A Review on
Teaching and Learning Activities
and Quality Assurance
Isabella Wai-Yin Poon
Department of Statistics
Associate Dean (Education), Faculty of Science
The Chinese University of Hong Kong
Email: wypoon@cuhk.edu.hk
Tel: 26097925
2 April 2008
1
An Overview

Quality Assurance Council (QAC) Audit

Institutional Submission
•
A self-reflection document




Part A: Institutional Submission (IS)
Part B: Supplementary Materials (SM)
Audit visit: 21-25 April 2008
Today
A Faculty’s self-review on the areas described
in the SMs with reference to University’s
practices
2
…An Overview

Science faculty-level information


Staff Handbook on Teaching Quality Assurance
(QA)
Faculty’s Teaching and Learning (T&L) website
http://www.cuhk.edu.hk/sci/education/teachlearn_e.html

T&L session in Faculty’s Strategic Meetings (20052008)
3
…An Overview

Major items in Science Faculty’s Strategic
Meeting 2005




Integrated Framework
Formal Programme Review
Sharing of good practices
Curriculum development
•
•
Double degree/double majar
4-year curriulum
4
…An Overview

Major items in Science Faculty’s Strategic Meeting
2006









Implementation of the Integrated Framework
Programme Review Experience
An aligned model for course and programme planning
•
•
•
Variety of learning activities
Outcomes-based approach (OBA)
Assessment
Teaching Development Grants
Integration of IT into the teaching & learning process
Academic honesty
Internationalization
Academic advising
Promoting science education
5
…An Overview

Major items in Science Faculty’s Strategic
Meeting 2007





Consolidation of the QA process
•
•
•
Teaching Quality Assurance Review Committee
Ug programme reviews
TPg programme reviews
4-year curriculum
OBA
Internationalization
•
•
Exchange
Learning Enhancement Officer
Promoting Science Education
6
…An Overview

Major items in Science Faculty’s Strategic Meeting 2008
 Issues in QA
•
•
•

Staff Handbook
Ug and TPg programme reviews
QAC audit visit
T & L development
•
•
University T&L Action Plan (Draft: SM8.1)
Implementation of specific components in the T&L plan






OBA
334 curriculum
Curriculum development
•
Faculty package
OBA development: OBA roadmap
Student experience
•
•
•
Exchange
Learning Enhancement Officer
The integrated student oriented system
Promoting Science Education
7
… An Overview

University-level information


IS and the relevant SMs
29 SMs in 8 categories:








Background material
Teaching and learning strategy
Input, output, learning objectives
Management and assurance of standards
Planning and support for T&L
Broadening
Particular aspects of curriculum
Self-review and action
8
A list of the 29 SMs
(IS p.105)

9
SM1.1 Introduction to CUHK

An overview of CUHK





CUHK annual report
Facts and figures





Origin
Ordinance
Academic structure and policy
General information
Student enrolment
Staff number
College overviews
List of programmes
10
…SM1.1 Introduction to CUHK

Terms of reference and composition of Senate Committees
 Senate Academic Planning Committee
 Senate Committee on General Education
 Senate Committee on Interdisciplinary Programmes
 Senate Committee on Inter-Institutional Programmes
 Senate Committee on Language Enhancement
 Senate Committee on Physical Education
 Senate Staff-Student Consultative Committee
 Senate Committee on Student Discipline
 Senate Committee on Teaching and Learning
 Senate Committee on Undergraduate Admissions
 Senate Committee on University Press
 Senate Committee on University Scholarships
 Undergraduate Examination Boards
11
…SM1.1 Introduction to CUHK

Science
 Faculty Board
 Faculty Executive Committee (ExCo)
 Teaching Quality Assurance Review Committee
(TQARC)
•
•

Compile the Handbook
Taught Postgraduate Programme Review
Faculty Disciplinary Committee
12
SM1.2 Curriculum Structure
Curriculum Structure
 Total Course Load



Major requirement: 51-72 units
Intensive Programme in Putonghua, Cantonese and
English



S6: 123 units; S7: 99 units
1st year, students take examination for each of the three
courses
non-credit-bearing
•
Results recorded in transcript (distinction, credit, pass, failure)
Compulsory (faculty) language requirement

Science
S7: 3 units of English
S6: 9 units of English, 3 units of Chinese, (3 units of
Cantonese)
•
•
13
…SM1.2 Curriculum Structure











IT competence requirement
Physical education requirement: 2 units
General education requirement
 S6: 21 units; S7: 15 units
Double degree
Double major programme
Minor programme: 15-30 units
Elective courses
Foundation requirements for S6 (24 units)
 9 units language, 6 units GE, 9 units Faculty
Course load per term: 18-21 units
Period of study
 S6: 4-6 years; S7: 3-5 years
Course and unit exemptions: approved by Faculty Deans on the
recommendation of the Departments concerned
14
SM1.2 Curriculum Structure
Assessment of Students
 Course examination
 Visiting examiner system
 Academic probation and discontinuation of
studies
 Graduation
 Degree classification
15
…SM1.2 Curriculum Structure
Others
 General regulations
 Main features of the Mphil-PhD programme
16
SM2.1 Senate Committee on Teaching & Learning

