HKUST has made a concerted effort in the past year to work towards the goals embodied in this recommendation of the TLQPR Report. Progress has been made in a number of areas, and has been discussed in the sections above.

Of greatest importance, there has been a significant transformation of the campus climate and individual attitudes regarding the importance of teaching and learning. The gradual development of an awareness of how systematic quality assurance supports this emphasis has been less dramatic but no less important.

To continue the process of creating "an effective teaching and learning quality assurance system," we have adopted a strategy of engagement. The framework of a quality assurance system has been laid this year, and engaging the academic staff in the work of developing and improving this system is one of the primary ways to ensure that the lessions of the Teaching and Learning Process Review are not put on the back burner.

The Senate Committee on Teaching and Learning Quality is one of the aspects of the system that has been introduced very recently. Its early tasks will include giving greater definition to its own role, and monitoring departmental responses to other recently introduced policies. In particular, the Committee will:

• Adopt the guidelines, format, and timetable by which Schools will produce annual reports on their teaching and learning activities. It is anticipated that the process adopted will involve Departments producing reports for review and consideration by the School Board or relevant committee of the School Board.

• Determine the structure and focus of its own annual report to the Senate on the state of teaching and learning. This report should focus on how the Schools and Departments are carrying out their own responsibilities for assuring the quality of teaching and learning.

• Review Department submissions on implementation of the policies on curriculum management and student-staff liaison committees. This will not be a passive review, but will involve sharing good examples of implementation with those Departments that have adopted less effective approaches.

• Decide on the most appropriate means for the sharing of best practices.