{"id":13360,"date":"2023-09-04T09:34:27","date_gmt":"2023-09-04T01:34:27","guid":{"rendered":"https:\/\/hktea.edu.hk\/?page_id=13360"},"modified":"2024-01-11T14:37:22","modified_gmt":"2024-01-11T06:37:22","slug":"awardee-of-2021-ugc-teaching-award-professor-anthony-so","status":"publish","type":"page","link":"https:\/\/hktea.edu.hk\/zh\/awardee-of-2021-ugc-teaching-award-professor-anthony-so\/","title":{"rendered":"Awardee of 2022 UGC Teaching Award &#8211; Professor Anthony Man-cho SO"},"content":{"rendered":"<div data-elementor-type=\"wp-page\" data-elementor-id=\"13360\" class=\"elementor elementor-13360\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-24fd04c5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"24fd04c5\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-29173306\" data-id=\"29173306\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-64e0deca elementor-widget elementor-widget-text-editor\" data-id=\"64e0deca\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\n<p class=\"has-small-font-size\"><a href=\"https:\/\/hktea.edu.hk\/index.php\/case-study-of-good-tl-practices\/\">\u512a\u826f\u6559\u8207\u5b78\u5be6\u8e10\u500b\u6848\u7814\u7a76<\/a> &gt; <a href=\"https:\/\/hktea.edu.hk\/zh\/list-of-case-studies\/\">\u500b\u6848\u7814\u7a76<\/a> &gt; Professor Anthony Man-cho SO<\/p>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-0a3514b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"0a3514b\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-3193e81\" data-id=\"3193e81\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-a6e3f53 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"a6e3f53\" data-element_type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1741\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1741\" aria-expanded=\"false\">Biography<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1742\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1742\" aria-expanded=\"false\">Teaching Philosophy<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1743\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1743\" aria-expanded=\"false\">Achievement\/Good Practices<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1741\" aria-expanded=\"false\">Biography<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1741\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1741\" tabindex=\"0\" hidden=\"false\"><p><img fetchpriority=\"high\" decoding=\"async\" src=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/03\/Screenshot-2023-03-29-at-9.09.40-AM-240x300.png\" alt=\"\" width=\"240\" height=\"300\"><\/p>\n<p><strong><br>Professor Anthony Man-cho SO<\/strong><\/p>\n<p>Dean, Graduate School <br>Deputy Master, Morningside College <br>Professor, Department of Systems Engineering and Engineering Management <br>\u9999\u6e2f\u4e2d\u6587\u5927\u5b78<\/p>\n<p><\/p>\n<p>Awardee of 2022<\/p>\n<p>(<strong>Category<\/strong>: General Faculty Members)<\/p>\n<p><\/p>\n<p style=\"font-weight: 400;\">Anthony Man-Cho So received his BSE degree in Computer Science from Princeton University with minors in Applied and Computational Mathematics, Engineering and Management Systems, and German Language and Culture. He then received an MSc degree in Computer Science and a PhD in Computer Science with a PhD minor in Mathematics from Stanford University. Dr. So joined The Chinese University of Hong Kong (CUHK) in 2007. He is currently Dean of the Graduate School, Deputy Master of Morningside College, and Professor in the Department of Systems Engineering and Engineering Management. His research focuses on optimization theory and its applications in various areas of science and engineering, including computational geometry, machine learning, signal processing, and statistics.<\/p>\n<p style=\"font-weight: 400;\">Dr. So has been a Fellow of IEEE since 2023 and an Outstanding Fellow of the Faculty of Engineering at CUHK since 2019. He currently serves on the editorial boards of Journal of Global Optimization, Mathematical Programming, Mathematics of Operations Research, Open Journal of Mathematical Optimization, Optimization Methods and Software, and SIAM Journal on Optimization. He has also served as the Lead Guest Editor of IEEE Signal Processing Magazine Special Issue on Non-Convex Optimization for Signal Processing and Machine Learning. Dr. So has received a number of research and teaching awards, including the 2018 IEEE Signal Processing Society Best Paper Award, the 2016-17 CUHK Research Excellence Award, the 2015 IEEE Signal Processing Society Signal Processing Magazine Best Paper Award, the 2014 IEEE Communications Society Asia-Pacific Outstanding Paper Award, the 2010 INFORMS Optimization Society Optimization Prize for Young Researchers, and the 2010 CUHK Young Researcher Award. In addition, he received the 2022 University Grants Committee (UGC) Teaching Award (General Faculty Members Category), the 2022 University Education Award, the 2013 CUHK Vice-Chancellor\u2019s Exemplary Teaching Award, the 2011, 2013, and 2015 CUHK Faculty of Engineering Dean\u2019s Exemplary Teaching Awards, and the 2008 CUHK Faculty of Engineering Exemplary Teaching Award. He also co-authored with one of his students a paper that received the Best Student Paper Award at the 19th IEEE International Workshop on Signal Processing Advances in Wireless Communications (SPAWC 2018).