Teaching Excellence Ambassador Programme

26 Pages·2014·2.4 MB·English

Teaching
Excellence
Ambassador
Programme
Copyright © 2014. All Rights Reserved. The Chinese University of Hong Kong
Professor Joseph J.Y. SUNG
Vice-Chancellor / President
Teaching is one of the core missions of any university. It is also one of
the great strengths of The Chinese University of Hong Kong – the
university is particularly proud of its long tradition of providing
students with a good all-rounded education.
The excellent teaching tradition continues. Through the initiative of
The Centre of Learning Enhancement And Research, the university
now showcases the work of faculty members whose passion in,
dedication to, and quality of teaching are exemplary. It is my hope that
The Teaching Excellence Ambassador (TEA) programme will help
disseminate good teaching practices that can serve as a benchmark of
high-quality teaching, and that may be adopted at the departmental,
faculty and institutional levels gradually.
Naturally, these practices occur in a Chinese context and, as such, may
be different from good teaching practices in the West. Therefore, it is
also my hope that the TEA programme will attract interest, and even
possible ideas for collaborations, from other institutions – Hong Kong,
Chinese, and international – with the aim of promoting excellent
university teaching.
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Professor Benjamin W. WAH Professor Kit-Tai HAU
Provost Pro-Vice-Chancellor / Vice-President
The Chinese University of Hong Kong prides itself on the excellence The university always strives to nurture a productive teaching and
of its academic programmes. Thanks to the dedicated effort of its learning environment. The Teaching Excellence Ambassador (TEA)
faculty and staff members, CUHK made a seamless transition into the Programme therefore serves as a robust, sustainable platform to
new four-year curriculum in 2012. It continues to offer achieve this aim: it enhances the university’s teaching quality and
comprehensive, innovative, top-quality, internationally recognised learning environment by leveraging the ambassadors’ experiences and
academic programmes. expertise across different disciplines.
The Teaching Excellence Ambassador Programme at CLEAR helps Ambassadors in the programme make a concerted effort to
CUHK consolidate its leading academic position by bolstering the disseminate their fruitful teaching experiences and innovative
teaching-research nexus in advancing scholarship of teaching. No educational initiatives. The programme’s focus on teaching excellence
university atmosphere can be more productive than one where the and research no doubt creates synergy with the university’s other
excitement about teaching and research is palpable! recent teaching and learning initiatives, including blended teaching
and Coursera massive open online courses.
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The Teaching The programme Ambassadors can play a leading role in such activities.
Activity organisers are invited to contact CLEAR, who will liaise with
Excellence the programme Ambassadors to solicit their participation. Such
activities facilitate the establishment of a robust network between
Ambassador (TEA) front-line teachers from units with specific needs and the Ambassadors
who possess the expertise, interest and experiences to provide
assistance. Research staff affiliated to CLEAR will, upon request, assist
Programme
the Ambassadors in conducting relevant pedagogical literature reviews
and with the aim of grounding the good teaching practices at CUHK in
the educational literature.
The Centre for Learning Enhancement And Research (CLEAR) is delighted to
launch the Teaching Excellence Ambassador (TEA) Programme as a catalyst to CoPs would be robust and sustainable only if they were formed and
establish and develop Communities of Practice (CoP) in CUHK. Each CoP developed bottom-up, based on themes of mutual interest between the
comprises parties with the common interest of sharing and promoting good Ambassadors and other teaching staff. CLEAR staff will therefore also
teaching and learning practices in a given domain. The primary goal of the provide follow-up services to facilitate the adoption of good practices
programme is to identify good teaching practices by other teaching staff. An example of such services is to conduct
at CUHK and to share and promote them in the classroom experiments to test the effectiveness of the teaching practices
wider academic community, so that they will promoted, and to collect relevant data that will help develop other good
evolve into a respected pedagogical scholarship. teaching practices. CLEAR will help Ambassadors and other teaching
staff compile any information relevant to good teaching practices
systematically, disseminate them on the CoP project website, and work
n the TEA programme, CUHK teachers who with stakeholders to publish their ideas and practices in education
have demonstrated excellent teaching qualities, journals of good standing. The long-term objective of the programme is
or have developed innovative pedagogical to further advance CUHK from excellence in teaching practices to
approaches, are invited to be Ambassadors. These excellence in the scholarship of teaching and learning, as part of a
Ambassadors will reach out to other frontline continuing effort in enhancing teaching and learning at the university.
