CSE3S01 Session 1

1.
Subject Overview
CSE3S01
Built Environment Enhancement for Underprivileged Communities
Outline
Overview of Service Learning and CSE3S01
Activity Schedule
Age-friendly Community Concepts
Ethical Issues and Risk Assessment
CSE3S01 - Introduction - Dr Barbara WY Siu
Built Environment
Built environment refers to the man-made space in
which people live, work, and recreate on a day-to-day

basis.
we build a better world
Underprivileged people
Those who cannot enjoy the same advantages or rights
as the majority of other people

Due to socioeconomic status, income, or capability,
Such as ethnic minorities, low-income groups, elderly,
or differently-abled people.
Idea behind CSE3S01

Vision: We are to build a
better place for people to

live in
Scope: infrastructure,
building, transportation,
environment etc
Design
Planner/ Designer
Construction
Top-down approach
Planners perspectives vs
Operation
End Users needs ???
End User
Service Learning
Experiential learning:
You learn by doing things

Community service + academic study
Apply knowledge and skills to help people in need

Sense of civic responsibility, empathy for people in
need
Not simply
volunteering
Experiential Learning cycle

http://www.fao.org/docrep/009/ah650e/ah650e05.htm
Intended Learning Outcomes

Demonstrate an understanding of how the built environment enhancement
improves the welfare of the community
Propose and evaluate alternative solutions to address the needs of the

underprivileged
Reflect on their role and responsibilities as a construction industry
professional
Work effectively in a team to solve problems and communicate effectively
with clients and stakeholders.
Demonstrate empathy for the underprivileged and a strong sense of civic
responsibility
Structure of CSE3S01
10
Structure of CSE3S01
Preparation Stage
Get ready for the service projects
Acquire knowledge and skills
through lectures, seminars,
workshops
Throughout the subject: Reflection

Service Delivery Stage
Think about and review what you
Inception: understand the current
have learned
situation, identify problems
Consolidate, Reinforce,
Project development: propose
Transform learning in Academic,
ways to alleviate the problems
Personal, Skill, Ethical aspects.
Completion Stage
Proposal to be considered for
implementation
Share findings with community
partner and beneficiaries
11
What will you do ?

Preparation
12 hrs of seminars/ workshops

10 hrs online module on service learning (by OSL)
Two Service Projects: ~40 hours, Group work
Age-friendly Community
Home Environment Assessment
Beneficiaries: Senior citizens in Yau Tsim Mong district
Project Meetings
Reflection
Discuss study plan, progress, project report
Final Project Presentation
At community center and PolyU
12
Service Projects
Community Partner
Salvation Army Yaumatei Multi-Service Center for
Senior Citizens
http://ssd.salvation.org.hk/ssd/Elder/SASS%20Elder%
20Center/YMTME/SASS%20YMTME.aspx
And 5 other community centers
13
Service Projects
Age-friendly Community [AFC]
Team: PolyU students + elderly
Knowledge sharing (built environment, experience in district
under study)
Baseline assessment of the age-friendliness

8 indicators, focus on 1 theme
Field visits with elderly, data collection, discussions
Output:
[Presentation] (drama/ short video/ game, flexible format) at
community centers promotion, engagement
[AFC Report] Action plan/ written proposal for improvement
and monitoring
o E.g. submission to district council
o Poster session at PolyU, CEE staffs, alumni
14
Service Projects
Home Environment Assessment [HEA]
For single elderly/ two elderly persons living together
Objectives:
Understand the habits and activity patterns of the elderly
Understand the risk of falling and home safety
Help students to enhance communication skills and cultivate
sense respect for the elderly
Tasks:
3 Home visits
Safety assessment at home, esp. the risk of falling
Assessment checklist provided by community partner
o Each group think of one more item, preferably relevant to your
profession
Recommend follow-up actions to social worker
15
Detailed activity schedule

Refer to calendar schedule
Full participation in all activities is expected
Commitment to your own learning, your team members and

your beneficiaries
16
Preparation Stage: Weeks 1 - 2

Dates
Venue
Activity / Task
Session 1
28/5, 1000 1200
Z5-022
Introduction
Session 2
28/5, 1330 - 1530
Z5-023
Age-friendly community concepts and design

standards I
Dr HY Lin, Dr CL Kwan
Session 3
30/5, 1000 - 1200
Z5-023
Age-friendly community concepts and design

standards II
Dr LW Cheung, Mr Tony CL Lo
Session 4
30/5, 1330 1530
30/5, 1600 1800
Z5-023
Elderly Simulation Activity
Session 5
4/6, 1000 - 1200
Z5-023
How to write reflective journals

