THE CHINESE UNIVERSITY OF HONG KONG

Shaw College
Term 2 2023/24

GESC1230 Caring Heart Service Learning

Course Outline

1. Course Code: GESC1230

2. English Title: Caring Heart Service Learning
3. Chinese Title: 誠意正心服務學習
4. Course Description

In accordance with the college founding aspiration, “Learning, innovation and

benefitting mankind,” this course provides students with opportunities to care and
serve the people in the society and enhance their understanding of the problems and
issues of the community, as well as the capacities and assets of the community to
promote students’ apprehension of social inclusion. As a service-learning course,
students will engage in experiential learning that they can critically learn and apply
concepts and theories in a real-world environment. To prepare students to care for
others they will first learn how to care for themselves through developing loving and
kindness, empathy, mindfulness, and respect for diversity. Students will review and
reflect the strengths and needs of the community. As guided by the course instructor,
students are expected to design and implement service projects by themselves or in
association with non-government organizations, Service Learnings, or volunteer
groups as host organizations. The course concludes with a post-service review that
students will share and reflect their service-learning experience to re-examine their
own self to gain deeper and broader appreciation how their own discipline relates to
the society and to develop an enhanced sense of civic responsibility.

5. Learning outcomes
Upon completion of the course, students will be able to:
1. Develop self-awareness and self-management of one’s own psychological
well-being
2. Apply knowledge and skills to access strengths and needs of the community,
and to develop corresponding courses of action.
3. Develop empathy, care and concern, and respect towards people.
4. Appreciate how volunteerism and service learning can bring about positive
changes to the community.
5. Appreciate how their own discipline relates to and contributes to the society
6. Develop an enhanced sense of civic responsibility to promote greater good in
the society.
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2023/24 Term 2 GESC 1230 Caring Heart Service Learning Course Outline

6. Course Syllabus

Topic Contents/ fundamental concepts

Service Learning • Values and attitudes of service learning
• Process and outcomes of service learning
• Differences between service learning and volunteerism
• Experiences of service learning projects

Understanding Self & the • Self-awareness and self-management

World • Empathy
• Loving-kindness
• Mindfulness - Well-being & Happiness
• Justice, Equality
• Ethical issues and dilemmas

Community Work & • How to engage with users/ Kaifong?

Service Techniques • Needs assessment & Design thinking
• Asset-based community development (ABCD)

Program design, • Problem tree and objective tree analysis

development and • Theory of change and logic model
evaluation • Programme evaluation and impact assessment

7. Course components (Teaching Mode and Learning activities)

The course will employ the following methods of instruction:

a. Lectures and workshops – The instructor will introduce relevant concepts and
themes during lectures. Students are encouraged to raise their areas of concern in the
lectures and participate in the discussions initiated by the instructor. Students will
encouraged in making group discussions to share and reflect values as well as
worldviews with each other in greater depth.

b. Community Visits and Service Learning Projects – Students will visit local
communities and NGOs to understand the real context as well as resources and need
of people. Students will be divided into 6 groups. Each group will formulate a
service project in serving the community, by utilizing the knowledge and skills
learnt in the course as well as from their own discipline or profession.

c. Group project presentation – Students are required to make group presentations.

Through preparation for the group presentation, students will consolidate knowledge

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acquired from lectures and readings and reflect their learning gained from the
Service learning project.

d. Blackboard forum – Students are encouraged to make use of the Blackboard forum
to discuss relevant issues with the instructors and other students outside the
classroom.

e. Readings – Students have to read the articles stipulated for each topic before the
lectures and workshops. Essential readings are also stipulated for the major themes
included in the course. Students are also encouraged to consult other readings listed
in the reference list.

f. Audio-visual aid – Whenever appropriate, audio-visual materials will be used during

class to aid the instruction.

"This course will invite students to participate in experiential learning/

activities for personal growth and professional development. For those who are
overwhelmed or with signs of psychological or emotional impact, they are
encouraged to speak with the course instructor and seek professional help for
appropriate support."

