2022 UGC Teaching Award
Call for Application/Nomination
20 Jan 2022 - 29 Apr 2022
03 May 2022 - 25 Sep 2022
26 Sep 2022
2022 UGC Teaching Award Presentation Ceremony
The University Grants Committee (UGC) today (September 26) held the 2022 UGC Teaching Award presentation ceremony to honour academics of the UGC-funded universities for their outstanding teaching performance and achievements, as well as their leadership and scholarly contributions to teaching and learning within and outside their campuses.
Awardees of 2022 UGC Teaching Award
2022 UGC Teaching Award
(General Faculty Members Category)
Prof. Anthony Man-Cho SO
The Chinese University of Hong Kong
Professor So has proven himself to be a passionate, innovative and caring educator since joining The Chinese University of Hong Kong in 2007. With a firm belief in every student’s unique potential, Professor So is deeply committed to students’ personal growth and youth development. He has been spearheading efforts in curriculum enhancement and building a collaborative learning community among teachers to address students’ needs throughout their journeys as young adults. As a strong proponent of interdisciplinary learning, Professor So is keen on establishing the connection between engineering and the humanities in his teaching. He has been delivering lectures on ethical dilemmas in artificial intelligence in a College-wide general education course since 2019. He has also pioneered a writing component in an undergraduate course for engineering students. Being a dedicated and greatly admired mentor, Professor So’s patient guidance has inspired numerous students to unlock their potential. His endeavours to make a positive impact beyond his institution by promoting STEM education to secondary school students has helped nurture talents for innovation and technology development of our society. Professor So’s continuous pursuit of excellence in learner-centred teaching has earned him substantial recognition and led to multiple accolades from the Faculty and The Chinese University of Hong Kong.Learn More
2022 UGC Teaching Award
(Early Career Faculty Members Category)
Dr. Tulio MAXIMO
The Hong Kong Polytechnic University
Dr Maximo, who was diagnosed with attention-deficit/hyperactivity disorder in his childhood, was inspired by his learning experience to become the type of teacher that he had never come across and to promote the kind of learning experiences that he had dreamed of. During his four years of teaching, armed with a strong will to help others, Dr Maximo has made significant contributions and achieved many of his personal aspirations. To promote diversity, equity and inclusion, he has integrated more inclusive design concepts into the design programme curriculum and created a new subject known as “Design Meets Disabilities”. Through active collaborations with different non-government organisations, Dr Maximo has engaged his students in community projects and applied an empathic approach to guide them to develop a personal understanding of their users’ needs, thereby designing more suitable products for those with disabilities. In this student-centred learning environment, his students feel comfortable and supported to develop, practise and demonstrate their design and thinking abilities. Dr Maximo’s teaching has made a positive and long-term impact on his students’ learning and personal development. His dedication and commitment to creating an inclusive curriculum and learning experience are exceptional qualities that deserve support and recognitions.Learn More
2022 UGC Teaching Award
(Collaborative Teams Category)
English Across the Curriculum Team
The English Across the Curriculum Team is led by Dr Julia Chen from The Hong Kong Polytechnic University with Dr Grace Lim (The Hong Kong Polytechnic University), Ms Christy Chan (City University of Hong Kong), Ms Vicky Man (Hong Kong Baptist University), and Dr Elza Tsang (The Hong Kong University of Science and Technology) as members. Over the past eight years, the Team has generated multiple innovative and effective strategies for developing students’ academic literacy, including the deployment of multi-modal English Across the Curriculum resources and the mobile app “Capstone Ninja”. The Team has successfully built a culture conducive to student-centred and interdisciplinary collaboration, thereby benefitting English teachers, discipline teachers, and their students in UGC-funded universities, and making a significant positive impact on students’ English ability and learning experiences, as well as participating teachers’ teaching capacity and pedagogical approaches across universities. The Team exemplifies teaching excellence by addressing complex educational challenges with a clear vision and determination to improve students’ language learning. Their proactive transformation of their vision into a purposeful mission offers a strategy for student-centred teaching enhancement. The Team shows a strong commitment to continuous professional development, and is actively engaged in disseminating their work and results through the scholarship of teaching and learning.
Nomination for 2022 UGC Teaching Award
There are three categories under the Award, i.e. (1) General Faculty Members (open to individuals only); (2) Early Career Faculty Members (open to individuals only); and (3) Collaborative Teams. There will be a maximum of three awardees in total, and the Selection Panel reserves the right to give out less than three awards. There will be no more than one award in each category.
Each UGC-funded university may submit no more than three nominations in total. There should be no more than one nomination from each university for each Award category. Any nominee should be included in only one of the three Award categories and be included in only one university’s nomination.
The Award is “discipline-neutral”, i.e. universities may nominate individuals/teams from any discipline. All nominees should not have received a UGC Teaching Award as an individual or as the team leader/member of a winning team in the past five years.
