Author: cdtlsd

Bridging the Gap: Comparing Student Beliefs and Existing Empirical Data on ChatGPT’s Job Market Impact

cdtlsd Paper Presentations , , , ,

Jingcheng FU
Residential College 4 (RC4), NUS

jingcheng.fu@nus.edu.sg

Fu, J. (2024). Bridging the gap: Comparing student beliefs and existing empirical data on ChatGPT’s job market impact [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-jingchengfu/

SUB-THEME

Opportunities from Generative AI

KEYWORDS

ChatGPT, student beliefs, job characteristics, labour market trends

CATEGORY

Paper Presentation 

 

INTRODUCTION

The integration of AI technologies, particularly language models like ChatGPT, is poised to transform various job sectors and higher education (Dempere et al., 2023). This study explores student beliefs about ChatGPT’s impact on the labour market. Specifically, students are asked to predict about the association between different skill requirements and other job characteristics and the exposure to ChatGPT. The beliefs are elicited in a class survey after which the students are informed of the latest empirical findings. Understanding these beliefs is crucial for educators and career advisors to guide students effectively in a rapidly evolving job market.

 

LITERATURE REVIEW

Eloundou et al. (2023) developed an “exposure index” to measure the extent to which different jobs are affected by ChatGPT. Specifically, based on a detailed description of the work activities and tasks for each job, the researchers use some rubrics to determine the proportion of tasks that ChatGPT is expected to make at least 50% faster. This index is computed for 1,016 occupations in the US labour market. The occupation dataset also provides quantitative measures of job characteristics, including the importance of different skills. Many of those characteristics are significantly correlated with the exposure index.

 

RESEARCH QUESTIONS

  1. What are students’ perceptions of the relationship between a job’s requirements of different types of skills and the exposure to ChatGPT?
  2. How do these student beliefs compare with the existing empirical findings?

 

METHODOLOGY

To investigate these questions, a survey was administered to 34 first-year NUS students who took the course UTC1702G “Thinking in Systems – Markets and Inequality” in April 2023. The class was 55% female, and the faculty composition was 32% NUS Business School, 16% Faculty of Arts and Social Sciences (FASS), 14% Faculty of Science (FOS), 27% School of Computing (SOC), 9% College of Design and Engineering (CDE), and 2% from the Multi-disciplinary Programme. Students were given a brief explanation of the study design of Eloundou et al. (2023), together with the definitions of the skills, before they answered the multiple-choice questions (MCQs) to make guesses on the findings. I first asked students which skills are positively associated with substitutability, followed by which skills are negatively associated; the answers were coded as “Negative”, “Positive”, and “Neutral” for each skill (2% of the answers for a particular skill were inconsistent and not included in the analysis).


KEY FINDINGS

Figure 1 summarises the findings of Eloundou et al. (2023) and the distribution of student beliefs. Of the 11 skills tested, all are significantly associated with exposure except for speaking. For the three skills that are most strongly positively associated with exposure—reading, writing, and programming—the vast majority of student beliefs were accurate. For the other skills, however, their guesses departed from the paper’s findings. For the two skills that are most strongly negatively associated with exposure, only around 50% of students correctly predicted the association, and around 30% of the students believed the opposite. For the other two process-related skills, learning strategies and monitoring, which have a small negative association with exposure, the guesses were split, with more than 40% being incorrect positive guesses. Only 20-30% of students correctly saw the positive association for active listening, and the negative association for mathematics and science.

HECS2024-a86-Fig1Figure 1. Beliefs about associations between ChatGPT exposure and different skill requirements compared to empirical findings.

 

SIGNIFICANCE OF THE STUDY

The findings indicate a significant disparity between student beliefs and the empirical data from the exposure index study. Many students hold incorrect assumptions about which skills and job characteristics are most vulnerable to AI substitution. This gap underscores the need for educational interventions to align student perceptions with actual labour market trends. By identifying these misconceptions, educators can develop targeted strategies to enhance career guidance and support, ensuring students have accurate information about AI’s effects on job characteristics and skills. This is essential for preparing them to navigate future career paths effectively. Addressing these misconceptions is crucial for students’ future success, providing a foundation for further research and practical applications in higher education and career planning..

 

REFERENCES

Dempere, J., Modugu, K., Hesham, A., & Ramasamy, L. K. (2023). The impact of ChatGPT on higher education. In Frontiers in Educatio, 8, 1206936.  https://doi.org/10.3389/feduc.2023.1206936

Eloundou, T., Manning, S., Mishkin, P., & Rock, D. (2023). GPTs are GPTs: An early look at the labor market impact potential of large language models. https://doi.org/10.48550/arXiv.2303.10130

Leveraging Generative AI Tools to Produce Supplemental Videos: Course Instructors’ Reflections

cdtlsd Poster , , , ,

R. M. SINGH, U.T.F. LAM, and F. M. YEONG* 

Department of Biochemistry, Yong Loo Lin School of Medicine, National University of Singapore 

bchyfm@nus.edu.sg 

Singh, R. M., Lam, U. T. F., & Yeong, F. M. (2024). Leveraging generative AI tools to produce supplemental videos: Course instructors’ reflections [Poster presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-rmsingh-et-al/

SUB-THEME

Opportunities from Generative AI 

KEYWORDS

Supplemental Videos, Generative AI, Replacement, Instructor Reflection

CATEGORY

Poster Presentation

INTRODUCTION

In LSM 2233 Cell Biology, we sought to provide supplemental materials to bridge students’ background gaps. With affordances provided by generative artificial intelligence (AI) to enhance teaching, learning, assessments and administration in higher education (Chiu, 2023), we explored the use of AI tools to produce supplemental videos. We targeted the replacement level in the replacement, augmentation and transformation (RAT) model (Hughes, 2000) on the use of educational technology. Here, we reflect on our initial attempts at leveraging AI tools to support teaching without unduly increasing the workload of instructors.  

METHODS

Workflow

We prompted ChatGPT-4o to generate basic slides, which we re-organized and inserted diagrams to fit the course (Fig.1). Revised slide decks were used to prompt ChatGPT-4o for narration scripts. We used Descript’s AI voice-generator to create a speaker voice modelled after the YFM’s voice. Descript was used to produce videos using the slide decks, narration scripts and speaker voice.

Figure 1. Flowchart for use of Generative AI in this project

Reflections and Coding

We reflected individually upon our experience using the AI tools, guided by a series of questions (Table 1). The reflections were coded and summarised by R.M.S. and U.T.F.L. (Cohen et al., 2011) into positive or negative comments, and further by categoried based on frequencies of occurrence (Table 2).

RESULTS

Products from Use of AI Tools

With our prompts (Fig 2, left), we obtained slides (Fig 3, left) from ChatGPT-4o. We included different aspects in the prompts as shown (Nazari et al., 2024) to obtain useful slides.  

Figure 2. Example of a prompt to generate a presentation slide deck (left) and narration script (right)

We improved the slides organization and inserted additional information and relevant diagrams (Figure 3, right). We added slides (Fig 4, left) to connect supplemental topics to the main lectures and inserted a slide to declare to students our approach (Figure 4, right).  

