HKU Bulletin May 2008 (Vol. 9 No. 2)

17 Every year the University recognizes teaching excellence by honouring outstanding educators. Teachers were selected for their contributions to teaching and learning. What it Takes to be Good Teacher Outstanding achievement on the part of the University’s teachers and researchers was recognized at the Award Presentation Ceremony for Excellence in Teaching and Research 2007, held on January 22, 2008 in the Rayson Huang Theatre. During the ceremony three University Teaching Fellowships were awarded. An Outstanding Research Student Supervisor Award, Outstanding Young Researcher Awards, Outstanding Researcher Awards and a Distinguished Research Achievement Award – the University’s highest award for research – were also made. Research Output Prizes were also presented in recognition of outstanding individual publications in each Faculty. Speaking at this seventh annual ceremony, the Vice-Chancellor and President Professor Lap-Chee Tsui reminded his audience that outstanding achievement in both teaching and research lay at the heart of the University’s reputation. Professor Tsui noted that the University pursued a teaching philosophy which focused on student-centred learning and whole-person development and employed a challenging, problem-based learning approach. “At The University of Hong Kong,” he said, “we believe that education is not just about getting a qualification in a particular subject. It is also about developing character and broadening perspectives. It is about encouraging students to ask questions.” Professor Tsui also praised the quality of the University’s research, reminding the audience that the University was one of the region’s leading research-intensive universities. He stressed that, in setting its directions for research, the University was always aware of its responsibility to the community. “Sometimes we say that research knows no boundaries, and that so long as we are all fired up by the thrill of discovery we are doing our duty as scholars should. At the same time, however, we are conscious of our role in society. We perform research on practical problems and work with the community to reduce human suffering and to improve our physical as well as our spiritual environment.” Dr the Honourable David Li Kwok Po, the University’s Pro-Chancellor, was the guest of honour at the ceremony and gave a concluding address. He reminded his audience of the strenuous efforts made by each of the award winners, and praised the University’s commitment to excellence. Noting that the University faced a period of significant change and development as it implemented the four-year undergraduate curriculum, he said that he was heartened to see it eagerly embracing this challenge and seizing this opportunity. “I have no doubt at all that, with teachers and researchers of the calibre of those we have seen honoured today, the University will enter its second century of existence in a mood of high and deserved confidence.” This year’s Bulletin includes features on the 2006–07 Teaching Fellows and the winners of the Outstanding Research Student Supervisor, Outstanding Young Researcher, Outstanding Researcher, and Distinguished Research Achievement Awards. Excellence in Teaching and Research, 2006-07 P rofessor Frederick Leung Chi Ching, Professor of the School of Biological Sciences , said “My teaching philosophy is simple; teaching is about changing a student’s life. My aim is to make sure that every student I have educated is changed through the learning experience. For science students, who are taking advanced scientific courses, I make sure that their learning experience is not limited to printed materials; for non-science and new science students, I make certain that the subject is not only interesting but necessary for modern day life. I tell them they should not be afraid of science. “I was not born a teacher – the skills of an excellent teacher have to be learned. One teacher changed my life; he instilled in me the importance of having passion and a love of students. I also learned that I need to continue learning and updating my teaching skills. Another important aspect is my willingness to adopt new teaching techniques. I practise the Socratic Method as I believe it is through asking questions that students learn. So, I engage students in discussion, tell them stories and ask open ended questions. “I believe students learn from what they observe and I have attended educational conferences and workshops to keep abreast of the latest curriculum developments and reforms and to establish a highly motivated environment – beginning with mysel f and extending to everyone in my research laboratory including postdoctoral fellow, postgraduate and undergraduate students. I also share what I have learned with colleagues at HKU by running PBL (Problem-based Learning) workshops and seminars sharing at Department and Faculty level.” Leung’s former PhD student, and now his postdoctoral fellow, Dr Hon Chung Chau, added: “Professor Leung understands that in this information era, students need to acquire skills that are instrumental to life-long learning. He teaches both advanced and basic scientific courses for science and non-science major students. Professor Marcel Ken-Jie Lie, his colleague in the School of Biological Sciences has said: ‘He has the ability, a natural gift, to relate science to both science and non-science major students and to bring the most difficult scientific concepts to an appreciative level by most of the audiences. I have witnessed him taking on over 200 students at one setting and the interflow between him and the class was most impressive.’ ” As the Warden of Starr Hall, Leung emphasizes that his aim is to share with his hall mates the idea that university learning is not limited to lecture theatres. “The concept of life-long learning should be a way of life.” The former Senior Tutor of Starr Hall, Dr Lui Wing Yee added: “Fred demonstrates a perfect example of how to extend a passion for teaching beyond the classroom, by sharing his life experiences through daily face-to-face interactions and during formal occasions like high table dinners in a residential hall.” Chau added: “He believes that learning from one’s mistakes is an important part of the learning process and advises us not to be afraid of taking risks – provided we do not keep on repeating the same mistake! He always emphasizes the notion that scientists should have the ability and responsibility to communicate beyond the academic world.” 16