alternative broadening experience for full-time non-local
TRANSCRIPT
Alternative Broadening Experience for Full-time Non-local degree
Programmes under 3-3-4 system
Ms. Elim Tsang
Ms. Taina Yu
Li Ka Shing Institute of Professional and Continuing Education, OUHK
Content
1. Trends of General Education under 3-3-4 system 2. Background information of UK Degree
Programmes 3. Aims of General Education 4. Our Broadening experiences 4a. University Foundation Programme 4b. English Language Enhancement courses 4c. Life-long Learning Seminars (LLS) 5. Ways Forward
1. Introduction- Trends of GE under 3-3-4
A new wave of programme design for GE courses in UGC universities and community college sector
Little attention has been paid to how providers of 3-year full-time non-local degrees respond to the need for broadening of student learning experience beyond the subject major
1. Introduction- Aims of the Talk
• LiPACE, OUHK is a provider of UK degrees in collaborative with Middlesex and Salford universities delivered in Hong Kong
• Aims of the Talk: share our response to the broadening imperative which is instituted through:
Programme Design of our University
Foundation Programme
A series of English Enhancement
Courses
Life-long Learning Seminars + +
2. Background information of UK 3 yrs- Degree Programmes
Art and Design Bachelor of Arts with Honours in Fashion Bachelor of Arts with Honours in Fashion Design, Styling and Promotion Bachelor of Music with Honours in Popular Music
Business and Tourism Bachelor of Arts with Honours in Business Management Bachelor of Arts with Honours in Accounting and Finance
Health and Social Sciences Bachelor of Science with Honours in Psychology Bachelor of Science with Honours in Environmental and Public Health Bachelor of Arts with Honours in Early Childhood Studies
3. What is General Education?
• General education, in a broad sense, is comprised of grouping of course in the liberal arts. They represent in the arts and humanities, social sciences, natural science, quantitative reasoning…etc. (Warner & Koeppel, 2009)
• It is a selection of elective courses from each area designed to broaden perspectives. (Warner & Koeppel, 2009)
3. Aims of General Education: Develop Academic Wholism
is characterized as an approach to learning, which challenges students’ cognitive, social, and emotional domains and learning profiles (Giuliano & Sullivan, 2004)
• Parameters of the course syllabus address developing students’ writing proficiency, language fluency, data analysis, study skills, critical thinking and problem solving skills
3. An Interdisciplinary Model of General Education
This model (Hursh & Moore, 1990) emphasizes on:
1. Equipping students’ abilities to integrate, or at least organize the knowledge and skills of the different disciplines
2. Developing a capacity for discovery and exploration of various modes of thinking, inquiring, and searching for patterns of meaning that are embedded in the disciplines
3. Developing students’ generic skills including problem-solving skills, critical thinking skills…
4. Our Alternative Broadening Initiatives
4a. University Foundation Programme
4c. Life-long Learning Seminars
(LLS)
4b. English Language Enhancement
courses
4a. Foundation Programme: Diploma for University Foundation Studies (DUFS)
• DUFS is a standalone exit pathway preparing students who obtain less satisfactory results in HKDSE Examination for further study in universities.
• DUFS is a 1 yr course designed to bridge the gap between secondary school and university by constructing the programme based on Academic Wholism and an Interdisciplinary Model to implement General Education.
Programme Structure
Common Core Courses 1. English for Academic Purposes 2. University English I 3. University English II 4. Information and Communications Technology 5. Quantitative Skills 6. Lifelong Learning Seminars I
+
Interior Design Discover Interior Design Form, Space and Order
Fashion Design Concepts and Knowledge of Fashion Design
Cut and Sewn Fashion Studio
Psychology Self Understanding and Interpersonal Relationship
Social Psychology
Business Accounting Business Organization and Management Principles of Financial Planning Introduction to Accounting
Compulsory electives on Languages Non-Chinese Speakers: Chinese Communication/Fundamental Putonghua/Business Communication (local students only has this choice)
Students have to choose 4 elective courses from at least 2 domains.