8. Assessment Type, Percentage and Rubrics

Grading items % Corresponding Due Date

Learning
Outcome

1) Group Presentation 10 2,3,4 15 Mar 2024 (Fri)

I (Draft Project [PPT]
Plan)
2) Group Paper (Final 20 2,3,4,5 29 Mar 2024 (Fri)
Project Plan)
3) Group Presentation 30 2,3,4,5,6 12 Apr 2024 (Fri)
II (Project [PPT]
Evaluation)
4) Individual Reflection 30 1,2,3,4,5,6 26 Apr 2024 (Fri)
Journals
5) Participation 10 1,2,5 N.A.

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1) Group Presentation I (Project Plan) (10%)

Students will form small groups of 5 students. Each group is required to
assess the needs of the elderly, identify health and falling problems they face,
and evaluate why the current services/products provided by NGOs, the
government, or the private market are insufficient in addressing these issues.
The group should develop a feasible project plan that outlines objectives, a
theory of change, and major interventions/activities to tackle the identified
problem.
Each group will present their initial ideas and project plans in Group
Presentation 1, scheduled for 15/3/2024. The presentation should be within 20
minutes, followed by a 10-minute session for comments and discussion with
students, the instructor, and social workers from Peace of Mind. The content
of the presentation should include, but not be limited to:

A. Objectives of the service project

B. Theory of Change (ToC) for the project
C. Service plan, including activities and timeline

2) Group Paper (Project Plan) (20%)

Based on the content of their group presentation and feedback received from
students, the instructor, and social workers, each group needs to revise and
expand their original verbal project plan into a written project plan for
assessment. The group paper should include the following structure:

A. Brief introduction to the project context, including background and the

problem addressed
B. Project objective/mission
C. Theory of Change (ToC)
D. Service plan, including activities and timeline
E. Program budget and human resources required
F. Strategies to address potential difficulties in the project

The length of the paper should be 2000 characters in Chinese or 1400 words
in English, following the APA style format with Times New Roman font, 12-
point size, and 1.5 line spacing. The softcopy of the paper and a signed
VeriGuide declaration form should be submitted to BlackBoard before 23:59
on 29/3/2024 (Friday). Please name the file as "your full name-assignment
type," e.g., "Group X-Group paper" and "Group X -Group Paper_VeriGuide
form," for easy management of submission files.

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3) Group Presentation II (30%)

A. Students will form small groups of 5 students and prepare a
presentation to reflect, evaluate, and consolidate their learning
experience in the service projects.
Suggested Outline:
i. Understanding the elderly in the Northern District: Identifying the
"problems," "needs," and "assets" of the elderly and the community.
How did you explore these problems, needs, and assets (e.g., literature
review, observation, visits, agency visits)? Can you truly understand
the elderly? How can understanding be improved?
ii. Analyzing the health and falling accidents among the elderly: Examining
the health and falling accident situations of the elderly. What are their
needs? To what extent is loneliness related to their problems? How does
the above analysis relate to your group's intervention?
iii. Evaluating the impacts of your intervention: Describing and analyzing
your solutions/interventions and evaluating their impacts on the elderly.
Assessing the strengths and weaknesses of the intervention. Can it bring
about changes in their health and reduce the risk of falling? Will these
changes be sustainable? How can the intervention be improved?

B. The presentation should last approximately 25 minutes and be followed

by a 10-minute Q&A session.
C. The presentation PowerPoint should be submitted via the Blackboard
system before midnight (11:59 pm) on the date of the presentation
(12/4/2024).
Grading criteria:

Appropriately cover all Ensure that all the aspects mentioned in the
required aspects (30%) above guidelines are adequately addressed,
covering each of them comprehensively.

Analytical ability (20%) Demonstrate your competency in analyzing the

problems and assets of the elderly, as well as
evaluating the impacts of your interventions.
Refection and learning Show your insight by reflecting on the strengths
(20%) and weaknesses of your intervention, and
highlight the knowledge and understanding
gained from the real-life learning experience of
the poverty situation in Hong Kong
Effective communication in Organize your presentation in a structured and
presentation (20%) coherent manner. Engage with your audience
through interactive elements, avoiding the
mere reading of PowerPoint slides or notes.
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Prepare your presentation materials, such as

the PowerPoint, with precision and
conciseness, ensuring no typos or grammatical
errors. Utilize various presentation methods to
enhance the appeal and effectiveness of your
presentation.
Time management (10%) . Complete your presentation within the allocated
time and allow sufficient time for a question-
and-answer session

4) Individual Self Reflection Paper (30%)

