the underlying principles and process of development
TRANSCRIPT
General University Requirements at PolyU: The underlying principles and process of development
Paper presented at the
General Education and University Curriculum Reform: An International Conference in Hong Kong
Prof. Walter W. Yuen
VP (Academic Development), PolyU
12 June 2012
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Overview
Some thoughts on the 4-year undergraduate degree curriculum
PolyU goals and the General University Requirements (GUR)
Challenges
Lessons learned
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Some thoughts on the 4-yr UG curriculum
“ We are too quick to urge a sharper focus on writing or speaking skills and eager to engage the debate of “how many” science courses or “how much” Philosophy or whittling down the history requirement. We are quite reluctant to engage one another on the more basic issue of the underlying purpose of a college education at this moment in history … [cont’d]
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… What is the goal of undergraduate education in a globalized world? What body of knowledge, what set of skills and which sensitivities should all of our students cultivate to achieve the purpose of undergraduate education? Only after we have answered those basic questions are we in a position to begin discussing the number and sequence of courses and experiences that are most likely to help students realize our hopes for them.”
[Stephen A. Privett, S.J., President, University of San Francisco]
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The higher purpose
Not simply preparing students for a well-paid career in their chosen major/discipline
But also
“… to shape its students’ souls … a place for the training of character, for the nurturing of those intellectual and moral habits that together [formed] the basis for living the best life one can ” [Anthony T. Kronman]
“to help a fairer, more just society” [Steven Schwatz]
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PolyU’s educational goals
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PolyU graduates
Effective communicator
Lifelong learner
Ethical leader
Competent professional
Critical thinker
Innovative problem solver
GUR at PolyU
General University Requirements (GUR)
The Core (GE) curriculum for every PolyU student
A major vehicle to achieve PolyU’s mission and educational goals
Unique features:
Freshman Seminar
Leadership and Intra-personal Development
Service Learning
Extensive Reading/Writing Requirement
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The GUR curriculum
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3
Total = 30 credits
Contribution of GUR to PolyU goals
GUR Competent
professional Critical thinker
Effective communicator
Innovative problem solver
Lifelong learner
Ethical leader
Freshman seminar
LCR
Leadership & IPD
Service learning
Broadening (CAR)
Healthy Lifestyle
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Challenges (in the development and evolution of the GUR)
Shared vision and understanding
Staff buy-in and commitment
Experience and expertise in designing and delivering the new GUR components
Infra-structure and support
Students’ understanding and perception of GUR
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Challenges (in the development and evolution of the GUR)
Shared vision and understanding
No one (at any level) will speak openly against the vision of GE (politically correct !)
Senior Management’s Vision is most important (they must truly share the vision)
Understanding (and agreement) on the implementation strategy from Senior Management is also important (it has resource implication!)
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Challenges (in the development and evolution of the GUR)
Example of a Shared (or not-shared) vision and understanding
Some at PolyU (Other HK universities ?) claimed that the 3-yr curriculum has already achieved many of the expected learning outcome (whole person development, effective communicator, problem solving, etc.)
Non academic-credit co-curricular activities were used and claimed to achieve learning outcome
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Challenges (in the development and evolution of the GUR)
Example of a Shared (or not-shared) vision and understanding
Senate approved a 36-credit GUR requirement in 2007 !!!
15 credits for Broad Discipline underpinning foundation subjects
8 credits of language requirements (both Chinese and English, no additional requirements since same level of requirements already existed for most programmes in 3-yr curriculum)
12 credits of Cluster Area Requirement
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Challenges (in the development and evolution of the GUR)
Beyond idealism, the pragmatic vision for GUR at PolyU
If we believe in achieving specific learning outcomes of GUR, institutional support (in the form of academic credit, and therefore, resources) must be there to support it
Language requirements
Leadership and Intra-personal development
Service Learning
Cluster Area Requirements
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Contribution of GUR to PolyU goals
GUR Competent
professional Critical thinker
Effective communicator
Innovative problem solver
Lifelong learner
Ethical leader
Freshman seminar
LCR
Leadership & IPD
Service learning
Broadening (CAR)
Healthy Lifestyle
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Challenges (in the development and evolution of the GUR)
Staff buy-in and commitment (How to get support?)
