HKBU Graduate Attributes: Consultation Session. Prof. Tony Hung Language Centre HKBU 22 May 2008. Some Important Questions for the Institution.
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Prof. Tony Hung
Language Centre HKBU
22 May 2008
[from the QAC Audit Manual: 5.4]
3.1.6 ‘…The Panel could not identify clear evidence that the goal of Whole Person Education pervades departmental thinking (apart from the departments with a specific mandate in this respect) to the extent that could be expected, or indeed the Panel was led to expect. Similarly, the Panel could not identify clear evidence for any translation or progression from the broad aim, to objectives, to explicit learning outcomes, or how the University assures itself that this aim of providing Whole Person Education is in fact being achieved.’
An undergraduate education at HKBU aims at fostering the following attributes in its graduates, who should:
1. Have up-to-date, in-depth knowledge of an academic specialty as well as a broad range of general knowledge;
6. Be well-developed as a ‘whole person’ – intellectually, morally, spiritually, culturally, socially and physically;
7. Be a responsible citizen with an international outlook and a willingness to serve and lead.
[Carl Wieman, Nobel laureate in Physics]
[P.J.Palmer, The Courage to Teach (Wiley 2007), pp.10-11]
Example 1: LANG2220 English through Current Events
Intended Learning Outcomes:
At the end of the course, students should be able to:
4. Develop a broad acquaintance with current local and international events and issues, in various spheres (political, economic, social, cultural, moral, educational, etc.);
5. Develop a personal and rational point of view on current events and issues.
Intended Learning Outcomes:
By the end of the course, the students should be able to:
1. Describe the history and development of English from its beginnings in the 5th century to the present day;
2. Explain the spread of English to other parts of the world through colonization and other processes;
3. Account for the rise of English as a ‘world language’ in the 20th-21st centuries;
5. Analyse and compare the linguistic and socio-cultural features of some well-known modern varieties of English, including British, American, Australian, Indian, Singapore, Hong Kong and China English;
6. Discuss the linguistic, social, political, cultural and educational issues arising from the emergence of English as a world language, in a logical and informed manner.
(i) What do you think of the two opposing views on Singlish cited above? Who do you agree with and why, or, if you have a different point of view from either, what is it?
(ii) What do you think of the Singaporean authorities’ efforts to suppress Singlish? Is it justified, and is it likely to succeed? How would you deal with the Singlish situation if you had the authority?
(iii) How do you think a dialect like ‘Singlish’ has evolved in Singapore in the first place? Do you think something equivalent to Singlish would ever evolve in Hong Kong or China in the future, and play a similar role in the sociolinguistic situation here?
(ii) Introduction & Workshops on OBTL:
(iii) OBTL Websites in other Universities: