On-going Research Projects
2025-28
Principal Supervisor(s): Dr. LAU Ngar Sze, Mr. CHAN Pak Ka, Dr. CHIU Renee, Dr. GAO Xin, Dr. LAU Sin Nga Ann, Dr. NG Ka Lai Emily, Dr. NG Kit Ying, Professor CHUN Ka Wai Cecilia
Contemplative pedagogy integrates focus attention, embodied awareness, and reflection to encourage deep learning with course content. First-person experience and self-inquiry are included as part of curriculum so that students can critically engage in knowledge in creative and meaningful ways. Research has long demonstrated that contemplative practices promote wellbeing of students via enhancing attention, empathy, and compassion. Contemplative pedagogy aligns with interactive learner-centered approaches of holistic education suggested by UNESCO in preparing students to be resilient for creating an inclusive, sustainable, and peaceful world.
This project aims at (1) building up an interdisciplinary network with stakeholders from education, humanities, medicine, social sciences, and sciences by supporting teachers to implement contemplative pedagogies for enhancing teaching and learning; (2) facilitating students in self-reflection in contemplative pedagogies with adapted GenAI chatbot; conducing pedagogical research with questionnaires, focus group and individual interviews with students and teachers; (3) building a Contemplative Pedagogy Community of Practice (CoP), conducting workshops for students, professional development workshops for teachers, organizing a symposium for networking with other universities; disseminating results by paper presentation at international education conference(s), developing a website with online resources to promote good practices of sustainable contemplative pedagogy in education communities locally, regionally, and internationally.
Principal Supervisor(s): Dr. NG Ka Leung Andy, Dr. LO Chun Yeung Edwin, Professor SHAW Pang Chui, Professor CHUI Pui Yi Apple, Professor TAI Pui Kuen Amos, Professor LAI Yuk Fo Derrick, Dr. LEUNG Po Kin
Effective science communication is a critical graduate attribute emphasized by CUHK, yet the skills required differ markedly from those used in scientific research. Addressing this gap, the Science Communicator Training Scheme was initiated in 2020 to cultivate science communication competencies among senior science majors. The urgency of this training has since intensified with the rise of generative AI, which, despite improving accessibility to scientific information, raises concerns about misinformation due to hallucinations. Our prior projects from 2020 to 2025 successfully trained students from the Schools of Life Sciences, Earth and Environmental Sciences, and Geography and Resource Management to lead experiential workshops for General Education Foundation Programme students, fostering mutual appreciation of science and scientific methods.
Building on positive evaluations, this third phase aims to (a) expand the project to physical sciences by training senior physics students and introducing workshops on Newton’s Principia; (b) initiate our two-way collaboration with CUHK(SZ); and (c) organize a symposium on science communication to consolidate and disseminate best practices among local, national, and international experts and students. The project seeks to enhance students’ communication skills, deepen scientific understanding within non-science student communities, and position CUHK as one of the leaders in science communication across the Greater Bay Area.
2012-
Principal Supervisor(s): Colleges of CUHK, Office of University General Education, Baldwin Cheng Research Centre for General Education
In collaboration with the constituent Colleges of CUHK, Office of University General Education (OUGE) and Baldwin Cheng Research Centre for General Education (BCRCGE) have launched a research project named “Assessment of the Effectiveness of the General Education Programme in CUHK” since fall 2012. Two surveys, namely the Entry Survey using the Entry Class Questionnaire (ECQ) and the GE Graduate Survey, have been developed to measure the achievement of programme learning outcomes perceived by the students:
Entry Survey using the Entry Class Questionnaire
The Entry Survey, using the ECQ, is administrated in collaboration with the Centre for Learning Enhancement and Research (CLEAR), the Office of Student Affairs (OSA) and the Colleges at the start of each academic year. The questionnaire consists of two parts. Part I is about personal particulars, expectations of and transitions to university life, and self-assessment of capabilities. Part II collects data about students’ learning habits, expectations of GE in CUHK and attitudes of learning a third language. The annual findings of the ECQ are generally positive and remain highly consistent across years.
GE Graduate Survey
The GE Graduate Survey, conducting in the last year of students’ university study, aims at collecting their opinions after they nearly complete the whole GE curriculum in CUHK. The survey had undergone two times of major refinements. The initial Graduate Survey in 2012 comprised all same items to the part II of the ECQ to gauge the potential change of students in various aspects after their four-year study. For a better administration of different surveys in the university, a more GE-centred Graduate Survey had been utilized since 2015. Questions about self-assessment of capabilities and learning habits from the previous survey were eliminated and were left to the more University-wide Undergraduate Exit Survey (UEQ) set up by the CLEAR, the OSA, the Office of Admissions and Financial Aid (OAFA) and the OUGE. The streamlined GE Graduate Survey mainly captured students’ overall experiences of studying GE courses, attitudes towards GE and evaluation of the College GE. For a more precise analysis, the survey is further enhanced in 2021 to seek students’ views on three GE programmes separately, i.e. the GE Foundation, the Four-Areas and College GE.
Both the ECQ and the GE Graduate Survey would help the OUGE and the Colleges to understand students’ experiences in studying GE courses and thus to improve the future design of the GE curriculum.
Principal Supervisor(s): Baldwin Cheng Research Centre for General Education
Course and Teaching Evaluation (CTE) has been a routine quality assurance mechanism managed by the University to assess every standard course. The Baldwin Cheng Research Centre for General Education further utilizes these large data sets to look at the trends of students’ self-assessment of learning outcomes and engagement in GE programmes from 2012 to now. In general, the ratings for both GE Foundation programme and Four University GE Areas has been satisfactory throughout the years. Rising trends have been found in the course satisfaction and analytical skills for most of the programmes. There is room for improvement for student engagement, e.g. discussion with teachers and classmates outside class. The study would continue and statistics to be gathered in the future would help us to chart the trends.
Completed Research Projects
2022-25 | 2021- | 2020- | 2019- | 2018- | 2017- | 2016- | 2015- | 2014- | 2012- | 2010- | 2009- | 2007-
2022-25
Principal Supervisor(s): Dr. HO Wai Ming
Co-supervisor(s): Professor LEE Hun Tak Thomas, Dr. WONG Wing Hung, Mr. SEE Mike Noi Fei, Dr. PANG Kam Moon, Dr. GAO Xin, Dr. CHAO Lip Yan Felix
To enhance the General Education Foundation (GEF) Programme, the teaching teams of “In Dialogue with Humanity” and “In Dialogue with Nature” have recently revised the list of classical texts for the two courses. We propose to write a compendium of introductions and reading guides for the new set of classics which will form the core of the GEF curriculum from the academic year 2023-2024.
In a programme which requires students to read and reflect on classics, the list of selected texts embodies and codifies the educational ideals of the course planners. The current revision represents a continued commitment to engaging students with perennial issues of human existence, as well as an added emphasis on language and sustainability, in response to the call of our times. The success of a course, however, depends not only on well selected content, but also on the delivery of it. The compendium addresses the needs of delivery.
The existing teaching materials in support of the two reading intensive courses, compiled at early stages of the GEF program, suffer from noticeable deficiencies when looked at with hindsight. The teaching notes were developed by individual teachers as isolated, disparate efforts to help students overcome the difficulties posed by a small number of texts. The materials are by and large outdated or fragmentary; they do not incorporate the lessons that we have learned from our teaching practice over the last decade, and provide only partial coverage of the texts. The proposed compendium of introductions and reading guides will represent a collective, integrated effort of GEF teachers in pedagogical enhancement. The compendium will be comprehensive in covering all the required texts. It will be systematic in its approach, aiming to standardize the design, format and pedagogical content of the teaching materials. These aspects of the delivery are deemed essential for enhancement in the teaching of the GEF courses.
In the University’s initiative to revamp GE, we see the GEF Programme as being entrusted with a more active and interdisciplinary role in striving to attain its learning outcomes by training students to articulate their understanding of the classics and their thoughts more effectively, through intensive reading and writing, adopting a “Language across the curriculum” approach in collaboration with the Department of Chinese Language and Literature and the English Language Teaching Unit. The compendium will be a product of such interdisciplinary efforts.
To ensure that the compendium meet high academic standards, experts and scholars will be invited to special seminars and symposia to share the state-of-the-art research on the relevant classics. As a concerted, systematic, comprehensive, and interdisciplinary effort by a group of veteran GEF teachers trained in different disciplines, the compendium will combine current scholarship with the pedagogical insights of GEF teachers. The project will consolidate the teaching of GEF and serve as a concrete demonstration of the unique educational philosophy and pedagogy of GE at CUHK to the wider public.
