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 - November 2014

Facilitating discussions on education research and enhancements in teaching and learning amongst NUS faculty members.

TIME: 9.00AM-1.30PM

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  2017 April | November  
  2016 April | November  
  2015 April | November  
  2014 April | November  
  2013 April | November  






New Paradigms in Biodesign Pedagogy
Dr Leo Hwa Liang
Department of Biomedical Engineering

In this presentation, we would like to share our experiences in the Biodesign pedagogy, and how it has evolved and change the way we solve clinical problems. Drawing from our experiences from the teaching of these innovative programs, we have observed a significant shift in the way these programs/courses are delivered. Biodesign pedagogy that takes the students through the entire spectrum of design innovation process is deem most effective in imparting innovative design thinking to students. Multi-disciplinary is a crucial component of the Biodesign process. The design process seek dynamic partnership among the various stakeholders and it actively engage the multi-disciplinary groups through the different stages of Biodesign.

Presentation Slides


Comparing Hybrid and Pure Project-based Learning Curriculums for a Design Module

Dr Chua Kian Jon Ernest
Department of Mechanical Engineering

This study compares and evaluates the learning ability and performance differences between two classes of students undergoing Project-based-learning (PBL). More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes. Key findings have indicated that students undergoing the hybrid PBL curriculum realized deeper fundamental formative knowledge, enhanced their problem-solving abilities, and produced better performing artifacts. This study further highlighted that first-time PBL students performed better under a hybrid PBL-lecture mode as they may lack the problem-solving and interpersonal skills needed to participate in full-fledge PBL sessions.

Presentation Slides


Mutation Transforms Learning in a Large Laboratory Cours

Dr Wu Jinlu
Department of Biological Sciences

Mutation benefits evolution, it also benefits teaching and learning. In an innovative mutation-based learning (MBL) approach, students were instructed to redesign a teacher-designed standard experimental protocol by a “mutation” method in a Molecular Genetics laboratory course. Students could choose to delete, add, reverse or replace certain steps of the standard protocol to explore questions that interest them in a given experimental scenario. They wrote experimental proposals to address the rationale and the hypothesis for the “mutations”, conducted experiments in parallel according to both standard and mutated protocols, then compared and analysed results to write individual lab reports. Various autonomy-supportive measures were provided in the entire experimental process. Analyses of student work and feedback suggest that students using the MBL approach 1) spend more time discussing experiments 2) use more scientific inquiry skills and 3) find the increased autonomy afforded by MBL more enjoyable than do students following regimented instructions in a conventional 'cookbook' style laboratory. Furthermore, the MBL approach does not incur an obvious increase in labour and financial costs, which makes it feasible for easy adaptation and implementation in a large class. MBL contributes to develop learner’s autonomy and scientific inquiry skills.

Presentation Slides


TEAMMATES: A Cloud-Based Peer Feedback and Peer Evaluation System for Student Team Projects

Dr Damith C Rajapakse
Department of Computer Science

Student team projects pose two challenges related to contribution levels from team members: (1) How can a student know if his/her contribution meets the expectations of the team? (2) How can the teacher know how much was contributed by each team member? Frequent peer-evaluation and peer-feedback can be a big help in addressing the above two issues. In this project we developed and operated TEAMMATES: an online peer feedback and peer evaluation system. TEAMMATES is available as a free service from http://TeammatesOnline.info. At Sep 2014, TEAMMATES user community spans over 150 universities.

Presentation Slides


Incorporating Multimodal Feedback in Higher Education

Dr Misty Cook
Centre for English Language Communication

Providing feedback to students is an integral part of instruction as it helps improve their academic performance. However, some problems that educators face when giving written feedback are the timeliness and quality of feedback, and students often lack engagement with the written comments. This study explores how multimodal feedback can further enhance learners' performance by promoting deeper learning and higher order thinking, and increase students' self-regulated learning in writing academic essays. This presentation focuses on how educators can best provide quality feedback on students’ written work, and shares students' performance and experiences in using different modalities of feedback.

