Faculty Publications and Conference Presentations

In the second part of their panel discussion, our colleagues share their thoughts on scholarship.

Panel Discussion Part 2.mp4

In the final part of their discussion they talk about scholarship they have been working on.

Panel Discussion Part 3.mp4

— A preliminary window into psycho-cognitive ergonomic consideration in teaching and learning

Course materials published to thousands of students every semester form the key basis of communication between teachers and students inside and outside classes but the process of writing and reviewing course materials for the benefits of both teachers and students have been less than rigorous, as observed through

1. Manpower needs underestimation, which leads to
2. Lack of designated course materials editing teams, resulting in
3. Non-presentable or non-publishable materials published for teacher and student use with inconsistent layout, typos, late or incomplete materials, errors, hard-to-find details, incoherent materials etc.

All this likely comes from feedback from learners and experienced teachers not rigorously or systematically reacted to in course writing, review or revision processes even though feedback has been gathered over years.

That students are required to take our courses does not mean that we should take students’ attention for granted and that teachers are paid to do their job does not mean that they should tolerate or accept unpresentable or disorganised materials and bear all negative experiences themselves.

First, if only seconds are needed for an HR personnel to screen the first page of each resume, only seconds are needed for anyone including students and teachers to see the value of each page of course materials.

Would you like to brainstorm together what catches seconds of meaningful attention from students and teachers? 

1. Headings — sub-headings — connections between headings and sub-headings
2. ...
3. ...

Some follow-up questions to discuss perhaps:

1. Should instructions be more complicated or longer than the target output?
2. Should homework management work take longer than actual grading work per unit?
3. Should an assessment scheme be longer than an actual assessment task?

A video series talking to CLE colleagues about what they think scholarship is, their thoughts on it, and what scholarship they have done or are doing.

Our ideas on Scholarship (Part 1)

Our ideas on Scholarship (Part 2)

Our ideas on Scholarship: (Part 3)

Koji Shiomi.mp4

Emma Rao.mp4

Mark Hopkins.mp4

A short discussion with Dr. Clive Lee about the Guangzhou campus and its possibilities.

CWB X GZ Exchanges

CLE Scholarship.aiff