Rationale for the establishment

Recommendations in the report of the second (2002)
Teaching & Learning Quality Process Review (TLQPR)
•
•
•
•
•
Development of a more systematic, holistic and institutionallevel QA framework, led by senior management
A shift in perspective: away from a primary focus on teaching
toward an emphasis on student learning
Emphasis on ongoing curriculum development informed
primarily by learning outcomes
Broadening the framework for evaluation
Reviewing the External Examiner system to ensure the
capacity to work within a broadened QA framework
17
…SM2.1 Senate Committee on Teaching & Learning


Formed in October 2003
First major task: Develop the Integrated
Framework for Curriculum Development and
Review (IF)
18
…SM2.1 Senate Committee on Teaching & Learning

IF for Programme Development and Review
http://www.cuhk.edu.hk/v6/en/teaching/quality.html
(Handbook App 5B, SM2.3-app1)

Main features in the IF


Curriculum and course planning and design
•
An Outcomes-Based Approach (OBA)
Course reviews
•
•
At least once every three years
OBA
19
…SM2.1 Senate Committee on Teaching & Learning




Programme reviews
•
•
Programme self-evaluation every year
Six-year cycle formal Programme Review
Reporting cycle
•
•
•
Year 1: Programme self-evaluation
Year 3: full annual progress report
Years 2,4,5,6: brief annual progress report
Professional development for teachers and
Teaching Assistants (TAs)
Others
•
Incentives, Instruments
20
… Practice in University Proper to support quality
Student
learning
needs
An aligned
OBA model
Desired
learning
outcomes
Learning
activities
Feedback
Content
Assessment
Actual
learning
outcomes
21
…SM2.1 Senate Committee on Teaching & Learning

Key changes brought about by SCTL


Implementation of the IF
•
Programme reviews lead to
•
•

Internalized QA culture
Increasingly self-critical approach to the use of evidence
about T&L approach
Continuous refinement of departmental QA process
Professional development of teachers
22
…SM2.1 Senate Committee on Teaching & Learning

Implementation of the IF for Taught Postgraduate
Programmes
•
•
•
Handbook: Appendix 10C
Similar to the undergraduate version
Periodic programme reviews


Responsibility of the Faculty Board
Science: 1st programme review completed
o MSc in Data Science and Business Statistics
23
…SM2.1 Senate Committee on Teaching & Learning

Oversee Teaching Development Grant (TDG)
projects to secure the sharing of good practices
•
Science (Handbook App 13B)

•

Science: Development of TDG project websites to share
good practice

•

Assessment project: http://www.cuhk.edu.hk/sci/TDG/
OBA project: http://www.cuhk.edu.hk/sci/OBA/
Science (Handbook App 13A)


2 faculty-level TDG projects
4 departmental-level TDG projects
A number of activities to share good practices
http://www.cuhk.edu.hk/sci/education/teachlearn_e.html
More specific curriculum matter: OutcomesBased-Approach (OBA), Assessment, Plagiarism
24
SM2.2 Centre for Learning Enhancement &
Research (CLEAR)
Key services of CLEAR
 Professional development courses


Becoming an excellent teacher
Courses for Postgraduate students/TAs
•
•
Departments support the teaching of these courses
Course evaluation results are monitored by the Faculty
Board


In general very good, all courses
Occasional seminars and workshops
25
…SM2.2 CLEAR

Evaluation services

Student Engagement Questionnaire (SEQ)
•
Science: Most programmes are in the process of
developing programme-specific items to supplement the
SEQ


Better measure students’ development of programme-level
learning outcomes
Graduate Survey
•
Science: At least ½ of Science programmes have
developed and administered graduate surveys with
programme-specific items

Better measure graduates’ achievement of programmelevel learning outcomes
26
…SM2.2 CLEAR

Course planning and review




A feedback service on course outline
Course outline template
•
Handbook App 5G
Science
•
•
Each department has started the course review with reference
to the course outline template
Many courses have developed comprehensive course outlines
eLearning support

Science
•
•
7 teaching development projects presented posters in the
“eLearning EXPO: Excellence Online” that was organized by
the Information Technology Service Centre (ITSC) and CLEAR
held in October 2007
The posters were then displayed in the Science Faculty for
one week
27
…SM2.2 CLEAR

Innovative learning design

Assistance in planning, implementation, evaluation &
scholarly dissemination of innovative learning designs
•
•
•
•

Case-based learning
Student self-assessment
Student peer-assessment
Mobile learning
Science
•
Collaboration with CLEAR in the faculty-level TDG project
“Engaging students in the design and enactment of
assessment”


Involve every departments of the faculty
http://www.cuhk.edu.hk/sci/TDG
28
…SM2.2 CLEAR



Teaching consultation
New staff orientation
Research collaboration
29
SM2.3 Programme Monitoring and Review
QA in the context of University management