Principal Supervisor(s): Dr. WONG Wing Hung
Co-supervisor(s): Professor LEE Hun Tak Thomas, Miss FUNG Sue Man Sue, Dr. HO Wai Ming, Dr. HOI Wan Heng Sandy, Dr. CHAO Lip Yan Felix
After being implemented for ten years, The General Education Foundation Programme, comprising the two ‘dialogue’ courses (“In Dialogue with Humanity” and “In Dialogue with Nature”) is facing two challenges. Firstly, students’ encounter with the classical texts is limited in time, depth and scope. On average teachers and students devote only three hours per week to each work, which in most cases is a short excerpt. Secondly, due to the intricacies of the concepts introduced and the complexity of the language that encodes them, many students find it difficult to develop an in-depth understanding of these texts.
We propose to make full use of Virtual Teaching and Learning (VTL) to launch a Mentor-assisted Study Scheme (MASS), aiming to enrich and upgrade the learning experience of CUHK students with the support of the wider university community. The scheme will include: (i) a management web platform that provides academic resources and organises hardware resources; (ii) Classics reading groups, with small groups of students led by mentors who are faculty members, alumni, or College tutors; (iii) Student book-review sessions co-organised with the University Library; (iv) Podcasts hosted on the MASS platform for students to share their reflections and insights gained from the book reading experience.
Principal Supervisor(s): Dr. PANG Kam Moon
Co-supervisor(s): Professor LEE Hun Tak Thomas, Dr. WONG Wing Hung, Dr. HO Wai Ming, Dr. LAM To Kam Cherry, Dr. LIU Yanchen, Dr. CHAO Lip Yan Felix
From the academic year 2022-2023 onwards, students in the General Education Foundation (GEF) classes will need to adhere to the language alignment policy of the University, which requires the language of written assignments to correspond to the language of classroom instruction. This new policy will pose three kinds of intellectual challenges to students. First, students in Chinese-medium classes, constituting 80% of the total, will need to expand their Chinese vocabulary related to the intellectual concepts articulated in the core texts. Second, in expressing their understanding of the texts (mostly written in English), students will be confronted with the task of finding the appropriate Chinese terms to encode the relevant concepts, based on a refined understanding of their subtle meanings. Third, as students have to read core texts related to both humanity and nature, the lexicon they need to master covers a broad range of conceptual domains.
We propose to build an online bilingual glossary of the GEF core texts with a three-fold objective: (a) to provide a convenient tool to search for the translation equivalents of key terms encountered in the core texts; (b) to provide easily accessible information on the contexts of use of the key terms by the author, with reference to etymology and word formation; and (c) to engage students in the enrichment of the glossary and the development of this eLearning platform.
Principal Supervisor(s): Professor TAI Pui Kuen Amos, Dr. LI Ming Kenneth
Co-supervisor(s): Professor LEE Wing Yan Vivian, Dr. MUI Wai Ho Lancelot, Dr. TANG Wai Man Wyman, Dr. WONG Yu Hin Sampson
This proposed project aims to enhance sustainability education at CUHK at large, making it one of the core strengths of CUHK’s educational excellence.
- Embracing social responsibility for sustainable development is a key component of CUHK Strategic Plan 2021-2025. To this end, a strong focus on sustainability education is essential, and CUHK’s leading role in and contribution to the education and pursuit of the United Nations (UN) Sustainable Development Goals (SDGs) are envisioned.
- The General Education (GE) curriculum has contributed significantly to broadening our students’ intellectual horizons to meet the global SDG challenges. An SDG Study Scheme was launched in 2020-21 for the systematic development of sustainability education within GE in CUHK.
- To advance SDG education across and beyond CUHK, we propose to revise and expand the SDG Study Scheme and extend sustainability education beyond GE to reach all students and teachers in CUHK. The targets at various levels include:
- University GE: Revising and expanding the SDG Study Scheme; supporting experiential learning for SDG-GE courses through SDG Experiential Learning Activity Fund;
- GE Foundation (GEF) Programme: Incorporating and evaluating the effectiveness of one new classic reading on sustainability as a common-core text in GEF, to help all CUHK students develop a keen appreciation and sense of urgency to live and work in harmony among economy, society and environment;
- College GE: Incorporating SDG elements in College GE courses and establishing synergy between the SDG Study Scheme and College service-learning programs;
- Faculties and University: Developing a university-wide SDG course inventory to help students design for themselves and teachers to advise on a sustainability-focused education; analyzing the landscape of sustainability education across CUHK; organizing engagement workshops and building a Community of Practice on Sustainability Education across faculties;
- Beyond CUHK: Participating in Hong Kong Sustainable Campus Consortium (HKSCC) for cross-institutional collaboration; organizing SDG Forum Series for students and the general public; collaborating with international university and industry partners in the “Future17” program.
Principal Supervisor(s): Dr. SZETO Wai Man, Dr. LI Ming Kenneth, Dr. WU Jun Vivian, Dr. YIP Lo Ming Amber, Dr. YU Chi Chung Andy
Co-supervisor(s): Mr. YIU Tsz Kin Jacky, Ms. YAU Yuen Ling Elaine, Professor CHUN Ka Wai Cecilia, Dr. YEUNG Hang Mee, Dr. HWANG Shui Shan Isabel, Dr. LAU Sin Nga Ann, Dr. MUI Wai Ho Lancelot, Professor WONG Lai Yi Eliza, Dr. WONG Tsz Yan, Dr. LAM Yiu Man Otis, Dr. LAI Pit Shun
- At CUHK, a variety of peer learning and tutoring opportunities are enhancing the academic and social engagement of students. The Peer Assisted Study Sessions (PASS), in particular, has demonstrated remarkable effectiveness in elevating academic performance, enhancing self- efficacy, and fostering a sense of community. To build on this success, a new initiative aims to consolidate these efforts through a Special Interest Group (SIG) under the CLEAR’s Community of Practice (CoP) framework. This will allow for a more inclusive and synergistic approach to peer learning, encouraging exchange and learning among educators using diverse models.
- The project is designed to complement the ongoing TDLEG project, focusing on the transition support role of PASS and the development of scholarship around peer learning. By collecting baseline data, raising awareness, establishing a platform for exchange, identifying stakeholders, and supporting the implementation of peer learning, the initiative seeks to create a systemic impact on CUHK’s educational landscape.
- Key to this effort will be forming the SIG, conducting a comprehensive survey, hosting workshops, offering a PASS Supervisor accreditation program, and developing a website to showcase peer learning opportunities.
- The ultimate goal is to sustainably integrate peer learning across CUHK, underpinned by its proven effectiveness in not only improving grades but also fostering vital affective outcomes that contribute to long-term student success. The project members have received the University Education Award 2021 for their work, and this project seeks to further advance on that foundation of achievement.
Principal Supervisor(s): Dr. Klaus COLANERO, Dr. LO Chun Yeung Edwin, Dr. Calvin KAM , Dr. Umair QURESHI
Co-supervisor(s): Dr. LAI Chi Wai Kevin, Professor CHUN Ka Wai Cecilia
For courses with large numbers of students and essay writing assessment components, it is both highly desirable and not easy to quantitatively estimate, from students’ essays, to what degree they, overall, have acquired a more detailed and accurate understanding of specific concepts, or developed more comprehensive and logically consistent argumentation skills. This is certainly the case of GEFP courses. In this regard, one of the Principal Supervisors (K.C.) has developed a method for quantitative analysis based on the computational linguistics concept of KeyWord-in-Context. Such a method can provide clear non-subjective indications for individual teachers’ pedagogies and for evidence-based pedagogical research.
Promising preliminary results from a sample of about 700 essays from 7 academic terms, have been presented at the ESERA 2023 international conference and at an internal conference of the GEFP.
The aim is to develop an AI framework that allows teacher-users to train a machine to recognize specific statement or argument types, so as to speed up the most time consuming step in the implementation of the KeyWord-in-Context method of analysis.
The project is intended to be only the first stage of development of what, through a second longer stage of development, should become an end-user ready software tool.
Principal Supervisor(s): Dr. CHEUNG Hang Cheong Derek, Dr. LO Chun Yeung Edwin, Dr. NG Ka Leung Andy, Professor SHAW Pang Chui, Professor CHUI Pui Yi Apple, Professor TAI Pui Kuen Amos
Co-supervisor(s): Dr. NGAI Hung Kui Patrick, Professor LAI Yuk Fo Derrick
- In the 2019-22 triennium, we have developed a science communication partnership program between the School of Life Sciences (SLS) and the General Education Foundation Programme (GEF) to train SLS students to become science communicators and lead GEF students, who are of diversified majors, to perform scientific investigations. The project puts strong emphasis in encouraging students to become partners in curriculum and teaching.