Programme Learning Outcomes: 1. Develop a theoretical
foundation in a range of disciplines for university study
2. Use English to communicate relevant information in a variety formats
3. Utilize information technology and statistical tools as appropriate
4. Study and work independently applying self-directed study strategies
5. Apply critical thinking skills and problem solving skills to a range of given problems
Learning and Teaching in Interdisciplinary framework: 1. To enhance students’ learning experience , interactive form of presentation and discussion will be used in programme delivery 2. Instructors will illustrate the main concepts and techniques with real-life examples and facilitate students’ discussion using local and oversea cases
Assessment 1. Varied forms of continuous assessment including case studies, group projects and presentations, essays 2. Different types of questions will be taken place in written examination
4. Broadening Measures in 3yrs UK Degree
3 yrs UK Degree Broadening Measures
Summer before Year 1
NA English for Academic Purposes
Year 1
120 credits Approximately 3-8 courses
University English I University English II Lifelong Learning Seminars I
Year 2
120 credits Approximately 3-8 courses
Business Communication University English III Lifelong Learning Seminars II
Year 3 120 credits Approximately 3-8 courses
Lifelong Learning Seminars III
4b. English Enhancement Courses English Courses Objectives
English for Academic Purposes (Summer Course)
Help students undergo transition to an English language learning environment Train students the basic skills to speak, read, listen and write in lectures/tutorials
University English I (Year 1)
Understand the unique features of academic English Read and write academic English in various forms: e.g. essays, reports/journals/articles
University English II (Year 1)
Listen and speak effectively in academic settings
University English III (Year 2)
Further develop students’ 4 language skills by drilling IELTS exam questions
Business Communication (Year 2)
Understand the nature and requirements of different means of oral and written communication in business settings Apply the effective communication techniques in business settings
The Ultimate Goal of English Enhancement Courses:
To enhance students language skills so that they can become
independent learners
4c. Lifelong Learning Seminars (LLS)
Objectives • Lifelong Learning Seminars is to provide for
broadening of learning experience to students in a that can be either
in nature.
• This is differentiated from the General Education courses which provide
of an academic nature in areas of study other than the student’s chosen program major.
Delivery Planning
• Each Lifelong Learning seminar is around duration and will have a focused topic.
• There are organized in this academic year (running from Sept to Jun).
4c. Introduction of LLS
• Criterion 1: Attendance
Semester A: 3 Seminars
Semester B: 3 Seminars
• Criterion 2: Assignment
Submit 3 reflective journals out of the 6 seminars attended.
Evaluation Standard of the Reflective Journal
For providing formative evaluation feedback to students, the marker may use the following marking criteria with 5 levels of performance: Very Good, Good, Fair, Poor, Fail to indicate the student’s performance in each criterion.
4c. Introduction of LLS
Student Sharing in the
journal topics about Tourism
The talk was not only too practical but most
importantly useful for us to apply in our parts of life whether in career, school or our daily life.
In order to improve our skills to communicate
with parents, we should learn to have open
attitude to understand parents’ situation, face
toward parents when we talk to them, use gentle
tone…avoid conversation when we are not in good
mood…
Student Sharing in the
journal topics about Parent Communication
A. Arts & Culture
B. Sciences
C. Financial Education
D. Youth and Society
E. Success Stories
F. Community Service
G. Life skills & Career Development
H. Student Assembly
• To ensure that students are exposed to a wide range of topics covering various areas of academic and non-academic interests
Delivery Planning
4c. Introduction of LLS
A. Arts & Culture
B. Sciences
C. Financial Education
D. Youth and Society
E. Success Stories
F. Community Service
G. Life skills & Career Development
H. Student Assembly
1. “Understanding our Institute”(Prof. Lui, Director of LiPACE)
1. “Educational Talk on Equal
Opportunities”(Prof. K.C. Ho , Dean
of School of Science & Technology,
OUHK)
“Develop your personal network” (Roy Ying, Msc (Corporate Governance), MHKIoD, Head of Communications, Royal
Institution of Chartered Surveyors)
4c. Introduction of LLS:
Topics of LLS
4c. Introduction of LLS: Snapshots
4. Effectiveness of Alternative Broadening Measures
• Students’ sharing (Video)
4. Effectiveness of Alternative Broadening Measures
• Students’ sharing (Video)
• Broaden students’ horizons in a wide range of subjects
• Enable students to deal with issues and problems from a broad, integrative perspective (Hursh, Haas & Moore, 1990)
• Develop students’ generic skills, e.g. critical thinking skills, self-reflective skills, language skills
4. Effectiveness of Alternative Broadening Measures
5. Ways Forward
• More alternative measures will be tried out in future.
E.g. Summer enrolment or year-long exchange in the UK campus
• The University Foundation Programmes will be launched in coming September to moderate the singularity of subject focus for non-local 3-year degree programmes.
Reference
• Giuliano, B.A & Sullivan, J. L. (2004). How do you measure success? Journal of College Science Teaching, 34(3), 41-43.
• Hursh, B. Haas, Paul & Moore, M. (1990) An Interdisciplinary Model to Implement General Education. Issues in Integrative Studies, 8, 133-150.
• Vander Schee, Brain A. (2011). Changing General Education Perceptions through "Perspectives" and the Interdisciplinary First-Year Seminar. International Journal of Teaching and Learning in Higher Education, v23 n3 p382-387.