Flat management structure
Responsibility devolved to departments
•
•
Advantage: Sense of ownership helps promote a climate
of continual improvement
Potential disadvantages


Good practices may not spread
o Workshops and publications by CLEAR (eg. Award
winning teachers)
o Programme reviews
o Science: A number of activities to share good practices
(Handbook: Appendix 13A)
Devolved structure may lead to uneven performance
o Programme reviews
30
…SM2.3 Programme Monitoring and Review


Integrated framework
Programme reviews


Initially treated with some suspicion and concern
about extra workload & undue bureaucratic
imposition
The climate has become more positive and the
process become closely entwined with other
quality enhancement activities
31
…SM2.3 Programme Monitoring and Review




Graduate survey
Student Engagement Questionnaire (SEQ)
Course evaluation
Curriculum refinement


Most programmes achieve well in terms of content
Less awareness and acceptance of the need in
other elements
•


Programme reviews and SEQ help change attitude
Evidence-based curriculum improvement
Good practice in T&L
32
…SM2.3 Programme Monitoring and Review

Appendices with very useful information



SM2.3-app2: Summary of External Examiners’
comments on programme content (Ug) (Science:
p.58)
SM2.3-app3: Summary of External Examiners’
comments on programme content (TPg)
(Science: p.81)
SM2.3-app13: Instances of good practice in
teaching and learning noted in programme
reviews 2005 and 2006
33
SM3.1 Intake Quality


CUHK attracts good students
Longitudinal data on Science median WGPA
2003
2004
2005
2006
2007
Median
WGPA
3.3277
3.4150
3.3039
3.2462
3.4083
Rank*
5/9
5/9
5/9
6/10
6/10
* 7 faculties + Law, Pharmacy and Nursing


Some 250 (about 45 in Science Stream) top
mainland students were admitted to CUHK through
the National System
Support services: Learning Enhancement Officers
(LEO) provide care for non-local students
34
…SM3.1 Intake Quality

Rpg


Intake quality for RPg
SM3.1-app12: Minimum entry requirements for
postgraduate programmes
35
SM3.2 Output Statistics


Completion and attrition
International English Language Testing
System (IELTS) scores (9-point scale)
2003
2004
2005
2006
2007
CUHK
6.65
6.66
6.88
6.87
6.88
Average
6.46
6.51
6.64
6.67
6.67
5=Modest
6=Competent
7=Good
8= V. good
9=Expert
36
…SM3.2 Output Statistics

Several employer survey results


Examples of student achievements





CUHK students rank top in many aspects
Chemistry graduate appointed by Yale University as
assistant professor
2 Biochemistry Mphil students awarded doctoral training
at National Institutes of Health (NIHs)
Top CUHK Mathematics graduates got admitted to
Harvard and Princeton to further PhD study
Scholarships won by students
Further study destinations

Estimate: 26% of first-degree graduates eventually gain at
least a master degree
37
SM3.3 University OBA Plan

Phase 1 (1999-2004): Development of a
coherent T&L policy based on explicitly
articulated principles

The Integrated Framework
38
…SM3.3 University OBA Plan

Phase 2 (2005-2007): Implementation of the policy through a
number of strategies
 Programme reviews
 The use of SEQ: How certain features of the T&L environment
support the development of desired learning outcomes
 Development of Professional Development Courses – an OBA to
professional development
 Building careful consideration of learning outcomes into the
detailed planning for 334
 Capacity building in OBA across the University
•
Use of TDG projects




Science has 2 faculty-level and 4 progrmme-level projects
Development of a network to support OBA
Focus at programme level more than on individual courses
Positioning of students as central to the process
•
consultation with students (eg: SEQ)
39
…SM3.3 University OBA Plan

Phase 3 (2007- ): Consolidation of initiatives by
focusing explicitly on an OBA in all units

Each unit (faculty and GE) has a suitable project that
addresses an aspect of OBA
•

Science: OBA project to develop learning outcomes and
measurement instruments
Strategies to ensure the experience is a “whole university”
one
•
•
•
•
•
Workshops conducted by CLEAR
A website
A series of seminars
A collection of papers
Science




TDG project involves all departments: A network
Workshop on OBA
Website: http://www.cuhk.edu.hk/sci/OBA/
CLEAR’s involvement
40
…SM3.3 University OBA Plan

Plan for further OBA enhancement

2007-08: Each unit to consolidate all ongoing strategies
into a strategic OBA roadmap (due May 2008). The
roadmap should include
•
•
•
•
•
•
•
•

Programme-level description of desired student learning
outcomes
An analysis of the strengths and challenges
How an OBA has been built into the Unit’s 334 plans
Details of specific strategies
A prioritization of these strategies
A detailed proposal for work on the strategy with priority
number one
Clearly defined and described monitoring mechanisms
Plans for addressing the time around 2012
2008-2012: Work on different priority strategies
41
…SM3.3 University OBA Plan
Progress in Science
 Achieved good progress in the TDG project
“Promoting the Use of OBA in Science Programmes:
Development of Learning Outcome Statements and
Measurement Instruments”




