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 2016

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

Date: 19 APRIL 2016 (TUESDAY)
Time: 9.00am-1.30pm
Venue: Dewey Room, CDTL

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Programme

Time

Presenters

 

9.00am-9.20am

The benefits of involving undergraduate students in outreach programmes: A case study in Singapore

Dr Linda Sellou
Department of Chemistry


Education in Singapore has received international recognition. Schools are well supported in terms of facilities and technology. However due to the focus on examinations, most of the classroom time is dedicated to its preparation and teachers have little time to explore related topics out of the curriculum. As a consequence students (both proficient and weak) may often lose their fascination and interest in topics like science. This usually leads to a loss in motivation to pursue further studies in the subject.   To improve this situation, the Faculty of Science at the National University of Singapore (NUS) and its Department of Chemistry conducts outreach programmes to engage young students in science subjects such as chemistry. One of the themes of this programme was the “Science of Cooking & Molecular Gastronomy”, adapted to local flavours and delicacies. An important feature of the programme was the involvement of undergraduates. Undergraduate students act as educators, demonstrators, facilitators and role models in this environment and inspire young school students. We also found that undergraduate themselves improved their own perceptions of chemistry and increased their motivation for independent learning. This talk will share the experiences and lessons learnt in the development and execution of the programme. We will highlight that with proper training and guidance, the participation of undergraduates in the outreach programme has a positive impact on their personal development, academic learning and career prospects.


Other members of the team:
Dr Mei Hui Liu, Mr Yuebo Yu, Ms Qian Hui Hua, Ms Amelia Loh (Department of Chemistry)

Mr Kim Yong Lim & Mr Jianhong Kiang (Science Demo Lab)


 

9.20am-9.40am

Project-centric approach towards creating an authentic learning environment to enhance students' engagement in a large class on Biosignal Processing - a case study

Dr James Kah

Department of Biomedical Engineering

 

BN2401 Biosignal Processing teaches fundamental mathematical concepts behind signal processing. The conventional teaching approach to this module with a heavy mathematical focus creates an apparent dissonance between solving mathematical equations and real-world applications using electronics. Many students could not relate the concepts learnt to real-world applications in biosignal processing.   Here, we created an authentic learning environment through a project-centric approach involving designing lectures and tutorials around the concepts that are required for the students to develop the prototype device to acquire and process their electrocardiogram (ECG) signals. Based on the student’s survey outcome, examination results and focus group interview, the project has improved not just their engagement in the module, but also their interest and perception of the module.

 

Presentation Slides

9.40am-10.00am

Data sets and tutorials to support contextual modelling

A/P Rudi Stouffs

Department of Architecture

 

The core of the urban planning and design programs in the Department of Architecture are the studios. In studio, students develop planning and design proposals that meet specific requirements and build upon the existing context.  Modelling and analysing both the context and their proposals are a critical part of the studio process.  We developed a set of tutorials (and an exemplary data set) to support students with these activities.  The tutorials demonstrate data collection, data analysis, the generation of 3D urban models from 2D proposals, and the analysis of these models with respect to the given requirements.

 

Presentation Slides

10.00am-10.20am

PharmaCASES: Clinical Applications and Scenarios through Experiential Learning System in Pharmacology for medical practitioners

Dr Judy Sng

Department of Pharmacology

 

Didactic teaching remains the mainstay of traditional pharmacology classrooms.  Many medical educators are experimenting with innovative ways of learning and imparting knowledge.   Using case studies is a powerful pedagogical technique for teaching medicine.  Cases can be used not only to teach scientific concepts and content, but also process skills and critical thinking.  Many of the best cases are based on contemporary, and often contentious, science problems that students encounter in the news or experience themselves, the use of cases in the classroom makes science relevant.  In this talk, I will discuss the application I have created that can simulate clinical scenarios, with the aim of promoting active learning in this fact-filled subject of Pharmacology with case scenarios, games and checkpoint quizzes (self-directed learning).

