UxOP Specific Requirements

UROP offers an experiential learning opportunity for students interested in enhancing their research skills, critical thinking abilities, and interdisciplinary communication. Students can choose any research topic within or outside their major disciplines under the supervision of faculty members.

Collaboration with RO

The Common Core UROP course, UROP 3200, is different from the non-common-core UROP tasting course (UROP 1000) and series (UROP 1100, 2100, 3100, and 4100) currently offered by the Research Office (RO). However, to maximize resources, you may propose research topics for the Common Core UROP course using the existing UROP platform. Please directly consult RO about contributing to the Common Core UROP.

Fulfillment of Common Core UROP credit requirements

To participate in the Common Core UROP, it is crucial to understand how students can fulfill the 3-credit requirement. Students are required to take three 1-credit UROP courses as follows:

• Option A: Two 1-credit non-common-core UROP 1100 courses + One 1-credit Common Core UROP 3200 course 
• Option B: One 1-credit non-common-core UROP 1100 course + One 1-credit non-common-core UROP 2100 course + One 1-credit Common Core UROP 3200 course

Upon completion of the Common Core UROP 3200 course, all 3 credits earned from this series will count as common core credits to fulfill the 3-credit requirement; otherwise, the credits earned from UROP 1100 and/or UROP 2100, without UROP 3200, will not be recognized as common core credits.

Course structure

These 2 main components must be included in the course:

• Actual practices on research activities
• Student presentations on their research work

Please be sure to incorporate student presentations as part of the course. You may ask students to conduct oral presentations in a mini-conference or a poster presentation by the end of the course. You are encouraged to invite students to assist in organizing and promoting the mini-conference or poster presentation to enrich their learning experience.

If you wish to adopt alternative presentation formats to substitute these two, you can collaborate with RO to submit a request detailing the proposed formats and their relevance to the course design and structure for approval from the Committee on Undergraduate Core Education (CUCE) [link to “The Committee (CUCE)” in Section I].

To enhance student learning, you are recommended to discuss with students regarding their research work through individual and group meetings and engage them in weekly/bi-weekly research activities.

Assessment scheme

You should evaluate students’ ability to apply their acquired knowledge and competencies in research, which consists of the following 4 components:

1. Application of Knowledge: Evaluate students’ ability to apply knowledge acquired from preparatory training courses for conducting research
2. Performance in Research Activities: Assess students’ performance during the actual practice of research activities
3. Presentation Performance: Evaluate students’ presentation of their learning experience in the formats of oral presentations at a mini-conference, poster presentations, or other forms approved by CUCE
4. Final Report: Assess students’ work in a final report

It is essential for students to submit a self-reflection report in a format approved by CUCE, which will be incorporated into their final report. The following materials are provided for your reference:

• CUCE-approved Self-reflection Report Template (DOC / PDF) [link to the corresponding .doc and .pdf files: CUCE-approved Self-reflection Report for UxOP_final]
• Template of Assessment Rubrics for UROP Final Report (DOC / PDF) [link to the corresponding .doc and .pdf files: Template of Assessment Rubrics for UROP Final Report_final]

UTOP provides an experiential learning opportunity for students interested in taking on projects that focus on teaching or instruction. It is designed for practicum experiences that help students acquire and practice essential teaching competencies, gain valuable teaching experience, and develop skills and knowledge critical for career success.

Course structure and design

These 3 main components must be included in the course:

• Preparatory training workshops/modules for actual teaching activities
• Actual practices on teaching activities
• Student presentations on their teaching activities

Before designing your own UTOP course, you are advised to consult with your School/Department about the arrangements for your School’s/Department’s UTOP courses. Schools are encouraged to design flexible UTOP courses that cover a wide range of teaching subjects and topics. This allows for greater adaptability in the course and better meets students’ needs and interests. Course offering units have the discretion to approve the subjects/topics of the actual teaching activities but are required to report to the Committee on Undergraduate Core Education (CUCE) [link to “The Committee (CUCE)” in Section I] on an annual basis regarding the approved activities/topics.