All programmes have completed the development of a set
of learning outcomes
Most programmes have developed a set of programmespecific SEQ or graduate survey to measure students’
perception on the development of learning outcomes
A faculty OBA website (http://www.cuhk.edu.hk/sci/OBA)
was launched in November 2007
Talks on OBA
42
…SM3.3 University OBA Plan

Development of Faculty’s OBA roadmap

Discussion in the Science Faculty’s Strategic
Meeting
•
•
•
•
Provide central support, programmes take ownership
Address recommendations in programme reviews
Build on works completed, and good initiatives and
practices
Enhance students’ involvement
43
…SM3.3 University OBA Plan

A framework for the Science OBA roadmap


Strengths and challenges
•
•
Capacity built: good progress in the TDG project, many good
initiatives in the front line
There is some unevenness across programmes in the
commitment to framing and implementing an OBA
(Potential) strategies
•
•
•
•
Enhance students’ involvement to refine learning outcomes
Develop the “outcome x course” matrix
Develop course-level learning outcomes
Detailed OBA course outline for each course

•

Handbook, App 5H
Centralized database of all course outlines (see SM8.1)
When all programmes complete their 1st reviews in 2009,
identify and work on common challenges
44
SM3.4 Programm-level Learning Objectives

University-level learning outcomes: CUHK Strategic
Plan includes a statement of desired outcomes for
its graduates




an appreciation of the values of a broad range of
intellectual disciplines as well as general knowledge;
a depth of knowledge within a specialty, not only as an end
in itself but also as a vehicle for experience in serious study
and enquiry;
a high level of bilingual proficiency in Chinese and English;
a basket of skills including numeracy, analytic skills and IT
capability, and ability to continue with life-long learning and
professional development;
45
…SM3.4 Programm-level Learning Objectives





have cultivated a habit of reading widely, learnt to be critical
and independent, effective in communication and working
in a team;
have a deep understanding of Chinese culture and an
appreciation of other cultures, a high degree of intercultural sensitivity, tolerance and a global perspective;
an attitude of compassion, honesty and integrity, and the
ability to contribute as citizens and leaders;
a sense of purpose, responsibility and commitment in life, a
desire to serve, as well as taste in their pursuits.
University-level outcomes cascade to influence
programme- and course-level outcomes and
curriculum design (Science: Handbook 13-2)
46
…SM3.4 Programm-level Learning Objectives

Promotion of OBA at programme level
 There has been a concentration on programme-level
outcomes flowing from high-level outcomes
 Science
• Outcomes are developed with reference to
university-level outcomes, with external references


•

UK Quality Assurance Agency (QAA) benchmark
statements
University of Oxford outcome statements
Europe higher education structure: Bologna Process
All outcomes in Science can be classified into three broad
categories (same as those at the university-level)



Content
Skills: Professional and generic skills
Attitude/value
47
…SM3.4 Programm-level Learning Objectives

Science programmes’ learning outcome statements all
uploaded to the OBA Website
•
•

http://www.cuhk.edu.hk/sci/OBA/project_progress/project_pro
gress04.html
Programme-level learning outcomes shape the facultylevel and university-level outcomes in the long-run
Care has been taken to stress that outcomes need not be
quantitatively measurable --- avoid the negative
connotations associated with the behavioural objectives
movement
48
…SM3.4 Programm-level Learning Objectives

Contribution of individual courses to
progrmme outcomes


The “course x outcomes” matrix
•
The relative contributions of courses to nurturing
capabilities
SM3.4-app3: Outcomes statement for
Environmental Science
49
SM3.5 Course-level Objectives and Planning

Development of an OBA at course level


Course planning follows the OBA specified in the IF
•
•
Policy and processes for course development and
review


Course planning and reviews: regular internal process
•
course review at least every three years
Course description form (Form A) (Handbook App 5A, p.19)
and course outline (Handbook App 5G)
•

Align course-level learning outcomes with programme and
University outcomes
Within each course, align content, learning activities,
assessment with the desired learning outcomes
Content, learning outcomes, learning activities, assessment,
feedback for evaluation, learning resources etc.
CLEAR’s service for course planning and review
50
…SM3.5 Course-level Objectives and Planning

Plans for enhancement

Wide variation across programmes in the number
of course outlines submitted for central archiving
at Registry Services
•

IF suggests the form (Form A) but registering a course
outline normally occurs after some form of course review
Course will be redesigned for 334, will develop a
centralized database of all course outlines
•
Science



Each Department has started its process for developing
OBA course outline
Practice disseminated in Faculty’s T&L seminars in January
2007
Handbook App 5G, App 5H
51
SM4.1 Academic Management and Approval Process

Programme approval procedure






Department Board
Faculty Board
(if appropriate) Graduate Council
(if appropriate) Senate Committee
Senate Academic Planning Committee
Senate
52
…SM4.1 Academic Management and Approval Process

