fina – HECS

A Balancing Act: Engagement Without Exhaustion in An Experiential Learning Environment

fina Lighting Talks 24 November, 20242 December, 2024Burnout, Constructive Engagement, motivation, Opportunities from Wellbeing, Over-engagement

Sylvia SIM Swee Choo

Centre for English Language Communication

elcsimsc@nus.edu.sg

Sim, S. S. C. (2024). A balancing act: Engagement without exhaustion in an experiential learning environment [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-choo

SUB-THEME

Opportunities from Wellbeing

KEYWORDS

Constructive Engagement, Over-engagement, Burnout, Motivation

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Does participation equate to engagement? How much engagement is optimal? Is there such a thing as over-participation? What effect does this have on engagement? As educators strive to increase engagement in the class by encouraging more participation, such attempts can sometimes be counterproductive and become a barrier to deep learning. In the context of a leadership and professional communication course, this paper examines the notion of engagement and identifies factors that curriculum developers and teaching practitioners need to bear in mind when creating a learning environment that cultivates sustainable engagement without the risk of burnout.

In the era of AI, the significance of human connections in leadership communication requires interpersonal skills like empathy, active listening, and conflict resolution, which are critical for building trust and inspiring teams. To be effective, this professional communication module adopts an experiential learning approach (Kolb, 1984). Learning is contextualized in authentic scenarios provides students the opportunities to develop these workplace skills (Moore and Morton, 2017) This hands-on approach increases “communication capacity” (Litchfield et al., 2010) by bridging the gap between theory and practice, ensuring future leaders are equipped with both the technical proficiency and emotional intelligence necessary for success in a tech-driven world.

Experiential learning requires active participation that encourages students to draw upon learning experiences that shape their own values and identity. Very often, teachers look out for signs of disengagement but may overlook the possibility of over-engagement. Orosz et. al. (2023) describes over-engagement as a maladaptive form of engagement, characterised by preoccupation, emotional overwhelm, rumination, worry, and obsession, which can hinder effective learning. Balancing the benefits of engagement with the risks of overburdening participants is essential.

An examination of student feedback from this course identifies areas of concern suggesting excessive engagement among students. These areas are:

The workload and the pace of activities and assessments were too intense
The nature of the tasks pushing them out of their comfort zone
Feedback and grading needed to be more effective in helping them avoid failures

Curriculum developers and teachers should focus on these areas of concerns and be mindful about improving the quality of engagement by encouraging active participation and maintaining a balanced approach. This involves helping students step out of their comfort zones without causing stress and fostering an environment where setbacks are seen as learning opportunities rather than threats. According to Orosz et al. (2023), such engagement allows individuals to be kinder to themselves and better manage their thoughts and feelings, leading to a greater motivation to engage to learn, rather than engage for grades. In a course that aims to build and hone professional communication skills, this balance is crucial for developing interpersonal skills and a growth mindset, ultimately leading to greater resilience. Constructive engagement surpasses mere active participation. While active participation aids short-term learning, sustained and lasting learning requires constructive engagement. For constructive engagement to be effective, it must be meaningful, constructive, and enjoyable, positively impacting learners.

Meaningful: Engagement should provide meaningful value to learners. Whitton and Langan (2016) argue that students need to perceive the relevance and benefits of their involvement to remain motivated. Kyndt et al. (2014) argue that students are more motivated and perceive their workload as lighter when they find their tasks meaningful. Conversely, students lacking intrinsic motivation are likely to find even a light workload burdensome.

Whitton and Langan (2016) recommend breaking the cycle of performativity by reassessing how engagement is measured. While addressing learner disengagement is essential, the pressures of assessment can also result in excessive engagement.