Figure 3. Example of a slide before (left) and after (right) revision by instructors

 

Figure 4. Example of an additional slide inserted by instructors to highlight relevance of information to course (left) and a disclaimer slide for use of AI (right)

 

Using the revised slides, we prompted (Fig 2, right) ChatGPT-4o for slide narrations, which we improved by inserting additional points or linking words to make them more natural-sounding (Fig 5). The improved script and slides were uploaded to Descript to generate supplemental videos (Link 1). On comparison, the AI-generated voice (Link 2) sounded close to YFM’s voice (Link 3).    

Figure 5. Example of a part of a transcript before (left) and after (right) revision by instructors

Reflections on Our Approach Using Generative AI Tools

In terms of functionality, we reflected positively (40.9%) on aspects like the speed of ChatGPT responses, and negatively (21.4%) for areas such as writing good prompts. We had concerns on accessibility (21.4% of responses), mainly on the high costs of the AI tools. 

 

We further compared the time-taken for us to create supplemental videos using the AI tools with estimated times needed to manually create them. We estimated it was 6-fold faster when using AI tools (Table 3). 

 

An analysis of mid-semester viewership data for the first four supplementary videos revealed that an average of 30.65% of the cohort accessed the videos uploaded to the Canvas Learning Management System. Of those who accessed the content, students completed at least 70% of the video material (Table 4).  

DISCUSSION

From our experience, we efficiently (Table 3) produced usable supplemental videos (Link 1) using AI tools. Our positive reflections (61.1%, Table 2) were consistent with our high level of perceived usefulness, positive attitude towards using and intention to use the AI technologies (Davis et al., 1989). Our negative reflections (38.9%, Table 2) centered around prompt quality in ChatGPT, unfamiliarity with the platforms and subscription costs. These can be overcome by improving prompts, consulting manuals and using trial versions for the platforms. We suggest that leveraging technology for replacing (Hughes, 2000) fully-instructor-created supplemental videos can possibly be achieved by using AI tools. The preliminary viewership analytics indicated that a third of the cohort viewed the videos, suggesting that the videos could have served students’ needs. (Table 4). Future studies will involve surveying students for acceptance of the AI-generated videos. 

REFERENCES

Chiu, T. K. (2023). The impact of Generative AI (genai) on practices, policies and research direction in education: A case of chatgpt and Midjourney. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2023.2253861 

Hughes, J. E. (2000). Teaching English with technology: Exploring teacher learning and practice (dissertation). Teaching English with technology: exploring teacher learning and practice.  

Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing technology integration: The RAT–replacement, amplification, and transformation-framework. In Society for Information Technology & Teacher Education International Conference (pp. 1616-1620). Association for the Advancement of Computing in Education (AACE) 

Mackie, K. and Aspenlieder, E. (n.d.) “Evaluating AI Tools”. The Curious Educator’s Guide to AI. Open Library 

Nazari, M. and Saadi, G. (2024). Developing effective prompts to improve communication with ChatGPT: a formula for higher education stakeholders. Discover Education, 3(45). https://doi.org/10.1007/s44217-024-00122-w 

MULTIMEDIA LINKS

a37-QR-link1

(Link 1) Demo video: https://shorturl.at/TMWjM

a37-QR-link2

(Link 2) AI voice demo: https://shorturl.at/Bgl05

a37-QR-link3

(Link 3) Authentic voice demo: https://shorturl.at/vYRgy 

Industry-specific Approach to Empower Job-Role Redesign in Train-and-Place Programmes (SCTP)

cdtlsd Poster , , , ,

Alfred CHAN*, Tom CHUA Gaowei, and Gowri D/O Somasundaram 

Lifelong Education and Training,
School of Continuing and Lifelong Education (SCALE)

alfredch@nus.edu.sg

Chan, A., Chua, T. G., & Gowri D/O Somasundaram (2024). Industry-specific approach to empower job-role redesign in train-and-place programme (SCTP) [Poster presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-achan-et-al/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Adult learning, continuing education and training, career transition programme, industry collaboration, workforce development 

CATEGORY

Poster Presentation

EXTENDED ABSTRACT

This study examines the transformative capacity of the National University of Singapore’s (NUS) strategic approach to the SkillsFuture Career Transition Programme (SCTP) in fostering enduring collaborations between communities and government agencies. The SCTP model adopted by NUS serves as a catalyst for skill enhancement, career progression, and societal adaptability, facilitating seamless transitions across various sectors and professional domains. Communities benefit from tailored training modules, mentorship, and employment placement services, while governmental bodies leverage community insights, diversify talent pools, and foster innovative practices to address a rapidly changing workforce. 

 

This poster presentation encapsulates the tripartite strategic partnership between institutes of higher learning, communities, and governmental entities, empowered through NUS’s SCTP paradigm. It highlights the co-creation of learning ecosystems that empower individuals, support structured approaches to skill refinement, and promote social integration into new occupational contexts. The poster explores NUS’s role in shaping workforce development through strategic business partnerships and career transition initiatives, emphasizing how universities like NUS contribute to building agile, inclusive, and forward-looking societies. 

 

Additionally, the poster presentation delves into the shift from a traditional business-to-consumer model in Continuing Education and Training (CET) to NUS’s exploration of a business-to-business model. This approach presents opportunities for collaboration and transformative workforce impact, as well as the potential challenges and solutions necessary for long-term viability. Ultimately, the poster underscores the principles of collaboration between universities, businesses, and government agencies in designing effective programmes that adapt to the evolving needs of the workforce. 

 

Groove into Ageing: Exploring the Effects of Rhythmic Exercise on the Wellbeing of Older Adults

cdtlsd Poster , , , , ,

Kelvin TAN Cheng Kian1,* and Sonia CHANG2 

1Singapore University of Social Sciences (SUSS)
2University of Chicago

kelvintanck@suss.edu.sg

Tan, K. C. K., & Chang, S. (2024). Groove into ageing: Exploring the effects of rhythmic exercise on the wellbeing of older adults [Poster presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-ktan-schang/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Ageing, music, communities, physical activity, exercise 

CATEGORY

Poster Presentation

BACKGROUND

As the global population of older adults is increasing, it is increasingly important to address the well-being of this demographic. This poster presents a review of the literature on the efficacy of rhythmic exercise programmes that incorporate elements of physical movement and for enhancing the wellbeing of healthy older adults. 

 

METHODS

This review adopted the Preferred Reporting Items for Systematic Reviews and Metanalysis (PRISMA) method. Two English electronic databases (PubMed, Web of Science) were systematically searched for this review. 

The search was conducted on 13 October 2023 and was limited to articles published after 1 January 2013.

INCLUSION CRITERIA

  • Rhythmic movement programme including dancing, other rhythmic exercise, or physical activities performed to music 
  • Healthy participants free of any frailty, pathology or disease 
  • Participants include elders/seniors/older adults 
  • Programme includes both music and exercise components 
  • Experimental study rather than systematic/realist study 

RESULTS

The results revealed that rhythmic exercise programmes demonstrate significant improvements in physical capabilities, cognitive functioning, psychological well-being, social connections, and physiological parameters. Gaps and limitations in the research to date, such as a lack of studies on the social benefits, limited variation in the types of exercise studied, skewed gender ratios, age-related differences, and the impact of music types and preferences, highlight avenues for future investigation. By addressing these gaps, future research can provide a more nuanced understanding of the effectiveness of rhythmic exercise programmes and inform the development of tailored interventions to meet the diverse needs of older adult populations. 

