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

  1. Pursuit of academic/professional excellence, critical intellectual inquiry and life-long learning

  2. Tackling novel situations and ill-defined problems

  3. Critical self-reflection, greater understanding of others, and upholding personal and professional ethics

  4. Intercultural communication, and global citizenship

  5. Communication and collaboration

  6. Leadership and advocacy for the improvement of the human condition

Two fundamental concepts for guiding teaching and learning in Higher Education are Constructive Alignment and SOLO Taxonomy.

Course DESIGN

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
    communication.

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
    plagiarism)

Professional Development

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

Teacher, tutors, and teaching assistants of the Common Core may apply for Fellowship of Advance HE as official recognition of your teaching. Fellowship is regarded in many places as a teaching qualification in the tertiary sector. Staff at HKU may apply through CETL.

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

What is plagiarism? (A useful resources to share with students)

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.

Regulations Governing Students’ Academic Conduct Concerning Assessment

Policy on Student Plagiarism in Undergraduate and Taught Postgraduate Curricula

Questions or Need Assistance?

If you have any questions, suggestions, or concerns, do not hesitate to contact Dr Jack Tsao or Prof Gray Kochhar-Lindgren.