Teaching Enhancement Grants (TEG)

offer funding opportunities for scholarly projects that can have a positive impact on student learning and teaching practice

Teaching enhancement grant (TEG) TALKS - April 2014

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

Date: 22 Apr 2014 (Tues)
Time: 9.00am-1.30pm
Venue: Dewey Room, CDTL

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  2013 April | November  







Computational Thinking: The new literacy for Biologists?

    A/P Tan Tin Wee
    Department of Biochemistry

    Computational Thinking is now thought to be the new literacy that we as a highly technological and informational society badly need.  Even Obama went on Youtube to encourage America to sustain its technological supremacy by appealing to a new generation of young people to think computing and computation in view of the data deluge. For the life science community, with Next Generation Sequencing innundating us with unprecedented data, the future may belong to those biologists who can think computationally or harness the strengths of those who can do so. Whichever the case, there is a strong need for greater awareness of this future trend and for us to take steps to be prepared for it.



Towards an Augmented Reality Lecture Theatre: Improving student engagement with structural concepts in the Life Sciences

Prof Greg Tucker-Kellogg
Department of Biological Sciences

An important but challenging development for students of the molecular life sciences is to master in three dimensions what had previously been understood in one. The project described here developed and assessed enhanced technology strategies to overcome this challenge in the LSM2241 (Introductory Bioinformatics) module, taking steps towards implementation of an augmented reality lecture theatre. We hope to increase student engagement in lectures – as measured by student feedback and performance – using such technologies, as well as prepare students better for higher-level Life Sciences modules studying three-dimensional structures of molecules, cells and biological systems.

Presentation Slides




Mastery learning in university education

Dr Kang Lifeng

Department of Pharmacy

In higher education, the relationship between lecturers and students is collaborative. The collaborative nature fits the roles required in mastery learning, i.e., the lecturers design the teaching materials and provide timely feedbacks while the students study the materials at their own paces. The centerpiece of mastery learning is formative assessment. To implement formative assessment, we designed a courseware to manage test questions. In addition, we also explored the online testing platform provided by NUS, namely, Integrated Virtual Learning Environment Secure Exam Browser, where students get instant feedbacks after they answer the test questions. Students provided positive feedbacks to this approach.

Presentation Slides




Incorporating web-based learning in the teaching of pharmaceutical compounding and dispensing

Dr Wee Hwee Lin
Department of Pharmacy

Extemporaneous compounding and dispensing is an important skill imparted to pharmacy undergraduates through traditional laboratory teaching. Given the broad range of products that may be compounded (e.g. mixture, linctus, capsules, suspension, etc), students have limited hands-on time for individual product type, resulting in a touch-and-go experience. As such, we sought to develop a web-based platform for delivering some of the teaching materials, which students can access anytime, anywhere. We tested the assumption that learning outcomes will be similar between web-based and in-person teaching in a cross-over trial. Student and staff feedback on the web-based platform were evaluated through surveys. Co-investigators: Ms Tan Mui Ling, Dr Ong Pei Shi, Dr Wong Li Lian, Ms Yong Sock Leng; Co-lecturers: A/P Chan Sui Yung, Dr Yau Wai Ping (All from Department of Pharmacy).

Presentation Slides




Active and Collaborative Learning in an IT-enhanced Interactive Classroom

Dr Lim Zhi Han
Department of Mathematics

A combination of problem-based learning and conventional lectures was employed to teach a unique cosmology course in an IT-enhanced classroom. The module entitled “The Universe” is the fourth and final content-based module of the new Integrated Science Cirriculum adopted by the Special Programme in the Faculty of Science. Learning by problem solving in small groups during lectures was realized in a specially designed seminar room furnished with multimedia connected clusters centrally managed by the lecturer’s station. The setup and design, experiences, challenges and feedback on this pedagogical approach are detailed in this presentation.

