{"id":3171,"date":"2023-07-12T17:52:20","date_gmt":"2023-07-12T09:52:20","guid":{"rendered":"https:\/\/er.talic.hku.hk\/sap\/?page_id=3171"},"modified":"2025-03-25T16:53:30","modified_gmt":"2025-03-25T08:53:30","slug":"resources","status":"publish","type":"page","link":"https:\/\/er.talic.hku.hk\/sap\/resources\/","title":{"rendered":"Resources"},"content":{"rendered":"<div class='flex_column av-s0q6b-72abe24a9bf5b92174d3ff5cc354e871 av_one_full  avia-builder-el-0  el_before_av_three_fourth  avia-builder-el-first  first flex_column_div '     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-ljzjibnr-8b5c01b4b868bb5447a3b5ba738ff46c\">\n#top .av-special-heading.av-ljzjibnr-8b5c01b4b868bb5447a3b5ba738ff46c{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-ljzjibnr-8b5c01b4b868bb5447a3b5ba738ff46c .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-ljzjibnr-8b5c01b4b868bb5447a3b5ba738ff46c .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  id=\"resource1\"  class='av-special-heading av-ljzjibnr-8b5c01b4b868bb5447a3b5ba738ff46c av-special-heading-h3  avia-builder-el-1  el_before_av_textblock  avia-builder-el-first '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  ><span style=\"line-height: 1.4em;\">Exploring the Interplay Among Student Identity Development, University Resources, and Social Inclusion in Higher Education: Analyzing Students as Partners Project in a Hong Kong University<\/span><\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-ljzjincd-ba20c05b385f4cb6055b3f40eebd466a'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"margin-top: -0.5em;\">Peter LAU and Jiahui ZHENG<br \/>\nThe University of Hong Kong<\/div>\n<\/div><\/section><\/p><\/div>\n<div class='flex_column av-bqwh5f-4180e5efe07a450ba3ddf3a6c8e73b48 av_three_fourth  avia-builder-el-3  el_after_av_one_full  el_before_av_one_fourth  first flex_column_div column-top-margin'     ><section  class='av_textblock_section av-m8o5u6c1-05dccc84914488b8e281e0a91fdf0ca3'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"text-align: justify;\">\n<p>Social inclusion is vital in teaching and learning, particularly within collaborative educational frameworks like the Students as Partners (SaP) initiative. This article delves into selected SaP projects regarding social inclusion in a Hong Kong university, focusing on understanding the complex interplay among student identity development, university resources, and social inclusion. To achieve this, the study employs a qualitative research methodology, which allows for an in-depth exploration of the experiences and perspectives of students involved in the scheme. By analyzing student interview data, this article delineates the identity development process in SaP projects. Additionally, it explores aspects related to the university resources that support student partners throughout the social inclusion project implementation in the Hong Kong context. The results indicate that students are generally aware of social inclusion. Some of them developed a new identity to sustain a positive influence on social inclusion through SaP projects, along with the necessary university resources.<\/p>\n<p><strong>Source<\/strong><br \/>\nLau, P., &amp; Zheng, J. (2025). Exploring the Interplay Among Student Identity Development, University Resources, and Social Inclusion in Higher Education: Analyzing Students as Partners Project in a Hong Kong University. <em>Social Sciences, 14<\/em>(3), 119. DOI: <a href=\"https:\/\/doi.org\/10.3390\/socsci14030119\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/socsci14030119<\/a><\/p>\n<\/div>\n<\/div><\/section><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-3o0aoz-2ad04dee89dd0aab3b30052924003419\">\n@-webkit-keyframes av_boxShadowEffect_av-3o0aoz-2ad04dee89dd0aab3b30052924003419-column {\n0%   { box-shadow:  0 0 0 0 #e0e0e0; opacity: 1; }\n100% { box-shadow:  0 0 10px 0 #e0e0e0; opacity: 1; }\n}\n@keyframes av_boxShadowEffect_av-3o0aoz-2ad04dee89dd0aab3b30052924003419-column {\n0%   { box-shadow:  0 0 0 0 #e0e0e0; opacity: 1; }\n100% { box-shadow:  0 0 10px 0 #e0e0e0; opacity: 1; }\n}\n.flex_column.av-3o0aoz-2ad04dee89dd0aab3b30052924003419{\nbox-shadow: 0 0 10px 0 #e0e0e0;\n}\n<\/style>\n<div class='flex_column av-3o0aoz-2ad04dee89dd0aab3b30052924003419 av_one_fourth  avia-builder-el-5  el_after_av_three_fourth  el_before_av_hr  flex_column_div shadow-not-animated column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-ljzjlcrt-48fa606692afea1119a910c33ca244d4\">\n.avia-image-container.av-ljzjlcrt-48fa606692afea1119a910c33ca244d4 