Speaker
Harry Lewis is Gordon McKay Professor of Computer Science in the School of Engineering and Applied Sciences of Harvard University. His undergraduate and PhD degrees are from Harvard, and he has taught there since 1974. He is the senior member of the Undergraduate Admissions Committee, and from 1995 to 2003 he served as Dean of Harvard College. In addition to his special field of theoretical computer science, he also teaches an innovative general education course about principles of digital information technology and the societal dilemmas it is creating. His recent writings include two acclaimed books, Excellence Without a Soul: Does Liberal Education Have a Future?, which has been translated into Chinese, and Blown to Bits: Your Life, Liberty, and Happiness After the Digital Explosion.
Co-organized by
Steering Committee of 4-Year Undergraduate Curriculum and Centre for the Advancement of University Teaching (CAUT)
Speaker
Professor Harry Lewis
Gordon McKay Professor of Computer Science
School of Engineering and Applied Sciences
Harvard University
Date
13 May, 2009 (Wed)
Time
5:30pm – 7:00pm
Venue
Wang Gungwu Theatre, Graduate House, The University of Hong Kong
Abstract
Wherever we go … whatever we say, write, photograph, or buy … whatever prescriptions we take, or ATM withdrawals we make … we are generating information. That information can be captured, digitized, retrieved, and copied – anywhere on earth, instantly. Sophisticated computers can increasingly uncover meaning in those digital traces – understanding, anticipating, and influencing us as never before. Social networking seduces us into giving up yet more information, and phones with global positioning systems can help anyone we call a "friend" to track our every movement.
Digital technologies enable unprecedented social interconnection and dissemination of learning. But technologies are morally neutral: Google Earth, for example, has been used both to discover new rain forests in Mozambique and to plan terrorist attacks in Mumbai. We review instances in which social institutions have responded inappropriately to perceived technological threats, and ask whether the liberating force of the technology can withstand the fears it arouses.
About the Speaker
Harry Lewis is Gordon McKay Professor of Computer Science in the School of Engineering and Applied Sciences of Harvard University. His undergraduate and PhD degrees are from Harvard, and he has taught there since 1974. He is the senior member of the Undergraduate Admissions Committee, and from 1995 to 2003 he served as Dean of Harvard College. In addition to his special field of theoretical computer science, he also teaches an innovative general education course about principles of digital information technology and the societal dilemmas it is creating. His recent writings include two acclaimed books, Excellence Without a Soul: Does Liberal Education Have a Future?, which has been translated into Chinese, and Blown to Bits: Your Life, Liberty, and Happiness After the Digital Explosion.
The 3rd Symposium – Core Curriculum. 12 May 2009 (Tuesday). Li Ka Shing Faculty of Medicine, The University of Hong Kong.
Pro-Vice-Chancellor Amy B.M. Tsui presented the HKU Common Core Curriculum (CCC) at the plenary session and Professor Harry Lewis, author of ‘Excellence Without a Soul’, presented the Harvard General Education Curriculum. In comparing it with HKU’s CCC, Professor Lewis noted that:
HKU’s CCC has a more coherent framework
HKU’s four Areas of Inquiry are more flexible, adaptable, and interconnecting
Some areas of implementation may need special attention
In the parallel sessions, members of the HKU Common Core Curriculum Subcommittee of the Steering Committee on 4-Year Undergraduate Curriculum made presentations on each of the four Areas of Inquiry under the HKU Common Core Curriculum.
Mr. Gwyn Edwards, Co-ordinator of HKU’s CCC, gave a presentation on the New Senior Secondary Liberal Studies curriculum, highlighting its rationale, framework and main features.
Almost 380 staff attended from various institutions including local tertiary institutions, UGC, Education Bureau, secondary schools, Associate Degree providers and other educational institutes. The Symposium’s web site has a full set of the presentations and program details.
First Retreat on 4-Year Undergraduate Curriculum Reform
Date: 29-30 June, 2006
Venue: HK Gold Coast Hote
Aims, Objectives and Participant
Aims:
This retreat provides an opportunity for multilateral interaction amongst staff members who are involved in the planning and implementation of undergraduate curriculum and committed to the enhancement of teaching and learning to examine in greater depth the various dimensions of the new 4-year curriculum outlined in the discussion document Transforming Student Learning.