- In this triennium, we propose to extend this partnership program to Earth and Environmental Sciences Programme (EESC) and Department of Geography and Resource Management (GRM); to substantially enhance the science communication training; and to strengthen the experiential workshops provided to GEF students, taking into account the curriculum reform of GEF, pedagogical considerations and students’ feedback.
- During the proposed project period, 40-60 senior SLS, EESC and GRM students will receive the science communication training and oversee up to 720 GEF students to perform scientific investigations. For SLS, EESC and GRM students, the skills that they learn align well with the graduate attributes of the University. For GEF students, participation in the workshops and a written reflective worksheet will become part of the assessment of the course.
- Quantitative and qualitative methods will be employed to evaluate the success of the project, including online survey, focus group interview, and textual analysis of written reflections.
- The proposed project well aligns with the strategic development direction of the University outlined in CUHK2025. It also increases students’ awareness of the United Nations Sustainable Development Goals. The project can be extended to other sessions of GEF courses and applied to other CUHK programmes and courses that aim at fostering students’ skills of communicating professional knowledge to non-technical audiences.
Principal Supervisor(s): Professor LEE Hun Tak Thomas, Mr CHEN Nuo, Dr. WONG Wing Hung, Dr. HO Wai Ming, Dr. PANG Kam Moon
Funded by “Fund for Innovation Technology-in-Education (FITE)”
While one hears increasing sympathy toward the active use of generative AI (GAI) to support the learning of students, this positive attitude is often based on questionable assumptions which are taken for granted. For example, it is often presupposed that GAI will in general perform better than students in producing coherent writing. Whether this presupposition holds in general, or only for particular writing tasks under special conditions, is an important issue that must first be tackled and understood before one can start to harness the technology for educational purposes.
We propose to develop a basic understanding of how authentic writing with a human voice can be distinguished from writing by GAI based on comparisons of large samples of students’ writing from the General Education Foundation courses of CUHK. These writings include reflective journals and term papers written in accordance with special task prompts which tap students’ understanding of classical texts in the Chinese and Western cultural traditions.
The writing samples to be collected and analyzed will include: (a) writings produced by students on their own in response to specific task prompts, without the aid of GAI; (b) writings produced by GAl in response to the same specific task prompts; (c) qualitative assessment of these writings by experienced teachers according to some explicit criteria; (d) analysis of these writings by VeriGuide with respect to readability and overlap with corpus data; (e) linguistic analysis of these writings with reference to diction, grammatical complexity, discourse cohesion and genre. The writing tasks will involve both English and Chinese classical texts. Different types of writing prompts will be used, according to how closely the questions are tied to the classical text; the degree to which interpretation of specific sentences is required; whether the student is required to relate their understanding to a concrete, novel situation; the genre of writing required of the student (e.g. a piece of creative writing or expository writing).
This project will deepen our understanding of how GAI differs from the authentic human voice in expressing complex ideas in writing in a concrete pedagogical context, which will inform us as to how the Al technology can be tapped for educational benefits.
Principal Supervisor(s): Professor CHUN Ka Wai Cecilia, Dr. COLANERO Klaus John Charles, Dr. KIANG Kai Ming
Co-supervisor(s): Dr. CHENG Wai Pang Damian, Dr. CHEUNG Hang Cheong Derek, Dr. LO Chun Yeung Edwin, Dr. NG Ka Leung Andy, Dr. YEUNG Yang, Professor TAI Pui Kuen Amos, Dr. LAI Chi Wai Kevin, Dr. LI Ming Kenneth, Dr. SZETO Wai Man, Dr. WU Jun Vivian, Dr. YIP Lo Ming Amber, Dr. YU Chi Chung Andy
The General Education Foundation Programme (GEFP), since its full launch in 2012, consists of two compulsory courses for all students in CUHK. Through reading excerpts of selected classics on humanity and nature, in the two 3-unit courses, In Dialogue with Humanity and In Dialogue with Nature respectively, the goal is to allow students of different disciplinary training to have a common intellectual and cultural ground, to discuss upon the important perennial issues of human civilization. It is designed to help students acquire and develop knowledge, attitudes and skills that are essential as an independent learner and to be an educated citizen. After a decade of successfully running the GEFP, in the 2022-23 academic year, a revision of the programme that re-orients it towards the needs of the students in the upcoming decades is to be conducted. This revision is one part of the implementation of the “CUHK 2025” strategic plan.
More specifically, the revision of the programme includes the following key changes:
- Increased emphasis on the teaching of sustainable development goals
- Increased emphasis on the teaching of the fundamental role of language
- Reduced number of core texts to allow more in-depth discussion and reflection on each text
- Enforced consistency on the medium of instruction and the written assessment
This project proposes to develop the necessary tools for evaluating the effectiveness of the two courses, and then evaluate whether the revision can lead to the expected outcomes. Three types of data (perception, behaviour and performance) will be collected from two types of stakeholders (teachers and students). It is intended that findings will better inform curriculum review, pedagogical designs, instructional strategies, and course implementation for enhancement purposes for the GEFP and for the university.
Principal Supervisor(s): Dr. SZETO Wai Man, Professor MUI Wai Ho Lancelot, Dr. YEUNG Hang Mee Po, Professor CHUN Ka Wai Cecilia
Co-supervisor(s): Dr. LI Ming Kenneth, Dr. WU Jun Vivian, Dr. YIP Lo Ming Amber, Dr. YU Chi Chung Andy, Professor WONG Lai-yi Eliza, Dr. HWANG Shui Shan Isabel, Dr. LAU Sin Nga Ann, Dr. LAM Yiu Man Otis, Dr. LAI Pit Shun
- This proposed project aims to support students in their transition to university life by creating a structured and supportive peer learning program that enhances academic and social integration.
- The Peer Assisted Study Sessions (PASS) model has long been used to promote academic success and social integration. The five units of the project members have already paired peer learning with their selected first-year or gatekeeping courses using the PASS model.
- This project will reinforce and deepen the success of the PASS model at CUHK by equipping student leaders with a more purposeful role as Transition Ambassadors, expanding the program to the Department of Chinese Language and Literature for University Chinese courses, building an inter-departmental good-practice depository of facilitation strategies, organizing sharing sessions across units involving both teachers and student leaders, and furthering the development of systematic evaluation and scholarly pedagogical research of PASS.
- These reinforcements will create a sustainable impact by building a community of PASS across different units, providing comprehensive support to first-year students, helping them overcome the challenges of transitions during their critical time and setting them up for success throughout their university life. The project members have received the University Education Award 2021 for their work, and this project aims to build upon that success.
2021-
Principal Supervisor(s): Dr. LI Ming Kenneth
Sustainable Development Goals (SDGs) are promoted worldwide and in CUHK. However, a report from Sustainable Development Solution Network (SDSN) in 2018 indicated that the awareness and popularity of SDGs among young peoples in Hong Kong is very low. Supported by the SDG-Action Fund in 2020, Nine Cantonese-speaking animation videos in season 1 of the animation series “SDG律師事務所” were produced to enhance the promotion of SDGs and targets to young peoples, especially CUHK students. Season 1 covers 9 SDGs and their 88 Targets while the remaining SDGs and targets are not included. Therefore, this project produces the season 2 of this animation series to cover the remaining SDGs and targets so that all 17 SDGs and 174 targets are completely covered in this animation series. In addition, in consideration of non-Cantonese speaking audience and for the purpose of the promotion of this animation outside Hong Kong, English subtitles will be produced for all 17 animation videos in seasons 1 and 2. The animations produced will be host online and freely accessible by the general public to promotion SDG.
Principal Supervisor(s): Professor LEE hun-tak Thomas
Co-supervisor(s): Dr. WONG Wing Hung
I. Background
The UGC (University Grants Committee) invited every university to initiate strategic development of Virtual Learning and Teaching (VTL). The invitation was further extended to OUGE. In response to this invitation, the OUGE is going to investigate the implementation of VTL in the General Education provision in 2020-2021, when the pandemic was prevailing.
II. Methodology
The project consists of three components:
- Stocktaking and consolidation: to understand how many courses/teachers have used supplementary VTL strategies and the actual implementation;
- Strategies evaluation: to evaluate the effectiveness of VTL provisions;
- Good-practice dissemination: for teachers and/or supporting staff to share the good practices and experiences related to the implementation of VTL.
III. Recent progress
As of December 2021, the project has begun. We are still in Act 1 of Component #1. In order to understand the implementation of VTL in GE courses during the pandemic, a questionnaire (in Microsoft Forms format) was designed. The questionnaire went through several revisions and was sent to ELITE for their comments. The further revised version was then tested by several teachers (GEF and UG 4-Area) and was adjusted according to their comments. OUGE sent an invitation letter to invite all GE teachers who taught GE courses in 2020-2021 to fill in the questionnaire. Responses will come before the end of December 2021. Colleagues in the Baldwin Cheng Research Centre for General Education will analyse the data.
