A quality education is powered by excellence in teaching and learning. As the first liberal arts college in China, Beijing Normal University-Hong Kong Baptist University United International College (UIC) has always set its top priority on fostering brilliant students by tapping into many innovative teaching concepts and practices.

Have you ever thought of using decision experiments, a student-centered, interactive way, to spice up your classroom? After many years of conducting experiments in my introductory and higher-level economics classes, I have found this approach to be highly conducive to enhancing student motivation and academic performance. In this short article, I am going to illustrate a number of pedagogical advantages of using classroom decision experiments, as well as offer a few practical tips for faculty interested in incorporating these active learning elements into their classrooms.

Teaching and learning are twins! Quality teaching can be achieved in a very systematic process that involves development of outcomes-based syllabus, effective delivering of teaching activities, providing sufficient details and constructive guidance, timely feedback and comment as well as motivating, fair and transparent assessment tasks. Receiving pedagogy training could facilitate a faculty to be ready as a professional educator. Here, I would like to share some of my experiences in the actualization of students' development, some teaching tactics that I commonly used in the international summer programme, and how to keep myself motivated for continuous improvement.

Success is rarely achieved in a vacuum. Factors that have contributed to UIC's rapid growth in student population and reputation since its inception in 2005 as the first jointly-operated liberal arts college in Mainland China are: its pioneering educational model, its emphasis on internationalisation, the use of English as the medium of instruction, the promotion of whole person education, and adoption of a four-point education.

One of the main keys for university education is quality. The Sino-foreign/Mainland-SAR cooperative universities integrate the experiences of both sides and form unique Quality Assurance Systems. Since its inception in 2005, UIC has always placed quality as the top priority. UIC's Quality Assurance System features regular external reviews by UIC's parent institutions, namely Beijing Normal University and Hong Kong Baptist University, as well as implementing a strict internal mechanism.
This Quality Assurance System has boosted UIC to great improvement and to a high quality level, allowing UIC to become one of the successful examples of higher education cooperation in the Guangdong-Hong Kong-Macao Greater Bay Area. This article is presented at a teaching and learning conference of undergraduate education in Guangdong Province on 21 March 2019.

The era of artificial intelligence (AI) has arrived. How do young people interested in AI come to this technological transformation? We believe that the key point is to find a suitable opportunity for graduate study. The Division of Science and Technology (DST) of Beijing Normal University-Hong Kong Baptist University United International College (UIC) is to offer a new Master of Science in Data Science (MSc DS) programme. The course structure focuses on practice and combines advanced data science knowledge with the practical skills required for the relevant profession. The students will be able to identify relevant cross-cutting issues through data analysis and artificial intelligence techniques, and providing solutions to these problems through teamwork, using appropriate hardware and software tools. Last but not least, the education of professional ethics explains the ethical and legal issues associated with data science and artificial intelligence practices in different industries and applies them in the course of operations.
In the one year programme, we hope to help students to gain the ability to critically evaluate and learn the latest knowledge of data and intelligence, and pursue continuous learning and self-development in whole life.

There are numerous skills that students need to learn during their time at university, in addition to thinking about the construction of self-identity and the meaning of life. UIC's National Education on Chinese Culture and Society (NECCS) aims to help students cultivate their sentiments and think about the future direction of life.
This paper is divided into two parts. The first part explores the following question: Why does UIC carry out the NECCS? In this part, three ideas are introduced: First, the state and individual are connected. Every country has its own history, traditions and social systems that impact the way a person grows up and are closely related to the life paths that person may take. The establishment of UIC is a response to China's higher education reform and social needs. Second, tradition is integrated into our life. Cultural tradition exists not only in history books, but also in our blood and our way of thinking. Cultural heritage is of great value to individuals, countries and the world. Third, China participates in the common development of the world. Through comparative observation between China and the world, students can reflect on their habitual lifestyles and values, and thus we can help them to understand cultural phenomena from the perspective of history and globalisation, and think about how to live in the new era.
The second part discusses the following question: How do we promote the NECCS? This part introduces how UIC is committed to innovative education concepts and methods. It includes three aspects: curriculum designs that advocate speculation and reflection, seminars that focus on the development of teaching and learning, and cultural activities that promote creative inheritance.
In short, the mission of UIC's NECCS is to promote the inheritance of traditional Chinese cultures and to contribute to the growth of UIC's students.