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-ljzjlcrt-48fa606692afea1119a910c33ca244d4 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-ljzjlcrt-48fa606692afea1119a910c33ca244d4 av-styling- avia-align-center  avia-builder-el-6  avia-builder-el-no-sibling '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><img decoding=\"async\" class='wp-image-3596 avia-img-lazy-loading-not-3596 avia_image ' src=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2025\/03\/ResourcesThumbnailImg_ExploringInterplay.jpg\" alt='' title='ResourcesThumbnailImg_ExploringInterplay'  height=\"721\" width=\"501\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2025\/03\/ResourcesThumbnailImg_ExploringInterplay.jpg 501w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2025\/03\/ResourcesThumbnailImg_ExploringInterplay-208x300.jpg 208w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2025\/03\/ResourcesThumbnailImg_ExploringInterplay-490x705.jpg 490w\" sizes=\"(max-width: 501px) 100vw, 501px\" \/><\/div><\/div><\/div><\/div>\n<div  class='hr av-m8o7vwq6-9263e3b2bbdd1dc350626aa15a9911e5 hr-full  avia-builder-el-7  el_after_av_one_fourth  el_before_av_one_full  hr-no-shadow'><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n<div class='flex_column av-amwsg3-6fa55f892561c748fdee61842c33bc62 av_one_full  avia-builder-el-8  el_after_av_hr  el_before_av_three_fourth  first flex_column_div '     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-94pwyr-ae295addce49112d3e46686a4a1320e6\">\n#top .av-special-heading.av-94pwyr-ae295addce49112d3e46686a4a1320e6{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-94pwyr-ae295addce49112d3e46686a4a1320e6 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-94pwyr-ae295addce49112d3e46686a4a1320e6 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  id=\"resource1\"  class='av-special-heading av-94pwyr-ae295addce49112d3e46686a4a1320e6 av-special-heading-h3  avia-builder-el-9  el_before_av_textblock  avia-builder-el-first '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  ><span style=\"line-height: 1.4em;\">Fostering educational innovations in the era of global digital futures with students as partners (SaP) &#8211; Agency of university students in the Asian context<\/span><\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-77szoz-b19452aa6ac986bbe0afbb09bc622171'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"margin-top: -1em;\">Peter LAU<sup>1<\/sup>, Kevin Chan<sup>2<\/sup>, Anna Kwan<sup>3<\/sup>, Beatrice Chu<sup>4<\/sup>, Paul Lam<sup>5<\/sup>, Theresa Kwong<sup>6<\/sup>, Crusher Wong<sup>7<\/sup>, King Chong<sup>8<\/sup><br \/>\n<span style=\"font-size: 0.8em; color: #ababab;\">1 The University of Hong Kong | 2 The Hong Kong Polytechnic University | 3 HERDSA Hong Kong | 4 The Hong Kong University of Science and Technology | 5 The Chinese University of Hong Kong | 6 Hong Kong Baptist University | 7 City University of Hong Kong | 8 Lingnan University<\/span><\/div>\n<\/div><\/section><\/p><\/div>\n<div class='flex_column av-65p19f-e4e6e71b5b324e0ec5ae94fbb25b0429 av_three_fourth  avia-builder-el-11  el_after_av_one_full  el_before_av_one_fourth  first flex_column_div column-top-margin'     ><section  class='av_textblock_section av-ljzjjkc7-03f3e123dc997b48810fb7cbd8ca1ce4'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"text-align: justify;\">\n<p>Most studies on Students as Partners (SaP) in the literature have been found to be western-centric, highlighting a significant lack of SaP studies in Asian countries. Higher education in Hong Kong is still developing its SaP practice. This article aims to address this gap by examining how student partnership fosters education innovation in the era of global digital futures, particularly through the Redesigning Student Learning Experience in Higher Education (RSLEIHE) project scheme in recent years in Hong Kong.<\/p>\n<p>Believing that meaningful and impactful student partnership relies on the student agency developed during the projects, this study discusses factors facilitating student agency development through SaP projects of the RSLEIHE scheme in an age of digital futures. The two-stage research design (including student responses on a quantitative survey and a ranking task) allowed for a comprehensive exploration of student perception of student agency levels among a diverse cohort of participants from local universities in Hong Kong.