Principal Supervisor(s): Dr. HO Wai Ming, Dr. WONG Yu Hin Sampson, Dr. YU Chi Chung Andy, Dr. CHIU Chu Lee Julie (retired in August 2021)
Co-supervisor(s): Dr. KAO Yu Min Sophia
The GEF course In Dialogue with Humanity covers a wide range of classics from Western and Eastern traditions. A detailed interpretation of key terms from these texts is important for a thorough, accurate understanding of the thinkers in question. Since their ideas are often embedded in a larger intellectual and cultural tradition, the terms they use/coin much to tell about the tradition. Yet most of the classic texts come from non-English/non-Chinese origins, students have to rely on translations to read. Translation, on the other hand, is a kind of cultural transplantation. Readers understand the texts in terms of the meanings, implications, and even of the cultural contexts of words used in translating the classics. Using translations is inevitable, but they also have limitations.
The courseware is designed to offer first-hand acquaintance with the traditions in which key terms from texts of non-Chinese/non-English origins are understood, discussed and reviewed. While enhancing student understanding of the texts, the courseware aims to inspire students to go beyond the syllabus and appreciate cultures and civilizations foreign to them.
2020-
Principal Supervisor(s): Dr. CHENG Wai Pang Damian, Dr. HO Wai Ming, Dr. CHIU Chu Lee Julie (retired in 2021)
Based on the three explainer animation clips developed with the support of MMCDG 2016-17, we have planned to develop two new animation clips for Zhuangzi, another classic in the syllabus of In Dialogue with Humanity, a GEF course compulsory for all undergraduate students. The new animation clips will be provided with Cantonese, Putonghua, and English voice-over (VO). For the three existing explainer clips, we planned to add Putonghua and English VO. Both local and non-local students can benefit from the developed explainer animations. Through facilitating non-local students’ learning of Eastern, especially Chinese philosophy, such as Confucius, Zhuangzi, and Buddhist thoughts, the project team makes its own contribution to the internationalization of the curriculum.
Principal Supervisor(s): Dr. LI Ming Kenneth
Co-supervisor(s): Dr. CHIU Chu Lee Julie (retired in 2021), Dr. HO Wai Ming, Dr. HOI Wan Heng Sandy
The General Education Foundation (GEF) Programme in CUHK and the Common Intellectual Experience (CIE) Programme in Ursinus College in USA, as common-core programmes, share a similar vision to shape all undergraduates into better global citizens through studying internationally recognized classic texts. With notable overlap of vision, teaching philosophy, and texts in the curricula of the GEF and CIE programmes, there is a high potential for developing a long-term international partnership which benefits the teaching and learning of GE in both institutions. This project is a pilot project on the collaborative teaching and learning of the common-core GE courses with Ursinus by introducing to the GEF and CIE two classics from each other’s syllabus, supported by a sharing of online video-lectures on these texts and online exchanges of views on them among teachers and students of both sides. The project serves two goals:
- Mutual development: through the collaborative teaching and learning of the culturally diverse texts selected from each other’s syllabus, faculties of both institutions will develop more teaching ideas while their students will gain richer learning experience.
Internationalization at home: without leaving home, students and teachers of both institutions will gain an exchange experience through intellectual dialogues with their counterparts overseas, broaden their cultural understanding, and develop mutual respect.
Principal Supervisor(s): Dr. CHEUNG Hang Cheong Derek, Dr. LEUNG Cheuk Hang, Dr. LO Chun Yeung Edwin, Dr. NG Ka Leung Andy
This project aims to develop a knowledge management web application for both UGFN1000 In Dialogue with Nature and UGFH1000 In Dialogue with Humanity in the General Education Foundation Programme, in order to cultivate students as responsible cyber citizens who are able to bridge classics texts with contemporary global issues, and have a keen sense of global awareness at home.
Global citizens should be equipped with scientific and civic literacy in order to facilitate their participation in the virtual world as informed and critical knowledge processors. This project provides students with knowledge management tools in forming a virtual learning community to apply the scientific and civic knowledge learned from classics on international issues happening in the real world, thus enhancing their awareness on both the United Nations Sustainable Development Goals, and other contemporary global scientific, environmental, social and civic issues.
Principal Supervisor(s): Dr. CHEUNG Hang Cheong Derek, Dr. LO Chun Yeung Edwin, Dr. NG Ka Leung Andy, Professor SHAW Pang Chui
Co-supervisor(s): Dr. CHUI Pui Yi Apple, Dr. NGAI Hung Kui
It is compulsory for undergraduate students of all disciplines to take the course In Dialogue in Nature (UGFN), in which students are expected to understand the modern scientific method and reflect on the issues arising from the classics in the course. On the one hand, Non-science background students tend to find it difficult to fully comprehend the essence of scientific method without hands-on experiences. On the other hand, students from School of Life Sciences (SLS) lack opportunities to communicate scientific knowledge to non-science communities in their major studies.
This project is a collaboration between SLS and OUGE and comprises two parts. The first part is a Science Communicator Training Scheme (SCTS) for senior SLS students. They are provided with training and opportunities to hold UGFN1000 Experiential Experiment Workshops (UEEW) developed based on selected texts in UGFN1000, with minimum assistance from the instructor. The second part is UEEW for undergraduate students currently studying UGFN1000. They can participate in workshops in one of the three themes provided, including (1) Antibiotics in action: Natural Selection and Antibiotic-Resistant Bacteria; (2) The Secret of Life: Adaptation of the Avery-MacLeod-McCarty experiment; and (3) Life Below Water: Coral Adoption.
Two rounds of SCTS and UEEW were run in 2020/2021 Term 2 and 2021/2022 Term 1. A total of 18 SLS students joined SCTS, and around 300 UGFN students participated in UEEW. Feedback from both SLS students and GEF students is positive in general. SCTS students gave an overall score of 5.2 out of 6 marks on the satisfaction of the whole scheme. UEEW participants reported a score of 5 out of 6 marks that UEEW has enriched their learning experience in UGFN1000.
Principal Supervisor(s) / Co-supervisor(s): Dr. GAO Xin, Dr. PANG Kam Moon, Dr. WONG Wing Hung, Dr. WU Jun Vivian
The General Education Foundation (GEF) Programme is a common core for all CUHK undergraduates with a mission to promote students’ academic preparedness, including their cognitive ability and critical thinking skills. In 2014, to understand more about students’ thinking complexity and measure their improvement in thinking, the Narrative Qualitative Assessment (NQA) method was introduced to analyze students’ writings. It was found that most undergraduates (mostly year 1 and 2) retained at a preliminary level of thinking complexity in a way that, for example, they failed to identify uncertainties in an open-end question and always looked for a standard answer to the problem.
To extend the previous study, this project is proposed to improve students’ awareness of turning from an answer-driven thinking approach to more sophisticated ones, which are useful for addressing complicated open-ended questions often encountered in university education. An interactive web application, called MASCOT, has been developed for students to self-evaluate their thinking patterns and obtain immediate suggestions on future improvement.
MASCOT has been developed and is under test. The MASCOT team has collected the first-round of data in the summer of 2021 and has carried out questionnaire survey and focus group interviews to collect students’ opinions. The second-round of data will be collected after 2021-22 Term 1 and focus group interviews will be conducted in January 2022.
Principal Supervisor(s): Dr. LI Ming Kenneth
Sustainable Development Goals (SDGs) are promoted worldwide and in CUHK. However, a report from Sustainable Development Solution Network (SDSN) in 2018 indicated that the awareness and popularity of SDGs among young peoples in Hong Kong is very low. Therefore, animation videos are produced to enhance the promotion of SDGs to young peoples, especially CUHK students. With tailor-made illustrations together with voice-over narration, the animation is an engaging and enjoyable format for information delivery among the youngsters. Most currently available animation videos illustrate only the titles of the SDGs and some related situations. None of them focus on the targets, which are important to really understand the details of the SDGs. To fill in the missing pieces, this project aims to produce short animation videos for the promotion of nine selected SDGs and their 88 targets. The animations are freely accessible by the general public. These SDGs are the most relevant to the GE foundation courses and some UGE courses.