<\/p>\n<p style=\"font-weight: 400;\"><a href=\"https:\/\/hktea.edu.hk\/index.php\/awardee-of-2021-ugc-teaching-award-professor-anthony-so\/\" target=\"_blank\">\ufe3dBack to top<\/a><br><\/p><\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1742\" aria-expanded=\"false\">Teaching Philosophy<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1742\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1742\" tabindex=\"0\" hidden=\"hidden\"><p style=\"font-weight: 400;\"><strong>Guiding Principles <\/strong><\/p>\n<p style=\"font-weight: 400;\">I strongly believe that every student has his or her own potential, and my mission as a teacher is to help my students discover and unleash this potential. During my decade-long teaching career at the University, I have been constantly challenging myself on how this can be better accomplished. This has led me to consider the following:<\/p>\n<ul style=\"font-weight: 400;\">\n<li>(Teacher\u2013student) How do I deliver lectures and design learning activities so that students not only gain the knowledge taught in class but are also inspired to make their own discoveries?<\/li>\n<li>(Student\u2013student) How do I foster cooperative relationships between students to promote peer learning?<\/li>\n<li>(Student\u2013broader community) How do I train my students to be effective communicators so that they are better able to pass on their knowledge and contribute to society?<\/li>\n<li>(Teacher\u2013teacher) How can teachers work together to enhance the effectiveness of teaching and learning?<\/li>\n<\/ul>\n<p style=\"font-weight: 400;\">The first three questions have motivated me to approach my teaching with the notion of <strong>TACTIC: <u>T<\/u>hink, <u>A<\/u>ct, <u>C<\/u>ommunicate, <u>T<\/u>est and <u>I<\/u>nvestigate, <\/strong>and<strong> <u>C<\/u>onnect<\/strong>. The elements of TACTIC cover the five characteristics of learner-centered teaching: (i) explicit skill instruction, (ii) fostering collaboration among students, (iii) engaging students in the work of learning, (iv) encouraging reflection on learning, and (v) giving students control over the learning process, all with the aim of achieving <strong><em>student agency<\/em><\/strong>. The fourth question has motivated my initiatives to build <strong><em>a community of teachers<\/em><\/strong>.<\/p>\n<p style=\"font-weight: 400;\"><strong>TACTIC for Teaching and Learning <\/strong><\/p>\n<p style=\"font-weight: 400;\">Over the past couple years, I have been mainly teaching the undergraduate-level course <em>ENGG2440\/ESTR2004: Discrete Mathematics for Engineers<\/em> and the postgraduate-level course <em>ENGG5501: Foundations of Optimization<\/em>. These courses cover different topics in mathematics that are fundamental to various branches of engineering studies. The two main challenges in teaching courses of this nature are as follows:<\/p>\n<ul style=\"font-weight: 400;\">\n<li>When faced with abstract technical concepts, logical reasoning, and mathematical derivations, students can easily feel overwhelmed and\/or lose interest in learning. How can I keep my students engaged and continue to arouse their interest?<\/li>\n<li>Various studies suggest that students\u2019 self-efficacy in mathematics is more tied to their perceived ability to do specific tasks compared with other subjects. How can I build up my students\u2019 confidence and enable them to apply the knowledge they learned to new settings?<\/li>\n<\/ul>\n<p style=\"font-weight: 400;\">Thus, I now elaborate on how I apply the elements of TACTIC to tackle these challenges.<\/p>\n<p style=\"font-weight: 400;\">1) <strong>Think<\/strong>. In my experience, when students are presented with the solution to a mathematical problem, they do not necessarily find it difficult to understand the mathematical derivations, but they are often at a loss as to how to come up with the solution in the first place. Therefore, I find it fruitful to take my students through the thinking process and show them how new concepts and solution strategies can be discovered by drawing on the knowledge that they have already acquired (perhaps through previous courses). For example, when studying the problem of how many shuffles are needed to mix up a deck of cards in a lecture on probability, I offer guiding questions such as \u201cWhat does it mean for the deck to be mixed up?