<\/p>\n<p>The findings revealed interesting patterns and variations in student agency across different demographic factors such as gender, level of study and academic disciplines. Notably, graduate students exhibited higher levels of agency compared with undergraduate students, while female students perceived significantly more peer support. Overall, this study emphasises the significance of support systems, trust-building, and opportunities for students to make choices in shaping the student experience.<\/p>\n<p><strong>Source<\/strong><br \/>\nLau, P., Chan, K., Kwan, A., Chu, B., Lam, P., Kwong, T., &#8230; &amp; Chong, K. Fostering educational innovations in the era of global digital futures with students as partners (SaP)-Agency of university students in the Asian context. <em>Journal of Applied Learning and Teaching, 8<\/em>(Sp. Iss. 2), 64-73. DOI: <a href=\"https:\/\/doi.org\/10.37074\/jalt.2025.8.S2.6\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.37074\/jalt.2025.8.S2.6<\/a><\/p>\n<\/div>\n<\/div><\/section><\/div>\n<div class='flex_column av-6cx8jn-8fcbef68c9ef4d79b80d7a17bb552e15 av_one_fourth  avia-builder-el-13  el_after_av_three_fourth  el_before_av_hr  flex_column_div column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-3vbppv-703214f9c3cc47ea6356c1b90be5cb93\">\n@-webkit-keyframes av_boxShadowEffect_av-3vbppv-703214f9c3cc47ea6356c1b90be5cb93 {\n0%   { box-shadow:  0 0 0 0 #e0e0e0; opacity: 1; }\n100% { box-shadow:  0 0 10px 0 #e0e0e0; opacity: 1; }\n}\n@keyframes av_boxShadowEffect_av-3vbppv-703214f9c3cc47ea6356c1b90be5cb93 {\n0%   { box-shadow:  0 0 0 0 #e0e0e0; opacity: 1; }\n100% { box-shadow:  0 0 10px 0 #e0e0e0; opacity: 1; }\n}\n.avia-image-container.av-3vbppv-703214f9c3cc47ea6356c1b90be5cb93 img.avia_image{\nbox-shadow: 0 0 10px 0 #e0e0e0;\n}\n.avia-image-container.av-3vbppv-703214f9c3cc47ea6356c1b90be5cb93 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-3vbppv-703214f9c3cc47ea6356c1b90be5cb93 av-styling- avia-align-center  avia-builder-el-14  avia-builder-el-no-sibling  av-img-box-shadow av-box-shadow-not-animated'   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><img decoding=\"async\" class='wp-image-3600 avia-img-lazy-loading-not-3600 avia_image shadow-not-animated' src=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2025\/03\/ResourcesThumbnailImg_FosteringEdInnovations.jpg\" alt='' title='ResourcesThumbnailImg_FosteringEdInnovations'  height=\"760\" width=\"540\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2025\/03\/ResourcesThumbnailImg_FosteringEdInnovations.jpg 540w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2025\/03\/ResourcesThumbnailImg_FosteringEdInnovations-213x300.jpg 213w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2025\/03\/ResourcesThumbnailImg_FosteringEdInnovations-501x705.jpg 501w\" sizes=\"(max-width: 540px) 100vw, 540px\" \/><\/div><\/div><\/div><\/div>\n<div  class='hr av-9ni5v-e147ef11b4056bdc17ba5f4bae401a78 hr-full  avia-builder-el-15  el_after_av_one_fourth  el_before_av_one_full  hr-no-shadow'><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n<div class='flex_column av-4u07pf-59e0d0d5ebf44177c71b2efe746e02b0 av_one_full  avia-builder-el-16  el_after_av_hr  el_before_av_hr  first flex_column_div '     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-ljzjn50z-09329b8de6c6ad193c039fe74943f68a\">\n#top .av-special-heading.av-ljzjn50z-09329b8de6c6ad193c039fe74943f68a{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-ljzjn50z-09329b8de6c6ad193c039fe74943f68a .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-ljzjn50z-09329b8de6c6ad193c039fe74943f68a .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  id=\"resource2\"  class='av-special-heading av-ljzjn50z-09329b8de6c6ad193c039fe74943f68a av-special-heading-h3  avia-builder-el-17  el_before_av_textblock  avia-builder-el-first '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Cross-Institutional Service-Learning in Orthopedics Curriculum in Traditional Chinese Medicine Education: APRS Service-Learning Model<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-ljzjnvm8-fccca6d1757e26ef08acb61bc7ad184e'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"margin-top: -1em;\">Peter LAU<sup>1*<\/sup>, Chun Hoi CHEUNG<sup>2*<\/sup>, Feng TU<sup>2<\/sup>, Dong Fang HAO<sup>1<\/sup>, Kenny Kiu Lam CHUNG<sup>3<\/sup>, Judith Hang Tsz WONG<sup>2<\/sup>, Angela Tzi San NG<sup>4<\/sup>, Shane Sheung Yuen SIU<sup>4<\/sup><br \/>\n<span style=\"font-size: 0.8em; color: #ababab;\">1 The University of Hong Kong | 2 Hong