Plans for enhancement


Appointed Dean
Has traditionally operated in a collegial style,
sheer growth in size and complexity requires more
formal lines of management
•

More formal elements of QA
Noted issues of governance with interdisciplinary
courses
•
A working group has recommended strategies
53
SM4.2 Recognition of Good Teaching

Overall personnel processes

Performance assessed by three domains
•
Teaching


•
•

A positive correlation between teaching performance and
promotion
Merit pay increase



Research
Service
Substantiation and advancement



Classroom teaching
Pg supervision
Other contribution
All teachers appointed or promoted since July 2003
Teaching is given as much weight as research and has an
independent effect on the level of reward
Exemplary teaching awards
54
SM4.3 Assessment

Grading and honours classification

Course grading
•
•
•

Course outlines disseminated at the beginning of a term
must specify the assessment scheme
Grades are approved by examination panels under the
relevant Department or Programme Broad
The Panel operates within grade distribution guidelines
Students with poor performance would be put on
probation
•
Waivers (medical or compassionate grounds) are
approved by the Senate or Senate APC based on
Faculty Board’s recommendation
55
…SM4.3 Assessment

Honours classification


Recommend by Faculty Board according to a set
of guidelines
All cases approved by Undergraduate
Examinations Board
56
…SM4.3 Assessment

Honesty in academic work



Policy disseminated to new students in orientation
workshops
Statement and a website that every course should
refer to in its course outline (Handbook p.9-4)
A proprietary bilingual anti-plagiarism tool:
Chinese University Plagiarism Identification
Engine (CUPIDE)
•

http://cupide.cse.cuhk.edu.hk/portal
Teachers report all suspected case to Faculty
Disciplinary Committee (Handbook App9D)
•
Report to Senate Committee on Student Discipline
57
…SM4.3 Assessment

External benchmarking

External examiner system
•
Departments are required to respond to the
External/visiting Examiners’ report



Reviewed by Associate Dean for Ug programmes
Reviewed by the Dean of the Graduate School for Pg
programmes
Problem case brought up to Dean or PVC
58
…SM4.3 Assessment

Aligning assessment with outcomes


Programme review have revealed a significant
proportion of courses devoting a high proportion
of assessment weight to examinations, mid-terms,
tests and quizzes
Programmes were recommended that
assessment should be diversified for better
alignment
59
…SM4.3 Assessment

Projects on assessment

Science: A faculty-level project “Engaging
students in the design and enactment of
assessment”
•
•
•
•
•
Involves all departments of the faculty
Ongoing since 2005
Can be applied to a variety of learning activities
http://www.cuhk.edu.hk/sci/TDG
Main elements

•

Students participate in the design of assessment criteria
Students conduct self- and peer- assessments
Some 20 cases have been completed in the past
several years (Handbook App 13E)

Evaluated by CLEAR: in general well-received by students
60
…SM4.3 Assessment

Current initiatives


Assessment is still traditional
•
•
Rely heavily on examinations
Mainly testing subject knowledge
Programme reviews steer and promote changes:
adapt assessment protocol to align with outcomes
61
…SM4.3 Assessment
Information on Science in several appendices
 SM4.3-app10: Summary of external examiners’
comments on standards (Ug) (p.38)
 SM4.3-app11: Summary of external examiners’
comments on standards (Tpg) (p.53)
 SM4.3-app12: Summary of external examiners’
comments on assessment (Ug) (p.67)
 SM4.3-app13: Summary of external examiners’
comments on assessment (Tpg) (p.85)
62
SM4.4 Student Participation

Integration into campus life


Orientation camp
Establishing teacher-student relationships


Associate Dean (Student Affairs) is responsible for
policy formulation in relation to the well-being of
students
College Dean of Students Office and Office of
Student Affairs facilitate student participation in
student organizations.
•
Science: Close interaction with the Faculty Student
Society
63
…SM4.4 Student Participation

Obtaining feedback from students

Surveys
Graduate capability survey (GCS)
SEQ
Course evaluation
Science
•
•
•
•






Programme specific items in GCS and SEQ
Voluntary mid-term classroom feedback (Handbook App 6H)
Course evaluation for laboratory course (Handbook App 6B)
Course evaluation results are monitored by the Faculty Board
o Ensure poor course evaluation result will be followed-up
Course evaluation for Language courses
o Report compiled every year to monitor students learning needs
in language
Survey to gauge students needs in exchange programme
64
…SM4.4 Student Participation

Formal forum/informal discussions
•
Science





All programme: Staff-student Consultative Committee
Dean or his representative meets student representatives
of each department every year
Dean team meet student representatives several times
every year by lunch and dinner meetings
Dean team, LEO and programmes’ student counsellors
meet all 1st year Mainland students 1-2 times every year
LEO keeps very close interaction with Mainland and all
non-local students
o Associate Deans (Education and Student Affairs) follow
up problematic students
65
…SM4.4 Student Participation