Constructive: According to Orosz et al. (2023), engagement in learning should be constructive, promoting growth and development rather than causing frustration or distraction. This involves creating activities and interactions that encourage critical thinking, problem- solving, and the application of knowledge, thus fostering a deeper understanding and skill enhancement. Constructive engagement requires a supportive environment that addresses students’ psychological needs, aligning activities with learning objectives to ensure relevance and purpose. By maintaining this balance, educators can enhance students’ motivation and involvement in their educational journey, making engagement both meaningful and productive.
Enjoyable/Positive: Li (2022) points out that engagement should be enjoyable and positive. When students find their participation pleasurable, they are more likely to remain enthusiastic and committed to the learning process. She suggests fostering classroom enjoyment in a supportive, socially connected learning environment can reduce burnout and disengagement. Likewise, over-engagement can lead to burnout, causing stress and undermining students’ motivation.

This paper recommends that strategies for managing over-engagement such as having ungraded tasks, providing safe spaces, fostering enjoyment, promoting positive emotions will create a supportive environment that will ensure students balanced and motivated

REFERENCES

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed). FT Press.

Li, H. (2022). Classroom enjoyment: Relations with EFL students’ disengagement and burnout. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.824443

Litchfield, A., Frawley, J., & Nettleton, S. (2010). Contextualising and integrating into the curriculum the learning and teaching of work-ready professional graduate attributes. Higher Education Research & Development, 29(5), 519-534. https://doi.org/10.1080/07294360.2010.502220

Kyndt, E., Berghmans, I., Dochy, F., & Bulckens, L. (2013). ‘Time is not enough.’ Workload in higher education: a student perspective. Higher Education Research & Development, 33(4), 684–698. https://doi.org/10.1080/07294360.2013.863839

Moore, T., & Morton, J. (2017). The myth of job readiness? Written communication, employability, and the ‘skills gap’ in higher education. Studies in Higher Education, 42(3), 591–609. https://doi.org/10.1080/03075079.2015.1067602

Orosz, G., Evans, K. M., Török, L., Bőthe, B., Tóth-Király, I., Sik, K., & Gal, E. (2023). The differential role of growth mindset and trait mindfulness in the motivation of learning from criticism. Mindfulness, 14(4), 868-879. https://doi.org/10.1007/s12671-023-02117-4

Whitton, N., & Langan, A. M. (2016). Understanding learner disengagement: Why do students pay £9,000. Learning and Teaching in Action, 12(1), 56-70. http://www.celt.mmu.ac.uk/ltia/index.php

Dialogue As Community Engagement: A Potential Tool for Experiential Learning

fina Lighting Talks 24 November, 20242 December, 2024Community, Dialogue, experiential, Opportunities from Engaging Communities, Transformation

KUAH Ting Ting

Chua Thian Poh Community Leadership Centre (CTPCLC)

tingting@nus.edu.sg

Kuah, T. T. (2024). Dialogue as community engagement: A potential tool for experiential learning [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-kuah

SUB-THEME

Opportunities from Engaging Communities

KEYWORDS

Dialogue, Community, Experiential, Transformation

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Due to the dynamic and complex nature of communities where relationships are constantly evolving, the teaching of community development entails an incorporation of experiential learning, which David Kolb described as “the process where knowledge is created through the transformation of experience” (Kolb, 1984). To nurture students who are aspiring community developers or community leaders, they must be provided with community-based experiences involving interactions with individuals from diverse social settings during their learning. This is because community development is a “process through which people learn how they can help themselves” (Vincent, 2009), and consequently, the practice of community development requires one to develop the capacity for effective interpersonal communication; to be informed of the lived experiences of diverse individuals; to appreciate the nuanced applications of theoretical knowledge acquired in the classroom to a variety of real-world contexts.

One approach is to consider the significance of dialogue for community engagement. Dialogue can generally be defined as an “unfolding process” of knowledge-making between two or more parties, “usually through the medium of spoken language, but not excluding written and visual codes” (Rule, 2015). Scholars have recognised how dialogue is a key practice for community building, as it promotes the formation of social capital (Fisher et al., 2009) and enables people to “map, analyse and assess what assets they have and/or would like to have” (Westoby & Dowling, 2013). This is because dialogue is, fundamentally, an other-oriented and mutual exchange between individuals. This relational experience of dialogue thus makes it a viable tool for teaching and learning: students’ prior perspectives of a community issue and their relationship with the community can be deepened or even challenged, and a new, shared knowledge with others about this issue can be forged within the space of a dialogue.