Office of Service Learning
Session 6
4/6, 1330 - 1530
Z5-023
Essential skills in service delivery
Before 4/6
Dr Barbara W.Y. Siu
Eldpathy
Salvation Army Yaumatei Multi-Service Center for Senior Citizens
E-module on service learning [10 hrs]

17
Age Friendly Community

Dates
Time
Venue
Team : student + elderly

Discuss study plan
Prepare presentation
Age Friendly Community

Group activities with elderly except field data collection
7/6 (Sat)
1400 1600
8/6 27/6
(3 weeks)
14/6 (Sat)
1400 1600
14/6 27/6
(2 weeks)
21/6 (Sat)
1400 1600
22/6 27/6
(1 week)
28/6 (Sat)
1400 1600
YMT
Introduction, grouping, discussion

Field data collection
Students only, approx. 6 hrs, flexible schedule
YMT
Group meeting - Fine tune study area and study

plan
Field study with elderly
Approx. 8 hrs, location and schedule to be
discussed and agreed in each group
YMT
Reporting meeting - intermediate progress,

revise plans as necessary
Conclude findings, prepare presentation at
community center (2 hrs, flexible schedule)
YMT
Prepare presentation
Presentation at community center

Attend two other presentations, sharing session
18
Home Environment Assessment

Date
Time
Venue Home Environment Assessment
5/6 (Thu)
1730 1930
YMT
Training Workshop
6/6 (Fri)
1315 1700
YMT
Fall Prevention Test (1315 1400)

Home Visit (1400 1700)
12/6 (Thu)
1000 1100
YMT
Reporting Back
Home environment assessment checklist and
suggestions for follow-ups
12-19/6
20/6 (Fri)
Follow-up phone calls

1315 - 1700
YMT
21/6 3/7
4/7 (Fri)
Fall prevention exercise (1315 1400)

Follow-up phone calls
1400 1830
YMT

Evaluation and conclusion (1700 1830)
19
Assessment
Individual
Weight
Group
Weight
Preparation
Stage
Coursework on elearning module

(Pass/ Fail)
10%
Pre-service case
study
5%
Service Delivery
stage
Reflective Journal 1
10%
Inception plan
5%
Reflective Journal 2
10%
Performance in
service delivery
(Instructors
observation)
15%
Performance in
service delivery
(feedbacks from
beneficiaries and
community partner)
5%
Final Reflective
Report
20%
AFC report
10%
Group presentation
(Community Center
+ Poster session at
PolyU [12/7])
10%
Completion
stage
20
Student Groups
5 students per group

The same group implement both AFC and HEA projects together
AFC
HEA
5 students + 3 to 4 households
Each group will have different dates in project presentation at

community centers
You may form your own group and sign-up for a topic on blackboard
5 students + 3 to 4 elderly
Focus on one of the AFC theme (to be discussed a moment later)
You cannot deregister yourself from a group or swap after signup (blackboard
technical problem)
Look carefully before you click
Students who cannot identify a group before (29 May 11:00am) will
be assigned to a group
Each group will have a project supervisor
21
Student Groups
Please discuss with your project supervisor on the
dates and time of project meetings
1 hr for each meeting, flexible dates

o Week 3: approve inception plan (tentative 11/6)
o Week 4: project progress (tentative 20/6)
o Week 6: discuss AFC report (tentative 2/7)
Make good use of blackboard tools
Communication/ discussion
Submission/ sharing of information
22
2. Age-Friendly Community Concepts

CSE3S01
World Health Organization

2007
http://www.who.int/ageing/age_fr
iendly_cities_guide/en/
24
Background
Population aging and urbanization
Global trends shaping the 21st century
Increasing share of residents aged 60+

Active Aging
Health, participation and security of older adult
Age-friendly city encourages active aging
By optimizing the above
Enhance quality of life as people age
25
Aging population
26
Active aging
In an age-friendly city, policies, services, settings and
structures support and enable people to age actively

by:
Recognizing the wide range of capabilities and
resources among older people

Anticipating and responding flexibility to ageingrelated needs and preferences
Respecting their decisions and lifestyle choices
Protecting those who are most vulnerable
Promoting their inclusion in and contribution to all
areas of community life
AFC team: students + elderly
27
Active ageing
Individuals, families, and nations.