teaching members, as well as responsible
personnel of academic programmes, to share More details about the programme are available on the TEA
teaching experiences, and to both share and Programme Website (http://www.cuhk.edu.hk/clear/tea).
disseminate effective teaching practices. CLEAR
is privileged to have secured the support of 23
experienced teaching members to serve as Centre for Learning Enhancement And Research
Ambassadors to launch the programme, and will The Chinese University of Hong Kong
continue to build the list of Ambassadors. July 2013
All Academic Units (programmes, departments
and faculties), are invited and urged to organise
teaching development activities such as seminars,
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Inventory
Over 20 academic units have been invited to participate in the
TEA programme. Here is the list of the themes, they can be
divided into 4 main parts.
1. Programme and system-level enhancement
2. E-learning and blended approaches to teaching and learning
3. Innovative pedagogical strategies
4. Reflections on teaching and educational values
Programme and System-level Enhancement
Action Learning - Experience Sharing on Conducting P.14 - 15
Practicums and Applied Projects in Psychology
Prof. AU Wing Tung Dr. CAREY Timothy
Prof. MAK Wing Sze Prof. WANG, Qian Department of Psychology
Interdisciplinary Engineering Education Exemplified in an P.16
Introductory Biomedical Engineering Course
Prof. YUNG Pun To Douglas Department of Electronic Engineering
Learning and Teaching: Integrating clinical social work practice P.17
and research into teaching
Prof. MA Lai Chong Joyce Department of Social Work 88
Promoting Critical Reflection in a Blended Learning P.18 - 19 Developing Green Fluorescent Protein as a New Tool for P.28
Environment Teaching Cell Biology in Large Class
Prof. JACKSON Jane Department of English Prof. JIANG Liwen School of Life Sciences (Biology)
Some Experience in Experiential Learning Activities P.20 The Efficacy of Using the Internet in Physical Activity P.29
Promotion
Prof. CHU Ming Chung Department of Physics Dr. LEUNG Fung Lin Physical Education Unit
The Challenge and Practice of Implementing Quality Assurance P.21 Using Online Self-learning Systems to Elevate the Teaching and P.30 - 31
for a Large-scale Foundation Course in ELT: Preparation, Learning Quality and Efficiency of Laboratory Classes
Standardization, Moderation
Dr. CHIU Chi Ming Lawrence School of Life Sciences
Dr. LAI Jose English Language Teaching Unit
1. The Design and Implementation of Outcome-Based Assessment P.22
Innovative Pedagogical Strategies
in Science
2. Using Research Results on Student Feedback to Reflect on and
Enhance Teaching and Learning Design of Discussion Topics and Facilitation of Group P.33 - 34
Discussion of Euclid’s Element in a General Education Course
Prof. POON Wai Yin Isabella Department of Statistics
Dr. PANG Kam Moon Office of University General Education
The Physics Undergraduate Programme at CUHK - The Journey P.23 - 24
from 4-to-3 Era to 3-to-4 Era through the Eyes of a Teaching Staff
Developing Creative and Critical Thinking P.35
Prof. HUI Pak Ming Department of Physics
Prof. WONG Suk Ying Department of Sociology
E-learning and blended approaches to teaching
and learning Diascopic Approach as a Way to Connect Science with P.36 - 37
Humanity in General Education
1. Adopting Peer-Created Multimedia Resources for Teaching & P.26 - 27
Dr. WONG Wing Hung Office of University General Education
Learning
2. Facebook for Teaching & Learning
Dr. KU Kei Tat Fred Department of Decision Sciences and Managerial Economics
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How to Prepare for a Lecture in Teacher Education: Some P.38 Developing Mastery in Teaching - What Motivates Us? P.46
Practical Suggestions
Prof. LAU Siu Ying Patrick Department of Educational Psychology Prof. KUMTA Shekhar Department of Orthopaedics and Traumatology (Medicine)
Inspiring Students to be Creative through Technological P.39 Time is Limited: Search for the Meaning in Teaching P.47
