Teaching responsibilities

Lily Min Zeng has over 15-year teaching experience in higher education institutions in Hong Kong, New Zealand and Mainland China. She earned her PhD degree in the area of educational psychology. She provides consultations to faculty regarding learning diversity, student feedback, peer review of teaching, teaching portfolio, and assessment. She played leading role in coordinating and delivering an effective tertiary-level professional development programme. Her current roles at CETL majorly involve teaching required programme for new academic staff, supervising required programme for graduate teaching assistants, and pedagogical support for technology enhanced learning.

Current Research Area

• Conceptual change in learning
• International student and academic staff
• Diversities of student learning experiences
• Chinese learner

Projects

• Zeng, M. (2016). H$150,000. Non-local early career academics’ conceptions and experience of teaching at Hong Kong universities. Seed Funding for Basic Research, University of Hong Kong.
• Zeng, M. (2014).A comparison of academic performance review practices in Mainland China and New Zealand.
• Gao, X. S. & Zeng. M. (2012). “Linguistic and sociocultural challenges for mainland Chinese undergraduates in their final year of studies”. Seed Funding Programme for Basic Research.
• Zeng. M. (PI), Webster, B. J. & Shulruf, B. (Sep 2009-Dec 2011). “Conceptual and behavioural changes throughout the research experiences of Mainland Chinese research students at domestic, sibling, and overseas universities”. Small Project Fund. University of Hong Kong.
• Zeng, M. (May 2009-Jan 2011). “Understanding Supervisors’ Views about the Aims of Research Postgraduate Education and Their Experiences with their Research Students”.
• Chan, C. K. Y., Smith, S., Fok, W., Yiu, S. M., Yang, M., Zeng, M. (CI), Lau, H. (Sept 2010 – Sept 2012). HK$583,476. ‘’Tackling action plans from HKUSLEQ faculty report by building an engineering education research community to share good practices in engineering education”. Teaching Development Grant, University of Hong Kong.
• Zeng, M. (PI) & Webster, B. J. (Jan 2009-Jan 2010). HK$2000. “Pilot Study of the University of Hong Kong Research Postgraduate Experience Questionnaire (HKURPEQ)”. Centre for the Enhancement of Teaching and Learning, University of Hong Kong.
• Zeng, M. (Sep 2005-June 2006). HK$5,000. “Understanding the academic integration and social integration in relations to educational commitment and overall satisfaction of Mainland Chinese research postgraduates at a Hong Kong university”. Wu Jieh-Yee Research Fund. Hong Kong.
• Zeng, M. (Sep 2002-June 2006). HK$8,000. “The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong”. Sik Sik Yuen Educational Grant. Hong Kong.

Articles

• Zeng, LM (2021). How much does it differ? How much does it matter? The research experience of Mainland Chinese and Hong Kong students in a Hong Kong University. Studies in Higher Education, 2021, v. 46 n. 3, p. 606-623.DOI:10.1080/03075079.2019.1647412
• Fryer, LK, & Zeng, LM, & Zhao, Y (2021). Assessing University and Programme Experiences: Towards an Integrated Asia Pacific Approach. Frontiers in Education, 2021, v. 6, article no. 748590.DOI:10.3389/feduc.2021.748590
• Zeng, M, & Fryer, LK, & Zhao, Y (2021). A comparison of three major instruments used for the assessment of university student experience: Toward a comprehensive and distributed approach. Higher Education Quarterly, 2021.DOI:10.1111/hequ.12363
• Zeng, LM (2020). Peer review of teaching in higher education: A systematic review of its impact on the professional development of university teachers from the teaching expertise perspective. Educational Research Review, 2020, v. 31, p. article no. 100333.DOI:10.1016/j.edurev.2020.100333
• Chan, CKY, & Luk, LYY, & Zeng, M (2014). Teachers’ perceptions of student evaluations of teaching. Educational Research and Evaluation, 2014, v. 20 n. 4, p. 275-289.DOI:10.1080/13803611.2014.932698
• Zeng, M, & Webster, B, & Ginns, P (2013). Measuring the research experience of research postgraduate students in Hong Kong. Higher Education Research and Development, 2013, v. 32, p. 672-686.DOI:10.1080/07294360.2012.754410