DISCUSSION

Rhythmic exercise programmes have demonstrated significant improvements in physical capacities, including balance, motor skills, handgrip strength, lower body strength, and flexibility. Moreover, cognitive capacities, such as perceptual abilities, have been observed to benefit from exercise accompanied by music. The psychological wellbeing of participants was also enhanced, with improvements in emotional states, emotional vulnerability, creativity, and overall psychological resilience. Additionally, there was evidence of an increase in participants’ QOL, highlighting the holistic impact of rhythmic exercise programmes on older adults’ wellbeing. Furthermore, rhythmic exercise programmes were found to foster social connections and increase social interaction among participants, leading to the formation of social bonds and a sense of community. Physiological improvements, including reductions in systolic blood pressure, enhanced pulmonary function, improved cardiopulmonary endurance, and decreased fat ratio, further underscore the comprehensive benefits of these programmes. 

NEXT STEP

Based on the systematic review finding, we intend to conduct a research study in FaithActs Active Ageing Centre to promote the benefits of the exercise ball involving older persons in the community. 

REFERENCES

Ageing and health. (n.d.). Retrieved April 1, 2024, from https://www.who.int/news-room/fact-sheets/detail/ageing-and-health 

Ambegaonkar, J. P., Matto, H., Ihara, E. S., Tompkins, C., Caswell, S. V., Cortes, N., Davis, R., Coogan, S. M., Fauntroy, V. N., Glass, E., Lee, J., Baraniecki-Zwil, G., & Dhokai, N. (2022). Dance, music, and social conversation program participation positively affects physical and mental health in community-dwelling older adults: A randomized controlled trial. Journal of Dance Medicine & Science, 26(4), 255–264. https://doi.org/10.12678/1089-313X.121522f 

Arab, A., Christie, G. J., Mansouri, M., Ahmadzadeh, M., Sixsmith, A., Ester, M., &Moreno, S. (2021). Moderate-intensity physical activity, music and art activities preserved cognitive health in older adults: An argument for social prescribing solution. Frontiers in Aging Neuroscience, 13, 693791. https://doi.org/10.3389/fnagi.2021.693791 

Banio, A. (2020). The influence of Latin dance classes on the improvement of life quality of elderly people in Europe. Sustainability, 12(6), 2155. https://doi.org/10.3390/su12062155 

Bohannon, R. W. (2006). Reference values for the timed up and go test: a descriptive meta-analysis. Journal of Geriatric Physical Therapy (2001), 29(2), 64–68. https://doi.org/10.1519/00139143-200608000-00004 

Bowling, A., & Stenner, P. (2011). Which measure of quality of life performs best in older age? A comparison of the OPQOL, CASP-19 and WHOQOL-OLD. Journal of Epidemiology and Community Health, 65(3), 273–280. https://doi.org/10.1136/jech.2009.087668  

de Fátima Ribeiro Silva, C., Ohara, D. G., Matos, A. P., Pinto, A. C. P. N., & Pegorari, M. S. (2021). Short Physical Performance Battery as a Measure of Physical Performance and Mortality Predictor in Older Adults: A Comprehensive Literature Review. International Journal of Environmental Research and Public Health, 18(20), 10612-. https://doi.org/10.3390/ijerph182010612 

Douka, S., Zilidou, V. I., Lilou, O., & Manou, V. (2019). Traditional dance improves the physical fitness and well-being of the elderly. Frontiers in Aging Neuroscience, 11, 75. https://doi.org/10.3389/fnagi.2019.00075 

Healthy ageing and functional ability. (2022, October 1). https://www.who.int/news-room/questions-and-answers/item/healthy-ageing-and-functional-ability 

Humberstone, B., & Stuart, S. (2016). Older women, exercise to music, and yoga: Senses of pleasure? Journal of Aging and Physical Activity, 24(3), 412–418. https://doi.org/10.1123/japa.2015-0115 

Jones, C. J., & Rikli, R. E. (2000). The application of Fullerton’s Functional Fitness Test for older adults in a group setting. Science & Sports, 15(4), 194–197. 

Kattenstroth. (2010). Superior sensory, motor, and cognitive performance in elderly individuals with multi-year dancing activities. Frontiers in Aging Neuroscience. https://doi.org/10.3389/fnagi.2010.00031 

Köpke, S., & Meyer, G. (2006). The Tinetti test: Babylon in geriatric assessment. Zeitschrift Für Gerontologie Und Geriatrie, 39(4), 288–291. https://doi.org/10.1007/s00391-006-0398-y 

Kuys, S. S., Morrison, G., Bew, P. G., Clarke, J., & Haines, T. P. (2011). Further Validation of the Balance Outcome Measure for Elder Rehabilitation. Archives of Physical Medicine and Rehabilitation, 92(1), 101–105. https://doi.org/10.1016/j.apmr.2010.10.001 

Ma, C., Li, M., Li, R., & Wu, C. (2023). The effect of rhythmic movement on physical and cognitive functions among cognitively healthy older adults: A systematic review and meta- analysis. Archives of Gerontology and Geriatrics, 104, 104837. https://doi.org/10.1016/j.archger.2022.104837 

Martin-Wylie, E., Urmston, E., & Redding, E. (2022). Impact of creative dance on subjective well-being amongst older adults: An arts-informed photo-elicitation study. Arts & Health, 1–17. https://doi.org/10.1080/17533015.2022.2156562 

Mattle, M., Chocano-Bedoya, P. O., Fischbacher, M., Meyer, U., Abderhalden, L. A., Lang, W., Mansky, R., Kressig, R. W., Steurer, J., Orav, E. J., & Bischoff-Ferrari, H. A. (2020). Association of dance-based mind-motor activities with falls and physical function among healthy older adults: A systematic review and meta-analysis. JAMA Network Open, 3(9), e2017688. https://doi.org/10.1001/jamanetworkopen.2020.17688 

Maury, S., & Rickard, N. (2022). The benefits of participation in a choir and an exercise group on older adults’ wellbeing in a naturalistic setting. Musicae Scientiae, 26(1), 144–171. https://doi.org/10.1177/1029864920932633 

McMichael, K. A., Vander Bilt, J., Lavery, L., Rodriguez, E., & Ganguli, M. (2008). Simple  Balance and Mobility Tests Can Assess Falls Risk When Cognition Is Impaired. Geriatric Nursing (New York), 29(5), 311–323. https://doi.org/10.1016/j.gerinurse.2007.10.016 

Noguera,C.,Carmona,D.,Rueda,A.,Fernández,R.,&Cimadevilla,J.M.(2020).Shallwe dance? Dancing modulates executive functions and spatial memory. International Journal of Environmental Research and Public Health, 17(6), 1960. https://doi.org/10.3390/ijerph17061960 

Párraga-Montilla, J. A., Aibar-Almazán, A., Cabrera-Linares, J. C., Lozano-Aguilera, E., Serrano Huete, V., Escarabajal Arrieta, M. D., & Latorre-Román, P. Á. (2021). A randomized controlled trial protocol to test the efficacy of a dual-task multicomponent exercise program vs. a simple program on cognitive and fitness performance in elderly people. International Journal of Environmental Research and Public Health, 18(12), 6507.https://doi.org/10.3390/ijerph18126507 