\u201d and \u201cHow can one describe a shuffling process mathematically?\u201d The students can then see how the problem is broken down into manageable pieces. I even show my students a card trick to illustrate what happens if the deck is not well-shuffled, which makes the lecture more fun. Once the students realize that they have the ability to find their own paths to discovery, they become more <strong><em>engaged<\/em><\/strong> and <strong><em>confident<\/em><\/strong>. The aforementioned scaffolding approach also enhances the <strong><em>retention of knowledge<\/em><\/strong> among students and encourages them to view the courses they have taken as an integrated whole rather than as individual unrelated modules.<\/p>\n<p style=\"font-weight: 400;\">2) <strong>Act<\/strong>. Working through problems allows students to act on their knowledge and is an integral part of learning mathematics. However, problems that are routine in nature are neither enlightening nor helping students develop the ability to generalize the knowledge that they have acquired to different settings. Therefore, I design homework problems with the aim of training students to (i) consolidate the knowledge they have learned in lectures and explore extensions of this knowledge on their own and (ii) apply the techniques to tackle problem settings and practical scenarios that they have not seen before. As the problems are meant to be challenging, I encourage my students to work together, thus promoting <strong><em>peer learning<\/em><\/strong>. Through this learning activity, students are able to sharpen their <strong><em>problem-solving skills<\/em><\/strong> and build up their <strong><em>self-efficacy<\/em><\/strong> through mastery and vicarious experiences. My students\u2019 feedback indicates that they appreciate this inquiry-based learning approach. As one undergraduate student from my graduate-level course <em>ENGG5501<\/em> commented:<\/p>\n<p style=\"font-weight: 400;\">\u201c<em>ENGG5501<\/em> is so magical: the course content is deeper than all the undergrad courses<br>I have taken, but I feel that I am able to think through them during lectures. Assignment questions enable me to understand the concepts better&#8230;I feel the assignment problem sets are amazing.\u201d<\/p>\n<p style=\"font-weight: 400;\">3) <strong>Communicate<\/strong>. Traditionally, engineering education places a great deal of emphasis on developing students\u2019 <em>technical skills<\/em>, but little on developing their <em>communication <\/em>skills, particularly their <em>writing<\/em> skills. In fact, most engineering students are resistant to writing. However, writing is recognized as a primary method through which scientific knowledge is advanced and communicated, and students\u2019 success in their future engineering-related careers will depend greatly on their ability to write. To bridge this gap, I have introduced two learning activities in my courses.<\/p>\n<p style=\"font-weight: 400;\">First, I give out practice exercises in class and ask my students to share their answers on the online learning management system Piazza. Although these exercises are not graded and participation is optional, students have previously been active in posting not just their solution approaches but also comments on others\u2019 works. However, although they had no difficulty solving the exercises, they often struggled to express themselves clearly in the posts.<\/p>\n<p style=\"font-weight: 400;\">Consequently, they often had to go back and forth to discuss and make clarifications. I would then intervene and show them how to write up their ideas properly. The activity provides my students with opportunities to practice <strong><em>communicating technical ideas in writing<\/em><\/strong> and fosters <strong><em>collaboration<\/em><\/strong> and <strong><em>peer learning<\/em><\/strong>. As one student from <em>ESTR2004<\/em>commented:<\/p>\n<p style=\"font-weight: 400;\">\u201c(The) Professor has excellent skills in teaching and encouraging discussion and interaction among students.