Kong Baptist University | 3 The Chinese University of Hong Kong | 4 Northeastern University | * Co-first authors<\/span><\/div>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-ljzjqjo4-1a7ed614969fbb7699fb932a9b46a077\">\n.avia-image-container.av-ljzjqjo4-1a7ed614969fbb7699fb932a9b46a077 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-ljzjqjo4-1a7ed614969fbb7699fb932a9b46a077 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-ljzjqjo4-1a7ed614969fbb7699fb932a9b46a077 av-styling- avia-align-left  avia-builder-el-19  el_after_av_textblock  el_before_av_hr '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><img decoding=\"async\" class='wp-image-3178 avia-img-lazy-loading-not-3178 avia_image ' src=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/07\/JSLHE1.jpg\" alt='' title='JSLHE1'  height=\"150\" width=\"904\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/07\/JSLHE1.jpg 904w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/07\/JSLHE1-300x50.jpg 300w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/07\/JSLHE1-768x127.jpg 768w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/07\/JSLHE1-705x117.jpg 705w\" sizes=\"(max-width: 904px) 100vw, 904px\" \/><\/div><\/div><\/div><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-lk0v445p-88c0e3f92a634cff50b2abaecc9310ee\">\n#top .hr.hr-invisible.av-lk0v445p-88c0e3f92a634cff50b2abaecc9310ee{\nheight:20px;\n}\n<\/style>\n<div  class='hr av-lk0v445p-88c0e3f92a634cff50b2abaecc9310ee hr-invisible  avia-builder-el-20  el_after_av_image  el_before_av_textblock '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div><br \/>\n<section  class='av_textblock_section av-ljzjor4s-4a2ecd06b2cb93382e9bc53650fee563'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"text-align: justify;\">\n<p>Previous studies showed that traditional Chinese medicine (TCM) students experienced low confidence in using discipline knowledge\/skills due to the lack of practicum opportunities in the curriculum under the current TCM law in Hong Kong. In this study, TCM students participated in service-learning in Orthopedics curriculum as partners. Detailed arrangements of the service in this study were self-determined by the student partners. In such a partnership, TCM students were empowered to take control of their learning. They gained additional exposure and authentic experience of working with TCM professionals and communicating with the local social workers and patients. As TCM students made significant decisions on what specific activities (home visits, consultations, or health care education) to hold, how to carry them out, and how frequent and when to execute, they reported a greater sense of control of their learning, as a result of reinforced Autonomous Motivation (Hagger et al., 2014).<\/p>\n<p><strong>Source<\/strong><br \/>\nLau, P.*, Cheung, C.H.*, Tu, F., Hao, D.F., Chung, K.K.L., Wong, J.H.T., Ng, A.T.S, &amp; Siu, S.S.Y. (2024). Cross-institutional service-learning in orthopedics curriculum in traditional Chinese medicine education: APRS service-learning model. <em>Journal of Service-Learning in Higher Education.<\/em> [<a href=\"https:\/\/journals.sfu.ca\/jslhe\/index.php\/jslhe\/article\/view\/449\/273\" target=\"_blank\" rel=\"noopener\">Link<\/a>]<\/p>\n<\/div>\n<\/div><\/section><\/p><\/div>\n<div  class='hr av-1tie4z-1e91636c2c03953abd2f6836eabe8cd4 hr-full  avia-builder-el-22  el_after_av_one_full  el_before_av_one_full  hr-no-shadow'><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n<div class='flex_column av-fo2s43-1754a34f04334aa528b568438fa0feb9 av_one_full  avia-builder-el-23  el_after_av_hr  el_before_av_three_fourth  first flex_column_div '     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-dtslc3-b81873378f3db0d9e68a5ece2440da10\">\n#top .av-special-heading.av-dtslc3-b81873378f3db0d9e68a5ece2440da10{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-dtslc3-b81873378f3db0d9e68a5ece2440da10 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-dtslc3-b81873378f3db0d9e68a5ece2440da10 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  id=\"resource1\"  class='av-special-heading av-dtslc3-b81873378f3db0d9e68a5ece2440da10 av-special-heading-h3  avia-builder-el-24  el_before_av_textblock  avia-builder-el-first '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Student partnership in assessment in higher education: a systematic review<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-bujv37-c99c73aae42f2883bea56968694b33dc'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"margin-top: -1em;\">Cecilia Ka Yuk CHAN and Siaw Wee CHEN<br \/>\nThe University of Hong Kong<\/div>\n<\/div><\/section><\/p><\/div>\n<div class='flex_column av-819azn-833ec4343df67abad3ffc72288d345e1 av_three_fourth  avia-builder-el-26  el_after_av_one_full  el_before_av_one_fourth  first flex_column_div column-top-margin'     ><section  class='av_textblock_section av-bdffqb-2ce260cc6f36948e177f89e62b60f299'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"text-align: justify;\">\n<p>This systematic review explores how student partnership is enacted in higher education assessment using a community of practice and liminality of student roles as the conceptual framework. Forty-three empirical studies were analysed. Thematic analysis results show that students adopt the four roles of co-designers, assessors, consultants and decision-makers in assessment partnerships. Such partnership occurs in four major areas of assessment: assessment and feedback design, execution and implementation, quality assurance, and policy establishment. To facilitate an effective partnership, essential knowledge, training and coaching, accuracy and quality check and partnership management are crucial supports from university staff. A framework is proposed to elucidate student partnership in assessment as situated learning in a community of practice.<\/p>\n<p><strong>Source<\/strong><br \/>\nChan, C. K. Y., &amp; Chen, S. W. (2023). Student partnership in assessment in higher education: a systematic review. <em>Assessment and Evaluation in Higher Education<\/em>, 1\u201313. DOI: 10.1080\/02602938.2023.2224948<\/p>\n<\/div>\n<\/div><\/section><\/div>\n<div class='flex_column av-3wmv8z-71847128428a69b071df6a1ed0a22224 av_one_fourth  avia-builder-el-28  el_after_av_three_fourth  el_before_av_hr  flex_column_div column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-2fti6b-09ee1e2691ea18f10d75b817144ad1d5\">\n@-webkit-keyframes av_boxShadowEffect_av-2fti6b-09ee1e2691ea18f10d75b817144ad1d5 {\n0%   { box-shadow:  0 0 0 0 #e0e0e0; opacity: 1; }\n100% { box-shadow:  0 0 10px 0 #e0e0e0; opacity: 1; }\n}\n@keyframes av_boxShadowEffect_av-2fti6b-09ee1e2691ea18f10d75b817144ad1d5 {\n0%   { box-shadow:  0 0 0 0 #e0e0e0; opacity: 1; }\n100% { box-shadow:  0 0 10px 0 #e0e0e0; opacity: 1; }\n}\n.avia-image-container.av-2fti6b-09ee1e2691ea18f10d75b817144ad1d5 img.avia_image{\nbox-shadow: 0 0 10px 0 #e0e0e0;\n}\n.avia-image-container.av-2fti6b-09ee1e2691ea18f10d75b817144ad1d5 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-2fti6b-09ee1e2691ea18f10d75b817144ad1d5 av-styling- avia-align-center  avia-builder-el-29  avia-builder-el-no-sibling  av-img-box-shadow av-box-shadow-not-animated'   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><img decoding=\"async\" class='wp-image-3172 avia-img-lazy-loading-not-3172 avia_image shadow-not-animated' src=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/07\/JA1.jpg\" alt='' title='JA1'  height=\"280\" width=\"196\"  itemprop=\"thumbnailUrl\"  \/><\/div><\/div><\/div><\/div>\n<div  class='hr av-34l4xv-329306c73a92e1dcdd959a1ffef37500 hr-full  avia-builder-el-30  el_after_av_one_fourth  el_before_av_one_full  hr-no-shadow'><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n<div class='flex_column av-c23n1f-d4eb30b4abb34b149a568c51bc9fb51f av_one_full  avia-builder-el-31  el_after_av_hr  el_before_av_hr  first flex_column_div '     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-baiev7-02bf482bee3023866bf7d596f3ab85d2\">\n#top .av-special-heading.av-baiev7-02bf482bee3023866bf7d596f3ab85d2{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-baiev7-02bf482bee3023866bf7d596f3ab85d2 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-baiev7-02bf482bee3023866bf7d596f3ab85d2 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  id=\"resource1\"  class='av-special-heading av-baiev7-02bf482bee3023866bf7d596f3ab85d2 av-special-heading-h3  avia-builder-el-32  el_before_av_textblock  avia-builder-el-first '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Six-stage Student Partners Identity Development Framework<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-64olj7-547af5616178f63a308f1ca15823385d'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"text-align: justify;\">\n<p>The qualitative data revealed a systematic progression of identity that participants underwent during their involvement in SaP projects. As the project progressed, they explored and defined their identities in six stages: Awareness, Exploration\/Engagement, Identification, Differentiation, Generativity, and Integration.