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The Global Translingual Literacy Narratives Project

Dr Mark Brantner
University Scholars Programme

The Global Literacy Narratives Project collects literacy narratives from four continents and six countries. Literacy narratives are rich resources for investigating the cultural conventions, values, and expectations that shape students’ understandings and retellings of their experiences learning to read and write. In addition to representing students’ histories, literacy narratives reveal students’ expectations and hopes for the world in which they live. By examining these narratives from multiple globalized contexts--filled with language contact and differences--this project investigates the ways in which student narratives position their speakers in relation to the movement of people and languages across national borders and linguistic differences. This presentation will present an overview of this project and some of its current findings. It will also discuss the value of personal narratives in academic arguments and some ways of incorporating narratives into courses.

Presentation Slides


Computer Application to Enhance Pharmacology Teaching and Learning
Prof Lee Don Deoon Edmund
Department of Pharmacology


We proposed to develop an interactive computer application as a mobile or online resource and training tool that would serve as an immediate, post-lecture adjunct to learning pharmacokinetic concepts for LSM4212 students. This computer application attempts to accommodate various pharmacokinetic models, calculate pharmacokinetic variables (e.g. area under the curve, terminal half-life) and parameters (e.g. clearance, volume of distribution), evaluate changes in pharmacokinetic parameters and their impact on drug exposure, and produce concentration-time graphs in linear and logarithmic scales. We hope to provide the drill and practice needed for students to gain proficiency in making observations and solving real problems, simulated cases reflecting body disorders, genetic variability or that have systemic effects altering physiology will be incorporated into the computer application. Through simulations in the computer application, students will be better able integrate pharmacokinetic concepts into practice and learn to make rational decisions about drug therapy. This presentation summarizes our continuing efforts to accomplish this.




Online Interactive Database of Self-Assessment Questions for Data Analysis and Computing Modules
Dr Alberto Corrias
Department of Biomedical Engineering


This educational research project was intended to improve and support the implementation of the flipped classroom paradigm in a data analysis course. In particular, we wanted to develop an online interactive database of self-assessment questions to help students evaluate their understanding of the online video lecture. The database was developed on IVLE and now consists of 50 questions, 10 each for a series of 5 lectures. We evaluated the efficacy of this tool through a survey as well as through a comparison of student performances. Results show that a good percentage of students took the self-assessment tests and thought they were useful. Data also indicate that students who took the self-assessment tests performed better than students who did not.

Presentation Slides


Impact of using the Flipped Classroom concept on students in an Introductory-level Multidisciplinary module

Dr Mrinal K Musib
Department of Biomedical Engineering


In this project, I experimented with the flipped classroom approach in an introductory and interdisciplinary GEK module. The educational background of the students was quite diverse. I uploaded an 8 minutes long video on IVLE that encompassed the fundamental and theoretical aspects of the field. During the ensuing lecture and to my satisfaction, the students actively participated and responded to my questions and hence I was able to devote much of the lecture time to group activities and brainstorming, rather than revising the fundamental concepts. This helped me attain the student learning outcomes for the module. Moreover, majority of the students responded positively to the flipped classroom approach and they preferred faculty members to continue experimenting/implementing this concept in other modules.

Presentation Slides

Improving Affective Fidelity of Simulations : A Strategy to Enhance Emotional Learning for Undergraduate Nursing Students

Dr Jeannette J Ignacio
Alice Lee Centre for Nursing Studies


Year 3 student nurses are taught how to manage patients in deteriorating conditions in their Clinical Decision-Making module. Simulations using mannequins are utilized to facilitate this. This helped them to know the skills needed to assess and manage patients in said conditions. However, despite this knowledge, sometimes, emotional responses such as stress and anxiety affect their clinical performance when faced with real life patient deterioration. To train them to better manage these responses, standardized patients (SPs) have been included in their patient deterioration simulations. This is to provide psychological fidelity to the simulations that will prepare them better for their clinical attachment. This project aimed to determine whether added realism through the use of SPs promotes better stress management and enhances clinical performance during a high-acuity event such as patient deterioration.

Presentation Slides


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