Pines, R., & Giles, H. (2020). Dancing while aging: A study on benefits of ballet for older women. Anthropology & Aging, 41(1), 83–94. https://doi.org/10.5195/aa.2020.209 

Podolski, O. S., Whitfield, T., Schaaf, L., Cornaro, C., Köbe, T., Koch, S., & Wirth, M. (2023). The impact of dance movement interventions on psychological health in older adults without dementia: A systematic review and meta-analysis. Brain Sciences, 13(7), 981. https://doi.org/10.3390/brainsci13070981 

Pontaga, I., Vilks, S., & Abolins, V. (2024). Assessment of static and dynamic balance performance in team sports athletes. Journal of Physical Education and Sport, 24(1), 123–132. https://doi.org/10.7752/jpes.2024.01016 

Seyedeh Susan Raoufi Kelachayeh, Vida Sadeghzadeh, & Ali Shahnavaz. (2013). Investigating the effect of exercise with music on quality of life in elderly men supported by social security retirement center in Zanjan.pdf. Life Science Journal. 

Shanahan, J., Coman, L., Ryan, F., Saunders, J., O’Sullivan, K., Ni Bhriain, O., & Clifford, A. M. (2016). To dance or not to dance? A comparison of balance, physical fitness and quality of life in older Irish set dancers and age-matched controls. Public Health, 141, 56–62. https://doi.org/10.1016/j.puhe.2016.07.015

Sheppard, A., & Broughton, M. C. (2020). Promoting wellbeing and health through active participation in music and dance: A systematic review. International Journal of Qualitative Studies on Health and Well-Being, 15(1), 1732526. https://doi.org/10.1080/17482631.2020.1732526 

Shimizu,N.,Umemura,T.,Hirai,T.,Tamura,T.,Sato,K.,&Kusaka,Y.(2013).Effectsof movement music therapy with the Naruko Clapper on psychological, physical and physiological indices among elderly females: A randomized controlled trial. Gerontology, 59(4), 355–367. https://doi.org/10.1159/000346763 

Teel, C. S., Carson, P., Hamburg, J., & Clair, A. A.(1999).Developing a movement program with music for older adults. Journal of Aging and Physical Activity, 7(4), 400–413. https://doi.org/10.1123/japa.7.4.400 

Wang, Y.,Guo, X., Wang, H., Chen, Y., Xu, N., Xie, M., Wong, D. W.-C., & Lam, W.-K.(2022). Training and retention effects of paced and music-synchronised walking exercises on pre- older females: An interventional study. BMC Geriatrics, 22(1), 895. https://doi.org/10.1186/s12877-022-03598-z 

Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30– https://doi.org/10.1207/s15327752jpa5201_2

From Classrooms to Community: The Role of Tutors in Facilitating Experiential Learning in Service-learning Courses 

cdtlsd Poster , , , , ,

Raiza RIFAAIE1,2, Qin Ying SIM1,2, Chin Yee TAN1,2, Hui Ting WANG1,2, Yvette SEOW1,3*, Hui Bin CAI1,3, Valerie CHUA1,3, Liren ZHENG1

1Department of Social Work, National University of Singapore
2GEN2050 Team
3GEN2062 Team 

yvette@nus.edu.sg 

Seow, Y., Rifaaie, R., Sim, Q. Y., Wang, H. T., Cai. H. B., Chua, V., & Zheng, L. (2024). From classrooms to community: The role of tutors in facilitating experiential learning in service-learning courses [Poster presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-yseow-et-al/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Service-learning, general education, communities, volunteering, social services 

CATEGORY

Poster Presentation

EXTENDED ABSTRACT

The National University of Singapore installed “Communities and Engagement” (C&E) as its sixth Common Curriculum Pillar in 2021, integrating service-work and learning to cultivate student engagement with broader societal issues through volunteer action. This is supported by structured training and guided reflexive learning facilitated by Course Tutors. In this paper, we discuss a key pedagogical innovation – Tutor on-site observation and feedback – that have tested to successfully deliver service-learning on scale for two activity-based year-long courses, GEN2050 Teach SG and GEN2062 Community Activities for Seniors with SG Cares. These courses are conducted in collaboration with the Uplift Programme Office of the Ministry of Education, Singapore, and with SG Cares Office of the Ministry of Culture, Community and Youth respectively. 

 

As part of course requirements, undergraduate students collaborate in teams of 6 to 8 to undertake about 60-80 hours of coordinated volunteer work with community partners, comprising primarily of MOE schools for GEN2050, and Active Ageing Centres (AACs) for GEN2062. In GEN2050, student teams mentor groups of 15-20 primary or secondary school students in after-school programmes for 2 to 3 hours weekly over 2 consecutive MOE school terms (20 weeks), before handing over to the next cohort of student mentors to provide continuity in support to schools. The undergraduate students provide academic support, mentorship care, and organise enrichment activities such as learning journeys for underserved children and youth. In GEN2062, student teams plan and conduct activities to engage seniors at AACs, for 3 hours weekly over a period of 5 months, before handing over to the next cohort of students. The undergraduate students promote healthy ageing-in-place through activities that stimulate cognitive and mobility functions, leveraging on a natural intergenerational bonding. This encourages seniors to gather and bond within their community, combating social isolation. 

 

The Pilot Phase for GEN2050 was conducted with 170 students over two semesters in AY2022, for GEN2062 with 156 students over Semester 2 in AY2022 and Semester 1 in AY2023. Feedback from community stakeholders and students were found to be strongly positive. The courses have now been fully launched with a capacity of 350 students per semester for GEN2050 and 530 students per semester for GEN2062, with Course Tutor teams seeking continual refinement of teaching pedagogies to facilitate reflexive learning meaningfully. In both courses, quantitative and qualitative evaluation feedback have revealed the overriding importance of Tutor on-site observation and feedback to the overall experiential learning of students. On-site observations and accompanying feedback sessions complement the structured training underpinned by Kolb’s Experiential Learning Cycle delivered through a blended learning format comprising online lecture videos, tutorial discussions, and personal reflection assignments. They also enhance the close support and coordination offered to students through messaging platforms. 

 

This also accords with Tutor impact assessments. On-site observation and feedback provide students with opportunities for prompt peer-to-peer learning as they reflect on challenges and reflections collectively with their experiences fresh in their minds and allows tutors the opportunity to provide tailored guidance to shape team dynamics, attitude and behaviour before these become concretised. On-the-spot debrief sessions also facilitate timely, context-specific reflexive learning where students draw connections between their service-learning experiences with broader social issues, fostering empathy and personal effectiveness more effectively than delayed feedback or reflections. A key challenge with this approach is the high intensity of planning and tutor resources required. An optimum seems possible: to stagger the service-work of different teams to provide sufficient time of on-site observations of the first two sessions of each team, followed by a mid-to-end session for review and consolidation of learning lessons. 

ACKNOWLEDGEMENTS

The GEN2050 and GEN2062 Tutor Teams are presently hosted by the Undergraduate Education Unit of the Office of the Provost, NUS. We acknowledge the support and guidance of Ms ONG Mui Hong, Director of Operations & Planning (PVO), and Prof Peter Ho, Vice Provost (UG & TEL). We also acknowledge the support and guidance of A/P Esther GOH, Dr Alex LEE, and A/P LEE Geok Ling. 

