General Education and University Curriculum Reform: an International Conference in Hong Kong June 12–14 2012, City University of Hong Kong

General Education and University Curriculum Reform: An International Conference in Hong Kong June 12–14 2012, City University of Hong Kong

Organized by Run Run Shaw Creative Media Centre

M3 M3090 M3017 (LT-2) (LT-1)

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M4023 M4 M4024

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M4053 M4004 M4003 M4001

M4312M4305

M5 M5050 (LT-3)

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M8061 M8051

M9001 General Education and University Curriculum Reform: An International Conference in Hong Kong June 12–14 2012, City University of Hong Kong

Welcome ...... 2

Programme Committee ...... 3

Advisory Committee ...... 4

General Education Curriculum Exhibition ...... 5

Acknowledgements ...... 5

Programme at A Glance ...... 6

Concurrent Sessions by Theme ...... 20

Detailed Programme of Events ...... 26

Organized by General Education and University Curriculum Reform: An International Conference in Hong Kong

Welcome

Welcome to City University of Hong Kong and this international conference, titled “General Education and University Curriculum Reform: An International Conference in Hong Kong”. CityU and the Hong Kong-America Center have organised a comprehensive programme for you over the next few days. You will have a chance to attend more than 15 plenary and VIP sessions and be able to choose from 90 concurrent presentations, seminars, and roundtable discussions.

The conference is very timely as the launch of the new 4-year degree programme at publically funded tertiary institutions in Hong Kong is imminent. Over the past few years, universities in Hong Kong have been restructuring their undergraduate studies from three to four years, a development that has enabled the inclusion of a substantial General Education component. This conference is an opportunity to share our collective Hong Kong experience and at the same time learn how General Education is developed, implemented, and evaluated in other universities in the Asian region and internationally. The sessions will feature local, regional, and international scholars addressing issues of interest to both policy leaders and academic practitioners. In addition, there will be many informal opportunities for scholars and other participants to interact over the next few days.

I would like to extend a vote of thanks to the Programme Committee and the Advisory Committee for planning this conference. I would also like to extend a vote of thanks to the United Board for Christian Higher Education in Asia for facilitating the participation of so many of their members. Heartfelt thanks are also in order for the Association of American Colleges and Universities for communicating news about this event to their members. The support of the ASIANetwork and Hong Kong’s Federation for Self-financing Tertiary Education is also gratefully acknowledged, while special thanks are due to Hong Kong’s Heads of Universities Committee for their endorsement.

I would also like to extend a sincere “thank you” to the speakers and presenters, and to all the participants, for making this event such a success.

I hope you enjoy the conference!

Best wishes,

Professor Way Kuo President and University Distinguished Professor City University of Hong Kong June 2012

2 June 12–14 2012, City University of Hong Kong

Programme Committee

Co-Chairs Professor S. Han Cheng City University of Hong Kong

Dr. Glenn Shive Hong Kong America Center

Members Professor Martha Carothers Visiting Fulbright Scholar, Dr. Ron Kwok Chi Wai City University of Hong Kong Chair of GEPC; Associate Director, EDGE; Associate Professor and Assistant Dean, College of Business, Dr Betty Cernol-McCann City University of Hong Kong United Board for Christian Higher Education in Asia (UB) Professor Chi-Kwong Li Visiting Fulbright Scholar, The Hong Kong University of Mr Selwyn Cheng Science and Technology Federation for Self-financing Tertiary Education Dr. Jane Lockwood Dr Terence Cheung Director, English Language Center, Department of Information Systems, and Associate Professor, Department of English, City University of Hong Kong City University of Hong Kong (IT Chair) Professor Richard Mack Professor Janel Curry Visiting Fulbright Scholar, Visiting Fulbright Scholar, The Hong Kong Polytechnic University City University of Hong Kong Professor Douglas Roscoe Professor Susan Fiksdal Visiting Fulbright Scholar, Lingnan University Visiting Fulbright Scholar, Hong Kong Baptist University Professor William Shaw Visiting Fulbright Scholar, Professor Melissa Fitch The University of Hong Kong Visiting Fulbright Scholar, The Chinese University of Hong Kong Professor Chris Wagner Associate Provost (Quality Assurance); Associate Dean, Professor Joe He School of Creative Media, City University of Hong Kong Associate Head of Department of Communication, (Technical Workshop Chair) City University of Hong Kong (Media and Communication Chair)

Secretariat Dr. Paul Corrigan Office of Education Development and Gateway Education, City University of Hong Kong

3 General Education and University Curriculum Reform: An International Conference in Hong Kong

Advisory Committee

Co-Chairs Professor S. Han Cheng City University of Hong Kong

Dr. Glenn Shive Hong Kong America Center

Members Professor Martha Carothers Professor William Lee Visiting Fulbright Scholar, Lingnan University City University of Hong Kong Dr. Simon Leung Dr. Betty Cernol-McCann Federation for Self-financing Tertiary Education United Board for Christian Higher Education in Asia Professor Laurance Splitter Professor Cheung Chan-Fai The Hong Kong Institute of Education The Chinese University of Hong Kong Dr. Eva Wong Professor King Chow Hong Kong Baptist University The Hong Kong University of Science & Technology Professor James Xing Professor Reza Hoshmand The Hong Kong Polytechnic University [In attendance] Hong Kong Baptist University

Secretariat Dr. Paul Corrigan Office of Education Development and Gateway Education, City University of Hong Kong

4 June 12–14 2012, City University of Hong Kong

General Education Curriculum Exhibition

An exhibition on General Education curriculum in higher education Hong Kong will be held during the conference. The venue is Academic Building 1, on the Fourth Floor Mall, near LT-5. The following institutions and organization are featured in the exhibition:

City University of Hong Kong The Chinese University of Hong Kong The Hong Kong Polytechnic University The University of Hong Kong Hong Kong Baptist University The Hong Kong Institute of Education The Hong Kong University of Science and Technology Federation for Self-financing Tertiary Education

Acknowledgements

The organizers wish to thank the United Board for Christian Higher Education in Asia for their help in supporting the conference.

The organizers also wish to thank the following organizations for their help with the conference:

Association of American Colleges and Universities

Federation for Self-financing Tertiary Education

ASIANetwork

5 General Education and University Curriculum Reform: An International Conference in Hong Kong

Programme at A Glance

Day 1: June 12, 2012

Opening Plenary 9:00 – 11:00 Venue: CMC M3017 [LT-1] 9:00 – 9:15 Welcome Speech Professor Arthur B. ELLIS, Provost and Acting President, City University of Hong Kong, Hong Kong S.A.R., China 9:15 – 9:25 Opening Address Dr. Richard ARMOUR, Secretary-General, University Grants Committee, Hong Kong S.A.R., China 9:25 – 10:15 Keynote Liberal Education and General Education: Educating 21st Century Students for a World Shared in Common Dr. Carol Geary SCHNEIDER, President, Association of American Colleges and Universities, United States 10:15 – 10:40 Keynote Some Trends in General Education: A Personal Perspective Professor George IWAMA, President and Vice-Chancellor, University of Northern British Columbia, Canada 10:40 – 11:00 Movie: Fulbrighters on GE in Hong Kong

Concurrent Sessions 11:00 – 1:30 Presidents’ Session and Lunch (By Invitation) Facilitator: Dr. Jerry Gaff, Senior Scholar, Association of American Colleges and Universities, United States

11:30 – 12:00 Theme 9: Assessment of GE Programmes Evaluating Students’ Learning Experiences in a Pilot General Education Program in Hong Kong Venue: M3017 in the CMC Building

Theme 2: Policy Lessons for Planning and Launching New Academic Programmes and Courses Promotion of Holistic Development of University Students via the Formal Curriculum Venue: Shun Hing Lecture Theatre (M3090) in the CMC Building

Themes 3; 1: Whole Person Development and Learning Communities; Leadership in Curriculum Reform and Faculty Development From Foundation to Consolidation: An Innovative Model for General Education at HKIEd Venue: M5050 in the CMC Building

Themes 3; 10: Whole Person Development and Learning Communities; Authentic Assessment of Experiential Learning Aspects of GE Impacts of Lingnan Service-Learning Model: Five Years Outcome Measurement Venue: M4001 in the CMC Building

6 June 12–14 2012, City University of Hong Kong

Themes 6; 2: Case Studies in Developing Interdisciplinary Curricula for GE; Policy Lessons for Planning and Launching New Academic Programmes and Courses Gateway Education at City University Venue: M4003 in the CMC Building

Themes 6; 3: Case Studies in Developing Interdisciplinary Curricula for GE; Whole Person Development and Learning Communities From World Civilizations to Dialogues: The Genesis of General Education Foundation in CUHK Venue: M4004 in the CMC Building

Theme 9: Assessment of GE Programmes Trust: A Missing Ingredient in University Curriculum and Assessment Reform? Venue: M4023 in the CMC Building

Theme 7: Students and General Education in the 21st Century Economy Common Core Course Development — An Extraordinary Wholesale Migration of Existing GE Courses at HKUST and Development of New Studio Arts Courses Venue: M4053 in the CMC Building

Lunch 12:00 – 1:30 The Lunch is open to conference participants who have already registered & paid. Venue: CMC

Presidents’ Plenary 1:30 – 2:25 Facilitator: Dr. Jerry Gaff, Senior Scholar, Association of American Colleges and Universities Venue: CMC M3017 [LT-1]

Concurrent Sessions 2:30 – 2:55 Theme 2: Policy Lessons for Planning and Launching New Academic Programs and Courses A Battle with Academic Capitalism — The Lesson Learnt from the General Education Reform in the Two Universities Venue: M3017 in the CMC Building

Theme 3: Whole Person Development and Learning Communities Creative Community and Whole Person Development: Envisioning West Kowloon Cultural District Venue: M5050 in the CMC Building

Themes 4; 5: Integration of Undergraduate Research and Discovery into GE Curricula; Enhancement of Students’ English Language and Communication Skills in GE Curricula Critical Reading and Discovery in General Education Venue: M4024 in the CMC Building

Theme 6: Case Studies in Developing Interdisciplinary Curricula for GE An Interdisciplinary GE Course from Preparation to Execution to Formative Assessment Venue: M4003 in the CMC Building

7 General Education and University Curriculum Reform: An International Conference in Hong Kong

Themes 6; 3: Case Studies in Developing Interdisciplinary Curricula for GE; Whole Person Development and Learning Communities Teaching Death: A Case Study Venue: M4004 in the CMC Building

Themes 7; 3: Students and General Education in the 21st Century Economy; Whole Person Development and Learning Communities Education Reform: Incorporating Creative Thinking Methods in Higher Education Venue: M4053 in the CMC Building

Themes 4; 6: Integration of Undergraduate Research and Discovery into GE Curricula; Case Studies in Developing Interdisciplinary Curricula for GE Promotion of Problem-Based Learning Approach to GE Courses Venue: M4023 in the CMC Building

Themes 1;2: Enhancement of Students’ English Language and Communication Skills in GE Curricula; Case Studies in Developing Interdisciplinary Curricula for GE Alternative Broadening Experience for Full-time Students of Non-local Degree Programmes under 3-3-4 System Venue: Shun Hing Lecture Theatre (M3090) in the CMC Building

Concurrent Sessions

3:15 – 3:40 Themes 1; 2: Leadership in Curriculum Reform and Faculty Development; Policy Lessons for Planning and Launching New Academic Programmes and Courses Embedded Learning to Learn in the General Education Classroom Venue: M3017 in the CMC Building

Themes 1; 2; 5: Leadership in Curriculum Reform and Faculty Development; Policy Lessons for Planning and Launching New Academic Programmes and Courses; Enhancement of Students’ English Language and Communication Skills in GE Curricula A Higher Status for Writing in the Four-year Curriculum: The Enhanced General Education Model at PolyU Venue: Shun Hing Lecture Theatre (M3090) in the CMC Building

Themes 2; 7: Policy Lessons for Planning and Launching New Academic Programmes and Courses; Students and General Education in the 21st Century Economy General Education in Hong Kong: Contradictions, Tensions, and Strategies of Implementation Venue: M5050 in the CMC Building

Theme 5: Enhancement of Students’ English Language and Communication Skills in GE Curricula Academic Literacy Levels: What do our Students Need to Access General Education? Venue: M4001 in the CMC Building

Theme 5: Enhancement of Students’ English Language and Communication Skills in GE Curricula Developing any Area of Academic Literacy via Corpus Consultation & Concordancing: The Example of LegalEasy Venue: M4023 in the CMC Building

8 June 12–14 2012, City University of Hong Kong

Theme 1: Leadership in Curriculum Reform and Faculty Development The Fulbright General Education Program in Hong Kong: Lessons Learned Venue: M4003 in the CMC Building

Theme 1: Leadership in Curriculum Reform and Faculty Development Barriers to Change: General Education in Hong Kong Venue: M4004 in the CMC Building

Themes 10; 6: Authentic Assessment of Experiential Learning Aspects of GE; Case Studies in Developing Interdisciplinary Curricula for GE Self-Interpretation of Student Dreams as a Tool for Personal Growth in General Education Classes Venue: M4053 in the CMC Building

Concurrent Sessions

3:45 – 4:10 Theme 3: Whole Person Development and Learning Communities Embracing the Whole Person Development by General Education Venue: M5050 in the CMC Building

Theme 3: Whole Person Development and Learning Communities Creating a Whole Person — Positioning Creative Education in Tertiary General Education Curriculum in Hong Kong Venue: M4023 in the CMC Building

Theme 5: Enhancement of Students’ English Language and Communication Skills in GE Curricula How to “Demonstrate the capacity for self-directed learning” Through Peer Collaboration and Writing Venue: Shun Hing Lecture Theatre (M3090) in the CMC Building

Themes 7; 1: Students and general education in the 21st century economy; leadership in curriculum reform and faculty development Erikson, Vygotsky, and Illeris: Implications/Challenges of Hong Kong’s University Reforms Venue: M4024 in the CMC Building

Themes 10; 12: Authentic Assessment of Experiential Learning Aspects of GE; Service and Community Based Learning The Importance of Incorporating Reflectivity into Authentic Assessment of Experiential Learning: A Case Study of Service-Learning Venue: M4053 in the CMC Building

Themes 12; 2: Service and Community Based Learning; Policy Lessons for Planning and Launching New Academic Programmes and Courses Development of Credit-bearing Courses on Service Learning for University Students Venue: M4001 in the CMC Building

Themes 5; 11: Enhancement of Students’ English Language and Communication Skills in the GE Curriculum; Integration of the Study of Asian Cultural Heritages into GE Programmes Reading the Word to Reading the World(s): Teaching Literature in GE Curriculum Venue: M4003 in the CMC Building

9 General Education and University Curriculum Reform: An International Conference in Hong Kong

Themes 1; 2: Leadership in Curriculum Reform and Faculty Development; Policy Lessons for Planning and Launching New Academic Programmes and Courses General University Requirements at The Hong Kong Polytechnic University: The Underlying Educational Principles and Process of Development Venue: M4004 in the CMC Building

Plenary 4:15 – 5:05 Venue: CMC M3017 [LT-1] Keynote: Dr. Tu Weiming Lifetime Professor of Philosophy and Director of the Institute for Advanced Humanistic Studies, Peking University; Research Professor and Senior Fellow of Asia Center at Harvard University Implications of the Confucian Revival for General Education in East Asia

Reception 5:15 Venue: CMC 9th Floor The Reception is open to conference participants who have already registered and paid.

10 June 12–14 2012, City University of Hong Kong

Day 2: June 13, 2012

Plenary 9:00 – 10:00 Venue: Wei Hing Theatre in the Amenities Building Panel Discussion Opening Remarks: Dr. Nancy CHAPMAN President, United Board for Christian Higher Education in Asia Challenges and Prospects for Whole Person Development in the GE context in Asia

V.I.P. Sessions 10:10 – 11:10 Liberal Arts Learning and Soft/Smart Power Venue: Tin Ka Ping Lecture Theatre (LT-1) in Academic Building 1

10:10 – 11:10 Developing Passionate Faculty in the Pursuit of Excellence Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

10:10 – 11:10 SWU PLUS: The Advancement of College Education in Seoul Women’s University Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

11:15 – 12:15 Change and Continuity: Reflections on Globalisation at Yonsei University and the Expansion of Underwood International College Venue: Tin Ka Ping Lecture Theatre (LT-1) in Academic Building 1

11:15 – 12:15 Leadership in Curriculum Reform and Faculty Development Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

11:15 – 12:15 Transforming the Liberal Arts Core Curriculum to Respond to the Demands of Globalization and Greater Professional Specialization: Ateneo de Manila University 1994-98 Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

Lunch 12:30 – 1:45 The Lunch is open to conference participants who have already registered & paid. Venue: Amenities Building 9th Floor

Plenary 1:45 – 2:40 Venue: Wei Hing Theatre in the Amenities Building Keynote: Professor Deborah DAVIS Professor of Sociology and Director of Graduate Studies in East Asian Studies, Yale University Co-designing a Liberal Arts Curriculum in Singapore

11 General Education and University Curriculum Reform: An International Conference in Hong Kong

Concurrent Sessions

2:45 – 4:05 Theme 1: Leadership in Curriculum Reform and Faculty Development Workshop: Leadership that Works: Developing a Campus Action Plan for Creating and Sustaining General Education Curriculum Reform Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

Themes 1; 2: Leadership in Curriculum Reform and Faculty Development; Policy Lessons for Planning and Launching New Academic Programmes and Courses Workshop: Change Management in Undergraduate Curriculum Reform: Process and Product Venue: LT-4 in Academic Building 1

Themes 1; 6: Leadership in Curriculum Reform; Case studies in developing interdisciplinary curricula for GE Roundtable Discussion: From Specialized to General and Liberal: General Education and University Curriculum Reform in China Venue: Tin Ka Ping Lecture Theatre (LT-1) in Academic Building 1

Theme 2: Policy Lessons for Planning and Launching New Academic Programmes and Courses Roundtable Discussion: Transferability of General Education Credits between the Sub-degree and Degree Sectors Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

Themes 3; 6: Whole Person Development and Learning Communities; Case Studies in Developing Interdisciplinary Curriculum for GE Workshop: Big History: Foundational General Education for the Twenty-First Century Venue: Y4302 in Academic Building 1

Themes 4; 5; 6: Integration of Undergraduate Research and Discovery into GE Curricula; Enhancement of Students’ English Language and Communication Skills in GE Curricula; Case Studies in Developing Interdisciplinary Curricula for GE Integrating Undergraduate Research into the Course of Educational Psychology – A Case Study of EFL Teacher Students Venue: Y4701 in Academic Building 1

Theme 5: Enhancement of students’ English language and communication skills in GE curricula Workshop: Beyond the Standard Research Paper: Reconsidering Writing Assignments in the Context of General Education Venue: Y4702 in Academic Building 1

Themes 6; 7: Students and General Education in the 21st Century Economy; Case Studies in Developing Interdisciplinary Curricula for GE Workshop: GE That Grows with the Time and the Student: Rationale and Design of GE Courses for the Junior and Senior Year(s) Venue: Y5302 in Academic Building 1

Theme 11: Integration of the Study of Asian Cultural Heritages into GE Programmes Roundtable: Designing and Teaching Courses about One’s Native Culture, History and Society in a General Education Curriculum Venue: Y5303 in Academic Building 1

12 June 12–14 2012, City University of Hong Kong

Concurrent Sessions

4:30 – 4:55 Themes 1; 2: Leadership in Curriculum Reform and Faculty Development; Policy Lessons for Planning and Launching New Academic Programs and Courses General Education Reform in Taiwan – 2007-2015 Venue: Tin Ka Ping Lecture Theatre (LT-1) in Academic Building 1

Themes 1; 8: Leadership in Curriculum Reform and Faculty Development; Use of Technology to Enhance Teaching and Learning in Large-Scale Courses Developing and Using Faculty Learning Communities for Curriculum Reform Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

Themes 2; 6: Policy Lessons for Planning and Launching New Academic Programmes and Courses; Case Studies in Developing Interdisciplinary Curricula for GE Within a Broad Policy Theme on ‘Progress and Development’: General Education for ‘Transport and Society’ Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

Theme 2: Policy Lessons for Planning and Launching New Academic Programmes and Courses The Challenges and Opportunities of Sub-degree General Education Development under the New Academic Structure Venue: Y4302 in Academic Building 1

Themes 3; 5: Whole Person Development and Learning Communities; Enhancement of Students’ English Language and Communication Skills in GE Curricula Language Teaching and Learning for General Education: Moving Beyond the Communicative Paradigm to “English for Liberal Arts” Venue: Y4701 in Academic Building 1

Theme 1: Leadership in Curriculum Reform A Model of “Student Learning Outcomes Space” and Mobilization of International Exchange Programs — With Reference to Recent Reforms in Japanese Higher Education Venue: Y4702 in Academic Building 1

Theme 3; 12: Whole Person Development and Learning Communities; Service and Community Based Learning Enhancing Whole Personal Development Through Student-Centered Co- Curricular Activities Venue: Y5302 in Academic Building 1

Concurrent Sessions

5:00 – 5:25 Themes 1; 2: Leadership in Curriculum Reform and Faculty Development; Policy Lessons for Planning and Launching New Academic Programmes and Courses Leadership in General Education (3 presentations): 1) Learning to Swim: Directing a Master’s Program in Liberal Arts; 2) The Circus Arts: Administrative Leadership in General Education Programs; 3) Advising as Leadership: Gen Ed from the Ground Up Venue: Tin Ka Ping Lecture Theatre (LT-1) in Academic Building 1

Themes 1; 2: Leadership in Curriculum Reform; Policy lessons for Planning and Launching New

13 General Education and University Curriculum Reform: An International Conference in Hong Kong

Academic Programmes and Courses Moving a Mountain: Transforming Temple University’s Intellectual Heritage (IH) Program Curriculum (Great Books/Ideas Courses) and Moving the Faculty to the New Mosaic Course Paradigm Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

Themes 4; 11: Integration of Undergraduate Research and Discovery into GE Curricula; Integrating the Study of Asian Cultural Heritages into GE Programmes “Out of the Cultural Ghetto” — An Integrated Approach To Enhance Cross- Cultural Understanding in the GE Course “Appreciating Masterpieces of Western Culture” Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

Theme 5: Enhancement of Students’ English Language and Communication Skills in GE Curricula Teaching ESP in University of Science and Technology Venue: LT-4 in Academic Building 1

Theme 6: Case studies in developing Interdisciplinary Curriculum for GE UKM Experience in General Education and Curriculum Reform Venue: Y4302 in Academic Building 1

Themes 6; 2: Case Studies in Developing Interdisciplinary Curricula for GE; Policy Lessons for Planning and Launching New Academic Programs and Courses. From Pilot to Program: Freshman Clusters and General Education Reform at UCLA Venue: Y4701 in Academic Building 1

Theme 6: Case Studies in Developing Interdisciplinary Curricula for GE Case Study of General Education Reforms in Korean Universities and Their Implications through the Concept of ‘Competency’ Venue: Y4702 in Academic Building 1

14 June 12–14 2012, City University of Hong Kong

Day 3: June 14, 2012 Plenary 9:00 – 9:30 Venue: Wei Hing Theatre in the Amenities Building Keynote: Professor Edward K. Y. CHEN Distinguished Fellow, Hong Kong Institute for the Humanities and Social Sciences, The University of Hong Kong. Liberal Arts Education: Rationale, Practice, and Prospect

V.I.P. Sessions 9:35 – 10:25 Policy Lessons for Planning and Launching New Academic Programs and Courses Venue: Tin Ka Ping Lecture Theatre (LT-1) in Academic Building 1

Developing Anti-corruption Education at Satya Wacana Christian University Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

Curriculum and Learning Reform: Harmonization of Context, Competence, and Content Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

Concurrent Sessions

10:40 – 11:05 Themes 1; 6: Leadership in Curriculum Reform and Faculty Development; Case Studies in Developing Interdisciplinary Curricula for GE Interdisciplinary Education in the Transnational Context: Creating an Innovative GE Curriculum at Duke Kunshan University Venue: Tin Ka Ping Lecture Theatre (LT-1) in Academic Building 1

Themes 2; 7: Policy Lessons for Planning and Launching New Academic Programmes and Courses; Students and General Education in the 21st Century Economy General Education and Integrative Learning Reform at a Major Research University Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

Theme 3: Whole Person Development and Learning Communities General Education and Whole Person Development: Questions for Learning Communities Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

Themes 7; 1: Students and General Education in the 21st Century Economy; Leadership in Curriculum Reform and Faculty Development Three Cornerstones for General Education Teaching: Content, Engagement, and Transparency Venue: LT-4 in Academic Building 1

Themes 7: Students and General Education in the 21st Century Economy Zayed University’s Brand: Negotiating the Liberal Arts in General Education Venue: Y4302 in Academic Building 1

15 General Education and University Curriculum Reform: An International Conference in Hong Kong

Themes 7: Students and General Education in the 21st Century Economy Programmatic Assessment of Student Learning Outcomes in General Education: Best Practices, Resources and Examples Venue: Y4701 in Academic Building 1

Themes 1; 2: Use of Technology to Enhance Teaching and Learning in Large-Scale Course; Students and General Education in the 21st Century Economy Small Learning Devices for Important Questions Venue: Y4702 in Academic Building 1

Themes 1; 7: Leadership in Curriculum Reform and Faculty Development; Students and General Education in the 21th Century Economy. Roundtable Discussion: Exploration and Practice of Construction Assurance System of General Education Venue: Y5302 in Academic Building 1

