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- City University of Hong Kong ×
- College of Professional and Continuing Education, The Hong Kong Polytechnic University ×
- Hong Kong Baptist University ×
- Tung Wah College ×
- 2.1 Community of Practice (CoP) ×
- 2.2 Diversity and Inclusion Education ×
- 2.3 Community Engaged Learning ×
- 2.4 Whole-Person Development ×
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12 posts found
Poster Presentation Time: 1500-1600; 1700-1800
Venue: D4, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr William Man Yin CHEUNG, Senior Education Development Officer, Talent and Education Development Office, City University of Hong Kong
– Ms Ka Yan SO, Educational Development Officer, Talent and Education Development Office, City University of Hong Kong
Abstract
In the recent era of rapid development and ubiquitous application of artificial intelligence (AI), it has become crucial for all students to be AI-literate irrespective of their academic background. This poster shares the pilot run of the “AI for All” initiative at CityUHK, which introduced the basic principles, development, and recent applications of AI to the participating students. Students analysed how AI has been utilised by various organisations/platforms and demonstrated improved AI literacy after the initiative.
Theme: 2. Thematic Exploration
Sub-theme: 2.2 Diversity and Inclusion Education
Poster Presentation Time: 1500-1600; 1700-1800
Venue: D1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr William Man Yin CHEUNG, Senior Education Development Officer, Talent and Education Development Office, City University of Hong Kong
Abstract
The recent advent of generative artificial intelligence (AI) has demanded prompt actions for supporting educators to review and possibly revamp their courses accordingly. This poster shares the experience of CityUHK for administering a programme of online modules, seminars and funding availability to empower academic staff in incorporating AI into the curriculum. In response to the positive feedback received, the programme was implemented for a second time with updates and enhancement.
Theme: 2. Thematic Exploration
Sub-theme: 2.2 Diversity and Inclusion Education
Poster Presentation Time: 1500-1600; 1700-1800
Venue: B4, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Mr Frankie Tsz Ki FAN, Executive Officer, Talent and Education Development Office, City University of Hong Kong
Abstract
CityUHK launched the CityU Tiger Programme for nurturing the talents of tomorrow and transforming students into future global leaders. The Programme targets both newly-admitted undergraduate students with outstanding academic performance as well as high-achieving first-year students and have approximately 1,000 members in 2023/24. With constant guidance and support from faculty members, the Programme organised various tailored activities for these elite students, allowing them to navigate the challenges of the fast-changing world, cultivate their talents in their respective fields of study, contribute to their communities, and ultimately emerge as future leaders and change-makers.
Theme: 2. Thematic Exploration
Sub-theme: 2.4 Whole-Person Development
Oral Presentation Time: 1600-1700
Venue: Fanling Room, Lower Level I
Presenter(s)
– Dr Esther TONG, Principal Lecturer, Division Head, Divisions of Language and Communications, College of Professional Continuing Education, The Hong Kong Polytechnic University
– Professor Roger CHAN, Division Head, Divisions of Social Sciences, Humanities and Design, College of Professional Continuing Education, The Hong Kong Polytechnic University
Abstract
Effective Content and Language Integrated Learning (CLIL) praxis relies on the sustained efforts of members of the interdisciplinary community of practice in fostering shared aspirations in pedagogical improvement, developing awareness of a content-language link, sharing resources and practices, and co-constructing understanding of disciplinarity. Responding to the need to align higher education assessments with the real-world communication and professional requirements, faculty members across the College are summoned to redesign the assessments of language and disciplinary practices. While previous studies on integrated assessment of language and disciplinary content focus on the validity, reliability and teacher belief-practice dichotomy (Attar et. al, 2022; Lo & Leung, 2022; Otto, 2018), this paper explores the essence of successful Professional Communities of Practice (PCoP). Sustainable practices and challenges associated with co-designing integrated content and language assessments in business and social sciences disciplines will be explored. It positions CLIL assessment as a collaborative provision. The first part details the associated practices of a collaborative model in an adjunct English-across-the-curriculum project. The second part highlights the impactful dialogues within a social enterprise business idea pitching competition organised to foster interdisciplinary collaboration in a professional learning community. Recommendations for optimising collaboration and maximising the participatory impact of interdisciplinary communities of practice in higher education contexts will be shared.
