AEng Handbook 1 - Division of Applied Science and Technology ...

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CGE25101 Globalization and Business Nowadays, players must keep the global economies in mind when they operate their business. The course examines the different forces of globalization, and their transformations towards global convergence. The role of global communication and ecommerce, global logistics, global mobility of talents, globalization of the marketplace, and how globalization may lead to income redistribution and social disruption are discussed. CGE25401 Understanding Society No man is an island; we all live in society. The course helps students to examine how cultural, economic, political and technology forces shape society. Some particular phenomena such as how McDonald’s and Disney transform society, migration and its effects on the family, social inequality and the idea of M-form society, technology and globalization, and the rise of citizen movement are examined. CGE26504 Contemporary China: Challenges and Strategies This course aims to help students develop a basic understanding of the social, economic and political structures of contemporary China and a critical awareness of some major contemporary issues such as economic inequality, one child policy and the aging population, moral crisis, environmental problems and international relations. Students will learn how China copes with these challenges and the impacts of its strategies on the country and the world. This course is delivered in Cantonese. The latest syllabus and learning outcome for individual course can be accessed from the following websites: http://www.cityu.edu.hk/arro/catalogue/AD_CCCU/catalogue_prog.htm AEng Handbook 18
5. Teaching, Learning and Assessment Teaching & Learning An ultimate goal for teaching and learning is to cultivate the capability of students as independent learners so they will be able to learn during their future studies and career. Education discourses indicate that the deep approach student learning is most desirable as it involves students in the “transformation and restructuring of their knowledge to enable them to understand and interpret the materials and to view it from more than one perspective” (Chalmers and Fuller 1996:7). Although the traditional teaching pattern with a mixture of lecture, tutorial and laboratory sessions are used for delivery of courses, guided discussions, case studies, peer group learning, critique and self-reflection activities will be incorporated in teaching the courses as seen appropriate by the instructors. All programmes offered by CCCU adopt the Outcome-Based Teaching and Learning (OBTL) approaches. As a programme emphasizing operations students not only are expected to acquire the necessary knowledge for different relevant operations, learning how to analyse different situations and come up with reasonable decisions and practices are also essential. To nurture a work attitude that is responsible, reliable and cooperative always remains as another major goal of the programme. With outcome based teaching and learning (OBTL) there is no norm referencing of the results of each course. Providing you meet the criteria set by the course examiner for achieving a particular grade for a particular piece of assessment, you will receive that grade. This means that if all students in a class meet the stated criteria for an ‘A+’ grade for the course; they will all get an ‘A+’ grade. It is therefore to your mutual advantage to assist each other – not by copying from each other (!!!), but by helping your fellow student understand the course materials so that they can complete their assignments themselves. This is peer learning and it is considered to be one of the most effective learning mechanisms. Assessment and Academic Honesty Students’ progress is assessed by a combination of formal examinations at specified times in the year, together with periodic assessments of coursework, laboratory exercises and project work. The assessment of students’ performance is an appraisal of the extent to which students are attaining or have attained the objectives of the programme. The Assessment Panel shall consider students’ performance in all components of the assessment for those courses in the programme. AEng Handbook 19
Page 1: AEng Handbook 1
Page 4 and 5: Looking Ahead for Career Planning
Page 6 and 7: Division of Languages and Communica
Page 8 and 9: Programme Intended Learning Outcome
Page 10 and 11: Applicant whose entrance qualificat
Page 12 and 13: DCO20114 Data Communication Theory
Page 14 and 15: Study Progression Plan (2012-13) AE
Page 16 and 17: ethical decision making process for
Page 18 and 19: CGE2001 English Professional Commun
Page 22 and 23: Please read the ‘Academic Regulat
Page 24 and 25: Students who have accumulated sever
Page 26 and 27: Services, Supports and Scholarships
Page 28 and 29: � Open sports competitions � Ot
Page 30 and 31: Making Teaching and Learning Effect
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