Plenary 11:10 – 12:00 Venue: Wei Hing Theatre in the Amenities Building Keynote: Dr. Terrel RHODES Vice President for Quality, Curriculum and Assessment Association of American Colleges and Universities (AAC&U) Authentic Assessment and the VALUE of Learning

Lunch 12:15 – 1:30 The Lunch is open to conference participants who have already registered & paid. Venue: Amenities Building 9th Floor

Concurrent Sessions 1:30 – 2:50 Themes 4; 6: Integrating Undergraduate Research and Discovery into GE Curriculum; Case Studies in Developing Interdisciplinary Curriculum for GE Roundtable: Innovations in Undergraduate Education at American Liberal Arts Colleges (Sponsored by ASIANetwork) Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

1:30 – 1:55 Theme 1: Leadership in Curriculum Reform Designing a General Education Program in a Private Management College in Hong Kong: Opportunities and Challenges Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

1:30 – 1:55 Themes 6; 4: Case Studies in Developing Interdisciplinary Curricula for GE: Integration of the Study of Asian Cultural Heritages into GE Programs Teaching Cultural Tourism in General Education: A Module for Cultural Heritage Studies Venue: LT-4 in Academic Building 1

1:30 – 1:55 Theme 8: Use of Technology to Enhance Teaching and Learning in Large-Scale Courses Augmented Teaching — the Internet Prosthetic Venue: Y4302 in Academic Building 1

16 June 12–14 2012, City University of Hong Kong

1:30 – 1:55 Theme 6: Case Studies in Developing interdisciplinary Curricula in GE General Education Curriculum Reform: Two Recent Case Studies Venue: Y4701 in Academic Building 1

1:30 – 1:55 Themes 6; 3; 5: Case Studies in Developing Interdisciplinary Curricula for GE; Whole Person Development and Learning Communities; Enhancement of Students’ English Language and Communication Skills in GE curricula Harmony and Homer on the Pearl River Delta: The Foundations of a New Liberal Arts Education in China Venue: Y4702 in Academic Building 1

1:30 – 1:55 Theme 9: Assessment of GE Programmes Workshop: Some “Dos and Don’ts” for General Education Programme Assessment Venue: Y5302 in Academic Building 1

Concurrent Sessions

3:00 – 3:25 Theme 2; 7: Policy Lessons for Planning and Launching New Academic Programmes and Courses; Students and General Education in the 21st Century Economy Developing a General Education Curriculum for Vocational-oriented Undergraduate Programmes Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

Themes 5;6: Enhancement of Students’ English Language and Communication Skills in GE Curricula; Case Studies in Developing Interdisciplinary Curricula for GE Effective English Learning and its Comprehensive Evaluation Model Supported by Empirical Studies Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

Theme 6: Case Studies in Developing Interdisciplinary Curricula for GE; Service and Community Based Learning Community Service-Learning 2.0: “Paying it Forward” Through Reciprocal Pedagogy Venue: LT-4 in Academic Building 1

Themes 7; 6: Students and General Education in the 21st Century Economy; Case Studies in Developing Interdisciplinary Curricula for General Education Preparing Students for a Global Economy: Integrating General Education and International Business Venue: Y4302 in Academic Building 1

Themes 1; 2: Students and General Education in the 21st Century Economy; Assessment of GE Programmes The Study on Outcome-based Assessment of Core Competencies in General Education Venue: Y4701 in Academic Building 1

17 General Education and University Curriculum Reform: An International Conference in Hong Kong

Concurrent Sessions

3:30 – 3:55 Theme 3; 7: Whole Person Development and Learning Communities; Students and General Education in the 21st Century Economy GE Integration into Groups of Mutually Related Majors Venue: Y4702 in Academic Building 1

Themes 5; 9: Enhancement of Students’ English Language and Communication Skills in GE Curricula; Assessment of GE Programmes Re-embedding Literacy in the General Education Classroom Venue: Tin Ka Ping Lecture Theatre (LT-1) in Academic Building 1

Themes 5, 9: Enhancement of Students’ English Language and Communication Skills in GE Curricula; Assessment of GE Programmes Understanding the Current Students’ English Learning Situation in Basic Education Institutions in Tangshan, China Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

Theme 6: Case Studies in Developing Interdisciplinary Curricula for GE The I-Series Courses: New General Education Courses Focused on Big Ideas Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

Themes 7; 2; 3: Students and GE in the 21st Century Economy; Policy Lessons for Planning and Launching New Academic Programs and Courses; Whole Person Development and Learning Communities Exploring New Stakeholder Opportunities to “Connect the Dots”: Addressing Liberal Education Needs and Disconnects across the Globe Venue: LT-4 in Academic Building 1

Themes 1;11: Leadership in Curriculum Reform and Faculty Development; Integration of the Study of Asian Cultural Heritages into GE Programmes Transformative Curriculums: Chinese General Education and the Liberal Arts Venue: Y4302 in Academic Building 1

Theme 10: Authentic Assessment of Experiential Learning Aspects of GE An Interdisciplinary Study on the Evaluation of the Effectiveness of UIC’s Whole Person Education Experiential Learning Practices Venue: Y4701 in Academic Building 1

Concurrent Sessions

4:00 – 4:25 Themes 5; 6: Enhancement of Students’ English Language and Communication Skills in GE Curricula; Case Studies in Developing Interdisciplinary Curricula for GE Continuity and Adaptation: The University of Iowa Experience with General Education Venue: Tin Ka Ping Lecture Theatre (LT-1) in Academic Building 1

Theme 1: Leadership in Curriculum Reform and Faculty Development Workshop: Breaking Down Silos through General Education Reform Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

18 June 12–14 2012, City University of Hong Kong

Themes 2; 7: Policy Lessons for Planning and Launching New Academic Programs and Courses; Students and General Education in the 21st Century Economy Policy Lessons for Planning and Launching New Academic Programmes and Courses; Students and General Education in the 21st Century Economy Venue: LT-4 in Academic Building 1

Themes 5; 6: Enhancement of Students’ English Language and Communication Skills in GE Curricula; Case Studies in Developing Interdisciplinary Curricula for GE Workshop: Teaching Writing and Culture in General Education Venue: Y4302 in Academic Building 1

Themes 11; 12: Integration of Undergraduate Research and Discovery into GE Curricula; Service and Community-Based Learning Workshop: Models for Integrating Undergraduate Research into the Curriculum Venue: Y4701 in Academic Building 1

Theme 9: Assessment of GE Programmes Student and Staff Experiences of General Education: A Cross-Cultural Comparison Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1

Closing Plenary 4:30 – 5:15 Plenary Facilitators: Dr. Jerry Gaff, Professor S. Han Cheng, Dr. Glenn Shive Liberal Arts Curriculum and Teaching in Asian Universities: Reflection on the Conference Venue: Wei Hing Theatre in the Amenities Building

19 General Education and University Curriculum Reform: An International Conference in Hong Kong

Concurrent Sessions by Theme

Day 1

Time Theme 1: Theme 2: Theme 3: Theme 4: Theme 5: Theme 6: Theme 7: Theme 8: Theme 9: Theme 10: Theme 11: Theme 12: Leadership in Curriculum Policy Lessons for Whole Person Integration of Enhancement of Students’ Case Studies in Students and General Use of Technology to Assessment of GE Authentic Assessment Integration of the Study of Service and Community Reform and Faculty Planning and Launching Development and Undergraduate Research English Language and Developing Education, 21st Century Enhance Teaching and Programmes of Experiential Learning Asian Cultural Heritages Based Learning Development New Academic Learning Communities and Discovery into GE Communication Skills in Interdisciplinary Economy Learning in Large-Scale Aspects of GE into GE Programmes Programmes and Courses Curricula GE Curricula Curricula for GE Courses

Promotion of Holistic From Foundation to Gateway Education at City Common Core Course Trust: A Missing Ingredient Development of University Consolidation: An University Development – An in University Curriculum Students via the Formal Innovative Model for M4003, CMC Building Extraordinary Wholesale and Assessment Reform? Curriculum General Education at HKIEd Migration of Existing GE M4023, CMC Building Shun Hing Lecture Theatre M5050, CMC Building Courses at HKUST and (M3090), CMC Building Development of New Studio 11:30am – Arts Courses M4053, CMC Building 12:00nn Impacts of Lingnan Service- From World Civilizations Evaluating Students’ Learning Model: Five Years to Dialogues: The Genesis Learning Experiences in Outcome Measurement of General Education a Pilot General Education M4001, CMC Building Foundation in CUHK Program in Hong Kong M4004, CMC Building M3017, CMC Building

Alternative Broadening A Battle with Academic Creative Community and Critical Reading and An Interdisciplinary GE Education Reform: Experience for Full-time Capitalism – The Lesson Whole Person Development: Discovery in General Course from Preparation Incorporating Creative Students of Non-local Learnt from the General Envisioning West Kowloon Education to Execution to Formative Thinking Methods In Higher Degree Programmes under Education Reform, Two Cultural District M4024, CMC Building Assessment Education 3-3-4 System Universities M5050, CMC Building M4003, CMC Building M4053, CMC Building 2:30 – Shun Hing Lecture Theatre M3017, CMC Building (M3090), CMC Building 2:55pm Promotion of Problem- Workshop: Teaching Death: Based Learning Approach to A Case Study GE courses M4004, CMC Building M4023, CMC Building

Embedded Learning to General Education in Hong Academic Literacy Levels: Self-Interpretation of Learn, General Education Kong: Contradictions, What do our Students need Student Dreams as a Tool for Classroom Tensions, and Strategies of to access General Education? Personal Growth in General M3017, CMC Building Implementation M4001, CMC Building Education Classes M5050, CMC Building M4053, CMC Building

A Higher Status for Writing, Developing any Area of 3:15 – Four-year Curriculum: Academic Literacy via 3:40pm The Enhanced General Corpus Consultation Education Model at PolyU & Concordancing: The Shun Hing Lecture Theatre Example of LegalEasy (M3090), CMC Building M4023, CMC Buildin

The Fulbright General Education Program in Hong Kong: Lessons Learned M4003, CMC Building

Barriers to Change: General Education in Hong Kong M4004, CMC Building

General University Embracing the Whole How to “Demonstrate the Erikson, Vygotsky, and Illeris: The Importance of Development of Credit- Requirements at The Person Development by Capacity for Self-Directed Implications/ Challenges Incorporating Reflectivity bearing Courses on Service Hong Kong Polytechnic General Education Learning” Through Peer of Hong Kong’s University into Authentic Assessment Learning for University University: The Underlying M5050, CMC Building Collaboration and Writing Reforms of Experiential Learning: A Students Educational Principles and Shun Hing Lecture Theatre M4024, CMC Building Case Study of Service- M4001, CMC Buildin Process of Development (M3090), CMC Building Learning M4004, CMC Building M4053, CMC Building 3:45 – 4:10pm Creating a Whole Person Reading the Word to - Positioning Creative Reading the World(s): Education in Tertiary Teaching Literature in GE General Education Curriculum Curriculum in Hong Kong M4003, CMC Building M4023, CMC Building

20 June 12–14 2012, City University of Hong Kong

The Fulbright General Education Program in Hong Kong: Lessons Learned M4003, CMC Building

Barriers to Change: General Education in Hong Kong M4004, CMC Building

21 General Education and University Curriculum Reform: An International Conference in Hong Kong

Day 2

Time Theme 1: Theme 2: Theme 3: Theme 4: Theme 5: Theme 6: Theme 7: Theme 8: Theme 9: Theme 10: Theme 11: Theme 12: Leadership in Curriculum Policy Lessons for Planning Whole Person Integration of Enhancement of Students’ Case Studies in Students and General Use of Technology to Assessment of GE Authentic Assessment Integration of the Study of Service and Community Reform and Faculty and Launching New Development and Undergraduate Research English Language and Developing Education, 21st Century Enhance Teaching and Programmes of Experiential Learning Asian Cultural Heritages Based Learning Development Academic Programmes Learning Communities and Discovery into GE Communication Skills in GE Interdisciplinary Curricula Economy Learning in Large-Scale Aspects of GE into GE Programmes and Courses Curricula Curricula for GE Courses Workshop: Leadership that Roundtable Discussion: Workshop: Big History: Seminar/Workshop: Seminar/Workshop: Beyond Seminar/Workshop: GE That Works: Developing a Campus Transferability of General Foundational General Integrating Undergraduate The Standard Research Grows with the Time and Action Plan for Creating Education Credits between Education for the Twenty- Research into the Course of Paper: Reconsidering the Student: Rationale and and Sustaining General the Sub-degree and Degree First Century Educational Psychology – A Writing Assignments in the Design of GE Courses for the Education Curriculum Sectors Y4302, Academic Building 1 Case Study of EFL teacher Context of General Education Junior and Senior Year(s) Reform Mr and Mrs Sze Chi Ching students Y4702, Academic Building 1 Y5302, Academic Building 1 C Y Sun Lecture Theatre (LT-3), Lecture Theatre (LT-2), Y4701, Academic Building 1 Academic Building 1 Academic Building 1 Workshop: Change 2:45 – Management in 4:05pm Undergraduate Curriculum Reform: Process and Product LT-4, Academic Building 1 Roundtable Discussion: From Roundtable: Designing and Specialized to General and Teaching Courses about Liberal: General Education One’s Native Culture, History and University Curriculum and Society in a General Reform in China Education Curriculum Tin Ka Ping Lecture Theatre Y5303, Academic Building 1 (LT-1), Academic Building 1 General Education Reform in Within a Broad Policy Language Teaching and Taiwan – 2007-2015 Theme on ‘Progress and Learning for General Tin Ka Ping Lecture Theatre Development’: General Education: Moving Beyond the (LT-1), Academic Building 1 Education for ‘Transport and Communicative Paradigm to Society’ “English for Liberal Arts” C Y Sun Lecture Theatre (LT-3), Y4701, Academic Building 1 Academic Building 1 Developing and Using Faculty The Challenges and Seminar/Workshop: Learning Communities for Opportunities of Sub- Enhancing Whole Personal Curriculum Reform degree General Education Development Through Mr and Mrs Sze Chi Ching Development under the New Student-Centered Co- Lecture Theatre (LT-2), Academic Structure Curricular Activities 4:30 – Academic Building 1 Y4302, Academic Building 1 Y5302, Academic Building 1 4:55pm

A Model of “Student Learning Outcomes Space” and Mobilization of International Exchange Programs — With Reference to Recent Reforms in Japanese Higher Education Y4702, Academic Building 1 Leadership in General “Out of the Cultural Ghetto” Teaching ESP in University of UKM Experience in General Education (3 presentations: – An Integrated Approach Science and Technology Education and Curriculum 1) Learning to Swim: to Enhance Cross-cultural LT-4, Academic Building 1 Reform Directing a Master’s Program Understanding in the Y4302, Academic Building 1 in Liberal Arts; 2) The GE course “Appreciating Circus Arts: Administrative Masterpieces of Western Leadership in General Culture” Education Programs; 3) C Y Sun Lecture Theatre Advising as Leadership: Gen (LT-3), Academic Building 1 Ed from the Ground Up Tin Ka Ping Lecture Theatre (LT-1), Academic Building 1 Moving a Mountain: From Pilot to Program: Transforming Temple Freshman Clusters and 5:00 – University’s Intellectual General Education Reform 5:25pm Heritage (IH) Program at UCLA Curriculum (Great Books/ Y4701, Academic Building 1 Ideas Courses) and Moving the Faculty to the New Mosaic Course Paradigm Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2), Academic Building 1 Case Study of General Education Reforms in Korean Universities and Their Implications through the Concept of ‘Competency’ Y4702, Academic Building 1

22 June 12–14 2012, City University of Hong Kong

23 General Education and University Curriculum Reform: An International Conference in Hong Kong

Day 3

Time Theme 1: Theme 2: Theme 3: Theme 4: Theme 5: Theme 6: Theme 7: Theme 8: Theme 9: Theme 10: Theme 11: Theme 12: Leadership in Curriculum Policy Lessons for Planning Whole Person Integration of Enhancement of Students’ Case Studies in Students and General Use of Technology to Assessment of GE Authentic Assessment Integration of the Study of Service and Community Reform and Faculty and Launching New Development and Undergraduate Research English Language and Developing Education, 21st Century Enhance Teaching and Programmes of Experiential Learning Asian Cultural Heritages Based Learning Development Academic Programmes Learning Communities and Discovery into GE Communication Skills in GE Interdisciplinary Curricula Economw y Learning in Large-Scale Aspects of GE into GE Programmes and Courses Curricula Curricula for GE Courses Interdisciplinary Education General Education and General Education and Three Cornerstones for in the Transnational Context: Integrative Learning Whole Person Development: General Education Teaching: Creating an Innovative GE Reform at a Major Research Questions for Learning Content, Engagement and Curriculum at Duke Kunshan University Communities Transparency University Mr and Mrs Sze Chi Ching C Y Sun Lecture Theatre (LT-3), LT-4, Academic Building 1 Tin Ka Ping Lecture Theatre Lecture Theatre (LT-2), Academic Building 1 (LT-1), Academic Building 1 Academic Building 1 Small Learning Devices for Zayed University’s Brand: 10:40 – Important Questions Negotiating the Liberal Arts in 11:05am Y4702, Academic Building 1 General Education Y4302, Academic Building 1 Roundtable Discussion: Programmatic Assessment of Exploration and Practice Student Learning Outcomes of Construction Assurance in General Education: Best System of General Education practices, Resources and Y5302, Academic Building 1 Examples Y4701, Academic Building 1 Designing a General Education Roundtable: Innovations in Teaching Cultural Tourism Augmented Teaching — Workshop: Some “Dos Program in a Private Undergraduate Education in General Education: the Internet Prosthetic and Don’ts” for General Management College in Hong at American Liberal Arts A Module for Cultural Y4302, Academic Building 1 Education Programme Kong: Opportunities and Colleges (Sponsored by Heritage Studies (1:30-1:55) Assessment Challenges ASIANetwork). LT-4, Academic Building 1 Y5302, Academic Building 1 C Y Sun Lecture Theatre (LT-3), Mr and Mrs Sze Chi Ching (1:30-1:55) Academic Building 1 Lecture Theatre (LT-2), Academic Building 1 Seminar/Workshop: General Education 1:30 – Curriculum Reform: Two 2:50pm Recent Case Studies Venue: Y4701in the Academic Building 1 (1:30-1:55) Seminar/Workshop: Harmony and Homer on the Pearl River Delta: The Foundations of a New Liberal Arts Education in China Y4702, Academic Building 1 (1:30-1:55) The Study on Outcome- Developing a General Effective English Learning Community Service- Preparing Students for a based Assessment of Core Education Curriculum and its Comprehensive Learning 2.0: “Paying Global Economy: Integrating Competencies in General for Vocational-oriented Evaluation Model Supported it Forward” Through General Education and 3:00 – Education Undergraduate Programmes by Empirical Studies Reciprocal Pedagogy International Business 3:25pm Y4701, Academic Building 1 Mr and Mrs Sze Chi Ching C Y Sun Lecture Theatre (LT-3), LT-4, Academic Building 1 Y4302, Academic Building 1 Lecture Theatre (LT-2), Academic Building 1 Academic Building 1

Transformative Curriculums: GE Integration into Groups of Re-embedding Literacy The I-Series Courses: New Exploring New Stakeholder An Interdisciplinary Study Chinese General Education Mutually Related Majors in the General Education General Education Courses Opportunities to “Connect on the Evaluation of the and the Liberal Arts Y4702, Academic Building 1 Classroom Focused on Big Ideas the Dots”: Addressing Effectiveness of UIC’s Y4302 , Academic Building 1 Tin Ka Ping Lecture Theatre C Y Sun Lecture Theatre (LT-3), Liberal Education Needs and Whole Person Education (LT-1), Academic Building 1 Academic Building 1 Disconnects across the Globe Experiential Learning LT-4, Academic Building 1 Practices Y4701, Academic Building 1 3:30 – 3:55pm Understanding the Current Students’ English Learning Situation in Basic Education Institutions in Tangshan, China Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2), Academic Building 1

Workshop: Breaking Down Policy Lessons for Planning Continuity and Adaptation: Student and Staff Workshop: Models for Silos through General and Launching New The University of Iowa Experiences of General Integrating Undergraduate Education Reform Academic Programmes Experience with General Education: A Cross-Cultural Research into the Curriculum Mr and Mrs Sze Chi Ching and Courses; Students and Education Comparison Y4701, Academic Building 1 Lecture Theatre (LT-2), General Education in the Tin Ka Ping Lecture Theatre C Y Sun Lecture Theatre (LT-3), 4:00 – Academic Building 1 21st Century Economy (LT-1), Academic Building 1 Academic Building 1 4:25pm LT-4, Academic Building 1 Workshop: Teaching Writing and Culture in General Education Y4302, Academic Building 1

24 June 12–14 2012, City University of Hong Kong

Time Theme 1: Theme 2: Theme 3: Theme 4: Theme 5: Theme 6: Theme 7: Theme 8: Theme 9: Theme 10: Theme 11: Theme 12: Leadership in Curriculum Policy Lessons for Planning Whole Person Integration of Enhancement of Students’ Case Studies in Students and General Use of Technology to Assessment of GE Authentic Assessment Integration of the Study of Service and Community Reform and Faculty and Launching New Development and Undergraduate Research English Language and Developing Education, 21st Century Enhance Teaching and Programmes of Experiential Learning Asian Cultural Heritages Based Learning Development Academic Programmes Learning Communities and Discovery into GE Communication Skills in GE Interdisciplinary Curricula Economw y Learning in Large-Scale Aspects of GE into GE Programmes and Courses Curricula Curricula for GE Courses Interdisciplinary Education General Education and General Education and Three Cornerstones for in the Transnational Context: Integrative Learning Whole Person Development: General Education Teaching: Creating an Innovative GE Reform at a Major Research Questions for Learning Content, Engagement and Curriculum at Duke Kunshan University Communities Transparency University Mr and Mrs Sze Chi Ching C Y Sun Lecture Theatre (LT-3), LT-4, Academic Building 1 Tin Ka Ping Lecture Theatre Lecture Theatre (LT-2), Academic Building 1 (LT-1), Academic Building 1 Academic Building 1 Small Learning Devices for Zayed University’s Brand: 10:40 – Important Questions Negotiating the Liberal Arts in 11:05am Y4702, Academic Building 1 General Education Y4302, Academic Building 1 Roundtable Discussion: Programmatic Assessment of Exploration and Practice Student Learning Outcomes of Construction Assurance in General Education: Best System of General Education practices, Resources and Y5302, Academic Building 1 Examples Y4701, Academic Building 1 Designing a General Education Roundtable: Innovations in Teaching Cultural Tourism Augmented Teaching — Workshop: Some “Dos Program in a Private Undergraduate Education in General Education: the Internet Prosthetic and Don’ts” for General Management College in Hong at American Liberal Arts A Module for Cultural Y4302, Academic Building 1 Education Programme Kong: Opportunities and Colleges (Sponsored by Heritage Studies (1:30-1:55) Assessment Challenges ASIANetwork). LT-4, Academic Building 1 Y5302, Academic Building 1 C Y Sun Lecture Theatre (LT-3), Mr and Mrs Sze Chi Ching (1:30-1:55) Academic Building 1 Lecture Theatre (LT-2), Academic Building 1 Seminar/Workshop: General Education 1:30 – Curriculum Reform: Two 2:50pm Recent Case Studies Venue: Y4701in the Academic Building 1 (1:30-1:55) Seminar/Workshop: Harmony and Homer on the Pearl River Delta: The Foundations of a New Liberal Arts Education in China Y4702, Academic Building 1 (1:30-1:55) The Study on Outcome- Developing a General Effective English Learning Community Service- Preparing Students for a based Assessment of Core Education Curriculum and its Comprehensive Learning 2.0: “Paying Global Economy: Integrating Competencies in General for Vocational-oriented Evaluation Model Supported it Forward” Through General Education and 3:00 – Education Undergraduate Programmes by Empirical Studies Reciprocal Pedagogy International Business 3:25pm Y4701, Academic Building 1 Mr and Mrs Sze Chi Ching C Y Sun Lecture Theatre (LT-3), LT-4, Academic Building 1 Y4302, Academic Building 1 Lecture Theatre (LT-2), Academic Building 1 Academic Building 1

25 General Education and University Curriculum Reform: An International Conference in Hong Kong

Detailed Programme of Events

Day 1: June 12, 2012 Keynote: Liberal Education and General Education: Opening Plenary Educating 21st Century Students for a World Shared in Common Time: 9:00 – 11:00 Venue: CMC M3017 [LT-1] Dr. Carol Geary SCHNEIDER, Welcome President — Association of American Colleges and Universities

