Abstracts of Funding Scheme for Development of Community-engaged Learning

(Supported by Teaching Development and Language Enhancement Grant 2022-25)

No.	Project Title	Abstract
1.	Community-engaged Learning in Teacher Education: A STEM Empowerment Community Project for Underprivileged Children	Computational thinking (CT) is not an exclusive skill of computer scientists, but a form of digital literacy and problem-solving skill that everyone should possess. Furthermore, CT is a necessary higher-order thinking skill in modern society, particularly in STEM fields. However, studies found that Hong Kong youth demonstrate low competence in digital literacy and problem solving, characterized by inadequate CT skills. This issue is particular significant in disadvantaged communities with limited access to technology, thus limiting youth development and potential to succeed in STEM fields. In response, this TDLEG project engages undergraduate students in the Faculty of Education who are aspiring to be mathematics educators to design and deliver a community project by adopting an inclusive CT education approach for youth in underprivileged communities. The Project Supervisor has already sought partnership with two local community NGOs to facilitate the implementation of a major-required course, in which undergraduate students will gain professional skills, values and attitudes in applying the synergy among CT, problem solving, and mathematics as a form of STEM empowerment for underprivileged communities. Moreover, they will develop and refine sustainable and community-relevant teaching practices to ensure that they are equipped to meet the needs of diverse student population (also addressing SDG 4 and 10: “quality education” and “reduce inequality”).
2.	Community-engaged Learning in Music Performance Courses	· The project aims to integrate community-engaged learning activities as a compulsory component of music elective courses MUSC3533 Performer’s Issues and Chamber Music Ensemble MUSC 1014, 1024, 2014, 2024, 3014, 3024, 4014, and 4024 to connect classroom knowledge to real-life experience and to address current concerns in performing arts education and industry with global perspectives. · Community partnerships will be formed with local schools, a local major musical retail company/a gallery of a leading international piano company, a Hong-Kong-operated international art festival, and an art gallery in Macau to create community-engaged learning experience as a component of the two courses. · Institutional partnerships will be formed with the Kunitachi College of Music in Japan, the Music Department at the Macau Polytechnic University, and the School of Music at the University of Memphis in US to create opportunities for students to examine issues in a global perspective. · MUSC 3533 is an elective course with an enrollment number of 25-30. Responding to a common concern of audience attendance decline in performing art industry and the current participatory culture, the tradition one-way performance-presentation was being turned into a project in which each student groups study their chosen repertoire, apply knowledge learned in classes, and participate in class discussions that cumulate into an interactive talk-performance that helps audience members to listen, perform, create, and reflect in ways that heighten their musical perceptions. · CUHK students will work with students from a parallel course in Kunitachi on ZOOM for the interactive performance preparation and critical reflection, and with community partners such as art administrators and school teachers for the delivery and community engagement. · Chamber Music Ensemble offer small group training on collaborative music making with an enrollment number of 35-50 every semester. Students work in groups to study their chosen repertoire in depth with the instructor and present performances at the end of the semester. · To better prepare our students for real-world situation and an increasingly globalized environment, CUHK students will interact with students from parallel courses in Macau and the US, work with their faculty, face-to-face and on ZOOM, and with community partners to co-organize concerts that address concerns they face in the community and the industry.
3.	Solutions Journalism: Storytelling, Community Engagement, and Social Innovation	· Solutions journalism is an emerging form of news reporting that focuses not only on social problems but also on solutions to the problems. · By showcasing the work of community innovators who are actively solving pressing issues within their communities, solutions journalism helps inspire more positive social changes. · This project will develop a course to train students to conduct solutions journalism in local communities in Hong Kong and Shenzhen. · Students will visit various communities and conduct interviews with community members to produce podcast episodes telling the stories of innovative solutions in these communities. · The course will be offered as an elective by the School of Journalism and Communication and open to undergraduate students from all majors. It is proposed to be conducted during CUHK's International Summer School (July Session), allowing participation from both CUHK students and those from overseas institutions, fostering community engagement and internationalization. · By participating in this course, students will not only acquire practical skills in solutions journalism but also actively engage with local communities. Through impactful storytelling, they will contribute to positive social change and gain a deeper understanding of the communities.
4.	Developing Collaborative Formal and Non-Formal Learning for Service Learning at The Chinese University of Hong Kong: A Cultural-Historical Activity Theory Framework	Service learning (SL), a powerful educational approach that combines community service with academic learning, has gained recognition for its ability to foster civic engagement and enhance students’ learning outcomes. This proposal explores the utilization of the Cultural-Historical Activity Theory (CHAT) framework to develop a collaborative model that integrates formal and non-formal learning for service learning at The Chinese University of Hong Kong (CUHK). Service learning is an educational approach that combines community service with academic learning, fostering civic engagement and student development. However, there is a need to enhance the effectiveness and sustainability of SL initiatives by leveraging the principles of CHAT. The CHAT framework offers a comprehensive perspective on learning as a socially and culturally mediated activity^1. By analysing activity systems, mediating tools, and the cultural-historical context, this project aims to identify key components and approaches of formal and non-formal learning that can be integrated into service-learning programs. The collaborative model developed through this research will align formal and non-formal learning, promoting collaboration, knowledge sharing, and community engagement. Currently, there is no framework for our SL courses at CUHK. Therefore, the aim of the current project is to assess whether CHAT framework could be considered to guide the SL courses within CUHK. It will involve stakeholder engagement, model development, and implementation within select service-learning programs. Data on students' learning outcomes, community engagement, and sustainability factors will be collected and evaluated to assess the effectiveness of the collaborative model. The outcomes of this project will contribute to the advancement of SL development at CUHK, empowering students to become active citizens and fostering their holistic development. The findings will inform future iterations of the collaborative model and provide insights into the potential of mediating tools and technologies for enhancing collaborative learning experiences. Ultimately, this project aims to create a meaningful and sustainable SL framework that prepares students to address real-world challenges and make positive contributions to their communities.
5.	Development of Pre-trip/Pre-service Training Materials to Understand Aging in Place in a Rural Community on Lamma Island, Hong Kong	This innovative educational initiative aims to develop micro-modules on life stories for learning enhancement during a hybrid field trip to the rural aging community of Lamma Island, Hong Kong. The project seeks to create specialized learning materials that focus on the experiences, challenges, and contributions of individuals within the aging community. The micro-modules will incorporate multimedia elements like narratives, audio recordings, photographs, and videos to provide a holistic learning experience. Participants will engage with these materials both before and during the field trip, fostering empathy, cultural appreciation, and intergenerational connections. The hybrid field trip format combines virtual and physical experiences. Participants will access the micro-modules remotely before the trip, immersing themselves in the life stories and background information of the aging community. During the field trip, they will visit Lamma Island to interact with community members and deepen their understanding, creating an interactive learning environment. The tailored micro-modules will address specific learning objectives, including cultural awareness, empathy for the aging population, and reflection on the aging process. Topics such as Lamma Island's history, traditions, customs, and challenges faced by the aging community may be covered. By engaging with the micro-modules and participating in the hybrid field trip, learners will gain knowledge and develop a greater appreciation for the aging community. This initiative aims to bridge generational gaps, encourage dialogue, and promote an inclusive and age-friendly society. In summary, the development of micro-modules on life stories for a hybrid field trip to Lamma Island offers a unique opportunity to create meaningful educational experiences and foster connections between younger generations and the aging community.