\u201d<\/p>\n<p style=\"font-weight: 400;\">Second, I designed a writing component for my course <em>ESTR2004<\/em>, which requires students to write an expository essay in the style of a chapter in an introductory textbook on a theorem in discrete mathematics. This exercise is aimed at training students not only to <strong><em>learn to write<\/em><\/strong> but also to <strong><em>write to learn<\/em><\/strong>, which is the core of the Writing in the Disciplines (WID) pedagogy. It provides an opportunity for them to <strong><em>reflect on and take control over their own learning<\/em><\/strong>, to <strong><em>actively construct knowledge<\/em><\/strong>, and to <strong><em>practice some features of discourse<\/em><\/strong> in the discipline\u2014aspects that complement those taught in university English courses. As it is likely to be the first time my students have written such an essay, I developed two supporting activities to ensure that they have a meaningful learning experience. (i) I have developed a homework assignment that asks them to supply the details of the proof of the theorem and guides them on how to prepare the essay, and I also set out the grading criteria so that they know how their essays will be assessed. (ii) I invite students to submit a draft, which will not be graded, before submitting their final version so that I can give them suggestions for improvement. This writing component is the first of its kind in any engineering course at CUHK, and it provides students with much-needed training on technical writing.<\/p>\n<p style=\"font-weight: 400;\">4) <strong>Test and Investigate<\/strong>. Standard texts on engineering mathematics tend to present technical developments in a streamlined manner. However, they leave no room for students to explore less direct but more natural\/insightful approaches or to salvage seemingly unworkable ideas. This stifles students\u2019 creativity and goes against the way most scientific discoveries are made, which is through multiple rounds of trial and error. Therefore, whenever appropriate, I guide my students to test out intuitive but not necessarily workable ideas for solving a problem and investigate ways to make these ideas work. Through this discovery learning approach, students are able to remain creative and are empowered to conduct their own <strong><em>explorations<\/em><\/strong>.<\/p>\n<p style=\"font-weight: 400;\">5) <strong>Connect<\/strong>. Discoveries in engineering have led to exciting advances in multiple disciplines, but they also pose pressing challenges to society. To deepen my students\u2019 learning experience, I connect the subject knowledge of my courses to some of these advances and challenges. This interdisciplinary approach allows students not only to <strong><em>think critically<\/em><\/strong> about what they have learned but also to <strong><em>appreciate the human aspects<\/em><\/strong> of engineering. For example, in my course <em>ENGG5501<\/em>, I show students how optimization methods can be applied to a host of problems from various disciplines. When I teach the topic <em>linear programming<\/em>, I tell the story of how the mathematics and algorithms it is based on helped the Western allies break the Soviet blockade on West Berlin in 1949 and shaped the struggles between the East and West during the Cold War. Students from outside my discipline are often able to apply what they have learned in this course to their research. Some have even collaborated with me on interdisciplinary projects and have become my co-authors in research publications.<\/p>\n<p style=\"font-weight: 400;\"><strong>TACTIC for Research Supervision<\/strong><\/p>\n<p style=\"font-weight: 400;\">The core aim of TACTIC is to achieve student agency. Thus, I have also applied the approach in my research supervision of both undergraduate and postgraduate students. My experience shows that through this approach, undergraduates can be as capable as postgraduates in <strong><em>taking ownership of learning<\/em><\/strong> and <strong><em>making impactful discoveries<\/em><\/strong>.<\/p>\n<p style=\"font-weight: 400;\"><strong>Leadership in Teaching and Learning<\/strong><\/p>\n<p style=\"font-weight: 400;\">I have been actively leading efforts in curriculum\/program design and building a community of teachers, which addresses the fourth question I posed. When teachers collaborate, more students can benefit from good teaching and learning practices, while the teachers have the opportunity to reflect on their own teaching and can be more innovative in the classroom. Below are some highlights illustrating this approach.<\/p>\n<p style=\"font-weight: 400;\">The Faculty launched the Engineering Leadership, Innovation, Technology, and Entrepreneurship (ELITE) Stream in 2014, which aims to nurture outstanding students to become well-rounded engineers. As its founding director, I followed TACTIC to set up the standard for the Stream and regularly communicate this standard to both teachers and students. I also regularly organize information sessions for teachers to share their good practices in teaching ELITE Stream courses. Based on these sessions, some of my colleagues have adopted WID components in their courses.