Stronger Foundation for the 4-year Bachelor Degree: General Education Curriculum Renewal in CUHK

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Marshall Gray
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1 Stronger Foundation for the 4-year Bachelor Degree: General Education Curriculum Renewal in CUHK Leung Mei-Yee Associate Director of University General Education, Programme Director, GEF Programme 1

2 General Education in CUHK: The Current Curriculum 2

3 Curriculum GE at CUHK is a required component accounting for 12-17% of the graduation requirement of 99 units, depending on study programme and entry level consists of University General Education & College General Education: complementary and equally indispensable 3

4 The Current GE Programme CUHK General Education Total: 15 units College GE 4-6 units + College Life University GE 9-11 units UGE Four Areas Area A Chinese Cultural Heritage Area B Nature, Science and Technology Area C Society and Culture Area D Self and Humanity 4

5 University GE Courses Designed to enhance students understanding of the connection between academic pursuits and life experience Delivered through more than 200 courses offered by 40 teaching departments 5

6 Quality assurance Introduced in 2004 Rigorous process for approval of new course Existing courses are considered and reviewed against objectives and desired characteristics of GE courses Internal course review in a 3-year cycle Programme review with external experts 6

7 General Education in the Four Year Curriculum 7

8 A Milestone 3-3-4: a long awaited opportunity to introduce a common learning experience, targets at Facilitating academic transition Setting expectation Building a learning community 8

9 University Core First Year Experience in CUHK Component Y1-T1 Y1-T2 Y2 Y3 Y4 Chinese English IT 1 1 General Education 21 College (6) 3 3 Foundation (6) 6 UGE distribution (9) 9 Physical Edu. 2 2 Faculty Package 9 9 Total

10 GE under CUHK General Education Total: 21 units College GE 4-6 units + College Life University GE units GE Foundation (GEF) 6 units In Dialogue with Humanity In Dialogue with Nature UGE Four Areas 9-11 units Area A Chinese Cultural Heritage Area B Nature, Science and Technology Area C Society and Culture Area D Self and Humanity 10

11 Curriculum Common foundation course required of all first year students starting from 2012 Two theme-based seminar courses guided by the reading of classics texts In Dialogue with Humanity In Dialogue with Nature 11

12 Vision Facilitate students transition Build a learning community through common learning experience Nurture in students the habits of reading on, thinking about and discussing serious topics Effectively enhance students cultural quality through the reading of classic texts Help students understand the relatedness of learning and life internal drive for learning 12

13 Ideal university learning Towards independent learning Knowledge as a process of search and research Dealing with ambiguity, complexity and diversity Self-express in rigorous and well informed arguments 13

14 Why classic texts? Significant impacts in human societies Defining long lasting beliefs and values Addressing critical problems in human existence/ knowledge Shared concerns which can generate intelligent dialogues no definite answer 14

15 Dialogue is important Dialogue with the original texts first handed fearlessness before difficult texts Dialogue with teachers and fellow students learning community Opportunity to engage students to examine their own beliefs and values Empower students to be independent and critical learners life-long learners 15

16 Curriculum Two main domains of human knowledge and human conditions about what it means to be human, core values of being human achievements and limits of human understanding. 16

17 In Dialogue with Humanity 17

18 I. Constructing the Self: Seeking Identity & Actualization Theme Journey & Transformation Love & Pursuit of Beauty, Goodness & Truth Homer The Odyssey Readings (Bks 1, 4, 5, 10, 11, 13, 16, 19, 21, 23 ) Plato The Symposium (whole) Friendship & Pursuit of Happiness (Reason + Morality) Moral Awakening & Self-fulfillment w/in Social Institutions Moral Transcendence & Selffulfillment w/o Social Institutions Aristotle 2010 Office of University (Selections) General 香港中文大學 The Chinese University of Hong Kong The Nichomachean Ethics (Bks 1, 8, 9, 10 ) Confucius The Analects (Selections) Zhuangzi Zhuangzi 18

19 II. Delimiting the Self: Human as Mortal, Dependent, & Restricted in Reason Theme Alienation from God by quest of knowledge & independence Readings The Old Testament Genesis 1-11 Submission to God as wisdom and freedom Honoring God: Meaning of Jihad, Marriage & Charity Job (excerpts) The Koran Surah 2 No-self: Emptiness & Interbeing The Heart Sutra (whole) 香港中文大學 The Chinese University of Hong Kong 19