REFERENCES

Bringle, R.G., & Hatcher, J.A. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service-Learning, 2(1). 

Communities and Engagement Pillar. (n.d.). Retrieved August 15, 2024, from https://www.nus.edu.sg/registrar/academic-information-policies/undergraduate-students/general-education/communities-and-engagement-pillar 

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press. 

Werner, C. M., & McVaugh, N. (2000). Service-learning “rules” that encourage or discourage long-term service implications for practice and research. Michigan Journal of Community Service Learning, 7(1). 

Econ on the Go: Chatbot-Guided Scavenger Hunt for Large Economics Classes 

cdtlsd Poster , , ,

Timothy WONG*, CHAN Kok Hoe, and ONG EeCheng

Department of Economics, Faculty of Arts and Social Sciences (FASS)

ecstwcj@nus.edu.sg

Wong, T. C. J., Chan, K. H., & Ong, E. C. (2024). Econ on the Go: Chatbot-guided scavenger hunt for large economic classes [Poster presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-twong-chankh-ongec/

SUB-THEME

Others – Opportunities from AI 

KEYWORDS

Experiential learning, field trip, scavenger hunt, chatbot 

CATEGORY

Poster Presentation

EXTENDED ABSTRACT

We designed a chatbot-guided scavenger hunt for students in our core introductory course, EC1101E: “Introduction to Economic Analysis”, which enrols 300–600 students each semester. This project is funded by a Teaching Enhancement Grant (TEG). 

To design the scavenger hunt, we first identified economic concepts that can be matched to locational features and histories. For example, the concept of technological change as a decrease in inputs is manifested in the transition post World War II from rickshaws to trishaws; the inputs here are labor hours and energy. This story is explained on a plaque at Jinricksha Station. 

Students visit various locations to collaboratively solve the puzzles by applying economic knowledge. As Mayer (2004) states, “meaningful learning occurs when the learner strives to make sense of the presented material by selecting relevant incoming information, organizing it into a coherent structure, and integrating it with other organized knowledge.” Here, the “presented material” is the puzzle, the “relevant incoming information” is their surroundings, and “other organized knowledge” is the economic theories they have learned in class. After students solve a puzzle, they are guided by the chatbot to the next location where a new puzzle is revealed. 

The chatbot will record students’ responses to the puzzles and clues, enabling us to evaluate students’ strengths and weaknesses in their understanding of specific economic concepts and in their ability to apply such concepts to novel contexts. We may use this information to adjust how we teach a particular concept, to modify the puzzles, and/or to improve the chatbot in future iterations. 

Chatbots offer scalability and accessibility, and their potential as a pedagogical tool is being explored (Wollny et. al., 2021) including in the area of experiential learning (Casillo et al., 2022). While experiential field trips provide unique opportunities for students to identify economic concepts at play in the real world and to recognize the limits of economic theories and models (Ong & Wong, 2023), these field trips are typically led by human guides who can lead only a small group of students at a time. Meanwhile, chatbot guides can accommodate hundreds of students and permit flexible scheduling. 

We believe that the chatbot-guided scavenger hunt promotes several positive learning outcomes. First, we hope that this activity will help students to see the value of economics in understanding the world, thereby increasing their engagement with economics (Eccles & Wigfield, 2020). Studies show that intrinsic interest in a subject drives deep learning while a focus on extrinsic rewards leads to surface learning (Laird & Garver, 2010; Entwistle, 2009). 

Second, this experiential learning activity presents a unique opportunity for students to practice applying economic concepts in the field. The ability to recognise which economic theories apply to which real-world scenarios will enable them to transfer their learning to their subsequent courses and careers (Green et al., 2013). 

Third, we aim to inculcate in our students intellectual curiosity, where they continually observe, question, and discover. Students engage with one another in a social, collaborative setting to solve puzzles. This experience may shape their perception of how and when learning happens, leading them to recognise that learning is not circumscribed to the classroom. 

We will conduct surveys at the beginning of the semester and after the field trip to evaluate the efficacy of the chatbot-guided field trip. We are interested in the following outcomes: (i) students’ knowledge of economic theory; (ii) students’ ability to apply economic theory to new contexts; (iii) students’ interest in economics; (iv) students’ perception of the relevance of economics in their lives; (v) students’ perception of and attitudes toward learning; (vi) students’ engagement with their classmates.

REFERENCES

Casillo, M., De Santo, M., Mosca, R., & Santaniello, D. (2022). An ontology-based chatbot to enhance experiential learning in a cultural heritage scenario. Frontiers in Artificial Intelligence 5. https://doi.org/10.3389/frai.2022.808281 

Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 

Entwistle, N. (2009). Teaching for understanding at university: Deep approaches and distinctive ways of thinking. Universities into the 21st Century Series. Palgrave Macmillan. 

Green, G., Bean, J., & Peterson, D. (2013). Deep learning in intermediate microeconomics: using scaffolding assignments to teach theory and promote transfer. Journal of Economic Education, 44(2). 142-157. https://doi.org/10.1080/00220485.2013.770338 

Laird, T. N., & Garver, A. K. (2010). The effect of teaching general education courses on deep approaches to learning: How disciplinary context matters. Research in Higher Education, 51(3), 248–265, https://doi.org/10.1007/s11162-009-9154-7 

Mayer, R. E. (2004). Should there be a three-strikes rules against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14. https://doi.org/10.1037/0003-066X.59.1.14

Ong, E. C., & Wong, T. (2023). Bringing the classroom to the real world: Field trips to marginalized neighborhoods. Journal of Economic Education, 54:(3), 267–280. 10.1080/00220485.2023.2200409 

Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? A systematic literature review on chatbots in education. Frontiers in Artificial Intelligence 4. http://dx.doi.org/10.3389/frai.2021.654924 

Bridging The Gap: Enhancing Academic-Industry Collaboration Through Industry Engagement Projects

cdtlsd Poster , , ,

G. YAN*, and S. Punjabi 

Lifelong Education and Training,
School of Continuing and Lifelong Education (SCALE)

gyan@nus.edu.sg

Yan, G., & Punjabi, S. (2024). Bridging the gap: Enhancing academic-industry collaboration through industry engagement projects [Poster presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-gyan-spunjabi/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Industry Engagement, real-life challenges, collaboration, academics

CATEGORY

Poster Presentation

OVERVIEW

In the contemporary educational landscape, the imperative for stronger synergies between academia and industry has become increasingly pronounced. This study advocates for the active involvement of academics in industry projects aimed at solving real-world challenges. By participating in such initiatives, academics gain invaluable insights into industry complexities, which enhances their teaching and research. This engagement fosters stronger connections between theoretical knowledge and practical applications, ultimately benefiting students by providing them with more relevant, hands-on learning experiences. It also enables universities to contribute directly to industry innovations, preparing both educators and students for the evolving demands of the business environment. The underlying premise of this study lies in the notion that through immersive participation in practical, hands-on experiences within the corporate realm, academics can cultivate a heightened awareness of the current challenges confronting businesses. Such experiential learning endeavours hold the promise of fostering a more profound comprehension of the intricate dynamics and multifaceted complexities inherent in today’s rapidly evolving business environment. 

