Dialogue with UGC Teaching Excellence Awardees: Professor Emily Chan and Dr Shirley Ngai
On 6 May 2020, two distinct scholars and Awardees of the UGC Teaching Award and The Ministry of Education 2018’s National Teaching Achievement Award, Professor Emily Chan and Dr Shirley Ngai, shared their award-winning teaching practices and exchange their insights with the audience on promoting good teaching with participants from different disciplines in the higher education sector in Hong Kong.
The event was held as a Zoom webinar and was attended by more than 60 scholars from the eight UGC-funded universities. An exciting intellectual exchange between participants and the HKTEA ExCom members was followed after the guest speakers’ sharing sessions. The event recording will be available soon.
|5:00 – 5:05pm||Introduction of HKTEA Moderator: Professor Isabella Poon, Chair of HKTEA|
|5:05 – 5:10pm||Words of support by Professor James Tang, UGC Secretary-General|
|5:10 – 5:40pm|| Experiential learning in complex incidents: implication of field teaching in global health and humanitarian medicine |
Session Moderator: Professor Isabella Poon, Chair of HKTEA
Speaker: Professor Emily Chan, Assistant Dean (External Affairs); Professor, The Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong
|5:40 – 5:50pm||Q&A – Dialogue with Professor Chan via Chat on ZOOM|
|5:50 – 6:20pm|| Enhancing students’ learning experience |
Session Moderator: Professor Daniel Shek, ExCom member of HKTEA
Speaker: Dr Shirley Ngai, Associate Professor, Programme Leader of BSc (Hons) in Physiotherapy, The Hong Kong Polytechnic University
|6:20 – 6:30pm||Q&A – Dialogue with Dr Ngai via Chat on ZOOM|
|6:30 – 6:45pm||Dialogue with HKTEA ExCom Chair and Members |
Professor Isabella Poon
Professor Daniel Shek
Dr Elaine Au
Dr Jason Chan
Professor Emily Ying-yang CHAN
Assistant Dean (External Affairs);
Professor, The Jockey Club School of Public Health and Primary Care
The Chinese University of Hong Kong
Experiential learning in complex incidents: implication of field teaching in global health and humanitarian medicine
Believing that the traditional classroom-based global health education cannot meet the future global health needs, Prof. Emily YY Chan developed an interdisciplinary global field experiential teaching and learning method and has implemented related education programmes since 2009. These innovative global field teaching programmes are based on the teaching philosophy summarized as “insight is a function of exposure and experience”. These programmes require multidisciplinary collaborations, transnational partnerships and transborder technology-enhanced teaching methods. The teaching method and programme became the global flagship programme of the Collaborating Centre for Oxford University and CUHK for Disaster and Medical Humanitarian Response (CCOUC), which Prof. Chan helped establish in 2011. The community knowledge transfer activities aim at enhancing exposure and experiential learning opportunities for students, cultivating them to become global leaders capable of making life-long contributions and bringing real impact to the global community. Prof. Chan was nominated by CUHK for and won the UGC Teaching Award 2017 (General Faculty Member/Teams) in recognition of her dedication and leadership in her learner-centred, outcome-based, evidence-and-research-informed, field experiential teaching and learning approach for global health and humanitarian medicine during the past decade. She was also nominated by the Hong Kong SAR Government Education Bureau for and won a second prize in the 2018 National Teaching Achievement Award (High Education) from the Ministry of Education (MoE), China. In her presentation, she would share her education philosophy and how she has built her academic team in global health and humanitarian medicine teaching at The Chinese University of Hong Kong, as well as how the interdisciplinary global field experiential teaching and learning programme was implemented in China, the lessons learnt, and the opportunities identified.
Dr. Shirley NGAI
Associate Professor, Programme Leader of BSc (Hons) in Physiotherapy
The Hong Kong Polytechnic University
Enhancing students’ learning experience
When? What? How? These are some common question words that come up in our mind when drafting teaching plan and developing teaching innovations to enhance students’ learning. It is not unusual that teaching faculties design the tasks and prepare teaching content based on the subject requirement, work experience, life experience, observation and subjective judgment. Even if we believe to be comprehensive enough to cover all points, what we believe to be important to students may not be necessarily the points that they are interested or believe to be essential in learning. Such mismatch in learning expectation between teaching faculties and students may impede students’ learning progress. Thus, listening to students’ voices to understand their learning needs, understanding the expectation discrepancy, empowering the concept of learning ownership and providing encouraging reflective feedback would be helpful to uncover the underlying rationale of performance and learning deficits for identifying solutions to enhance students’ learning experience.