You should consider the following requirements when designing UTOP courses:

1. Pre-teaching Training: Pre-teaching training workshops/modules should include at least 4 contact hours, covering topics of teaching plan development, classroom management, active learning strategies, and effective use of classroom technology.
2. Academic Knowledge: You should provide students with academic knowledge on the subjects/topics for actual teaching activities to ensure they have a solid foundation for preparing their teaching materials.
3. Actual Teaching: Actual teaching activities may include conducting tutorials/workshops for fellow students at HKUST, delivering lessons/workshops for primary and secondary students, and organizing workshops for target groups from non-governmental organizations (NGOs). Students are allowed to choose any topics within or outside their major disciplines.
4. Academic Components: Actual teaching activities should carry at least 25% of academic components.
5. Teaching Hours: Students must form groups to teach at least 2 classes and accumulate at least 3 hours of actual teaching experience. The specific number of classes may be adjusted based on the mutual agreement with partner institutions.
6. Student Presentations: Student presentations must be incorporated. You can organize oral presentations in a mini-conference or as poster presentations by the end of the course. You are encouraged to invite students to assist in organizing and promoting the mini-conference or poster presentation to enrich their learning experience. If you wish to adopt alternative presentation formats to substitute these two, you can submit a request detailing the proposed formats and their relevance to the course design and structure for approval from CUCE. 
7. Supervision and Feedback: To ensure well-prepared workshops and teaching activities, students should design teaching materials and conduct rehearsals under your supervision. Providing timely feedback on their materials and teaching plans is essential.
8. Medium of Instruction: Both the pre-teaching training workshops/modules and assessments must be conducted in English, while the medium of instruction for actual teaching activities can be mutually determined with partner institutions.
9. Financial Considerations: Students should not be paid for their teaching activities. However, it is encouraged to consult with your School/Department to subsidize the costs of teaching materials and transportation.

Assessment scheme

You should evaluate students’ ability to apply their acquired knowledge and competencies in teaching, which consists of the following 4 components:

1. Application of Knowledge: Evaluate students’ ability to apply knowledge acquired from preparatory training workshops/modules for teaching
2. Performance in Teaching Activities: Assess students’ performance during their delivery of in-class lessons, tutorials, workshops, etc. for primary students, secondary students, or other HKUST students, etc.
3. Presentation Performance: Evaluate students’ presentation of their learning experience in the formats of oral presentations at a mini-conference, poster presentations, or other forms approved by CUCE
4. Final Report: Assess students’ work in a final report

It is essential for students to submit a self-reflection report in a format approved by CUCE, which will be incorporated into their final report. The following materials are provided for your reference:

• CUCE-approved Self-reflection Report Template (DOC / PDF) [link to the corresponding .doc and .pdf files: CUCE-approved Self-reflection Report for UxOP_final]
• Template of Assessment Rubrics for UTOP Final Report (DOC / PDF) [link to the corresponding .doc and .pdf files: Template of Assessment Rubrics for UTOP Final Report_final]
• Template of Assessment Rubrics for UTOP Actual Teaching (DOC / PDF) [link to the corresponding .doc and .pdf files: Template of Assessment Rubrics for UTOP Actual Teaching_final]

To help students improve their teaching skills, such as pedagogical techniques, teaching material design, classroom management, etc., you are encouraged to obtain feedback from partner institutions, such as primary and secondary school teachers and NGO staff. However, this feedback should not count toward the course grade.

UPOP offers structured internships with faculty mentorship, focusing on practical experience. This initiative provides students with real-life work experience that prepare them for graduate careers, expand their career options, boost their confidence, and improve their competitiveness in the workplace. Students have the flexibility to choose internships within or outside their major disciplines. Internships can be sourced by students or arranged by course offering units or instructors.

Fulfillment of requirements

To develop your UPOP course, it is crucial to understand how students can fulfill the 3-credit requirement. Students should take one credit from a non-common-core course about pre-internship training and one 2-credit UPOP course. Upon completion of the 2-credit UPOP course, all 3 credits earned would be counted as common core credits to fulfill the 3-credit requirement; otherwise, the credits earned from the non-common-core pre-internship training course, without the 2-credit UPOP course, will not be recognized as common core credits. Any surplus credits from the pre-internship training course can be counted toward free elective credits.

Course structure and design

The 1-credit non-common-core pre-internship training course should cover essential topics, including workplace ethics, curriculum vitae (CV) writing, communication skills, interview techniques, networking strategies, job offer management, time management, and problem-solving skills. Schools are encouraged to develop their own credit-bearing pre-internship training courses or collaborate with the Career Center of Dean of Students’ Office (DSTO) to develop tailored courses to meet specific goals.

The following 2 main components must be included in the 2-credit UPOP course:

• Actual practices on internship
• Student presentations on their internship experience

Before designing your UPOP course, you are advised to consult with your School/Department about the arrangements for your School’s/Department’s UPOP courses. Course offering units have the discretion to approve jobs secured by students but are required to report to the Committee on Undergraduate Core Education (CUCE) [link to “The Committee (CUCE)” in Section I] on an annual basis regarding the approved internships.

You should consider the following requirements when designing UPOP courses:

1. Students are required to work for at least 6 consecutive weeks or 240 hours of full-time internships, or an equivalent 240 hours of part-time internships within an academic year from 1 September to 31 August of the subsequent year under the supervision of both their work supervisor(s) and you.
2. Students may receive a salary from their employers upon approval from your School Dean.