Principal Supervisor(s): Dr. WONG Wing Hung, Dr. PANG Kam Moon
This project provided opportunities for CU students to do collaborative work with students from another part of the world, aiming at helping CU students broaden their horizon and develop teamwork skills in an international context. This was a first attempt to internationalize In Dialogue with Nature in collaboration with the course “Re-examining the Deterministic World of Matter” offered at the National University of Singapore, using online platform to facilitate a one-semester student exchange. For those 75 students from the two universities, such an arrangement provided opportunities (1) to think internationally: Students formed small groups and accomplished a joint project on such topics as consciousness and dream, depression and schizophrenia, and cupping therapy, many of which are related to Sustainable Development Goals; and (2) to learn internationally: Students from the two universities kept close contact in the semester so as to finish the project, thus taking advantage of their diversity in knowledge and cultural background.
2019-
Principal Supervisor(s): Dr. LI Ming Kenneth, Dr. CHIU Chu Lee Julie (retired in 2021)
Co-supervisor(s): Dr. CHENG Wai Pang Damian, Dr. Hoi Wan Hing Sandy, Dr. LAM To Kam Cherry, Dr. LUI Wing Sing, Dr. WONG Wing Yu Esther
The General Education Foundation (GEF) Programme, with its two interdisciplinary courses In Dialogue with Humanity (UGFH) and In Dialogue with Nature (UGFN), is designed with the vision of shaping students into better global citizens by cultivating their knowledge, attitudes, and values through reading classics. The intended learning outcomes of both GEF courses state the vision of fostering response to the contemporary human condition and informed personal judgment—in personal life, society, and scientific inquiries and applications. Many of the issues addressed in GEF are closely related to the United Nations’ purported Sustainable Development Goals (SDGs). However, students with no direct experience of related contexts tend not to appreciate the ideas, problems, and dilemmas presented in the classics, and hence their relevance to contemporary global issues such as sustainability. Based on the successful attempt to introduce activities that promote experiential-learning through farming in UGFH/UGFN, and inspired by the University’s leadership in promoting SDGs in Hong Kong, this project aims to design new schemes of SDGs-connected experiential-learning for the GEF Program in the contexts of permaculture, aquaculture, and meditation. Our ultimate goal is to deepen understanding of the classics by positing their ideas in meaningful, modern contexts, and to foster reflection on how efforts in permaculture, aquaculture, and meditation may serve the SDGs.
Principal Supervisor(s): Professor LEUNG Mei Yee, Dr. SZETO Wai Man, Dr. MUI Wai Ho Lancelot, Dr. HWANG Shui Shan Isabel
Co-supervisor(s): Dr. LI Ming Kenneth, Dr. WU Jun Vivian, Dr. YIP Lo Ming Amber, Dr. NG Ka Leung Andy, Professor WONG Lai Yi Eliza, Dr. LAU Sin Nga Ann, Dr. LAM Yiu Man Otis
- This collaborative project aims at engaging students as partners with PASS (Peer Assisted Study Session) at university level. Apart from expanding the existing projects of PASS across three different units, namely, the Office of University General Education (OUGE), the Jockey Club School of Public Health and Primary Care (SPHPC) and the School of Biomedical Sciences (SBS), further expansion is also proposed – to collaborate with a newly joined unit, the Faculty of Science.
- Derived from Supplemental Instruction, PASS provides a cost-effective platform for structured collaborative learning in a supportive and “non-threatening” environment. PASS consists of weekly one-hour, voluntary study sessions led by “PASS Leaders”, students who excelled at the same course in the past and completed a two-day accredited PASS Leader Training held by the PASS Supervisors. PASS Leaders serve as facilitators for group studying and encourage all participants to actively work in close partnership with each other in PASS sessions.
- PASS has been implemented in the General Education Foundation (GEF) Programme and 11 subjects in the Faculty of Medicine at CUHK with very positive evaluation from participating students, PASS Leaders and Senior PASS Leaders. PASS effectively enhances students’ subject knowledge, independent learning skills, increases their confidence and motivation, and boosts their academic performance. Meanwhile, PASS Leaders and Senior PASS Leaders can strengthen their communication and leadership skills.
- This project will implement PASS in a larger scale to benefit more CUHK students and promote PASS in the campus. An accredited PASS Supervisor Training and an accredited Advanced PASS Supervisor Training will be organized to train the trainers, i.e., to equip more CUHK staff from different units with the necessary knowledge and skills to train and supervise PASS Leaders. Both OUGE and SPHPC plan to increase the number of PASS sessions in the coming academic year. The Faculty of science also has expressed interests in offering PASS for their courses. The number of weekly PASS sessions is projected to increase from 40 in 2019/20 to 60 in 2021/22. All stakeholders, including PASS Supervisors, PASS Leaders, Senior PASS Leaders, teachers and students, will closely work together to build a sustainable partnership community of PASS in CUHK.
- A regular and systematic evaluation on the effectiveness of PASS will be conducted to monitor and to inform the necessary adjustment in the implementation. The findings in this project will be disseminated in seminars in CUHK as well as international conferences and journals.
Principal Supervisor(s): Professor LEUNG Mei Yee (retired in 2021), Dr. LI Ming Kenneth
Co-supervisor(s): Dr. CHIU Chu Lee Julie (retired in 2021), Professor LEE Hung Kay, Professor MUI Wai Ho Lancelot, Ms. NG Wai Ming Irene, Professor TAI Pui Kuen Amos
This project aims to consolidate and re-articulate different components of the existing General Education (GE) Programme with a global framework, namely the Sustainable Development Goals (SDGs). The project also aims at heightening CUHK students’ awareness and understanding of the global problems through the SDGs framework, and introducing them into a prominent global network (Sustainable Development Solutions Network, SDSN) to tackle complex and cross-border global challenges. The project also creates a platform for actions and collaborations among units (including but not limited to University GE, College GE and I.CARE) to contribute to the integration of the SDGs into the undergraduates’ learning experience, both curricular and co-curricular. An exercise of criteria setting and stock-taking has been carried out to identify courses in University GE and College GE related to at least one SDG. These courses are labeled as i) SDG-GE (General Education) for knowledge based courses; or ii) SDG-SE(Social Engagement) for experiential learning and service learning courses. Voluntary activities relevant to SDGs will be labeled as SDG-VA (Volunteer Activity). An optional SDG Study Scheme has been promoted to student which includes:
- A short on-line introductory course (non-credit bearing) about SDGs, offered by the SDSN Academy;
- 3 credit-bearing SDG-GE (General Education) courses which provide students with basic knowledge related to at least one SDG; and
- 1 SDG-SE (Social Engagement) course OR engagement in at least 1 co-curricular volunteer activity (SDG-VA) to address at least one SDGs.
Principal Supervisor(s): Dr. KIANG Kai Ming, Dr. SZETO Wai Man, Dr. LAI Chi Wai Kevin
The aim of the project is to establish an online learning community via Zoom and micro-modules that function as a natural extension of the classroom tutorial discussions. From a pedagogical point of view, according to the ‘Community of Inquiry’ framework proposed by Garrison and colleagues, students create a deep and meaningful learning experience by collaboratively engaging themselves in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding. The project complements Peer Assisted Study Sessions (PASS) for our course, in which students reinforce key concepts and consolidate understanding in a relaxed and supportive learning environment prior to the tutorial discussions, through peer learning guided by PASS Leaders. We envision that any learning process that relies heavily on peer discussion can be carried out on a virtual online learning environment, in particular, Zoom, that is not restricted to a particular classroom on campus or a particular time slot. To facilitate such peer discussions online, we make use of existing micro-modules and developed a suite of new question-based micro-modules to guide the student discussions. We have also hired outstanding students as peer leaders to host the discussions.
Principal Supervisor(s): Dr. LI Ming Kenneth
Permaculture comes from “Permanent agriculture” and extends to “Permanent culture”. It is a design system for creating sustainable environments where human can live in harmony with nature. This project aims at promoting the understanding of the permaculture ethics and principles, and fostering the reflection of a sustainable way of living. A series of experiential learning activities related to farming have been organized for CUHK students and staff. For each activity, participants will engage in a briefing talk and hand-on farm works. They will be guided to reflect on their ways of living and the Sustainable Development Goals (SDGs) related to permaculture.
2018-
Principal Supervisor(s): Dr. LI Ming Kenneth
Co-supervisor(s): Dr. CHIU Chu Lee Julie (retired in 2021), Mr. LAU Hoi Lung Johnny, Dr. HODGSON Paula, Miss FONG Tsz Heung Agnes, Miss TANG Sin Yee Cindi
The General Education Foundation (GEF) Programme is designed with the vision of shaping students into better global citizens by cultivating their knowledge, attitudes, and values regarding nature, science, and humanity through the reading of classics. To engage students in critical reflection on the classics through direct experience and consideration of real-life situations, farming sessions have been introduced as experiential learning in one of the GEF course In Dialogue with Nature since 2015-16. Such learning experience has gained positive feedback from the students, and it has been extended to the other GEF courses In Dialogue with Humanity. Students are given a chance to do a bit of farming, followed by interactive discussions on related classics with the teacher and with fellow students in each session. From our experience, students’ general lack of understanding of the relation between nature and farming and lack of the necessary farming techniques presented an obstacle to their learning. A considerable amount of time had to be spent on explaining basic knowledge and techniques in each practice session. Meanwhile, inadequate attention or mere forgetfulness on the part of the students could lead to poor growth of the crop, resulting in a disappointing learning experience. In view of this, this project aims to develop a mobile App that supports the farming practices in the GEF courses as experiential learning. The objective is to improve the teaching and learning of the GEF courses. With the help of the App “Growing Edibles 101” (GE101 種菜鳥), the experiential learning sessions are flipped and blended learning in the GEF Programme is strengthened.
