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2015/2016

General Education Programme Office


Centre for Teaching and Learning Enhancement
University of Macau
2015

Published by
General Education Programme Office,
Centre for Teaching and Learning Enhancement,
University of Macau
CONTENTS

“Why do you need General Education?”—The Rector’s View............................1


General Education: 21st Century Learning - 21st Century Competencies...........2
The UM Undergraduate Curriculum....................................................................5
General Education Programme............................................................................6
General Education Special Topic Courses...........................................................9
General Education Regulations.........................................................................10
General Education Programme Course Exemption/Waiver................................11
General Education Substitution Courses............................................................12
Restriction on Taking Additional GE Courses as Free Electives........................14
General Education Course Area Development and Management Team.............15
Frequently Asked Questions..............................................................................16
General Education Programme Contact Information.........................................20

i
“Why do you need General Education?” — The Rector’s View
“Mengapa kamu butuh PU?” – Pandangan Rektor

For students fresh out of high school, many things in the


university appear unfamiliar. General Education (GE) may be one
of them. Comfortable with traditional academic subjects, some of
you may not be in sync with the GE spirit and scope.

Bagi siswa yang baru lulus SMA, banyak hal di universitas yang
tampak asing. Pendidikan Umum (PU) mungkin salah satunya.
Nyaman dengan mata pelajaran akademis tradisional, beberapa di
antara anda mungkin tidak selaras dengan semangat dan cakupan
PU.

You may rightly ask, “Why should I care about GE when I could
be sinking my teeth into my major?” True, GE now forms the core
of undergraduate education in many leading universities. But it is
not a fad, and we are certainly not doing it just “to keep up with
the Joneses”.

Anda mungkin dapat bertanya, “mengapa saya harus peduli dengan PU ketika saya dapat
………….. ke jurusan saya?” Benar, sekarang PU merupakan inti dari pendidikan sarjana di
banyak universitas terkemuka. Tetapi ini bukan sebuah trend, dan kami tentu saja tidak
melakukan itu hanya “untuk bersaing dengan keluarga Jones (universitas lain)”.

We promote GE because it is about understanding yourself and the world and preparing
you for an active role in the global community.

Kami mempromosikan PU karena ini adalah tentang memahami diri anda, dunia dan
mempersiapkan anda untuk peran aktif dalam komunitas global.

There are two things that we face today: globalization and specialization. For the first, the
ability to communicate is pivotal; for the second, remaining trapped in narrow, water-tight
disciplines is uncreative, as many major innovative breakthroughs come from seeing the
connections across disciplines.

Ada dua hal yang kita hadapi saat ini: globalisasi dan spesialisasi. Untuk pertama
kemampuan berkomunikasi sangat penting, kedua

GE is easy to define but difficult to deliver. Which is why we have picked some of our
brightest academic stars to teach it. The electives on offer have been organized into four
areas, each with a specific focus: Language and Communication, Science and
Information, Society and Culture, and Self Development. They aim to sharpen your
interdisciplinary vision, grow your transferable skills and turn you into a thinking and
integrated person.

PU mudah didefinisikan tapi sulit untuk disampaikan. Itulah sebabnya kami memilih
beberapa bidang akademis yang cemerlang (bermanfaat) untuk diajarkan. Pilihan yang
ditawarkan telah disusun dalam empat bidang, masing-masing dengan focus khusus:
Bahasa dan Komunikasi, Sains dan Informasi, Masyarakat dan Budaya, dan
Pengembangan Diri. Hal itu bertujuan untuk mempertajam visi interdisipliner anda,
menumbuhkan

As Eric Hoffer, the American social philosopher once said “In a time of drastic change, it
is the learners who inherit the future.” GE’s article of faith is to ignite your desire for self-
learning. Students who see the university merely as a terminal “high-class job training
center”, instead of a cradle for personal growth will be missing a vital part of university
education. I invite you to take a big bite of the GE apple. I know you will come back for
more.

Professor Wei Zhao


Rector, University of Macau
General Education: 21st Century Learning - 21st Century Competencies
Pendidikan Umum: Pembelajaran Abad Ke 21 – Kompetensi Abad Ke 21

The world today is more globalised, more knowledge-based and fast-changing than
ever before. University graduates find themselves increasingly engaged in professions and
careers that may be unrelated to their university majors. Many of today’s high-paying,
upwardly mobile jobs did not exist 10 years ago. The content knowledge gained at
university and even through professional training may soon become redundant or fail to
keep pace with the rapid changes transforming our world. Today’s university graduates
need to be equipped with transferable knowledge, skills and values, which will empower
them to respond creatively to the challenges of the future and to seek out new
opportunities. In this sense, the increasing importance of liberal education, or general
education, is seen as an answer to the limitations of the more research-focused and
vocation-oriented forms of higher education of recentdecades. Leading universities
throughout the world now recognize General Education as one of the most important
components in a 21st century undergraduate curriculum.

Background
Latar Belakang

General education can be considered the major component of liberal education. The
terms, “general education”, “common core” and “liberal education”, are often used
interchangeably. The first can be defined as “a common learning experience shared by all
students (regardless of their majors)” in a university. The English word, “general”, means
“provided for everyone” instead of “ordinary or simple”. In contrast with specialized or
vocational education, modern general education attaches great importance to general
knowledge (rather than specialized knowledge), and transferable skills and aims to instil in
students a broad vision, shared values and essential skills through multi-disciplinary
learning. General education helps students to develop various transferable core
competencies and soft skills such as self-reflection, critical thinking, communication,
leadership, analytical and problem solving, lifelong self-learning, and social responsibility
as global citizens. General education is also a mechanism that allows teachers and students
to reflect together on the important issues of their society.