Material conditions, social factors
28
Older People the Decline

Older people are not a homogenous group
Individual diversity increases with age: functional capacity
Rate of decline: lifestyle, social, environmental, and
economic factors
29
30
All people benefit
The decline can be influenced or even reversed through policy

measures
Such as promoting an age-friendly living environment
Age-friendly is not just elderly-friendly
Barrier-free buildings and streets
Secure neighborhood
Allow children, younger women and older people to venture outside and
participate in leisure and social activities
Families experience less stress
Enhance mobility and independence of people with disabilities, young, as well

as old
When older members have the community support and health services
Whole community benefit from the participation of older in paid or

voluntary work
Local economy benefit from the patronage of older adult customers
31
Age-friendly Features
32
Three will be covered in this subject

Outdoor spaces and buildings
Transportation
Housing
Reason: more relevant to FCE students.
Form AFC groups according to these topics

Baseline assessment
Presentation (at community center) civic engagement,
promotion
Proposal for improvements/ Monitoring
o Report and poster
33
Outdoor spaces and buildings

Characteristics of urban landscape and built
environment
Major impact on mobility, independence and quality
of life
Ability to age in place
34
35
36
Transportation
Being able to move about the city
Social and civic participation

Access to community and health services
37
38
39
Housing
Housing and support that allow older people to age
comfortable and safety within the community

Essential to safety and well-being
Housing structure, location and choice
Appropriate housing and access to community and
social services
Independence and quality of life of older people
40
41
42
Relevant standards and guidelines in

Hong Kong
Hong Kong Planning Standards and Guidelines
Planning Department
http://www.pland.gov.hk/pland_en/tech_doc/hkpsg/f
ull/
Design Manual Barrier free access 2008
Buildings Department
http://www.bd.gov.hk/english/documents/code/e_bfa
2008.htm
Will discuss in the next two sessions
43
Ethical issues in Service Learning

CSE3S01
Risk Management Handbook for Service-Learning at
PolyU
http://sl.polyu.edu.hk/03_3_risk_management.html
Appendix 4: The Code of Conduct for Students
Participating in Service-Learning Activities
45
The Code of Conduct for Students

Participating in Service-Learning
Activities
Students participating in Service-Learning (SL)
activities should be fully aware of the importance of

ethical, responsible and professional behaviour.
Students should be abided by the following statements
which are important and applicable to most of the SL

activities.
46
Render best service

Students should deliver service to the best of their
ability, and elevate service to others above selfinterest

Students should live up to their commitment to the
service users
Students should exercise careful judgment and take
responsible steps to ensure the quality of service and
to protect service users from harm
47
Responsibility
Students should be punctual and responsible in
completing their commitment to the service project;

absence from the service without prior approval is not
acceptable.
Students should follow the instructions of project staff
during service delivery and should not leave the
service team without permission.
Students should not report duty if they are infected by
contagious diseases or under the influence of drugs
or alcohol.
48
Professionalism
Students should be dressed neatly and appropriately;
dont wear expensive jewellery, clothing, etc. when

delivering service.
Students should follow the agencys policies and
procedures, particularly on office protocols and
policies related to privacy ordinance and other work
ethics.
Students should respect service users privacy by
obtaining their consent before disclosing their
personal information, photos, videos or audio clips.
49
Prohibit sexual harassment

Students should not tolerate verbal exchange of a
sexual nature or engage in behaviour that might be

perceived as sexual with a service user or collaborating
agency representative or fellow students.
Students must not engage in sexual activities or sexual
contact, and should avoid any intimate physical
contact with the service users, collaborating agency
representative or fellow students.
Students should report cases of sexual harassment to
the subject staff and or relevant authorities.
50
Respect service users

Students should have a knowledge base of the service
users cultures, be sensitive and respect the

differences during the services.
Students must not use derogatory language in their
written or verbal communications to or about service
users.
Students must not tolerate verbal exchange or engage
in behaviour that might be perceived as
discriminating against an individual on the basis of
her/his age, race, gender, ability or ethnicity.
51
Avoid conflicts of interest