Conference Papers

• Zeng, M, & Bridges, SM (2022). Factors that affect student choice of course modality and learning environment during COVID-19 in an Asian context. 15th International Conference on Computer-Supported Collaborative Learning (CSCL), Hiroshima, Japan, June 6-10, 2022. In CSCL 2022: Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning, p. 503-504.
• Molinari, G, & Raes, A, & Zeng, M, & Bridges, SM, & Mentzer, N, & Farrington, SW, & Koehler, A, & Mohandas, L, & Aamir, A, & Claypool, M, & Petit, M, & Babin, J, & Desrocher, ME, & Järvenoja, H, & Törmänen, T, & Pramila-Savukoski, S, & Kuivila, H, & Järvelä, S, & Mikkonen, K, & Ollesch, L, & Bodemer, D, & Weinberger, A (2022). How to promote optimal individual and collaborative learning in remote and hybrid environments?: A focus on motivational and emotional factors. 15th International Conference on Computer-Supported Collaborative Learning (CSCL), Hiroshima, Japan, June 6-10, 2022. In CSCL Proceedings: 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022, p. 501-508.
• Zeng, M, & Bridges, SM (2021). Investigating University Student Choice Of Place And Space In Online Learning During Covid-19.
• Fryer, LK, & Zeng, M, & Shum, A, & Wong, CW, & Ho, CC (2019). Democratising the course experience: Assessing and sharing ‘on-task’ learning experiences. World Education Research Association (WERA) Focal Meeting 10th Anniversary 2019: Future of Democracy and Education: Realizing Equity and Social Justice Worldwide, Tokyo, Japan, 5-8 August 2019.
• Zeng, M, & Lei, CU, & Cheng, SS, & Chai, Y (2019). Learners’ engagement with different types of MOOC videos. The 42nd annual conference of the Higher Education Research and Development Society of Australasia (HERDSA): Next Generation, Higher Education: Challenges, Changes and Opportunities, University of Auckland, Auckland, New Zealand, 2-5 July 2019.
• Zeng, M, & Fryer, LK, & Zhao, Y (2019). Measuring student engagement and learning experience for quality assurance in higher education. International Conference on Education and Learning (ICEL), Osaka, Japan, 28-30 August 2019.
• Zeng, M (2018). A conceptual change approach to professional development of university teachers?. 11th International Conference on Conceptual Change: Epistemic cognition and conceptual change, Klagenfurt, Austria, 29 August – 2 September 2018.
• Fryer, LK, & Zeng, M, & Wong, CW, & Ho, CC, & Chiu, P (2018). On-task student-to-teacher feedback: “Was that interesting?” &”Does it Matter”. European Association for Research on Learning and Instruction Special Interest Groups 4 (EARLI SIG 4) Hgher Education Conference: Topography of research on higher education: Promoting deep conversations, Giessen, Germany, 29-31 August 2018.
• Zeng, M (2017). What does research evidence say about peer review of teaching? The As, Bs, and Cs. The 17th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Tampere, Finland, 29 August – 2 September 2017.
• Zeng, M, & Fryer, LK, & Zhao, Y, & Luo, Y, & Armatas, CA, & Ng, WY, & Tang, GYN (2017). Understanding student engagement in the universities across the Greater China. The 17th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Tampere, Finland, 29 August – 2 September 2017.
• Zeng, M, & Song, YN (2017). 主动学习以及线上学习中的主动学习. 两岸四地高校教学发展网络2017年会: 促进深度学习的教育创新与合作, 中国上海, 2017.
• Zeng, M, & Wang, G, & Shulruf, B (2016). Experiences at home and abroad: a comparison of the learning experiences of Chinese Students at Chinese and New Zealand Universities. The 23rd International Congress of the International Association for Cross-Cultural Psychology (IACCP 2016), Nagoya, Japan, 30 July-3 August 2016.