<\/p>\n<p style=\"font-weight: 400;\">In 2017-18, I led the revamp of the engineering mathematics curriculum in my capacity as the Convener of the Engineering Mathematics Subject Panel. In this exercise, I introduced six newly designed foundation engineering mathematics courses after consulting stakeholders in the Faculty and benchmarking with similar courses in peer institutions. The new courses provide more coherent coverage and give students more room to think and act. Since then, I have been holding meetings with the teachers of each of these six courses before the start of each term to share good teaching and learning practices, discuss assessment arrangements, and provide support to new teachers.<\/p><p style=\"font-weight: 400;\"><a href=\"https:\/\/hktea.edu.hk\/index.php\/awardee-of-2021-ugc-teaching-award-professor-anthony-so\/\">\ufe3dBack to top<\/a><br><\/p><\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1743\" aria-expanded=\"false\">Achievement\/Good Practices<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1743\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1743\" tabindex=\"0\" hidden=\"hidden\"><p style=\"font-weight: 400;\"><span style=\"text-decoration: underline;\"><strong>GENERALIZATION AND APPLICATIONS TO OTHER DISCIPLINES<\/strong><\/span><\/p>\n<p style=\"font-weight: 400;\">The writing component I designed for the course <em>ESTR2004 <\/em>is motivated by the <em>Writing in the Disciplines<\/em>pedagogy, which aims to teach students to <em>write to learn the subject knowledge<\/em> and to <em>learn to write in the discipline-specific discourse<\/em>. Thus, it can naturally be transferred to other STEM disciplines. Even in disciplines that already require a substantial amount of writing (e.g., humanities), students can still benefit if (i) the writing assignments require them to reflect on their learning and make their thinking visible, so that their learning can be assessed, and (ii) feedback is provided not only on the content but also on the history, conventions, and terminology of the discipline. Depending on the class size and the amount of feedback required, one can implement the writing component as either short reflective reports or a long essay with proper scaffolding.<\/p>\n<p style=\"font-weight: 400;\">Teaching is an evolving process, in which students\u2019 learning needs and the approaches that can effectively address them change over time. This motivates me to engage in continuous professional development, which is crucial to my objective of achieving student agency.<\/p>\n<p style=\"font-weight: 400;\">\n<\/p><p style=\"font-weight: 400;\"><span style=\"text-decoration: underline;\"><strong>STUDENT LEARNING EXPERIENCES<\/strong><\/span><\/p>\n<p style=\"font-weight: 400;\"><strong>Supporting students with special education needs (SEN)<\/strong><\/p>\n<p style=\"font-weight: 400;\">To provide better pastoral care and academic advice to SEN students and to support their teachers, I attended the following workshops:<\/p>\n<ul>\n<li><em>Managing Lectures with Students of Diverse Learning Needs (ASD and\/or ADHD)<\/em>. Wellness and Counselling Centre, Office of Student Affairs, CUHK and Heep Hong Society (04\/2022).<\/li>\n<li><em>Challenges for Young Adults with Autism Spectrum Disorder (ASD) in Tertiary Education.<\/em> Heep Hong Society (04\/2021).<\/li>\n<\/ul>\n<p style=\"font-weight: 400;\">In addition, I served as the Faculty representative (and the only academic staff member) on the organizing committee and on the judging panel of the following campus-wide competition, which aims to raise awareness of the challenges faced by SEN students and to provide students from all disciplines with an opportunity to showcase and realize their innovative ideas for the benefits of SEN students.<\/p>\n<ul>\n<li>\u201c<em>Turn Imaginations to Everyday Life\u201d:<\/em> <em>Barrier-Free Campus Design Competition<\/em>. Wellness and Counselling Centre, Office of Student Affairs (organizer) and Faculty of Engineering (co-organizer), CUHK (03\/2021 \u2013 06\/2022).<\/li>\n<\/ul>\n<p style=\"font-weight: 400;\"><strong>Global Grand Challenges Summit and creating modules on technology and human values<\/strong><\/p>\n<p style=\"font-weight: 400;\">I attended the 2019 Global Grand Challenges Summit, the 4th biennial event hosted jointly by the U.S. National Academy of Engineering, the U.K. Royal Academy of Engineering, and the Chinese Academy of Engineering. The Summit included workshops and roundtable discussions on student mentoring from a cross-cultural, interdisciplinary perspective and on the need to incorporate elements of collaboration, diversity, and global responsibility in engineering education. The Summit inspired me to develop the following two modules for a general audience. These highlight the need for multi-disciplinary efforts (including in the humanities) in the development of future technologies.<\/p>\n<ul>\n<li><em>Ethical Dilemmas in Artificial Intelligence<\/em>\n<ul>\n<li>Guest lecture, CUHK Morningside College general education course <em>GEMC1001: Current Dilemmas and Their Histories<\/em> (11\/2019, 11\/2020, 11\/2021, 10\/2022).