Pendidikan Umum dapat dianggap sebagai komponen utama pendidikan liberal. Istilah,
“PU”, “Mata Pelajaran Umum” dan “Pendidikan Liberal” sering digunakan secara
bergantian.
Yang pertama dapat didefinisikan sebagai “Sebuah pengalaman belajar bersama yang
dimiliki oleh semua siswa (terlepas dari jurusan mereka)” di universitas. Dalam bahasa
inggris, istilah umum berarti “ disediakan untuk semua orang” dan bukan “biasa atau
sederhana”. Berbeda dengan pendidikan khusus dan kejuruan, pendidikan umum modern
sangat mementingkan pengetahuan umum (bukan pengetahuan khusus), dan keterampilan
yang dapat dipindahkan dan bertujuan untuk mengajarkan kepada siswa impian yang
tinggi, nilai bersama, dan keterampilan yang penting melalui pembelajaran multi
disipliner. PU membantu siswa mengembangkan berbagai kompetensi inti yang dapat
diwariskan dan softskill seperti refleksi, berpikir kritis, komunikasi, kepemimpinan,
analisis dan pemecahan masalah, belajar mandiri sepanjang hayat, dan tanggung jawab
sosial sebagai warga negara yang baik. PU juga merupakan mekanisme yang
memungkinkan guru dan siswa untuk merefleksi secara bersama terkait isu penting di
masyarakat.

Twenty-first century university education is not just about transmission of content and the
development of knowledge in highly specialized area or vocational training for a
profession. General Education strives to help students integrate multi-disciplinary
knowledge and core competencies that complement and build upon the discipline major.
For instance, the study of art appreciation may inspire the designs of an engineering major
student, or an understanding of world history may give a wider perspective to management
students trying to make sense of the latest financial crisis. The importance of such cross-
fertilizations is amply demonstrated by the success stories of many outstanding scientists
and business leaders. Many scholars firmly believe that well designed and implemented
GE curriculum, is just as important (if not more important) than the major curriculum and
is an essential part of all 21st century university education.

Pendidikan universitas di abad ke 21 tidah hanya tentang pemberian konten dan


pengrmbangan pengetahuan di area yang sangat spesialisasi atau vokasi untuk sebuah
profesi. PU berusaha untuk membantu siswa mengintergrasikan pengetahuan multi-
disiplin dan kompetensi inti yang melengkapi dan membangun disiplin utama. Misalnya,
belajar apresiasi seni mungkin dapat menginspirasi disain dari mahasiswa jurusan tehnik,
atau pemahaman tentang sejaran dunia mungkin memberi sebuah perspektif yang lebih
luas kepada siswa menejemen yang mencoba memahami krisis keuangan terakhir.
Pentingnya pembelajaran silang semacam itu cukuo banyak ditunjukkan oleh kisah sukses
banyak ilmuan dan pemimpin bisnis. Banyak ilmuan dengan tegas percaya bahwa
kurikulum PU yang dirancang dengan baik dan dilaksanakan, sama pentingnya (tidak
kalah penting) daripada kurikulum utama dan merupakan bagian penting dari semua
pendidikan universitas di abad ke 21.

2
GE in Greater China
PU in Greater China

In recent years, the philosophy of liberal education and GE has been gradually
adopted by universities worldwide and is enjoying a global migration. American scholars
have helped set up liberal arts colleges or GE Programmes in many parts of the Greater
China region. In the Greater China region, the GE curriculum in Taiwan universities often
makes up at least a quarter of the total credits of the undergraduate curriculum. In Hong
Kong, with the implementation of the “3-3-4” new education system in 2012, the
undergraduate programmes in all eight Hong Kong public universities include a significant
general education component. Only in 2009 was "Quality Education" renamed "General
Education" in mainland China. By then, nearly one hundred key universities in the
Chinese Mainland had started their undergraduate curriculum reforms and introduced new
GE Programmes. The University of Macau (UM) completed its undergraduate curriculum
reform and begun implementing its GE programme as part of the 4-in-1 whole person
education model in 2011. As institutions in Greater China are increasingly in step with one
another and the international educational community in their education reforms, we at UM
are moving closer to the realization of a truly holistic education that meets the needs of our
21st century students.

Dalam beberapa tahun terakhir, filsafat pendiikan liberal dan PU telah diadopsi secara
bertahap oleh universitas di seluruh dunia dan menikmati migrasi global. Para ilmuan
Amerika telah membantu mendirikan perguruan tinggi Liberal Arts atau program PU di
banyak bagian wilayah terbesar Cina. Di wilayah Greater China, kurikulum PU di
Universitas Taiwan sering menetapkan setidaknya seperempat dari total SKS di kurikulum
sarjana. Di Hong Kong, dengan penerapan sistem pendidika baru yaitu “3-3-4” pada tahun
2012, program sarjana di semua universitas yaitu delapan universitas negeri Hong Kong
memasukkan komponen Pendidikan Umum yang signifikan. Baru pada tahun 2009,
“Pendidikan Bermutu” berganti nama menjadi “Pendidikan Umum” di daratan China.
Pada saat itu, hampir seratus universitas utama di daratan China telah memulai
mereformasi kurikulum sarjana mereka dan memperkenalkan program-program PU yang
baru. Universitas Macau menyelesaikan reformasi kurikulum sarjana dan mulai
mengimplementasikan program-program PU sebagai bagian dari model pendidikan 4
dalam 1 bagi setiap orang pada tahun2011. Sebab institusi di Greater China saling maju
secara bertahap dengan yang lainnya dan komunitas pendidikan internasional mereka
mereformasi pendidikan, kami di UM semakin dekat dengan realisasi pendidikan yang
benar-benar menyeluruh yang memenuhi kebutuhan siswa pada abad ke 21.

Evektifitas Kurikulum PU
An Effective GE Curriculum

A quality GE curriculum is goal-oriented, fundamental, broad-based, progressive,


coherent, integrative, and rigorous. While there is no consensus on exactly what subject
matter should be incorporated into a liberal or general education programme, scholars
usually agree that it should contain element from the humanities, the arts, cultural studies,
social sciences and the natural sciences, and it should complement the work done in the
major. When designing their GE curriculum, teachers should respond to the questions: “If
this is the only course that the students are ever going to take in this area, what should they
learn? And how will they gain enduring understandings and the ability to appreciate and
value knowledge in this discipline area?”

