Summary of Actions and Decisions
For the sake of completeness, some of the items in this section have been previously reported in the Interim Report submitted on 11 July 1997, and in the report on teaching development, Improving Teaching and Learning, submitted on 1 November 1997. The remaining sections of this report provide the context for these actions and decisions, which are briefly described here in summary terms.
The Senate has established a new standing Committee on Teaching and Learning Quality (see Annex A). Its mandate is to promote teaching and learning quality and quality assurance processes. One of its tasks will be to establish the timetable and formats for Schools to report annually on teaching and learning in their programs, and to review those reports.
Analysis of course evaluation results is carried out annually to identify poor performers and ask Department Heads to intervene. In the case of continued poor results, Department Heads will be required to report on what actions were taken in response to the initial request, and to spell out in detail what future actions will be taken.
Course evaluation information is now widely disseminated—summary data is made available to campus community on the network, using a web-based interface, and full details are selectively provided to student societies on request through Dean’s offices.
New procedures for review of new courses, changes to existing courses, new degree programs, and changes to existing degree programs were promulgated in a new Undergraduate Program and Course Administration handbook in November 1997. This incorporates a number of the concepts contained in the framework outlined by the TLQPR documentation for teaching and learning quality processes. It also borrows from exemplary practices at other institutions. For example, a new requirement was introduced that calls for an initial review prior to submission of a formal proposal for a new program (a modified form of the Phase 1 review at CityU). This allows the Senate committee to identify issues that must be addressed in the final proposal.
The Senate has approved a policy on curriculum management (see Annex B). This defines the responsibilities of Departments for management of their courses and programs, and requires each to establish appropriate mechanisms to meet these responsibilities. Departments must report by 30 June 1998 to the Senate Committee on Teaching and Learning Quality on their implementation of these requirements.
Curriculum Design
The Humanities and Social Sciences curriculum for undergraduates has been restructured to provide opportunities for more structured learning experiences. This has been reinforced by Senate approval of minor programs in Humanities and Social Sciences. The first group of students was accepted into the minor programs in Spring semester 1998. Despite the short interval since Senate approval of the program, 44 students have enrolled for one of the Humanities minors, and 20 for one of the Social Science minors. These 64 students are drawn from all three Schools offering undergraduate degrees.
A university-wide requirement for a second level of English instruction was introduced, and the first year English requirement broadened to include all first year first-degree students.
The Senate has established an ad hoc Committee on General Education (see Annex C) to refine and improve the general education program.
- The Senate has established a Sub-Committee on Language Education (see Annex D), reporting to the Committee on Undergraduate Studies, to make recommendations on language education and assessment.
Teaching Assistants
A group of "TA Coordinators" was appointed in the 1997-98 academic year, to help Departments improve their use of postgraduate teaching assistants. The Coordinators also act as an interface between the Departments and the Instructional Development Unit (within the Educational Technology Centre), which provides orientation and training workshops for teaching assistants.
The Instructional Development Unit, which conducts the end-of-semester course evaluations, has been supporting the Departments in developing instruments for assessing the performance of teaching assistants. As the nature of the duties assigned to teaching assistants varies considerably from Department to Department, there needs to be considerable local input to such assessment schemes.
In Fall 1997, all new TAs were required to attend a one-day Orientation program to become familiar with the University and their work as Teaching Assistants. During the event, the new TAs were introduced to their respective TA Coordinators in the departments. The event was held on August 25, 1997 with 134 participants.
New TAs in Fall 1997 were also required to attend selected workshops as part of their pre-job training to equip themselves with some basic skills in TAs’ work. TAs with more experience were also invited to participate. A total of 38 workshops with 12 titles were held from August 25 to September 5, 1997 with 697 registrations over all workshops representing an average of 3.5 workshops for each of the 202 participants.
- The orientation and workshop programs will be conducted annually, with some "make-up" workshops held early in the Spring semester to accommodate late arrivals.
Student Input
An ad hoc Committee on Academic Program Enhancement (CAPE) held consultation meetings with students representing each of the Schools. From the concerns expressed, action items were developed and followed-up by CAPE. In particular, policies related to the classification of graduation honors (see below), and dissemination of information on course evaluation have been implemented.
The Senate has approved a policy that requires every Department to establish a student-staff liaison committee (see Annex E). Chaired by the Department Head, the committee must meet at least once per semester. Each Department must report to the Senate Committee on Teaching and Learning Quality by 30 June 1998, on how it has structured its student-staff liaison committee, its meeting schedule, and a summary report on meetings held by that date.
Support for Teaching Improvement
New faculty members are provided with Teaching at HKUST: a comprehensive package of information closely related to their daily teaching.
Recognition of good teaching has been strengthened by greatly increasing coverage in University publications, and honoring University-wide and School teaching award winners at an annual reception and press conference.
A Center for Enhanced Learning Technology (CELT) and an Advanced Media Technology Center (AMTC) have been set up within the School of Engineering to support the development of new instructional technologies.
- By 1 July 1998, the Instructional Development Unit will be administratively separated from the Educational Technology Centre to give it greater visibility as a unit within the office of the Vice-President for Academic Affairs*.
* This initiative has been postponed pending the outcome of the Academic Affairs Organizatonal Review.