<\/li>\n<li>Invited talk, St. Paul\u2019s Convent School (05\/2020).<\/li>\n<\/ul>\n<\/li>\n<li><em>AI with Human Values?<\/em>\n<ul>\n<li>Invited talk, TED \u00d7 CUHK (04\/2021).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p style=\"font-weight: 400;\"><strong>Academic advisory system sharing session<\/strong><\/p>\n<p style=\"font-weight: 400;\">These sessions are held annually by the Senate Committee on Teaching and Learning. I attended three of the sessions (10\/2019, 10\/2020, 02\/2022) and shared our Faculty\u2019s academic advisory experience and practices with other Faculty representatives. I also shared the good practices of other Faculties with our Faculty\u2019s academic advisers and guided them in implementing the practices.<\/p>\n<p style=\"font-weight: 400;\">\n<\/p><p style=\"font-weight: 400;\"><span style=\"text-decoration: underline;\"><strong>CURRICULUM AND PROGRAM DEVELOPMENT <\/strong><\/span><\/p>\n<p style=\"font-weight: 400;\"><strong>ELITE Stream<\/strong><\/p>\n<p style=\"font-weight: 400;\">As the Director of ELITE Stream since its inception in 08\/2014 until 07\/2022, I was responsible for (i) setting up policies and requirements of the Stream for students and providing guidance on course design to teachers by benchmarking against engineering honors programs in other institutions, (ii) developing and implementing assessment policies for courses in the Stream, and (iii) mentoring and advising students in the Stream.<\/p>\n<p style=\"font-weight: 400;\"><strong>Subject Panel for Engineering Mathematics Courses<\/strong><\/p>\n<p style=\"font-weight: 400;\">I served as the Convener of this subject panel from 08\/2014 to 07\/2022. I was responsible for (i) restructuring the Faculty foundation mathematics courses, streamlining their syllabi, and benchmarking them against similar courses in other institutions; (ii) providing guidance on teaching and assessment to teachers; and (iii) overseeing the teaching, learning, and assessment of Faculty foundation mathematics courses.<\/p>\n<p style=\"font-weight: 400;\">\n<\/p><p style=\"font-weight: 400;\"><span style=\"text-decoration: underline;\"><strong>TEACHER COLLABORATION, DISSEMINATION OF TEACHING PRACTICES<\/strong><\/span><\/p>\n<p style=\"font-weight: 400;\">Students\u2019 learning and teachers\u2019 self-efficacy improve when teachers work together. This has motivated me to engage in the following activities:<\/p>\n<ul>\n<li>I shared my pedagogical approaches through micro-modules in a CUHK Teaching Development and Language Enhancement Grant project titled \u201cAn E-Learning Platform for Junior Teachers and Teaching Assistants in the Faculty of Engineering.\u201d The project received the <strong>Silver Prize\u2014Pedagogical Innovation <\/strong>and<strong> People\u2019s Poster Prize<\/strong> at the CUHK Teaching and Learning Innovation Expo 2021.<\/li>\n<li>As the Director of ELITE Stream, I organized the Faculty-wide \u201c<em>Teaching ELITE Stream Courses: Information and Sharing Session<\/em>\u201d in 09\/2015, 08\/2016, 08\/2017, and 08\/2018, in which I shared with teachers the philosophy behind the Stream, the course and assessment component design, and student mentoring. I also invited teachers of ELITE Stream courses to share their experiences and good practices.<\/li>\n<li>I gave a talk on \u201c<em>Doing Pedagogical Research in Classroom<\/em>\u201d in 04\/2016 in the Faculty of Engineering Teaching and Learning Enrichment Sharing Lunch Seminar Series.<\/li>\n<\/ul>\n<div><a href=\"https:\/\/hktea.edu.hk\/index.php\/awardee-of-2021-ugc-teaching-award-professor-anthony-so\/\" target=\"_blank\">\ufe3dBack to top<\/a><br><\/div>\n<p style=\"font-weight: 400;\">\n<\/p><\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>Case Study of Good T&amp;L Practices &gt; List of Case Studies &gt; Professor Anthony Man-cho SO Biography Teaching Philosophy Achievement\/Good Practices Biography Professor Anthony Man-cho SO<span class=\"excerpt-hellip\"> [\u2026]<\/span><\/p>","protected":false},"author":185,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-13360","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages\/13360","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/users\/185"}],"replies":[{"embeddable":true,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/comments?post=13360"}],"version-history":[{"count":36,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages\/13360\/revisions"}],"predecessor-version":[{"id":13868,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages\/13360\/revisions\/13868"}],"wp:attachment":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/media?parent=13360"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}