Principal Supervisor(s): Dr. LIAO Liang Shelly, Dr. WONG Wing Hung, Dr. Pang Kam Moon
In 2018, student assessment in CUHK transferred from norm-referencing to criterion-referencing. An action research was conducted at that time to explore how to support the launch of the new assessment scheme. The researcher worked as both a practitioner and a participating observer in a series of activities such as developing grading rubrics, orientating on the usage of rubric for teachers of OUGE as well as attending “grading parties” held to explicate grading judgement among teachers. The action research revealed some problems which affected the implementation of criterion-referenced assessment. For example, in designing grading rubrics, two important issues should be taken into account. First, alignment of assessment criteria with intended learning outcomes and the involvement of teachers in the development of rubrics. Second, in orientating the usage of grading rubrics, providing examples was more effective for internalizing the meaning of assessment criteria than merely explaining them.
To ensure the successfully launching of criterion-referenced assessment, this research proposed an implementation model which comprises 4 stages to explain how to take action in practicing criterion-referenced assessment. For more details, please refer to the article “An Action Research on Practicing Criterion-Referenced Assessment: the Case of General Education Foundation Programme of The Chinese University of Hong Kong”, Fudan Education Forum, 2021, 19(4) (Full-text in Chinese). The exploration on the influence of adopting criterion-referenced assessment on teaching and learning is ongoing.
2017-
Principal Supervisor(s): Dr. LI Ming Kenneth, Dr. CHENG Wai Pang Damian
Co-supervisor(s): Dr. CHIU Chu Lee Julie (retired in 2021), Dr. LAM To Kam Cherry, Dr. LUI Wing Sing, Dr. WONG Wing Yu Esther
General Education Foundation (GEF) Programme is designed with the vision of shaping students into better global citizens by cultivating students’ knowledge, attitudes, and values through reading classics. However, the lack of direct experience of the contexts in which ideas and issues arise hinders full appreciation of the classics and their relevance to contemporary life. An attempt by a teacher to incorporate rooftop farming into his GEF course In Dialogue with Nature showed that hands-on experience could foster a sense of relevance and immediacy, thereby enhancing understanding of dilemmas discussed in the classics, and fostering deep reflection on the ethics of applying science in real-life situations. Encouraged by the positive feedback received, this pilot project employs experiential learning through farming in both GEF courses, with the objective of improving teaching and learning and establishing a connection between the two GEF courses. Specifically, this project aims to enable students better able to:
- reflect on personal life, social system, and the ethics of scientific applications, through farming and through visits to farmers and social enterprises;
- engage in critical reflection on the classics concerned based on experience and considerations of real-life situations; and
- gain solid understanding and appreciation of the classics.
Principal Supervisor(s): Dr. LI Ming Kenneth
Co-supervisor(s): Dr. LAI Chi Wai Kevin, Dr. SZETO Wai Man and Dr. WONG Bon Wah Baldwin
The General Education Foundation (GEF) Programme consists of two foundation courses, namely In Dialogue with Nature and In Dialogue with Humanity, which require all undergraduates from different disciplines to read and discuss science and humanity classics. Despite their interest in reflecting on the classics, they find it difficult to have in-depth discussion due to the lack of prerequisite knowledge and concepts. A lot of time in tutorial classes is thus used to explain the knowledge and clarify the concepts. In view of this, two micro-modules, one for each course, are proposed to flip the classroom. In a pilot work last year, our team developed two micro-modules to flip the classroom in UGFN1000 using whiteboard animations. In the soft launch, 400 students were benefited. The survey from 333 respondents showed that whiteboard animations are effective and engaging tools for teaching and learning. Over 90% students agreed that whiteboard animations are helpful for their understanding of the texts, clarifying the concepts and providing the prerequisite knowledge before tutorials. More than 86% students agreed whiteboard animation has raised their interest in the discussed issues and is more interesting than lecture recording. With these encouraging results and the positive feedbacks from teachers of both courses, we have expanded the flipped classroom in In Dialogue with Nature by developing more micro-modules using whiteboard animations. Flipped classroom using whiteboard animations has been extended to In Dialogue with Humanity for the first time.
For more details, please refer to the following article:
Li M, Lai CW, Szeto WM. 2019. Whiteboard Animations for Flipped Classrooms in a Common Core Science General Education Course. In J. Domenech, P. Merello, E. de la Poza, D. Blazquez &, R. Peña-Ortiz (Eds.). 5th International Conference on Higher Education Advances (HEAd’19). Valencia: Universitat Politecnica de Valencia. Pp. 929-938. Retrieved from http://www.headconf.org/wp-content/uploads/pdfs/9250.pdf
Principal Supervisor(s): Dr. LI Ming Kenneth
Co-supervisor(s): Dr. LAI Chi Wai Kevin, Dr. SZETO Wai Man and Dr. WONG Bon Wah Baldwin
The two foundation courses, namely In Dialogue with Nature and In Dialogue with Humanity in The General Education Foundation (GEF) Programme require all undergraduates from different disciplines to read and discuss the classics in sciences and humanities. Although students are interested in discussing the classics, they find it very challenging to have in-depth reflection, especially when the concepts are abstract and pre-requisite knowledge is inadequate. A lot of valuable time in the interactive tutorials is spent to explain the knowledge and clarify the concepts. In view of this, our team has been producing engaging short whiteboard animations to flip the classrooms in two projects founded by Micro-Module Courseware Development Grant (MMCDG) since 2015. The first project developed two micro-modules in In Dialogue with Nature which received encouraging feedback from both students and teachers, leading to the second project of expansion in In Dialogue with Nature and extension to In Dialogue with Humanity. We aim to extend our current whiteboard animation project as well as consolidate all of our related projects as a whole.
Principal Supervisor(s): Mr. CHAN Hin Yin Henry, Dr. CHIU Chu Lee Julie, Dr. GAO Xin, Dr. LAM To Kam Cherry, Dr. PANG Kam-moon, Dr. WU Jun Vivian, and Dr. YEUNG Yang
Students’ ability to conduct objective analysis of ideas and phenomena, and ultimately to develop sensible, informed personal judgment, is a target learning outcome common to both courses of the General Education Foundation Programme, namely, In Dialogue with Humanity and In Dialogue with Nature. Assessment of such ability, however, is a challenging task partly because of the lack of a well-established rubric to evaluate the skills concerned. In the Narrative Qualitative Assessment project conducted by teachers of the two courses in 2014-17, two rubrics adapted from the Wolcott-Lynch Model were applied to assess students’ high-level thinking in addressing open-ended problems. Analysis of randomly selected student term paper reveals that 80% of students is of performance pattern 0 (Confused Fact Finder) or 1 (Biased Jumper). The project has promoted joint reflection on the GEFP teaching design. Individual teachers have developed their own extended studies for incorporation into the classroom. It has also inspired us to explore an effective scheme to implement criteria for differentiating students’ performance in high-level thinking.
2016-
Principal Supervisor(s): Dr. KIANG Kai Ming
Co-supervisor(s): Professor CHEUNG Kam Ching Leo, Dr. HODGSON Paula, Professor LEUNG Mei Yee, Dr. WONG Bon Wah Baldwin
It is often a problem that students of the two General Education Foundation (GEF) courses do not have enough class time to learn about the historical and social background of the classic texts that they are required to read. In this project, we adopted the “commercial-off the shelf (COTS) digital game-based learning (GDBL)” approach of gamification in our teaching as an outside class activity to help bridging the gap. We bought licenses and enhanced the acclaimed and award-winning strategy game, Civilization, for this project. Via a successful educational game, students face challenges and uncertainties within the game scenarios that demand them to think through the educational elements behind. Unlike the traditional classroom teaching, a game visualizes the educational content with which students can interact directly, and the feeling of involvement creates a deeper impact to students’ understanding of abstract ideas and their historical background. Playing the game as an outside class activity can also motivate students to learn the relevant subject matter independently.
