Large common core courses are often a challenge to teach effectively while keeping students motivated, partly due to the diverse nature of student backgrounds. To make such courses useful and fun, much careful planning is needed regarding the choice of topics, depth and breadth of knowledge, nature of projects and assessments issues, etc.
The first cohort of the HKUST-Minerva Scholars Program began last fall. There are currently 19 students enrolled in the 2-year program and this year, there are 6 teachers. The experiences to date, for teachers and students alike, has been one of a rapid and rewarding learning curve. In this interactive sharing, the HKUST-Minerva teachers shared their experiences with all of the participants.
UGs often struggle to learn how to conduct academic research and convey results, which is an important outcome of university education. In this session, HKUST librarians and faculty members shared on how they collaborated in several courses to develop students’ information competency over the past few years, under UGC’s Additional Funding for Teaching and Learning. Also shared on what they did, what the students accomplished, and what all of us learned.
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. With the changing economic and social landscapes and the advent of technology, especially the way students access information, conventional education is facing many challenges. In this talk, the speaker shared his understanding about teaching/learning and some personal experience, with respect to three key components for school education, i.e. subject matter, methods, and administration.
One of the ultimate goals of internationalizing education is to create a favourable international learning environment from which all students can benefit and therefore develop the knowledge, attributes and skills that are needed in today’s global world. This is also the essence of ‘internationalization at home’ (Nilsson, 2003). To achieve this, internationalization of the co-curriculum is as important as that of the formal curriculum (Leask, 2015).
Why transition to Blended Learning?
Simply because students are more active throughout class, can learn more and enjoy what they are learning.
Because when you ask your students ‘any questions’ and the whole class is eager to comment, we can tell they are interested.
Because when students can watch your lectures on their own time, it frees up class time to explore real world cases on a deeper level and by the end of class, be able to confidently explain why their answers are correct.
Taking the opportunity of Prof. Carol Dweck’s visit to HKUST to receive an Honorary Doctorate, this forum discusses the idea of “growth mindset” (click here for some introductory PPT slides), which challenges the notion that people are born with a pre-determined amount of intelligence or ability in general.
Engaging students in small and large classes by asking questions/facilitating group work with education technological tools (e.g. Google forms/Apps) is a popular and effective pedagogical supplement to lecturing. In this workshop, Prof Ben Chan and Dr Kenneth Leung will introduce the education technological tools they used to get students prepare before class, engage them and solicit their feedback in-class. Speakers will also elaborate the keys of incorporating these tools to enhance active learning (e.g.
At HKUST, we are honored to have excellent teachers who contribute positively to the learning environment by demonstrating student-centered teaching. This seminar aims to provide a platform for the participants and speakers to start conversations about teaching and exchange views on good teaching practices.