developing a general education curriculum for vocational

Developing a General Education Curriculum

for Vocational-oriented

Undergraduate Programmes

Catherine C. H. Chiu Technological and Higher Education Institute of Hong Kong (THEi)

David Jaffee University of North Florida, USA

01

General Education and

University Curriculum Reform:

An International Conference in Hong Kong

July 12-14, 2012

City University of Hong Kong

Technological and Higher Education Institute of

Hong Kong (THEi)

The newest VTC member Institute

Offers self-financed degree programmes across three faculties

starting September 2012

Faculty of Design

Bachelor of Arts (Hons) in Advertising

Bachelor of Arts (Hons) in Fashion Design

Bachelor of Arts (Hons) in Product Design

Faculty of Management and Hospitality

Bachelor of Social Sciences (Hons) in Sports and Recreation Management

Faculty of Science and Technology

Bachelor of Engineering (Hons) in Civil Engineering

Bachelor of Engineering (Hons) in Environmental Engineering and

Management

02 Technological and Higher Education Institute of Hong Kong

Development of GE Programme at THEi

Consultancy by General Education Fulbright

Scholar, Professor David Jaffee

First stage: a common core curriculum with core

modules in Humanities, Sciences and Social

Sciences and language modules

Second stage: a hybrid approach with common core

modules in Humanities, Sciences and Social

Sciences alongside language modules, and elective

modules from faculties other than the students’ own

Technological and Higher Education Institute of Hong Kong 03

A Common Core Curriculum Informed by

Understanding by Design (UbD)


￭ Common Core Curriculum

- Based on the assumption that an institution of

higher education should provide its students with a

common foundation of knowledge, skills, and values

￭ Understanding by Design (UbD) - Complements OBTL with an emphasis on outcomes,

assessment, and learning for understanding and transfer

- Offers guidelines for the design of learning activities and

formative assessments organised around questions and

issues that students explore as part of an inquiry-oriented

curriculum

Advantages of a Common Core Curriculum

￭ Ensures that all students have a truly common educational

experience to complement the more specialised and

professional skills and knowledge

￭ Having single, well-designed, and intentional modules for

each area will ensure consistency, coherence, and

commonality in the learning experience of all the Institute’s

graduates

￭ The ability to conduct reliable and effective quality

assurance, assessment of student learning outcomes, and

continuous improvement is enhanced when there are

fewer rather than more modules designed to realise

common learning outcomes


GE Intended Learning Outcomes

Students who complete the GE Programme will be able to:

￭ Demonstrate a capacity for critical thinking, self-reflection, and

analysis;

￭ Recognise ethically, socially and globally responsible action;

￭ Engage in self-directed learning;

￭ Demonstrate effective oral and written communication skills;

￭ Engage in creative problem-solving;

￭ Demonstrate interpersonal skills associated with leadership and

teamwork; and

￭ Apply the broad principles of the humanities, sciences, and social

sciences to practical problems and contemporary issues.


Stage One – Core Modules and Language Modules

Core Modules: Language Modules:

Thematic connection between core modules and language modules


Chinese 1

English for Academic Studies 1

Chinese 2

English for Academic Studies 2

Professional English for

Design/ Management and

Hospitality/Science and

Technology

Core Modules correspond

with the widely accepted

and familiar divisions

among the Humanities,

Sciences, and Social

Sciences respectively

The Human Spirit

Habits of Scientific Thinking

Social Dynamics of Organisations

Core Modules: Question-Driven Curriculum

Each module contains four units organised around a set

of essential questions for that domain that are also

linked to essential questions posed in at least one other

domain

The question-driven GE curriculum encourages inquiry

and discovery

￭ A deliberate and intentional alternative to a content-

driven approach

￭ The questions do not have a single or right answer

￭ Designed to stimulate, rather than extinguish,

thinking and exploration of concepts, principles and

content


Core Modules: Essential Questions


The Human Spirit Habits of

Scientific Thinking

Social Dynamics

of Organisations

What does it mean to

be human?

How do scientists think? What is social about

organisations?

What is creativity?

What is the science of

creativity and the

creativity in science?

Can an organisation be

efficient and creative?

What responsibilities do

humans have to the

natural world?

What is sustainability

science?

How can organisations

be socially responsible?

What is ethically and

socially responsible

behaviour?

Has science and

technology improved

the quality of life?

How can Hong Kong

nurture and attract

creative professionals for

its organisations and

enhance its global city

image ?

Thematic Connection Between Core Modules

and Language Modules

The Language Modules and the three core modules will

remain independent and self-contained modules

Some of the content of the language modules will, where

appropriate, be “thematically connected” with those of the

other three core modules, with the substantive themes in

the latter providing a focus for language development and

use

Incorporating some GE themes into the language

modules – substantive GE themes such as sustainability,

creativity, environmental awareness, ethics, etc., where

appropriate, are woven into the language modules


Stage Two: Further Development

Complement the GE Common Core Curriculum

by GE Elective (GEE) Modules, offered by the

three faculties

Students will be required to take four GEEs, all

from faculties other than their own

Of these four GEE Modules, to broaden their

knowledge base and perspectives, students

must take at least one from each of the other

two faculties


Offering Faculty No. Module Title

Faculty of Design 1 Effective Branding and Consumer Behaviour

2 Impact of Contemporary Design on Society

3 Living with Sustainable Materials

Faculty of

Management and

Hospitality

4 Stress Management

5 Wellness and Lifestyle Management

6 Corporate Social Responsibility in Action

Faculty of Science

and Technology

7 Environment, Development and Sustainability

8 Urban Development in Hong Kong

9 Green and Intelligent Building

As a start, each faculty will offer three GE Elective Module

GE Electives

The number will increase as faculties develop in the future


THEi GE Programme

Technological and Higher Education Institute of Hong Kong

GE Core Modules GE Elective Modules

1. Chinese 1

2. Chinese 2

3. English for Academic Studies 1

4. English for Academic Studies 2

5. Professional English for

Design/ Management and

Hospitality/Science and

Technology

6. The Human Spirit

7. Habits of Scientific Thinking

8. Social Dynamics of

Organisations

1. GE Elective 1

2. GE Elective 2

3. GE Elective 3

4. GE Elective 4

13

Lessons Learnt

Relevance and weight of GE not a problem

Common Core Curriculum

- Some questions raised

- Review and development

- Broadening experience is a requirement

Support from Faculties

- Dialogue

- Involvement in programme development

- Capacity building


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