Student counselling system


University-level: Undergraduate Academic Advice
Coordinator for each programme
Science: In each programme
•
•
•
•
Academic advisor for EAS students
Academic advisor for Mainland students
Academic advisor for non EAS students
Advisor for student exchange
66
… SM4.4 Student Participation

Formal student representation on committees








Senate
Senate Staff-Student consultative Committee
Senate Committee on Student Discipline
Senate Committee on Teaching and Learning
Senate Committee on Language Enhancement
Faculty Boards
Department Boards
Programme-level Staff-student Consultative
Committees
67
… SM4.4 Student Participation

SM4.4-app1: Examples of curriculum
changes resulting from student feedback

Science

Illustrative examples of changes (for each
programme) resulting from student
feedback are documented in the Handbook
App 12A
68
SM5.1 Learning Resources: University Library
System

Programme-level library budget monitored by
Science Faculty ExCo
69
SM5.2 Use of Technology in Teaching and Learning

Framework for eLearning at CUHK


Three main learning management platforms
•
•
•
WebCT
Moodle
CUForum: a home-grown platform
Some other eLearning tools (SM5.2-app1)
•
•
•
•
iHome
Web conferencing
ePortfolio
LAMS
70
… SM5.2 Use of Technology in Teaching and Learning

Two-level model of “Guidelines for web-enhanced
student learning environments” endorsed by the
Academic IT Steering Committee
•
•
Level 1: Students to access clear and timely course
information on a course website
Level 2: Teachers are encouraged to adopt eLearning
strategies, including


effective course management
o Sharing of ppt, collect homework, setting up marked
learning exercise
collaborative leaning
o Forums for teach-student or student-student interactions
o Provide virtual working space for group work
o Encourage peer-review
71
… SM5.2 Use of Technology in Teaching and Learning

Science

Discussion in the 2006 Faculty Strategic
Workshop


Aim: Achieve Level 1 for all programmes, many courses
achieve Level 2
An online platform to promote self- and peerassessments
72
… SM5.2 Use of Technology in Teaching and Learning

Sharing of good practice in Science



7 teaching development projects presented posters in the
“eLearning EXPO: Excellence Online” that was organized
by the Information Technology Service Centre (ITSC) and
CLEAR held in October 2007
The posters were then displayed in the Science Faculty for
one week in November 2007
Good practices shared in the November 2007 seminar
o Biology: Online extended exercises/quizzes
o Chinese Medicine: Case-based eLearning resource
o MBT: Using WebCT to facilitate the Teaching of
Molecular Biology
o Statistics: Online platform for survey research
73
… SM5.2 Use of Technology in Teaching and Learning

Strategies adopted to support technology in T&L

Infrastructure: The development of a Student-Orientated
Information System
Discussion in 2008 Faculty Strategic Meeting
IT Proficiency Tests
Courseware development
Services provided (by ITSC) for teachers in the
development of online courseware
Grants
TDGs
•



•
•

•

Science: Biology (before 2005), Chinese Medicine and Statistics
(2005-2008)
Internal Courseware Development
Support provided by CLEAR and ITSC
74
SM5.3 Learning Activities

From transferring knowledge to promoting
student learning


•
Teachers’ responsibility not just in delivering knowledge
but in helping students learn to learn
Works at university-level


University’s Institutional Development Plan 1999
Exemplary teachers, PDC, TDGs
Enhancing learning environments through QA
processes

The “Learning activities x course” matrix
75
…SM5.3 Learning Activities

Transition from schools to university learning
approaches



A difficult issue: school teaching tends to be
examination-oriented and didactic
Issue noted in at least three of the programme
reviews in 2007 (see SM5.3-app7, Science p.)
(p.2) “For disciplines in which the foundation
knowledge is more certain (e.g., tradition
sciences), the transition may be less abrupt, but
students face a greater risk that the transition is
never made”.
76
…SM5.3 Learning Activities


SEQ data shows improvement of learning
environments
Enhancement has been achieved through






QA process
SEQ
Promotion of good practices
Workshops and PDCs
Funded projects
Information on Science in some appendices



SM5.3-app5: Summary of External Examiners’ comments
on T&L (Ug) (Science: p.27)
SM5.3-app6: Summary of External Examiners’ comments
on T&L (Tpg) (Science: p.48)
SM5.3-app7: Extracts from reviews relevant to the schooluniversity transition (Science: p.55)
77
SM5.4 Planning for 3+4+4

Objective


Experience vs innovative



Whole-person development rather than mere
preparation for a particular profession
Previous 4-year curriculum experience provides
only a base but not the ultimate model
Approach the curriculum design ab initio
Main features

Emphasis place on student-centre pedagogy with
focus on learning outcomes
78
…SM5.4 Planning for 3+4+4

Administrative structure


University-level
•
•
University Task-Force
Subgroup on 4-year Curriculum Design
Science
•
A task force, Associate Dean (Education), two Assistant
Deans appointed in 2007



•
Faculty Package (under revision, two iterations completed)
Curriculum designs in programme
Preparing for bundle admission of biological science
programmes
Associate Dean (Student Affairs): Admission standards
79
…SM5.4 Planning for 3+4+4