GUR will not dilute the existing 3-yr disciplinary component of the university education (easier for HK because of the additional year)
Willingness to engage staffs in rational discussion/debate on the value of GUR for students
Identify key academic staffs who can support the development of courses
Leadership (expertise in APSS)
Service Learning (strong community service culture)
Languages (strong language centers)
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Challenges (in the development and evolution of the GUR)
Experience and expertise in designing and delivering the new GUR components
Appointed enthusiastic advocates as Special Assistant to VP(AD) to champion the initiative (e.g. Leadership, Service Learning, QA) A special university Task Force with representatives from academic departments and support units (SAO, EDC) set up to steer development and implementation Clear subject development guidelines developed by the Task Force Re-direct some of the 334 planning resources for course piloting
All freshman seminars piloted once Leadership course piloted twice CAR (3 in 2010/11, 10 in 2011/12), SL (1 in 2010/11, 10 in 2011/12) and LCR courses were piloted
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Strategies for implementation: Freshman Seminars
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Initial subject proposals
Highly unsatisfactory
Wide variations across Broad Disciplines in the curricular and pedagogical designs in terms of:
Credit value (1 to 3 credit)
Objectives and intended learning outcomes
Content and academic vigour
Format (mass lectures only to PBL tutorials)
Student study effort
Assessment
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Strategy to improve implementation
Coordinated by VP(AD) Office
Common subject development framework
Funding support for pilot implementation
10 pilot projects supported
Two rounds of visits to pilot project teams to identify issues/problems, and explore solutions
Systematic evaluation of pilot experiences
Sharing of experiences and best practices
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A common subject development framework
Mandatory 3-credit subject
Common learning objectives:
Introduce and enthuse students about their major
Cultivate creativity, problem-solving and global outlook
Develop understanding of entrepreneurship
Engage students in desired forms of learning at university (self direction, autonomous and deep learning)
Desired features and components:
Inspirational lectures
Innovative curricular activities to foster creativity, problem solving, global outlook and entrepreneurship
Significant workshop/seminar activities in small groups
Freshman projects
Assessment according to a letter-grade system
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A Sample FS pilot subject: COMP200 Freshman Seminar for computing students
In collaboration with Faculty of Engineering (FENG)
Seminars (10%)
3 by COMP and LSGI staff on curriculum and programme
1 renowned speaker seminar by IEEE Computer Society President
Technical project (40%)
Either Computing project delivered by COMP staffs, or FENG projects supervised by FENG staffs
Entrepreneurship project (40%)
Delivered by FENG staffs
Computing spirit
Amazing Race (extra credit, pinned to Computing project)
Interview-a-professor (10%)
Read@PolyU (extra credit)
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The Computing Technical Project
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“ We want to provide the students with a fun but educational experience. We opened the project to FENG students, and encouraged our students to form groups with them. ”
• iPhone Apps in 7 weeks
• Student-oriented teaching methodology with extensive lab sessions.
• “App Store” peer review (30%) for the final project
• Capstone activity: The Amazing Race PolyU
programming engineering
healthy lifestyle mathematics
Start with a Clue... Decode with your app...
Go where it leads... (explore the campus)
Perform your tasks!
The “Amazing Race PolyU”
Interview a Professor
“ We want the students to get to know the faculty as “people”. 1. Get a role model 2. Know whom to ask if you have questions (instead of spreading rumors and believing in hearsay) ”
• Students form groups to interview professors.
• 8 COMP colleagues “volunteered” as guinea pigs
• Task: Create a “centerfold spread” and a presentation on the professor.
• Scope: Anything except what we can find on their CVs!
Interview-a-Professor
Left to their own devices, students can get really creative...
• What was the hardest moment in your life?
• What do you believe in?
• Do you aspire to become department head one day?
• What kind of boys/girls do you find attractive?
• How did you meet your wife? How did you propose to her?
A lot of work, but students liked it!
• I really like Scrach so much!!!! It's quite funny and easy to use. Also, it's more beautiful. Our group enjoy so much when we were doing this project. Besides, Amazing Race is so great! I enjoy so much with my group as we work together to solve all the tasks.
• I appreciate the effort that the whole COMP200 teaching team paid, not only to the COMP Amazing Race but also the whole subject.
• I like the challenging tasks about the computing project in the sense that it tests my ability, perseverance and makes me grow.
• I haven't been to many places in POLYU, the race really helps me to explore the campus! :)
• Interview-a-Professor is very meaningful. Year 1 students seldom have a chance to get to know their professors. ... Dr Chang brought me and my group members to attend a recruitment session ... During the recruitment session, many professors fired questions from the floor, very exciting!!! That inspired me a lot...
• I love this subject very much. :)
Learning from experiences
Hosted by VP(AD) Office
To celebrate and share
All 10 pilot project teams participated to :
present experiences
share good practices
explore issues and the way forward
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GUR Courses in the Curriculum, 2012/13
For semester 1 in 2012/13
Freshman seminars (8)
Leadership & Intra-Personal Development (2)
Cluster Areas courses (37)
Service Learning courses (2-3)
Language and Communication courses
English (246)
Chinese (83)
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Challenges (in the development and evolution of the GUR)
Infra-structure and support
Academic Support
Committee of GUR for GUR course approval Subcommittee in 4 CAR areas, Service Learning, LCR, and Leadership
GUR course management and advising support
Office of Undergraduate Studies Office of GUR
Office of Service Learning
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Infra-structure to support GUR implementation
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Office of Undergraduate Studies • Coordinate and oversee the work of
OGUR and OSL • Plan and review GUR and student
advisement
Office of GUR • Plan and administer GUR
courses • Advise students on GUR • Coordinate student
advisement activities at PolyU
Office of Service Learning • Promote SL at PolyU • Coordinate and support
offering of SL courses • Network with community • Research on SL pedagogy
Academic advising at PolyU
Goals:
Create a supportive atmosphere that fosters success
Connect students to the Department and the University
Connect students to support services
Help students understand their academic & personal goals
Help students formulate appropriate study plan
Guide students on choosing majors and minors
Provide up-to-date information on university’s policies, procedures and requirements
Develop students’ decision making skills and sense of self-direction
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A two-tier student advising system
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Department-based advising system
• Every student be assigned a FT academic staff from Dept/Faculty as academic advisor
• Ratio of 1:10 to 1:20
• At least one face-to-face meeting during an academic year
• Appointment of an administrative staff as “Undergraduate Secretary”
University-level advising system
• Advise students on matters related to GUR
• 6-7 FT academic advisors at the OGUR
• Meet all freshman in their first year of study
Challenges (in the development and evolution of the GUR)
Students’ understanding and perception of GUR
Website for 4-yr Curriculum (and GUR) is developed
Exhibition in SL (Apr 2012) to showcasing success stories and raise awareness and interest of students and staff
Sessions in Common Orientation to explain the GUR requirements to first-year students
GUR advisors to visit O-Camp to offer introduction
Mandatory GUR advising session in the first semester for all first-year student
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Lessons learned
A LOT of work to turn a vision into reality !
Senior Management support is key
Need to find academic staffs with common vision to help with the implementation (shape your programme to best utilize the staffs’ expertise and interest)
Must be strategic in using available resources
Keep the faith and pray a lot (I am not kidding !)
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“ Changes may appear to be unnecessarily risky, but universities need to maintain a certain anxiety or uneasiness regarding whether or not their programs are continuing to meet their responsibilities and scholarship. Such anxieties and the honest self- examination they ought to occasion are essential ingredients in a university’s capacity to build and maintain its excellence. ” [Harold T. Shapiro]
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Conclusion
Questions and Answers
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