Sebuah kurikulum PU yang berkualitas berorientasi pada tujuan, mendasar, berbasis-luas,


progresif, koheren, integrative, dan teliti (tepat). Meskipun tidak ada consensus mengenai
apa pokok permasalahan yang harus dimasukkan ke dalam program pendidikan liberal
atau pendidikan umum, para ilmuan biasanya setuju bahwa hal itu harus mengandung
unsur dari humaniora, seni, studi budaya, ilmu sosial dan ilmu pengetahuan alam, dan
harus melengkapi pekerjaan yang dilakukan di mayor. Saat merancang kurikulum PU
mereka, para guru harus merespon pertanyaan-pertanyaan tersebut: “jika ini adalah satu-
satunya jalan yang akan ditempuh para siswa di bidang ini, apa yang harus mereka
pelajari? Dan bagaimana mereka akan mendapatkan pemahaman dan kemampuan untuk
menghargai dan menilai penegtahuan dibidang disiplin ini.

The essence of GE not only lies in the learning of knowledge it self but also in cultivating
students’ common core abilities in the process of learning, particularly their abilities to
think independently and critically, to challenge traditional wisdom and authority with their
innovative views. This, however, also brings out some inherent challenges in
implementing GE in the region. In the cultural environment of Asian l societies where
authority and obedience are more emphasised, and under an education system that
traditionally emphasises rote learning/memorization and examinations, many students
attend classes quietly or even passively. They are often reluctant to raise questions, interact
with their teachers (i.e., have the so-called Socratic dialogue) and challenge what is being
studied. We strive to overcome this challenge in our GE Programme which seeks lively
interaction and discussion between teachers and students so that they can stimulate and
inspire each other and in doing so enable students to develop independent thinking, which
is a requisite for their lifelong learning and intellectual development.

Esensi PU tidak hanya terletak pada pembelajaran pengetahuan itu sendiri, tetapi juga
dalam menumbuhkan kemampuan yang umum pada siswa dalam proses belajar, terutama
kemampuan mereka untuk berpikir secara independent dan kritis, untuk menentang
kebijaksanaan dan otoritas tradisional dengan pandangan inovatif mereka. Ini,
bagaimanapun juga membawa beberapa tantangan yang melekat dalam
mengimplementasikan PU di wilayah ini. dalam lingkungan budaya Asia 1 dimana otoritas
dan ketaatan lebih ditekankan, dan dibawah sistem pendidikan yang secara tradisional
menekankan belajar hafalan/menghafal dan ujian, banyak siswa menghadiri kelas dengan
tenang atau bahkan secara pasif. Mereka sering enggan mengajukan pertanyaan,
berinteraksi dengan guru mereka (yaitu apa yang disebut dialog Sokrates) dan menantang
apa yang sedang dipelajari. Kami berusaha untuk mengatasi tantangan ini dalam program
PU kami yang mencari interaksi dan diskusi yang semarak antara guru dan siswa sehingga
mereka dapat meransang dan menginspirasi satu sama lain dan dengan demkian
memungkinkan siswa mengembangkan pemikiran mandiri yang merupakan syarat untuk
pembelajaran dan intelaktual seumur hidup mereka

General education courses can be a liberating experience in that they introduce you to
information and ways of understanding outside of your major. They help you understand
how people from a variety of disciplines understand and see the world.

Mata pelajaran Pendidikan Umum dapat menjadi pengalaman yang membebaskan karena
mereka mengenalkan informasi dan cara memahami di luar jurusan mayor anda. Mereka
membantu anda memahami bagaimana orang-orang dari berbagai disiplin ilmu mamahami
dan melihat dunia.

They provide the basis for a liberal education, which will allow you to explore different
areas and enrich your life through better understanding of the arts, the sciences, the
humanities, and the political and social environments in which we live. Most importantly,
your GE courses provide an opportunity for you to work with some of the best professors
on campus in a learning environment that focuses on the sharing and construction of
knowledge as opposed to the dissemination of facts and content. In the developed world it
is estimated that today’s college graduates will have five to eight different jobs or careers
during their working life. The broader understanding of the world combined with the skills
and competencies you will develop in your GE courses will ensure that as new
technologies, career paths and opportunities open up, you will be able to capitalize on
them.
Mereka memberikan dasar bagi pendidikan liberal, yang memungkinkan anda menjelajahi
daerah yang berbeda dan memperkaya hidup anda melalui seni, sains, humaniora, dan
lingkungan politik dan sosial tempat kita tinggal. Yang tepenting, mata pelajaran PU
memberi kesempatan bagi anda untuk bekerja dengan beberapa professor terbaik di
kampus di lingkungan belajar yang berfokus pada berbagi dan membangun pengetahuan
yang bertentangan dengan penyebaran fakta dan konten. Di negara maju diperkirakan
bahwa lulusa perguruan tinggi hari ini akan memiliki lima sampai delapan pekerjaan atau
karir yang berbeda selama masa kerja mereka. Pemahaman yang lebih luas tentang dunia
dikombinasikan dengan keterampilan dan kompetensi yang akan anda kembangkan dalam
mata pelajaran PU anda akan memastikan bahwa seirinh dengan teknologi, jalur karir, dan
peluang baru, anda akan dapat memanfaatkannya.

3
The GE Programme at the University of Macau
Program PU di Universitas Macau

Through support by the University leadership, UM’s new GE curriculum provides a


student-centred and outcome-based programme that reflects the values and needs of the
UM community. To ensure that UM’s students share a common basis of knowledge, no
more than four courses are offered in each area for students to choose from, and each
course within an area shares a set of overlapping concepts and ways of knowing that are a
hallmark of the discipline(s) represented in the area. In addition, the Centre for Teaching
and Learning Enhancement works closely with the administrative, academic staff, and the
GE Programme staff to provide implementation and monitoring mechanisms, to support
GE faculty, and to assess the outcomes of GE Programme.

Melalui dukungan oleh pimpinan universitas, kurikulum baru PU di UM memberikan


sebuah program berbasis pada siswa dan program berbasis hasil yang mencerminkan nilai
dan keburuhan komunitas UM. Untuk memastikan bahwa siswa UM memiliki dasar
kemampuan yang sama, tidak lebih dari dari empat mata pelajaran ditawarkan di setiap
area yang dapat dipilih oleh siswa, dan setiap mata kuliah di dalam area yang dapat dipilih
oleh siswa, dan di dalam setiap mata pelajaran di dalam suatu wilayah berbagi seperangkat
konsep dan cara untuk mengetahui hal yang menjadi ciri khas disiplin yang terwakili di
wilayah tersebut. sebagai tambahan, pusat pengajaran dan perbaikan pembelajaran bekerja
sama dengan administrasi, ataf akademik, staf program PU untuk menyediakan
mekanisme implementasi dan pemantauan, untuk mendukung dosen PU, dan untuk
menilai hasil dari program PU.