Each student is required to write a reflection journal to document their

learning from the service project. The journal should include reflections on,
but not limited to, the following aspects:

a) Personal level: Reflect on whether the service project has brought about
any changes in you. Have you experienced any personal growth or
transformation as a result of your involvement in the project?
b) Theory of change of the project/service: Evaluate the soundness of the
project's logic and theory of change. Do you believe that the intervention
approach is effective and aligned with the desired outcomes? Are there
any important aspects of the intervention that are missing or could be
improved upon?
c) Lessons learned from the project/service: Share any specific values,
knowledge, or skills that you have gained through your participation in
the project. Reflect on the insights and experiences acquired during visits
or interactions related to the project.

The length of the reflection journal should be 1500 characters in Chinese or

1000 words in English. It should follow the APA style format, using Times
New Roman font, 12-point size, and 1.5 line spacing. The softcopy of the
journal and a signed VeriGuide declaration form should be submitted to
BlackBoard before 23:59 on 26/4/2023 (Friday). Please name the file as
"your full name-assignment type," for example, "Chan Tai Man-RJ" and
"Chan Tai Man-Group Paper_VeriGuide form," to facilitate the management
of submission files

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Grading criteria:

Comprehensive and in- • Clearly define and introduce the service project
depth review of the that you conducted, providing a clear overview of
project (40%) its purpose and objectives.
• Systematically summarize the project's
objectives, theory of change, intervention
methods, innovative elements, and any other
relevant information.
• Apply theories and concepts learned in the course
to analyze the effectiveness of the project and its
social impacts, demonstrating a deep
understanding of the subject matter.

Reflective and learning • Reflect on your personal change and growth as a

(40%) result of participating in the project, discussing how
it has influenced your perspectives, values, or skills.
• Identify your own strengths and weaknesses in
designing and implementing the service project,
reflecting on areas where you excelled and areas that
need improvement.
• Think critically and analyze your emotional
responses to the service activities within the context
of the course content, considering the underlying
factors and implications.
• Discuss the lessons learned from the project or
service and evaluate whether the knowledge, skills,
and values acquired can be applied in future
endeavors.

Clarity in presentation • Organize your reflection in a clear and systematic

(20%) structure, ensuring that your ideas flow logically and
coherently.
• Write in a concise fashion, expressing your genuine
thoughts and reflections while providing evidence to
support your claims or insights.

In this course, teachers will provide feedback on assignments to students

within two weeks after the submission date. This feedback is intended to be
helpful for students to improve their upcoming assignments and gain a better
understanding of their strengths and weaknesses in their learning process.
Reviewing the feedback from previous assignments can be beneficial for
students in their academic progress.

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5) Participation and Involvement (10%)

Active participation and involvement of students in the service learning
process are crucial. Their engagement in the preparation, delivery, and
evaluation of the service will be assessed by the group tutor. Additionally,
their participation in discussions during lectures will be evaluated by the
instructor.

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6) Grade Descriptors

• Grade Overall Performance

A Outstanding performance on all learning outcomes

A- Generally Outstanding performance on all (or almost all)
learning outcomes
B Substantial performance on all learning outcomes, OR
high performance on some
learning outcomes which compensates for less
satisfactory performance on others,
resulting in overall substantial performance.
C Satisfactory performance on the majority of learning
outcomes, possibly with a few weaknesses.
D Barely satisfactory performance on a number of learning
outcomes.
F Unsatisfactory performance on a number of learning
outcomes, OR failure to meet specified assessment
requirements.

7) Attendance

Attendance is mandatory for the service project and presentations. Students are
expected to attend at least 3/4 of the lectures. Failure to meet the attendance
requirement may result in a failing grade for the course. Punctuality in attending
classes is highly appreciated.

