1 A Review on Teaching and Learning Activities and Quality Assurance Isabella Wai-Yin Poon Department of Statistics Associate Dean (Education), Faculty

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A Review on A Review on Teaching and Learning Teaching and Learning

Activities Activities and Quality Assuranceand Quality Assurance

Isabella Wai-Yin PoonIsabella Wai-Yin PoonDepartment of StatisticsDepartment of Statistics

Associate Dean (Education), Faculty of ScienceAssociate Dean (Education), Faculty of ScienceThe Chinese University of Hong KongThe Chinese University of Hong Kong

Email: Email: [email protected]: 26097925Tel: 260979252 April 20082 April 2008

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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

TodayA Faculty’s self-review on the areas described in the SMs with reference to University’s practices

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…An Overview

ScienceScience 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 (2005-

2008)

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…An Overview

Major items in ScienceScience Faculty’s Strategic Meeting 2005 Integrated Framework Formal Programme Review Sharing of good practices Curriculum development

• Double degree/double majar

• 4-year curriulum

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…An Overview

Major items in ScienceScience 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

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…An Overview

Major items in ScienceScience 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

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…An Overview

Major items in ScienceScience 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

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… 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

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A list of the 29 SMs

(IS p.105)

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SM1.1 Introduction to CUHK An overview of CUHK

Origin Ordinance Academic structure and policy

CUHK annual report Facts and figures

General information Student enrolment Staff number

College overviews List of programmes

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…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

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…SM1.1 Introduction to CUHK

ScienceScience Faculty Board Faculty Executive Committee (ExCo) Teaching Quality Assurance Review Committee

(TQARC) • Compile the Handbook

• Taught Postgraduate Programme Review Faculty Disciplinary Committee

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SM1.2 Curriculum StructureCurriculum StructureCurriculum Structure Total Course Load

S6: 123 units; S7: 99 units Major requirement: 51-72 units Intensive Programme in Putonghua, Cantonese and

English 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

ScienceScience• S7: 3 units of English• S6: 9 units of English, 3 units of Chinese, (3 units of

Cantonese)

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…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

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SM1.2 Curriculum Structure

Assessment of StudentsAssessment of Students Course examination Visiting examiner system Academic probation and discontinuation of

studies Graduation Degree classification

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…SM1.2 Curriculum Structure

OthersOthers General regulations Main features of the Mphil-PhD programme

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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 institutional-level 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

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…SM2.1 Senate Committee on Teaching & Learning

Formed in October 2003 First major task: Develop the Integrated Integrated

Framework for Curriculum Development and Framework for Curriculum Development and ReviewReview (IF)(IF)

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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

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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

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An aligned OBA model

Student learning needs

Desired learning

outcomes

ContentLearning activities

Assessment

Actual learning

outcomes

Feedback

… Practice in University Proper to support quality

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Key changes brought about by SCTL Implementation of the IF

• Internalized QA culture Programme reviews lead to

• Increasingly self-critical approach to the use of evidence about T&L approach

• Continuous refinement of departmental QA process Professional development of teachers

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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:Science: 1st programme review completed

o MSc in Data Science and Business Statistics

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Oversee Teaching Development Grant (TDG) projects to secure the sharing of good practices• ScienceScience (Handbook App 13B)

2 faculty-level TDG projects 4 departmental-level TDG projects

• Science: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/

• ScienceScience (Handbook App 13A) A number of activities to share good practices http://www.cuhk.edu.hk/sci/education/teachlearn_e.html

More specific curriculum matter: Outcomes-Based-Approach (OBA), Assessment, Plagiarism

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SM2.2 Centre for Learning Enhancement & Research (CLEAR)

Key services of CLEARKey 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

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…SM2.2 CLEAR

Evaluation services Student Engagement Questionnaire (SEQ)

• Science: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:Science: At least ½ of Science programmes have developed and administered graduate surveys with programme-specific items Better measure graduates’ achievement of programme-

level learning outcomes

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…SM2.2 CLEAR

Course planning and review A feedback service on course outline Course outline template

• Handbook App 5G ScienceScience

• Each department has started the course review with reference to the course outline template

• Many courses have developed comprehensive course outlines

eLearning support ScienceScience

• 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

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…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 ScienceScience

• 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

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…SM2.2 CLEAR

Teaching consultation New staff orientation Research collaboration

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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 reviewso Science:Science: A number of activities to share good practices

(Handbook: Appendix 13A) Devolved structure may lead to uneven performance

o Programme reviews

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…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

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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

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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