This article introduces basic concepts of Liberal Arts College, liberal education, general education and whole person education. It points out that the traditional Confucius education can be regarded as a Chinese liberal education and it shares the same goal as that of the western liberal education tradition. It also describes the philosophical and cultural background of Beijing Normal University-Hong Kong Baptist University United International College (UIC)'s whole-person oriented new liberal education and introduces how the ancient Confucius Six Arts have been revived in the past years as whole person education learning courses and activities on UIC campus.

Higher education traditionally has organised its activities into "academic affairs" and "student affairs". However, this dichotomy has little relevance to post-college life (ACPA, 2016). UIC, in line with the practices of HKBU, aims to develop among our graduates seven attributes including many complex skills (e.g., leadership, creativity, citizenship, communication, team building etc.) which needs to combine curricular contents and extracurricular experiences. Student Affairs Office (SAO) adopts a functional instead of structural organisation to facilitate professionalisation of student affairs personnel and innovations of service programmes. Clusters of student affairs projects are developed to promote 1) student self understanding, self control and self efficacy; 2) student social awareness, college engagement and servant leadership; and 3) student positive values, meaningful life goals and psychological resilience, to name a few more important objectives. The need for evidence-based planning and scientific evaluation of student affairs projects is fully recognised and viewed as an important strategy to build professional competencies of student affairs staff team. Last but not least, the overall Mission of SAO is to build a caring and learning environment to enable student whole person development.

This paper describes a structured attempt to integrate the flipped classroom pedagogical model into language classrooms. The purpose of this study is to examine the possible impacts of flipped classroom strategies on Korean language learners' academic performance, specifically their listening and speaking abilities. Adopting a quasi-experimental design, two different formats for flip teaching were developed in this study. The results indicate that the flipped classroom was a more effective instructional design than the non-flipped classroom in both academic outcomes and the development of listening and speaking abilities. Given the positive results, this paper concludes with a call for more research into this promising pedagogy to contribute to its knowledge base across disciplines.

This article is a summary report of a curriculum development and a research project conducted by the English Language and Literature Studies Programme, which employed an e-learning toolkit, called Articulate, to develop online interactive modules for 10 undergraduate courses of various subject disciplines, and investigated the practices and the perceived learning effectiveness of the online interactive modules in these courses. The major findings from student and instructor questionnaire surveys, student focus groups, instructor interviews, and iSpace (or Moodle) log data were briefly addressed. Finally, some practices for continually using or developing online interactive modules were suggested.

It is essential to learn the English vocabulary words. Without sufficient vocabulary, everything else becomes a castle in the air. Thus, teachers would always like to monitor the progress of each student's English vocabulary and to give appropriate help; however, keeping track of the learning progress is cumbersome. In 2019, UIC-ACE Dr Kimman Lui designed and developed VocBooster English word learning app to assist language teachers in solving this problem. The objective of building VocBooster is two-twofold. First, all teachers need to do is enter a list of plain English words that they would like their students to master this week. Then, VocBooster automatically generates different types of English exercises, synthesizes audio sounds and produces progress reports. Second, without any installation, students can use VocBooster to learn anywhere and at any time on their mobile phone. There are seven kinds of English exercises: (a) Flashcard (b) Quiz (c) Three types of dictations (d) dictionary definition multiple-choice test and (e) word usage multiple-choice test. VocBooster provides a ranking system (e.g.Top 10%, 20%, etc) to motivate students to learn more.