OBJECTIVES  

The primary aim of this research endeavour is to scrutinize the potential ramifications of involving academics in industry projects, with a view towards fortifying the interconnectedness between academia and industry. By directly interfacing with real-world challenges and collaborating alongside industry practitioners, academics stand to glean invaluable insights that transcend the confines of traditional academic discourse. These engagements afford them a unique vantage point from which to appreciate the practical applications of theoretical constructs and to garner a comprehensive understanding of the contemporary exigencies and opportunities that characterize the modern business landscape. 

 

The new findings on university-industry collaboration, particularly through research parks, joint consortia, and mentorship-driven projects, significantly bolster the objectives of this study. These models have proven effective in commercializing academic research and increasing the impact of scholarly work, aligning with the abstract’s emphasis on immersive, real-world industry engagement. By integrating these practices, the potential for academic involvement in addressing business challenges is enhanced, further bridging the academia-industry divide and better preparing students with industry-relevant skills and experiences. This directly supports the study’s hypothesis on improving educational outcomes. 

FINDINGS

Mentorship-driven projects such as NUS’s Enterprise Transformation Projects (ETP), as part of industry-academia collaboration, play a pivotal role in improving educational outcomes. These projects provide professors and students with direct industry engagement, fostering the transfer of practical knowledge and skills from experienced industry professionals. By participating in real-world problem-solving, educators can incorporate contemporary business challenges into their teaching, enriching course content with relevant case studies and applications. The mentorship aspect empowers students and talents in companies to develop critical thinking, hands-on experience, and the industry-ready competencies necessary for thriving in today’s dynamic job market. This aligns closely with the study’s aim of bridging the academia-industry gap. 

 

Findings from the implementation of ETP, funded by SkillsFuture Singapore’s (SSG) Mentorship Support Grant, have demonstrated significant success in bridging this gap. ETPs have not only assisted companies in overcoming challenges but have also enabled academia to apply theoretical knowledge and skills to address these issues. One ETP helped a company in a sunset industry discover new business streams by leveraging its existing internal capabilities, ensuring long-term sustainability. Another project successfully integrated AI into business processes, significantly boosting productivity and profitability. In a third case, a professor from the College of Design and Engineering collaborated with a company that had lost clientele due to slow response times. The project reduced prototype development time by threefold, giving the company a substantial competitive edge. These successes illustrate the value of academia-industry collaborations in driving innovation and growth. A crucial aspect of the ETP involves transferring skills and knowledge to the company’s human resources, enabling them to effectively overcome challenges. This dual benefit underscores the mutual advantage for both industry and academia, facilitating a richer, more collaborative learning environment. Having completed over 15 ETPs to date, with more than 20 still ongoing, statistics show significant outcomes such as productivity gains, cost reductions, and improved lead generation. These tangible results are essential as SSG assesses eligibility for funding based on the demonstration of such outcomes.  

 

Furthermore, the research contends that academics who partake in industry projects possess the capacity to leverage their newfound industry acumen to enrich classroom pedagogy and instructional content. By infusing their teaching methodologies with real-world illustrations, case studies, and pragmatic insights, academics can engender a more immersive and pertinent learning experience for students. Drawing upon their industry project experiences, educators can enliven classroom discussions, proffer distinctive perspectives on contemporary issues, and inspire students to engage critically with real-world challenges.  

 

“ETP helps to integrate industry insights into academia with real-world challenges in the classroom – the key to equipping students with the skills and mindset to navigate today’s market complexities.” – Associate Professor Song Kee Hong of College of Design and Engineering 

Figure 1. Common Industry Challenges

An essential implication of this hypothesis is the potential for academics to craft enhanced case studies for student engagement. According to D. Kolb (2014), “learning is the primary process used to navigate life, people can use this process for all forms of learning, development, and change.”. Kolb described the learning process in a four-step cycle – Experience, Reflecting, Thinking and Acting.  Academics’ experiential learning from ETPs can enhance classroom teaching, thereby improving students’ experiential learning as well.  Through their involvement in industry projects, academics have the opportunity to amass primary data, insights, and experiences that can be transmuted into compelling case studies for educational use. These case studies serve as potent learning tools, empowering students to apply theoretical principles in practical scenarios, hone their problem-solving proficiencies, and cultivate a nuanced understanding of how theoretical constructs intersect with real-world contexts.  

Figure 2. Kolb’s Experiential Learning Cycle  

SUMMARY 

In summation, this research explores the transformative impact of industry collaboration on university academics and its implications for elevating the calibre of education. By bridging the chasm between academia and industry through immersive engagement, academics assume a pivotal role in preparing students for the exigencies of the modern business milieu, nurturing a culture of continuous learning and innovation within academic ecosystems. The success of Enterprise Transformation Projects funded by SkillsFuture Singapore further substantiates the efficacy of such collaborations, showcasing the tangible benefits for both businesses and academic institutions. 

REFERENCES

Clarke, N. (n.d.). Connecting industry and academia to drive collaborative innovation. SharpCloud. https://www.sharpcloud.com/blog/connecting-industry-and-academia-to-drive-collaborative-innovation#:~:text=When%20higher%20education%20pairs%20its,the%20lab%20and%20into%20society 

Kassem, B., & Pribićević, I. (2024, April 4). Beyond the classroom: Bridging the gap between academia and industry with game-based learning. Higher Education Digest. https://www.highereducationdigest.com/beyond-the-classroom-bridging-the-gap-between-academia-and-industry-with-game-based-learning/#:~:text=One%20innovative%20approach%20is%20inviting%20industry%20professionals,class%2C%20leveraging%20game%2Dbased%20learning%20and%20hands%2Don%20lectures 

Kolb, D. (2014). Experiential learning: Experience as the source of learning and development (2nd ed., Vols. 2–3) [Print]. FT Press. 

P, P. (2022, September 15). Bridging the research gap between academia and industry. https://www.linkedin.com/pulse/bridging-research-gap-between-academia-industry-pimenidou-phd/  

Scowart. (2023, March 21). Bridging the Gap Between Academia and Industry. HIMSS. https://www.himss.org/resources/bridging-gap-between-academia-and-industry 

Savage, N. (2017, December 18). Industry links boost research output, New findings suggest corporate collaboration encourages academic productivity.. Nature. https://www.nature.com/articles/d41586-017-07422-2 

Analysing Mental Health Discourse on Mindline.Sg

cdtlsd Poster , , ,

Johnathan YAP Wen Jie  

Health and Wellbeing

john.yap@nus.edu.sg

Yap, J. (2024). Analysing mental health discourse on Mindline.sg [Poster presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore.https://blog.nus.edu.sg/hecs/hecs2024-jyap/

SUB-THEME

Opportunities from Wellbeing 

KEYWORDS

Mental health, sentiment analysis, web scraping, topic modelling 

CATEGORY

Poster Presentation

BACKGROUND  

In June 2020, Singapore launched mindline.sg, an anonymous digital mental health resource website. As part of its resources, the platform includes let’s talk, a community forum promoting open mental health discussions and offering resources, education, and support among local students. 