Broad features in new curriculum (total 123 units)


University common core: 39 units
•
•
•
•
•
Chinese: 6 units
English: 9 units
IT: 1 unit
GE: 21 units
Physical Education: 2 units
Major programme 51-72 units
•
•
Faculty core package: 9 units
Other major courses: 42-63


Include 6 units of research component
Free electives: 12-33 units
80
…SM5.4 Planning for 3+4+4

More options for minors and electives


Increased flexibility for double major and double
degrees




Most pairs of subjects are allowed for double major
Science programmes available for double major
•
Biochemistry, Biology, ENS, FNS, Mathematics, RMS,
Statistics
An increase in interdisciplinary majors
Summer school


Any major-minor combination is permitted
International summer school already in place
Advanced implementation of new curriculum

For EAS and non-local students
81
…SM5.4 Planning for 3+4+4

Non-curricular enhancement






New Colleges
Admission requirements


Exchange
Internship
Community service
Formal recognition will be given via a learning profile
Minimum requirement: 4C+1X
•
4C: Chinese, English, Mathematics, Liberal Studies
Staff recruitment
82
SM6.1 Colleges at CUHK

College programmes divided broadly into
three categories



Formal credit-bearing courses
Required but non-credit-bearing programmes
Informal co-curricular activities
83
SM6.2 Broadened Experience

Rich experiential learning opportunities
beyond classroom








College activities
Student exchange
Internships
Mentorship
Leadership training
Participation in national and international events
Summer activities
Student clubs
84
…SM6.2 Broadened Experience

Science

Strategies on student exchange discussed and
progress monitored in every year’s Faculty’s
Strategic Meetings (2005-2008)
•
•
Expanding opportunities for students
Growing trend

•
CUHK outgoing exchange programme
o 07/08: 46 science students out of 630 university total
o 05/06: 23 science students out of 393 university total
Many short term opportunities
o
07/08: 64 science students out of 1787 university total
85
…SM6.2 Broadened Experience

A Science Committee on Student Exchange to
promote student exchange
•
•
•
Advisor appointed for each programme
Keep close contact with Office of Academic Link (OAL)
to promote student exchange

Promotional activities



•
Specific programmes for Science students

Website launched: Information and student experience
sharing
Briefing and student sharing session
Questionnaires to gauge needs
Interviewing skills session
Sharing of good practice among programmes
86
…SM6.2 Broadened Experience

SM6.2-app17: Summer research abroad

Programme descriptions and samples of the
voices of student participants and their mentors
•
•
•
Biochemistry (2005): DREAM (Dedicated Research
Exchange and Mentorship)
Mathematics (2001): Summer research programme
Physics (2000): SURE (Summer Undergraduate
Research Exchange Programme)
87
SM7.1 General Education

Programme structure

University GE (15-21 units)
•
Students to take at least one course from each of the 4 areas



•


Our own heritage
Nature, technology and environment
Society and culture
Self and humanities
College GE (4-6 units)
Quality Assurance


Senate Committee on GE
All proposals are examined by respective Department
Boards and Faculty Boards
88
…SM7.1 General Education

Science




Monitoring quality via course evaluation
Design intellectual challenging but attractive
courses
Support college GE
Share good practice
•
T&L seminar in November 2007: A talk on designing GE
course
89
SM7.2 Language Policy and Enhancement


Policy: Bilingualism
Intake



English: Tied for best English language intake in HK
Chinese: Leader in HK
Language enhancement organization structure




English Language Teaching Unit (ELTU)
Department of Chinese Language and Literature
The Chinese Language Center (CLC) offers Putonghua
courses
Independent Language Centre offers self-learning facilities
and runs workshops
90
…SM7.2 Language Policy and Enhancement

Four Tier Language Enhancement Framework
 Tier 1: Compulsory Intensive Programme in Putonghua,
Cantonese and English
• Mandatory and non-credit-bearing
• Students attend examination


Tier 2: Faculty Language Requirement
Mandatory
Science
•
•




Results (distinction, credit, pass, failure) recorded in transcript
Different requirements for students with different backgrounds
Monitor students learning via course evaluations
o
Report on student feedback compiled and monitored by Faculty Board
Tier 3: Elective Language Proficiency Courses
•
Science: The role of advisors
Tier 4: College Language Enhancement Programmes &
Independent Learning Centre Programmes
•
Science: The role of college coordinators, advisors, and student
exchange advisors
91
…SM7.2 Language Policy and Enhancement

Teaching medium

Recommendations made by the Committee on Bilingualism
(Report: July 2007)
•
Decided by Department Boards according to the principles



Courses that are highly universal in nature: English is preferred
Courses have Chinese as the predominant medium for academic
expression: Cantonese or Putonghua
Science: General principles



Programmes that admit non-local students should offer
enough courses in English
Teaching medium make known to students before course
registration
No change in teaching medium after add drop period
92
SM7.3 Taught Postgraduate Programme