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SM3.1 Intake Quality

CUHK attracts good students Longitudinal data on ScienceScience median WGPA

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

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

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…SM3.1 Intake Quality

Rpg Intake quality for RPg SM3.1-app12: Minimum entry requirements for

postgraduate programmes

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SM3.2 Output Statistics

Completion and attrition International English Language Testing

System (IELTS) scores (9-point scale)

5=Modest 6=Competent 7=Good 8= V. good 9=Expert

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

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…SM3.2 Output Statistics

Several employer survey results CUHK students rank top in many aspects

Examples of student achievements ChemistryChemistry graduate appointed by Yale University as

assistant professor 2 BiochemistryBiochemistry Mphil students awarded doctoral training

at National Institutes of Health (NIHs) Top CUHK MathematicsMathematics 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

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SM3.3 University OBA Plan

Phase 1 (1999-2004): Development of a coherent T&L policy based on explicitly articulated principles The Integrated Framework

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…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 ScienceScience 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)

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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• ScienceScience: 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• ScienceScience

TDG project involves all departments: A network Workshop on OBA Website: http://www.cuhk.edu.hk/sci/OBA/ CLEAR’s involvement

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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

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Progress in Progress in ScienceScience 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 programme-

specific 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

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Development of Faculty’s OBA roadmap Discussion in the ScienceScience 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

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A framework for the ScienceScience 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

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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;

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…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 inter-cultural 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:Science: Handbook 13-2)

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Promotion of OBA at programme level There has been a concentration on programme-level

outcomes flowing from high-level outcomes ScienceScience

• 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 Science can be classified into three broad categories (same as those at the university-level) Content Skills: Professional and generic skills Attitude/value

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ScienceScience programmes’ learning outcome statements all uploaded to the OBA Website

• http://www.cuhk.edu.hk/sci/OBA/project_progress/project_progress04.html

• Programme-level learning outcomes shape the faculty-level 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

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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

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SM3.5 Course-level Objectives and Planning Development of an OBA at course level

Course planning follows the OBA specified in the IF

• Align course-level learning outcomes with programme and University outcomes

• Within each course, align content, learning activities, assessment with the desired learning outcomes

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)

• Content, learning outcomes, learning activities, assessment, feedback for evaluation, learning resources etc.

CLEAR’s service for course planning and review

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…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

• ScienceScience 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

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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

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…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

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SM4.2 Recognition of Good Teaching

Overall personnel processes Performance assessed by three domains

• Teaching Classroom teaching Pg supervision Other contribution

• Research• Service

Substantiation and advancement A positive correlation between teaching performance and

promotion Merit pay increase

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

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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

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…SM4.3 Assessment

Honours classification Recommend by Faculty Board according to a set

of guidelines All cases approved by Undergraduate

Examinations Board

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…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

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…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

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…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

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…SM4.3 Assessment

Projects on assessment Science: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

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…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

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…SM4.3 Assessment

Information on Information on Science in several appendices 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)

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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:Science: Close interaction with the Faculty Student Society

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…SM4.4 Student Participation

Obtaining feedback from students Surveys

• Graduate capability survey (GCS)

• SEQ

• Course evaluation

• ScienceScience 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

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Formal forum/informal discussions

• ScienceScience 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 studentso Associate Deans (Education and Student Affairs) follow

up problematic students

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Student counselling system University-level: Undergraduate Academic Advice

Coordinator for each programme Science:Science: In each programme

• Academic advisor for EAS students

• Academic advisor for Mainland students

• Academic advisor for non EAS students

• Advisor for student exchange

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… 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

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… SM4.4 Student Participation

SM4.4-app1: Examples of curriculum changes resulting from student feedback

ScienceScience

Illustrative examples of changes (for each programme) resulting from student feedback are documented in the Handbook App 12A

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SM5.1 Learning Resources: University Library System

Programme-level library budget monitored by ScienceScience Faculty ExCo

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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

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… 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 leaningo Forums for teach-student or student-student interactionso Provide virtual working space for group worko Encourage peer-review

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ScienceScience 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 peer-assessments

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Sharing of good practice in ScienceScience 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 seminaro Biology: Online extended exercises/quizzeso Chinese Medicine: Case-based eLearning resource o MBT: Using WebCT to facilitate the Teaching of

Molecular Biologyo Statistics: Online platform for survey research

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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: Science: Biology (before 2005), Chinese Medicine and Statistics

(2005-2008)

• Internal Courseware Development Support provided by CLEAR and ITSC

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SM5.3 Learning Activities

From transferring knowledge to promoting student learning University’s Institutional Development Plan 1999

• Teachers’ responsibility not just in delivering knowledge but in helping students learn to learn

Works at university-level Exemplary teachers, PDC, TDGs

Enhancing learning environments through QA processes The “Learning activities x course” matrix

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…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 sciencessciences), the transition may be less abrupt, but students face a greater risk that the transition is never made”.