Innovation
Prof. LIAO Wei Hsin Department of Mechanical and Automation Engineering Prof. CHAN Chi Ho Wallace Department of Social Work
Thirteen Ways to Begin a Teaching Session P.40 Treat Your Students as Customers but Don’t Let Them Become P.48
VIPs
Prof. WOLFF Lutz-Christian Faculty of Law Prof. CHAN Chung Yan Joanne The Nethersole School of Nursing
Reflections on Teaching and Educational Values
如何在大型通識課上與同學互動？（包括堂上討論與意見 P.42
收集等）
Prof. NG Kai Chiu (吳啟超教授) 中大哲學系
成功的體育教學 P.43
Dr. CHAN Tak Yau (陳德有博士) 中大體育部
A “Classroom in the Community”: Our Experiences in P.44 - P.45
Incorporating Service in Learning
Prof. NGAI Sek Yum Steven Department of Social Work
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Department of Psychology Professor AU Wing Tung,
Dr. CAREY Timothy,
o
Professor MAK Wing Sze,
Professor WANG Qian
Prof. Winton AU is an Associate Professor
d and Director of Industrial-Organizational
Psychology Program at Department of
Psychology of The Chinese University of
Hong Kong. He has also served as Dean of
General Education at Shaw College. His
a research interests include cooperation in
social dilemmas and psychology at work.
Besides teaching, he does consultancy
work in the areas of assessing employee attitudes, conducting program
evaluation and developing psychological assessments for personnel
s selection.
Dr. Tim CAREY is a Professional Consultant in the Psychology
s Department at the Chinese University of Hong Kong. In addition to
lecturing and placing interns for the past eight years, he has 15 years of
experience in management consulting with multi-national companies,
a state, federal and local government organizations and universities. For
four years, he was an associate consultant, consultant and then Director of
Consulting services for Personnel Decisions International, a global
consulting firm based in Minneapolis, Minnesota, in the USA. Dr. Carey
has spent 13 years in Asia, in both Hong Kong and Shanghai, which has
bProgramme & included extensive travel and consulting, in the Asia-Pacific region,
Europe and the Middle East.
Prof. Winnie MAK is an Associate Professor at the Department of
Psychology of the Chinese University of Hong Kong. Her research
m
concerns promoting diversity and mental health in the communities,
System-level
reducing stigma towards social minorities, and enhancing recovery and
well-being of people with severe mental illness, and HIV prevention and
promotion of well-being of People Living with HIV.
Prof. Qian WANG is an Assistant Professor at Department of Psychology
A of the Chinese University of Hong Kong. Her research concerns social
Enhancement
and personality development during childhood, adolescence, and
emerging adulthood.
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Professor YUNG Pun To Douglas
Department of Electronic Engineering, Faculty of Engineering
Action Learning: Prof. Douglas YUNG has long been intrigued by the
Experience Sharing on Conducting Practicums interfacing of microbes with engineering tools on a
micro- and nano-scale. He is unraveling methods to
and Applied Projects in Psychology
rapidly assess the viability of superbugs and harness
energy from extremophiles using a combination of
Department of Psychology adopts a scientist-practitioner electrochemical, optical techniques and MEMS
approach in teaching psychology. While we emphasize devices. He is an advocate of a hybrid teaching and
scientific research, we also expect students to be able to learning environment replete with project-based
apply knowledge and skills to daily life. The hands-on work, experiential activities and peer
combination is an action-learning approach that we collaboration, a style departing from traditional
encourage students to take on applied projects either as top-down expository pedagogies. Douglas has
part of a course requirement or even as a full course as a received the Dean’s Exemplary Teaching Award in
practicum. Our practicum also serves as a capstone the Faculty of Engineering from 2010-12.
