HKU Bulletin May 2012 (Vol. 13 No. 2)

Outstanding TeachingAward Recipients of this award demonstrate excellence in teaching and engaging with students and their learning. They have also made important contributions to curriculum design, renewal and innovation. Dr Esther Cheung Mee-kwan School of Humanities (Comparative Literature) When it comes to the subject of teaching, Dr Cheung has a couple of favourite quotes: “Education is not the filling of a bucket, but the lighting of a fire” by W.B. Yeats; and Margaret Fuller’s “If you have knowledge, let others light their candles at it.” In a move that is typical of the individuality that marks her teaching style, she adds a personal twist to those quotes, saying “an excellent teacher ignites the ‘fire’ in her students, not so much by filling the bucket as letting them light their own ‘candles’.” She considers the study of comparative literature in Hong Kong an ‘event’ which is on-going, and aims to empower students “to lead a vibrant and sound life characterised by a keen interest in learning, self-awareness, thoughtful reflection, as well as empathetic engagement with people and the world around them.” This connection beyond academia strikes a chord with students. “She makes us believe that each of us counts in history, as a cultural contributor to our own cities… and through her lectures we find within us potential poets and artists,” says current student Xue Junyuan. Dr Cheung believes that “One is not born a good teacher but becomes one,” adding “I dedicate this award to all my students who have inspired me to learn to teach and to those who will tread the future path of becoming with me.” Dr Eric Henry Schuldenfrei Department of Architecture “An education is not just preparing an individual for life; education is life itself.” This belief underpins Dr Schuldenfrei’s teaching philosophy and was shaped early on by the influence of his grandfather who, upon retiring, went back to school and demonstrated that education was lifelong. Dr Schuldenfrei tries to convey this concept to his students. “I find it absolutely essential to study a specific discipline, to expand one’s level of expertise, but also to develop platforms so a student may continue the investigation over a lifetime,” he says. One of the platforms he promotes is the use of new media, in particular film, to encourage students to explore, create and understand their material. Professor Daniel Chua, Head of the School of Humanities, says Dr Schuldenfrei “has understood a fundamental shift in the mindset of students and the ways ideas are learned.” Dr Schuldenfrei also seeks opportunities for students to participate outside the classroom and see the wider environment in which they work. “I would like for students to become aware as we create new cities or new environments that we also have to question what we’re erasing, what we’re destroying,” he says. The lesson has hit home with students. Chan Yiu-kwan, a MArch 2011 graduate, says: “Not only did he provide the skills and knowledge for my education, but more importantly the ability to constantly question and critique myself.” Dr Daniel Churchill Faculty of Education Active learning is key to Dr Churchill’s approach to education. “Learning in my classes is most effective in student-centred activities in which every student is supported in their use of curriculum materials, and urged to collaborate and develop deep understandings rather than superficial remembering.” As a strong believer in lifelong learning, Dr Churchill adopts this active approach in his own life and is constantly researching and exploring new technologies and pedagogies. Those technologies include integrating extra-classroom digital activities such as Facebook and blogs into his teaching, a move he regards as vital if teachers today want “to design currently relevant learning experiences for their students”. Dr Churchill’s forward thinking in this area has enabled some of his students – themselves teachers – to use technology confidently in their own classrooms. “Daniel provided the confidence and incentives to put forward innovative ideas in authentic teaching practices, as well as offered clear guidance on the simplicity of constructing technology learning tools,” says current MSc(ITE) student James Hopwood who is IB Head of Science at the Diocesan Boys’ School. An advocate of the teacher’s role as motivator, Dr Churchill encourages his students to work with materials and each other while he acts as a facilitator “providing timely feedback and subject matter expertise”. Dr Tong Pui-ling Department of Chemistry When Dr Tong was a secondary school student, her teacher poured too much sodium into a beaker of water. “Suddenly a beautiful and intense spark appeared in front of me. I think that was the starting point for what I do today,” she says. Dr Tong has a keen interest in chemistry and its role in our everyday lives and she tries to instil that same passion in her students. “When I recall my own experience as a student, teachers not only helped students to develop academic ability but also played an important role to shape their values and attitudes,” she says. “I have plenty of opportunities to interact with my students. I am glad that many of them have trust in me and would approach me for discussion on both academic and non-academic matters.” Students find inspiration in her open style. “Dr Tong is incredibly nice and you can really tell she cares about teaching and all of her students. She continually listens to what we are not clear about and tries her best to solve our problems,” says BSc (Chemistry) student Law Sin-yee. This is a two-way process as Dr Tong sees teaching itself as a learning process. “I am also learning from my students how to improve myself. I am truly grateful to them for being the source of my passion for teaching.” May 2012 33 The University of Hong Kong Bulletin Teaching and Research Awards