OBJECTIVES

This poster aims to textually analyse discussions within mindline.sg’s let’s talk forum, focusing on identifying prevalent wellbeing themes through analysing sentiment patterns and topic modelling. By understanding these aspects, this poster hopes to derive insights that will inform strategies for promoting mental wellness and enhancing psychological safety among students

METHODS 

Data Collection and Preprocessing

let’s talk was selected as the primary data source for this poster due to its role as a public forum for mental health discussions among local students. 

A total of 1,086 unique forum posts (from the ‘Ask a Therapist’ section) were systematically collected using web scraping techniques with Python (i.e., BeautifulSoup and Selenium), covering the period from June 2022 to June 2024

Pre-processing text normalisation techniques such as lowercasing, stop words removal and tokenisation were applied to standardise the textual data for further analysis. 

Sentiment Analysis

Sentiment analysis was conducted to assess the emotional tone of these forum discussions. The analysis utilised the VADER (Valence Aware Dictionary and Sentiment Reasoner) sentiment analysis tool provided by NLTK (Natural Language Toolkit). The VADER sentiment analyser computed sentiment scores for each post, generating a compound score that reflects overall sentiment polarity (positive, neutral, or negative). 

Posts were categorised based on their compound sentiment score: 

  • Positive: Posts with a compound score >= 0.05. 
  • Negative: Posts with a compound score <= -0.05. 
  • Neutral: Posts with compound scores between -0.05 and 0.05 
Topic Modelling

To uncover the primary themes discussed in the forum posts, this poster utilised Latent Dirichlet Allocation (LDA), a widely used probabilistic model in natural language processing. LDA identifies clusters of words that frequently occur together across posts, assuming these clusters represent coherent topics. 

RESULTS 

Sentiment analysis (see Figure 1) revealed a range of emotional tones in forum discussions, including positive, neutral, and negative sentiments. The prevalence of negative sentiments, which was 21% higher than positive and 59% higher than neutral, suggests that the anonymity of the let’s talk forum provides a safe space for participants to openly express their challenges and emotional distress. This anonymity likely fosters a sense of psychological safety, enabling students to discuss sensitive topics without fear of judgment or repercussion.

Figure 1. Sentiment Analysis of Forum Posts 

The temporal analysis (see Figure 2) revealed spikes in negative sentiments, particularly in January 2024 (i.e., start of a new school term) and mid-April 2024 (i.e., exam periods). These spikes suggest heightened stress and challenges faced by students during these periods, which are critical for informing targeted interventions and support strategies. 

Figure 2. Temporal Sentiment Analysis

Using Latent Dirichlet Allocation (LDA), five key themes were identified in forum discussions: 

  • Personal Experiences and Emotions: Topics included discussions about work, social interactions, and daily life. 
  • Emotional Expression and Relationships: Topics centered on feelings of loneliness, social connections, and personal identity. 
  • Existential Reflections and Growth: Discussions focused on life reflections, personal development, and aspirations. 
  • Family Dynamics and Personal Challenges: Themes explored familial relationships, school experiences, and personal responsibilities. 
  • Seeking Advice and Support: Posts often sought advice, support, and shared personal challenges. 

Figure 3. Isolation Forest (anomaly detection). 

An Isolation Forest algorithm (see Figure 3) was employed to detect anomalous posts within the dataset. By analysing features such as sentiment scores, post length, and content structure, it flagged posts with unusual patterns, suggesting potential extreme emotional responses that could indicate crisis situations requiring further attention. 

In total, 10 posts were flagged as anomalous, representing 1.1% of the total posts. One notable example included a detailed account from a student describing verbal and physical abuse from her mother, underscoring the serious nature of some flagged content. 

CONCLUSION AND FUTURE DIRECTIONS 

This poster examined discussions from mindline.sg’s let’s talk forum using sentiment analysis and topic modelling, highlighting prevalent negative sentiments and key thematic clusters among students. Future directions could explore the dynamics and interactions between different users within the forum, leveraging network analysis to understand community support structures and identify influential contributors. These insights could further inform intervention strategies and enhance the efficacy of mental health support initiatives in educational contexts. 

REFERENCES

Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent dirichlet allocation. Journal of Machine Learning Research, 3(Jan), 993-1022. 

Pang, B., Lee, L., & Vaithyanathan, S. (2002). Thumbs up? Sentiment classification using machine learning techniques. arXiv preprint cs/0205070. 

Liu, F. T., Ting, K. M., & Zhou, Z. H. (2008, December). Isolation forest. In 2008 eighth ieee international conference on data mining (pp. 413-422). IEEE. 

Weng, J. H., Hu, Y., Heaukulani, C., Tan, C., Chang, J. K., Phang, Y. S., … & Morris, R. J. (2024). Mental wellness self-care in Singapore with mindline. sg: A tutorial on the development of a digital mental health platform for behavior change. Journal of Medical Internet Research, 26, e44443. 

Cultivating Student Wellbeing and Skills: The Role of Arts and Cultural Participation in Student Development

cdtlsd Paper Presentations , , , ,

Rimi Parvin Khan

Department of Communications and New Media,
Faculty of Arts and Social Sciences (FASS), NUS

rimikhan@nus.edu.sg

Khan, R. P. (2024). Cultivating student wellbeing and skills: The role of arts and cultural participation in student development [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-rimikhan/

SUB-THEME

Opportunities from Wellbeing

KEYWORDS

Co-curricular activities, arts and cultural participation, skills, wellbeing

CATEGORY

Paper Presentation 

EXTENDED ABSTRACT

Institutional conversations about student wellbeing are leading to a greater emphasis on co-curricular activities. There is growing recognition of the multi-dimensionality of student wellbeing, including the need for students’ ‘self-actualisation’ as part of their university experience (Baik & Larcombe, 2023). This paper explores the particular role that cultural participation plays within these practices of self-actualisation.

‘Culture’ is a broad and ambiguous term that is used to describe both ‘art’ (Arnold, 1869) and ‘ordinary’ practices of identity- and meaning-making (Williams, 1958; Ang, 1993). In both the Singapore and international policy contexts, ‘cultural participation’ encompasses activities ranging from music, literature, audio-visual and new media, as well as sports and other leisure activities. For several decades, cultural studies scholars and policymakers have been debating the impact of cultural participation, and whether these can, or should, be tied to a range of creative, cultural, or economic objectives (Galloway, 2006; Miles & Gibson, 2016; Yue & Khan, 2014). Over this period, economic justifications for arts and cultural participation have come to the fore, emphasising the importance of creative industries in contributing to national economies.

It is in this context that my research, which is part of a larger collaborative project funded by the Australian Research Council (ARC LP200301027), explores the role of arts and cultural participation in contributing to transferable skill development for the future economy.

The paper discusses NUS co-curricular activities (CCAs) as both facilitating student wellbeing and contributing to transferable skill development, highlighting the potential tensions that arise between these goals. It draws on qualitative research with students involved in NUS Centre for the Arts’ CCA programmes. University-based student clubs supporting a range of arts and creative activities have long been part of the student experience in Singapore. These clubs, ranging from music ensembles to theatre and performing arts groups, provide students with opportunities to engage in creative expression and collaboration outside the formal academic curriculum. This paper examines the role of these CCAs in the cultivation of skills such as critical thinking, social and cultural awareness, problem-solving, and collaboration, aligning with the World Economic Forum’s 21st Century Skills Framework and the Singaporean government’s ‘SkillsFuture’ policy, both of which directly inform curriculum and labour market planning. The research asks: 1) How do young people acquire 21st-century skills through arts participation?; 2) Why do young people participate in CCA arts activities?; and 3) What are the longer-term vocational outcomes and career pathways for young people who participate in these activities?