20 III. Constructing Social Institutions: Self-interest, Individual freedom & Common Good Theme Sovereignty for the People: Selfless Ruler and Ideal College Sovereignty of (and by) the People: Freedom & Justice for All Readings Huang Zongxi Waiting for the Dawn (Bks 1-3, 5 ) Rousseau The Social Contract (Bk 1) Maximizing Self-interest: Division of Labor for Common Good Adam Smith The Wealth of Nations (Bk 1: selections) Maximizing Self-interest: Karl Marx Division of Labor for Common Evil Alienated Labor 香港中文大學 The Chinese University of Hong Kong (Selections) 20

21 In Dialogue with Nature 21

22 I. Exploring the Physical Universe Core questions/issues What is truth? How to find and express scientific truth? (Physical science from Aristotle to Galileo) How to find and express scientific truth? (Physical science since Newton) Readings Plato, Republic Book VII: The allegory of the cave Edward Grant, Physical Sciences in the Middle Ages. Isaac Newton, Principia Roy Porter (ed), The Cambridge History of Science, Vol. 4 (Eighteenth-Century Science) Answer Mere phenomena are not truth. The truth is something behind the phenomena. by experiment and reason, in mathematics. Should we use human subjects in sci. experiments? by experiment and reason, in mathematics. What truth do we Steven Weinberg, The First 香 know? 港中文大學 The Chinese University Three Minutes of Hong Kong the expansion of the universe 22

23 II. Exploring the World of Life Core questions/ issues What are the laws of life? What is the code of life? How to manipulate life and what will result? --An Readings Charles Darwin, The Origin of Species 香港中文大學 The Chinese University of Hong Kong example. James D. Watson, DNA: The Secret of Life James D. Watson, DNA: The Secret of Life Answer natural selection Does Darwin s theory give us a meaning of life? DNA Are we by fate ordained? medicine 23

24 III. Understanding of Human Understanding Core questions/ issues What are limitations of scientific method and mathematics? Readings Henri Poincaré, Science and Method Answer --- What is human mind? Erwin Schrödinger, Mind and Matter --- Dehumanization? 香港中文大學 The Chinese University of Hong Kong 24

25 Core questions/issues What do Chinese know about Nature? Western culture vs. Chinese culture? Readings Joseph Needham, The Shorter Science and Civilisation in China Joseph Needham, Science and Civilisation in China 錢穆 : 中國文化叢談 Answer Yin 陰 and Yang 陽, five elements 五行 --- What do Chinese know about Nature? 荀子 : 荀子 They chose not to do science. 香港中文大學 The Chinese University of Hong Kong 25

26 Pedagogy Delivered in small class, i.e., 25 students for each group; supplemented by web-based learning student-centered active learning: reading, writing, and discussion intensive 26

27 Complementary Learning Opportunities Optional learning activities such as student conferences, cultural visits, scientific observations, attending artistic performance etc. PASS (Peer Assisted Study Session): outstanding senior students to be trained into peer leaders to facilitate learning beyond the classroom. 27

28 Programme Development Informed by Assessment Survey, focus group, retreat Adjustments in reading assignment, class arrangement, assessment methods Reinforce core structure and ideas 28

29 Teaching team Building a team of teachers dedicated to the teaching of GE Foundation Teachers with interdisciplinary interests and concerns Intensive teacher training 29

30 Course Pilot Two pilot elective courses Positive feedback from students Empowerment: sense of achievement and confidence Self-discovery: reflection on one s own interests and taste Peer interaction and discussion: open-mindedness and appreciation of diversity 30

31 Students feedback Empowerment: Having read these books is like getting an admission ticket you can now go be on your own to go on reading, go on looking deeper and finding modern meanings of the texts 31

32 Students feedback Open-mindedness It s cool we can discuss the texts we have read. It s like we each master a piece of the jigsaw puzzle none of us has the complete picture, and I feel we all went to class as a half bucket of water midway through the discussions I always found myself correcting or totally changing what I had held as right. 32

33 Students feedback Self-discovery and open-mindedness: While we all have our own personal preferences, that isn t reason enough to remove a single text from the list, however I may dislike it. Seeing the diversity of styles, approaches and views, finding out what I like and don t like, is a big achievement, too. 33

Progress To-Date Anticipating a soft launch in spring 2011 Study guides and teachers guide Cultural activities; seeking support of the library,

34 Progress To-Date Anticipating a soft launch in spring 2011 Study guides and teachers guide Cultural activities; seeking support of the library, language unit, etc. Promotion of a general education culture on and off campus Better articulation of course structure in terms of major themes and issues 34

35 Thank you! 35

University General Education Courses Guidelines for Design and Implementation of UGE courses

University General Education Courses Guidelines for Design and Implementation of UGE courses Please read the following guidelines before drawing up proposals for GE courses. Proposals should be submitted