Current Research Projects
Current Research Projects
A Feasibility Study on Employing Online Learning Feedback and Monitoring in ‘MATH 1851 Calculus and Differential Equations’ (Engineering Mathematics)
- Researchers:
Prof. K. W. Chow, Prof. K. M. Tsang - Funding body:
Teaching Development Grants (TDG) - Timeline: December 2013 - August 2015
- Abstract:
The launching of the 4-year curriculum at HKU and the creation of the new Diploma of Secondary Education system in 2012 have created unprecedented challenges and opportunities. Among them are the new options in studying mathematics in the new senior secondary school curriculum, and our goal to ensure a successful delivery of quantitative skills necessary in the education of an engineer. Concurrently, the concepts and practice of ‘Massive Open Online Courses’ (MOOCs) have been gaining popularity worldwide. The objective here is to examine how the experience, philosophy and knowledge of these widely discussed topics relating to MOOCs can be adopted and applied to the teaching of engineering mathematics at HKU.
Promoting Teaching and Learning of Professional Writing in Mathematics
- Researchers:
Dr. Law Ka Ho - Funding body:
Teaching Development Grants (TDG) - Timeline: August 2013 - August 2014
- Abstract:
One of the common intended learning outcomes of an undergraduate mathematics course is that a student completing the course should be able to demonstrate his/her understanding of the relevant abstract concepts by proving various statements and theorems. This involves writing in a language spoken by mathematicians, which is a general skill not covered in any specific courses. The issue is more prominent in Hong Kong as English is a second language to most students.
This project aims at creating a set of teaching and learning materials for mathematical writing by a careful study of students’ work in a number of foundation courses for mathematics majors over five different semesters to identify some common problems and areas of weaknesses in their writing. A booklet will be compiled which will enable teachers to extract relevant sections as teaching materials as well as enable students to read it as a general reference to learn to write better. An effort will also be made to collaborate with the Centre for Applied English Studies (CAES) for their advice and for possible further development of the project in the future
Aspiring to Become an Engineer; engineering education experiences that affect HK secondary school students to pursue a career in engineering, and geo-engineering comparison with China and the UK
- Researchers:
Prof. Peter Kutnick, Dr. Cecilia K.Y. Chan, Dr. Rosanna Y.Y. Chan - Funding body:
General Research Fund (GRF) - Timeline: 18 months
- Abstract:
This GRF project aims 1) to conduct a representative, stratified survey of HK secondary school students to identify attitudes and experiences of students (between 11 and 17 years) associated with the choice of engineering programmes/career; 2) to undertake representative case studies to explore pedagogic and experiential effects of engineering opportunities on a representative, stratified, school-based HK student sample, especially accounting for student age, gender and immigrant experiences; and 3) to compare geo-engineering samples (that characterize emerging and traditional form of engineering) from mainland China and the UK with the HK sample to evaluate students’ cultural and industrial orientations towards course/career choice.
A study on applying the self-learning paradigm in teaching advanced technical courses.
- Researchers:
Dr. Chun-Kit Chui, Dr. Cecilia K.Y. Chan, Prof. Tak-Wah Lam, Prof. Ben Kao - Funding body:
Teaching Development Grants (TDG) - Timeline: September 2012 – September 2013
- Abstract:
Computer science and information technology are two fast evolving fields in the modern world. An undergraduate program in these fields must consist of two key components: (1) training in the fundamental knowledge of the discipline and (2) training in self-learning. The latter component is especially important for graduates to adapt to the ever-changing world of technology. This project aims at studying the effect of applying the self-learning paradigm in teaching advanced technical courses in the computer science program. We identify the key differences between a self-learning lab-based method of teaching and the traditional classroom-based method. We study these differences through a controlled experiment in which we teach the same materials to two cohorts of students under the two different modes of study. We systematically collect and analyze student feedback, and compare and contrast student progress under the two teaching schemes. We also study how Moodle can be used to support self-learning courses.
Capstone Design Project in Transition to 4-year Undergraduate Curriculum
- Researchers:
Prof. Francis T.K. Au, Dr. Ada K.H. Law, Dr. George C.K. Wong - Funding body:
Teaching Development Grants (TDG) - Timeline: 2 January 2013 – 1 January 2015
- Abstract:
In parallel with the transition from the 3-year curriculum to the 4-year curriculum starting from 2012, the new BEng programmes are expected not only to fulfil the Outcomes-Based Approaches to Student Learning required by the University, but also to satisfy the graduate attributes specified by the Hong Kong Institution of Engineers. While the individual Final Year Project is on an intellectually challenging topic with research contents, the new Capstone Design Project will be devoted to the application side so that students work in groups on real-life civil engineering projects and take part from the feasibility stage, through stages of conceptual and detailed design, and finally to planning for project implementation. As there will be less room for offering compulsory depth courses than before, the Capstone Design Project will be so structured that the project experience will incorporate the essential design activities covering various key areas of civil engineering. A digital resource centre will also be developed to promote self-learning. The objectives of the project are:
- To serve as a pilot scheme and enable a smooth transition from the design projects in the 3-year curriculum to the Capstone Design Project in the 4-year curriculum;
- To develop the pedagogy of the Capstone Design Project that promotes active learning through real-life interdisciplinary engineering project work;
- To build up the basic infrastructure for design project that promotes active self-learning and allows self-updating; and
- To devise an assessment system that aligns with the desired learning outcomes of the programmes.