The data suggests that creative participation does lead to such skills and contributes not only to students’ ‘lifelong’ but also to ‘lifewide’ learning (Barnett, 2011), emphasising individuals’ holistic development. However, students do not necessarily see the value of their CCA participation in these terms and are more ambivalent about the contribution of these activities to their longer-term employment trajectories. The paper asks whether activities that promote wellbeing should be tied to economic and educational outcomes, or whether they should offer a space for personal development that exists outside these objectives. Is such a space possible given the competitive structures of educational and career attainment that students participate in? Given these questions and tensions, how might we best advocate for students’ cultural participation and the continuing value of CCAs?

REFERENCES

Arnold, M. (1994). Culture and anarchy. 1869. Ed. Samuel Lipman. Yale UP, 1, 164.

Baik, C., & Larcombe, W. (2023). Student wellbeing and students’ experiences in higher education. In Research Handbook on the Student Experience in Higher Education. Edward Elgar Publishing.

Barnett, R. (2011). Lifewide education: A new and transformative concept for higher education. Learning for a Complex World: A Lifewide Concept of Learning, Education and Personal Development, 22-38.

Williams, R. (2011). Culture is ordinary (1958). Cultural theory: An anthology, 5359.

Ang, I. (1993). To be or not to be Chinese: Diaspora, culture and postmodern ethnicity. Asian Journal of Social Science, 21(1), 1-17. https://doi.org/10.1163/030382493X00017

Galloway, S. (2006). Cultural participation and individual quality of life: A review of research findings. Applied Research in Quality of Life, 1, 323-342. https://doi.org/10.1007/s11482-007-9024-4

Miles, A., & Gibson, L. (2016). Everyday participation and cultural value. Cultural Trends, 25(3), 151-157. https://doi.org/10.1080/09548963.2016.1204043

Yue, A., & Khan, R. (2014). Accounting for multiculturalism: the utility of cultural indicators and the politics of diversity and participation. Conjunctions, 1(1), 1-28. https://doi.org/10.7146/tjcp.v1i1.18600

Building Nature into the Curriculum: Wellbeing Through Nature Education

cdtlsd Paper Presentations , , , , ,

Patricia LORENZ

Ridge View Residential College (RVRC), NUS

plorenz@nus.edu.sg

Lorenz, P. (2024). Building nature into the curriculum: Wellbeing through nature education [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-plorenz/

SUB-THEME

Opportunities from Wellbeing

KEYWORDS

Wellbeing, outdoor learning, nature education, experiential learning, general education

CATEGORY

Paper Presentation 

EXTENDED ABSTRACT

This paper presentation in the sub-theme of “Opportunities From Wellbeing” examines how nature education, built into the General Education (GE) courses at NUS, can benefit student wellbeing. Albeit not being the main focus of the courses, extensive opportunities to spend time in nature promotes a sense of wellbeing in students by countering widespread Nature Deficit Disorder (Lee, 2023). The term “Nature Deficit Disorder” was first described by Louv (2008) as a condition in which children and young people are deprived of spending time in nature and the opportunity to play outdoors. Recent research has demonstrated direct links between Nature Deficit Disorder and mental health in adolescents (Dong & Geng, 2023). Thus, universities have the potential to benefit students’ health and wellbeing by exposing enrolled students to nature through the formal or informal curriculum.

 

Ridge View Residential College (RVRC) focuses on teaching sustainability and labels itself the “College in Nature”. As such, it offers a range of extracurricular nature-based activities, such as the RVRC Leopard Cat Quest, RVRC Intertidal Walk and Clean, and the RVRC Citizen Science Programme. The college also offers two courses under the GE “Community and Engagement” pillar, namely RVN2001 “The Great Extinction”, focusing on the current biodiversity loss and mass extinction, and RVN2002 “Wild Asia”, discussing conservation issues and strategies in Southeast Asia. While both courses were designed with a focus on biodiversity loss and conservation, increasingly reconnecting students to the natural world has become an additional focal point.

 

Observational evidence and survey questionnaires have demonstrated that nearly all students enrolling in the courses suffer from Nature Deficit Disorder. Hence, a larger focus was placed on creating time throughout the course schedule to reconnect to nature. RVN2001 engages students in four local fieldtrips, and one outdoor learning session on campus, while RVN2002 engages students on a highly immersive 10-day overseas fieldtrip to Pahang, Malaysia, which is nearly entirely dominated by outdoor learning. While this provides ample outdoor learning time, specific techniques were employed to facilitate greater awareness of the natural world and the benefits immersion in nature provides to the individual. Great emphasis is placed on being still or quiet in nature, to silently observe wildlife or habitats, as well as to engage in a structured Forest Bathing session.

 

As a result, students have demonstrated a greater appreciation for nature in post-course surveys. Moreover, through experiential learning student were able to identify how these nature engagement sessions benefit their own health and wellbeing. Feedback from RVN2001 demonstrates the understanding “That nature is important to our wellbeing” and “how environmentalism can be directly linked with health”. Students were also able to connect the personal experiences to society: “Going on the field trips to nature parks really helped me take my mind off school work (which, if extended to larger society, could have really beneficial effects too if they would realise)”, and the bigger picture: “This kind of environmental action underscores the interconnectedness of all life and the critical role that conservation plays in our own survival and well-being”. Likewise, a noticeable number of students who took RVN2002 declared that “Forest bathing really opened my eyes and made me truly realise how much I love nature and how much I enjoy it”, and understood the health benefits of the activity: “Being silent in nature was very therapeutic”.

 

Thus, with little outdoor engagement built into the Singapore school curriculum, it can be argued that it is highly beneficial for educators to make an effort to incorporate extensive nature-based outdoor education into the curriculum in order to benefit students’ mental and physical wellbeing. This however ought not to be done in addition to existing classroom teaching, thus further adding to students’ already heavy workload, but instead outdoor learning ought to replace conventional classroom teaching.

REFERENCES

Dong, X. & Geng, L. (2023). Nature deficit and mental health among adolescents: A perspectives of conservation of resources theory. Journal of Environmental Psychology, 87(101995). https://www.sciencedirect.com/science/article/abs/pii/S0272494423000439

Lee, K. (2023). Addressing the Nature-Deficit Disorder in Singapore. Nature Watch, 31(1), 14-15.  https://www.nss.org.sg/articles/492463b1-bAllPagesNW23Q1FINAL-5MB.pdf

Louv, R. (2008). Last child in the woods: saving our children from nature-deficit disorder.  Algonquin Books of Chapel Hill. https://richardlouv.com/books/last-child/

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Blog.nus accounts will move to SSO login, tentatively before the start of AY24/25 Sem 2. Once implemented, only current NUS staff and students will be able to log in to Blog.nus. Public blogs remain readable to non-logged in users. (More information.)