In conclusion, it is important that UM provides to its students a high quality educational


experience that will facilitate their success as 21 st century citizens and leaders. This is the
direction of the development of higher education worldwide and also the bedrock of UM’s
efforts in fulfilling its goal of becoming a world-class university. By establishing the 4-in-
1 education model, it is hoped that UM will be able to throw off the shackles of a
traditional specialized/vocational undergraduate education model and deliver a new 21 st
century holistic education model that integrates the 4-in-1 components, namely discipline-
specific education, general education, research and internship education, and community
and peer education. And in doing so, nurtures students’ development in new ways that
foster a strong sense of moral integrity, and the ability to think critically, be problem
solvers and contributing citizens of Macao, Greater China and the world. Our hope is that
our students, upon graduation, will thus be able to face the future with the confidence,
strength and abilities needed to meet the various challenges that will define the 21 st
century.
Kesimpulannya, penting bagi UM untuk member para siswa pengalaman pendidikan
berkualitas tinggi yang akan memudahkan kesuksesan mereka sebagai warga negara dan
pemimpin abad ke 21. Inilah arah pengembangan pendidikan tinggi di seluruh dunia dan
juga landasan usaha UM dalam memenuhi tujuannya menjadi universitas kelas dunia.
Dengan membangun model pendidikan 4 dalam 1, diharapkan UM dapat melepaskan
belenggu model pendidikan sarjana khusus/kejuruan dan memberikan model pendidikan
holistikabad ke 21yang baru mengintegrasikan komponen 4 dalam 1, yaitu pendidikan
disiplin khusus, pendidikan umum, penelitian dan pendidikan magang, dan pendidikan
kelompok teman sebaya. Dan dengan berbuat demikian, memelihara perkembangan siswa
dengan cara baru yang mendorong rasa integrita moral yang kuat, dan kemampuan untuk
berpikir kritis, menjadi pemecah masalah dan member konstribusi pada masyarakat
Macao, Greater China dan dunia. Harapan kami adalah agar siswa kami setelah lulus akan
dapat menghadapi masa depan dengan percaya diri, kekuatan dan kemampuan yang
dibutuhkan untuk memenuhi berbagai tantangan yang dibutuhkan pada abad ke 21.
4
The UM Undergraduate Curriculum

Table 1: UM undergraduate curriculum model


Proposed Proposed
(credits) (%)
1 Major 60-66^ 50
2 General Education 36 28
3 Distribution/Diversity Electives
12 9
(courses outside major*)
4 Free Electives 17-21 13
(minor = 18 to 24 credits)
Total Graduation Requirement 130-135^ 100

^ Except for pre-approved programmes whose maximum major credits can be up to


75 and
total credits up to 144.
* The courses should be chosen from 4 or more different disciplines outside the
student’s own major programme.

Kurikulum Sarjana UM
Table 1: Model Kurikulum Sarjana UM

Mengusulkan Mengusulkan
(SKS) (%)
1 Mayor 60-66^ 50
2 Pendidikan Umum 36 28
3 Pembagian/pembagian mata
pelajaran pilihan
(matakuliah di luar mayor*) 12 9
4 Mata pelajaran pilihan bebas 17-21 13
(minor = 18 to 24 credits)
Total syarat lulus 130-135^ 100

^ Dan untuk program yang telah disetujui sebelumnya yang jumlah kredit
maksimumnya bisa sampai 75 dan total SKS sampai dengan 144
* Mata pelajaran harus dipilih dari 4 atau lebih disiplin berbeda di luar program
utama siswa
Pendidikan Diusulkan
Umum SKS Mata Kuliah Pendidikan Umum Tahun
Tema/Area Ke
I. Language and Communication
1. English 6 EELC121 English II: Introduction to Year 1
Language University
*# English 1
EELC122 English II: Introduction to
University
English 2
EELC131 English III: Academic English 1
EELC132 English III: Academic English 2
EELC141 English IV: Academic English 3
EELC142 English IV: Academic English 4
EELC112 Critical Reading and Writing
EELC113 Experiencing Literature In English
2. Chinese/F 3 CHIN111 Chinese Language and Chinese Year 1
oreign Communication
Language CHIN112 Chinese Language and Chinese
# Literature
CHIN113 Chinese for Non-Native Speakers I
CHIN115 Chinese for Professonal
Communication
PORT113 Portuguese Language I –
Introductory Portuguese
3. Communi 3 ENGB212 Creativity and Wraiting : English Year 2 to 4
cation # for
a Global Readership
Year 3
COMM316 Communicating in a Global to 4
Society
GEGC311 Special Topics in Communication
II. Science and Information Technology
4. Mathemat 3 MATH112 Mathematics and Statistics for Year 1
ics/ Everyday Life to 2
Quantitati MATH113 Applications of Mathematics in
ve Today’s World
Reasoning GEGC111 Special Topics in
# Mathematics/Quantitative Reasoning