Professor Arthur B. ELLIS, Acting President; Carol Geary Schneider is president of the Provost, City University of Hong Kong Association of American Colleges and Universities. With more than 1,250 member institutions, half Professor Arthur B. Ellis joined City University of public and half private, with members drawn Hong Kong as provost in September 2010. From from the entire higher education community, 2006 until 2010, he was Distinguished Professor of large, small, two-year, four-year, selective Chemistry & Biochemistry and Vice Chancellor for and open admissions, AAC&U is the leading Research at the University of California, San Diego. national organization devoted to advancing and Previously, Professor Ellis served as director of strengthening undergraduate liberal education. the chemistry division at the US National Science Foundation, and he conducted research and Under her leadership, AAC&U launched Liberal taught at the University of Wisconsin-Madison, Education and America’s Promise (LEAP), a public where he was Meloche-Bascom Professor of advocacy and campus action initiative designed to Chemistry. Professor Ellis received his PhD and BS engage students and the public with what really degrees from MIT and Caltech, respectively. matters in a college education for the twenty-first century. The LEAP campaign builds on AAC&U’s Opening Address major effort, Greater Expectations: The Commitment to Quality as a Nation Goes to College, a multi- year initiative designed to articulate the aims of Dr. Richard ARMOUR, Secretary-General, a twenty-first century liberal education and to University Grants Committee of Hong Kong identify comprehensive, innovative models that improve learning for all undergraduate students. Dr Richard Armour has extensive experience in administration in the higher education sector, Dr. Schneider is a graduate of Mount Holyoke having served in senior positions in various local College with a bachelor’s degree in history (Magna and overseas universities. Cum Laude, Phi Beta Kappa). She studied at the University of London’s Institute for Historical Dr Armour started his career as a university Research and earned the Ph.D. in history from administrator at Glasgow Caledonian University, Harvard University. She also has received eight the University of Strathclyde and Queen Margaret honorary degrees and is a 2011 recipient of the University in the UK from 1978 to 1992. In 1992, ACPA’s Contribution to Higher Education Award. Dr Armour came to Hong Kong and took up the post of Director of Academic Planning and In her keynote, Dr. Schneider will explore the Senior Assistant Registrar at the City University distinctions between liberal education and of Hong Kong. He became the Registrar of the general education and why general education Open University of Hong Kong in 1996. In 2006, Dr themes and intellectual skills need to be Armour moved to Australia and worked in Griffith integrated with the entire educational experience University as the Academic Registrar. He returned if students and society are to reap its full benefits. to Hong Kong in January 2009 to take up the post She will explore research on “practices that of Senior Advisor to the President at the Hong work” to support students’ high quality learning Kong University of Science and Technology and and she will examine the connections among was appointed Secretary-General of the University general education, a creative economy and civic Grants Committee in January 2012. responsibility for the global commons. 26 June 12–14 2012, City University of Hong Kong

Keynote: Time: 11:30 – 12:00 Some Trends in General Education: Venue: M3017 in the CMC Building A Personal Perspective Theme 9: Assessment of GE Programmes Evaluating Students’ Learning Experiences in a Professor George IWAMA, President, University of Pilot General Education Program in Hong Kong Northern British Columbia

Professor George Iwama began his five-year term SU Yelin, Teaching and Learning Officer for the as President and Vice-Chancellor of the University Centre of Holistic Teaching and Learning, Hong Kong of Northern British Columbia (UNBC) on July Baptist University, Hong Kong S.A.R., China; 1, 2009. Professor Iwama brings many years of Stephen CHEUNG, Senior Research Assistant for the experience as a professor, university administrator, Centre of Holistic Teaching and Learning, Hong Kong community leader and public servant to his post. Baptist University, Hong Kong S.A.R., China; He came to UNBC after having served as the Dean Theresa KWONG, Senior Teaching and Learning of Science at Carleton University in Ottawa since Officer for the Centre of Holistic Teaching and 2007. Learning, Hong Kong Baptist University, Hong Kong S.A.R., China; Professor Iwama holds a Ph.D. in Zoology from Eva WONG, Director for the Centre of Holistic the University of British Columbia. After leaving Teaching and Learning, Hong Kong Baptist UBC for postdoctoral work in Texas at Austin (Lund University, Hong Kong S.A.R., China Fellow) and Dalhousie University (Killam Fellow), he returned to take up a faculty position in Animal Universities in Hong Kong started to develop and Science. He served there for 15 years where he implement pilot general education (GE) courses attained the rank of full professor. since 2007 as the three year undergraduate degree program is scheduled to transform to four years in September 2012. To ensure the design, Movie: Fulbrighters on GE in Hong Kong development, and implementation of a high quality GE program, gauge students’ learning experiences in GE courses, and provide feedback Concurrent Sessions to faculty members for the improvement of the teaching, the Centre for Holistic Teaching and Learning (CHTL) at the Hong Kong Baptist Presidents’ Session and Lunch University (HKBU) designed a Formative Review (By Invitation) Exercise (FRE), a longitudinal study which employed two questionnaires for student survey Time: 11:00 – 1:30 and multiple interviews with faculty members and students to collect empirical data on the quality of teaching and learning in GE courses within Facilitator: Dr. Jerry Gaff the framework of outcomes based approach to Senior Scholar, Association of American Colleges and student learning (OBASL) at HKBU. The session Universities is designed to share the experiences of the design, implementation, and the result of the Dr. Jerry Gaff will facilitate a private session of FRE. Participants will gain hands-on practices University Presidents and Heads, and special for program evaluation and enhancing student guests in attendance, on issues and questions learning experiences. elicited from conference participants. The session will be followed by a lunch hosted by Professor Arthur B. Ellis, Provost and Acting President of City University of Hong Kong.

27 General Education and University Curriculum Reform: An International Conference in Hong Kong

Venue: Shun Hing Lecture Theatre (M3090) in the Venue: M5050 in the CMC Building CMC Building Themes 3; 1: Whole Person Development and Theme 2: Policy Lessons for Planning and Launching Learning Communities; Leadership in Curriculum New Academic Programmes and Courses Reform and Faculty Development Promotion of Holistic Development of From Foundation to Consolidation: An University Students via the Formal Curriculum Innovative Model for General Education at HKIEd Daniel SHEK, Chair Professor of Applied Social Sciences, Department of Applied Social Sciences, The Laurance J. SPLITTER, Professor, Education and Hong Kong Polytechnic University, Hong Kong S.A.R., Philosophy and Director of General Education, Hong China Kong Institute of Education, Hong Kong S.A.R., China; William SIN, Assistant Professor, General Education With reference to the developmental issues in Office, Hong Kong Institute of Education, Hong Kong university students, there is a need to re-examine S.A.R., China how universities can promote holistic and balanced development of university students. This presentation will describe some of the Based on the positive youth development features of the “new” GE at HKIEd. The Foundation approach, it is argued that promotion of Course (FC) is a double-semester course for all psychosocial competencies such as resilience, year one students. Through a thematically-linked emotional competence, self-understanding sequence of lectures, students are introduced to and interpersonal skills is an important strategy some of the traditional themes and disciplines in to facilitate holistic development of university the Arts/Humanities, Sciences and Social Sciences. students in Hong Kong. Against the above They also attend weekly small-class tutorials which background, all students admitted to The Hong will function as communities of inquiry (CoI), Kong Polytechnic University under the new where they will develop skills and dispositions undergraduate degree structure in 2012/13 school appropriate for reflective thinking, dialogue and year are required to take a subject to fulfill the writing. Members of a CoI regard themselves as requirement of “Leadership and Intrapersonal one among others, a perspective which enables Development”. A course entitled “Tomorrow’s them to forge meaningful connections between Leaders” was developed and piloted twice in the subject matter they are presented with, and response to this requirement. Findings based their own ideas, values and goals. But the FC poses on different evaluation strategies consistently several challenges, including: how to integrate showed that this course was able to promote disparate topics and disciplines into a coherent the psychosocial competencies and holistic course structure, how to create a safe place in development of the students. Several policy which traditionally “quiet” students will become lessons can be learned from the planning and actively engaged, and how to prepare tutors to launching of this course, including: a) the need manage their classrooms appropriately. We will to reinforce the message that intrapersonal describe our responses to these challenges. All development and psychosocial competencies are students will take the new Consolidation Course foundations of leadership, b) resolution of political (CC) in their third or fourth year (from 2014). They and regional interest issues, and c) emphasis of will work in small teams under the supervision of the importance of adopting an evidence-based a course advisor, assisting each other as critical approach in course development, implementation friends in developing their own culminating and evaluation. project, which will utilize e-portfolio technology. The project requires them to reflect critically on their undergraduate experience, and to imagine the kind of future to which they might aspire.

28 June 12–14 2012, City University of Hong Kong

Venue: M4001 in the CMC Building Venue: M4003 in the CMC Building

Themes 3; 10: Whole Person Development and Themes 6; 2: Case Studies in Developing Learning Communities; Authentic Assessment of Interdisciplinary Curricula for GE; Policy Lessons Experiential Learning Aspects of GE for Planning and Launching New Academic Impacts of Lingnan Service-Learning Model: Programmes and Courses Five Years Outcome Measurement Gateway Education at City University

Polly CHIU Yin-nei, Senior Project Officer, Office Ron KWOK Chi Wai, Associate Professor and of Service-Learning, Lingnan University, Hong Kong Assistant Dean, College of Business; Associate S.A.R., China; Director, EDGE; City University of Hong Kong, Hong Chad CHAN Wing-fung, Project Officer, Office of Kong S.A.R., China Service-Learning, Lingnan University, Hong Kong S.A.R., China Gateway Education (GE) at City University covers the domains of English; Chinese Civilization; Arts Service-Learning is an experimental pedagogy and Humanities; the Study of Societies, Social that students engage in activities that address and Business Organizations; and Science and human and community needs, together with Technology. It will account for 25% of the four year structured opportunities intentionally designed undergraduate curriculum, beginning in 2012. to promote student learning and development in Over a period of five years, courses have been a real-life environment. With the Service-Learning developed within these domains. Quality control platform, students make use of the academic systems have been put in place for approval and knowledge learnt from classes to strengthen review of courses, seminars have been held for their academic and personal development. The faculty members to help them in the development Service-Learning and Research Scheme (SLRS) is of the courses, and incentive schemes have been the showcase of Lingnan’s Service-Learning model established to encourage faculty to develop since the establishment of the Office of Service- GE high-quality courses. Integral to a modern Learning (OSL) in 2006, which is the manifestation university’s educational efforts is to help students of Lingnan University’s Liberal Arts education gain knowledge and develop skills. Gateway and motto “Education for Service”. For evaluating Education at City University follows the Outcome the students’ learning outcomes throughout Based Teaching and Learning curriculum of the program in the past five years (2006-2011), constructive alignment, so nine Programme a longitudinal study was conducted for local Intended Learning Outcomes (PILOS) are specified. programs. Students were asked to complete a The Course Intended Learning Outcomes of each pre-test questionnaire before the program and GE course are then aligned with the PILOS. In a post-teat questionnaire after the program addition, elements of CityU’s Discovery-Enriched with questions in six domains (subject-related Curriculum are being incorporated into the GE knowledge, communication skills, organizational programme. The presentation will discuss these skills, social competence, problem-solving skills elements of CityU’s GE Programme. and research skills). 1549 sets of questionnaires were received for analysis. The result was encouraging as significant gains were showed in Venue: M4004 in the CMC Building all domains after the students participating in the Service-Learning Program. OSL is continuously Themes 6; 3: Case Studies in Developing carrying out other projects related to students’ Interdisciplinary Curricula for GE; Whole Person learning outcomes. Development and Learning Communities From World Civilizations to Dialogues: The Genesis of General Education Foundation in CUHK

29 General Education and University Curriculum Reform: An International Conference in Hong Kong

LEUNG Mei Yee, Director of General Education Principled assessment for the new curriculum Foundation Programme and Associate Director of in Hong Kong requires three interrelated University General Education, The Chinese University components: assessment task design which of Hong Kong, Hong Kong S.A.R., China promotes the desired attributes of the curriculum; participative assessment in which students For the Chinese University of Hong Kong, engage with criteria and the work of their peers; the conversion to a four year undergraduate and sustainable feedback in which students curriculum is an opportunity to introduce a come to rely more on their own self-evaluative component of common learning experience capacities and less on the advice of a tutor. I apply in its originally distributive general education the notions of trust and distrust to these elements programme. Creating a core that is required of by exploring the following questions. To what all students can facilitate freshmen’s academic extent are innovative assessments trusted and is transition, set a higher expectation of university conservatism in assessment much of the reason learning, and build a more cohesive sense of for the dominance of essays and examinations? community of learners. The newly added 6 To what extent do teachers trust students to credit units are thus designated as the General take responsibility for their own learning; self- Education Foundation (GEF). However, the most evaluate themselves appropriately; and provide critical challenge is to identify what is the essential constructive critique of the work of peers? To knowledge that all the students should acquire. what extent do trusting relationships facilitate a Starting from a more traditional concept of world dialogic feedback process? Some suggestions for civilization course which aims at introducing to enhancing trust are proposed, including an open, students essential characteristics of Chinese and trusting and dialogic approach to teaching. Western civilizations the GEF evolves into two courses which put emphasis on dialogues. The two theme-based seminar courses, namely “In Venue: M4053 in the CMC Building Dialogue with Humanity” and “In Dialogue with Nature”, prompt students into dialogue with Theme 7: Students and General Education in the 21st classic texts first-hand, and into dialogue with Century Economy teachers and fellow students on question of major Common Core Course Development – An human concerns. From the findings of student Extraordinary Wholesale Migration of Existing focus group interviews, these dialogues did GE Courses at HKUST and Development of New engage students to examine their own beliefs and Studio Arts Courses values, and empower them to be independent and critical learners. King L. CHOW, The Hong Kong University of Science and Technology, Hong Kong S.A.R., China; Venue: M4023 in the CMC Building LI Chi Kwong, The College of Williams and Mary, Theme 9: Assessment of GE Programmes United States Trust: A Missing Ingredient in University At HKUST, about two-thirds of the 230+ common Curriculum and Assessment Reform? core courses for the new 4-year undergraduate curriculum are migrated from the existing David CARLESS, Associate Professor, Faculty of general education courses designated for the Education, The University of Hong Kong, Hong Kong 3-year curriculum. The migration exercise has S.A.R., China just been completed in May 2012. In the 3-year curriculum, our general education component Trust has long been recognized as an important was designed as a school-based distribution issue in various fields, including economics, requirement. Students take general education political science, sociology and organizational courses offered by Schools other than their theory. Trust or distrust is also central to reform or enrolled School. Under the new 4-year curriculum conservatism in relation to assessment processes model, common core courses are grouped in which lie at the heart of attempts to reform the distinct non-disciplinary categories, each with

30 curriculum. June 12–14 2012, City University of Hong Kong

clearly defined learning outcomes. Students need Dr. Jerry Gaff will facilitate this plenary of to complete specified credits in each of these University Presidents and Heads, on issues and areas. To prepare for the migration, the University questions elicited from conference participants. undertook a rigorous review exercise since Audience members will be invited to engage in December 2009 to evaluate the content, learning the conversation during the plenary. outcomes, teaching pedagogies and assessment tasks of all existing general education courses, to ensure that these courses are well aligned with Concurrent Sessions the learning outcomes of the common core areas after their successful migration. As a result, close Time: 2:30 – 2:55 to a hundred existing general education courses Venue: M3017 in the CMC Building have been removed from the list. The same review process and criteria have been applied to Theme 2: Policy Lessons for Planning and Launching close to 80 new common core proposals, leading New Academic Programs and Courses to an ample supply of interdisciplinary courses A Battle with Academic Capitalism — and increased their coverage diversity. The The Lesson Learnt from the General Education University values the benefits of arts education Reform in the Two Universities to science and technology students, and takes an exceptional effort to introduce the Arts and Carol LAU Pui-kwan, Teaching Consultant, The Practicum Arts to its common core curriculum. Faculty of Social Sciences and Associate Director of With funding support from the UGC, the the Faculty’s internship program, The University of University started pilot-runs of studio arts courses Hong Kong, Hong Kong S.A.R., China since Spring 2010. These courses have a heavy emphasis on hands-on practice of the art. Thanks Organizational culture proves to be a critical to the encouraging support from local academics component in understanding the process of and arts practitioners in the community within planned change and transformation in colleges Hong Kong and from abroad, a wide range of art and universities today. A successful organizational courses have been offered in 27 class sections change (curriculum reform) depends on the totaling over a thousand student enrollment. The degree of paradigm shift in the institution. growth of this collection of courses will definitely This study explores the role of organizational help shape the Common Core Program at our culture in the general education reform (the 334 seemingly heavily research oriented university to scheme) in the two universities – The University develop a very unique character. of Hong Kong (HKU) and The Chinese University of Hong Kong (CUHK). An analytical framework of the organizational culture with eight essential Lunch factors is developed in the research, namely i) historical background, ii) mission, iii) leadership, iv) Time: 12:00 – 1:30 information, v) faculty participation, vi) resources, Venue: CMC vii) staff development, and viii) the role of GE The Lunch is open to conference participants who unit, all these factors play considerable roles in the reform process. However, the study finds have already registered & paid. that an unassailable external force is intruding and dominating the organizational culture in the universities – academic capitalism. Academic Presidents’ Plenary capitalism refers to a regime that entails colleges and universities engaging in “market and market- Time: 1:30 – 2:25 like behaviors”. The study shows that academic Venue: CMC M3017 (LT-1) capitalism is influencing the reform process in Facilitator: the course design, faculty participation, and Dr. Jerry Gaff, Senior Scholar, Association of staff development in the universities. It plays a American Colleges and Universities dominant role in higher education nowadays, and its omnipresent power is shown to be a 31 General Education and University Curriculum Reform: An International Conference in Hong Kong

visible threat to general education reform in the Only by envisioning such a future in our mind universities. can we re-think the future direction of general education towards whole person development. Venue: M5050 in the CMC Building Venue: M4024 in the CMC Building Theme 3: Whole Person Development and Learning Communities Themes 4; 5: Integration of Undergraduate Research Creative Community and Whole Person and Discovery into GE Curricula; Enhancement of Development: Envisioning West Kowloon Students’ English Language and Communication Cultural District Skills in GE Curricula Critical Reading and Discovery in General Education Paris LAU Chi-Chuen, Lecturer, General Education Centre, Hong Kong Polytechnic University, Hong Kong S.A.R., China Richard SHEUNG, Assistant Professor, Department of Chinese, Translation and Linguistics, City The West Kowloon Cultural District (WKCD) project University of Hong Kong, Hong Kong S.A.R., China is an important strategic investment of the HKSAR Government to support the development of Reading is an indispensable skill for any arts and culture in Hong Kong. 15 performing “knowledge worker” and should be an integral arts venues of different types and scale, which part of one’s university education, irrespective include Mega Performance Venue, Concert Hall, of area of specialization. But is there more to the Chamber Music Hall, Xiqu (traditional Chinese utilitarian importance of “reading efficiently” to drama) Center, Great Theatres, Medium-sized enable our students to cope with the vast amounts Theatres, Blackbox Theatres, will be provided in of information that require their attention in their WKCD in phases. Hong Kong as the hub for local, study and working lives? This paper looks at the national and international cultural exchange ways in which the practice of critical reading is would facilitate an environment for preferred often neglected although it can lead to insightful community leaders and active participants in discovery, and cursory reading may only reaffirm artistic events. Among the 8 universities, PolyU the popular myths. My observations are based on has an overwhelming advantage of physical my experience of teaching the GE course “Reading vicinity and intellectual readiness for social and Colonialism and The Modern Experience,” whose cultural integrations with the new development. readings included writings by political, literary Whole person education as curricular and co- and academic authors about identity and other curricular learning activities inside and outside topical issues. The difficulties of critical reading the classroom should involve more interactive and teaching it, in a second language, will be exchanges between the artists and the students, reviewed vis-a-vis its empowerment of students the performers and the audiences, the individuals to discover for themselves, to use Edward Said’s and the community. John Hawkins, in his book term, the “worldliness” of the texts that they have The Creative Economy, suggests that all kinds read. Critical reading as such is important in the of creativity have three essential conditions: training of the student as a meticulous researcher personality, originality and meaning. A creative in any discipline. I will attempt in the conclusion community necessitates a linkage between the to anticipate the challenges of the forthcoming stage, the university and the community where university curriculum reform for my course and personality can be shaped, originality can be suggest strategies to deal with them. expressed and meanings can be found. In this paper, I would like to investigate theatre arts as an interactive genre of self expressions and creative Venue: M4003 in the CMC Building communications. Different local companies of performing arts and their recent catalogues of Theme 6: Case Studies in Developing Interdisciplinary performances on the stage of Hong Kong will be Curricula for GE reviewed to forward the fermenting possibilities An Interdisciplinary GE Course from and ecological conditions of a creative community. Preparation to Execution to Formative

32 Assessment June 12–14 2012, City University of Hong Kong

Kelvin LEE Kai Wah, Option Coordinator, LAM Yun Wah, Associate Professor, Department of Digital Graphic Communication, Department Biology & Chemistry, City University of Hong Kong, of Communication Studies, Hong Kong Baptist Hong Kong S.A.R., China; University, Hong Kong S.A.R., China; Alice M.L. CHONG, Associate Professor, YUEN Pong Chi, Professor and Head, Computer Department of Applied Social Studies, City University Science Department, Hong Kong Baptist University, of Hong Kong, Hong Kong S.A.R., China; Hong Kong S.A.R., China Avnita LAKHANI, Assistant Professor, School of Law, City University of Hong Kong, Hong Kong S.A.R., In this presentation, we are going to share China our experience in preparing and executing a newly designed interdisciplinary, team-taught Roman philosopher Seneca argued that one’s GE course named “Interactive Computing for life philosophy is dictated by his view on death. Visual Communication”. The course idea was Death is therefore an important concept to be spawned from our belief that both visual literacy introduced to young people at the start of their and computing literacy will be fundamental university education. A multi-disciplinary team, and critical for our students to stay competitive made of a cell biologist, a molecular toxicologist, a in the contemporary world despite what their social scientist and a lawyer, has recently designed own disciplines may be. However, these two a new Gateway Education Course called “Death: capabilities are usually taught as distinct and A Discovery Approach”. In this course, first year non-overlapping subjects. Besides, there is a university students will approach death from four general misunderstanding that computing overlapping perspectives: political, scientific, literacy demands strong mathematical skills cultural and legal. By encouraging the students while visual literacy requests gifted artistic to consider death from these diverse or often talents. We will demonstrate how we tackled this contradictory angles, we discuss with them the problem from the initial idea formulation to the rational and emotional, objective and subjective final course delivery using a holistic pedagogy elements in life and death. The aim of this course to integrate these two domains of knowledge is to inspire, using death as an example, the under a common framework. We will first discuss students to examine and evaluate fundamental the problems we foresaw and how we managed life questions, hence contributing to their whole to shape our curriculum structure and course person development, especially at spiritual, content in response to those challenges. We will intellectual, social, aesthetic and emotional then explain how we designed assessments to levels. In this talk, we will introduce our proposed encourage multiple perspectives in problem course objectives and content, and discuss the solving and linking theory with practice. Case various challenges involved in building this studies of student group projects will be used inter-disciplinary course, including the formation to illustrate the results of student collaborative and operation of a teaching team of such diverse learning and synthesis of the diversity of their backgrounds, and the potentially emotional issues knowledge and backgrounds. Finally, we will in teaching such a sensitive topic. examine assessments of our pedagogy with both quantitative and qualitative data collected through Formative Review Exercises. Venue: M4053 in the CMC Building

Themes 7; 3: Students and General Education in the Venue: M4004 in the CMC Building 21st Century Economy; Whole Person Development and Learning Communities Themes 6; 3: Case Studies in Developing Education Reform: Incorporating Creative Interdisciplinary Curricula for GE; Whole Person Thinking Methods In Higher Education Development and Learning Communities Teaching Death: A Case Study Gladys LAM, Lecturer, Digital Graphic Communication, Department of Communication Doris W.T. AU Associate Professor, Department of Studies, Hong Kong Baptist University, Hong Kong Biology & Chemistry, City University of Hong Kong, S.A.R., China

Hong Kong S.A.R., China; 33 General Education and University Curriculum Reform: An International Conference in Hong Kong

In the 21st century, creativity is highly valued students are benefited by (i) improving problem and considered as one of the most essential solving ability, (ii) being motivated in critical “soft skills”, not only for student attributes and thinking, (iii) enhancing communication skill, and employment but the success of a business (iv) improving team-work ability. Teachers renew and a more promising future. However, higher interest in teaching and are satisfied with their education emphasizes heavily on knowledge students being actively engaged in learning. In transmission and critical thinking skills, rarely conclusion, PBL is different from general group teaching creative thinking skills formally. Most work because the former requires a student taking teachers predominantly use case studies and an active role in solving the problem. analysis of repertoire to demonstrate innovation in their specific fields. Creative thinking skills are often assumed to be fostered only in creative Venue: Shun Hing Lecture Theatre (M3090) in the writing, art and design disciplines. Instead it is CMC Building an ability that teachers of every discipline should nurture in all of their students. This presentation Themes 1;2: Enhancement of Students’ English will introduce a proposed course of “Developing Language and Communication Skills in GE Curricula; Creativity” as an elective school core in the Case Studies in Developing Interdisciplinary Curricula School of Communication for the new four-year for GE undergraduate program in Hong Kong Baptist Alternative Broadening Experience for University. Full-time Students of Non-local Degree Programmes under 3-3-4 System