Collaborators : Dr Chammika Udalagama, Mr Andreas Dewanto (Department of Physics), Dr Leslie Gapter (Department of Biological Sciences), Dr Linda Sellou & Dr Adrian Michael Lee (Department of Chemistry)

Presentation Slides




Applying Kirigami models in teaching micro-electro-mechancial systems

A/P Liang Yung Chii

Department of Electrical & Computer Engineering

Kirigami is an art-form by making cuts with geometric folding to form three-dimensional paper structures. For the first time, the paper model was applied in the classroom teaching of silicon MEMS (micro-electro-mechanical systems) course. These MEMS structures are in reality made by complicated and high-cost silicon fabrication processes, i.e. the lithography, thin-film deposition and etching processes. In the class, the precisely scaled MEMS structures are created using paper material. By applying the physics of scaling rules on material properties, the properties of micro-mechanical structures supposedly made by silicon processes can be experimentally validated by the paper models.

Presentation Slides




Plan It – a Game approach to teaching Last Planner Methodology and Lean Construction

A/P David Chua

Department of Civil & Environmental Engineering
The Last Planner methodology is a paradigm shift for an industry adopting the lean construction philosophy, but its implementation is relatively new in Singapore. This poses a problem teaching students this method merely through classroom instruction. This talk presents an innovative game approach called Plan-It for inculcating the concepts of Last Planner and lean construction philosophy. It is conducted as a competition in which the individual groups are given a project plan to manage to completion. They have to come up with good constraint management strategies to achieve shortest project schedule at lowest cost with high Percent Plan Complete (PPC). It is a dynamic simulation-based game using weekly event cards to incorporate project uncertainties. The weekly event cards provide the means for designing the variability to produce the type of learning outcomes for students. With its interactive and demonstrative features, Plan-It Game has received favorable feedback from students on helping them improve their learning experience on the Last Planner method and lean construction philosophy.

Collaborators : Mr Qui T. Nguyen and Dr Ker-Wei Yeoh (Department of Civil & Environmental Engineering)



An Immersive and Multidisciplinary Pedagogical Approach for Better Solutions
Mr Soh Eng Keng
Engineering Design and Innovation Centre


The Faculty of Engineering (FoE) of NUS and the Department of Rehabilitation Medicine at the Singapore General Hospital (SGH) launched the Engineering in Medicine (EIM) program co-taught by medical professionals and engineering educators in Year 2012. Engineering students in this program gain a deeper understanding of rehabilitation medicine via immersive training in hospitals and first-hand interactions with patients, and their doctors and therapists. The experience enables students to appreciate the complexity of treatments and challenges faced by the patients and clinicians. Students learn to apply their insights and adopt a user-centric approach to design solutions to meet the needs of patients and clinicians. Through such immersion, we also expect the students to develop a greater sense of ownership for their projects, and motivation to produce practical and affordable solutions. This presentation describes the motivation for launching this EIM program, lessons learned, and results obtained in the early phase of the program.



The Ageing Simulation Game for Gerontological Social Work: Sensitizing Undergraduate Students to Positive Attitudes toward Older Adults

Dr Hong Song Iee
Department of Social Work


Societal ageism influences undergraduate students to rate their interest in working with older adults as being low. Gerontological educators need to help undergraduate students overcome negative attitude on ageing and further provide opportunities to spur their interest in working with older adults. As one of active learning techniques, the ageing simulation games were found to be effective in providing more structured opportunities in which young students experience functional, physical, social and environmental challenges related to ageing. About 40 social work students were invited to simulate human ageing process. Pre and post-test results showed positive changes in students’ interest, attitudes, and knowledge. This study corroborates the effectiveness of gerontology education combined with an innovative method of aging simulation games.

Presentation Slides




Encouraging Lifelong learning Among Psychology Undergraduate Students
Dr Stephen Lim & Mr Daniel Gan
Department of Psychology


In order to promote lifelong learning, a class assessment strategy (“Innovative Idea Presentation”) was introduced in two undergraduate psychology modules, namely Sensation & Perception and Evolutionary Psychology, which required students to proactively apply theories to explain manifest occurrences, so as to gain a deeper appreciation of human behaviours and natural phenomena. Students’ self-report feedback data were gathered through online e-surveys. The critical test item was: “Which assessment component in our module best promotes lifelong learning for you?” Quantitative data were analysed using Chi-square tests for goodness of fit, which revealed that the “Innovative Idea Presentation” was significantly superior to all other traditional assessment methods in promoting lifelong learning; qualitative data corroborated this interpretation. Implications of this pedagogical strategy will be discussed.

Presentation Slides




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