5. Informati 3 CISG111 Computing in Modern Society Year 1


on EBIS112 Contemporary Information to 2
Technolog Systems for Organizations
y and CISG113 Information Security and Privacy
Knowledg CISG114 Web Technology and Life
e Society
#
6. Physical 3 FSTG111 Exploring the Earth Any
Science CHEM111 Chemistry and Modern Society Year
and the ELEC111 Electricity and Life
World # PHYS111 Physical Science –n To Know the
natural laws around us
7. Life 3 FEDG211 Wonders in Life Science and Year 2
Science, Health: to 4
Health Personal Helath & Sustainability
and the FHSG212 Wonders in Life Science and
Human Health:
Conditio Biomedical Science
n# FSTG213 Wonders in Life Science and
Health:
Environmental Biology
PSYC211 Wonders in Life Science and
Health:
Health Psychology
III. Society and Culture
8. World 3 HIST212 Global Isssues in History and Year 2
Histories Culture to 4
and GEGC211 Special Topics in World Histories
cultures and Cultures
#
9. Macao, 3 SOCY213 Environment and Humanity Year 2
China SOCY214 Macao in the Global Context to 4
dan other SOCY215 Understanding Population
Societies GEGC212 Special Topics in Macao, China
# And
other Societies
10. Values, 3 FSHG212 cultural Values and Global Justice Year 2
Ethics FSHG213 Capitalism dan Morality to 4
and FSHG213 The Holocaust, genocide, and
Meaning Human Rights
of Life FSHG215 Asian Values and Moral Traditions
IV. Self-Devvelppment
11. Physical 1 EDPE101 Wallness and Sport Practice Any
Educatio Year
n
(Pass/No
Pass)
12. Visual 2 EDPA211 Visual and Performing Arts - Year 2
and Visual Art to 4
Performi EDPA212 Visual and Performing Arts –
ng Arts # Drama
EDPS213 Visual and Performa Arts – Music
GEGC213 Special Topicsl in Visual and
Performing Arts
0 SAGE102 First – Year Experiential Learning Year 1
13. Universit
y Life
(Pass/No
Pass)

5
General Education Programme

Table 2: General Education Programme List

Pendidikan Diusulkan
Umum SKS Mata Kuliah Pendidikan Umum Tahun
Tema/Area Ke
V. Bagasa dan Komunikasi
14. Bahas 6 EELC121 B. Inggris II: Pengenalan B. Inggis Tahun
a Inggris 1 Ke 1
*# untuk Universitas
EELC122 Inggris II: Pengenalan B. Inggis 2
untuk Universitas
EELC131 B. Inggris III: Akademi B. Inggris
1
EELC132 B. Inggris III: Akadem B. Inggris
2
EELC141 B. Inggris IV: Akademi B. Inggris
3
EELC142 B. Inggris IV: Akademi B. Inggris
4
EELC112 Membaca dan Menulis Kritis
EELC113 Mencoba Literatur dalam B.
Inggris
15. China/ 3 CHIN111 B. China dan Komunitas China Tahun
Bahasa CHIN112 B. China dan Literatur China Ke 1
Asing # CHIN113 China untuk Pembicara Non Asli 1
CHIN115 China untuk Kominikasi
professional
PORT113 B. Portugis I – Pengantar Portugis
16. Komu 3 ENGB212 Kreasi dan Menulis : Bahasa Tahun Ke
nikasi # Inggris 2 Sampai
untuk Para Pembaca Global 4
COMM316 Komunikasi dalam Masyarakat Tahun Ke 3
Global Sampai 4
GEGC311 Topik Spesial dalam Komunikasi
VI. Sains dan Teknologi Informasi
17. Mate 3 MATH112 Matematika dan Statistik untuk Tahun Ke
matika/ Kehidupan Sehari-hari 1
Penalaran MATH113 Aplikasi Matematika Pada Dunia Sampai
Kuantitati Saat ini 2
f# GEGC111 Topik Spesial dalam Matematika/
Penalaran Kuantitatif
18. Tekno 3 CISG111 Momputasi dalam masyarakat Tahun Ke
logi Moderen 1
Informasi EBIS112 Sitem informasi sejaman untuk Sampai
dan organisasi 2
pengetahu CISG113 Keamanan dan Peivasi Informasi
an CISG114 Web Teknologi dan Kehidupan
masyarak
at #
19. Sains 3 FSTG111 Mengeksplorasi Dunia Setiap
fisika CHEM111 Kimia dan Masyarakat Moderen Tahun
dan ELEC111 Listrik dan Kehidupan
dunia # PHYS111 Sains Fisika – untuk Mengetahui
Hukum Alam
20. Kehidup 3 FEDG211 Kekaguman dalam Kehidupan Tahun
an Sains, Sains ke 2
Kesehata dan Kesehatan: Kesehatan dan sampai
n, dan Ketahanan Pribadi 4
Kondisi FHSG212 Kekaguman dalam Kehidupan
Menusia Sains
# dan Kesehatan: Sains Biomedikal
FSTG213 Kekaguman dalam Kehidupan
Sains
dan Kesehatan: Biologi kesehatan
Lingkungan
PSYC211 Kekaguman dalam Kehidupan
Sains
dan Kesehatan: Kesehatan
Psikologi
VII. Mayarakat dan Budaya
21. Sejarah 3 HIST212 Persoalan Global dalam Sejarah Tahun
Dunia dan ke 2
dan Budaya sampai
Budaya # GEGC211Topik Spesial dalam Sejarah Dunia 4
dan Budaya
22. Macao, 3 SOCY213 Lingkungan dan Humanisme Tahun
China SOCY214 Macao dalam Konteks Global ke 2
dan SOCY215 Memahami Populasi sampai
Sosial GEGC212 Topik Special di Macao, 4
lainnya # Masyarakat
China dan Lainnya
23. Nilai, 3 FSHG212 Nilai Kultur dan Keadilan Global Tahun
Etika dan FSHG213 Kapitalisme dan Moral ke 2
Makna FSHG213 Bencana, Genosaida dan Hak sampai
kehidupa Manusia 4
n FSHG215 Nilai-nilai Asia dan Tradisi Moral
VIII. Perkembangan Diri
24. Pendidik 1 EDPE101 Wallness dan Dukungan Praktis Setiap
an Fisika Tahun
25. Visual 2 EDPA211 Visual dan Performa Seni – Seni Tahun
dan Visual ke 2
Performa EDPA212 Visual dan Performa Seni – Drama sampai
Seni # EDPS213 Visual dan Performa Seni – Music 4
GEGC213 Topik Special dalam Visual dan
Performa Seni
26. Kehidup 0 SAGE102 Tahun Pertama Belajar Tahun
an Eksperimen ke 1
Universit
as
*Students will be assigned to different levels/types of courses depending on their prior
achievements or assessment results in the respective area before enrolment.
#For pre-approved programmes, these courses can be substituted by equivalent major
prerequisite/foundation courses

For each general education course theme/area, students will be allowed to choose a course
from a list of courses to be offered. However, within each area, at least 25% of the course
materials should cover concepts, topics, and learning outcomes that are common to the
area. These general education courses run throughout all 4 years. It must be pointed out
that courses taken to fulfil general education requirement will not be counted towards the
major, minor, distribution/diversity or free elective requirements.
Untuk setiap tema/area mata pelajaran PU, siswa akan diizinkan untuk memilih mata
pelajaran dari daftar mata pelajaran yang akan ditawarkan. Namun, di setiap area,
setidaknya 25% materi mata pelajaran harus mencangkup konsep, topic, dan hasil belajar
yang…………………….. mata pelajaran PU ini berjalan sepanjang 4 tahun. ………….