Venue: M4023 in the CMC Building Elim Y.L. TSANG, Taina W.S. YU, Programme Themes 4; 6: Integration of Undergraduate Research Managers, Li Ka Shing Institute of Professional and and Discovery into GE Curricula; Case Studies in Continuing Education, Open University of Hong Developing Interdisciplinary Curricula for GE Kong, Hong Kong S.A.R., China Promotion of Problem-Based Learning The change to a 4-year undergraduate curriculum Approach to GE courses in Hong Kong ushers in a new wave of programme design for general education (GE) courses in the Louis LIU, Instructor, Department of Systems various UGC universities and community college Engineering and Engineering Management, City sector. Little attention has been paid to how University of Hong Kong, Hong Kong S.A.R., China providers of 3-year full-time non-local degrees respond to the need for broadening of student Problem-Based Learning (PBL) is proved to be learning experience beyond the subject major. an effective approach to facilitate students to As a provider of UK degrees from Middlesex and learn actively. In the PBL approach, students Salford universities delivered in Hong Kong, we are given world problems to solve. They usually share in this presentation our response to the work in small groups and under the guidance of broadening imperative which is instituted through an instructor. There are a number of steps which a series of English language enhancement courses the students need to go through. They are (i) to and lifelong learning seminars (LLS). The design determine what the problem is about, (ii) to define of such an alternative broadening experience is what the problem is exactly about, (iii) to sort premised on new students having to undergo out the information needed to understand the transition to both an English language learning problem deeply, (iv) to figure out the resources environment and to become independent to be used to generate the information needed, learners. Admission streaming through indirect (v) to develop possible solutions for the problem, admission via a Diploma for University Foundation (vi) to analyze the results, and (vii) to present the Studies for academically less able students, and solution in form of oral/video presentation and direct admission for those meeting required UCAS written report. There are many advantages of points, serve to ensure adequate preparation for implementing PBL in GE courses. For examples, academic study when students commence first

34 June 12–14 2012, City University of Hong Kong

year of the 3-year programme. The objective of and (3) a reluctance to engage in an enquiry the LLS is to provide for broadening of learning oriented learning environment. The first two are a experience to students in a wide range of topics direct result of an overly test-oriented secondary that can be either academic or non-academic school culture, the last due to a common East in nature. This is differentiated from GE courses Asian Confucian orientation towards education which provide for broadening of learning (“shut up and [pretend to] listen to honorable experience of mainly an academic nature in teacher). To overcome such obstacles active areas of study other than the student’s chosen intervention is needed. In the PolyU, this is known programme major. The implementation of the LLS as “learning to learn”. A decade ago, a meta- is based on a framework of eight thematic areas analysis of the world literature was carried out (arts and culture, sciences, financial education, by the Educational Development Centre of the youth and society, success and inspirational PolyU which showed that students tend to blow stories, community service, life skills and career off special classes devoted to “how to study” and development, student assembly) under which that it is more effective to embed good practices various topics of 1.5-2 hours duration delivered into regular classes. This presentation will report by invited speakers are offered on a year-round on experiences gained in experimenting with schedule. Students will be required to attend and promulgating embedded learning to learn at least 6 topics annually (3 each in semesters in some General Education classes over the past A and B) and submit reflective journals that are decade. The presenter teaches general science marked and commented. Apart from English classes (astronomy and ecology) and will share enhancement courses and LLS, summer enrolment some of the pedagogical techniques which have or year-long exchange in the UK campus would worked particularly well in helping students to impact on the students the fullness of an overseas learn how to learn. study experience. These initiatives will be tried out in future as an alternative broadening experience which although not comparable to the GE courses Venue: Shun Hing Lecture Theatre (M3090) in the would nevertheless moderate the singularity of CMC Building subject focus for overseas 3-year degrees run as locally accredited programmes. Themes 1; 2; 5: Leadership in Curriculum Reform and Faculty Development; Policy Lessons for Planning and Launching New Academic Programmes Concurrent Sessions and Courses; Enhancement of Students’ English Language and Communication Skills in GE Curricula Time: 3:15 – 3:40 A Higher Status for Writing in the Four-year Venue: M3017 in the CMC Building Curriculum: The Enhanced General Education Model at PolyU Themes 1; 2: Leadership in Curriculum Reform and Faculty Development; Policy Lessons for Planning Dureshahwar (Shari) LUGHMANI, Senior and Launching New Academic Programmes and Lecturer, English Language Centre, The Hong Courses Kong Polytechnic University, Hong Kong S.A.R., Embedded Learning to Learn in the General China Education Classroom The Hong Kong Polytechnic University has John Freeman BABSON, Senior Lecturer in General undertaken an ambitious project of implementing Education, General Education Centre, The Hong Kong Reading and Writing Requirements (R&W) for Polytechnic University, Hong Kong S.A.R., China graduation in the four-year curriculum through integrating writing into its general education Typically Hong Kong students enter the university (GE) subjects. The University requires the GE with three major obstacles impeding their subject leaders to collaborate with the English success: (1) the default use of inappropriate and Language Centre for an embedded approach ineffective study habits; (2) inadequate literacy; to assisting students develop their writing skills

35 General Education and University Curriculum Reform: An International Conference in Hong Kong

through two writing tutorials before completing relationship to the substance and purpose of an academically rigorous paper of 2,500 words. general and liberal education, are outlined. In The aim is to provide developmental feedback addition, the paper will point to some of the for revision and improvement to students, in unique aspects of building General Education order to enhance their writing and editing skills. programs in a Hong Kong context. The paper The English Language Centre has developed delineates some of the strategies developed to an R&W implementation model to support the address the existing and emerging tensions. The students, the faculty members and language analysis is based on first-hand observation and teachers as a three-pronged approach to participation by the author as a General Education constructing scaffolding for genre-related Fulbright fellow in academic year 2010-2011. language development in students’ writing. This paper chronicles the journey of piloting the implementation model for integrating the Venue: M4001 in the CMC Building Writing Requirement in seven general education pilot subjects over three semesters. Data from pre Theme 5: Enhancement of Students’ English and post programme questionnaires conducted Language and Communication Skills in GE Curricula among students, focus groups after tutorials Academic Literacy Levels: What do our and post-course interviews with faculty staff and Students Need to Access General Education? language teachers shed light on the effectiveness of the model and how the model was modified Jane LOCKWOOD, Head, English Language Centre and developed to respond to the needs of the and Associate Professor, Department of English, City disciplines, genres and genre-related language University of Hong Kong, Hong Kong S.A.R., China development. The current move towards liberal studies and general education in Hong Kong in the Venue: M5050 in the CMC Building secondary and tertiary sectors bodes well for the development of critical thinking, problem Themes 2; 7: Policy Lessons for Planning and solving and communication skills in the territory’s Launching New Academic Programmes and Courses; younger population. These characteristics are Students and General Education in the 21st Century highly valued in the globalized workplace. Economy However, where the medium of secondary and General Education in Hong Kong: tertiary instruction is English, it is critical for Hong Contradictions, Tensions, and Strategies of Kong students to be at good enough academic Implementation literacy threshold levels to participate in these innovative programs. But what are these threshold David JAFFEE, Professor of Sociology, Department levels? Do Hong Kong students entering these of Sociology and Anthropology, University of North programs have sufficient English to benefit from Florida, United States them and how do we support them if they don’t? This paper will attempt to answer these questions In 2012 Hong Kong universities will extend the at the tertiary level by looking at current research length of the undergraduate degree and add and practice across university language and General Education as a degree requirement. literacy support programs in both international This initiative represents a unique case of and local contexts. Finally, this paper will further comprehensive organizational change of higher problematize this issue by sharing current education. This paper examines the most examples of general education assignment pressing and challenging contradictions and writing at the undergraduate level from a Hong tensions facing this initiative. These include the Kong university. prior institutionalization of the British system of education and the prevailing culture of teaching and learning in Hong Kong. The nature of these pre-existing conditions, and their contradictory

36 June 12–14 2012, City University of Hong Kong

Venue: M4023 in the CMC Building Dayle M. SMITH, Associate Dean of Undergraduate Studies, School of Management, University of San Theme 5: Enhancement of Students’ English Francisco, United States Language and Communication Skills in GE Curricula Developing any Area of Academic Literacy via The Fulbright General Education program in Corpus Consultation & Concordancing: The Hong Kong has significantly contributed to the Example of LegalEasy dialogue about general education in Hong Kong. In many cases, Fulbright Fellows have helped Nigel BRUCE, Hong Kong Shue Yan University, Hong Hong Kong universities define general education, Kong S.A.R., China create curricula, develop goals and outcomes, structure assessment, start pilots, foster faculty This paper proposes a pedagogical approach development plans, provide workshops and work that offers students in largely ESL-medium with colleagues to manage change processes. universities a self-access, web-based approach to What have the four cohorts of Fulbright Fellows enhancing their academic literacy, in whatever learned from this experience? This roundtable will subject. The approach presumes the futility invite each cohort to report and comment on their of prescriptive attempts to teach or correct experiences, focusing on what they learned, what university students’ errors and language they were able to accomplish, and what they took transfer habits — especially given the diversity back with them to their home institutions. Kay of subjects now being offered in the Common Smith and Dayle Smith, from cohort three (2010- Core curriculum, and the paucity of contact hours 11), will serve as conveners and will work with available at tertiary level to develop students’ participants ahead of time to focus and organize disciplinary literacy. The great advantage of their viewpoints and comments. Participants moving to a descriptive learning paradigm for will be asked to examine their experiences and developing disciplinary literacy is that the external outcomes both as members of cohorts from each arbiter — the language teacher or textbook — is of the participating Hong Kong institutions and as replaced by the balance of evidence, much as in members of each annual Fulbright cohort. a courtroom. The legal literacy example used in this presentation — LegalEasy — was developed to offer law students a means of accommodating Venue: M4004 in the CMC Building their personal lexico-grammars to the judicial Theme 1: Leadership in Curriculum Reform and discourse they are challenged to emulate in their Faculty Development legal education. LegalEasy combines authentic Barriers to Change: General Education in legal corpora with a learner-friendly concordancer Hong Kong to offer law students rapid answers to their search for the most frequent forms of legal expression for what they are trying to write. I argue that this same A. Reza HOSHMAND, Professor and Director of principle can be extended to any area of academic General Education, Hong Kong Baptist University, study and indeed any language. Hong Kong S.A.R., China

This presentation will address issues related to Venue: M4003 in the CMC Building change in Higher Education institutions in Hong Kong and discuss the barriers that currently Theme 1: Leadership in Curriculum Reform and exist. A review of literature on issues of change Faculty Development in higher education will be presented with the The Fulbright General Education Program in hope that lessons could be drawn from them and Hong Kong: Lessons Learned how Hong Kong institutions may apply them to overcome some of these barriers. The challenge Kay H. SMITH, Associate Vice President for the for institutionalization of General Education Academic Experience, College of Charleston, United comes from two sources within the institutions. States; There is apprehension on the part of the academic

37 General Education and University Curriculum Reform: An International Conference in Hong Kong

colleagues who simply see their primary role as the one hand the project is extremely subjective researchers that often conflict with their role in (i.e., students are encouraged to use their dreams teaching and service. Additionally, it is perceived to discover specific areas of potential self- that General Education teaching, by nature of transformation, the accuracy and meaningfulness pedagogy, requires more time and effort than a of which they alone can verify), on the other hand course in the major. This alone is a major issue that the grading procedure can be highly objective. A inhibits colleagues to design, develop and deliver precisely-defined, 10-item grading scale will be General Education courses that will be meaningful introduced, with an explanation of how to use and have a lasting impact on the academic life of it as the basis for a fair assessment procedure. the student. How best to overcome this hindrance, Examples will be given of personal growth actually requires an intentional approach by administrators experienced by students as a direct result of the in dealing with the institutionalization of the dream work they did in GE classes that have been General Education Programme. The lesson one taught by the coordinator/presenter during the learns from the experiences of other institutions past 25 years in Hong Kong. around the world is that the more successful cases of coping with change recognizes that the change process goes through a series of phases, that in Concurrent Sessions total, usually require a considerable length of time. Skipping steps creates only the illusion of speed Time: 3:45 – 4:10 and never produces a satisfying result. Secondly, Venue: M5050 in the CMC Building critical mistakes in any of the phases can have severe consequences, slowing momentum and Theme 3: Whole Person Development and Learning negating hard-won gains. Communities Embracing the Whole Person Development by General Education Venue: M4053 in the CMC Building

Themes 10; 6: Authentic Assessment of Experiential David HO Wai Lun, Vocational Training Council, Learning Aspects of GE; Case Studies in Developing Student Development Office, Hong Kong Institute of Interdisciplinary Curricula for GE Vocational Education (IVE), Hong Kong S.A.R., China Self-Interpretation of Student Dreams as a General Education is the core component of the Tool for Personal Growth in General Education education reform. It aims to motivate students to Classes learn, to enhance their knowledge and abilities, and develop in them positive values and attitudes Stephen R. PALMQUIST, Professor, Department to establish a solid foundation for lifelong learning of Religion and Philosophy, Hong Kong Baptist and whole-person development. The researcher University, Hong Kong S.A.R., China has worked in the higher education for 4 years and realizes that if we can design the modules which This seminar/workshop introduces participants to have the elements of community participation, an effective, practical procedure for encouraging then, to a larger extend, we can achieve the spirit students in General Education classes to of whole person development. A number of case experience genuine, meaningful personal growth studies from my taught modules will be shared. on issues specifically relevant to themselves, through a process of guided dream interpretation. After a brief introduction to the theories of dream Venue: M4023 in the CMC Building interpretation developed by Sigmund Freud and (especially) Carl Jung, the coordinator/presenter Theme 3: Whole Person Development and Learning will explain how these (or other, similarly growth- Communities oriented) psychological theories can become the Creating a Whole Person — Positioning basis for students to compile a “dream diary” over Creative Education in Tertiary General a 10-week period during the semester. While on Education Curriculum in Hong Kong

38 June 12–14 2012, City University of Hong Kong

Sharon LEUNG Yuet Mei, College Senior Lecturer, passive to active learning, first-year students HKU SPACE Community College, The University of are ill-equipped to make the transition by Hong Kong, Hong Kong S.A.R., China themselves. This presentation advocates the use of peer collaborative learning to assist students What is creativity? Can it be taught? How? in their transition to the university classroom. This presentation attempts to answer these Using the Language Clinic at the City University fundamental questions of creative education by of Hong Kong as a case study, this presentation challenging the common practice in the academia will demonstrate how collaborative learning which regards creativity as only skills and creative transforms students into autonomous learners calibers as professionals, if not talents. Instead, through writing. As the hardest language skill it argues that creativity is an attitude which is an to acquire, writing requires students to utilize indispensable contributing part of whole-person their knowledge of English in order to produce development to be nurtured in general education. original writing. As a result, students must shift The presentation begins with identifying the from their previous, secondary school roles as rather unexplored area of creativity, the creative learners of English to their new university roles as self, and analyzes the significance of which in users of English. Through a collaborative learning shaping a person’s attitude towards his life. approach to their writing, students not only Common traits of attitude of creative calibers, engage each other in their learning by discussing including their passion, knowledge, concentration, their writing processes, but also support each actualization and life value are then examined. other in their goals to become independent Objectives and possible methodologies of creative learners and writers of English. education are proposed accordingly. By enacting individual autonomy, resilience, empathy and taste as learning outcomes of creative education, Venue: M4024 in the CMC Building the final note of the presentation questions the instrumental style of teaching creativity nowadays Themes 7; 1: Students and general education in the whilst reasserting the value of creative education 21st century economy; leadership in curriculum in the improvement of humanity. reform and faculty development Erikson, Vygotsky, and Illeris: Implications/ Challenges of Hong Kong’s University Reforms Venue: Shun Hing Lecture Theatre (M3090) in the CMC Building Roger Y. CHAO Jr., Ph.D. Candidate, City University of Hong Kong, Hong Kong S.A.R., China Theme 5: Enhancement of Students’ English Language and Communication Skills in GE Curricula From an educational psychological perspective, How to “Demonstrate the Capacity for Hong Kong’s 3-3-4 and general education reforms Self-directed Learning” Through Peer are analyzed to understand the implications of Collaboration and Writing such reforms to the learning process. Erikson’s stages of psychosocial development, Vygotsky’s Jessica LIAN, Visiting Tutor, English Language zone of proximal development, and Illeris Centre, City University of Hong Kong, Hong Kong comprehensive learning theory will be used S.A.R., China to explain challenges to the learning process in terms of appropriate psychosocial, emotive The idea of “self-directed learning” in a classroom and cognitive development and readiness of environment appears contradictory particularly both students and teachers under the above in Hong Kong’s tertiary institutions. After years mentioned university reforms. Hong Kong’s of accepting the authority of their teachers, initiatives to prepare for the implementation first-year students are suddenly told to become of the 3-3-4 reforms both at the secondary independent learners by their university education level, capacity building, information instructors. While the transition from secondary dissemination, and its facilitating international to tertiary education demands a shift from recognition agreements are discussed and

39 General Education and University Curriculum Reform: An International Conference in Hong Kong

analyzed. Its adequateness to handle key Computing, The Hong Kong Polytechnic University, educational challenges related to the 3-3-4 and Hong Kong S.A.R., China introduction of general education are questioned, and recommendations to increase capacity and Service learning is emphasized in many preparedness are advanced in this paper. universities in the Western World and there are research findings showing that service learning is beneficial to the holistic development of Venue: M4053 in the CMC Building university students. In contrast, service learning is rather unsystematic and under-emphasized in Themes 10; 12: Authentic Assessment of Experiential universities in Hong Kong. As such, all students Learning Aspects of GE; Service and Community admitted to The Hong Kong Polytechnic Based Learning University (PolyU) under the new undergraduate The Importance of Incorporating Reflectivity degree structure in the 2012-13 school year are into Authentic Assessment of Experiential required to take a subject in “Service Learning”. To Learning: A Case Study of Service-Learning facilitate the implementation of this requirement, subjects on service learning are being piloted in Carol MA Hok-ka, Adjunct Assistant Professor, the 2010-2012 school years. The development Department of Sociology and Social Policy and and piloting exercises of Service Learning Assistant Director, Office of Service-Learning (OSL) at subjects within PolyU are described in this paper. Lingnan University, Hong Kong S.A.R., China; Several policy and implementation lessons can Cherry CHEUNG Ching-yi, Senior Project Officer, be learned from the planning and launching of Office of Service-Learning, Lingnan University, Hong this course, including: a) changing the mindsets Kong S.A.R., China and promoting engagement of colleagues, b) provision of systematic training to teachers, and The value of reflection on experiential learning c) exploring of service learning projects with has been widely studied but limited conclusions long-term sustainability; and d) evaluation of can be drawn in practice. This study aims to find the impact of service learning on the holistic out how reflectivity in the reflection model plays development of students over time. an important role in deriving Service-Learning outcomes. With Service-Learning as a case study, this paper not only can identify different Service- Venue: M4003 in the CMC Building Learning outcomes through in-depth content Themes 5; 11: Enhancement of Students’ English analysis, but more importantly is it can provide a Language and Communication Skills in the GE new perspective of studying experiential learning. Curriculum; Integration of the Study of Asian Cultural This paper describes how significance of reflection Heritages into GE Programmes in authentic assessment of Service-Learning is Reading the Word to Reading the World(s): by conducting a qualitative review of reflective Teaching Literature in GE Curriculum essays written by students participating in Service-Learning programs in 2008-2009. Vicky LEE has been actively involved in the design and review of GE curriculum in sub-degree Venue: M4001 in the CMC Building programmes at Hong Kong Baptist University, Hong Kong S.A.R., China Themes 12; 2: Service and Community Based Learning; Policy Lessons for Planning and Launching The thought of studying literature, to a great New Academic Programmes and Courses majority of Hong Kong students, is sufficient Development of Credit-bearing Courses on enough to arouse anxiety and fear. The place of Service Learning for University Students literature in the GE curriculum of many institutions had relegated to a level of near extinction to give Stephen CHAN Chi Fai, Acting Director, Office of way to more functional English. Emphasis on Service Learning, Associate Professor, Department of practical skills have pre-empted over students’

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response, interpretation and interaction with the integrity. Through the curriculum, university must nuances of language. The nature of literary texts speak as proponent of high ideals and setting as a very fertile ground for students’ divergent high standards on personal ethics for students, responses and personal interpretation of the the future leaders for Hong Kong, China and the written word is often overlooked. Through world. creative selection of a variety of accessible texts based on enduring and common sociocultural This paper outlines the development and issues drawing from both Western classics and evolution of GUR at PolyU. In view of the Asian and Hong Kong literary corpus (with complexity of GUR, piloting exercises were carried well-designed pedagogies), a GE course could out in 2010-2012 school years. Policy lessons that help enhance students’ awareness and de- can be learned from the planning and launching familiarization of the their own culture(s) while of GUR are presented. Using Freshmen Seminars simultaneously foster a sense of self in relation to as an example, policy and implementation lessons the inter-connectedness across different heritages based on the piloting exercises are highlighted. both historically and geographically, as they move In addition, as GUR occupies one-fourth of the from the local to the universal. With their fear of credits to be taken by PolyU students under the English conquered, their attitudes towards English New 4-Year Curriculum, policy lessons pertinent to decolonized, students could start connecting the student advising are discussed. reading of the word with reading of the world(s).

Plenary Venue: M4004 in the CMC Building Time: 4:15 – 5:05 Themes 1; 2: Leadership in Curriculum Reform and Venue: CMC M3017 (LT-1) Faculty Development; Policy Lessons for Planning and Launching New Academic Programmes and Courses Keynote: Dr. TU Weiming General University Requirements at The Hong Lifetime Professor of Philosophy and Director of the Kong Polytechnic University: The Underlying Institute for Advanced Humanistic Studies, Peking Educational Principles and Process of University; Development Research Professor and Senior Fellow of Asia Center at Harvard University Walter W. YUEN, Vice President of Academic Development, The Hong Kong Polytechnic University, Keynote: Implications of the Confucian Revival for Hong Kong S.A.R., China General Education in East Asia

Under the new 4-year curriculum at The Hong Kong Polytechnic University (PolyU), Tu Weiming, Lifetime Professor of Philosophy there are 30 credits in the General University and Director of the Institute for Advanced Requirements (GUR) in the areas of language and Humanistic Studies at Peking University and communication (with Chinese and English reading Research Professor and Senior Fellow of Asia and writing requirements), freshmen seminars, Center at Harvard University, was born in Kunming leadership and intra-personal development, and grew up in Taiwan. He received his B.A from service learning, cluster area requirement, China- Tunghai University in Taiwan, M.A and Ph.D from related study requirement and healthy life style. It Harvard University. Tu is a fellow of the American is the vision of PolyU that GUR can help students Academy of Arts and Sciences (1988-), Executive develop in a holistic manner which contributes to member of the Federation of International its institutional missions. In addition, the GUR is Philosophical Societies (FISP, 2008-) and a developed based on a vision that university has tutelary member of the Institute of International a role in “moral education”, helping students to Philosophy (IIP2010-). Tu has taught Chinese learn to live up to an honorable ideal of personal intellectual history, philosophies of China, and

41 General Education and University Curriculum Reform: An International Conference in Hong Kong

Confucian humanism at Tunghai University (1967- on the Enlightenment mentality of the modern 68), Princeton University (1967-71), University of West, and multiple modernities. He is currently California at Berkeley (1971-81), Peking University studying the modern transformation of Confucian (1985), Taiwan University (1988), Ecole des Haute humanism in East Asia and tapping its spiritual Etudes in Paris (1989). He taught at Harvard from resources for human flourishing in the global 1981 to 2010. He holds honorary professorships community. (comparable to honorary degrees) from Zhejiang, Sun Yat-sen, Suzhou, Renmin, Jinan, the Foreign Languages University and the Shanghai Academy Reception of Social Sciences, all in China. He has been awarded honorary degrees from Lehigh, Michigan Time: 5:15 State (Grand Valley), Shandong (the highest honor Venue: CMC, 9th Floor confirmed by the State Council of the People’s Republic of China), Tunghai (Taiwan), Lingnan The Reception is open to conference participants who (Hong Kong), King`s College in London, and Macau have already registered & paid. University, and Soka University. He was invited by the United Nations as a member of the Group of Eminent Persons to facilitate the Dialogue among Civilizations in 2001 and gave a presentation on Day 2: June 13, 2012 civilizational dialogue to the Executive Board of UNESCO in 2004. He was the recipient of the grand Plenary prize of International T’ogue Society, the second Thomas Berry award for Ecology and Religion, Time: 9:00 – 10:00 Lifelong Achievement Award by the American Venue: Wei Hing Theatre in the Amenities Building Humanist Society, and the first Confucius Cultural Award (Qufu, 2009 ). Panel Discussion Challenges and Prospects for Whole Person He has given keynote addresses/plenary session Development in the GE context in Asia presentations at world congresses of several disciplines in the humanities and social sciences: the XVIII World Congress of Philosophy in Boston Opening Remarks: (1998), the Beijing Forum (2004), the World Dr. Nancy CHAPMAN, President, United Board for Congress of the History of Religion in Tokyo Christian Higher Education in Asia (2005), the Maimonides Lecture in the XXII World Congress of Philosophy in Seoul (2008), the16th Recent global trends in higher World Congress of Ethnology and Anthropology education — including massification, national in Kunming (2009), and the 24th World Congress and international rankings, and student of the Philosophy of Law in Beijing (2009). He preferences for early specialization and job- was elected to the Executive Committee of the related programs — present special challenges to Federation of International Philosophical Societies institutions aspiring to ensure the development (FISP) in 2008. His is on the editorial boards of the of their students as whole persons, not just future Harvard Journal of Asiatic Studies, Philosophy East members of the workforce. At the same time, a and West, and Dao. Tu is the author of Confucian growing realization of the limitations of early and Thought in Action: Wang Yangming’s Youth, narrow specialization provide an opportunity to Zhongyong: an Essay on Confucian Religiousness, strengthen broader-based learning at institutions Humanity and Self-Cultivation, Way, Learning and with existing programs as well as those seeking Politics, Selfhood as Creative Transformation, and to introduce them. How do presidents make an the Global Significance of Concrete Humanity. articulate case for whole person development Tu’s five-volume collected work in Chinese and build programs that help to realize the full was published in China in 2001. He has been promise of their students? How can they position instrumental in developing discourses on dialogue their institutions to manifest all of the purposes of among civilizations, Cultural China, reflection a university, not just those measured by rankings