Theme: 2. Thematic Exploration
Sub-theme: Community of Practice (CoP)
Poster Presentation Time: 1500-1600; 1700-1800
Venue: B2, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Mr Iain KILLOUGHERY, Lecturer, Sport, Physical Education and Health, Hong Kong Baptist University
Abstract
Graduate attributes (GAs), formally adopted by higher education institutions for some time, describe the skills and competences that students should develop over the course of their studies. GAs are considered important to universities as they act as a means to represent and extend their brand, while also providing a channel to maintain connection with industry. However, despite regular engagement with industry, employers remain unsatisfied with graduate transferable skills. This may be caused by a lack of a common theoretical underpinning to develop such attributes. Therefore, the aim of this study was to provide an evidence-based methodology which develops transferable skills in university graduates. Two classes were used in this study; one class received a 12-week intervention incorporating a variety of coaching activities. The second class acted as a control group. Students completed pre-intervention surveys providing self-reports of ratings in GAs and resourcefulness behaviours. Post-intervention, students again complete surveys reporting self-ratings on the same topics. Survey data was analysed to identify changes in student scores, which highlighted improvements in all graduate attribute ratings post-intervention. Furthermore, help-seeking behaviours were shown to have significant improvement post-intervention. This study suggests that coaching practices may provide an effective method to develop transferable skills in students.
Theme: 2. Thematic Exploration
Sub-theme: 2.4 Whole-Person Development
Poster Presentation Time: 1500-1600; 1700-1800
Venue: B1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Miss Eunice Yuen Man CHAU, Senior Research Assistant, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University
– Mr Andy Wei Hei SIU, Senior Research Assistant, MPhil student, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University
Abstract
In this digital era, the learning model of higher education students has been reshaping due to emerging social structures and technological forces in a smart society, alongside the COVID-19 pandemic. Previous research has shown that there are several barriers to the implementation of research-based learning and teaching (RBLT) from the perspective of both students and teachers that are insufficient to cope with the changes in the present, and community-based learning that utilises the community as living laboratories seems to be a feasible solution. This research aims to develop a novel model of RBLT, adopting a train-the-trainer approach for over 70 student interns across local universities, and establishing a five-tiered organisational structure to comprehensively evaluate their positive changes in all sub-themes in Cognitive (knowledge-based), Psychomotor (action-based), and Affective (emotion-based) domains. Research data were collected from more than 70 events supported by trained student interns serving over 2,000 participants in our four research communities and partner schools. The research indicated that the impact of the model of community-based RBLT went beyond enhanced teaching and learning effectiveness for students and teachers. The combination of online and physical learning experiences also created synergies between learning and teaching.
Theme: 2. Thematic Exploration
Sub-theme: 2.1 Community of Practice (CoP)
Oral Presentation Time: 1600-1700
Venue: Peony Room, Lower Level II
Presenters(s)
– Dr Joseph Yui-yip LAU, Interim Head of Student Affairs and Senior Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University
Abstract
A large number of students enrolled in sub-degree programmes and self-financing degree programmes in self-financing post-secondary institutions each year. As such, self-financing post-secondary institutions perform a significant role in the higher education sector in Hong Kong. To the best of the author’s knowledge, most of the students are eager to achieve whole-person development to equip themselves before graduation. In other words, they strive toward becoming a preferred graduate to establish a career path or articulate to the ‘desirable’ universities for further study. This study illustrates the Student Affairs Office to address the key challenges of developing whole person development programme, deliver successful cases of the formation of a structured whole-person development programme, and point out the roadmap to the future whole-person development programme in the forthcoming years. As expected, the study may provide valuable insights to policymakers, educators, higher education institutions, and researchers to develop a future research agenda and policy.
Theme: 2. Thematic Exploration
Sub-theme: Whole-person Development & Diversity and Inclusion Education
Oral Presentation Time: 1600-1700
Venue: Camomile Room, Lower Level II
Presenter(s)
– Ms Ka Yan SO, Education Development Officer, Talent and Education Development Office, City University of Hong Kong
Abstract
Peer-Assisted Learning scheme using Supplemental Instruction (PALSI) has been a cornerstone of CityUHK’s commitment to academic excellence and student success. This presentation will introduce the PALSI initiative, a peer-led approach designed to enhance students’ understanding of course materials and improve overall learning strategies. Insights from PALSI coordinators and leaders will be shared, highlighting the scheme’s impact on both students and leaders.
Theme: 2. Thematic Exploration
Sub-theme: Diversity and Inclusion Education
Oral Presentation Time: 1600-1700
Venue: Rose Room, Lower Level II
Presenter(s)
– Dr Hazel CHEN, Lecturer, Division of Languages and Communications, College of Professional and Continuing Education, The Hong Kong Polytechnic University
– Dr Doreen TSE, Senior Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University
Abstract
LCS4573 Teaching Primary School Students English as a Service-Learning Experience is a subject offered by the Division of Languages and Communication at CPCE PolyU in partnership with the New Home Association. Since Semester 1 of 2021, more than 50 students majoring in Language and Professional Communication have participated in the project, accumulating 6,000 service hours and benefiting over 350 primary school children and their families in Sham Shui Po and Tin Shui Wai in Hong Kong. The project involves English tutoring for P1-P3 children from underprivileged and new immigrant families. This presentation focuses on three areas of improvement achieved through the students’ enthusiastic contribution and involvement. Firstly, students’ English literacy and public speaking skills were enhanced as they became more aware of their own language level, grammar, lexicon, and pronunciation through content preparation. Secondly, students’ pedagogical innovation skills and confidence were developed as they explored new teaching methods. Thirdly, students gained an in-depth understanding of the education resources disparity in Hong Kong and formed emotional bonds with the children. This presentation will showcase LCS4573 as a prime example of community engagement learning and the positive impact it has had on CPCE students, the primary school children, and the local community.