In addition, some approved major programmes courses will be allowed to fulfil part of the
university-wide general education requirements by equivalent foundation or preparative
subjects. Each student is required to take at least 20 out of the 36 prescribed specific
general education credit requirements. With prior approval, the remaining 16 general
education credit can be substituted by their Year 1 and Year 2 equivalent major
prerequisite/foundation/preparative courses.

Selain itu, beberapa program studi utama yang disetujui akan diizinkan untuk memenuhi
sebagai persyaratan

The following pedagogical and assessment issues should be taken into account when
designing and delivering GE courses:

a. GE courses should be seen as inter-related and integrated. They are not simply
introductory courses to a discipline. They should contribute to many of the intended
learning outcomes.

a mata pelajaran PU harus dilihat sebagau saling terkait dan terintegrasi. Mereka bukan
hanya mata pelajaran pengantar untuk suatu disiplin. Merekan harus berkontribusi pada banyak
hasil pembelajaran yang diinginkan

b. Their design should be cross-disciplinary, student-centred, learning outcome-based,


inquiry-oriented, action-driven, and related to the students' life and their society.

b Desain mereka harus bersifat lintas-disiplin, berpusat pada siswa, berbasis-hasil belajar,
orientasi inkuiri, action-driven, dan berhubungan degan kehidupan siswa dan masyarakat.

c. Innovative pedagogy and assessment methods are strongly encouraged to enable


interactive learning to take place. Information technology and web-based resources could
be explored to supplement/integrate with traditional face- to- face learning.

Inovasi pedagogic dan tode mepenilaian yang

d. Teaching general education is about determining the minimum common

7
knowledge that all UM undergraduate students will possess after graduation and the
enduring understandings that they will take away from the courses. Teachers should
address the questions of “If this is the only course that the students are ever going to take
in this area, what should they learn? And how will they gain enduring understandings and
the ability to appreciate and value knowledge in this discipline area?”

e. GE courses should encourage students to learn. They should expose our students to a way
of thinking, and encourage them to be able to transfer skills, knowledge and values from
one domain of knowledge to another. .

8
General Education Special Topic Courses

Special topic courses are a new addition to the GE Programme. They provide unique
opportunities for students to explore new topic areas.

Each special topic course is designated by a descriptive subtitle, and can be offered twice.
Faculty interested in developing a special topic course should contact the GE office for
further information.

Please consult the GE website for a list of current special topic courses.

Due to the limited short-term-offerings of these Special Topic Courses, students are not
allowed to claim credits exemption based on Special Topic Courses. For information on
whether Special Topic courses can be used to fulfil free elective requirements, please
consult your home Faculty.

URL:
http://www.umac.mo/ctle/ge/articles/GESTCourses.html

9
General Education Regulations

(Revised and approved by the Senate on 14th January, 2015)

The following regulations concern GE course selection. Please observe these


regulations carefully in order to correctly select the GE courses needed to fulfil the GE
Programme requirements.

a. General Education Programme courses are divided into thirteen areas. Students will be
required to choose one from a list of courses offered within each area. For some Major
Programmes, students are only allowed to take the specific GE course(s) prescribed by
their Major Programmes. Please refer to Table 3 for details.

b. For some Major Programmes, there are also courses designated as approved substitute
courses for some GE areas. Students of these Major Programmes are required to take those
substitute course(s) prescribed by their Major Programmes in order to fulfil the GE
requirement for the substituted GE areas. Please refer to Table 3 for details.
c. Courses taken to fulfil General Education requirement will not be counted towards the
major, minor, distribution/diversity or free elective requirements.
d. For Area 1 "English Language":
(i) Students will be assigned to different levels of English courses depending on their prior
achievements or placement test results in the respective area before enrolment.
(ii) Students who are assigned in the pre-GE levels (either EELC001 (level zero) or EELC011
(level one)) must successfully complete the pre-GE levels first. Then they will be placed
into EELC121 (level two) to fulfil GE requirements. Those completed pre-GE level
English courses will only be counted as free elective courses.
(iii) Students are not allowed to take any English Language courses at a level lower than that
of placement result level.
e. After fulfilling the GE requirement, additional course(s) from the GE Programme list can
be taken as free electives, subject to the restriction/regulation specified by the students’
Major Programmes.
f. Students must also observe and follow any additional restrictions on GE courses selection
which may be imposed by their Major Programmes.

10
General Education Programme Course Exemption/Waiver

If students plan to join the exchange programme and will apply for our GE course
exemption/waiver in the coming semesters, they are strongly recommended to approach
the GE Programme Office in advance for consulting if the credits of course(s) studied in
the exchange institution could be exempted/waived. The following are the general rules
governing GE Programme Course exemption/waiver:

• A course can be exempted only if it meets the following three requirements:


a. The course applied for course exemption must be deemed to be at degree level.

b. Course Content: The course applied for course exemption must have at least
80% content similarity. The Head of Department/Programme Coordinator/Head of GE
Programme/GE Course Area Coordinator can judge the course content.

c. Lecture Hour: The lecture hours of the course applied for course exemption must have at
least 80% as the course offered by UM. One UM credit unit is equal to one lecture hour
per week for one semester and the total number of teaching weeks of a semester is at least
14.
For course completed under the European Credit Transfer System (ECTS) without having
80% lecture hours as the 3-credit UM-offered course, it must have at least “6 ECTS credits
and 24 lecture hours” or “5 ECTS credits and 30 lecture hours”.

• The normal limit on the number of credits that can be transferred to a programme is one-
third of the total credits required, but the limit that can be transferred to the GE
Programme is 6 credits.

• Student may apply for course exemption for any courses except the course in General
Education Course Area 13 University Life.