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and the job prospects of their graduates? How do increasingly important when higher education leaders balance practical concerns of financial and becomes mass education. Over the four years, administrative stability with the need for quality of students are encouraged to explore career options teaching, innovation, and social mission? (Year 1), develop their functional and professional abilities (Year 2), focus on career planning In this panel, presidents of four Asian liberal and practicum (Year 3), and strengthening arts institutions will reflect upon the challenges employability (Year 4). of being counter-cultural in this environment, and share some of their success stories and best Haydn Chen, Ph.D., has been President of practices. Tunghai University in Taiwan since 2004. He is currently the Board Chairman of the Association Panelists: Dr. Haydn CHEN, Dr. Ben MALAYANG, of Private Universities and Colleges, a non-profit Dr. Alex JESUDASAN, and Dr. Pradit organization established to facilitate cooperation TAKERNGRANGSARIT between and development of private higher education institutions in Taiwan. He was formerly Chair Professor of Materials Science, City University V.I.P. Sessions of Hong Kong, and Head of the Department of Physics and Materials Science. From 1978 until Time: 10:10 – 12:15 2000, he was Professor, Department of Materials Venue: Tin Ka Ping Lecture Theatre (LT-1) in Science & Engineering, University of Illinois at Academic Building 1 Urbana-Champaign, and served as division chair and associate in the Office of Vice President. Liberal Arts Learning and Soft/Smart Power

Time: 10:10 – 11:10 Haydn CHEN, Ph.D., President, Tunghai University, Venue: Mr and Mrs Sze Chi Ching Lecture Theatre Taichung, Taiwan (LT-2) in Academic Building 1 Tunghai University firmly believes that a university Developing Passionate Faculty in the Pursuit education should include both special learning of Excellence (hard skills) and Po-Ya/liberal arts learning (soft skills). Tunghai University recently formed a Po-Ya Mercy PUSHPALATHA, Ph.D., Principal & Secretary, Learning Executive Committee to coordinate Lady Doak College, Madurai, India and implement courses, activities, programs, events, and projects so that objectives and ability In Indian Higher Education, there is a national indices can be specifically linked to soft skills. thrust for expansion. Increasingly, technical Here I cover four areas: service learning, physical institutions are preferred by applicants over liberal education, international education, and career arts colleges. The challenge for these colleges is to education. While acquiring knowledge in their bring about reforms in the curriculum which can fields of expertise, students should learn to give foster qualitative change, establishing a dynamic assistance to the needy. Learning outcomes can be system of excellence. Faculty, however, often resist recognized as valuable both to the individual and change in the name of ‘tradition’ and ‘values’, society. Sports enhance students’ physical fitness comprising a challenge to leadership to balance and personal lifestyles, relieve the pressures tradition with globalizing forces. University of daily life, and develop character through leaders need be flexible in accommodating discipline, interaction and teamwork. Students positive change which can lead to qualitative must develop an understanding of world issues, progression. Higher education today is learner- thus the importance of increasing international centered, with the learner as a customer who exchanges and stressing awareness of global needs to be globally competent. This forces a events. Access to learning of broader international restructuring of the existing curricular model, knowledge should be provided as common and highlights the need to motivate educators to subjects. Career education and planning become overcome their resistance to change, to become

43 General Education and University Curriculum Reform: An International Conference in Hong Kong

facilitators in the classroom. My presentation will of professors and administrative staffs, focus on the inspirational leadership involved in organizational settings, and student engagements dynamic curricular reforms for quality change are important for the success of the new program. and the varied steps to be taken in enriching What is the strategy to motivate professors, and the faculty for such a quality change. Lady Doak encourage students to be engaged to learning? College is currently involved in restructuring the Which programs are promising and which ones undergraduate curriculum as an integrated model. are not? These and a number of other salient Accordingly the pedagogy and evaluation need issues are discussed. to be changed. The challenges faced during this process of change and the proactive responses Kyung-Won Park, Ph.D., is Dean of Academic to the challenges will be discussed in my Affairs and Director of Advancement of College presentation. Education Initiative, Seoul Women’s University, and professor in the Department of Public Dr. Mercy Pushpalatha is the Principal and Administration. He previously served as Dean Secretary of Lady Doak College in Madurai, India. of Planning, and Director, Social Sciences She is an alumna of Lady Doak College, and Research Institute. He earned a B.A., M.A., and received her Master’s In Philosophy in Chemistry Ph. D.(1989) in Public Administration from Yonsei from Madurai Kamaraj University, and Ph.D. From University, Korea, and was a visiting scholar at Alagappa University. She has taught chemistry the Institute of Government Studies, University since 1981, and has rich research experience, with of California, Berkeley. Research interests include several journal articles and book chapters. She has organizational change, government reinvention, presented papers at international service-learning and collaborative planning. He was previously conferences, and hosted a service-learning Vice President of the Korea Association of Public conference at Lady Doak College. Dr. Mercy has Administration, and President of the Korean been a United Board Fellow at International Association for Governance Studies. Christian University, Japan, and Randolph Macon Women’s College, Virginia, USA. Time: 11:15 – 12:15 Venue: Tin Ka Ping Lecture Theatre (LT-1) in Time: 10:10 – 11:10 Academic Building 1 Venue: C Y Sun Lecture Theatre (LT-3) in Academic Change and Continuity: Reflections on Building 1 Globalisation at Yonsei University and the SWU PLUS: The Advancement of College Expansion of Underwood International Education in Seoul Women’s University College

Kyung Won PARK, Ph.D., Dean of Academic Affairs, Paul TONKS, Ph.D., Associate Dean for International Seoul Women’s University, Korea Affairs, Yonsei University, Korea & Former Common Curriculum Chair, Underwood International College, In 2010, Seoul Women’s University launched a Yonsei University, Korea new program (SWU PLUS) for advancing college education, funded by the Ministry of Education, Yonsei University has always been, and remains, Science, and Technology. The Ministry selected 11 at the very forefront of academic globalisation universities as competing models for advancing in Korea. At the heart of its recent drive towards college education, each university receiving up to achieving an increased global stature has been US$10 million over 4 years. In this presentation, the the establishment of Underwood International background, goal and objectives, and framework College (UIC), a 4 Year undergraduate all-English of the program “SWU PLUS: The Advancement of Liberal Arts programme within the larger College Education” are explained. This program is institution of Yonsei University. Since admitting focused on general education and non-curricular its first class in 2006, UIC has undergone rapid programs. It has a quality management scheme of change, with hugely expanding faculty and CQI+. The university leadership role, commitments student body. It has gone from a small unit with

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less than half a dozen foreign faculty members standardized curriculum that reflects local issues to a College comprised of 3 Divisions across 2 and needs, to equip students for professions in Campuses and almost 30 core International faculty their related communities. The reform is also members from across the globe. Launching aimed at reviewing, evaluating, revising, and and sustaining new academic programmes and adapting the liberal arts curriculum to future courses on such an ambitious scale has involved needs, as we seek accreditation for the program. tremendous practical challenges. Constant Learning from and listening to the reform change certainly has been a crucial theme of UIC’s experience of other colleges is extremely helpful pioneering role at the centre of Yonsei University’s for shining a light on our own situation. Liberal dynamic globalisation efforts, then. Whilst change Arts education cannot succeed or be effective in has been a constant theme, continuity has been realizing future needs or making an impact on crucial to the success of UIC as a cornerstone of the community without qualified or competent Yonsei’s drive towards becoming a genuinely teachers or sufficient human resources. Faculty world class and globalised University. This development is thus crucial for developing quality essential platform of continuity has been built liberal arts education. upon the fundamental foundations of a core Liberal Arts Curriculum. An ordained Baptist minister with many years serving the church, Samuel Ling joined the faculty Paul Tonks is the Associate Dean for International of Myanmar Institute of Theology in 1998 as Affairs at Yonsei University, the leading private Professor of Systematic Theology. He has served comprehensive University in South Korea. Prior in various capacities, including Dean of Students, to taking up his current role at the Office of Director of the Judson Research Center, and International Affairs, Dr. Tonks served as Chair as president since 2010. He has been actively of the Common (Liberal Arts) Curriculum at involved in ecumenical activities at national and Underwood International College at Yonsei international levels. Among his publications University from 2009-2012. Originally from the is “Communicating Christ in Myanmar: Issues, UK, he took his undergraduate degree at the Interactions and Perspectives” (2005) and University of Oxford and then did his MA and PhD numerous articles on contextual theologies both (History) at Johns Hopkins University in the US. in English and Chin ethnic languages. Dr. Tonks joined the Underwood International College at Yonsei University in 2006, the first year of its operation. Time: 11:15 – 12:15 Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1 Time: 11:15 – 12:15 Transforming the Liberal Arts Core Curriculum Venue: Mr and Mrs Sze Chi Ching Lecture Theatre to Respond to the Demands of Globalization (LT-2) in Academic Building 1 and Greater Professional Specialization: Leadership in Curriculum Reform and Faculty Ateneo de Manila University 1994-98 Development Bienvenido F. NEBRES, S.J., Ph.D., Immediate Samuel Ngun LING, Ph.D., President, Myanmar Former President, Ateneo de Manila University, Institute of Theology, Myanmar Philippines

Myanmar Institute of Theology, founded in 1927, Ateneo de Manila College, a traditionally liberal is committed to equip men and women for the arts college since its beginnings in 1859, went Christian ministry and service in the world. The through a radical restructuring in the 1990s, from institute provides Theology and Liberal Arts a unitary School of Arts and Sciences under one education in response to the demand and needs Dean to four schools (Humanities, Management, of the community. The first curriculum reform was Science and Engineering, and Social Sciences) made in 2006, followed by a second round in 2011. with four Deans under a Vice-President. The most The purpose of the reform has been to develop a important and most difficult part was involving all

45 General Education and University Curriculum Reform: An International Conference in Hong Kong

stakeholders to agree on the common Liberal Arts Keynote: Curriculum. Two more years were needed to revise Professor Deborah DAVIS, Professor of Sociology the individual curricula. Implementation began in and Director of Graduate Studies in East Asian 1998, though it took two more years to complete Studies, Yale University the restructuring into four schools. Reflecting on the process, Dr. Mari-Jo Ruiz, the Dean who In 2009 faculty and administrators at the National supervised the process, wrote: “…[W]e grew as a University of Singapore and Yale University community. We learned to appreciate what each began a conversation about how to design a had to offer. Because of the intense involvement small residential college offering a liberal arts of almost everyone in the process, we all owned education in Singapore. In 2011 the Ministry of the final product. We started as many voices; in Education committed to establishing the college, the end, we spoke as one voice… With the strong now named YNC (Yale-National University of community…, we could promptly attend to a Singapore College) , with the first class of 150 to directive from our president, Fr. Ben, and move on arrive in July 2013. The search for the inaugural to an even bigger undertaking – the restructuring faculty formally commenced and over the next ten of the School of Arts and Sciences into the four months, three faculty committees each co-chaired Loyola Schools that we have today: vibrant, by one NUS faculty and one Yale faculty (one for thriving, moving forward.” humanities, one for social sciences, and one for sciences) reviewed over 2,000 applications. As of Bienvenido F. Nebres is Professor of Mathematics May 2012 YNC had made 45 offers across the three and of Leadership Studies at Ateneo de Manila divisions. For the next 12 months these faculty will University. He was President of the University, work jointly with each other and with Yale faculty 1993-2011. He obtained his Ph.D. in Mathematics to develop the common curriculum of 11 courses from Stanford University in 1970. He has served required of all students. The keynote summarizes on many University Boards of Trustees, notably the experience of these past several years and Georgetown University (Washington, D.C.) and considers the challenges of replication beyond Regis University (Denver). He is currently a Trustee one particular experiment. of the United Board for Christian Higher Education in Asia. He has served on the Board of Directors of Philippine Long Distance Company and other Concurrent Sessions companies, and has been involved in national projects to improve science and technology Time: 2:45 – 4:05 and elementary/high school education in the Venue: C Y Sun Lecture Theatre (LT-3) in Academic Philippines. Building 1

Theme 1: Leadership in Curriculum Reform and Lunch Faculty Development Workshop: Leadership that Works: Time: 12:30 – 1:45 Developing a Campus Action Plan for Creating Venue: Amenities Building 9th Floor and Sustaining General Education Curriculum Reform The Lunch is open to conference participants who have already registered & paid. Susan GANO-PHILLIPS, Professor and Chairperson of Psychology, University of Michigan — Flint, United States Plenary Based on an understanding that general Time: 1:45 – 2:40 education reform often involves organizational Venue: Wei Hing Theatre in the Amenities Building change and cultural reform (Awbrey, 2005), this Co-designing a Liberal Arts Curriculum in session presents a series of 7 universal issues Singapore influencing general education curriculum

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reform and faculty development - leadership, anew in 2008, and the result (implemented communication, constituent engagement, time Fall 2011) is an integrated, student-centered frames, use of local and national data, governance, global curriculum that has broad acceptance by and campus politics — and encourages faculty and students across the campus and the participants to explore the meaning of these state, and is viewed as a model for leadership in issues on their respective home campuses. After change management. We propose to conduct an introducing a process-centered approach to 80-minute workshop. The initial 15-to-20-minute curriculum reform, participants will be guided presentations by Dr. Susan Carvalho and Dr. Mike to consider issues of organizational structure Mullen, the architects of our General Education and culture that may either facilitate or inhibit reform, will address the lessons learned from curricular innovation on their campuses. This both failure and success. The second half of the session invites participants to develop an action workshop (40 minutes) will allow participants to plan to take back to their campuses that guides consider how to apply these general concepts the planning and implementation of large to their own institutional contexts. The general scale institutional change and that anticipates themes of our workshop will focus on a) how to common challenges in the development establish and guide a participatory process, and and implementation of a general education b) how to set up structures that ensure adherence curriculum. to agreed-upon learning outcomes while still allowing for faculty and disciplinary flexibility as This session is suitable for novice or advanced well as change over time. The working portion audiences who are charged with contributing of the session will invite participants to consider to or leading the initial development or reform their own college, departmental, and faculty of general education curricula. The anticipated governance structures, as well as their national outcomes of this session include an understanding accreditation context (ministry or central control of key features of process-centered reform, as well versus institutional autonomy) to apply these as increased confidence in participants’ abilities to lessons to their own curricular reform. assess factors unique to their home campuses and to problem-solve solutions to effect substantive and sustainable general education curricular Venue: Tin Ka Ping Lecture Theatre (LT-1) in changes. Academic Building 1

Themes 1; 6: Leadership in Curriculum Reform; Venue: LT-4 in Academic Building 1 Case studies in developing interdisciplinary curricula for GE Themes 1; 2: Leadership in Curriculum Reform and Roundtable Discussion: From Specialized to Faculty Development; Policy Lessons for Planning General and Liberal: General Education and and Launching New Academic Programmes and University Curriculum Reform in China Courses Workshop: Change Management in CHEN Shuangye, Convener, Assistant Professor, Undergraduate Curriculum Reform: Process Department of Educational Administration and and Product Policy, The Chinese University of Hong Kong, Hong Kong S.A.R., China; Susan CARVALHO, Associate Provost for LU Xiaodong, Associate Dean of Yuanpei College, International Programs, University of Kentucky, Peking University, China; United States; FANG Zhimei, Dean of Yangming College, Ningbo Mike MULLEN, Associate Provost for Undergraduate University, China; Education, University of Kentucky, United States CHEN Jin, Associate Dean of Undergraduate School, Zhejiang University, China The University of Kentucky undertook complete reform of its 23-year-old General Education Undergraduate education in Chinese universities curriculum in 2006, but the effort failed. Having have long been shadowed by the institutional learned valuable lessons, we began the process 47 General Education and University Curriculum Reform: An International Conference in Hong Kong

skeleton of specializations (Zhuanye 專業) (Associate Degree and Higher Diploma) inherited from the former Soviet Union HE model. programmes, positioning themselves as the After the HE expansion in China, some universities first two years of the full degree programmes, initiated their undergraduate curriculum reform have to enable their graduates to articulate their projects which aim at liberalizing undergraduate studies into the new degree programmes. While students institutionally and educationally. the practice of transferring credits of disciplinary Therefore general education in the forms of courses has generally been established in the past, Harvard College or core curriculum have been the transfer of general education credits has yet experimented with and practiced at various to be developed. Among the responses made by Chinese universities. Yuanpei College was the HKSAR Government to the “Aspirations for the pioneering this trend of introducing general Higher Education System in Hong Kong” report education in undergraduate education at Peking published by the University Grants Committee University since 2001. Unlike the practice in (UGC) in December 2010, it has been announced a top university, Ningbo University as a local that the provision of publicly-funded senior year university explored a different route to establish degree places to sub-degree graduates would their Yangming college in 2007. Despite the be gradually doubled to 4,000 per annual intake. college model, Zhejiang University launched the The Government also supported in principle the first undergraduate school in 2008 in China to development of a vertical Credit Accumulation test their idea of an integrated undergraduate and Transfer System (CATS) to facilitate articulation education. At the same time, Najing University from sub-degree programmes to senior year developed a holistic reform project to reengineer undergraduate entry. It was suggested that a their undergraduate education preparing versatile and vertical CATS should be encouraged, students on three stages and from three routes. including a common credit unit, and extensive The above-mentioned reforms are closely related bilateral agreements between individual to respective institutional and organizational institutions and transparent disclosure of these contexts and collective efforts. In this roundtable agreements. Representatives from the degree and discussion, the convener and presenters will sub-degree sectors will be invited to address the introduce the reforms in each case university issues of establishing general education credit and then discuss the major issues identified for transfer arrangements between the two sectors. positive future development. One or two Fulbright Visiting Scholars under the General Education project will also be invited to share their views and experience in this subject. Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1 Venue: Y4302 in Academic Building 1 Theme 2: Policy Lessons for Planning and Launching New Academic Programmes and Courses Themes 3; 6: Whole Person Development and Roundtable Discussion: Transferability of Learning Communities; Case Studies in Developing General Education Credits between the Sub- Interdisciplinary Curriculum for GE degree and Degree Sectors Workshop: Big History: Foundational General Education for the Twenty-First Century Working Group on General Education Curriculum, Federation for Self-financing Tertiary Mojgan BEHMAND, Director of General Education Education, Hong Kong S.A.R., China (Contact and First Year Experience, Associate Professor of person: F. T. Chan) English, Dominican University of California, United States Under the New Academic Structure, universities in Hong Kong have been reforming their degree In 2010, Dominican University launched a first year curricula. General Education (GE) is becoming curriculum consisting of an innovative and high- an important component in the 4-year degree impact course sequence created in conformity curricula across all disciplines. Sub-degree to AAC&U’s Essential Learning Outcomes 1)

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Knowledge of Human Cultures and the Physical LIU Yunqiu, Associate Professor, English and Natural World; 2) Intellectual and Practical Department, East China Normal University, China Skills; and 3) Personal and Social Responsibility. This curriculum provides students with an Undergraduates are often blamed for their invigorating common intellectual experience poor ability in research. Is research teachable? while preparing them to be thoughtful global How can teachers help students improve their citizens of the twenty-first century. In the first research ability? This study explores with a semester, the content builds entirely on Big qualitative approach how EFL undergraduates History, defined as “a modern, scientific creation get their research ability developed through story… a history that includes all human societies, an Inquiry Project in a course in Educational and places their histories within the larger Psychology. This course mainly introduces histories of the earth and the Universe as a whole”. learning theories to students in teacher education This narrative emphasizes global interconnectivity program emphasizing the application of theory with an immense fourteen-billion year framework. to classroom practice in order to help them The second semester provides a reiteration of the think critically about the research basis for best larger concepts of Big History through the lens of practices. The assessment is designed to engage a discipline, thus providing a coveted platform for students in the Inquiry Project on an issue related the inclusion of all disciplines. The combination to educational environment. An integration of of the traditional Big History survey course with activities is designed to assist students. They the innovative discipline-based Big History then complete the inquiry report. Fifteen final courses creates inter-disciplinary collaboration reports are collected as the main sources of data and counteracts the prevalent fragmentation of in order to find out what they have learned from knowledge. Students engage with fundamental the Inquiry Project and if they are able to use the questions regarding the nature of the universe and learning theories introduced. The analysis is made their own momentous role in shaping possible mainly from the following aspects: introduction, futures for the planet in the first year. Institution- literature review, methods, results, reflection, wide collaboration and faculty development conclusion, and bibliography. The study result have been key in the creation and assessment shows that they not only attain knowledge of of this program. The goals of the program are learning theory, but also learned to apply them to achieved through engaged and active learning their practical research and thus get their research practices; the seminars are foundational while ability enhanced. also teaching written communication and information literacy. Assessment of the program is done through faculty and student surveys, Venue: Y4702 in Academic Building 1 course evaluations, adapted VALUE rubrics and qualitative assessment of reflections and event Theme 5: Enhancement of students’ English language responses. This session delineates the process for and communication skills in GE curricula the adoption, implementation, and assessment Workshop: Beyond the Standard Research of such an ambitious program with all its rewards Paper: Reconsidering Writing Assignments in and challenges. the Context of General Education

Paul HANSTEDT, Professor of English, Roanoke Venue: Y4701 in Academic Building 1 College, United States; Joseph CHANEY, Professor and Director of the Themes 4; 5; 6: Integration of Undergraduate Master of Liberal Studies Program, Indiana University Research and Discovery into GE Curricula; South Bend, United States Enhancement of Students’ English Language and Communication Skills in GE Curricula; Case Studies in Given the nature of contemporary liberal Developing Interdisciplinary Curricula for GE education, it would seem natural for written Integrating Undergraduate Research into the assignments in General Education courses to Course of Educational Psychology — A Case ask students to make connections in integrative Study of EFL Teacher Students ways. Instead, many faculty continue to assign a

49 General Education and University Curriculum Reform: An International Conference in Hong Kong

“standard” research paper: “Choose a topic from The reality of General Education curriculum is the syllabus and write a paper in which you add slightly behind this demand: GE courses tend to your opinion to the scholarly dialogue.” While cluster in the junior years; and often they take the there’s nothing intrinsically wrong with such an form of survey courses following the tradition of approach, in the context of GE, it fails to assess liberal arts education. students’ ability to synthesize and integrate complex knowledge. This 80-minute workshop This roundtable/workshop studies the new GE will ask participants to explore alternative curriculum to be offered by the major universities approaches to assessing student writing in gen of Hong Kong, making observation of the pattern ed courses. More particularly, this eighty-minute of distribution of GE courses over the junior and hands-on workshop will use Aristotle’s rhetorical senior years and their respective rationale and triangle and an epistemology developed by design. Instead of following some holistic GE Danieliwizc and Jack to examine the benefits objectives and learning outcomes, we aim to of “real-world” writing and non-academic work out through discussion and case studies the audiences. After asking participants to choose beginning of a more fine-tuned GE rationale that a GE class that they’ve taught or would like to formulates different objectives and philosophy of teach, we will then experiment with genres, design according to different stages of students’ exploring formats — blogs, wikis, brochures, intellectual and professional growth, one that also forum discussions, business plans, advocacy better serves students’ needs to work and lead in papers — that are appropriate for their courses. the fast-changing real world. Participants will develop rhetorical situations in which students are placed in a position of greater authority, fostering greater student ownership of Venue: Y5303 in Academic Building 1 the course material and their own learning. Theme 11: Integration of the Study of Asian Cultural Heritages into GE Programmes Venue: Y5302 in Academic Building 1 Roundtable: Designing and Teaching Courses about One’s Native Culture, History and Themes 6; 7: Students and General Education in the Society in a General Education Curriculum 21st Century Economy; Case Studies in Developing Interdisciplinary Curricula for GE Under the new Four-year Curriculum, Hong Workshop: GE That Grows with the Time Kong university students will receive a general and the Student: Rationale and Design of GE education component which will also include Courses for the Junior and Senior Year(s) elements of China’s history, culture and society. If the students were to take one or two courses on Angel LU, Lecturer of English Language and China (or Hong Kong), what should it/they be like? Literature, College of International Education (CIE), What considerations should go into designing Hong Kong Baptist University, Hong Kong S.A.R., such a course or courses? How should it/they China be taught? By using specific, interdisciplinary examples, the panelists will engage the audience It is general consensus that the 21st century and discuss these questions in order to produce economy calls for new kinds of GE courses, certain desirable outcomes: (1) A broad and among them structured, interdisciplinary courses balanced understanding of the native culture/ aiming at problem-solving in the increasingly history/society; (2) This understanding is to be interconnected and integrated world. Such the result of a critical approach — an exercise courses are best placed at more senior years when of analytical judgment on the students’ part; students can bring trainings in their respective (3) An exposure to experiential learning; (4) A disciplines to advanced-level problem-solving and sound introduction to the subject matter and the enterprising informed by professional knowledge academic disciplines which informed the contents from multiple perspectives. of the course(s), thus opening the students’ eyes and minds to higher levels of inquiry in the years

