Enhancing Students' Problem-solving Skill in Formal Academic Courses across Disciplines

Kevin YUE
Hong Kong Baptist University, Hong Kong
kkmyue@hkbu.edu.hk

Siu Yin CHEUNG
Hong Kong Baptist University, Hong Kong
cheungsy@hkbu.edu.hk

Peter LAU
Hong Kong Baptist University, Hong Kong
fmlau@hkbu.edu.hk

Theresa KWONG
Hong Kong Baptist University, Hong Kong
theresa@hkbu.edu.hk

Cindy CHU
Hong Kong Baptist University, Hong Kong
cindychu@hkbu.edu.hk

Angela NG
Hong Kong Baptist University, Hong Kong
angelang@hkbu.edu.hk

Yvonne LO
Hong Kong Baptist University, Hong Kong
yvonlo@hkbu.edu.hk

Ken YUNG
Hong Kong Baptist University, Hong Kong
kklyung@hkbu.edu.hk

Meimi NG
Hong Kong Baptist University, Hong Kong
mymng@hkbu.edu.hk

Abstract

The goal of education is to nurture our students and develop them as whole persons. However, the emphasis of tertiary education has always been on the acquisition of technical knowledge that is pertinent to the profession studied. Until recently, increasing emphasis is being placed on university graduates' attainment of generic capabilities that enable them to function effectively as citizens in both local and international communities.

In this connection, a community of practice (CoP) has established in late 2013 with a goal of evaluating students' attainment of Graduate Attributes (GAs) through the participation of classroom activities and/or services in the community. This CoP acknowledges that many of the whole-person attributes are developed through a great range of extra- and co-curricular activities, this CoP, however, would like to emphasise the re-structuring of academic courses to adopt new pedagogies to assist students' whole-person development. At the first phase, of the project, Problem Based Learning (PBL) is adopted in nine credit-bearing courses from six disciplines in order to improve students' problem-solving skill.

In this discussion, the facilitators will share with the audience the initial findings from the first phase of this project and would like to open the discussion on the issues such as common performance indicators and outcomes measurements used across disciplines, and how to measure the sustainability of the impact of PBL and its long term impact to student learning.

Print Close