IF for Taught Postgraduate Programme


Handbook App 10C
Similar to the Ug IF
•
Major differences


Reporting mechanism
Programme Reviews: by Faculty Board
93
…SM7.3 Taught Postgraduate Programme
Cycle
Action
i) Course evaluation
Documents
required
Summary
Submit to
Dept [for record]
Every
year ii) Annual Programme
Meeting
Brief one-page
Dept Board
annual programme
Meeting [to note]
report
Every
3
iii) Course review
years
Review report (Ext. Annual
Examiner or internal Programme
report)
Meeting [to note]
In addition:
iv) Self-evaluation as a
Every basis for v) external
6
programme review
years (review panel
appointed by Faculty
Board)
Programme review
report, including
self-evaluation &
comments from
external review
panel
Faculty Board [for
discussion of
follow-up actions].
Then with action
plan to Graduate
School -> SCT&L
94
… SM7.3 Taught Postgraduate Programme

Science


A total of 10 TPgs
Timeline for programme reviews of all
programmes planned
•
MSc in Data Science and Business Statistics completed
its review recently
95
SM7.4 Non-local Programme

Not very relevant to Science
96
SM7.5 Research Degree

Programme structure



Mphil, PhD and Mphil-PhD
6 to12 units of taught courses are required for all Mphil and
most PhD programmes
Enhancement measures



Students can applied to do part of their research in another
institution with Pg studentship paid
Overseas academic grants for conference attendance or
overseas academic activities
Joint RPg programmes with partner universities
•
•
•
Joint PhD training with the National Institutes of Health
Joint RPg programme with Peking University
Joint RPg courses with HKU and HKUST
97
…SM7.5 Research Degree

Improving Postgraduate Learning Programme
•
•
•


Mandatory for courses on Intellectual property and
safety
Research methodology
Thesis writing and presentation skills
Graduate School provides guidelines and advice
on research and thesis writing
Young Scholars Dissertation Award promotes
excellence in thesis writing
98
…SM7.5 Research Degree

QA

Eligibility of supervisors, internal examiners and
external examiners are decided by the GC
•



Handbook App 10B
Students’ progress reports
Exit standards are controlled by a thesis
committee
An annual exit survey
99
SM7.6 Medical Curriculum

Not relevant to Science
SM7.7 School of Law

Not relevant to Science
100
SM7.8 International Summer School

The programme






Six-week in summer
Incoming exchange and local students
A variety of language, business, humanities and
social science courses with Asian or Chinese
perspective
Renowned overseas academics are invited to
teach
In 2007 attracted over 500 students (300 nonCUHK students)
Science: Offer a course in Chinese Medicine
101
SM8.1 Action Plan

Two parts



Part A: New initiatives and/or one-off measure
Part B: Actions involving regular reviews
Part A: Grouped according to the priority areas in
University’s Strategic Plan








Area 1: Management structure
Area 2: Evolution of QA
Area 3: Continuing curriculum alignment, including OBA
Area 4: T&L environment
Area 5: Normative 4-year curriculum
Area 6: Language enhancement
Area 7: Broadening of student experience
Area 8: Internationalizing the University
102
…SM8.1 Action Plan

Area 1: Management structure



Appointed Dean
New senior management structure
Area 2: Evolution of QA








Meta-review of the UG programme review process
Extend the IF to minors, electives, faculty package
GE
Development of a centralized database of all course
outlines
Alumni and tailored graduate surveys
RPg matters: student voice, destination tracking
TPg matters: benchmarking
Institutional strategic planning: risk management, research
capacity w.r.t T&L
103
…SM8.1 Action Plan

Area 3: Curriculum alignment and OBA






Assessment policy, grievance policy,
All programmes specify holistic outcomes
Faculty: OBA roadmaps
Faculty: 4-year curriculum planning
Faculty: revise CTE questionnaire and
psychometric improvement
Area 4: T&L environment
104
…SM8.1 Action Plan

Area 5: Normative 4-year curriculum





Curriculum design in a form consistent with IF
Pilot for GE foundation course
Faculty: Pilot Faculty Package
Faculty: Evaluation of pilot Faculty Package
Faculty: Research component
105
…SM8.1 Action Plan

Area 6: Language enhancement


Area 7: Broadening of student experience



Tracking language performance
Systematic collection of OBA data on experiential
learning
Assess impact of experiential learning
Area 8: Internationalizing the University


Exchange
Increase non-local UG intake towards 25%
106
…SM8.1 Action Plan

Part B: Regular reviews

Ug programme reviews
•
Science




6 completed
2 upcoming in 2008
3 in 2009
Tpg programme reviews
•
Science





1 completed
1 in 08/09
1 in 09/10
4 (all Chinese Medicine) in 10/11
3 in 11/12
107
The End
Thank you Very Much
Isabella Wai-Yin Poon
Department of Statistics
Associate Dean (Education), Faculty of Science
The Chinese University of Hong Kong
Email: wypoon@cuhk.edu.hk
Tel: 26097925
2 April 2008
108