Handbooks, Websites, Brochure and Tips for Best Practices

• Staff Handbook 2016-2017
• Common Core Website for Students
• Common Core Theatre
• Publicity Brochure
• Tips for Best Practices

Common Core Office’s Contact

• 

  Invitation to UGC Teaching Ambassadors Series

• 

  Common Core Sharing Session on May 20, 2020

• Shared Common Core Syllabus Template Language

2020 Call for Course Proposals

• Invitation Circular
• Course Proposal Template
• Access to Common Core Course Proposal Online Submission System

Sample Grade Descriptors

• Sample Grade Descriptors for Essays
• Sample Grade Descriptors for Presentations
• Sample Grade Descriptors for Tutorial Participation
• Sample Grade Descriptors for Reflective Writing
• Assessment Methods, AR@HKU

Activities for Large Classes

• Strategies for Teaching Large Classes, from Faculty Focus
• Large Classes: A Teaching Guide, by Teaching, Learning & Technology Center, UC Irvine
• A Survival Handbook for Teaching Large Classes, by UNC Charlotte Faculty Center for Teaching
• The Jigsaw Classroom
• Effective Teaching Methods for Large Classes, by J.M. Carpenter
• Three Keys to Using Learning Groups, by L. Michaelsen
• What is TBL and Why Does it Work? by J. Sibley and S. Spiridonoff
• The Essential Elements of Team-Based Learning, by L. Michaelsen, M. Sweet and D. Parmalee
• Team Based Learning Academe Article, by L. Michaelsen and M. Sweet 
• A Model for Teaching Large Classes: Facilitating a “Small Class Feel”, by Rosealie P. Lynch and Eric Pappas

Classroom and Formative Assessment

• Classroom Assessment Techniques (CATs), by Center for Teaching, Vanderbilt University
• Classroom Assessment Techniques (CATs), by University Teaching and Learning Center, The George Washington University
• Strategies to Check Student Learning in the Classroom (CATs), by Centre for Excellence in Learning and Teaching, Iowa State University
• Daydreaming or Deep in Thought? Using Formative Assessment to Evaluate Student Participation, from Faculty Focus
• Wise Assessment Forum, Centre for the Enhancement of Teaching and Learning
• Meaningful Intercultural Interactions in University Classrooms: A Guidebook for Teachers, compiled by T. Zou and J. Yu
• Ways of Encouraging Intercultural Interactions, by T. Zou

Inclusive Pedagogies

• Guidelines on Use of Inclusive Language in Student Work
• Resources on Feminist Pedagogies
• Powerpoint Presentation on “The Need for Inclusive Collaboration across Cultures in Group Work”

E-Learning Resources

• E-Learning Journals and Websites, Technology-Enriched Learning Initiative
• Technology Enhanced Learning (TeL@HKU)
  With short video series “Engage, Assess and Support your students Through Technology!”
• U-Vision
  U-Vision is another reliable, flexible and easy to use option to host and store videos for your course or showcase the students video production because the contents are stored in our university’s server instead of a commercial platform like YouTube. And you can link back and embed those videos in your own course website just as easily.
  Learn how to upload videos on U-Vision here
  Learn how to embed videos to your website here
• Ten maxims for out of class learning to outclass the academic challenges of COVID-19
  Click here for the checklist to prime online educators
  (Information source: Eachempati, P., & Ramnarayan, K. (2020). Ten maxims for out of class learning to outclass the academic challenges of COVID-19. MedEdPublish, 9.)
• Zoom Room Options

Copyright

• Copyright in Teaching and Learning at HKU, HKU Libraries

Research Integrity

• HREC: Sample Consent and Related Forms – Research Services

• May 11, 2018
• May 12, 2017
• May 13, 2016
• May 6, 2015
• May 30, 2014
• December 10, 2013
• May 28, 2013
• May 31, 2012
• May 27, 2011
• December 9, 2010
• May 10, 2010

Plagiarism and Disciplinary Options

• Regulations Governing Students’ Academic Conduct Concerning Assessment
• HKU Statutes Under the provisions of Statute XXXI 2(1)(g), 2(2) and 2(3), any complaint against a student in connection with examinations (which include sit-down, written examination as well as other forms of assessment, such as thesis examination) must be submitted to the Registrar within one month of the time when the matter of such complaint arose. If, in the course of marking coursework/examinations, suspected cases of plagiarism are discovered, please report them to the CC Curriculum Office immediately..
• Turnitin@HKU, HKU Libraries
• What is plagiarism?
• Policy on Student Plagiarism in Undergraduate and Taught Postgraduate Curricula

Student Evaluation of Teaching and Learning (SETL)

• Operational Guide for SETL (Third edition, Apr 2015)

Supporting Students with Academic Risks

• AAO Guide for Supporting Students with Academic Risks

Disability Accommodations

• Special Educational Needs Support, Centre of Development and Resources for Students (CEDARS)

Partners

• Curriculum Development and Quality Assurance Section
• Academic Advising Office
• Examinations Office
• Counselling and Person Enrichment, CEDARS
• Centre for the Enhancement of Teaching and Learning
• E-learning Pedagogical Support Unit
• Gallant Ho Experiential Learning Centre
• Technology-Enriched Learning Initiative
• Communication Intensive Courses

Common Core Administrative Documents

• Common Core Curriculum Committee Structure (March 4, 2020)
• Policy and Guidelines on Offering Common Core Courses (document 299/819)
• Programme Learning Outcomes for the Common Core Curriculum
• Examination Procedures for the Common Core Curriculum (document 300/819)
• Discontinuation of Common Core Courses with Low Enrollments (document 20/716)