• Student may apply for course waiver for any courses. For GE course in GE Course Area
13 University Life, students may apply for course waiver on the condition that they have
possessed a degree from a comparable tertiary educational institution. This waiver does
not require a replacement course.
• None of the GE Special Topic Courses are eligible for any credit exemption/waiver.

For further details about courses exemption/waiver, please refer to Registry’s General
Rules Governing Bachelor’s
Degree Programmes
(http://www.umac.mo/reg/UMCalendar/%286%29GR-U.pdf).

Scan the right-hand-side QR Code to download the Course Exemption/Waiver application


form1.

1 URL:
http://um2.umac.mo/apps/com/umdoc.nsf/refno/31F81E00B6AE3D29C8256F100012928
9

11
General Education Substitution Courses
Some major programmes require certain GE courses to be replaced by some other
courses offered specially for that programme of study. The following is a list of these
substitution courses. Please refer to the study plan from each major programme for details.

Table 3: GE Substitution Courses List


Course(
s) to
Sub N
be stitu o.
Faculty/Instit taken ted of
ute Major/Programme C
GE re
area di
for the * ts
substitu
tion
CHNB1
50
CHNB1
Chinese Language and 51
Literature @ CHNB1
52 2 3
CHNB1
53

ENGB1
12
English Studies & 1 6
ENGB1
22

JPNB46
Faculty of 7 3 3
Arts and
JPNB45
Humanities Japanese Studies 8 8 3
JPNB45
9 9 3

PTSB11
4 2 3

PTSB31
0 3 3

PTSB32
Portuguese Studies 6 8 3

PTSB41
6 9 3

PTSB42
9 12 3

All FBA programmes QMDS1 4 3


00

PSYB1
Faculty of All FBA programmes 11 7 3
Business
Administratio
n# Accounting, Finance,
MGMT
Hospitality and Gaming 220 3 3
Management

Faculty of PYEB1
Primary Education 11 2 3
Education

Faculty of
Health BIOM1
Biomedical Sciences ^ 12 7 3
Sciences

Faculty of
Social COMB
Communication 210 4 3
Sciences

*Please refer to the UM General Education Programme List on p.6 and 7


#
Starting from academic year 2013/2014, FBA students (2011 and 2012 intakes) who
haven’t gained the credits
of Area 1 are now required to take EELC121/122 instead (EELC121/122 is equivalent to
EELC215/216).
^
Students admitted in/before 2014/2015 who (1) have not completed BIOB110 Research
Design and Data Analysis for Bioscientists and (2) applied for a deferment of study are
allowed to take BIOM320 Biostatistics
and Experimental Design as GE substitution upon resumption or re-admission of study.
@ Students of Chinese Language and Literature can also take PORT113 to fulfil the
GE requirement in Area 2.

12
Table 3: GE Substitution Courses List (Continue)
Course(
s) to
Sub N
be stitu o.
Faculty/Instit taken ted of
ute Major/Programme C
GE re
area di
for the * ts
substitu
tion
MATB1
All FST programmes 10 4 3

CEEB1
10 5 3

Civil Engineering CHEM1


12 6 4

ECEB1
Faculty of Electrical and Computer 12 5 3
Science PHYS1
Engineering 20 6 4
and
Technology EMEB1
11 5 3
Electromechanical
Engineering PHYS1
20 6 4

CISB11
Computer Science 2 5 3

PHYS1
Mathematics 20 6 4

*Please refer to the UM General Education Programme List on p.6 and 7


13
Restriction on Taking Additional GE Courses as Free Electives
Normally, students are allowed to take extra courses from a GE area after they have
fulfilled the GE requirement for that area. However, a major programme may specify that
certain GE courses CANNOT be taken as free electives for that particular major
programme. Please consult your own Faculty/Department before deciding whether or not
an additional GE courses should be taken.

For a list of GE courses that are specified by different major programmes as courses that
CANNOT be taken as free electives, please visit the GE website. However, this list was
collected from the individual Faculty/Department, thus, for the most updated information
about these courses, please consult your own Faculty/Department.

URL: http://www.umac.mo/ctle/ge/articles/GEFreeElectives.html

14
General Education Course Area Development and Management Team
The General Education Course Area Development and Management Team is made
up of UM faculty who contribute to the development of the GE programme and Chaired
by the GE Area Coordinator (GEAC). The various area management teams oversee the
management the GE programme in collaboration with the GE executive Committee and
GE Committee. Students can contact the relevant GE Area Coordinator if they have any
specific questions regarding the GE courses within the GE Area.

Please refer to the following URL for the most updated member list of the General
Education Course Area Development and Management Team.

URL: http://www.umac.mo/ctle/ge/articles/gealist.html

15
Frequently Asked Questions

Q: Can credits earned from an exchange programme be applied for GE credits


exemption?

A: It is possible for credits earned from an exchange programme or from other tertiary
education institute to be applied for GE credits exemption. Details about the application
procedure and corresponding requirements and restrictions can be found on Page 11.

Q: Can I apply for credit exemption for GE Special Topic Courses?

A: No, students CANNOT apply for credit exemption for GE Special Topic Courses.

Q: How can I make sure that the credits earned from an exchange programme are
eligible for claiming credits exemption?

A: Before studying in the other tertiary education institutions, students should approach
the GE Programme Office and present with the supporting documents of the selected
overseas courses, e.g. course outlines, official course descriptions, lecture hours, study
plans etc, for GE course exemption/waiver advice.

Q: Do GE courses have prerequisites?

A: Most of the GE courses do not have any prerequisites. The only exception is the course
COMM316 Communicating in a Global Society, which has a prerequisite of English level
two or above. Thus, it is highly recommended that a student should complete his/her
English GE requirements as soon as possible.

Q: Can I take more than one course from a GE Area?

A: To fulfil the UM GE credit requirements, a student is required to take one course from
each of the GE Area 2 to 13 and two courses from GE Area 1 with the appropriate or
assigned English level. Extra courses taken from the same GE Area will not be counted as
GE credits.

Q: Can I take an extra course in one GE Area as a substitute for a course in another
GE Area?

A: No.

Q: I mistakenly took more than one course in one of the GE Area 2 to 13, what can I
do with the extra credits?