Students should not take unfair advantage of any
professional relationship or exploit others to further

their personal, religious, political, learning, research or
business interests.
For example: Dont give or loan service users money or
other personal belongings. Dont engage in any type of

business with service users during the service period.
52
More resources in Service Learning

Handbook
Service Learning Handbook
http://sl.polyu.edu.hk/06_3_sl_handbook.html
Sexual Harassment
Appendix 10: Guidelines on dealing with sexual harassment
Appendix 11: summary flow chart on resolving claims/
complaints concerning sexual harassment

Privacy
Appendices 12 15: Guidelines and consent form sample for
personal data collection and the use of audio and visual

materials
53
Potential Risks and Risk

Management
Risks related to Accidents

Health-related Risks
Risks related to illegal acts
Risks related to ethics
Risks related to bad weather and natural disasters
Risks related to civil instability and terrorism (will not
be covered here)
55
Scenario I
Any possible risks ?
PolyU students participating in a Science, Technology, Engineering, and Mathematics

(STEM) project, plan, coordinate and teach short courses on the following topics to the
secondary students of ABC Technical School in Hong Kong.
(1) chemical experiments (with the use of corrosive chemicals and gas burner)
(2) robot making (with the use of electric drill, saw and screw driver)
Training & Preparation
(1) PolyU students will have lectures and practice the chemical experiments in the lab at
PolyU
(2) Training of robot making will be given to PolyU students. Some parts of the robots
will be assembled by PolyU students in the lab at PolyU before the activities in the
School
Activities in the School
PolyU students will do a step-by-step demonstration of the chemical experiments and
robot making to the secondary students in the lab of the School. PolyU students and
the secondary students will be teamed up in small groups to do the experiments and
make a robot together.
56
Accidents
Accidents that may occur when conducting services
are:
Accidents caused by unsafe conditions

Accidents caused by unsafe acts of people
Other accidents such as animal/insect attacks, road/car
accidents, fire accidents
57
Possible Risks
How to mitigate these risks?
Unsafe conditions:
Defective tools/ machinery/ equipment
Dangerous materials such as corrosive chemicals
Defective facilities in the labs of PolyU/the School
Inadequate supervision during the experiments, demonstration and activities
Unsafe acts:
PolyU/the secondary students fail to follow instruction and proper procedures
PolyU/the secondary students took unsafe position or posture
PolyU/the secondary students fail to use available personal protective equipment such
as gloves and goggles
PolyU/the secondary students fail to put on protective or proper clothing
Other accidents:
Fire accident when using the gas burner
Chemical leakage in labs
Break glassware in labs
58
Scenario II
Students participating in a rural development service project in the

remote hilly area of Indonesia.
Weather:
It is hot and humid.
Surrounding environment:
Villages are located in a hilly region. There are various kinds of
insects and wild animals, such as dogs, snakes.
Hygiene conditions:
Hygiene conditions of the homestay villages are poor without tap
water supply and refrigerator.
All villagers rely on rainwater and underground water for daily-use
but without water-filtration system.
No shower facilities.
59
Possible Risks
High risk of water-related diseases (e.g. Malaria)
Risk of insect/animal attacks, such as dog/snake bites
Illnesses caused by poor food and environmental
hygiene
Unavailability of medical facilities nearby (around
one-hour driving distance)
60
Scenario III
Students participating in an offshore SL project.
Mixed gender living in one hostel, students mingle
together at night with local students and playing

together very closely.
Some of them havent lock their doors for the
convenience of other team members to enter.
During the service delivery, they serve the young
disabled people. Students take photos and videos for

reporting, exchange their personal contacts and hug
the service recipients to show their concern.
61
Potential Risks
If a student has intimate physical contacts with local
students or service users, there will be a risk of sexual

harassment
Student may infringe privacy of service users
Risk of losing personal belongings
62
Scenario IV
A team of PolyU students is leading 20 primary school
children to outlying island for a one-day field trip.

Typhoon signal no. 8 is hoisted during the service
time.
63
Possible Risks
Bad weather causes unsafe environment, safety for the
PolyU students and primary school children is at risk.

