Teaching Enhancement Grant (TEG)

Provides monetary support for scholarly projects that investigate and aims to improve teaching and learning practices.

Teaching enhancement grant (TEG) TALKS - April 2013

Fostering scholarly investigation of teaching and learning to enhance education at NUS.

Date: 23 Apr 2013 (Tues)
Time: 9.00am-1.30pm
Venue: Dewey Room, CDTL

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  2016 April | November  
  2015 April | November  
  2014 April | November  
  2013 April | November  

 

Time

Presenters

 

9.30am-9.50am

Imagining Vietnam: The Juxtaposition of Space and Place in Vietnam War era imagery

  • Mr Walter Patrick Wade
    Centre for English Language Communication


The University Town Ideas and Exposition Programme adopts a content-specific approach to writing pedagogy, asking students to enter into ongoing academic conversations as a means of motivating significant, research-based expository essays. To achieve this goals, lecturers in the writing unit are asked to bring their research into the I&E classroom. In this TEG talk, I will present some of my research findings relating to Vietnam War era photojournalism, which were given at the 2012 National Communication Association Annual Convention, and show how they can benefit pedagogy in the writing classroom by modeling critical media and visual literacy.

 

TEG Report

 

Presentation Slides

 

9.50am-10.10am

Writing Hub Consultations and their Impact on Writing Revision

  • Dr Deng Xudong
    Centre for English Language Communication

Peer tutoring, as an integral part of the process approach to the teaching of writing, is the predominant writing centre pedagogy. Despite the prevalence of writing centres in post-secondary institutions in different parts of the world, very little research has been done to explore how successful peer tutoring is in helping student writers become better writers (Bell, 2000). Most writing centre evaluations have thus been restricted to the use of the number of student visits and surveys of students’ degree of satisfaction with the service provided. Most lacking is the examination of actual revisions made by student writers after their peer tutoring sessions in the writing centre, with the exception of Williams’ study (2004) on second language writers in a writing center in a U.S. university setting. This paper reports on a study that examines the interactional patterns of peer tutoring in a writing centre context and aims to find out whether there is any link between such interactional patterns or tutor behaviors and student writers’ subsequent revision of their drafts. Specifically, the study examines the interactions between 10 student writers and their respective peer tutors in an attempt to see whether their interactional behaviours have any impact upon the student writers’ subsequent revisions of their drafts.

 

TEG Report


Presentation Slides

10.10am-10.30am

Blogging as Part of the Reading into Writing Process

  • Dr Lee Ming Cherk
    Centre for English Language Communication

The blog is often touted as a teaching and learning platform which promises greater interactivity among student writers and enhanced interest levels. In that process, it should also enable students to develop their written fluency and ability to express ideas. However, reality reveals that the blog alone cannot do this. This paper discusses how blogs can be systematically integrated into the reading-into- writing process to turn students into better writers. It also assesses what can or cannot be achieved with the blog as a learning platform. The background of this study is an Academic English course for first-year university students in Singapore. The study investigates students’ views about the blog as a platform for giving responses to readings, and for reviewing peers’ work. It also compares the efficacy of online peer feedback vis-à-vis face-to-face teacher feedback. Information is based on survey findings and an analysis of blog discussions.


Presentation Slides

10.30am-10.50am

Extending classroom learning through social media space

  • Dr Jeffrey Mok
    Centre for English Language Communication

Facebook has become a big part in the social lives of college students (Junco, 2011). However, what do students really get out of these social media tools when evaluated against the learning and teaching goals of education? This presentation looks at the relationship between learning and social media. Two research questions are asked: How do students rate their learning experience when using the Facebook component course and why do students use Facebook for learning. The methodology involved a survey of 48 students. Key findings include the ease of use, communication tool, social factor and the “push” notion of learning.

 

 

Presentation Slides

11.10am-11.30am

Web-based toolkit for enhanced learning experience in digital fundamentals courses

  • Dr Akash Kumar
    Department of Electrical & Computer Engineering

In this project, we developed a web-based toolkit, a light-weight application and an automated VHDL source checking system, which is targeted to enhance the learning experiences of students specifically in a course of digital fundamentals. The toolkit allows students to draw circuits and analyse their behaviour easily. The light-weight application allows students to write the hardware description of the circuits and simulate them easily. Additionally, the use of automated source checker gives students immediate feedback about their designs. With that they are able to try multiple designs with ease and improve their understanding and learning.

 

TEG Report


Presentation Slides

11.30am-11.50am

Visualising Quantum Physics using MathematicaTM

  • Mr Andreas Dewanto
    Department of Physics

We incorporate MathematicaTM into introductory quantum mechanics course as a term-project in order to help student visualise the evolution of quantum phenomena for better appreciation and understanding toward the subject. At the end of the project, a brief survey was conducted to gauge the success of the initiative. Despite the students’ initial hurdle to pick up the software, their responds were generally positive at the end of the semester. The execution, challenges faced, assessment mode of the project, and the detailed outcome of survey will be addressed in my talk.

 

TEG Report


Presentation Slides

11.50am-12.10pm

Enhancing the teaching and application of neuroanatomical localization with a concise Precis tool

  • Dr Kevin Tan
    Department of Medicine

  • Medical students find Neuroanatomical localization (NL), a key topic in Neurology, intimidating and inadequately taught. To help medical students, a concise Précis for NL was developed and its effectiveness evaluated.
    Second-year medical students were taught how to use both the Précis and standard textbook algorithms (control) to perform NL. Students were randomized into 2 groups (Précis or control) and evaluated with extended-matching questions on NL using only their assigned tool.
    A total of 194 out of 195 answer scripts (Précis, n=94; control, n=101) were analyzed. Mean percentage test scores were significantly higher for the Précis group compared to controls (42.5% vs 37.0%, p=0.014, difference=5.5% [95% CI 1.1 - 9.8]); the effect size was 0.36.
    Our study showed that the Précis was effective and superior to standard textbook algorithms in assisting medical students in performing NL.

 

TEG Report


Presentation Slides

12.10pm-12.30pm

Learning Data Structures and Algorithms with Unified and Interactive Visualization
Dr Steven Halim
Department of Computer Science

 

 

We present a unified and interactive web-based visualization of various classical and non-classical algorithms at http://www.comp.nus.edu.sg/~stevenha/visualization.
Our collection of algorithm visualizations has the following advantages over many other web-based algorithm visualizations in the Internet - 1) It has visualizations of various non-classical algorithms that currently cannot be found elsewhere in the Internet. 2) It is interactive; Users (usually students) can enter their own input data to test the behavior of the algorithm. 3) It has a consistent user interface across different algorithm visualizations that are currently available. 4) It is built with HTML5 making it accessible on modern portable PCs including tablets and smartphones. User studies in two algorithm classes in NUS show that our visualizations is of immense help to some students who prefer to learn visually.

 

 

TEG Report


Presentation Slides