<\/p>\n<p>Students progressively transitioned from \u201chelpers\u201d to \u201cpeer leaders\u201d or \u201cpartners\u201d in their teams. \u201cPeer leaders\u201d and \u201cpartners\u201d were characterized with (self-)defined power, responsibilities (such as making decisions, defining missions, seeking sponsorship), and roles (such as promoting, recruiting, and training new members). Some of them eventually found ways to sustain project impacts by extending the practice to a new project setting (a wider context). This process of identity transformation was shaped and influenced by various factors. First, mentorship or guiding support provided by university staff or faculty was instrumental in fostering student confidence, skills\/knowledge development, and leadership potential. Second, engagement and collaboration with peers facilitated the development of students\u2019 role recognition and sense of responsibility within the team. Finally, the supporting resources and environment in the university, such as funding\/financial support, facilities (laboratory), administration support, academic support, etc., significantly contributed to students\u2019 growth and development. The students\u2019 sense of growth and responsibility was exercised and strengthened in this process, enhancing their ability to adapt to challenges and assume higher-level responsibilities.<\/p>\n<\/div>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-lk0vxuh1-580d72190bf11ffb12d2c926906deaaa\">\n#top .avia-icon-list-container.av-lk0vxuh1-580d72190bf11ffb12d2c926906deaaa .iconlist_icon{\nbackground-color:#272b82;\n}\n<\/style>\n<div  class='avia-icon-list-container av-lk0vxuh1-580d72190bf11ffb12d2c926906deaaa  avia-builder-el-34  el_after_av_textblock  avia-builder-el-last '><ul class='avia-icon-list avia_animate_when_almost_visible avia-icon-list-left av-iconlist-big av-lk0vxuh1-580d72190bf11ffb12d2c926906deaaa avia-iconlist-animate'>\n<li><div class='iconlist_icon av-lk0vvw86-0b9608c1f17d2ee7a5a94b8daa0d18ac avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue864' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Awareness<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><div style=\"text-align: justify;\">In the Awareness stage, students\u2019 identity development is outside Student as Partner (SaP) projects, individuals began<br \/>\nto recognize SaP as a distinct concept, albeit without a personal connection or identification with it.<\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<li><div class='iconlist_icon av-lk0vwhvi-d0379110fc7688b9b77547630419b604 avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue80b' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Exploration\/Engagement<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><div style=\"text-align: justify;\">During the Exploration\/Engagement stage, students engaged in tasks related to their interests, often motivated by curiosity or a desire to contribute meaningfully to their projects and sometimes collaborating with peers.<\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<li><div class='iconlist_icon av-lk0vx411-fda6209e49ad34399900d6a147c98e76 avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue840' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Identification<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><div style=\"text-align: justify;\">In the Identification stage, students began to recognize and embrace their roles as active partners in the SaP projects. At this stage, students started to see their engagement as integral to the collaborative efforts of the group, focusing on the responsibilities associated with the partnership.<\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<li><div class='iconlist_icon av-lk0vxqz8-b5c9dc9e618c75507a543f0c1e7ee0ca avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue8da' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Differentiation<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><div style=\"text-align: justify;\">In the Differentiation stage, students assumed various responsibilities and duties gradually. They began to recognize that student partnership is a collective process shaped through collaboration, inclusivity, and shared goals rather than a fixed position held by a single person.