2015-
Principal Supervisor(s): Dr. CHEUNG Hang Cheong Derek, Dr. KIANG Kai Ming, Dr. NG Ka Leung Andy, Dr. WU Jun Vivian
UGFN1000, In Dialogue with Nature, requires students to read science-related classics on their own and to discuss the core questions brought up by the classics that are enduring in the history of human civilizations. Teachers and students often reported that the 1-hour lecture is insufficient to provide necessary background knowledge for the students to handle the specific classic text on their own. Moreover, there are lots of topics extended from the texts that students are inspired to explore further.
We have developed a suite of micro-modules for the 11 classics and launched them as a KEEP course. There are now over 200 micro-modules on a variety of topics and purposes, all available to CUHK students on the KEEP course. The KEEP course has served over 3000 students since 2017.
For more details, please refer to the following articles:
- Kiang, Kai Ming, Hin-Yan Chan, Andy Ka-Leung Ng, and Derek Hang-Cheong Cheung. Effectiveness of Micro-Modules in a Science Classics Course. American Journal of Educational Research, 2016, 4(13), 917-926.
http://pubs.sciepub.com/education/4/13/1
- Kiang, Kai Ming, Andy Ka-Leung Ng, and Derek Hang-Cheong Cheung, E-Learning Implementation in a Compulsory Science General Education Course, Proceedings of Multidisciplinary Academic Conference on Education, Teaching and E-learning (MAC-ETeL 2016), pp. 100 – 108, Czech Republic, Prague.
Principal Supervisor(s): Dr. LI Ming Kenneth
Co-supervisor(s): Dr. LAI Chi Wai Kevin, Dr. SZETO Wai Man
In Dialogue with Nature (UGFN1000), a foundation course compulsory to all undergraduates from different disciplines, requires students to read science-related texts before interactive tutorials. These texts are good starting points for a higher level thinking of the cross-text central issues “What is life?”, “What is mind?” and “What is science?” of the course. From our experience, students are very interested to reflect on these central issues but many of them, regardless of possessing science background or not, find it difficult to have in-depth discussion. The lack of prerequisite knowledge beyond the texts, misunderstanding of concepts, inadequate comprehension of abstract ideas, and inability to connect different texts are the common obstacles. Since UGFN lectures explain only the individual texts in a very limited time, a lot of time in the interactive tutorial classes is usually used to deal with these difficulties. In view of this, a set of three micro-modules has been developed to flip the classroom of UGFN1000 for better learning and teaching by providing eLearning remedial supplements. Short whiteboard animations have been tailor-made to explain prerequisite knowledge and to clarify misconceptions necessary for in-depth discussion of the central issues. The micro-modules are available online for students’ self-paced learning. The micro-modules do not focus on the background information and contents of individual texts. Instead, they are issue-based which are tailor-made to provide prerequisite knowledge beyond the texts, clarification of concepts, and connection of different texts necessary for higher level thinking of the cross-text central issues. Instead of conventional video recording of short lectures, attractive whiteboard animations can enrich student’s learning experience. They enable step-by-step illustration with voiceover narration to explain complicated and abstract ideas in an attractive and enjoyable way.
For more details, please refer to the following article:
Li M, Lai CW, Szeto WM. 2017. Whiteboard Animation: An Innovative Teaching and Learning Tool for Flipped Classrooms. In Nygaard C, Horsted A, Branch J, Bartholomew P (ed.) New Innovations in Teaching and Learning in Higher Education. Oxforshire: Libri Publishing Ltd. Pp. 159-175 (published on 16 Oct 2017)
Principal Supervisor(s)/Co-supervisor(s): Dr. SZETO Wai Man, Dr. LI Ming Kenneth, Dr. WU Jun Vivian, Dr. YIP Lo Ming Amber, Mr. LAM Tsz Chun Jonas, Mr. YEUNG Chi Hin Tommy
The General Education Foundation (GEF) Programme, consisting of two seminar courses, namely In Dialogue with Humanity and In Dialogue with Nature, has been a common core requirement of The Chinese University of Hong Kong since 2012. Aided by selected classics, students from all faculties engage in dialogues with their teachers and each other to reflect on what it means to have a good life, what an ideal society is, and the nature of intellectual pursuit in sciences. Reading classics and discussing serious questions in class, however, can be challenging to some students. To help students meet these challenges, Peer Assisted Study Session (PASS), an internationally acclaimed peer-learning model, was introduced in the pilot stage of GEF in 2010 and, with subsequent refinements, continues to this day. PASS is comprised of interactive voluntary off-class sessions where PASS Participants can discuss course issues under the guidance of PASS Leaders, students who have excelled in the same course and have been trained in accredited PASS Leader Training Workshops. PASS creates a non-threatening environment, where students are able to build the understanding of the course content and practise learning strategies without worries about assessment.
As an atypical case for PASS, this research project has examined and evaluated how PASS can improve students’ learning in seminar-style courses like GEF with a mixed-method study from a student perspective. According to evidence from online surveys and focus group interviews, PASS successfully (i) improves students’ understanding of the course content at a cognitive level, (ii) assists and motivates them to prepare better for the seminar discussion, achieving a behavioural change, and (iii) facilitates the attainment of targeted affective learning outcomes in terms of confidence and motivation. Major challenges, including students’ misperception towards PASS, differences in Leaders’ approaches and organisational difficulties, are identified. Proposed solutions to these challenges have also been piloted and will be further evaluated.
Principal Supervisor(s): Dr. LIAO Liang, Baldwin Cheng Research Centre for General Education
Initiated in 2015, this qualitative research aimed to explore students’ epistemological development through the reading of classic texts of the two foundation courses. The research used W.G. Perry’s intellectual and ethical development theory to analyze students’ epistemology, including their understandings of knowledge reflected in foundation courses and justifications of their viewpoints emerged in evaluating knowledge as well as their personal reflections in classic works. The data collection spanned over three academic terms from 2015 to 2016, with a total of 25 students interviewed for 5 times each.
The first stage of data analysis targeted on students enrolled in In Dialogue with Nature. In collaboration with the respective class teachers, the researcher analyzed the interview contents of 8 students. It was found that students’ epistemology was very complex and did not follow a linear development track as the usual assumption. All 8 students showed hybrid epistemological approaches when they interpreted the concepts and ideas of different texts. The same student might demonstrate higher level of epistemology when interpreting one text, but handled another text with incomplete or undeveloped epistemology. The hybrid feature of student’s epistemology in understanding different classic works shed light on the design of teaching and assessment. For example, more teaching scaffolds may be needed for low epistemological level texts. As for assessment tasks especially for summative assessment, how to design a comprehensive writing theme which could involve as many topics of the texts as possible to counteract the unbalancing epistemology in different classic works needs to be considered. The second stage of data analysis targeted on In Dialogue with Humanity is ongoing.
2014-
Principal Supervisor(s): Dr. KIANG Kai Ming
Co-Supervisor(s): Dr. CHENG Wai Pang Damian, Dr. CHEUNG Hang Cheong Derek, Dr. Klaus COLANERO, Dr. NG Ka Leung Andy, Dr. HO Wai Ming, Dr. LO Chun Yeung Edwin, Dr. YEUNG Yang
The Input-Environment-Outcome (IEO) research aims to evaluate the effectiveness of the General Education Foundation Programme (GEFP) and the development of its students, inspired by Alexander Astin’s IEO model of the talent development framework. This framework emphasizes to conduct evaluation not only at the term end (Outcome), but also to evaluate against students’ initial status (Input) and what they have experienced during the education process (Environment). The research is conducted via both quantitative and qualitative means, including, but not limited to, Entry-Exit surveys, focus groups and students’ high school and university academic performance both within and outside the GEFP. Throughout the years, we have focused more on evaluating change in students’ attitude, values, self-concept, aspirations, behaviour, and also their self-efficacy on key objectives of the GEFP. We believe this to be an important, yet under-discussed, aspect of programme evaluation. The IEO research also aims to accumulate a long-term and continuous set of data as an effort to contribute to pedagogical research on the theoretical and practical levels within and beyond GEFP.
For more details, please refer to the following publications:
- Kiang, Kai Ming, Klaus Colanero. A Classics Reading Approach to Nurture Epistemic Insight in a Multidisciplinary and Higher Education Context, Science Education in the 21st Century: Re-searching Issues that Matter from Different Lenses, pp. 51-65, Singapore: Springer, 2020.
https://doi.org/10.1007/978-981-15-5155-0_4
- Leung, Cheuk-Hang, Hin Yan Chan. Teaching classics as moral and civic education: The impact of core curriculum at The Chinese university of Hong Kong, Asian Education and Development Studies, 2019, Vol. 8 No. 2, pp. 217-232.
https://doi.org/10.1108/AEDS-03-2017-0023
- Kiang, Kai Ming, Ng Ka-Leung Andy and Cheung Hang-Cheong Derek. Nurturing Scientific Literacy for All Undergraduates via Science Classics, Proceedings of International Science Education Conference 2018, Singapore, pp 102-121.