Assessment scheme

You should evaluate students’ ability to apply their acquired knowledge and competencies during their internships, which consists of the following 4 components:

1. Application of Knowledge: Evaluate students’ ability to apply knowledge acquired from preparatory training courses for internships
2. Performance in Internship: Assess students’ performance during their actual work as interns
3. Presentation Performance: Evaluate students’ presentation of their learning experience in the formats of oral presentations at a mini-conference, poster presentations, or other forms approved by CUCE
4. Final Report: Assess students’ work in a final report

It is essential for students to submit a self-reflection report in a format approved by CUCE, which will be incorporated into their final report. Students are also required to submit learning journals or logs to reflect on their internship experience regularly.

The following materials are provided for your reference:

• CUCE-approved Self-reflection Report Template (DOC / PDF) [link to the corresponding .doc and .pdf files: CUCE-approved Self-reflection Report for UxOP_final]
• Template of Assessment Rubrics for UPOP Final Report (DOC / PDF) [link to the corresponding .doc and .pdf files: Template of Assessment Rubrics for UPOP Final Report_final]
• Template of Work Supervisor Feedback Form (DOC / PDF) [link to the corresponding .doc and .pdf files: Template of Work Supervisor Feedback Form_final] – You have the flexibility to modify the feedback form to better fit your UPOP courses

Be sure to clearly define and communicate the assessment criteria for your UPOP course, outlining the performance objectives and specific competencies that will be taught and/or assessed. While work supervisors are encouraged to provide feedback to help students improve their internship performance, this feedback should not count toward the course grade, but serves as a reference for determining the final grade. 

UCOP offers students opportunities to apply cross-disciplinary knowledge and transferable competencies to address pressing global challenges through theme-based projects. UCOP courses should emphasize problem structuring, identification of relevant problems, data, information, and sources, and communications with different stakeholders. Suggested topics can be related to the United Nation’s Sustainable Development Goals and Global Grand Challenges, with possible themes including aging, food, housing, and sustainable production. UCOP courses should engage students in critical thinking, problem-solving, and reflection.

Cross-school collaborations

Recognizing the value of interdisciplinary collaboration in providing a comprehensive and well-rounded education, we encourage groups of faculty members from different disciplines to work together in developing and delivering UCOP courses. Single-faculty courses integrating multi-disciplinary perspectives in addressing global challenges will also be considered. If you are interested in developing and teaching UCOP courses, please communicate your interests to your School for guidance on potential cross-school collaborations.

Course design

When designing UCOP courses, keep in mind that, upon completing the course, students should be able to:

1. Understand and appreciate the interdisciplinary nature of a complex and topical issue of societal importance
   • Articulate the major disciplines involved in the selected issue, including social sciences, technology, humanities, and economic/business/sustainable aspects
   • Appreciate using concrete examples to illustrate how the multi-disciplinary approach is critical to understand the problem and how these interdisciplinary issues interact
   • Understand the cultural, ethnic, or racial dimensions of the issue and explain them from a historical or cultural perspective
2. Communicate with others having different disciplinary backgrounds to explore the issue from different perspectives
   • Identify the challenges of communicating or discussing with others from different disciplinary backgrounds and develop strategies to overcome these obstacles
   • Articulate the different perspectives provided by people from different disciplines
   • Contrast the perspectives of different disciplines with their own and explain the added value or insights gained from these additional viewpoints
3. Demonstrate critical thinking and the ability to analyze the issue using appropriate qualitative and quantitative methods

In addition, your UCOP course should incorporate topics related to global challenges, ensuring that group projects and presentations as key components of the course. The theme-based project should reflect the course’s interdisciplinary nature, addressing global challenges with significant content related to at least two common core areas in the Broadening group [link to “Common Core Areas” for the 2026-27 cohort in Section N], including Arts, Humanities, Science, Technology, Social Analysis, and Sustainability.

It is recommended that students work in multi-disciplinary teams, engaging students from different majors or schools, to collectively address the focal challenges in UCOP courses. This approach allows students to learn interdisciplinary knowledge from one another.

Assessment scheme

You should evaluate students’ ability to apply their acquired knowledge and competencies in addressing global challenges. Students will be required to present their work on the focal challenge in a group presentation at the end of the course. Also, it is essential for students to submit a self-reflection report (DOC / PDF) [link to the corresponding .doc and .pdf files: CUCE-approved Self-reflection Report for UxOP_final] in a format approved by Committee on Undergraduate Core Education (CUCE) [link to “The Committee (CUCE)” in Section I].