<\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<li><div class='iconlist_icon av-lk0vxqz8-12-631ada442115ce14485805cd3a44cc9e avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue8ad' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Generativity<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><div style=\"text-align: justify;\">In the Generativity stage, students recognized the constraints and limitations of their abilities and transcended to a greater cause. They began to focus on nurturing and mentoring others, emphasizing the importance of developing leadership potential within their peers. At this stage, partnership was perceived as a shared responsibility that fosters community contributions and collective success, rather than a singular achievement.<\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<li><div class='iconlist_icon av-lk0vxqz8-11-25ea9488b40585b6164f1f832d2988d2 avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue882' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Integration<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><div style=\"text-align: justify;\">In the Integration stage, students began to fully integrate student partners into their identities, viewing it as an intrinsic part of who they are<br \/>\nrather than merely a role they assume in specific contexts. At this stage, leadership behaviors and values aligned seamlessly with their belief<br \/>\nsystems, allowing them to enact leadership authentically and consistently across all aspects of their lives\u2014personal, professional, and social.<\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<\/ul><\/div><\/p><\/div><div  class='hr av-5ce2v7-9250d5d5d7fe752a435848f2a58272b6 hr-full  avia-builder-el-35  el_after_av_one_full  el_before_av_one_full  hr-no-shadow'><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div><\/p>\n<div class='flex_column av-enz2r-b55ec7b0d0bc6d4358d97c3543e3beb0 av_one_full  avia-builder-el-36  el_after_av_hr  avia-builder-el-last  first flex_column_div '     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-lk0vu426-4e5bea71288d96ce0846ab0dbe2001ae\">\n#top .av-special-heading.av-lk0vu426-4e5bea71288d96ce0846ab0dbe2001ae{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-lk0vu426-4e5bea71288d96ce0846ab0dbe2001ae .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-lk0vu426-4e5bea71288d96ce0846ab0dbe2001ae .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  id=\"resource3\"  class='av-special-heading av-lk0vu426-4e5bea71288d96ce0846ab0dbe2001ae av-special-heading-h3  avia-builder-el-37  el_before_av_textblock  avia-builder-el-first '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Four approaches of starting SaP projects<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-lk0vufvb-b9fffd414b8b29f3a8ee1d0ca296b142'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"margin-top: -1em;\">Peter Lau<br \/>\nTeaching and Learning Innovation Centre, HKU<\/div>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-2fukr7-75af7ff1c1017739a769ebc8cebdaaa3\">\n#top .hr.hr-invisible.av-2fukr7-75af7ff1c1017739a769ebc8cebdaaa3{\nheight:30px;\n}\n<\/style>\n<div  class='hr av-2fukr7-75af7ff1c1017739a769ebc8cebdaaa3 hr-invisible  avia-builder-el-39  el_after_av_textblock  el_before_av_textblock '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div><br \/>\n<section  class='av_textblock_section av-lk0vuthu-4a794265529a92d5e7e39f05e8cfd618'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"text-align: justify;\">After analysing 40+ Students as Partners (SaP) projects in Hong Kong local universities, four effective approaches are identified for attracting student partners at the initial stage of SaP engagement. See below brief descriptions:<\/div>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-8inlab-06d92daf93a241e574157cfffa8738bb\">\n#top .avia-icon-list-container.av-8inlab-06d92daf93a241e574157cfffa8738bb .iconlist_icon{\nbackground-color:#ffa939;\n}\n<\/style>\n<div  class='avia-icon-list-container av-8inlab-06d92daf93a241e574157cfffa8738bb  avia-builder-el-41  el_after_av_textblock  el_before_av_textblock '><ul class='avia-icon-list avia_animate_when_almost_visible avia-icon-list-left av-iconlist-big av-8inlab-06d92daf93a241e574157cfffa8738bb avia-iconlist-animate'>\n<li><div class='iconlist_icon av-72r0rn-d245dbbacaa8d7fbae99900671d4cdfd avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue827' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Creating values for actions<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><div style=\"text-align: justify;\">Considering students as co-advocates for universal values (such as equality, SDGs, etc), university staff could invite student partners to discuss how to incorporate those values in a course assessment. For example, in a course on non-discrimination laws, a student-led symposium replaces the traditional presentation assessment setting. In the public symposium, student groups report an analysis of the court cases assigned (such as discrimination in the workplace) and present how they organise a relevant campaign on campus. At the early stage, student partners engage mainly because of the shared values leading to value-based missions. Project ownership is shared equally.