Theme: 2. Thematic Exploration
Sub-theme: Community Engaged Learning & Community of Practice (CoP)
Oral Presentation Time: 1600-1700
Venue: Camomile Room, Lower Level II
Presenter(s)
– Dr Cissy LI, Head, Language Centre, Hong Kong Baptist University
Abstract
Based on the UN’s 2030 Framework, global citizenship education (GCE) aims to develop learners’ knowledge, skills, attitudes, and values necessary to become active and responsible global citizens (Reimers et al., 2016). In order to become a successful global citizen, learners need to be aware of the interconnectedness of the world, respectful of diversity, reflective of personal and others’ behaviors and their impact, and committed to sustainability. More importantly, they need to be willing to take action to make changes for a better world. This presentation will report on the implementation and outcomes of part of the project Nurturing Global Citizenship through English (NGCE) using Kolb’s experiential learning framework. GCE guided learning in the ESL classroom was complemented with abundant GCE opportunities outside the classroom, including global dialogues, field trips and poster-exhibitions. Findings from questionnaire surveys and focus group interviews indicate that students had a heightened awareness of global citizenship and perceived improvements in cognitive, socio-emotional and behavioral competencies, which are the three core domains in GCE identified by UNESCO (2015). The positive outcomes highlight the benefits of integrating GCE into the English language curriculum and fostering diversity, inclusion, and international learning.
Theme: 2. Thematic Exploration
Sub-theme: Diversity and Inclusion Education
Oral Presentation Time: 1600-1700
Venue: Fanling Room, Lower Level I
Presenter(s)
– Professor Rick KWAN, Associate Dean (Programme) & Professor, School of Nursing, Tung Wah College
Abstract
In the professionalisation of healthcare services, many healthcare professions emerged. These healthcare professions become highly specialised to care for specific health issues, although their common goal is to promote human health. In the era of the increasing complexity of diseases and health issues, knowledge from a specific profession might not suffice to solve the complex health issues of humans. However, the knowledge generated from different healthcare professions may conflict. As a result, the healthcare plans including inputs from various healthcare professions lead to incongruent treatment practices. The derived conflicts jeopardize the health outcomes of people. Interprofessional education (IPE) occurs when (learners) from two or more professions learn about, from and with each other to enable effective collaboration and health outcomes. IPE is a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs. Tung Wah College offers training for the second-largest number of healthcare professionals in Hong Kong, including nursing, physiotherapy, occupational therapy, radiotherapy, and medical laboratory science. These programmes are all accredited by the related professional regulating bodies in Hong Kong. However, interprofessional education is not a mandatory training requirement stipulated by these professional regulating bodies. Since 2023, TWC developed a Community of Practice of Healthcare Professional Health Education. We work closely together to share a common goal of strengthening interprofessional healthcare teamwork through integrated education across programmes.
Theme: 2: Thematic Exploration
Sub-theme: Community of Practice (CoP)
Poster Presentation Time: 1500-1600; 1700-1800
Venue: E1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr Bess Yue WANG, Senior Lecturer, Department of Journalism, School of Communication, Hong Kong Baptist University
– Dr Angela Dan WANG, Research Assistant Professor, Department of Journalism, School of Communication, Hong Kong Baptist University
Abstract
The proposed course equips students with cutting-edge skills in AI and cloud-based solutions to address real-world media management challenges faced by NGOs. Through a dynamic, experiential learning approach, students will become digitally competent, industry-ready, and socially responsible professionals. Partnering with the Institute of Endurance Science and Technology (IEST) and Huawei, the course offers a unique opportunity to bridge the gap between technological expertise and social impact. Students will gain hands-on experience by developing cloud-based solutions for IEST’s data management, publicity, and digital governance needs. The curriculum emphasizes: 1. Understanding NGO media challenges and translating them into practical cloud-based solutions. 2. Utilizing Huawei’s cloud infrastructure and receiving expert training from their engineers. 3. Developing a comprehensive cloud solution proposal addressing a real-world problem faced by IEST. Student competency will be assessed through a Huawei Cloud Practitioner certification exam and a final project proposal evaluated by industry experts and IEST. This ensures the learning experience is not only relevant but also potentially impactful, with successful proposals considered for adoption by IEST. This course exemplifies the power of technology in driving positive social change while providing students with invaluable skills for the future.