It serves the purpose of gathering a critical mass of academic staff who share the common goal of transforming the undergraduate education at HKU. This critical mass will continue to grow as the reform progresses and will be instrumental in shaping the direction of the reform.
Objectives:
At the end of the retreat, participants will :
have a better understanding of the strengths and weaknesses of the current undergraduate education at HKU;
have a better understanding of the conceptual framework and the curriculum framework and structure;
be able to collectively formulate the distinctiveness of the new curriculum;
be able to determine whether the curriculum framework is robust;
have an idea of the way forward in the coming academic year.
Participants:
Steering Committee members
Teaching Quality Committee members
Associate Deans (Teaching and Learning)
University Teaching Fellows
Deans’ nominees
Presenters
Programme (29-30 June 2006)
29 June 2006
2:00 p.m.
Arrival and check-in
2:30 p.m. – 4:00 p.m.
Setting the scene
The big picture
The Aims and Challenges of Introducing a New 4-Year Undergraduate Curriculum in HKU
– Professor Richard Y.C. Wong
Higher Education Reform: The International Scene
– Professor Amy B.M. Tsui
Feedback from informal discussions with Faculties
– Mr T.G. Edwards
Discussion
Identifying key issues that SC need to address based on the feedback – Mr T.G. Edwards
4:00 p.m. – 4:30 p.m.
Tea break
4:30 p.m. – 6:30 p.m.
Presentation of good practices and interaction
– chaired by Dr Peter A. Cunich
Presentation of good practices from Faculties which illustrate the following:
the principles of curriculum design
the educational aims
the distinctive features
how the questions raised under the curriculum components were addressed
The chairmen of the following sub-committees will outline the major issues in the respective dimensions and propose a preliminary work plan for feedback from participants:
Academic advisory system – Dr Frederick C.C. Leung
Assessment – Dr Tara L. Whitehill (for Dr. Esmonde F. Corbet)
Diverse learning experiences – Dr T.G. Edwards
IT in the curriculum – Dr Robert M.K. Fox
Language across the curriculum – Professor Terry K.F. Au
Staff engagement and staff development – Mr Benny Y.T. Tai
Student learning experience – Dr Albert W.L. Chau
3:00 p.m. – 3:15 p.m.
Tea break
3:15 p.m. – 4:15 p.m.
Cross-group exchange
Participants will be regrouped for exchange of ideas
4:15 p.m. – 4:50 p.m.
Reporting by sub-committee chairmen
Sub-committee chairmen will each report on their sub-committees’ work and any other issues raised in regrouping discussion (5 min each)
1. On the whole, did you find this retreat useful?
4.63
0.85
2. To what extent has the retreat achieved the following objectives?
a)
To gain a better understanding of the conceptual framework of the new curriculum and the enabling curriculum structure
b)
To gain a better understanding of the educational aims and distinctive features of the new curriculum as illustrated by some curriculum innovation initiatives in the University
c)
To deliberate on the way forward for the Steering Committee and its subcommittees
d)
To provide ample opportunities for exchange of views
…………… …..
4.03
4.35
4.20
4.84
…………… …..
1.00
0.86
1.07
0.95
3.
Which of the presentations would you like to know more about? Please put a tick against the presentations.
Professor Amy H.L. Lau, Critical Thinking and Business Judgment
Dr C.W. Lam, Social Exposure Programme
Dr Yoshiko Nakano, Project in Japanese Business
Mr Benny Y.T. Tai, Love, Marriage, Sex and Family
Dr Tara L. Whitehill, Problem-based Learning & Assessment
Dr Philip S.L. Beh & Ms Miranda G. Legg, English for PBL in Medicine
Dr Billy C.H. Hau, HK’s Natural Environment & Web-based Learning Support
Professor Nivritti G. Patil, Institute of Medical and Health Sciences Education
Dr W.S. Wong, Interdisciplinary Design Project
FREQUENCY
4
8
7
7
11
7
13
15
3
4: Which aspect(s) of the retreat did you like best?