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…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:Science: p.27) SM5.3-app6: Summary of External Examiners’ comments

on T&L (Tpg) (Science:Science: p.48) SM5.3-app7: Extracts from reviews relevant to the school-

university transition (Science:Science: p.55)

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SM5.4 Planning for 3+4+4

Objective Whole-person development rather than mere

preparation for a particular profession Experience vs innovative

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

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…SM5.4 Planning for 3+4+4

Administrative structure University-level

• University Task-Force

• Subgroup on 4-year Curriculum Design ScienceScience

• 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

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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

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More options for minors and electives Any major-minor combination is permitted

Increased flexibility for double major and double degrees Most pairs of subjects are allowed for double major ScienceScience programmes available for double major

• Biochemistry, Biology, ENS, FNS, Mathematics, RMS, Statistics

An increase in interdisciplinary majors Summer school

International summer school already in place Advanced implementation of new curriculum

For EAS and non-local students

82


Non-curricular enhancement Exchange Internship Community service Formal recognition will be given via a learning profile

New Colleges Admission requirements

Minimum requirement: 4C+1X

• 4C: Chinese, English, Mathematics, Liberal Studies

Staff recruitment

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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

84

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

85

…SM6.2 Broadened Experience

ScienceScience 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 totalo 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

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A ScienceScience 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 Specific programmes for Science students

• Promotional activities 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

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SM6.2-app17: Summer research abroad Programme descriptions and samples of the

voices of student participants and their mentors

• BiochemistryBiochemistry (2005): DREAM (Dedicated Research Exchange and Mentorship)

• MathematicsMathematics (2001): Summer research programme

• PhysicsPhysics (2000): SURE (Summer Undergraduate Research Exchange Programme)

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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

89

…SM7.1 General Education

ScienceScience 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

90

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

91

…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

Results (distinction, credit, pass, failure) recorded in transcript Tier 2: Faculty Language Requirement

• Mandatory• ScienceScience

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:Science: The role of advisors Tier 4: College Language Enhancement Programmes &

Independent Learning Centre Programmes• Science:Science: The role of college coordinators, advisors, and student

exchange advisors

92

…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: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

93

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

94

…SM7.3 Taught Postgraduate Programme

Cycle ActionDocuments

requiredSubmit to

Every year

i) Course evaluation Summary Dept [for record]

ii) Annual Programme Meeting

Brief one-page annual programme report

Dept Board Meeting [to note]

Every 3

yearsiii) Course review

Review report (Ext. Examiner or internal report)

Annual Programme Meeting [to note]

Every 6

years

In addition:iv) Self-evaluation as a basis for v) external programme review (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

95

… SM7.3 Taught Postgraduate Programme

ScienceScience A total of 10 TPgs Timeline for programme reviews of all

programmes planned

• MSc in Data Science and Business Statistics completed its review recently

96

SM7.4 Non-local Programme

Not very relevant to Science

97

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

98

…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

99

…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

100

SM7.6 Medical Curriculum

Not relevant to Science

SM7.7 School of Law Not relevant to Science

101

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 non-CUHK students)

Science:Science: Offer a course in Chinese Medicine

102

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

103

…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

104


Area 3: Curriculum alignment and OBA Assessment policy, grievance policy, All programmes specify holistic outcomes Faculty:Faculty: OBA roadmaps Faculty:Faculty: 4-year curriculum planning Faculty:Faculty: revise CTE questionnaire and

psychometric improvement

Area 4: T&L environment

105


Area 5: Normative 4-year curriculum Curriculum design in a form consistent with IF Pilot for GE foundation course Faculty:Faculty: Pilot Faculty Package Faculty:Faculty: Evaluation of pilot Faculty Package Faculty:Faculty: Research component

106


Area 6: Language enhancement Tracking language performance

Area 7: Broadening of student experience 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%

107


Part B: Regular reviews Ug programme reviews

• ScienceScience 6 completed 2 upcoming in 2008 3 in 2009

Tpg programme reviews• Science Science

1 completed 1 in 08/09 1 in 09/10 4 (all Chinese Medicine) in 10/11 3 in 11/12

108

The EndThe EndThank you Very MuchThank you Very Much

Isabella Wai-Yin PoonIsabella Wai-Yin PoonDepartment of StatisticsDepartment of Statistics

Associate Dean (Education), Faculty of ScienceAssociate Dean (Education), Faculty of ScienceThe Chinese University of Hong KongThe Chinese University of Hong Kong

Email: Email: [email protected]: 26097925Tel: 260979252 April 20082 April 2008