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9. Required and Recommended Readings

Required Readings ( can be found in the reference section of the Blackboard

System)

Essential Reading #1: Butin, D.W. (2010). Service-learning in theory and practice:
the future of community engagement in higher education. NY: Palgrave
Macmillan. Chapter 1.
Essential Reading #2: Zastoupil, G. J. & Sarmiento, C. S. (2022), Service-
learning, rights to the city, and justice in community practitioner
preparation, Journal of Community Practice, 3(2),169-180. DOI:
10.1080/10705422.2022.2070315
Essential Reading #3: Ang (2020). Approach to falls among the elderly in the
community. Singapore Medicine Journal, 61(3), 116-121
https://doi.org/10.11622/smedj.2020029
Essential Reading #4: Gardiner et a. (2017). Older people’s experiences of falling
and perceived risk of falls in the community: A narrative synthesis of
qualitative research. International Journal of Older People Nursing,
2017(12), e12151. https://doi.org/10.1111/opn.12151

Recommended Readings

Self-awareness and self-management

Peterson, C. (2006). A primer in positive psychology. New York: Oxford University
Press.
Lyubomirsky, S. (2013). The myths of happiness. New York: Penguin Press.
Brown KW, Creswell JD, Ryan RM (eds.). Handbook of Mindfulness: Theory,
Research, and Practice. The Guildford Press. New York, NY. 2015.
Neff, K. D. (2011). Self-Compassion. New York: William-Morrow.

Appreciating Service learning

Cipolle, Susan. B. (2010). Service-Learning and Social Justice, Rowman & Littlefield
Publishers, Inc. Chapter 1,2 &3.
Deeley, S.J. (2015). Critical Perspectives on Service-Learning in Higher Education,
UK: Palgrave Macmillan
Haldar, U.K. (2010). Leadership and team building. India: Oxford University Press.
Hughes, C., Steinhorn, R., Davis, B. Beckrest, S., Boyd, E. & Cashen, K. (2012).
University-Based Service Learning: Relating Mentoring Experiences to Issues of
Poverty. Journal of College Student Development 53(6). 767-782.
Wong, L. P., Chui, W. H., & Kwok, Y. Y. (2010). The Volunteers Satisfaction Index:
A Validation Study in the Chinese Cultural Context. Journal of Social Indicators
Research. DOI 10.1007/s11205-010-9715-3.
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Xing, J. & Ma, H. K. (2010). Service-Learning in Asia: Curricular Models and

Practices. HK: Hong Kong University Press.

Community and Societal Issues

Chu L.W. , Chi, I,& Chiu A.Y.Y. (2005). Incidence and Predictors of Fall in the
Chinese Elderly. Annals Academy of Medicine Singapore, 2005(34), 60-71.
Hooyman, N., & Kiyak, H. (2011). Social gerontology : A multidisciplinary
perspective (9th ed.). Boston, MA: Allyn & Bacon.

周永新 (2013) 。社會政策的觀念和制度。香港：中華書局。

黃洪 (2013) 。「無窮」的盼望 -- 香港貧窮問題探析。香港：中華書局。

歐陽達初、黃和平 (2007)。未完成的香港社會保障：批判的導論。香港：中華

書局。

社團法人中華民國老人福祉協會(2012)。銀髮族輔助科技應用手冊。台灣：心

理出 版社。

香港青年協會 (2009)。社會服務學習經歷 -- 青年服務長者專集。香港：香港

青年 協會。

香港大學秀圃老年硏究中心(2002)。護老情眞：護老技巧入門手册。香港：香

港大 學出版社。

Community Work & Service Techniques

黃幹知、陳國邦、吳思朗 (編著) (2018) 。活用 Apps 探全球：18 區考察路

線。香 港：策馬文創 / 香港小童群益會。

甘炳光、胡文龍、馮國堅、梁祖彬 編 (1997)。社區工作技巧。香港：中文大

學出 版社。

一小步(2018)。行出一小步－－從我到我們的社區實驗。香港：突破出版社。

赤瀨川原平、藤森照信、南伸坊(2016)。路上觀察學入門。台灣：行人出

版。 Online Resources: https://bankofideas.com.au/handouts/

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Program development and evaluation

Ingle, B. (2013). Design Thinking for Entrepreneurs and Small Businesses: Putting
the Power of Design to Work. Berkeley, CA: Apress.
Centre for Good Governance (2006). A Comprehensive Guide for Social Impact
Assessment. United Nations Public Administration Network
McDavid, J.D. & Hawthorn, L. R. L. (2006). Program evaluation and performance
measurement. Thousand OaksL CA: Sage.
香港中文大學尤努斯社會事業中心 (2020)。社會影響評估工具套
https://www.icloud.com/iclouddrive/0b4VsHzfm1wGeZ-89-
FW0YqCA#YSBC%40CUHK%5FSIA_Toolkit%5FFinal