 

Presentation Slides

10.20am-10.40am

Maestro Ears: An Aural Analysis Training Software

A/P Peter Edwards

Yong Siew Toh Conservatory of Music

 

MaestroEars is a software project developed for a new kind of ear training.  It focuses on training aural analysis skills rather than the more traditional skills in melodic and harmonic dictation.  This presentation offers a brief background of traditional aural skills training and the need for a new approach as well as a demonstration of the software, illustrating how it serves to train this new set of skills within a tertiary music education programme.  Finally, the presentation addresses feedback from initial usage of the software and the related potential paths for the software’s development.

 

 

11.00am-11.20am

Virtual Field Trips - enhanced learning through recreating field experience in a classroom

Dr Sandeep Narayan Kundu

Department of Geography

 

Field trips are important to teaching geosciences, however, owing to logistic reasons they are becoming increasingly difficult to execute. A virtual field trip (VFT) is the next best thing to emulate an actual field trip, which once developed can be repeatedly used for eLearning. The VFT project involved visiting locations for collection of geological information that was compiled and structured into a VFT delivered as a website to students of various modules and feedback collected on its efficacy. It was concluded that it was an effective tool and it can be continuously improved with advances in ICT tools for better impact.

 

Presentation Slides

11.20am-11.40am

Interactive Materials to enhance teaching and learning

Dr Zhang Jianwen

Department of Electrical and Computer Engineering

 

Interactive materials are preferred when illustrating concepts in teaching and learning. They are effective on showing how a system works. Also, since the parameters can be modified dynamically, they provide a convenient way to enhance learning. This projects is to develop and apply interactive materials based on IT technologies in teaching and learning. Data and evidences are collected from students’ quiz, student survey and students feedback. They show students involved in the experiment achieved a better results than their peer. The majority of students make use of the new materials and enjoy this new approach in their learning. 

 

Presentation Slides

11.40am-12.00noon

Developing a Student Learning Dashboard for self-directed learning

Prof Robert Kamei

Duke-NUS Graduate Medical School

 

Medical students are assessed in numerous ways at multiple points in time. However, students are generally not provided summaries of their overall strengths and weaknesses. We developed a web-based Dashboard for continuous reports from third party testing services, and to visualize results for feedback. In addition we assessed student perceptions of its usability and utility. Sixteen students piloted the Dashboard. Students rated the access to question banks and the performance reports as the most valuable elements of the Dashboard. The Dashboard’s value is encouraging. We will meet PDPA requirements and improve the data visualization to facilitate individualized educational planning.

 

Other members of the team:

A/P Sandy Cook, Dr Sandra Boesch, A/P Scott Compton
Presentation Slides
12.00noon-12.20pm

A Study on the impact of Role-Playing and Simulating on Standardized Patients

A/P Rathi Mahendran

Department of Psychological Medicine

 

Standardized Patients (SP) are well persons trained to portray a patient in a realistic and standardized manner. While SPs are ubiquitous as a pedagogical tool in undergraduate and postgraduate medical and nursing training and assessments, their effectiveness for learning psychopathology and Mental State Examinations has not been extensively researched.

 

This study determined the impact of SP role-playing to identify areas for enhancement of student learning. Mixed methodology involved a quantitative survey (N 77) and written feedback (N 16). SPs experienced physical and psychological sequelae and despite improved communications and relationships with healthcare providers, those who took longer to de-role experienced higher psychological distress (P .028). Psychiatric roles were the most challenging.  Areas for improvement in student learning are reviewed.

 
12.20pm-12.40pm

Improving feedback to teachers involved in undergraduate Medicine programme

A/P Tan Chay Hoon

Department of Pharmacology

 

Academic institutions collect student feedback to improve their curriculum and teaching quality. At the Yong Loo Lin School of Medicine (YLLSoM), National University of Singapore (NUS), the feedback is also used to disburse funds to clinical teaching sites as well as to make decisions on faculty performance. There are studies on the benefits and uses of measurement tools (e.g. student ratings) to evaluate university courses, however, studies evaluating the process of effecting changes to the system are few. In this study, the authors discuss the limitations of the student feedback system/processes and the way new changes were instituted to overcome these limitations at YLLSoM, NUS.