• Zeng, M, & Webster, BJ (2011). Development and validation of questionnaires on postgraduate learning experiences in the Hong Kong context. The 1st Conference on Creative Education (CCE 2011), Wuhan, China, 8-10 April 2011.
• Zeng, M, & Shulruf, B, & Webster, BJ (2011). A comparison of learning experience of Mainland Chinese postgraduate student at Mainland China and New Zealand universities. The 9th Biennial Conference of the Asian Association of Social Psychology (AASP), Kunming, China, 28-31 July 2011.
• Zeng, M (2011). What makes high-quality research experience of research postgraduates? Implications from Mainland Chinese research students’ experiences at the University of Hong Kong. The 6th International Conference on Universities’ Quality Development (Uniqual 2009), Trondheim, Norway, 15-16 June 2009. In Perceptions of Quality in Higher Education, Rankings and Benchmarking, 2011, p. 113-126.
• Shulruf, B, & Zeng, M, & Watkins, DA, & Fu, H (2010). One statistical technique may not be enough: comparing measurement of psychological attributes across countries. The 7th Conference of the International Test Commission, Chinese University of Hong Kong Shatin, Hong Kong, 19-21 July 2010.
• Zeng, M, & Webster, BJ (2010). Research experience at a Hong Kong university: a comparison between Mainland Chinese students and Hong Kong local students. The International Conference on Enhancing Learning Experiences in Higher Education, Hong Kong, China, 2-3 December 2010.
• Shulruf, B, & Zeng, M, & Hattie, J, & Watkins, DA, & Fu, H (2010). Differences between Chinese and New Zealand students: the impact of the statistical method. The 27th International Congress of Applied Psychology, Melbourne, Victoria, Australia, 11-16 July 2010.
• Zeng, M, & Webster, BJ (2010). Examining students’ research experiences with the Postgraduate Research Experience Questionnaire (PREQ) in a Hong Kong University. The 9th Quality in Postgraduate Research Conference (QPR 2010). Adelaide, Australia, 13-15 April 2010.
• Zeng, LM, & Webster, BJ (2010). Assessing the research experience of postgraduate student at a Hong Kong university. The 33rd International Conference of Higher Education Research and Development Society of Australasia (HERDSA) 2010, Melbourne, Australia, 6-9 July 2010. In Research and Development in Higher Education Series, 2010, v. 33, p. 645-654.
• Shulruf, B, & Zeng, M, & Watkins, D, & Hong, F (2010). Does the statistical technique determine the research results? A case study of cross-cultural research. The 4th European Congress of Methodology, Potsdam/Berlin, Germany, 21-23 July 2010.
• Zeng, M (2010). Examining students’ research experiences with the Student Research Experience Questionnaire (SREQ) at the University of Hong Kong. The CETL Research Seminar, the University of Hong Kong, Hong Kong, 24 February 2010.

Book Chapters

• Zeng, M (2016). Mainland Chinese students’ responses to the cognitive conflicts in their adaptation to a Hong Kong university: a developmental perspective. In King, RB & Bernardo, ABI (Eds.), The psychology of Asian learners: A festschrift in honor of David Watkins, p. 421-440. Singapore: Springer, 2016.DOI:10.1007/978-981-287-576-1_26
• Zeng, M, & Watkins, DA (2010). Adaptation of mainland postgraduate students to Hong Kong’s universities. In Chapman, DW … (Eds.)(et al), Crossing borders in East Asian higher education, p. 343-373. Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2010.

Committee:

• Members of the Common Core Digital and Multi-media Innovations (DMI) Steering Committee, HKU

Journal paper reviewer:

• Studies in Higher Education
• Higher Education
• Higher Education and Research Development
• International Journal of Academic Development

Employment History