Useful Online Learning Resources

Rookie’s Guide to Design Thinking 設計思考工具書
https://goo.gl/LUbQfz
Ideas Generation Tools: SCAPMER - Improving Products and Services
www.mindtools.com/pages/article/newCT_02.htm

10. Feedback for Evaluation

Student can give their feedback on the course at the mid-term and final
evaluation by completing the questionnaire.
1. Mid-term evaluation done by students, followed by discussions with
students;
2. Final evaluation by means of standard course questionnaire

Teacher also welcomes student feedbacks by e-mail and face-to-face discussion.

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11. Course Schedule

Week/ Syllabus Learning

Date Activities
W1 ❖Introduction Lecture I
12/1/2024 ➢ Course structure
➢ Clarify mutual expectation
➢ Conceptualization: Volunteerism vs Service Learning
 Values and attitudes of service learning
 Process and outcomes of service learning
➢ Previous Service-Learning project ideas

W2 ❖ Understanding Self & the World: Values of Lecture II

19/1/2024 Social Change & Social Impacts
➢ Self-awareness and self-management
➢ Empathy
➢ Loving-kindness
➢ Mindfulness - Well-being & Happiness
➢ Justice, Equality
➢ Ethical issues and dilemmas

W3 ❖Community Work & Service Techniques Lecture III

26/1/2024 ➢ Needs assessment
➢ Design thinking
➢ Rationale, principles and 5-steps model of Design
Thinking
➢ Asset-based community development (ABCD)
➢ Community engagement

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W4 ❖Experiential Learning Activities (I): Direct Community

2/2/2024 Visit I
contact of elderly persons in Cheung Wan
Estate &Choi Yuen Estate.
➢ Pre-service visit to Pease of Mind (Elderly
Service) (耆鄰網) to understand the situation of
elderly and the community profile in Northern
District.
(https://www.facebook.com/profile.php?id=10006
9723784803)
➢ Home visits to elderly persons to understand their
living, health and the problem and risk of falling

9/2/2024
University New Year Holiday (9/2 -15/2)
W5 ❖Elderly Human Library: Causes & Community
16/2/2024 Visit II
Consequences of Falling
➢ Workers will introduce health situation of elderly
especially their risk of falling and the negative
outcomes of falling.
➢ Human Library will invite elderly who
experienced falling incident and their carer to
share their experience

W6 ❖ Examination for assessing falling risks of the Community

23/2/2024 Visit III
elderly
➢ Using an anti-falling assessment checklist to assess
the risks of individual elderly and have a on-site
examination and interviews with the elderly
➢ Reflect the visit experience and brain-storm about
future service/ intervention ideas.

W7 ❖ Program design, development and evaluation Lecture IV /

1/3/2024 Co-creation
➢ Problem tree and objective tree analysis workshop
➢ Theory of change and logic model Service
➢ Programme evaluation and impact assessment Planning
➢ The workshop will be co-create the workplan with
the kaifong elderly volunteer to prevent falling of
the elderly

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W8 Reading Week (4/3 – 9/3)

8/3/2024
W9 Presentation I
❖ Group Presentation for Intervention
15/3/2024
➢ Each group would introduce your theory of change
(ToC) and your service plan,
➢ followed by the immediate rating and feedback
from classmates and instructors and social worker
of Peace of Mind, to gain insights on polishing
your ideas

W10 ❖ Service Implementation and Practice I Service

22/3/2024 Practice I
➢ Students can revise their service plan after the first
time of service.

29/3/2024 Easter Holiday

W11 ❖ Service Implementation and Practice II Service

5/4/2024 ➢ Students can revise and deepen their intervention Practice II
in the second time

W12 ❖ Group Presentation II Presentation II

12/4/2024 ➢ Each group should prepare a 25 minutes
presentation, to summarize their learning in the
group project
➢ Need of target group, service implementation
situation, suggestions on improvement of the
service as well as self-reflection are expected to
be included in the presentation
W13 ❖ Conclusion and wrap up: Lecture V
19/4/2024 ➢ Sharing on the impact and insights of the action
done, so as to review and consolidate the Service-
Learning experiences
➢ Course evaluation and conclusion