<\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<li><div class='iconlist_icon av-6fvjpf-277d081ba920b8be7b4ccd4f950c82d3 avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue864' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >A call for innovative ideas<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><div style=\"text-align: justify;\">University staff raises a general problem statement in a field and makes a call for innovative solutions\/ideas. For example, in student incubation projects, teachers engage student partners by providing feedback on the proposals and then supporting them to apply for project funds\/resources for project development and implementation. In this situation, student partners have more ownership of the project (student-led), while teachers only play supportive or administrative roles.<\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<li><div class='iconlist_icon av-fd9kj-804a40349e99c7e39ceb6cdb0321b033 avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue83b' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Seeking help or expertise<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><div style=\"text-align: justify;\">University staff reaches a \u201cbottleneck\u201d in their own T&amp;L projects and seeks others\u2019 help. Based on the well-defined project objectives or research questions, students are invited to contribute their expertise, such as student-perceived motivation, workload, etc. If students will, they could join as student partners (with or without payment) to further contribute to project implementation and execution. Teachers take more control at the early stage, i.e., a teacher-led partnership. However, student partners will gain some control if empowerment is given to them in collaboration in later stage, for example, when student partners add new directions for investigation, or take facilitation roles in some project activities.<\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<li><div class='iconlist_icon av-2wfhyb-0a0c062207d61c805df2744c2194ad38 avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue8ad' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Learning communities<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><div style=\"text-align: justify;\">Given that teachers and students are members of a Community of Practice (CoP) on specific T&amp;L themes, they have equal opportunities to contribute ideas for positive impacts on the existing practice. As student members already demonstrated a sense of commitment to the CoP, teachers can naturally invite them as partners. Compared with the other approaches, this partnership is free from the traditional power relationship and hence more sustainable.<\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<\/ul><\/div><br \/>\n<section  class='av_textblock_section av-lk0vylpz-9d16ebfdc1cf1a1e78eeea39d6966b6a'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"text-align: justify;\">For further information, please contact Dr Peter Lau, Teaching and Learning Innovation Centre, at <a href=\"mailto:pfmlau@hku.hk\">pfmlau@hku.hk<\/a>.<\/div>\n<\/div><\/section><\/p><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/pages\/3171"}],"collection":[{"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/comments?post=3171"}],"version-history":[{"count":41,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/pages\/3171\/revisions"}],"predecessor-version":[{"id":3615,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/pages\/3171\/revisions\/3615"}],"wp:attachment":[{"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/media?parent=3171"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/categories?post=3171"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/tags?post=3171"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}