(1) General Faculty Members
The nominees should be full-time staff (excluding visiting staff) with teaching duties which focus primarily on UGC-funded programmes (i.e. the majority of the courses in terms of number or hours taught by the nominees are UGC-funded).
(2) Early Career Faculty Members
The nominees should have no more than six years of teaching experience in higher education institutions as at the closing date for nomination. The length of teaching experience is counted on a semester basis and can be non-sequential. The nominee should be a full-time staff (excluding visiting staff) with teaching duties which focus primarily on UGC-funded programmes.
(3) Collaborative Teams
The nominated teams should be inter-disciplinary (i.e. involving more than one department within a UGC-funded university) and/or interinstitutional (i.e. involving more than one UGC-funded university). A team comprising only members from the same department may also be nominated providing that its pedagogical work possesses strong potential for application beyond the disciplinary and institutional boundaries. A team leader should be designated and the nominated team may comprise a maximum of five members including the team leader. For a team comprising members from more than one UGC-funded university, the nomination will be regarded as submitted by the team leader’s university. Each nominated team must include at least one full-time teaching staff (excluding visiting staff) with teaching duties focusing primarily on UGC-funded programmes. The team may also include other academic and/or support staff (including teaching assistants) employed on a full-time or part-time basis.
All nominees for the Award will be assessed based on the following three criteria -
(a) Adoption of learner-centred approaches, ability to engage/inspire/impact on students and demonstration of superior acumen in teaching, which may include a good understanding of pedagogy, understanding how students learn and adopting suitable teaching and assessment approaches that can achieve better student learning outcomes; being able to interact with students and engage them in learning with enthusiasm; inspiring and supporting students, with respect for their diverse learning needs, to build confidence and capability (including critical thinking, analytical skills, values, etc.); and outstanding classroom teaching (in face-to-face, virtual or hybrid settings).
(b) Course/programme/curriculum design that can reflect a command of the field, which may include demonstrating up-to-date knowledge of the field of study in the design of the curriculum and student learning resources (e.g., textbooks, e-learning resources) and adopting complementary research-informed teaching practices; and developing appropriate student learning outcomes and adopting innovative approaches to teaching and assessment which can facilitate students’ achievement of the learning outcomes etc., at/within an institutional, inter-institutional or sector-wide level.
(c) Past/present achievement(s) and leadership in teaching and potential scholarly contribution to and impact on the development of effective teaching practice within the nominee(s)’ own university and/or in other institutions, which may include demonstrating educational research and innovations in the field of study; and demonstrating leadership and evidence-based impact in the promotion of teaching excellence within and across disciplines and/or universities. In the case of early career faculty nominations, the focus will be on the nominees’ potential of leadership in teaching as well as their past achievements. In the case of team nominations, the contribution of each of the team members, as well as the scale and complexity of impact of the team’s collaborative work on the development of effective teaching practice at/within an institutional, inter-institutional or sector-wide level will also be considered.
The three criteria carry no specified weighting. The Selection Panel will consider each nomination on its own merit with reference to the criteria.
All nominations will be considered by the Selection Panel, which will comprise:
(i) A Chairperson (who shall be a member of UGC/QAC)
(ii) An academic member of UGC/QAC
(iii) A lay member of UGC/QAC
(iv) A former recipient of the UGC Teaching Award
(v) An External International Expert
The Panel will consider the nominations based on the nomination package submitted, and shortlist a number of nominated individuals/teams as the finalists to attend an interview.
The awardees and the finalists, i.e. those nominees who are shortlisted for the selection interview but not selected for an award, will be announced at the 2022 Award presentation ceremony and carried in UGC’s press release.
Obligations of the Awardees
The awardees will become “ambassadors of good teaching” in their universities as well as the entire UGC sector. Awardees may be invited to present their teaching philosophies and share experiences at, among other occasions, the Presentation Ceremony of the UGC Teaching Award to be held in September / October 2022, as well as in the video programme to be produced by UGC for publicising awardees’ contribution and achievements.
The awardees will also be invited to participate in activities of the Hong Kong Teaching Excellence Alliance (HKTEA), an organisation established with funding support from the UGC with the aim to cultivate a network to enable UGC Teaching Award Fellows to collectively play a sustained role in promoting teaching excellence in and beyond the UGC sector.
Universities are invited to submit for each nomination a completed nomination form and other relevant information. For details, please refer to https://www.ugc.edu.hk/doc/eng/qac/teach/UGC_Teaching_Award_Guidelines.pdf.
Hong Kong Teaching Excellence Alliance
To further emphasise the importance of quality teaching and enhance the impact of the UGC Teaching Award, UGC initiated the Hong Kong Teaching Excellence Alliance (HKTEA) in 2019, and provides recurrent funding to support its operation. HKTEA serves as a network for UGC Teaching Award Fellows, which aims to collectively make a sustained impact in promoting teaching excellence in and beyond the UGC sector. It aspires to allow academics to bond and exchange excellent teaching ideas and provide opportunities for collaboration across disciplines and institutions.Learn More