Discipline-specific Teaching and Materials

Boynton, S. (2020). Reflective Essay Writing. CCHU9058 Nature in the City.
Designed materials on teaching features of reflective essay writing using student exemplars. Activities designed in which students compared depth of reflection, adding thoughts and feelings, description vs reflection in two student exemplars. This led to useful conversations regarding what we are looking for in successful reflective writing.

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Boynton, S. (2019). Materials on Linear Regression. CAES9821 Professional and Technical Communication for Mathematical Sciences. 
Wrote materials to teach students how to perform linear regression using Excel. This involved step by step instructions using a practice case and recording videos to explain the solution to the practice case and how to interpret data from Excel. Designed the Assessment Case Study. This involved creating a data set, clear case study instructions with extensive FAQ section (particularly on the mathematical content), and extensive teacher notes on the case study.

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Boynton, S. (2019). Student exemplars of Narrated Presentations. CAES9820 Academic English for Science Students and CAES9821 Professional and Technical 
Communication for Mathematical Sciences.
Designed materials based on student exemplars of narrated presentations. These materials focused on spoken vs written language, signposting, visual design of slides. Good exemplars were used to show desirable features of narrated presentations. Comparing different exemplars led to useful dialogue on presentations.

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Boynton, S. (2020). Reflective Writing CCST9006 The Force is with you.
Designed materials based on student exemplars to focus on logical organization of information, avoiding having too many topics in a paragraph with lack of depth, and using clear examples to relate the course content to students' own lives and their academic discipline.

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Boynton, S. (2022). Oral Presentations CCHU9080 Dead People's Things.
Designed materials based on student exemplars. The materials focused on slide design (clean slides, more visuals and less text) and delivery (sentence stress, pausing, notes rather than scripts).

Chase, J. Proposed a simple, concise and effective form of oral source citation for CUE1000 citing author, year, text type, topic, to replace the vague and problematic one currently in use. 

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Chase, J. Proposed a revision to the organisation of the CAES9820 Science course to streamline the components and reduce inefficiency in one of the course components (SALL).

Cheung, H. Y. (2020). Handling Q&A. CAES9121 Communication Course for Architecture Students.
Designed tasks to develop students' awareness of good practices in asking questions and answering questions in a formal setting. An authentic press conference video is used for students to analyze the various moves. Students can observe how professionals interact with each other in an Q&A session, and understand how the techniques can be applied in their own Q&A sessions of their speaking assignments.

Choi, M. (2020-). Learning from exemplary business plans. CAES9532 Technical English for IMSE.
Designed and developed a new course and produced teaching materials for IMSE3134 Innovation and Entrepreneurship to which our English course is adjunct, for which students are required to write a Business Plan -- this is a brand new genre not previously taught by centre, in other words, this exemplifies my ability to produce innovative and inspiring teaching materials.
Outcome 1: Students understand the demands of the genre, which is vastly different to technical writing. The quality of the Business Plans produced have become increasingly more professional, as noted by the IMSE course coordinator.
Outcome 2: Innovative teaching leads to outstanding SFTL scores for course effectiveness -- 94.8 (Centre average: 77.4).

Choi, M. (2020-). Learning from exemplary FYP reports. CAES9540 Technical English for Civil Engineering and CAES9542 Technical English for Computer Science.
Designed and developed a suite of brand new teaching materials based on exemplary, authentic, up-to-date FYP reports for both courses.
Outcome 1: Engineering students enjoy learning from the best. This has been reflected on the quality of the reports they produce on the course. Most recently, in 2022, two civil engineering students taught by me have won Best Student Paper organised by CHIT and HKIE. In addition, another five students have been invited to participate in Emerging Engineers Awards, organised by the Institution of Civil Engineers, based on their outstanding FYP reports.
Outcome 2: Innovative teaching leads to outstanding SFTL scores for both course and teacher effectiveness and enhances our credibility as ED teachers.

Choi, M. (2021-). Learning from exemplary FYP presentations. CAES9540 Technical English for Civil Engineering, CAES9542 Technical English for Computer Science and CAES9544 Technical English for Mechanical Engineering.
Showcase and analysis of exemplary presentations.
Outcome 1: Engineering students are always fearful of presenting their FYP to their supervisors and moderators. Utilising authentic materials enhances our credibility, and showcasing and analysing exemplary presentations allows students to understand what works and what doesn't, in terms of both slide design as well as their presentation skills and working as a team.
Outcome 2: Engineering students become more effective and professional as presenters; their slide design has also improved correspondingly. This has been noted and commented on by their FYP supervisors.

Ho, K. L. (2022). Integration of pre-lesson literature review in teaching writing pedagogy. MAAL6023 Advances in Writing Pedagogy.
Designed and developed learning templates for integrating pre-lesson literature reading, in-class discussion and assignment rubric explanation for post-graduate Applied Linguistics students. Develop students’ competence in adapting pedagogical theories to advance their own teaching practices.

Ho, K. L. (2020). Genre awareness in technical reporting. CAES9544 Technical English for Mechanical Engineering.
Designed and developed learning tasks to promote language awareness of engineering reports types across genres and study years for final-year mechanical engineering students. Develop students’ writing competencies in different technical writing approaches throughout their undergraduate study.

Ho, K. L. (2019). Teaching and marking videos for ESP. CAES95XX (four courses) Technical English for Civil, Electrical/Electronic, Mechanical Engineering and Computer Science. 
Designed and developed instructional videos for engineering report writing and presentation for fourth-year students. Develop students’ writing and presentation competencies in reporting the progress and completion of their final-year/capstone projects.

Lau, K. (2019). Course Development. MAAL7001 Applied Corpus Linguistics.
Designed and developed the entire course. Develop students’ theoretical understanding of data-driven learning and of how corpus linguistics/corpora can be used to inform pedagogy and materials design.

Wong, P. M. T. (2020). Reading-Writing Connections. CAES1000 Core University English.
Created a set of teaching and learning materials for first-year undergraduate students on how critical reading strategies facilitate effective English academic writing.