course for students aiming for an applied path. In this
session we will share experiences developing and
conducing these applied projects and practicum courses
at both the undergraduate and graduate levels. Interdisciplinary Engineering Education Exemplified
Challenges in managing student and community in an Introductory Biomedical Engineering Course
expectations, monitoring and evaluation of student
performance, assessment of learning outcomes, feedback Biomedical engineering is a multidisciplinary field applying engineering
from students, teachers and organizations will be tools to solve problems in the biological and medical realms. It encompasses
discussed. Implementing action-learning is an ever the integration between engineering, biochemistry, physiology, neuroscience
challenging process that there are no standard operating and many others. A grand challenge in teaching and learning rests on its
procedures for success. This session is an occasion for interdisciplinary nature amidst a global wave of increase in specialization in
colleagues who have been conducting or who are medical education. This talk exemplifies new pedagogies to strike a balance
interested in developing applied projects and practicums between depth and breadth as practiced in an introductory course in
to share insights and concerns. biomedical engineering offered in the Chinese University of Hong Kong.
This freshman course targets to develop conditionalized knowledge to align
and organize students’ understanding on essential concepts. Laboratory
activities are designed to accompany lecture materials on the application of
electrical, chemical, optical, mechanical, and other engineering principles to
understand, measure, interrogate, model and control biological systems.
Students learn by stimulating their creativity and problem-solving skills
through experimentation, to ask “what if” questions, and to act on their own
to make discoveries at the interface of engineering and biology.
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Professor MA Lai Chong Joyce Professor JACKSON Jane
Department of Social Work Department of English
Prof. Joyce L. C. MA is the Professor and
Prof. Jane JACKSON is Professor in
Chairperson of the Department of Social
the English Department, where she
Work, Distinguished Alumni (2010),
specializes in applied linguistics. Her
Department of Social Work and Social
current research interests include
Administration, HKU. She is the recipient
second language/intercultural commu-
of the Exemplary Teaching Award, Faculty
nication, language and identity, inter-
of Social Science (2009) and the
nationalization, ‘cultures of learning’,
Vice-Chancellor’s Exemplary Teaching
and international education. With the
Award (2009). Her specialties and
support of competitive research grants,
research interests include family therapy
she is investigating the language and
and child and adolescent mental health
(inter)cultural learning, and ‘whole
with current emphasis on eating disorders and attention deficit
person’ development of education
hyperactivity disorders (ADHD). Teaching at the Department of
abroad students (semester- and year-
Social Work, The Chinese University of Hong Kong since 1988, Prof.
long sojourners). She has published numerous book chapters and
Ma is a Clinical Fellow and an Approved Supervisor of the American
articles in peer-reviewed journals (e.g., Frontiers: The Interdiscipli-
Association of Marriage and Family Therapy (AAMFT), the first
nary Journal of Study Abroad, Modern Language Journal, Language
Chinese member of the Board of Directors, International Association
and Intercultural Communication). Her monographs include
of Family Therapy, founder of the Shengang Family Treatment
Language, Identity, and Study Abroad: Sociocultural Perspectives
Center, Nanshan Hospital in Shenzhen and the Director of the Family
(Equinox, 2008) and Intercultural Journeys: From Study to Resi-
and Group Practice Research Centre of the Department. She was
dence Abroad (Palgrave MacMillan, 2010). She edited the Rout-
appointed the Co-Clinical Director, Academy of Family Therapy,
ledge Handbook of Language and Intercultural Communication
Hong Kong.
(2012) and is currently working on Introducing Language and Inter-
cultural Communication (Routledge). Jane is the recipient of the
2010 Vice-Chancellor’s Exemplary Teaching Award at CUHK.
Learning and Teaching: Integrating Clinical Social Work Practice
and Research into Teaching
Local and international social work education is characterized by Next page
competency-based education, which requires social work educators to
continuously develop themselves academically and professionally. In this talk
the author would like to share with the participants her life-long learning
through research and clinical practice, which in turn has deepened her
understanding of students’ learning needs and enhanced her mastery of arts in
teaching.
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