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 2015

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

Date: 19 November 2015 (Thursday)
Time: 9.00am-1.00pm
Venue: Dewey Room, CDTL

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VisuAlgo Online Quiz

Dr Steven Halim
Department of Computer Science

VisuAlgo is the Next Level of a previous project that has been presented in CDTL TEG talk last April 2013 (Learning Data Structures and Algorithms with Unified and Interactive Visualization). In this talk, we will present the major improvements that have been done in the past two years to make VisuAlgo a "world beater" today, especially the new Online Quiz feature of VisuAlgo. The Online Quiz system allows us to automate parts of our teaching that can sometimes be very boring: The automatic creation of random algorithm questions, the automatic and instant grading of students' answers, plus the automatic and instant feedback for the students whenever they submit wrong answers. We will present the success (and the limitations) of the current version of Online Quiz system when used in an NUS algorithm module.

Presentation Slides


Development of a user-friendly tool for teaching concepts in Fluid Mechanics

Dr Sachin Vinayak Jangam

Department of Chemical and Biomolecular Engineering


In this project we developed a simple MS excel-based tool to effectively teach an industrially important topic “Pumps and Compressor” in a chemical engineering core module, Fluid Mechanics (CN2122). The time constraint is always an inevitable factor while teaching a module such as Fluid Mechanics with an extensive syllabus. A general feedback from industry also suggests improving students’ knowledge about pumps and compressors. The developed excel tool provides a step-wise selection and design procedure for pumps and compressors along with selected case studies. Students were asked to use this tool for a limited time which was followed by a class activity (in-class test) and a final examination to assess students’ understanding of the concept. The outcome of this project such as student performance and the student feedback giving their perspective about learning experience and effectiveness of this pedagogy activity will be discussed during this presentation.


Presentation Slides


Insightful Learning of Image-Guided Robotic Surgery System through Hands-on Educational Projects

Dr Ren Hongliang

Department of Biomedical Engineering


Surgical Robotic Systems are emerging as viable and novel engineering technologies in surgeries and interventions. Surgical robotic system aims to extend the ability of surgeons to plan and carry out surgical interventions more accurately and less invasively by incorporating imaging, accurate tracking and positioning modules. This involves multiple disciplinary researches, which make difficulties for students to understand the underlying fundamental theories just from class teaching. Hands-on projects will be a good way to enhance learning as “one must learn by doing the thing for though you think you know it”.

We propose an educational kit composed of multiple mini-projects to motivate the students to comprehensively understand the surgical robotic systems.  This aims to bridge the gap for enabling both bioengineering undergraduates and graduates to learn the fascinating robotic surgery system in a low-cost, desktop educational kit. The kit will have the capability to exhibit the key technologies & fundamental components involved in robotic surgery.




Video Recording Tool for Undergraduate Assessment and Learning - the Learning Component (VIRTUAL-L)

Dr Soh Lip Min

Department of Medicine


Using VIRTUAL-L, we aim to demonstrate that students’ competence in physical examination skills can be improved through self-assessment and/or tutor feedback with the aid of video recording. Our study showed that students were highly receptive to this mode of learning and felt that it was beneficial in improving their competency. The group that received video with tutor feedback achieved the highest abdominal examination scores, but this did not reach statistical significance perhaps due to the small sample size.


Presentation Slides


Preliminary study on the perceptions of students towards an open-book, bring-your-own-device (BYOD) final examination of a non-majors Biology class with large enrolment

Dr Seow Teck Keong

Department of Biological Sciences


A bring-your-own-laptop high-stakes open-book final examination for the LSM1301 General Biology module with an enrolment of 672 students was held in November 2013.  Pre- and post-exam online surveys were conducted to solicit the perceptions of the students with regards to the introduction of a bring-your-own-device open-book electronic final examination.  Focus group discussions were also held to deliberate on the perceptions in greater detail.  Both the surveys and discussions revealed several key areas of satisfaction and also areas for improvement.  The implementation and limitations of the exam will also be discussed.


Presentation Slides


"I hear I forget, I see I remember, I do I understand" - Development of large number templates of visual organizers and graphical illustrations

Dr Chiu Yu Ko

Department of Economics


This project aims to develop tools that will help teachers and students to draw illustrative diagram in computer. First, we develop a large number of easily customizable examples and templates to facilitate the creation of new graphics without the need to inventing the wheel again. Second, we create an online interactive software, based on html and JavaScript, to facilitate drawing of simple diagram. We will illustrate the program and discuss the experience and challenges of incorporation of graphic drawing in the class.


Presentation Slides


"So how do they really expect you speak up, when you get into the workplace?"

Ms Lee Gek Ling and Dr Radhika Jaidev

Centre for English Language Communication


Literature suggests university students need to be prepared to communicate in the workplace (Ng & Vernon, 2013).  Hence CELC developed the Test of Communicative Competence to enable students to diagnose their work ready communication skills to improve them before employment.  So were they prepared to communicate at the workplace? We found there was still a gap in preparedness, both in the formal and informal discussion skills, which were shown to be more prevalent for new hires because of their junior positions.  Moreover our graduates did not know how to communicate in the multi-generational and hierarchal workplace.


Presentation Slides


Technology-supported workplace simulation: An integrated approach to prepare university students for work

Ms Norhayati Bte Mohd Ismail and Ms Chitra Sabapathy

Centre for English Language Communication


The presentation describes the redesign of an undergraduate level Professional Communication course to simulate a real workplace for the entire 12-week duration of the course. It presents reasons for necessitating the redesign, and a detailed description of how the technology-supported workplace simulation was carried out throughout the course. An analysis of students’ and tutors’ perceptions of the changes suggests that the intensive and integrated approach afforded by the workplace simulation motivated learning of the skills taught on the course.  The paper concludes with future plans and implications for the teaching and learning of professional communication skills in higher education.  


Presentation Slides