The Induction – Introduction to Teaching in Higher Education Settings is organised by the Centre for Learning, Teaching and Technology (LTTC). It is categorised as part of the Certificate Course – “Introduction to Teaching in Higher Education”. It is offered to all new full-time academic/teaching staff and Research Postgraduate (RPg) students of EdUHK. The Induction aims to provide essential learning, teaching, and assessment information at EdUHK, for which two 3-hour sessions will be arranged. The Induction is delivered by LTTC staff and academic staff from different departments and other academic support units of the University.
The International Conference on Behavioural and Social Computing (BESC) is a major international forum that brings together academic researchers and industry practitioners from artificial intelligence, computational social sciences, natural language processing, business and marketing, and behavioural and psychological sciences to present updated research efforts and progresses on foundational and emerging interdisciplinary topics of BESC, exchange new ideas and identify future research directions.
The Induction – Introduction to Teaching in Higher Education Settings is organised by the Centre for Learning, Teaching and Technology (LTTC). It is categorised as part of the Certificate Course – “Introduction to Teaching in Higher Education”. It is offered to all new full-time academic/teaching staff and Research Postgraduate (RPg) students of EdUHK. The Induction aims to provide essential learning, teaching, and assessment information at EdUHK, for which two 3-hour sessions will be arranged. The Induction is delivered by LTTC staff and academic staff from different departments and other academic support units of the University.
Designed for new part-time staff teaching postgraduate and undergraduate courses, the Induction Session for Semester 2, 2025/26 will be held on 4 February 2026 online through Zoom. This session covers essential topics including assessment planning, academic integrity, e-Learning support, and student background profiles to facilitate effective teaching and learning.
Have you ever wondered why students sometimes show limited improvement in the University’s Generic Intended Learning Outcomes (GILOs), even when we intentionally design class activities to support them? In this workshop, Dr. Sam Cheung will debunk common myths about promoting students’ achievement of the GILOs through course‑level learning and teaching activities. He will revisit the meaning of each GILO and provide practical tips on designing and implementing activities that enhance students’ mastery of subject knowledge while fostering these core attributes.