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“Transformative Curriculums:
Chinese General Education
and the Liberal Arts”
Dr. Ivette Vargas-O’Bryan Austin College (USA)
General Education and University Curriculum Reform:
An International Conference in Hong Kong
City University of Hong Kong
Hong Kong SAR, China
June 14, 2012
“[E]ven the Chinese
government is sensitive to
this fact that in order to
move from a developing
to a developed economy,
they need innovation.
They need to satisfy
employers who are saying
they need more flexibility,
more interdisciplinary
savvy.”
“The Liberal Arts Come to
China,” Chronicle of
Higher Education,
February 6, 2012
Liberal Arts College Case Study
Shèng Yuēhàn Dàxué
Fujen Liberal Arts
Program 2013
Educational Philosophy at UIC
Whole Person Education (experiential,
emotional, voluntary work…)
Four Point Education Model
unites resources of college, students, parents and
society to deliver holistic education programs
Global outlook and Mentor caring
programmes
Academics
Business Management
Humanities and Social Sciences
Science and Technology
Language Centre
General Education
Research Centres
General Education General Education provides the foundation of a well-rounded
university education and promotes Whole Person Excellence
through exposure to a range of transferable skills, guiding principles,
and attitudes that all students need in their future professional and
personal lives. Students construct a deeper understanding of the
world around them by making connections at personal, societal and
historical levels.
General Education subjects promote the ability to: Communicate
effectively in English and Chinese; Access and manage complex
information and problems using technologically appropriate means;
Use mathematical reasoning to address problems in everyday life;
Pursue an active and healthy lifestyle; Use historical and cultural
perspectives to gain insight into contemporary issues; Apply various
value systems to decision-making in personal, professional, and
social situations; Make connections among a variety of disciplines
to gain insight into contemporary personal, professional, and
community situations.
Clashing Hybridity
Homi Bhabha’s The Location of
Culture (1994)
A boundary is not that at which
something stops but, as the
Greeks recognized, the
boundary is that from which
something begins its presencing.
Martin Heidegger, “Building,
dwelling, thinking”
Carnegie Classification of Institutions of
Higher Education
Case Study as Hybrid Model
Promotion:
Liberal Arts Education Values & Structure
(mostly) Western Values
Chinese Values
Operation:
Chinese test-based, vocation-driven,
bureaucratic model
Grading Rubric
The Grading Rubric (semester 1, 2009)
A (equivalent to at least 80 marks out of
100)
0-10% Students could get this
grade
A+B 40-65% Students could get this
grade
C+D No % limit
F (Students with a score below 30% in the
Final Examination will not be allowed to sit
for the Supplementary Examination)
To be decided by each Examiner
(refer to table 3 below)
The Grading Rubric (as of spring, semester 2, 2010 to now, 2010-2011)
A , A- (‘A’ should be equivalent to at least 80
marks out of 100)
0-10% Students could get this grade
B+ 0-15% Students could get this grade
A, A-, B+, B and B- 25%-60% could get this grade
C+, C, C- and D No % limit
F (Students with a score below 30% in the Final
Examination will not be allowed to sit for the
Supplementary Examination)
To be decided by each Examiner
(refer to table 3 below)
Centre for the Humanities and Medicine
(University of Hong Kong and Li Kha
Shing Faculty of Medicine)
Centre on Behavioral Health, the
University of Hong Kong
Asia Society