- Cheung, Derek Hang-Cheong Derek, Andy Ka-Leung Ng, Kai Ming Kiang & Henry Hin-Yan Chan. Creating a community of inquiry in the science classroom: an effective pedagogy for teaching diverse students?, Journal of Further and Higher Education, 2018, 44:1, 1-13.
https://doi.org/10.1080/0309877X.2018.1491959
- Chan Hin-Yan, Chun-Yeung Lo, Andy Ka-Leung Ng, Derek Hang-Cheong Cheung, Kai-Ming Kiang. “Relation Between Interactive Learning and Prior Knowledge: Insights from a General Education Program of Science and Humanities”, Journal of General Education, vol.66, no.3-4, pp. 136-165, Penn State University Press, 2017.
https://muse.jhu.edu/article/728318
- Ng, Andy Ka-Leung, Kai Ming Kiang and Derek Hang-Cheong Cheung, Assessing Students’ Attainment in Learning Outcomes: A Comparison of Course-End Evaluation and Entry-Exit Surveys, World Journal of Education, 2016, 6(3).
https://doi.org/10.5430/wje.v6n3p56
- Kiang, Kai Ming, Andy Ka-Leung Ng, and Derek Hang-Cheong Cheung. Teaching Science to Non-Science Students with Science Classics, American Journal of Educational Research. 2015, 3(10), 1291-1297.
2012-
Principal Supervisor(s): Baldwin Cheng Research Centre for General Education
Commencing from 2012, university education in Hong Kong changed to the four year system, with the General Education program at CUHK increasing from 15 credits to 21 credits, six of which would develop into the General Education (GE) Foundation Program which is compulsory for all CUHK students. Through the study of humanities and natural science classics, this program gives students the opportunity to ponder the timeless questions in classics so as to strengthen the coherence of the overall General Education program and deepen students’ common learning experience. CUHK has comprehensively rolled out the GE Foundation Program in the 2012–13. The Office of University General Education began the preparations for the program in 2007 and through the pilot courses at different stages, it improved the arrangements for the program. In 2010–11, all S6 entrants were required to take the GE Foundation Program.
With a view to improving the design and implementation of the GE Foundation Program, the Baldwin Cheng Research Centre for General Education had launched a two year Study of the Assessment of the Effectiveness of the GE Foundation Program, the subjects of which are the S6 entrants during the two academic years between 2010–12. The Research Centre had regularly invited S6 entrants who had taken the program to participate in focus group discussions to learn their opinions on this compulsory program and their learning outcomes, so as to assess the effectiveness of the GE Foundation Program. This study would collect relevant information by using the qualitative research method and, in combination with an analysis of quantitative data collected from the Course and Teaching Evaluation survey, comprehensively assess the effectiveness of the pilot courses of the Foundation Program. The first stage, consisting of information collection, was completed in February 2011 and the focus group interviews of the second to fourth stages had been conducted in June 2011, January 2012 and June 2012 respectively. The results of this study would assist the Office of University General Education in reviewing and improving the design and implementation of the Foundation Program to meet the challenges that would be encountered when it is comprehensively rolled out in the 2012–13 academic year.
2010-
Principal Supervisor(s): Baldwin Cheng Research Centre for General Education
The BCRCGE carried out a statistical analysis based on the data from the Course and Teaching Evaluation questionnaire provided by the Office of University General Education to gain a better understanding of the overall opinions of the students of The Chinese University of Hong Kong toward the Eeneral Education curriculum. The study findings will assist the Office of University General Education in devising and developing a curriculum that is more in tune with students’ requirements and enhance the quality of the teaching of General Education at The Chinese University of Hong Kong. The report had been completed, and its analysis focusing on how such factors as “course scale”, “pedagogy” and “degree of student commitment” affect GeneralEeducation results.
Principal Supervisor(s): Baldwin Cheng Research Centre for General Education
With a view to understanding the learning of General Education by the students of The Chinese University of Hong Kong, in 2010 the Baldwin Cheng Research Centre for General Education (BCRCGE), in collaboration with a number of colleges, began a three year tracking study to assess the effectiveness of students’ taking of general education courses. The study had been carried out by way of questionnaires, with the relevant data collected in two stages. The first stage is a “freshman survey” whose objective is to understand students’ self-assessments and their expectations of general education; during the second stage, the “graduate survey”, the opinions of students will be collected after they have completed all General Education courses.
During the 2010–11 year, the BCRCGE carried out two pilot studies. The first stage consisted of the “freshman survey”, conducted in collaboration with six large colleges, which was completed in September 2010; and the questionnaire in the second stage, completed in April 2011, was the “graduate survey” carried out in collaboration with New Asia College. During the 2011–12 year, the BCRCGE continued to carry out related pilot surveys to improve relevant plans, and hopes, by virtue of this, to analyze, compare and summarize the interviewees’ learning outcomes in general education classes at university and to assist the Office of University General Education in improving the design of the General Education curriculum.
Principal Supervisor(s): Baldwin Cheng Research Centre for General Education
Study of Current Topics in General Education (2010)
In order to gain an understanding of the cutting edge research on General Education in Western academia, the RCGE collected all of the articles published in the US Journal of General Education between 2004 and 2009 and carried out a quantitative content analysis of the topics of those articles. Based on its analysis of the data, the RCGE found that the discussions in the relevant articles mainly revolved around four broad categories, namely research on General Education, design and implementation of General Education curricula, assessment of General Education curricula and General Education learning outcomes. By referring to these topics of current concern, Chinese scholars can, with respect to Chinese speaking societies, further develop local research on general education. The detailed report was published in article entitled “Preliminary Analysis of Current Studies of General Education – Case Study of Journal of General Education (JGE) 2004 – 2009)” (full text in Chinese) which appeared in 7th Issue of the Journal of General and Liberal Education.
Principal Supervisor(s): Baldwin Cheng Research Centre for General Education
In 2009, the Senate Committee on Teaching and Learning expressed its concern with the design of the “double-coded” General Education curriculum. With a view to reviewing the design of the “double-coded” General Education curriculum, the Baldwin Cheng Research Centre for General Education compared the data from the Course and Teaching Evaluations and Teacher’s Feedback Forms from the years 2008–2010 in order to gain a better understanding of students’ and teachers’ views on the “double-coded” General Education curriculum. The surveys revealed that students’ learning experiences under the “double-coded” and “non double-coded” General Education curricula were very similar, and that teachers also opined that there was little difference in teaching the two curricula. The survey findings were published in the December 2010 report of the meeting of the Senate Committee on General Education.
2009-
Principal Supervisor(s): Baldwin Cheng Research Centre for General Education
In August and September 2008, the Research Centre for General Education organized two rounds of alumni focus group interviews to gain a better understanding of the effectiveness of university education, and more particularly, general education. For the study, 25 alumni were invited to participate. During the focus group interviews, the alumni shared their university study experiences, their impressions of general education and offered suggestions on developing general education.
The results of the interviews show that the alumni generally hold a positive view of General Education at The Chinese University of Hong Kong. They have experienced a number of years out of school and can, in their work and other facets of their lives, better perceive the value of General Education. Additionally, the alumni also expressed the view that general education at The Chinese University of Hong Kong is in an important factor in the construction of their identities as “CUHK persons”. The detailed report on the interviews was published in the article entitled “Evaluation of the Alumni Focus Group Interviews and General Education Learning Outcomes” (read full text in Chinese) appearing in 6th Issue of the University General Education Bulletin.
2007-
Principal Supervisor(s): Baldwin Cheng Research Centre for General Education
To better appreciate students’ understanding of and expectations from the University General Education curriculum, their learning experiences in taking general education courses and their satisfaction with related university courses, the Research Centre for General Education and Office of University General Education conducted two rounds of student focus group interviews in the 2005–06 academic year, inviting a total of 60 students from different departments and colleges to participate. The two rounds of interviews mainly revolved around such questions as the reasons for taking General Education courses, how students assess the value of General Education, what students expected from General Education, etc. asking the students to relate their own opinions.
The results of the interviews show that the students expressed themselves as being conflicted when it came to choosing between and balancing “interests and grades”, “major and General Education” and “reality and ideals”, a fact that directly affected their knowledge of and learning attitude toward general education. The detailed report on the interviews was published in the article entitled “Conflict between Ideals and Reality—Study and Analysis of CUHK Student Focus Group” (full text in Chinese) which appeared in 2nd Issue of the University General Education Bulletin.