Enhancing Student Learning through Holistic Mentoring Program Holistic Mentoring Program Karen KW Mak 1 and Peter FM Lau 2 1 D 1 Department of Chemistry t t f Ch i t 2 Centre for Holistic Teaching and Learning H Hong Kong Baptist University K B ti t U i it
HKBU HKBU 2
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Communities of Practice This project calls for the perfection of the existing mentoring system and with the intent to make it into a full ‐ fledged academic advising system. Through the implementation of a variety of activities the life experience and caring attitude of the implementation of a variety of activities, the life experience and caring attitude of the mentor can be used to inspire our mentees in fully developing their potential as independent learners and responsible citizens via the four year of university education at HKBU. Under the advice of the mentor, the in ‐ depth subject knowledge , generic skills and teamwork spirit of our students can be fostered through their participation in skills and teamwork spirit of our students can be fostered through their participation in the Video Production Competition . The quality YouTube as the deliverables of this competition after uploading in public domain will serve as a tool to promote public sciences to our community. To offer students more opportunity in polishing their English oral presentation skills st dent are enco raged to participate the FameLab an English oral presentation skills, student are encouraged to participate the FameLab , an annual 3 ‐ min presentation competition on science topic organized by the British Council. In the pilot run of this initiative, selected colleagues from the Faculty of Science are also involved. HKBU G Graduate d t Attributes 4
Findings • Relatively Strong in • ETS Proficiency Profile (ETS) (ETS) M Mathematics h i – From the US – Test students’ achievement T d ’ hi in Reading, Writing, Critical Thinking and Mathematics Thinking and Mathematics • Academic Proficiency • Relatively Weak in Relatively Weak in Test (APT) Test (APT) Communication skill – – Local instrument particularly in English particularly in English – Test on three areas, Use of Test on three areas Use of English, Chinese and Aptitude p 5
FameLab FameLab One of the greatest initiatives in science communication 6
Science Video Production Competition Science Video Production Competition Judging criteria: 1. Scientific accuracy 1. Scientific accuracy 2. Presentation clarity 3. Creativity 7
Need for science communication Need for science communication • How can we understand science if we are not speaking about science? p g • Most scientists do not receive formal training in science communication to the public in science communication to the public 8
Need for science communication 2 Need for science communication 2 • Underestimate the difficulties • Current outreaching activities are relatively Current outreaching activities are relatively informal, infrequent, under ‐ recommended by mentors mentors • Possibility of infuse formal science communication training into the curriculum in higher education higher education 9
Civic Scientists “Science is not finished until it is communicated.” communicated. Mark Walport Sick Science! screencap Goal: shorten the gap G l h t th Prof. Xiangyi LI between modernization and UNESCO Kalinga Prize for the public scientific literacy bli i tifi lit Popularization of Science 2013 P l i ti f S i 2013 10
Feedback from Students – FameLab Competition (Individual Task) Percentage of respondents who agreed their achievement(s) in HKBU GAs g f p g ( ) 100.0% 100.0% 90 0% 90.0% 75.0% 75.0% 80.0% 70.0% 60.0% 50.0% % 40.0% 25.0% 25.0% 25.0% 25.0% 30.0% 20.0% 10.0% 0 0% 0.0% 0 0% 0.0% 0.0% 11
Students’ Evaluation – FameLab Competition Students Evaluation – FameLab Competition • Student A (Communication) S d A (C i i ) “I was shortlisted as a finalist and had a chance to participate to a workshop on presentation skills facilitated by a science communicator … p p f y I learnt some effective way to explain science topic, by simplifying the concepts or theories for the public audiences .“ • Student B (Creativity and Communication) • Student B (Creativity, and Communication) “Although I didn’t learn new science knowledge from this activity, I knew some creative and simple ways to explain science , such as to made use of daily life examples.” f d il lif l ” • Student C (Communication) “Some of the events were open to public It provided me an opportunity Some of the events were open to public. It provided me an opportunity to communicate science subject to audiences with different backgrounds .” 12
Video Competition Results Group Group 1 1 2 2 3 3 4 4 5 5 6 6 Scientific not not accuracy 25 30 28 22 rated rated (40%) (40%) Presentation 23 22 17 20 clarity (30%) Creativity 23 13 15 18 (30%) Total Total 71 71 65 65 60 60 60 60 Mentors’ observation • Learning science ‐ improve motivation =) • Creativity! =)) C ti it ! )) • Communication =| • Knowledge =) 13
Feedback from Students – Video Competition (Group Task) Percentage of respondents who agreed their achievement(s) in HKBU GAs g f p g ( ) 100.0% 90.0% 90 0% 80.0% 71.4% 71.4% 70.0% 57 1% 57.1% 60.0% 50.0% % 35.7% 35.7% 40.0% 30.0% 14.3% 14.3% 20.0% 10.0% 0.0% 14
Students’ Evaluation – Video Competition Students Evaluation – Video Competition • Student D (Creativity) St d t D (C ti it ) “One of the objective of this activity was to raise the awareness of science from public audience. Thus, we should not just to demonstrate an experiment experiment… We finally created a story with a mysterious opening to We finally created a story with a mysterious opening to attract the audiences and then explained the concept in a logic and scientific way.” • Student E (Teamwork) • Student E (Teamwork) “The task was far from individual effort. It required science ‐ based knowledge, IT skills, script writing, giving a speech, etc… Everyone in my group were so engaged Some focused on topic research others did the group were so engaged. Some focused on topic research, others did the speech and post editing… no one get a free ride .” • Student F (Knowledge) “During the video production we found an interesting topic about ‘plant “During the video production, we found an interesting topic about ‘plant blood’ … I further searched on this topic afterwards and started to think about proposing that as my final year project . As I hope to identify if there was any relationship between plant blood and human blood.” y p p 15
Issues Identified Issues Identified Suggestions Suggestions The concept of “Science h f “ Relate the Science h • • Communication” is new to our Communication with Career students . Opportunities. pp Provide extra training • workshops to students Science ‐ knowledge ‐ based • particularly on communicating ti l l i ti activities (such as, FramLab and science to public audience. Video Competition) helped raise student awareness on Science Implement these activities to p • Communication. some curricular subjects . Compare to group task, Encourage student to have a • • individual task provided more i di id l t k id d b l balanced participation to both d ti i ti t b th opportunities for student to individual and group tasks develop Science throughout the mentoring Communication. programme. 16
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