Dr CHAN Lap Ki

Institute of Medical and Health Sciences Education & Department of Anatomy
Li Ka Shing Faculty of Medicine

I try to create an environment in which students can feel comfortable to explore their minds, to think, and to find out what is right themselves.  [modal id=”7461″]Read on[/modal]

Dr Gary James HARFITT

Faculty of Education

The more I teach the more I realise that the key to effective teaching is recognising the students’ needs above my own. Teaching does not need to be complicated; good teaching comes from the heart.  [modal id=”7516″]Read on[/modal]

Dr LAM Shui Fong

Department of Psychology, Faculty of Social Sciences

I apply my research findings in my teaching. I hope that my students are reflective and caring learners who can construct knowledge collaboratively through the engagement in meaningful and authentic learning tasks.  [modal id=”7561″]Read on[/modal]

Miss Alice LEE Suet Ching

Department of Law, Faculty of Law

Learning is not and should not be something alien or unrelated to students’ daily life. To be able to motivate them, I have to know my students well.  [modal id=”7565″]Read on[/modal]

Dr Robert Shannan PECKHAM

School of Humanities (History), Faculty of Arts

As a teacher, I have striven to develop an experiential and interactive learning environment, where students recognise issues as multi-faceted and develop an agility to see around problems. As a historian, my aim is also to sensitise students to different kinds of texts and their contexts, and to instill a confidence that research is not the exclusive preserve of the ‘professional’. On the contrary, students themselves can – and do – make meaningful contributions to scholarship, developing persuasive, original arguments of their own.  [modal id=”7567″]Read on[/modal]

Mr Mathew Robert PRYOR

Department of Architecture, Faculty of Architecture

Maintaining a close dialogue with students and alumni and their feedback has helped me understand that I could achieve far greater success by ‘teaching through practice’, i.e. getting students out of standard classroom settings and lecture formats and into everyday physical environments where the landscape itself becomes a teaching tool, and allowing them to experience the practice of landscape architecture, to interact directly with practitioners and to understand their experience of it.  [modal id=”7569″]Read on[/modal]

Professor Edward LO Chin Man, Dr Peter TSANG Chiu Shun, Dr Susan Margaret BRIDGES (Leader), Dr Rory Munro WATT, Professor Cynthia YIU Kar Yung, Dr Michael George BOTELHO, Dr YANG Yanqi and Miss Jessica WONG Wai (From left to right)
Faculty of Dentistry

A critical issue at any level of education is the interface between the pedagogy and the technology in enhancing student learning outcomes[…] The team’s vision of a blended approach, therefore, has been to motivate digital-age learners and to enhance the problem-based aspects of the curriculum with a focus on heightened visualisations and technological interactivity during face-to-face tutorials in PBL tutorial rooms whilst also expanding online resources for self-directed learning.  [modal id=”7639″]Read on[/modal]

Dr Edmund LAM Yin Mun , Dr Hayden SO Kwok Hay (Leader) and Dr Kenneth WONG Kin Yip    (From left to right)
Department of Electrical and Electronic Engineering

It is very valuable to provide the students a learning experience that sparks their enthusiasm and creativity to apply their knowledge to face new challenges and tackle new problems[…] we work to foster an active learning environment so that the students can develop a lifelong learning mindset in preparation for the rapidly changing field, and we make team work a central focus where they can build the habit of collaborations and critical self-evaluation of one’s own strengths and weaknesses through the open-ended Rube Goldberg machine project.  [modal id=”7647″]Read on[/modal]