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ahead. One of the panelists will focus on the you. The story of the reform project contains: 1. China side, while the other will demonstrate how, The motives and the rational of the reform 2. The in the United States, the teaching of U.S. history/ key elements of the project (1) Pilot Plan for the social studies to American students in a general General Education Centered Higher Education education environment has been successfully Project a. Core courses b. E/professional courses conducted. integrated curriculum c. University curriculum map and mapping d. Student learning portfolio e. Presenters: David PONG, Professor of History Action-oriented and problem-solving-oriented GE and Asian Studies, University of Delaware, United courses (2) GE Atmosphere Enhancement Project States. Paper topic: “Teaching China’s Civilization a. Ideas and ways: GE Modern Classics Translation in a Chinese (Hong Kong) Environment: What to b. Community: Subsidy Project of Quality teach and how to teach it”; Hannah KIM, Assistant Programs of GE c. Award and reward system: Professor of History and Co-cordinator of Social National Teacher Awards in GE d. Conferring and Studies Education, University of Delaware, United bridging: National GE Development Conference States. Paper Topic: “Teaching U.S. History to e. Brain-storming and professionalism: GE American Students: Content, Skills, and Pedagogy” Teachers’ Workshop (3) Pioneering Project of GE Chair: Billy K. L. SO, Head of Humanities Division Accreditation (or Reviews) 3. The management of at the Hong Kong University of Science and the project 4. 2010 and Beyond: The impacts and Technology, Hong Kong S.A.R., China. Discussants: the implications of the project. Glenn SHIVE, Director, Hong Kong America Center, Chinese University of Hong Kong, Hong Kong S.A.R., China; Billy SO (see above) Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1

Concurrent Sessions Themes 1; 8: Leadership in Curriculum Reform and Faculty Development; Use of Technology to Enhance Time: 4:30 – 4:55 Teaching and Learning in Large-Scale Courses Venue: Tin Ka Ping Lecture Theatre (LT-1) in Developing and Using Faculty Learning Academic Building 1 Communities for Curriculum Reform

Themes 1; 2: Leadership in Curriculum Reform and Spencer BENSON, Director, Center for Teaching Faculty Development; Policy Lessons for Planning Excellence, University of Maryland, United States and Launching New Academic Programs and Courses Faculty learning communities* (FLCs) are groups General Education Reform in Taiwan — of faculty, often from different disciplines, who are 2007–2015 engaged in an active sustained year-long program focused on a specific learning challenge, goal, LIN Chung-I, Dean, College of Humanities and curriculum reform or pedagogical approach. At Social Sciences, Taipei Medical University (TMU), the University of Maryland we have been using 2010/08, Taiwan FLCs for more than two-decades to identify and address undergraduate teaching and learning In 2007, The Ministry of Education at Taiwan issues. This presentation will provide an overview launched a four year general education reform of the process for establishing and maintaining project. The pioneering project has initiated and FLCs using examples from current University of implemented new values, ideas, actions and Maryland FLCs. Using a variety of FLCs we have systems that not only set the stage of the future been able to address the challenges of; i) getting GE development for the country, but also, and faculty to integrate technologies for enhancing more importantly, help to build a new higher learning into their courses, ii) addressing education culture and professional community pedagogical challenges in implementing the of GE at Taiwan. I was the Chief Director the I-Series Courses -the signature component- of the project and I would like to share the story with New General Education Program at Maryland,

51 General Education and University Curriculum Reform: An International Conference in Hong Kong

iii) the develop of Blended Learning courses cultural advancement. It is hoped that students which combine both face-to-face and web- undertaking this GE course will gain an awareness based learning and iv) the ongoing professional of the significance of sustainable mobility issues development of faculty and senior graduate and the intellectual and practical knowledge students. The learning outcome (LO) for this needed for the transport sector to contribute to session is: participants will be able to design, the progress and development of society. develop and implement a FLC focused of an important curriculum challenges for a variety of institution and class types. The session will Venue: Y4302 in Academic Building 1 use both presentation and active engagement techniques. http://www.units.muohio.edu/flc/ Theme 2: Policy Lessons for Planning and Launching whatis.php New Academic Programmes and Courses The Challenges and Opportunities of Sub- degree General Education Development under Venue: C Y Sun Lecture Theatre (LT-3) in Academic the New Academic Structure Building 1 Working Group on General Education Themes 2; 6: Policy Lessons for Planning and Curriculum, Federation for Self-financing Tertiary Launching New Academic Programmes and Courses; Education, Hong Kong S.A.R., China Case Studies in Developing Interdisciplinary Curricula for GE Under the New Academic Structure, universities Within a Broad Policy Theme on ‘Progress in Hong Kong have been reforming their and Development’: General Education for degree curricula. General Education (GE) is ‘Transport and Society’ becoming an important component in the 4-year degree curricula across all disciplines. Ian CHAPLIN, Faculty of Social Sciences and Sub-degree (Associate Degree and Higher Humanities, The University of Macau, Macau S.A.R., Diploma) programmes, positioning as the first China two years of the full degree programmes, have to facilitate their graduates to articulate their It is proposed that a good General Education studies into the new degree programmes. This model based on “the commonality of human presentation examines the challenges and experiences, issues that are of prime importance opportunities that sub-degree institutions are to human beings” (GE Program Aims, University facing in reforming and enhancing the design of Macau, 2011) should include interdisciplinary and delivery of general education courses in study incorporated into the theme ‘Progress their curricula. As stipulated in the “Revised and Development’. This would involve learning Common Descriptors for Associate Degree and about the agents of economic, social, and cultural Higher Diploma Programmes under the New development. One key area identified within Academic Structure” publicized by the Education this theme is the study of transport innovation Bureau, sub-degree programmes are expected to and its role in the progress and development equip their graduates with a solid foundation of of society. The concept of ‘sustainable mobility’ languages and communication skills, quantitative needs to be advocated for future generations and analytical skills, planning and investigative who will increasingly engage in travel for work skills, critical thinking and problem solving skills. and leisure. The term can be defined as ‘satisfying At the same time, these programmes have to current transport and mobility needs without seek GE credit transfer opportunities with degree compromising the ability of future generations programmes, noting that the designs of GE in the to meet these needs’ (Black, 1996). This proposal universities apparently appear in different forms. includes a description of a course designed to It is believed that there is a great opportunity for introduce students to local, regional, and national the sub-degree sector to work together towards innovation in the provision of transportation a common framework in developing GE curricula and its contribution to economic, social, and and GE courses for the benefit of the whole sector.

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The common framework aims to (i) enhance the Venue: Y4702 in Academic Building 1 quality of sub-degree GE education through the collective wisdoms and sharing of good practices; Theme 1: Leadership in Curriculum Reform and (ii) facilitate the credit transfer of GE courses A Model of “Student Learning Outcomes between sub-degree programmes and degree Space” and Mobilization of International programmes. Exchange Programs — With Reference to Recent Reforms in Japanese Higher Education

Venue:Y4701 in Academic Building 1 Norihiko SUZUKI, Senior Managing Director of Japan University Accreditation Association and Themes 3; 5: Whole Person Development and former President of International Christian University, Learning Communities; Enhancement of Students’ Japan English Language and Communication Skills in GE Curricula The Central Educational Council of Japan, an Language Teaching and Learning for General advisory board for the Ministry of Education, Education: Moving Beyond the Communicative Science and Technology (MEXT), released Paradigm to “English for Liberal Arts” in December 2008 its final report on the comprehensive educational system of Japan. This presentation will explore how the western The report, “Toward Building Undergraduate model of “liberal arts” general education has been Education in Japan” (*1), focuses on emphasizing and continues to be adapted to a traditionally that higher education in Japan change its Confucian educational orientation. It will begin by objectives and structure from the established 100- briefly re-tracing the rise and principles of liberal year old “Senmon Gakubu” (SG–專門学部) system arts education, the founding of liberal arts colleges of education to one calls a “Gakushi Katei” (GK–學 first in the United States and later in Japan, and 士課程) education system. The existing SG system the recent expansion of liberal arts programs of education is characterized by: 1) students at some of Japan’s top universities, including and faculty are rigidly placed into academic International Christian University, Keio University, departments, 2) applicants (high school students) and Waseda University. The presentation will then declare their choice of department (faculty/major) show how the “English for the Liberal Arts” model when they take university entrance exams, 3) potentially poses a paradigm that moves beyond content of entrance exams differ depending on the confines of more purely communicative (CLT) the department the student hopes to enter, and skill-based, content-based and EAP approaches 4) students, after entering the department stated by organizing instruction around liberal principles for their entrance exam, stay in that department and purposes, such as capacity for critical thinking, until graduation, with little possibility of changing problem-solving, curiosity, self-reflection, and departments. Students take designated courses global citizenship. In closing, the presentation will for their bachelor’s degree with some room for describe appropriate curriculum methods and electives. By graduation they are expected to materials for such an approach: readings (theme- have gained expertise for given professions. The based content topics such as “Race” or “Ethics”), GK system advocated in the report emphasizes lectures (meaningful listening practice through levels of learning outcomes for students to attain engagement of significant issues), and writing regardless of their department. In the report, tasks (appropriate genre and evidence use for learning outcomes that students are commonly intellectual inquiry). expected to attain are defined in levels from basic Paul WADDEN, Senior Lecturer, English for Liberal to advanced, including such levels as 1) knowledge Arts Program, International Christian University, and understanding, 2) universally applicable Japan; Chris HALE, Lecturer, Teachers College skills (e.g., communication skills, and information Columbia University-Tokyo, Japan & Instructor, technologies), 3) attitude and behavioral skills, English for Liberal Arts Program, International and 4) comprehensive learning experience and Christian University, Japan creative thinking. Students, regardless of their department/major, are expected to obtain the

53 General Education and University Curriculum Reform: An International Conference in Hong Kong

above abilities/attributes. Changing emphasis of X) has been specially designed and implemented the objectives and structure of higher education since 2008/09 by the Department of Applied in Japan from the SG to the GK system has raised a Social Studies (SS), City University of Hong Kong. series of discussions among Japanese colleges and Various experiential co-curricular activities are universities. Some believe the direction advocated being organized for year 1 students, including by such reforms appropriately provides what (1) program-specific learning communities; (2) Japanese society needs to move forward with academic skills training workshops supported the globalized society of the 21st century. Others by small group reflection; (3) discovery-oriented express great confusion and resistance. community projects (e.g., 3-3-4 Project with a secondary school, Equal Opportunity Advocacy, This paper examines the problems and prospects Circle Art Painting) to connect classroom learning of today’s higher education in Japan, and by with community issues; and (4) leadership proposing a three dimensional ‘student learning training. Longitudinal study found Project X outcomes space’ it attempts to formulate a participation positively associated with CGPAs generic model of higher education curriculums and psycho-educational competence including applicable to any department/major at a self-efficiency, social development and leadership. Japanese university. The paper also indicates This presentation will highlight various Project X the importance of the course numbering system activities and analyse their impacts on students. and proposes a possible path for Japanese A SS Year-2 student and a SS alumnus will also higher education towards international student share their learning and personal growth through exchange and credit transfer system, which seem Project X; and the way they became young leaders indispensable for the internationalization of to coach a new cohort of students (e.g., being university education in the 21st century. mentors, initiating program-specific training camps, planning community projects). *1 “Gakushi Katei Kyoiku no Kochiku ni Mukete” (学士課程教育の構築に向けて) Concurrent Sessions

Venue: Y5302 in Academic Building 1 Time: 5:00 – 5:25 Venue: Tin Ka Ping Lecture Theatre (LT-1) in Themes 3, 12: Whole Person Development and Academic Building 1 Learning Communities; Service and Community Based Learning Themes 1; 2: Leadership in Curriculum Reform and Enhancing Whole Personal Development Faculty Development; Policy Lessons for Planning Through Student-Centered Co-Curricular and Launching New Academic Programmes and Activities Courses Leadership in General Education (3 Alice Ming-lin CHONG, Associate Professor, presentations): 1) Learning to Swim: Directing Department of Applied Social Studies, City University a Master’s Program in Liberal Arts; 2) The of Hong Kong, Hong Kong S.A.R., China; Circus Arts: Administrative Leadership in Maria HO, Year-2 Social Work Student, City General Education Programs; 3) Advising as University of Hong Kong, Hong Kong S.A.R., China; Leadership: Gen Ed from the Ground Up Kin Hang YIM, Research Assistant, City University of Hong Kong, Hong Kong S.A.R., China Joseph CHANEY, Director, MLS, Associate Professor of English, Indiana University South Bend, United Higher education in Hong Kong is faced with high States; graduation rate but low motivation in learning, Gray KOCHHAR-LINDGREN, Associate Vice which is contrary to what happens in the West. To Chancellor for Undergraduate Learning, University of enhance undergraduates’ ownership in learning Washington-Bothell, United States; and their whole-person development, a student- David CAMPION, Pamplin Associate Professor of centred, non-credit bearing co-curricular program History, Lewis & Clark College, United States titled “Project X for Learning Excellence” (Project

54 June 12–14 2012, City University of Hong Kong

This session will attend to the qualities of thus the content and pedagogy around these two institutional leadership required to develop and courses had to be brought in line with the new maintain vibrant General Education Programs. We “thematic” approach to the university’s GenEd understand leadership to be the capacity to create Program. The task at hand was daunting and infrastructure and dynamic relationships from a faculty members were initially quite reluctant number of different directions, including formal to participate. To overcome this key obstacle administrative structures, academic advising, some processes needed to be developed and undergraduate and graduate programs, and a put into place whereby faculty were in control learned capability to work across disciplinary of the curricular development in the Intellectual boundaries. All three of the presenters served as Heritage Program. In my presentation I wish to 2009-10 Fulbright Scholars in General Education, elaborate on the processes and leadership used based, respectively, at the Chinese University of to engage faculty in the development of the Hong Kong, the University of Hong Kong, and content, pedagogy and assessment of the Mosaic: Hong Kong Baptist University. For each of us, this Humanities Seminars. was a fundamentally delightful experience, which, when we returned to the United States, enabled us to deepen our own learning, teaching, and Venue: C Y Sun Lecture Theatre (LT-3) in Academic leadership capacities around General Education Building 1 within the context of different types of institutions of higher education. Themes 4; 11: Integration of Undergraduate Research and Discovery into GE Curricula; Integrating the Study of Asian Cultural Heritages into GE Venue: Mr and Mrs Sze Chi Ching Lecture Theatre Programmes (LT-2) in Academic Building 1 “Out of the Cultural Ghetto” — An Integrated Approach to Enhance Cross-cultural Themes 1; 2: Leadership in Curriculum Reform; Policy Understanding in the GE course “Appreciating lessons for Planning and Launching New Academic Masterpieces of Western Culture” Programmes and Courses Moving a Mountain: Transforming Temple ZHANG Longxi, chair professor of cross-cultural University’s Intellectual Heritage (IH) Program and translation studies, Department of Chinese, Curriculum (Great Books/Ideas Courses) and Translation and Linguistics, City University of Hong Moving the Faculty to the New Mosaic Course Kong, Hong Kong S.A.R., China; Paradigm HUANG Yu, post-doctoral fellow, Department of Chinese, Translation and Linguistics, City University Istvan VARKONYI, Director, General Education of Hong Kong, Hong Kong S.A.R., China Program, Temple University, United States Situated in the cultural and economic hub of Hong During the academic year 2007-2008 Temple Kong, City University of Hong Kong is striving to University undertook what seemed to be an make its internationalization efforts noticeable unprecedented move among large urban public as well as promoting pedagogical interaction institutions(with 25,000+ undergraduates) for students of diverse cultural backgrounds. To in the US, namely to shut down the old “Core enhance students’ understanding of western Curriculum” and institute an new “General civilizations, the GE course “Appreciating Education Curriculum” from one year to the next. Masterpieces of Western Culture” examines some At the very center of the new General Education of the greatest masters of Western culture with a (GenEd) curriculum is the newly re-designed two thematic approach. In the lectures, Prof. Zhang course sequence: Mosaic: Humanities Seminar Longxi gives comprehensive introductions to a list I and Mosaic: Humanities Seminar II. This two of critical ideas in Western history focusing on the course sequence, required of all students at Renaissance, the Age of Humanism, the Romantic Temple’s twelve undergraduate colleges, sits at Movement, and the Modernist Movement, which the very foundations of the GenEd Program, and are supplemented by carefully selected cultural

55 General Education and University Curriculum Reform: An International Conference in Hong Kong

masterpieces. After establishing relationships information, the study is expected to shed some between social movements and art forms, lights on ESP instruction in General Education to students are encouraged to reflect critically upon English non-major students. their own context and to identify with forms of artistic expression closest to their own human experience. In the tutorials, students from Asian Venue: Y4302 in Academic Building 1 cultural backgrounds (11from mainland China, 10 from Hong Kong, 1 from Taiwan, 1 from Korea and Theme 6: Case studies in developing Interdisciplinary 1 from Sri Lanka) present their comparison and Curriculum for GE reflections on both the affinities and differences UKM Experience in General Education and between Western cultures and their own cultural Curriculum Reform traditions. Online interactions are also facilitated on the Blackboard e-learning system provided by Khairul Anwar MASTOR, Khalim ZAINAL & Zarina the university. Such an integrated approach not OTHMAN, Center for General Studies, Universiti only enriches the students’ cross-cultural literacy Kebangsaan Malaysia, Malaysia but also prepares them to meet global challenges. This paper reports the current practices of General Venue: LT-4 in Academic Building 1 Education curriculum at the Universiti Kebangsaan Malaysia, a national university in the country. Theme 5: Enhancement of Students’ English General Education courses have been introduced Language and Communication Skills in GE Curricula in UKM since its inception in 1971 with different Teaching ESP in University of Science and themes, course name and structures. Generally Technology at UKM and other local Malaysian universities, there are three major parts that constitute General TENG Huei-Chun, Professor, Department of Applied Education program (1) the core category which Foreign Languages and Dean of College of Liberal is common in local colleges and universities. This Arts and Social Sciences, National Taiwan University category consists of two courses are obligatory of Science and Technology, Taiwan for all students, made directive from the higher educational authorities: Islamic and Asian The presentation aims to examine the teaching of Civilization and Ethnic Relation. These two major English for specific purpose (ESP) in universities courses aim to enhance students’ knowledge and of science and technology. Literature on ESP mutual understanding about people diversity curriculum and pedagogy will be reviewed first, in their culture, ethnicity, religion and life style including absolute and variable characteristics of that contribute significantly on the development ESP, features to include and avoid in ESP program, of responsible, ethical and moral citizen; (2) modules of ESP curriculum, difficulties faced in the generic or humanistic skill category which promoting ESP, and challenges in designing ESP consists of acquisition of soft and professional courses in the Chinese context. In addition, the skills needed for students to function effectively ESP curriculum in the universities of science and in society and workplace; (3) the liberal course technology in Taiwan will be briefly introduced. category which consists of general typed courses Finally, three cases of ESP courses offered in a that broaden the horizon of knowledge beyond university of science and technology in Taiwan will one’s academic specialization. These three be examined. One is teaching English for Science major categories were considered appropriate and Technology to students in Department that help balance the specific academic major of Mechanical Engineering. Another course curriculum with the general one. Selected internal is English Conference Presentation offered to studies related to the perceived acceptance of graduate students in Department of Electrical students toward the General Education courses Engineering. The other is teaching MBA (Master of will be reported and discussed — supporting the Business Administration) students English Speech importance and needs of General Education in and Presentation. By providing the descriptive higher education curriculum.

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Venue: Y4701 in Academic Building 1 LEE Yonghwan, Professor, Department of Education, Chonnam Nat’l Univ., South Korea; Themes 6; 2: Case Studies in Developing LEE Hyosung, Researcher, Institute of Liberal Interdisciplinary Curricula for GE; Policy Lessons for Education, Chonnam Nat’l Univ., South Korea Planning and Launching New Academic Programs and Courses. Over the past 10 years, competency has become a From Pilot to Program: Freshman Clusters and newly rising concept in general education reform. General Education Reform at UCLA The OECD has identified the key competencies needed for successful life on the personal level M. Gregory KENDRICK, Director of the Freshman and national development through a research Cluster Program and Professor, Department of project called Definition and Selection of History. University of California at Los Angeles, United Key Competencies (DeSeCo). Some English States speaking countries have been newly establishing institutions or reforming educational curricula, UCLA proposes to address its effort to reform the based on the DeSeCo project identified key university’s general education curriculum through competencies. Lately, many universities in Korea the implementation of an interdisciplinary have recognized that Korea’s college education freshman cluster program. Clusters are yearlong focuses mostly on the theoretical side rather than courses open only to freshmen, which are on balancing with the practical side. They are taught by collaborative teams of senior faculty now trying to change and reform their education, and graduate student instructors. During the through the Korean government’s efforts to fall and winter, students attend lecture courses improve its college educational system by means and small discussion and/or laboratory sections. of institutional and financial support strategies In the spring, they enroll in one of a number and the society’s demands for system change. The of “capstone” seminars that build on their purpose of this case study is to analyze general experiences and challenge them to complete education reforms in Korean universities, with a substantive project of their own. Since the the main focus on the concept of ‘competency’. inception of this GE initiative in 1998, a total of For this purpose, concepts and features of 15 clusters and 753 spring seminars have been ‘competency’ will be examined and recent developed and taught, involving a total of 16,322 general education reform cases at some of the freshmen, 372 graduate student instructors, Korea’s prestigious universities will be analyzed. and 117 faculty members. A 2011 assessment The implications of ‘competency’ on general of the program reported: Faculty find cluster education reform will be explored. teaching to be both demanding and extremely rewarding; Graduate student instructors grow intellectually and expand their pedagogical repertoires; Freshmen learn to see a topic from Day 3, June 14, 2012 alternative perspectives, expand their awareness Plenary of contemporary issues, and strengthen their critical thinking and writing skills. The freshman Time: 9:00 – 9:30 cluster director will address how this program was Venue: Wei Hing Theatre in the Amenities Building implemented, the experience of its participants, its overall strengths, and its future challenges. Keynote Professor. Edward K. Y. CHEN, Distinguished Fellow, Hong Kong Institute for the Humanities and Venue: Y4702 in Academic Building 1 Social Sciences, The University of Hong Kong.

Theme 6: Case Studies in Developing Interdisciplinary Curricula for GE Liberal Arts Education: Rationale, Practice, and Case Study of General Education Reforms in Prospect Korean Universities and Their Implications through the Concept of ‘Competency’

57 General Education and University Curriculum Reform: An International Conference in Hong Kong

Liberal arts education has been so often followed by 24 years of Indonesian occupation, misunderstood and under-valued, not only in and independence in 2002. Since independence, Hong Kong and developing countries but even in the leadership has faced a difficult challenge in the United States where liberal arts colleges are setting up a proper education system of education most abundant. Actually, liberal arts education for two conflicting reasons: 1) The political elite should not be defined by disciplines (liberal arts is has adopted Portuguese as an official language, not arts) but is defined by its distinctive teaching pushing Timor-Leste back to the Portuguese and learning processes. It is so often thought that system and 2) most Timorese intellectuals were in this modern world of science and technology, Indonesia-trained graduates, and favored the there is little place for liberal arts education. This Indonesian system. This contradiction deflected- is however not true. In this ever changing modern -and continues to deflect--attention from the world, what we need are people who can adapt real problem, which is to implement an effective to changes, who can create and who can think education system with a suitable curriculum. critically. While science and technology can largely UNPAZ, as a private institution, has tried to set an be trained and taught, adaptability, brainpower alternative example by selecting courses related and creativity can only be nurtured. Liberal arts to the process of development, and offering education arguably is the best form of education classes in remote areas to open access to those which can nurture ‘whole persons’ who are able people who cannot come to urban areas for study. the meet the challenges of the modern world. The Lucas da Costa is currently Rector of Universidade prospect for liberal arts education in general and da Paz (UNPAZ), which was recently awarded liberal arts colleges in particular is not promising. with European Award for Best Practices by In addition to being misunderstood and under- European Society for Quality Research. He is also valued, liberal arts colleges face financial the Head of Department of Economy at National challenges of making ends meet. Liberal arts Parliament of Timor-Leste. He served as Head of education is good but expensive. The provision Rural Hospital in Tmor-Leste, Head of International of liberal or general education in a conventional Committee of Red Cross in Timor-Leste and university is only a poor second to the education Founder and Executive of many Non-government provided by a liberal arts college. Organizations. He majored in Economics in his Undergraduate studies, Strategic Management in his Master degree and Micro-Economics in his V.I.P. Sessions Ph.D. studies.