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12. Contact Details for teacher and tutors

Lecturer: Prof. Wong Hung (黃洪)

Email: hwong@cuhk.edu.hk
Web: http://web.swk.cuhk.edu.hk/~hwong
Phone: 3943-7510 (office)
Consultation: By appointment via email
Office: Rm. 411 T.C. Cheng Building, United College
Venue: UCC 206
Time: Friday 2:30 pm – 5:15pm

13. Details of Course Website

Blackboard: https://blackboard.cuhk.edu.hk/ultra/courses/_187342_1/cl/outline
Wong Hung Personal Web: https://web.swk.cuhk.edu.hk/~hwong/index.php

Attention is drawn to University policy and regulations on honesty in

academic work, and to the disciplinary guidelines and procedures applicable
to breaches of such policy and regulations. Details may be found at
http://www.cuhk.edu.hk/policy/academichonesty/ .

14. Academic honesty and plagiarism

With each assignment, students will be required to submit a signed

declaration that they are aware of these policies, regulations, guidelines and
procedures.
• In the case of group projects, all members of the group should be asked
to sign the declaration, each of whom is responsible and liable to
disciplinary actions, irrespective of whether he/she has signed the
declaration and whether he/she has contributed, directly or indirectly, to
the problematic contents.

• For assignments in the form of a computer-generated document that is

principally text-based and submitted via VeriGuide, the statement, in the
form of a receipt, will be issued by the system upon students’ uploading
of the soft copy of the assignment.
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• Students are fully aware that their work may be investigated by AI content
detection software to determine originality.

• Students are fully aware of the AI approach(es) adopted in the course. In

the case where some AI tools are allowed, students have made proper
acknowledgment and citations as suggested by the course teacher.

Assignments without a properly signed declaration will not be graded by

teachers.

Only the final version of the assignment should be submitted via VeriGuide.

The submission of a piece of work, or a part of a piece of work, for more than
one purpose (e.g. to satisfy the requirements in two different courses) without
declaration to this effect shall be regarded as having committed undeclared
multiple submissions. It is common and acceptable to reuse a turn of phrase
or a sentence or two from one’s own work; but wholesale reuse is
problematic. In any case, agreement from the course teacher(s) concerned
should be obtained prior to the submission of the piece of work.

The copyright of the teaching materials, including lecture notes, assignments

and examination questions, etc., produced by staff members/ teachers of The
Chinese University of Hong Kong (CUHK) belongs to CUHK. Students may
download the teaching materials produced by the staff members/ teachers
from the Learning Management Systems, e.g. Blackboard, adopted by CUHK
for their own educational use, but shall not distribute/ share/ copy the
materials to a third-party without seeking prior permission from the staff
members/ teachers concerned.

15. Use of Generative Artificial Intelligence (AI) Tools in Teaching,

Learning and Assessment

Use of AI tools is allowed with explicit acknowledgement and proper

citation

Students may use some AI tools in some class activities and assignments on
the condition that they make explicit acknowledgement and proper citations
of the input from AI tools.

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Acknowledging support from AI tools

Students are required to acknowledge all functional uses of a generative AI

tool and cite it when they paraphrase, quote, or incorporate into their own
work any content (whether it is text, image, data, or other format) that was
created by it.

An example of acknowledgement

‘I acknowledge the use of (name of AI tool – e.g. ChatGPT

(https://chat.openai.com/) to (specify the support, e.g. plan my essay,
generate some ideas for the content, ask for examples of data collection
instruments, get the dates of historical events, etc.).

An example of citation
OpenAI. (2023). ChatGPT (Mar 20 version). https://chat.openai.com/chat

(Students are reminded that due to the rapid developments of generative AI

tools, some citation formats may be updated regularly.)

An example of including texts generated by an AI tool in their work

"The following text was generated by an AI tool / language model

(ChatGPT):"
[Insert the text generated by ChatGPT here.]

An example of including texts generated by an AI tool and the prompts that

were used to elicit the text from the AI tool

"[The prompt], as generated by an AI language model (ChatGPT):"

[Insert the text generated by ChatGPT in response to the prompt.]

Students are reminded to learn and use the AI tools responsibly and ethically
and be aware of the limitations.

Students are reminded to clarify with the course teacher and obtain
permission if necessary when in doubt.

<END>

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