Teaching Support Resources
This is a collection of teaching resources for Common Core teachers, collected from our community of teachers and advisors. As the conditions and circumstances of every course are different, not everything here may be applicable. So please take what is useful for you. Any suggestions for improvement and sharing with us your best practices will strengthen the collective quality of teaching and uplift the student’s experience of trans- and interdisciplinary learning.
Framework for higher education teaching and Learning
Educational Aims and Institutional Learning Outcomes for Undergraduate Curricula
Pursuit of academic/professional excellence, critical intellectual inquiry and life-long learning
Tackling novel situations and ill-defined problems
Critical self-reflection, greater understanding of others, and upholding personal and professional ethics
Intercultural communication, and global citizenship
Communication and collaboration
Leadership and advocacy for the improvement of the human condition
Communication-Intensive badged courses are courses that consist of a syllabus with components that explicitly develop communication-related knowledge, skills and attributes. The C-I course badge will be visible on the student’s Academic Attainment Profile (AAP). For more information on C-I badging, visit the CiC website or contact Michelle Raquel.
Integrating the United Nations Sustainable Development Goals (UN SDG) into your course and teaching them to your students can empower them to become advocates of a more sustainable future and step up as global actors.
You can badge your course as a UN SDG course through the Student Information System (SIS) and by emailing the Common Core Office.
Teaching Your Course
- Make explicit points of contact with different disciplines
- Build clear pathways—intellectual and social—between the Class, the University, the City, & theWorld
- What will be newly discovered in each class? How will the students claim this knowledge and transport it toward the next stage or into other contexts?
- Organise off-campus fieldwork, labs, studios, ethnographies, photo trips with drawing, photography, writing as forms of reflection
- Decide what classroom policies and uses of e-devices serve your students’ learning and support the best teaching atmosphere
- Increase the use of digital activity for learning in your class: games, clickers, Mentimeter, Wordles
- Work with students to help them create lively and effective presentations and styles of
- Active Learning in Hybrid and Physically Distanced Classrooms by Vanderbilt University
- Hybrid-Flexible Course Design (2019) by B.J. Beatty
- Monash University’s Hybrid Teaching Models
- Great Teaching Toolkits by Cambridge Assessment International Education (applies to both online and hybrid teaching)
- Use of the Seven Principles of Effective Teaching to Design and Deliver an Interactive Hybrid Nursing Research Course
- The Jigsaw Classroom
- Effective Teaching Methods for Large Classes, by J.M. Carpenter
- Three Keys to Using Learning Groups, by L. Michaelsen
- What is TBL and Why Does it Work? by J. Sibley and S. Spiridonoff
- The Essential Elements of Team-Based Learning, by L. Michaelsen, M. Sweet and D. Parmalee
- Team Based Learning Academe Article, by L. Michaelsen and M. Sweet
- A Model for Teaching Large Classes: Facilitating a “Small Class Feel”, by Rosealie P. Lynch and Eric Pappas
- Guidelines on Use of Inclusive Language in Student Work
- Resources on Feminist Pedagogies
- Powerpoint Presentation on “The Need for Inclusive Collaboration across Cultures in Group Work”
- Meaningful Intercultural Interactions in University Classrooms: A Guidebook for Teachers, compiled by T. Zou and J. Yu
Assessment and Feedback
- Give early and regular feedback
- Build-in simple and quick practices, assessed and otherwise, to keep students interacting (including after Reading Week)
- Creating and assessing group projects: clear expectations, assignments, feedback, timelines; individual and group aspects. Consider forming intercultural, interdisciplinary, intergender, interyear groups.
- Clarity of assignments and expectations (and change them up, year to year, which also helps avoid
- Classroom Assessment Techniques (CATs), by Center for Teaching, Vanderbilt University
- Daydreaming or Deep in Thought? Using Formative Assessment to Evaluate Student Participation, from Faculty Focus
- Wise Assessment Forum, Centre for the Enhancement of Teaching and Learning
Innovative assessment ideas:
Supporting Student Learning through Feedback and Assessment Series by e-Learning Pedagogical Support Unit: A series of videos highlighting how technology can be used to help facilitate the feedback process
CETL faciliates various seminars and workshops to promote professional teaching development and to encourage scholarship of teaching and learning. Check out their schedule for upcoming seminars and workshops.
CETL’s Community of Practice A rich repository of teaching-related materials, including an online publication Teaching and Learning Connections and a Wise Assessment forum, which contains guides and case studies on different assessment techniques.
The Professional Certificate in Teaching and Learning in Higher Education (PCTLHE) course is organised by the CETL. The programme provides the framework and evidence-based literature for developing into an effective teacher. The course is available for all teaching staff teaching in Common Core courses and more information can be found here.
Sharing Students' Works
Participate in the CC Student Learning Festival on the Last Day of Teaching Each Semester.
An online peer-reviewed multimedia journal and exhibit space for CC undergraduates, recent HKU graduates, and peer-collaborators external to HKU.
Display your students’ artwork in the Main Building hallway or in the CC Lounge.
Plagiarism and Disciplinary Options
HKU Statutes Under the provisions of Statute XXXI 2(1)(g), 2(2) and 2(3), any complaint against a student in connection with examinations (which include sit-down, written examination as well as other forms of assessment, such as thesis examination) must be submitted to the Registrar within one month of the time when the matter of such complaint arose.
If, in the course of marking coursework/examinations, suspected cases of plagiarism are discovered, please report them to the CC Curriculum Office immediately.
Diversity and Inclusivity
COURSE APPROVAL AND administration
- Common Core Curriculum Committee Structure (April 27, 2021)
- Policy and Guidelines on Offering Common Core Courses (document 299/819 amended)
- Programme Learning Outcomes for the Common Core Curriculum
- Examination Procedures for the Common Core Curriculum (document 300/819)
- Discontinuation of Common Core Courses with Low Enrollments (document 20/716)