The development of generic skills: A curriculum design framework adapting student and teacher perspectives and approaches to learning in a discipline-specific context for Hong Kong higher education.
- Researchers:
Dr. Cecilia K.Y. Chan , Prof. Michael Prosser - Funding body:
General Research Fund 2011 (HK$753,594) - Timeline: 2011 – 2014
- Abstract:
This GRF project aims 1) to investigate engineering and social science teachers’ and students’ perception of generic skills, and 2) to identify the type of courses and teaching and learning approaches on the development of generic skills in universities.
Tackling action plans for HKUSLEQ faculty report by building an engineering education research community to share good practice in Engineering education
- Researchers:
Dr. Cecilia K.Y. Chan , Dr. Scott Smith, Dr. Wilton Fok, Dr. Siu Ming Yiu, Dr. Alfred Yu, Dr. Vincent Tam, Dr. Marian Choy, Dr. Yuan Lin, Dr. Ben Young, Dr. Min Zeng, Dr. Henry Lau, Dr. Kenneth Kin-Yip Wong, Dr. Thomas Ng, Dr. Edmund Y. Lam - Funding body:
The University of Hong Kong, Teaching Development Grant (HKD $583,476) - Timeline: 2010 – 2012
- Abstract:
This TDG project aims
- To address the issues identified and raised in the HKUSLEQ Faculty Report
- To build a community of engineering education practitioners
- To provide a platform for fostering and advancing engineering education research
- To provide assistance for fostering and advancing engineering education research
- Ultimately, to demonstrate leadership in the area of engineering education research
Developing Transferable Skills Facilitation Strategies for Improving Integrative Project Course in Engineering
- Researchers:
Dr. Alfred Yu and Dr. Cecilia K.Y. Chan - Funding body:
The University of Hong Kong, Teaching Development Grant (HKD $238,718) - Timeline: July 2009 – July 2011
- Abstract:
This TDG project focuses on studying the transferable skills of HKU engineering students and how integrative project courses in individual disciplines have (or have not) contributed to the development of these transferable skills. The primary objectives of this teaching development project are to:
- Assess the learning effectiveness of integrative project courses currently offered in various Bachelor of Engineering programs within the HKU Engineering Faculty, from the perspective of how well these courses have been facilitating students to develop their transferable skills such as teamwork, problem solving, critical thinking, and interpersonal communications.
- Develop strategies for improving the delivery of integrative project courses via an evidence-based approach to enhance student development of transferable skills and better equip them for their future workplace.
- Our proposed work should be very relevant to HKU’s educational aims as we move towards the New 2010 and 2012 Curriculums that place emphasis on well-rounded development of student capabilities.
Student and Teacher Perceptions of Transferable Skills in Engineering in relation to Learning Outcomes, Delivery and Assessment
- Researcher:
Dr. Cecilia K.Y. Chan - Funding body:
The University of Hong Kong – University Research Committee (HK$ 120,000) - Timeline: April 2009 – April 2011
- Abstract:
Providing academic excellence in teaching is an essential part of any degree course in higher education. Increasingly though, employers are looking for more than in-depth knowledge and understanding of relevant subject discipline from their recruits. They are now looking for well-rounded graduates who do not just excel in their disciplines but on a variety of broader subjects and skills such as communication, teamwork, initiatives, problem-solving, self and time management and lifelong learning. Transferable skills bear much significance in the development of a well-rounded graduate as it gives an individual a secure foundation for life and work. In accordance, the accreditation criteria of all recognized engineering professional bodies such as HKIE, IEI and ASME also hold high regards to transferable skills, the adoption of a clear paradigm to guide the process of course design will hold considerable promise for both research and evolution of the skills agenda. - The significance of this project is to enhance our conceptual understanding of both students’ and teachers’ perceptions of transferable skills in the undergraduate engineering degrees, in order to guide the process of course design on the learning outcomes, delivery and assessment under which transfer is most likely to occur. The findings will also raise key-skills awareness and allow potential improvement amongst staff for engaging student to better learning, which will be the ultimate outcomes of this research project. Thus, the underlying philosophy of this research will be a worthwhile consideration for students and teachers alike as without such direction, student learning may be left purely to chance. In addition, the outcomes of this study may provide strategic importance by contributing to the criteria of the engineering professional bodies in the development of engineering curriculum.