Call for Proposals for Innovative Teaching Development Projects - Academic Year 2012/2013
Funded by the Office of the Provost, HKUST
Is it time for an innovative change in your teaching?
CELT would like to invite faculty and teaching staff to propose projects that aim at delivering original and innovative teaching ideas to enhance teaching and the student learning experience. With the implementation of the 4-year undergraduate curriculum underway, proposals that involve new and pioneering or innovatively revised courses will be welcomed; especially those that support blended learning1 and authentic assessment of learning2.
Applicants are strongly encouraged to adopt an action research approach to implement their teaching and learning innovation to foster a systematic, reflective and iterative method for teaching development.
The applications for the academic year of 2012/2013 are now open and will close on 15 March 2013.
Important Dates
| Experience Sharing Sessions | Mid-Feb 2013 (two project leaders have been invited to share with you their solid experience in developing and implementing their Teaching Development Projects) |
| Deadline for Proposal Submission | 15 Mar 2013 (for projects starting in Jul 2013) |
| Teaching Development Project Funding Committee Meeting | Early May 2013 (all applicants will be invited to clarify their project ideas to the Funding Committee) |
| Announcement of Results | End of May 2013 |
Click here to know more and send us your innovative teaching ideas now!
Footnotes:
1Blended learning is an integration of online learning experiences with classroom learning experiences. It benefits from the strengths of both face-to-face and online interaction.
2Authentic assessment of learning is an approach to assessment which measures students' learning performance in a real life context. The authentic assessment tasks designed should enable students to apply knowledge and skills learnt into a real life situation or a simulated real life situation. This is different from traditional assessment, such as multiple- choice, fill-in-the-blank and true or false questions, which tends to limit the assessment of students' learning to lower order thinking skills (such as memorization recall, basic explanation and well-defined application).
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