16
A: The extra credits earned by taking an additional GE course may be counted as free
elective credits. However, different majors have different requirements for taking free
elective credits. This may result in an extra GE course which cannot be counted as free
elective credits. Students are therefore advised not to take any extra course from any GE
Area above and beyond the requirement.

Q: I was placed in lower level English classes. Will these courses be counted as GE
English credits?

A: GE English courses start at level two. English courses that are lower than level two will
not be counted as GE credits. What’s more, students placed in lower level English courses
must first complete these courses before taking the advanced GE English courses.

Q: What can I do with the lower level English credits which cannot be counted as GE
credits?

A: It depends on the requirements and restrictions of your major programme. The lower
level English credits you obtained may or may not be counted as free elective credits.
Again, this will largely depend on the free elective credits requirements set by your own
major programme.

Q: What is General Education?

A: General Education is the embodiment of the idea of a university. It aims to


build a strong educational foundation for all students through a broad academic exposure
that will provide them with the necessary knowledge base, skills and attitudes to realize
their full potential. Drawing on the best of Liberal Arts Philosophy and Chinese Ethical
Traditions GE focuses on whole-person development and is driven by a process of
enquiry, capacity building and intellectual empowerment that will enable future citizens to
channel their energies and talents in a culturally sensitive way for the benefit of
themselves, their families and the wider community. Such a foundation also ensures that
all students will have an opportunity to acquire the communication, critical reasoning and
study skills they will need to succeed in later years and foster a spirit of lifelong learning.

Q: What are the benefits of General Education?

A: GE courses are designed to encourage students to think for themselves and


become active learners. Through GE and by exploring subjects in the context of local
environments and directly related to personal experience, they will develop a greater
understanding of their lives and the world they live in. This makes study more meaningful,
relevant and hopefully enjoyable, which is particularly important for students who have
been mainly exposed to didactic and textbook-based methods of instruction, as is often the
case in Macao. GE courses will help congenitally shy students to develop and express their
own opinions so that they may become more confident in challenging conventional
wisdom and authoritative views.

17
The GE curriculum will help to ensure that all students regardless of background or
major will achieve core competencies in the theme areas of; Language and
Communication, Science and Information Technology, Society and Culture and Self
Development. These competencies include developing global, cultural, and historical
perspectives, cultivating aesthetic appreciation, critical thinking and ethical behaviour, and
adopt personal, civic and social responsibilities and pay proper attention to the
maintenance of their emotional, mental and physical health.

Through studying such core courses, GE students will gain an appreciation of the
importance of other branches of knowledge, including the natural and social sciences,
the humanities and the arts. This will encourage students to keep learning and growing
throughout their lives and open new pathways for research and career development. By
bringing students together from different majors, GE presents students with opportunities
to work with those who may think and see things differently. They will learn to consult,
resolve conflicts peacefully and solve problems more creatively. Students will learn to
appreciate the value of diversity and be encouraged to be active, involved citizens in their
communities.

Promotion to senior positions in many professions often requires more than expertise
in just one single area or discipline. General Education provides a foundation for the
inter- and intra-disciplinary skills needed by tomorrow’s leaders, a fact increasingly
recognized by employers and recruitment specialists. It is generally agreed that the
General Education experience can also help students to find greater joy, meaning and
fulfilment in their personal lives and they are thus more likely to pursue more satisfying
careers.

Q: Are GE Courses different from Other Courses?

A: There is a widespread misinterpretation about GE. Here are some of the typically
negative comments levelled against it:

GE courses are --- “a waste of time”, “watered down general courses”, “the same as
Major introductory courses”, “minor Elective courses”, “an unnecessary distraction to the
real focus of study”, “special interest and leisure courses”, “easy and undemanding”,
“usually taught by adjuncts and junior faculty”, “focus only on skills and not content”,
“not relevant to subject majors”, “not valued by employers”.

But if a GE Programme is designed and delivered properly, none of these criticisms would
be valid. . The University of Macau’s GE Programme is built upon the work of some of
the best universities in the world and all GE courses are directly related to the achievement
of our undergraduate learning goals. Apart from language competence, there are no pre-
requisites for GE courses, but the content and the intellectual depth are comparable to any
other credit-bearing courses at the same level.

GE courses should not be mistaken as simple introductory courses designed for non-
Major students. GE courses emphasize academic content and are pegged at the same
level as any other credit-bearing courses. They may offer a different type of knowledge,
but one that is equally rigorous in its application and assessment. Indeed, because of a
more diverse student base, GE courses often demand the most skilled and knowledgeable
teachers and require active commitment and participation of all students in achieving the
desired learning outcomes. For example, GE courses may give an overall perspective of
the basic academic framework, concept and methodology of a subject, but will also try to
draw upon cross-disciplinary approaches

18
and build proficiency in areas such as independent research, critical thinking and scientific
reasoning.

Another distinctive feature of GE is that more effort is made to relate the subject
matter to human experience and modern life. By encouraging students to investigate
and apply knowledge within more immediate and meaningful contexts, they will be more
fully engaged in the learning process. This is particularly important for students who may
be more used to passive learning styles. GE courses thus provide an opportunity for
students to acquire greater powers of discovery, analysis, and reflection, which they can
then transfer to other fields of study, including their majors. Teaching GE therefore
demands a paradigm shift away from more traditional forms of pedagogy towards more
student-centred, cross-disciplinary and interactive methods of learning.

19
General Education Programme Contact Information

Teleph
one: +853 8822-4582

Fax: +853 8822-2349

E-
mail: ge.enquiry@umac.mo

http://www.umac.mo/
URL: ctle/ge

Hengq
in General Education Programme Office, CTLE,
Camp Room 3124, 3rd floor, Central Teaching
us Building,
Addre
ss: University of Macau, E6
Avenida da Universidade, Taipa, Macao, China
20
NOTES
General Education Programme Study Planner

Major

Programme

Area Courses Year/Sem Completed ?


1

2 □

3 □

4 □

5 □

6 □

7 □

8 □

9 □

1
0 □

1
1 □

1
2 □

13SAGE102 First-Year Experiential Learning □


All details given in this Handbook are
based on the information as at June
2015. For updated information, please
refer to the General Education
homepage: http://www.umac.mo/ctle/ge

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