Inconvenient public transport for sending the team
back to urban area.
Poor communication network.
64
Special points to note regarding

CSE3S01
Safety and security
Never work alone

Beware of your personal safety, avoid working in quiet areas
and at night
Accidents, Emergency, Health conditions
Dial 999 first in case of emergency, inform your project

supervisor / subject leader (me) later
Precautions when working outdoor under hot weather
Privacy
Obtain consent before taking photos/ videos
65
Risk Management
Case study exercises to be complete in group
66
Insurance Group Personal Accident
For all full time & part time registered students (including
exchange students) participating in activities organized or
arranged by the University
Only covers ACCIDENTAL medical expenses, injuries and deaths
67
Scope of Coverage (specifically for

WIE/ CSLP/ SLA)
Commence at the time when the Insured Person
leaves home and travels directly to meeting point /

3hrs before the scheduled meeting time for the
purpose of participating the insured activity,
whichever occurs later
Cease at the time when the Insured Person arrives
home directly from the dismissal point upon

completion / 3hrs after the Insured Person disperses
from the insured activity, whichever occurs earlier
Aggregated Limit of Liability:
HKD20,000,000 per accident
68
Insurance GPA Top-up
For all full time & part time registered students (including exchange
students) participating in WIE/CSLP/SLA organized or arranged by the
University only
Age limit: 13-70
Only covers ACCIDENTAL medical expenses, injuries and deaths
69
Insurance Public Liability Insurance
Coverage:
Legal liability of the University, its staff and students against
claims brought by third parties for accidental physical damage to
third party property and/or personal injury incurred in the
servicing activities organized by SL subjects
Excludes construction and hazardous work nature
Limit of Liability:
HKD100,000,000 any one Accident / Unlimited any one Period of
insurance
Territorial Limit: Worldwide

70

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1.

CSE3S01 - Introduction - Dr Barbara WY Siu

which people live, work, and recreate on a day-to-day

CSE3S01 - Introduction - Dr Barbara WY Siu

we build a better world

CSE3S01 - Introduction - Dr Barbara WY Siu

as the majority of other people

CSE3S01 - Introduction - Dr Barbara WY Siu

Idea behind CSE3S01

better place for people to

End Users needs ???

You learn by doing things

Apply knowledge and skills to help people in need

CSE3S01 - Introduction - Dr Barbara WY Siu

Experiential Learning cycle

CSE3S01 - Introduction - Dr Barbara WY Siu

Intended Learning Outcomes

Propose and evaluate alternative solutions to address the needs of the

CSE3S01 - Introduction - Dr Barbara WY Siu

CSE3S01 - Introduction - Dr Barbara WY Siu

Throughout the subject: Reflection

CSE3S01 - Introduction - Dr Barbara WY Siu

What will you do ?

12 hrs of seminars/ workshops

Two Service Projects: ~40 hours, Group work

CSE3S01 - Introduction - Dr Barbara WY Siu

Baseline assessment of the age-friendliness

Detailed activity schedule

Commitment to your own learning, your team members and

CSE3S01 - Introduction - Dr Barbara WY Siu

Preparation Stage: Weeks 1 - 2

Age-friendly community concepts and design

Age-friendly community concepts and design

Elderly Simulation Activity

How to write reflective journals

Essential skills in service delivery

Dr Barbara W.Y. Siu

Salvation Army Yaumatei Multi-Service Center for Senior Citizens

E-module on service learning [10 hrs]

Age Friendly Community

Team : student + elderly

Age Friendly Community

Introduction, grouping, discussion

Group meeting - Fine tune study area and study

Reporting meeting - intermediate progress,

Presentation at community center

Home Environment Assessment

Venue Home Environment Assessment

Fall Prevention Test (1315 1400)

Follow-up phone calls

Fall prevention exercise (1315 1400)

Home Visit (1400 1700)

CSE3S01 - Introduction - Dr Barbara WY Siu

Coursework on elearning module

CSE3S01 - Introduction - Dr Barbara WY Siu

5 students per group

Each group will have different dates in project presentation at

dates and time of project meetings

1 hr for each meeting, flexible dates

Make good use of blackboard tools

CSE3S01 - Introduction - Dr Barbara WY Siu

2. Age-Friendly Community Concepts

World Health Organization

CSE3S01 - Introduction - Dr Barbara WY Siu