Time: 9:35 – 10:25 Venue: Tin Ka Ping Lecture Theatre (LT-1) Academic Venue: Mr and Mrs Sze Chi Ching Lecture Theatre Building 1 (LT-2) in Academic Building 1 Policy Lessons for Planning and Launching Developing Anti-corruption Education at New Academic Programs and Courses Satya Wacana Christian University

Lucas da COSTA, Ph.D., Rector, Universidade da Paz Rev. John TITALEY, Th.D., Rector, Satya Wacana (UNPAZ), East Timor Christian University, Indonesia

The importance of education is unquestionable. Starting in 2012, the Indonesian Directorate However, as local conditions vary, curricula and of Higher Education began endorsing anti- modes of implementation differ from country corruption education as part of the curriculum. to country. In transitional societies, particularly Satya Wacana Christian University (SWCU) has those that have historically experienced a variety long focused on the issue, mainly through courses of cultural and structural systems, the education in ethics, and religious and civic education. system should address the real development Corruption is broadly discussed in law courses needs of the society, but often reflects rather such as legal ethics, criminal law, legal philosophy desires of the elites. Timor-Leste is a case in and sociology of law. As corruption in Indonesia point. 450 years of Portuguese colonial rule was disturbs the public sense of justice, SWCU has

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established the Center for the Study of Anti- community. The dynamic context of science Corruption and Good Governance (CSAC SWCU). and technology improvement as well as social The Center is expected to encourage studies on change is adopted in a formal education system anti-corruption, good governance and integrity. and run as the competence based curriculum. CSAC SWCU is also active in the Indonesian The core of such curriculum is the integration of Integrity Education Network, providing an knowledge, skills, and character. The teaching opportunity for professors at SWCU to access and learning processes taking place in the information and enhance cooperation with classrooms, laboratories, and field not only other universities and anti-corruption agencies result in the acquirement of competence but in Indonesia. SWCU plans to address this issue also in the production of goods and services. By through the following steps: 1. Anti-corruption interaction with the professionals and community, education as a subject in character building students obtain feedback as professional advice education; intensifying anti-corruption education and personal wise comments. Students design through teaching, research, and community individual profiles of their planned academic service, coordinated through the CSAC SWCU. and extracurricular activities for the whole four 2. Encourage faculties to cover ethics in science- year study period using a computer information related professions and to be coherent with anti- system at the orientation time. With such corruption issues. 3. Anti-corruption education arrangement, special contents in the curriculum focusing on values. The curriculum will build can be discussed by students in all class years and upon these values to dismantle the culture of external participants. The academic supervisor corruption. 4. Education oriented not only to analyze the results of student learning activities teaching, but based on experiential learning. in diverse context, competence, and content and guide the students to reach their personal study Rev. John Titaley, Th.D. currently has been Rector goals. of Satya Wacana Christian University since 2001. He earned his doctoral degree from the Graduate Dr. Djohan is the rector of Duta Wacana Christian Theological Union, Berkeley, in Inter-Disciplinary University in Yogyakarta, Indonesia. He is a Studies. He is professor of theology of the Faculty lecturer in the Department of Environmental of Theology, Satya Wacana Christian University. Biology. He obtained a Bachelor Degree from the His academic interest covers areas of Hebrew Bible School of Veterinary Medicine of Gadjah Mada and religion and society, especially religion and University; a Master Degree in Environmental politics. Management from Duke University, NC, USA; and PhD in Environmental Science from Griffith University, Queensland, Australia. His main area Venue: C Y Sun Lecture Theatre (LT-3) in Academic of expertise is Environmental Toxicology and Risk Building 1 Assessment. Curriculum and Learning Reform: Harmonization of Context, Competence, and Concurrent Sessions Content

Time: 10:40 – 11:05 Dr. Djohan, Duta Wacana Christian University, Venue: Tin Ka Ping Lecture Theatre (LT-1) in Yogyakarta, Indonesia Academic Building 1

Curriculum in higher education institutions Themes 1; 6: Leadership in Curriculum Reform and is renewed periodically for adjustment to the Faculty Development; Case Studies in Developing dynamic change of learning community. As Interdisciplinary Curricula for GE a Christian university promoting pluralistic Interdisciplinary Education in the values, Duta Wacana Christian University is Transnational Context: Creating an Innovative developing interdisciplinary, intergenerational, GE Curriculum at Duke Kunshan University and intercultural learning strategies to meet the demand of professional work and the

59 General Education and University Curriculum Reform: An International Conference in Hong Kong

SHI Mingzheng, Executive Director of Duke Helen DOERPINGHAUS, Vice Provost and Dean of Kunshan University Initiative, China Duke University, Undergraduate Studies, University of South Carolina, China and United States United States

Duke University has long been known for its Fall 2012 the University of South Carolina is commitment to an interdisciplinary scholarship launching two major university-wide programs putting knowledge in service to society. How to enrich undergraduate learning. The first is a is this collaborative, integrative inquiry in new general education curriculum, the Carolina key areas being promoted in the educational Core, developed to address the question, “How experience of undergraduate students? How best can we prepare students to thrive in the 21st can we expose students with transnational century?” A 7-year process involving hundreds backgrounds to a multi-sided understanding of faculty, staff, and students from 14 colleges of the complex challenges of our time? This and 5 campuses led to development of seven presentation will focus on innovative approaches core learning areas to form the nucleus of the to developing an interdisciplinary, general new curriculum. To enhance relevance the education curriculum at Duke Kunshan University: Core requirements were integrated into the (1) an integrated structure for problem-based program major. At the same time USC also was education, complementing Duke’s current, largely undergoing reaccreditation which required discipline-based curriculum, and generating development of a new initiative to significantly educational opportunities across disciplines; (2) enhance learning for all students. The initiative, new interdisciplinary gateway courses, providing USC Connect, also launches in 2012 and further exposure for students from all majors, and leading enhances integration, this time between within- to coherent learning pathways for students whose and beyond-the-classroom (BTC) learning. BTC interest is sparked to engage with these areas pathways include service learning, undergraduate in depth; (3) the expansion and coordination research, international engagement, leadership of curricular and co-curricular opportunities development, and internships. http://www.aacu. around key problems; (4) the development of org/aacu_news/AACUNews10/November10/ vertically-integrated, interdisciplinary project feature.cfm .We present policy lessons from teams providing opportunities for students at all adoption of two major undergraduate learning levels to work together on projects and research initiatives at a large research institution. We focus related to Initiative themes; and (5) innovative on effective approaches to setting objectives and short courses, workshops, and learning boot procedures, faculty/student affairs collaboration, camps that bring students rapidly up to speed use of technology, taking innovation “to scale”, in the specialized terminology and knowledge academic program and proposal approval required to be a productive member of a project processes, faculty governance and accreditation team. These approaches will be illustrated with procedures, and implementation techniques. interdisciplinary curricular cases in energy and global health. Venue: C Y Sun Lecture Theatre (LT-3) in Academic Building 1 Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1 Theme 3: Whole Person Development and Learning Communities Themes 2; 7: Policy Lessons for Planning and General Education and Whole Person Launching New Academic Programmes and Courses; Development: Questions for Learning Students and General Education in the 21st Century Communities Economy General Education and Integrative Learning Keith MORRISON, Professor and Registrar, Macau Reform at a Major Research University University of Science and Technology, Macau S.A.R., China

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This paper raises several specific questions in “Cornerstones of Good Teaching.” which can developing General Education (GE). These lie in serve as a template for daily teaching tasks, the areas of: (a) the meanings and development such as developing assignments, organizing of the ‘whole person’, how GE serves this, how course materials, and/or building learning GE moves from statements of knowledge to modules or activities. By cornerstones we development of the ‘whole person’, and the mean essential, basic pedagogical principles role of non-GE learning; (b) ontology and that provide an easy framework for effectively epistemology of GE; (c) GE’s curriculum framing build or assessing assignments, projects and and development; (d) identification of the courses and for forging deeper learning and learning communities for GE; and (e) current understanding. The three cornerstones, content, trends in GE. This paper argues that current engagement, and transparency are applicable discussions of GE: (i) risk begging questions of to all learning environments and can be applied the meanings and implementation of ‘general’, to a variety of courses irrespective of discipline. ‘whole person’ and its development; (ii) raise In the presentation I will describe each of the problems in respect of curriculum progression, three cornerstones, provide examples of their continuity, balance, relevance, breadth, depth, application and describe what can happen if one integration and coherence; (iii) sit uncomfortably is missing or not aligned and how they interface with some current conceptions of outcomes based with outcome-based-learning (OBL), student education; and (iv) present significant implications evaluations and the Seven Principles of Good for the hidden curriculum of universities. The Practice. Participants will be encouraged to paper reviews key documents and university apply the three cornerstones to one of their own practices on GE and argues that GE for whole assignments. person development requires attention not only to pedagogy, curricula (in the widest sense, to include hidden curricula) and assessment but also Venue: Y4302 in Academic Building 1 to a reconsideration of the framing of students’ university experiences for promoting lifelong Themes 7: Students and General Education in the 21st learning. An example of practice in one university Century Economy in Macau is provided. Zayed University’s Brand: Negotiating the Liberal Arts in General Education

Venue: LT-4 in Academic Building 1 Jyoti GREWAL, Dean of University College, Zayed University, United Arab Emirates; Themes 7; 1: Students and General Education in the Belkeis ALTAREB, Associate Dean of University 21st Century Economy; Leadership in Curriculum College, Zayed University, United Arab Emirates Reform and Faculty Development Three Cornerstones for General Education Zayed University has set the standard for higher Teaching: Content, Engagement and education institutions in the MENA region by Transparency achieving Middle States accreditation, and its cornerstone first-of-its-kind model of a general education curriculum, Colloquy on Integrated Spencer BENSON, Director, Center for Teaching Learning. The form is not difficult to recognize Excellence, University of Maryland, United States but its function is unique to the Middle East. This presentation outlines the innovative ways in More than twenty years ago Arthur Chickering which Zayed University prepares Emirati students and Zelda Gamson developed the Seven to negotiate the complexities of a dynamic and Principles of Good Practice in Undergraduate multicultural world. The UAE is at the crossroads of Education, which helped to shape curriculum this world. Based on a Learning Outcomes-based design. While the seven principles provide a model, Zayed University’s General Education framework for thinking about teaching and for program creates an intellectual experience the construction or revision of courses, recently shared by all Zayed University students. During we (CTE) have developed a simple tool called

61 General Education and University Curriculum Reform: An International Conference in Hong Kong

the first three semesters of their baccalaureate effective assessment system that will support program, students enroll in a standardized core programmatic General Education outcomes program made up of five sets of closely related assessment. Our consideration comes from interdisciplinary courses devoted to introducing designating some LEAP outcomes as program- students to University Life, Career Education, level learning outcomes in interdisciplinary Global Awareness, English and Arabic Languages, General Education programs. This approach and Science, Mathematics and Technology. facilitates General Education outcome assessment Important since the inception of the Colloquy of seniors who have taken a variety of courses. in 2003, faculty development has been a central Our examples include Saint Joseph’s College’s component of the program. The focus has (SJC) Core program capstone assessment. SJC’s remained on faculty-led curricular reform in the Core program is a ten-course interdisciplinary spirit of interdisciplinarity; courses have been General Education curriculum shaped to fit initiated by dedicated faculty groups who are the college’s mission. The SJC Core program committed to the mission of Colloquy: to build capstone assessment was featured as a model of student’s understanding of their relation to “Good Practice in Assessment” by the AAC&U’s the world and to equip them to be successful Greater Expectations Project on Assessment at University, in their professions and in their and Accreditation (Taking Responsibility for personal lives. The program is constantly assessed the Quality of the Baccalaureate Degree, 2004). and its curricular content calibrated for enhanced Another example is a hypothetical assessment student success. Balancing the Liberal Arts with plan based on Hong Kong Baptist University’s the geopolitical realities of MENA region remains General Education curriculum. the intellectual challenge that stimulates dialog, development, and discourse. Venue: Y4702 in Academic Building 1

Venue: Y4701 in Academic Building 1 Themes 1; 2: Use of Technology to Enhance Teaching and Learning in Large-Scale Course; Students and Themes 7: Students and General Education in the 21st General Education in the 21st Century Economy Century Economy Small Learning Devices for Important Programmatic Assessment of Student Questions Learning Outcomes in General Education: Best Practices, Resources and Examples Paula HODGSON, Senior Education Development Officer, City University of Hong Kong, Hong Kong WONG Chau-Ming T., Assistant Vice President for S.A.R., China; Assessment, Director of Center for Teaching and Lilian VRIJMOED, Professor, City University of Hong Learning, and Associate Professor of Psychology, Kong, Hong Kong S.A.R., China Saint Joseph’s College, United States; Daniel J. BLANKENSHIP, Vice President for The iPod Touch has been on the market for nearly Academic Affairs, Saint Joseph’s College, United a decade, and the current model allows the user States; to listen to music, access the internet, and take Marina WONG, Associate Professor, Department photos and video clips. It therefore serves as a of Education Studies, Hong Kong Baptist University, portable mini-notebook and can be an effective Hong Kong S.A.R., China learning tool for university study.

This session will show how LEAP outcomes can This is a case study of the learning experience facilitate the assessment of interdisciplinary of a group of 78 first-year students taking a General Education programs. This presentation microbiology course in 2011–12 in a university will begin with the trends of General Education, in Hong Kong. Each student on the course some best practices and resources available for was provided with an iPod Touch for learning. assessment of General Education in the United However, because providing the device may States. We will focus on the development of an not have guaranteed that it would be used for

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learning, given its many functions, the professor The complexity of the world in which our redesigned the teaching process in order to create graduates live and work and the ubiquitous a discovery-enriched learning environment for access to information and communication have the class. At the end of each lecture, students were substantially altered the role of higher education asked to write questions using the device as a today. The message is clear that our graduates one-minute paper. This meant that students could need to demonstrate learning on a broad set of submit any questions that they had and be able to essential learning outcomes as key to student view questions raised by other students, whatever success. A best way to demonstrate the desired their importance. Notably, students were more level of learning is through the work we assign to ready to raise questions, which is an important students in our courses and programs of study. We factor in successful learning. now have frameworks and the technological and intellectual means to achieve this demonstration of learning. Venue: Y5302 in Academic Building 1

Themes 1; 7: Leadership in Curriculum Reform Lunch and Faculty Development; Students and General Education in the 21th Century Economy. Time: 12:15 – 1:30 Roundtable Discussion: Exploration and Venue: Amenities Building 9th Floor Practice of Construction Assurance System of General Education The Lunch is open to conference participants who have already registered & paid.

WAN Wanggen, Professor & Provost, Shanghai University, China Concurrent Sessions At present, the research on general education is mostly concentrated on the curriculum, Time: 1:30 – 2:50 (80 minutes and 25 minutes) but few studies on how to ensure the smooth Venue: Mr and Mrs Sze Chi Ching Lecture Theatre implementation on general education. The paper (LT-2) in Academic Building 1 explores the construction assurance system of general education in the following seven aspects: Themes 4; 6: Integrating Undergraduate Research enrollment system, agency establishment, training and Discovery into GE Curriculum; Case Studies in program, training pattern, evaluation mechanism, Developing Interdisciplinary Curriculum for GE construction fund and faculty construction. Roundtable: Innovations in Undergraduate Shanghai University has done many initiatives on Education at American Liberal Arts Colleges the above aspects and has already achieved some (Sponsored by ASIANetwork). successes. Teodora (Teddy) O. AMOLOZA, Professor of Sociology, Illinois Wesleyan University and the Plenary Executive Director of ASIANetwork, Illinois Wesleyan University, United States; Time: 11:10 – 12:00 Andrew CHITTICK, E. Leslie Peter Professor of East Venue: Wei Hing Theatre in the Amenities Building Asian Humanities & History, Eckerd College, United Authentic Assessment and the VALUE of States; Zheya GAI, Associate Professor of Political Science Learning and Director of International Studies, Washington and Jefferson College, United States; Keynote: Jack HARRIS, Professor of Sociology, Hobart and Dr. Terrel RHODES, Vice President for Quality, William Smith Colleges (HWS),United States; Curriculum and Assessment Association of American Eriberto P. LOZADA Jr. Associate Professor of Colleges and Universities (AAC&U) Anthropology, Davidson College, United States;

63 General Education and University Curriculum Reform: An International Conference in Hong Kong

Institutional Affiliation and Location: significantly useful to broaden the knowledge ASIANetwork, based at Illinois Wesleyan University, base that undergirds the specialized major area United States of study, there is no common consensus on the definition and scope of General Education. Thus, Liberal arts colleges are an excellent testing there is a general impression among faculty ground for innovative approaches to members and students that General Education undergraduate general education. They is peripheral in university education. Even more offer small classes and close faculty-student unfortunate is the observation that courses not relationships that maximize opportunities for classifiable are placed under General Education. interdisciplinary learning and collaborative This paper will first look at the General Education research. This roundtable brings together five programs in the sub-degree and degree sectors experienced liberal arts college faculty from the in Hong Kong, then review the literature of fields of Sociology, Anthropology, Political Science, General Education, to be followed by a re- and History to discuss innovative approaches conceptualization, beginning from the learning they have used to enhance undergraduate outcomes of a four-year undergraduate GE core learning. These include campus-wide initiatives to program, as manifested in students in the forms strengthen the interdisciplinary aspect of general of four different abilities, namely, intellectual- education programs, as well as more focused analytical, aesthetic-appreciative, moral reasoning, work with select groups of students to develop and a set of skill-based abilities. Taking Hang research opportunities emphasizing cross-cultural Seng Management College as a case study, education and study abroad. The roundtable is opportunities and challenges are identified and sponsored by ASIANetwork, a consortium of small discussed. Being a management college, HSMC is liberal arts colleges that promotes Asian Studies in new, small and unique. As such, it may be possible the undergraduate curriculum. to provide an all-around education that produces graduates who possess a broad knowledge base, inter-disciplinary in nature, in a management Time: 1:30 – 1:55 context, which carries an emphasis of Confucian Venue: C Y Sun Lecture Theatre (LT-3) in Academic orientation. On top of this, a specialization in a Building 1 major area of study develops. With these in mind, this paper will conclude with a proposal of a four- Theme 1: Leadership in Curriculum Reform year General Education curriculum. Designing a General Education Program in a Private Management College in Hong Kong: Opportunities and Challenges Time: 1:30 – 1:55 Venue: LT-4 in Academic Building 1 Kenneth LEUNG, Professor, Department of Themes 6; 4: Case Studies in Developing Journalism and Communication; Chairperson, Interdisciplinary Curricula for GE: Integration of the Department of General Education; Study of Asian Cultural Heritages into GE Programs Victor CHAN, Hang Seng Management College, Teaching Cultural Tourism in General Hong Kong S.A.R., China; Education: A Module for Cultural Heritage Anselm LAM, Hang Seng Management College, Hong Kong S.A.R., China Studies

Following their educational reform in the high Michael W. H. CHAN, Assistant Professor, school sector, colleges and universities in Hong Department of General Education, Hang Seng Kong are also undertaking its own curriculum Management College, Hong Kong S.A.R., China reform. As the length of study is changed from three years to four years, General Education will Recently, Hong Kong has increased her awareness become an important component in the four- on protecting historical buildings and cultural year undergraduate curriculum. While General heritage. In particular, cultural tourism is widely Education has long been considered to be accepted as a practical approach for cultural

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heritage conservation. Cultural tourism prompts beyond the physical space of the art-studio into off-campus learning and inter-disciplinary everyday life; and inward to create engaging and development, which align with the tenet of dynamic student centred learning experiences. I general education, provide students learning focus attention on Visual Arts education primarily opportunities in civic engagement and incubate through my experience teaching courses to active citizenship. This paper examines an elective second-language-English learners in Hong Kong , cultural tourism teaching module subsumed but the issues raised extend beyond one discipline under the general education discipline. Two and one place. For example how e-learning keys areas are evaluated: (1) The effectiveness technology can help to facilitate assessment for of the course in enhancing students’ interests learning and assessment as learning; or support on cultural tourism and awareness on cultural interdisciplinary collaborations without regard heritage conservation; and (2) The adjustment for geographic location. This presentation posits of the course context and structure to align the challenges and solutions to deal with the unique ideas of cultural heritage conservation with the nature of practice-based pedagogy in GE classes spirit of general education. The study is done where students may not have any prior exposure by a review of course objectives, contents and to making art, but can be encouraged to adopt structure, and a questionnaire survey of more than an aesthetic viewpoint. The outcomes are better 150 students who took the course in 2011–2012. student engagement through adoption of The research is in progress and the full results will delivery and assessment media relevant to NET- be presented at the conference. It is believed that generation learners in the arts. such an assessment can offer insights to other cultural heritage conservation training programs in the general education perspective, with a view Time: 1:30 – 1:55 to improving teaching and learning objectives and Venue: Y4701in Academic Building 1 matching the expected learning outcomes. Theme 6: Case Studies in Developing interdisciplinary Curricula in GE Time: 1:30 – 1:55 General Education Curriculum Reform: Two Venue: Y4302 in Academic Building 1 Recent Case Studies

Theme 8: Use of Technology to Enhance Teaching Karsten KRUEGER, Professor, Centre for and Learning in Large-Scale Courses International Studies (CIS), College of Liberal Arts, Augmented Teaching — The Internet Shantou University, China Prosthetic Since 2005, when the Centre for International Tricia FLANAGAN, Associate Professor, Academy of Studies (CIS) was established at the College of Visual Arts, Hong Kong Baptist University, Hong Kong Liberal Arts, Shantou University, the Centre and its S.A.R., China faculty are seriously engaged and spearheading General Education/ Liberal Arts curriculum reform We must carry on tradition while creating as part of a wider General Education/Higher something new’…These words of a 24 Education reform project at Shantou University, year-old Chinese ballet dancer from Hubei Guangdong Province, China. In my presentation, Province, featured on CCTV9 [5/10/02], seem to I will mainly elaborate on two case studies, I was acknowledge the new conditions of pedagogy personally involved with, being the instructor today. My decision to embrace new technology for these two new courses: 1. Social Sciences was strategic given Hong Kong’s 3+3+4 Academic Research Methods — part of the Core Curriculum Reform and in particular large GE class sizes courses offered to students at the College of in the arts, where studio space and hands-on Liberal Arts, Shantou University. 2. Visual Research work usually radically limits class size. This paper Methods — part of the pilot course project in presents a case study of my use of available Gen Ed at Shantou University and offered to all systems (email, messaging, chats, blogs) to Shantou University students. extend the learning environment both outward

65 General Education and University Curriculum Reform: An International Conference in Hong Kong

Time: 1:30 – 1:55 Time: 1:30 – 1:55 Venue: Y4702 in Academic Building 1 Venue: Y5302 in Academic Building 1

Themes 6; 3; 5: Case Studies in Developing Theme 9: Assessment of GE Programmes Interdisciplinary Curricula for GE; Whole Person Workshop: Some “Dos and Don’ts” for General Development and Learning Communities; Education Programme Assessment Enhancement of Students’ English Language and Communication Skills in GE curricula Scott L. KARAKAS, Director of General Education Harmony and Homer on the Pearl River and Associate Professor, Florida Gulf Coast University, Delta: The Foundations of a New Liberal Arts United States Education in China General education programme assessment Robert A. GURVAL, Associate Professor of Classics, can serve as a vital tool for enhancing student University of California Los Angeles, United States achievement in key academic skills, and for establishing a student-centred institutional Almost thirty years after the initial establishment culture of continuous quality improvement. Yet of the Special Economic Zones (SEZs) in Guandong the development, implementation and follow- province to promote western capitalistic modes of through for high-quality programme assessment growth and new policies of an open economy and also require substantial commitments of faculty foreign investment, a second wave of reform is time and resources, which can often seem transforming China. Its origins may be found in the to conflict with their own professional goals, same historic region. Sweeping across Hong Kong, development and culture. Thus in order to achieve Zhuhai and Guangzhou in the Pearl River Delta, meaningful assessment objectives, it may be educational reforms that emphasize traditional necessary for academic administrators to train, learning and technology, independent and support, reward, and even recruit faculty for their critical thinking, and whole person development commitment and expertise in the areas of student are changing the way students think and learn. learning and assessment, just as for any other Universities are becoming the new factories of academic disciplines. Based on his experiences China, and these reforms in higher education, if while serving as Director of General Education allowed to grow and prosper, may prove to be at a rapidly-growing regional, comprehensive even more impressive and influential in equipping four-year institution, the presenter will offer some China for the 21st century. I call them the new SEZs experience-based examples of “dos and don’ts” (Special Educational Zones) of China. This paper for motivating faculty while initiating a new will briefly survey the innovative and independent general education programme assessment plan. educational developments at three institutions in this area: (1) the establishment of two semester- long ‘foundation’ courses (Dialogues in Humanity Concurrent Sessions and Nature), compulsory for all entering students in 2012, at The Chinese University of Hong Kong; Time: 3:00 – 3:25 (2) the founding of a new international liberal Venue: Mr and Mrs Sze Chi Ching Lecture Theatre arts college, United International College, at (LT-2) in Academic Building 1 Zhuhai; and (3) the creation of an elite Honors College known as Boya College (博雅學院) on the Theme 2; 7: Policy Lessons for Planning and southern campus of The Sun Yat-Sen University in Launching New Academic Programmes and Courses; Guangzhou. However diverse in their approaches, Students and General Education in the 21st Century these schools afford compelling models of Economy integration of the western philosophy of a liberal Developing a General Education Curriculum arts education and the ancient Chinese tradition for Vocational-oriented Undergraduate of classical learning and humanistic education. Programmes

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Catherine C. H. CHIU, Professor and Head of indispensable tool of communication in Department of General Education, Technological international cooperation. Proficiency in English and Higher Education Institute of Hong Kong, Hong is essential if one desires to keep abreast of the Kong S.A.R., China; latest developments in the world; so is English David JAFFEE, Professor of Sociology, University of skill acquisition in the General Education. This North Florida, United States paper, adopting the models in economics and management, makes proposals aimed at The Technological and Higher Education Institute improving students’ English learning strategies. of Hong Kong (THEi) is a newly established The purpose is to render assistance to classroom member institute of the Vocational Training teachers, who are responsible for fostering Council (VTC). In September 2012, THEi will start students’ proper efficiency-driven language to offer degree programmes which have been learning habits in their effort to learn, the self- designed to produce graduates who are not only teaching ability essential to their lifelong learning. experts in their specialist professions but are To achieve the aforementioned goal, the paper flexible with broadly applicable generic skills. To systematically explores and develops an effective complement the industry and professional specific learning model complete with its comprehensive modules, THEi has now in place a GE curriculum evaluation system, and exemplifies its which comprises of core and elective modules. effectiveness and reasonableness. Then the paper Based on the premise that the curriculum goals conducts an empirical analysis of the structural and the delivery structure are inseparable, the model of factors undermining effective English structure of the module is modeled after the learning with data collected from the surveys Common Core Curriculum. The design of the of college student English learning. The paper modules is informed by the Understanding by also introduces a process evaluation model of Design (UbD) framework. This presentation will effective English learning followed by an empirical focus on the unique process of developing a discussion and finally concludes with a teacher- General Education curriculum for vocational- guided result evaluation model of effective oriented undergraduate programmes, how the English learning. GE curriculum has evolved since its inception and lessons learnt. Venue: LT-4 in Academic Building 1

Venue: C Y Sun Lecture Theatre (LT-3) in Academic Theme 6: Case Studies in Developing Interdisciplinary Building 1 Curricula for GE; Service and Community Based Learning Themes 5; 6: Enhancement of Students’ English Community Service-Learning 2.0: “Paying it Language and Communication Skills in GE Curricula; Forward” Through Reciprocal Pedagogy Case Studies in Developing Interdisciplinary Curricula for GE Jason LAKER, Professor, Faculty of Education, San Effective English Learning and its José State University, United States Comprehensive Evaluation Model Supported by Empirical Studies Interest in, and implementation of, Community Service-Learning Pedagogies have been CHEN Meihua, Professor of Applied Linguistics, growing rapidly. There are important ethical School of Foreign Languages, Southeast University, questions associated with developing authentic China; partnerships, particularly when the needs ZHU Shanhua, Associate Professor of Applied and interests of partners may not be fully Linguistics, School of Foreign Languages, Southeast compatible. For instance, an academic course University, China has obligations within the context of curriculum, degree programs, institutional policies and As lingua franca in today’s world, where quality assurance or accreditation frameworks; globalization is the norm, English is an whereas community partners have obligations

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to their clients, resource limitations, and a features including an international academic desire for shared decision-making and teaching experience, interdisciplinary coursework with rather than serving as objects of study. In this global perspectives, expanded foreign language session, the presenter (a professor) will share proficiency, emphasis on writing, a senior an approach to teaching two courses, both of capstone, and the opportunity to engage in a which include Community Service-Learning (CSL) domestic or international internship make it a requirements. One of the courses is a graduate unique academic experience. The program aims to seminar intended for students studying in an M.A. broaden the thinking and influence the character program to become professional student affairs of students so that they can make better sense of practitioners; and the other is an undergraduate the world and their place in it. It shapes graduates course that fulfills a GE requirement. In both to be responsible global citizens and business instances, the CSL involves mentoring younger leaders in an interdependent global economy. students at the same institution to promote their development, success, and self-efficacy while simultaneously learning course concepts from Venue: Y4701 in Academic Building 1 the mentees. In both instances, the goals are complementary and take place in the context of Themes 1; 2: Students and General Education the same institution and its associated contextual in the 21st Century Economy; Assessment of GE obligations. The pedagogy itself is its own Programmes sustainable model of learning. The Study on Outcome-based Assessment of Core Competencies in General Education Venue: Y4302 in Academic Building 1 CHEN Yu-hui, Director of Center of General Themes 7; 6: Students and General Education in the Education & Associate Professor, National Cheng-chi 21st Century Economy; Case Studies in Developing University, Taiwan Interdisciplinary Curricula for General Education Preparing Students for a Global Economy: In the wake of globalization, the knowledge- Integrating General Education and based economy is ushering in a new model of a International Business globally competitive work environment which implies the competencies that undergraduate Ann ERICSON, Associate Professor of Business, students must develop and prepare for. To meet Augustana College, United States, and Visiting current societal needs, colleges and universities Lecturer, International University, Vietnam National around the world have striven to reconstruct University, Vietnam general education programs as general education has been considered an essential foundation Augustana College, a four-year liberal arts providing students with core competencies college in the Midwestern United States, has education to academic majors as well as work- a long tradition of offering business study in related skills. This drives the current move in addition to programs in the arts and sciences. higher education toward skills-specific and Founded in 1860, Augustana is a residential higher-level learning outcomes, such as critical college of 2,400 undergraduate students. A thinking, communication, problem solving and so strong liberal education is a part of the Augustana on. In recent years, however, to assess if students undergraduate experience. The purpose of this acquire these core competencies from general case study is to describe how the school’s general education has been the key challenge in higher education goals guided development of its new education. This is what this study aims to clarify international business major and how general for the purpose of developing an appropriate education is integrated into the major. It also general assessment process for National Cheng- describes the business department’s assessment Chi University (NCCU), Taiwan. To have a clearer of student learning with many of its assessment picture, this study first illustrates how higher methods used in a wide range of disciplines. The education institutes across the world and Taiwan international business major’s liberal learning define what core competencies an undergraduate

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student should have, especially their acquisition Hundreds of GE courses may be on offer at from general education. How an outcome-based each institution. Some guidance is desirable in learning philosophy is embedded in the program selecting them. It is suggested that a portion reform is then discussed, including establishing of the GE-curriculum should be developed and curriculum map, developing general education recommended as a package for students of goals and assessment process. Much research on related majors: one package for engineering general education assessment methods has been students, another for business students, and etc. proposed, but little can guarantee a large-scale Each package would integrate predictably with assessment of core competencies; therefore, in the respective group of faculty/college/school this study, literature about multiple assessment majors (e.g. engineering). The reason for this approaches is reviewed, specifically focusing on suggestion may be illustrated by analysing the the application of outcome-and-performance- CityU’s GE course about criminal justice, powers based rubrics to assess core competencies of police, and etc. By itself, it is a fine course. For acquired from general education. To assess engineers, however, the emphasis of a law-course the learning of core competencies, multiple could be better placed on outlining issues of assessment approaches are needed, and any intellectual property protection and contract higher education institution wishing to undertake and tort laws – while equally achieving ILOs of a large-scale assessment of general education self-directed learning, critical thinking, and etc. competencies maybe can use standardized rubrics Yet, mercantile law would be of more interest for that serve the purpose of learning as well as of business students, implying a need for a small evaluation and accountability. The intent of this number of distinct GE “packages”. As part of the study is to examine what NCCU general education GE curricular component, each package would programs have done and what NCCU can improve promote purpose-integration into the overall in the following program reform step. Based on curriculum (e.g. what an engineering graduate the framework of rubrics, this study also tends to should know about law, business, and etc.). Such strengthen the force of teaching communities in integration might not happen when students different disciplines to formulate applicable rubrics select the entire GE-curriculum from a list of to related courses. The ultimate objective of this hundreds of competing courses. study is to delineate consistent criteria for grading and to provide a helpful reference for instructors when designing pedagogical activities in which Venue: Tin Ka Ping Lecture Theatre (LT-1) in the acquisition of core competencies, such as Academic Building 1 behavioral outcomes, attitude and value, and other associated soft skills are sophisticatedly designed. Themes 5; 9: Enhancement of Students’ English Language and Communication Skills in GE Curricula; Assessment of GE Programmes Concurrent Sessions Re-embedding Literacy in the General Education Classroom Time: 3:30 – 3:55 Venue: Y4702 in Academic Building 1 John Freeman BABSON, Senior Lecturer in General Education, General Education Centre, The Hong Kong Theme 3; 7: Whole Person Development and Learning Polytechnic University, Hong Kong S.A.R., China; Communities; Students and General Education in the Shari LUGHMANI, Senior Lecturer, English 21st Century Economy Language Centre, The Hong Kong Polytechnic GE Integration into Groups of Mutually Related University, Hong Kong S.A.R., China; Majors Kay H. SMITH, Professor of English & Associate VP for the Academic Experience Academic Affairs, Alexandar DJORDJEVICH, Associate Professor, College of Charleston, United States Department of Mechanical and Biomedical Engineering, City University of Hong Kong, Hong Over time, literacy in the classroom in the PolyU Kong S.A.R., China has degraded to the point that it is not uncommon

69 General Education and University Curriculum Reform: An International Conference in Hong Kong

to find a lecturer viewing their teaching challenge methods/strategies used in teaching English, to be one of working around rather than with 2) the teachers’ and students’ perceptions of literacy. This actually makes effective teaching learning outcomes based on the current system in much more difficult and places the graduate at a terms of listening, speaking, reading and writing, distinct competitive disadvantage. Increasingly and 3) identifying the current English learning there has been a call for active learning in the challenges/problems that are experienced by both lecture theatre, a major component of which the teachers and students in the basic educational has to be active listening. However as a practical institutions of a moderately populated Chinese matter it is almost impossible for a student to city, Tangshan. The expected trends and solutions actively listen without having had a preliminary that will emerge via this study regarding exposure to the material in advance, which English learning, such as the recommended inevitably means reading. In turn it is only ideal classroom atmosphere, modernized class through extensive and intensive experiences activity design, redefined role of the teacher, of writing that one can find one’s voice and efficient English examinations and maximized be able to competently write. Pedagogically student motivation will be identified, including reading, listening, and writing synergistically the anticipated impact upon the Chinese basic work together to aid the student in constructing education curriculum. an understanding of the subject material and its orientation towards the larger world. Without this, little of substance can be said to be truly Venue: C Y Sun Lecture Theatre (LT-3) in Academic “understood”. This presentation will introduce the Building 1 interdepartmental approach taken by the PolyU to re-embed literacy into the General Education Theme 6: Case Studies in Developing Interdisciplinary classroom, particularly in the context of the mass Curricula for GE lecture environment. The I-Series Courses: New General Education Courses Focused on Big Ideas

Venue: Mr and Mrs Sze Chi Ching Lecture Theatre (LT-2) in Academic Building 1 Spencer BENSON, Director, Center for Teaching Excellence, University of Maryland, United States Themes 5, 9: Enhancement of Students’ English Language and Communication Skills in GE Curricula; In 2008 the University of Maryland, a large Assessment of GE Programmes research-intensive public university, began the Understanding the Current Students’ English process of reforming general education (GE) to Learning Situation in Basic Education better meet student intellectual needs for the 21st Institutions in Tangshan, laker China century. Full implementation of the New General Education Program will occur in Fall 2012. As part of the reform process the I-Series* courses were LIU Yue, Graduate Student, The University of Baguio, developed and are the signature component The Philippines of Maryland’s New General Education Program. I-Series courses speak to important issues that As the most populous country in the world, China spark the Imagination, demand Intellect, and is also becoming one of the largest populations of Inspire Innovation by challenging students to English learners. Traditionally, English teaching/ wrestle with big questions and examine the ways learning in China is dominated by a grammar- that different disciplines address them, I-Series translation method that is teacher and book courses are designed to take students inside a centered, which emphasizes rote memory. In new field of study, where they may glimpse the spite of ten years of mandatory English learning in utility, elegance, and beauty of disciplines that basic education, the English proficiency outcome were previously unknown, unwanted, disparaged, of students is not as good as expected. This or despised. In the I-Series courses students are qualitative study focuses on 1) in-depth student actively engaged in defining and developing and teacher interviews to uncover the current solutions to big questions. This session will present

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a case-study of the development, implementation of partnerships are critical for achieving the and challenges of launching a new type of GE goals of educating a new generation of leaders? course (I-Courses) that will be required of General What are the lessons learned from charter Education at the University of Maryland. The issues public schools, private-public partnerships and of faculty and student buy-in, course vetting and business/government that can help “connect the approval, seat demand and evaluation will be dots.” How might we design new approaches to discussed. preparing students to make the most of a liberal education? * http://www.gened.umd.edu/i-series/iseries.php

Venue: Y4302 in Academic Building 1 Venue: LT-4 in Academic Building 1 Themes 1;11: Leadership in Curriculum Reform and Themes 7; 2; 3: Students and GE in the 21st Century Faculty Development; Integration of the Study of Economy; Policy Lessons for Planning and Launching Asian Cultural Heritages into GE Programmes New Academic Programs and Courses; Whole Person Transformative Curriculums: Chinese General Development and Learning Communities Education and the Liberal Arts Exploring New Stakeholder Opportunities to “Connect the Dots”: Addressing Liberal Ivette VARGAS-O’BRYAN, Associate Professor, Education Needs and Disconnects across the Department of Religious Studies, Austin College, Globe United States

Lauren E. BELL, Teacher, ILCS High School, During the past two years in Hong Kong and International Leadership Charter School (ILCS), the Mainland, I have observed that the fervor United States; for the implementation of general education Angela NG, Associate Dean and Associate Professor, in academic institutions has increased with the HKUST Business School, Hong Kong S.A.R., China; oncoming 2012 imperatives, while the wholesale Dayle M. SMITH, Associate Dean and Professor, application and embrace of this program initiative University of San Francisco, School of Management, has remained rather piecemeal and diverse. As a United States Fulbright lecturer at City University of Hong Kong, co-chair of a research cluster at the Centre for the The value of a liberal education has been Humanities and Medicine at HKU, and professor of discussed and debated for centuries. Institutions Asian Philosophy at United International College, from East and West offer diverse approaches I was amazed by the diverse applications of the to grounding students in the “liberal arts.” GE curriculum and outcome-based initiatives in Regardless of the approach to general education, university settings. What struck me most was that, diverse stakeholders look to “liberally educate” however Western the model, many Asian, and a new generation of leaders and have an some Western faculty, delivered to the students expectation that this purpose is, indeed, one of a transformed GE curriculum in order to fit the the university’s major roles. This session explores particular Chinese mindset. Although there is disconnects given secondary education and the goal of implementing “general” education preparation for university level work by students initiatives to enhance critical thinking skills, entering the university, engaging discussion on writing, and aesthetic and global perspectives future partnership opportunities with two sets to name a few, Chinese students often preferred of stakeholders: those who prepare students for to turn inward to their culture as a foundation university and those who gain from a liberally for other perspectives, however sparse their educated student? Several provocative questions knowledge of their Chinese heritage was. It was frame the discussion: Are students across the evident as well the challenge students faced who world ready for GE and a liberal education? How were reliant on “sound bite” lectures and readings, can we prepare students to make the most of rote memorization and ideology-based questions General Education opportunities? What kind as reflected in NEEP and Gaokao examinations.

71 General Education and University Curriculum Reform: An International Conference in Hong Kong

Teaching Asian philosophy and religion revealed service, environmental awareness, sports culture, how students thirsted for in-depth knowledge experiential arts, emotional intelligence and about their own cultures and values, an insatiable adversity management. This paper reports the thirst to fill in gaps in their education. Recent preliminary results of an on-going interdisciplinary studies have shown that as China’s economic study on the evaluation of the effectiveness of development increases, so does the need for its these experiential learning modules. Applying population to seek for meaning. Some have noted theories developed in positive psychology, we the increase in religious groups and discussions have designed a questionnaire of self-reporting among Chinese faculty to integrate religious questions to measure the students’ whole person studies in the curriculum. Based on my experience development progress throughout their four teaching at two Chinese universities and years of study in UIC. The data is then analyzed conducting research in China for over 10 years, I using typical statistical methods and the Latent am convinced that those who take on leadership Structure Model developed by the machine in curriculum reform must take into account the learning community. context in which the reform takes place and the transformed models being applied, reflecting on internal needs in the population. This paper will Concurrent Sessions address the issue of leadership in preparing for a wholistic GE and liberal arts curriculum with the Time: 4:00 – 4:25 integration of Asian cultural values and heritage in Venue: Tin Ka Ping Lecture Theatre (LT-1) in order to prepare Chinese students to compete in Academic Building 1 the 21st century and beyond. Themes 5; 6: Enhancement of Students’ English Language and Communication Skills in GE Curricula; Venue: Y4701 in Academic Building 1 Case Studies in Developing Interdisciplinary Curricula for GE Theme 10: Authentic Assessment of Experiential Continuity and Adaptation: The University of Learning Aspects of GE Iowa Experience with General Education An Interdisciplinary Study on the Evaluation of the Effectiveness of UIC’s Whole Person Education Experiential Learning Practices Judy POLUMBAUM (Convener), Visiting Professor, Department of Media & Communication, City University of Hong Kong (Jan.-July 2012), Hong Kong GUO Haipeng, Director of the Whole Person S.A.R., China & Professor, School of Journalism & Education Office, BNU-HKBU United International Mass Communication, University of Iowa, United College, China States; Frank DURHAM, Associate Professor, School of China’s young generation has expressed some Journalism & Mass Communication, University of unique characteristics such as lack of empathy Iowa, United States; and teamwork spirit due to the single-child policy Meenakshi GIGI DURHAM, Associate Professor and the exam-oriented education system. In (Professor as of July 2012), School of Journalism & order to address the challenges of their holistic Mass Communication, with joint appointment in development and personal growth, the BNU- Department of Gender, Women’s and Sexuality HKBU United International College (UIC) has Studies, University of Iowa, United States; developed an Experiential Learning-based Martha GREER, Academic Adviser, College of Whole Person Education programme for all Liberal Arts & Sciences, University of Iowa, United students as their compulsory extra-curriculum States learning experiences. It is complementary to their academic learning experience on major and The University of Iowa in the U.S. Midwest has a general education courses. It consists of eight commitment to general education going back experiential learning modules: university life, nearly seven decades. Today’s College of Liberal experiential development programme, voluntary Arts & Sciences takes general education as a pillar

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of the undergraduate experience — but a pillar universities, silos often ‘store’ students and faculty that cannot be set in concrete. At a large public within separate, disciplinary boundaries. Their research university such as Iowa, one challenge homogeneity makes them easy to administer and is to maintain both coherence and resilience, teach within but difficult to integrate into goals with periodic reassessment of GE programs and and outcomes shared across disciplines. General the nimbleness to adapt to changing times. Our education challenges silos: students from many session will describe Iowa’s GE experience from disciplines share classrooms, ideas and skills- perspectives of (a) basic principles and operations, development, sometimes outside their comfort highlighting continuity and changes through the zone; teachers integrate their subject matter into most recent program reorganization, completed interdisciplinary formulations that must serve in 2010; (b) conduct, objectives and pedagogical these disparate students; and administrators challenges of large foundation courses; (c) manage a wider range of goals and outcomes development of more specialized courses, that must be met in these more diverse classes. focusing on themes of cultural diversity; and (d) This workshop will engage participants in the intertwined responsibilities of students, staff examining the silo-breaking effects of integrative and faculty as they interact through academic general education in Hong Kong. It will focus advising. Our emphasis is on foundational on developing active pedagogies that build principles, which at Iowa include active traditions vital knowledge, skills and dispositions across of faculty oversight, interdisciplinary innovations, disciplinary lines and the consequences of these diversity in course formats, student engagement, changes for students, faculty and administrators. operational flexibility, and a healthy balance of decentralization with central institutional support. We also will provide materials and information Venue: LT-4 in Academic Building 1 that colleagues in Hong Kong may find useful regardless of specific GE configurations at their Themes 2; 7: Policy Lessons for Planning and institutions. Launching New Academic Programs and Courses; Students and General Education in the 21st Century Economy Venue: Mr and Mrs Sze Chi Ching Lecture Theatre Policy Lessons for Planning and Launching (LT-2) in Academic Building 1 New Academic Programmes and Courses; Students and General Education in the 21st Theme 1: Leadership in Curriculum Reform and Century Economy Faculty Development Workshop: Breaking Down Silos through Terry BODENHORN, Dean, College of Liberal Arts, General Education Reform Shantou University, China

Kay H. SMITH, Professor of English and Associate The College of Liberal Arts at Shantou University Vice President for the Academic Experience, College offers courses and degrees in literatures, of Charleston, United States; languages, and linguistics. To ensure that all of our Hedley FREAKE, Professor of Nutritional Sciences, students have an adequate base knowledge and University of Connecticut, United States an appropriate skill set for gainful employment upon graduation, the College recently developed An important and frequently overlooked and implemented a Core (General Education) consequence of general education reform Curriculum. Our Core Curriculum, expressed in within Hong Kong universities is the fact that a matrix format, includes specific knowledge administrators, staff and students will form new categories such as history and cultural studies; patterns of interaction outside of the traditional a baccalaureate skill set with categories such and familiar disciplinary boundaries. In the USA, as critical thinking, communication, and this comingling is referred to as “Breaking down moral reasoning; an introduction to modes the silos.” Silos are tall but narrow, usually round of thought such as research methods in the structures used to store agricultural products. At humanities, sciences, or social sciences; and a

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grounding in thought/value systems such as emphasizes a balance between two goals: Buddhism or Christianity, Marxism or capitalism, exposing students to diverse cultures within and environmentalism or feminism. My comments in outside their social boundaries and setting them the Roundtable Discussion will focus on Policy and on the path of developing the critical reading, Process issues and lessons learned in designing thinking and writing skills that will see them this Core Curriculum. Key concerns are to fully through the lives that await them after graduation. understand the complex philosophical issues in selecting or excluding types of knowledge and skills in a Core or General Education curriculum, Venue: Y4701 in Academic Building 1 to fully involve faculty in the developmental process, and to implement a sustainable and Themes 11; 12: Integration of Undergraduate flexible curriculum responsive to both long-term Research and Discovery into GE Curricula; Service educational needs and changing social needs. and Community-Based Learning Workshop: Models for Integrating Undergraduate Research into the Curriculum Venue: Y4302 in Academic Building 1 Deanna VAN DIJK, Professor of Geography, Calvin Themes 5; 6: Enhancement of Students’ English College, United States; Language and Communication Skills in GE Curricula; Janel CURRY, Professor of Geography, Calvin Case Studies in Developing Interdisciplinary Curricula College, United States for GE Workshop: Teaching Writing and Culture in This workshop presents models for integrating General Education undergraduate research into the curriculum, from general education courses to those in Donna BUSSELL, Assistant Professor of English, major fields of specialization. The models include University of Illinois-Springfield, United States; theme-based programs that integrate research Tena HELTON, Associate Professor of English, across courses and levels, programs that focus University of Illinois-Springfield, United States on community-based problems or contexts, programs that include the development of Evolving mediums of expression in the twenty- Intellectual Property (IP) in collaboration with first century make text more important than ever local businesses, and courses that are entirely before. Writing is a complex and collaborative focused on one research question. For example, communicative skill. To develop the rhetorical, at Calvin College, multiple courses incorporate structural, and inventive knowledge foundational smaller, individual assignments to the larger to our students’ learning processes, first-year Calvin Environmental Assessment Program courses require instructors skilled in diverse forms (CEAP) to build a long-term data set. A different of cultural communication in many settings and model of integrating research into coursework media. The first-year composition sequence and is presented by the First-Year Research in Earth comparative societies courses at the University Sciences (FYRES): Dunes program. FYRES includes of Illinois Springfield strive to prepare general a one-semester course for first-semester college education students to engage civically and write students who learn about science by immersion well. This workshop highlights how our instructors in authentic dune research. Upper-level students craft syllabi, assignments, and assessments that mentor the first-year students during the account for students’ varied preparation levels semester before continuing the research projects and through which students raise their awareness to meet substantive research goals leading to of their own writing processes and address the a professional conference presentation. After reception of their work by others. It also addresses learning about the range of approaches to writing-intensive comparative societies courses incorporating research into the undergraduate that emphasize global knowledge, individual curriculum, workshop participants will be asked and social responsibility, and intercultural to reflect and identify ways of applying these understanding. In general, this workshop models to their own contexts, curriculum, research interests, and local setting.

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Venue: C Y Sun Lecture Theatre (LT-3) in Academic Closing Plenary Building 1 Time: 4:30 – 5:15 Theme 9: Assessment of GE Programmes Venue: Wei Hing Theatre in the Amenities Building Student and Staff Experiences of General Education: A Cross-Cultural Comparison Liberal Arts Curriculum and Teaching in Asian Universities: Reflection on the Conference Susan GANO-PHILLIPS, Professor and Chairperson of Psychology, University of Michigan — Flint, United Dr. Jerry GAFF, Senior Scholar, Association of States American Colleges and Universities

This session presents data collected from a Professor CHENG S. Han, Professor, Department university in Hong Kong and one in the United of Biology and Chemistry; Director of Office of States examining student and staff perceptions of Education Development and Gateway Education, their General Education (GE) Programmes using City University of Hong Kong both quantitative and qualitative methods. After presenting information about scale development Dr. Glenn SHIVE, Director, Hong Kong America and reliability, data comparing student and staff Center perceptions within each institution are presented, followed by cross-institutional comparisons. HK students reported a greater emphasis on skill development, higher level thinking, and active learning in GE courses than did US students. HK staff reported a greater emphasis on skill development in their courses than did their US counterparts. Staff in both universities tended to report higher levels of skill development, teamwork, higher order thinking, and active learning in GE courses than did students. Qualitative responses regarding the primary purposes of GE were coded using the categories of knowledge, skills, or values and were compared across the HK and US contexts. HK students reported significantly more outcomes related to values-development than did US students. HK and US staff differed in the relative importance places on knowledge versus skills, with US staff emphasizing skill development while HK staff emphasized knowledge development within their respective GE programmes. Implications of these findings for future assessment of GE programmes are discussed.

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