Skip to main content

University Teaching and Learning (UTL) Program | Spring 2024

University Teaching and Learning (UTL) Program | Spring 2024
Start Date
End Date

The University Teaching and Learning (UTL) Program is a mandatory initiative for all new Assistant Professors and Lecturers with teaching duties at the University. This program is designed to equip early career faculty with essential skills in university teaching and learning and is offered as part of the Academy of Education Excellence's (AEE) micro-credentials.

The UTL Program focuses on key areas such as learning theories, course design, assessment and feedback strategies, student engagement, and effective facilitation of group work. By participating in this program, participants will gain a solid foundation in these areas to provide a quality learning experience for the students.

Program Structure and Schedule

The program comprises of (1) self-paced online courses and (2) a follow-up in person workshop. All new Assistant Professors and Lecturers are required to complete the program in Spring 2024.

Online Courses

Five self-paced courses (approximately 2 hours for each course), will be available on Canvas starting January 12, 2024

Five Online Courses
Outcome-Based Education (OBE) Framework
Learning Science: Theories, Principles, and Practices
Learning Outcomes: Measurable, Observable, and Achievable
Learning Assessment: Summative, Formative, and Feedback
Learning Activities: Facilitate, Motivate, and Engage
In-Person Workshop

A 3-hour in person interactive workshop is offered twice in the Spring semester. Attendance is contingent upon completion of all online courses.

Workshop Schedule in Spring 2024
Session 1
April 12 (Friday), 2:00 PM - 5:00 PM
Session 2
April 17 (Wednesday), 2:00 PM - 5:00 PM

Badges and Program Completion

A digital badge is granted for the completion of each course and the attendance of the workshop. A mastery program badge is awarded when all six badges (five from online courses and one from the workshop) are earned. The UTL Program requirement is fulfilled when the mastery program badge is earned.

UTL Course Description

This course introduces you to Outcomes-Based Education, the framework that HKUST vouches for in program design. OBE is a goal-oriented, student-centered approach with a focus on defining explicit and measurable learning outcomes that align with industry needs. In this module, you will be introduced to the differences between OBE and more traditional approaches to course design. You will also learn key principles of the OBE framework such as reverse design and constructive alignment.
Outcomes-Based Education (OBE), adopted by HKUST, emphasizes the importance of clearly defining intended learning outcomes for each course. This course will delve into five core learning theories that explore diversity in education and explain how learners' backgrounds, experiences, knowledge, skills, and motivation levels can affect their learning. By identifying diverse learning styles and understanding how students learn, you can adopt a strategic teaching approach that aligns with the learning outcomes and facilitates student learning in an inclusive environment.
Learning is a transformative journey in which each accumulative step taken and problems encountered contribute to the growth and development of an individual. To ensure a meaningful learning journey, instructors play a pivotal role in identifying the specific learning outcome and then devising a plan and route to gear students toward their learning goals. In an Outcomes-Based Education framework, it is crucial to establish well-defined learning outcomes as they provide clear guidelines to the teaching team and maintain focus on learning objectives. This course provides important pedagogical concepts to guide you through the essential process of designing intended learning outcomes.
Learning assessments are a major component in outcomes-based education as they serve to evaluate students’ learning progress and determine the extent to which they have achieved the intended learning outcomes (ILOs). When thoughtfully aligned with the ILOs and course activities, these assessments offer instructors valuable insights into areas where students may need additional support, enabling instructors to make necessary adjustments to the course accordingly. An essential element of the assessment process is providing constructive feedback. By offering feedback after conducting and grading assessments, instructors empower students to understand their progress and make improvements in their learning journey. This course discusses the various aspects of learning assessment, including assessment design and implementation, the grading rubric design, effective feedback strategies, and the utilization of EdTech tools to optimize the assessment process.
In this course, you will learn strategies for creating an active, engaging classroom where students are involved in their own learning. You will first learn about who your current students are and why activity design is important considering principles such as cognitive load and working memory as well as the new demands digital natives have for their learning experience. From here, you will be introduced to the concept of active learning, provided with suggested models for structuring your lessons, and be given an array of learning activities for you to consider implementing. As many of these activities involve group work, you will also learn about how to facilitate effective collaborative learning and be provided with supporting materials to help you in this sometimes-intricate endeavor. Above all, this course intends to support you in transitioning away from simply ‘teaching’ to becoming a ‘facilitator’ of learning.

Event Category