Discussion / exchange of views
Exchange of views on important topics
The chance to share views, the difficulties and challenges, they are all good sharing
Group discussion
Group discussion
Discussion
Multidisciplinary input and discourse
Members’ participation!
Interaction, understanding the magnitude of the problems that we face
The opportunity to discuss it with colleagues from other Faculties
Exchange of ideas with colleagues from different Faculties
Cross fertilization discussion
The exchange of views among colleagues
Discussion
The exchange of views among members from different Faculties
I enjoyed talking to colleagues from different Faulties about teaching
Exchange of idea
Small group discussion
The (rare) possibility to work with other Faculties/ exchange ideas/ views
Brainstorming
The discussion
Sharing experiences / presentation of good practices
Sharing experiences with colleagues from other Faculties
Sharing sessions
Learn more about work of colleagues in other Faculties
Opportunities to learn what others are doing
Being made aware of best practices in some areas of HKU – PBL in particular
Sharing of good teaching practices and views on curriculum reform
Presentations and summaries
Good examples of the various innovative work going on
Getting to know good practices
The sharing of good experiences
Presentations
Others
Good mix of Faculties taking part
Having senior management involved and listening
While we all have some fun sharing views, we have yet to figure out how Senior Management can work together witht eh committed professional teachers. Are we serious? Is this a lip-service reform?
The comments of Professor Derek Hodson
Getting to know people
Good setting away from the University
Administration
Overall administration
The retreat has been very well organized
5: Which aspect(s) of the retreat could have been improved?
More discussion
More time for discussion
More discussion
Discussion opportunities
More discussion
Greater opportunity for ideas and creativity
To have more discussion
Too short is discussion time, too many and too long is coffee break
More time for discussion
Maybe more time for interaction
Some free time for breathing and exchange informally
Less presentations, more discussions
More discussion on specific topics / sessions
More discussion on the conceptual framework, its implication on four-year curriculum design and the common learning experiences
Specific discussion of the new curriculum
More time for people to air their views in open session rather than limiting them to reporting back on group discussion
More time for Q&A after presentation
More Q&A to share views with others beyond the small group
Specific suggestions
SMT needs to be more transparent in what they think/plan and provide some guiding principles for deliberation
More action plans
More time is needed for scaffolding of helpful views into workable plans
Case presentation and discussion afterwards
The last part – cross-group exchange is not very meaningful. Too tight for exchange. The sub-committee chairmen’s reports are more informative.
Capturing of discussions in working groups
More creativity – let’s take some risks!
Logistics
No need to come to Gold Coast
Earlier notice of the event
I wish I had known the schedule earlier
First names provided on the list (& maybe their titles)
Time management
Timing
Better design of the whole program
6: Any other comments.
Recognition of teaching and learning
Until there is more acknowledgement & reward for excellence in teaching, I have some concerns about engaging colleagues in the process necessary.
Wish the University really takes action to reward and recognize good teaching which is significant for staff engagement.
We have to find ways forward to address (1) inertia of university’s practice and (2) the reward structure that seem to recognise ‘excellence’ at the cost of teamwork.
SMT
I am sceptical about how much what we have discussed will actually be listened to and taken on board by the senior management.
The colleagues need to have a clear vision of what the SMT has and what is the way to go.
Specific suggestions
Put “Language/Communication’ into the conceptual framework.
The follow-up actions are crucial.
A clear indication of the next step!
Involve some student representatives in future! They can clarify some of our views on students.
Logistics / programme
There is no need to do it off the campus, nor to stay in a hotel. We can use the money elsewhere.
Good facilities and amenities – although please consider holding it in town next time.
Only able to attend 2nd day.
Should have started earlier with lunch and/or finished later with dinner.
Could have an organized, informal event for the evening in Day 1.
General comments
I appreciate the effort and time that the organisers had put into providing such a platform for colleagues to discuss and exchange ideas on curriculum reforms.
A thoroughly well-organised and useful retreat.
A very constructive platform for cross faculty and management discussion.
Interesting experience – look forward to sharing with other Faculties.
More needed.
Let’s be really innovative – that will sell the HKU brand!
It’s important to focus on education, not ‘reform jargons’.