This Lightning Talk shall discuss how dialogue is employed as a form of experiential learning in the context of my course, CLC2204 Community Development with Youth, at the Chua Thian Poh Community Leadership Centre (CTPCLC). As part of their course projects, students are tasked to form teams and select a youth issue, before dialoguing with relevant stakeholders to gain an informed understanding to approach this issue. Some brief cases will be covered in this discussion.

REFERENCES

Fisher, K., J. Geenan, M. Jurcevic, K. McClintock, K., & Davis, G., (2008). Applying asset-based community development as a strategy for CSR: A canadian perspective on a win-win for stakeholders and SMEs. Business Ethics: A European Review, 18(1), 66–82. https://doi.org/10.1111/j.1467-8608.2009.01549.x

Kolb, D. A. (1984) Experiential learning: Experience as the source of learning and development (2nd ed). FT Press.

Rule, P. N. (2015) Dialogue and Boundary Learning. Sense Publishers.

Vincent II, J.W. (2014). Community development practice. In G. J. Robinson & G. S. Green (Eds.), An introduction to community development (2nd ed). Routledge.

Westoby, P. & Dowling, G. (2013). Theory and practice of dialogical community development: international perspectives (1st ed). Routledge.
https://doi.org/10.4324/9780203109946

Engaging Students for Community Engagement Courses and Beyond: Overcoming Confirmation Bias

fina Lighting Talks 24 November, 20242 December, 2024community engagement, Confirmation bias, critical thinking, Others, student engagement

Anne CHONG Suet Lin

Department of Social Work, Faculty of Arts and Social Sciences (FASS), NUS
Office of the Provost, NUS

pvoacsl@nus.edu.sg

Chong, A. S. L. (2024). Engaging students for community engagement courses and beyond: Overcoming confirmation bias [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-chong

SUB-THEME

Others: Engaging Students for Community Engagement Courses

KEYWORDS

Confirmation bias, student engagement, critical thinking, community engagement

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

We are prone to many cognitive biases and logical fallacies despite and sometimes because of our knowledge and experience. One of the most pernicious ones is confirmation bias, which is the tendency to find evidence to confirm pre-existing beliefs (Wason, 1960). The pervasiveness of confirmation bias has led to many undesirable outcomes in societies, as articulately expressed by Nickerson (1998):

If one were to attempt to identify a single problematic aspect of human reasoning that deserves attention above all others, the confirmation bias would have to be among the candidates for consideration. Many have written about this bias, and it appears to be sufficiently strong and pervasive that one is led to wonder whether the bias, by itself, might account for a significant fraction of the disputes, altercations, and misunderstandings that occur among individuals, groups, and nations.

In the context of learning, confirmation bias, not only seeks to collect evidence to bolster our beliefs, but more treacherously, it leads us to ignore or undervalue evidence to the contrary. Humans have somehow evolved this tendency to avoid the discomfort of cognitive dissonance and the pitfalls of societal non-conformity (Ling, 2020).

To combat confirmation bias, the first crucial step is to bring this very human tendency to the foremost of our awareness (Gilovich et al., 2002). It demands we challenge our pet hypotheses (Lord et al., 1979), forces us to consider others’ viewpoints and overcome the discomfort of finding we possess uncertain information or that we are simply wrong.

In this lightning talk, I would like to share a teaching innovation that I have used for two courses in which students already have pre-existing beliefs that impede their learning. Students who take the module GEQ1000 Asking Questions (now discontinued) and a current C&E course, GEN2061, generally come into courses with the beliefs that they know the content already and/or view the lessons as common sense and therefore are disengaged in the learning.

The activity comprises 2 steps:

Ask students to answer a Yes or No question on whether they think the course is useful for them. Their answer will determine the colour of their responses for Step 2.
Ask students to write down their expectations of the course, i.e. what do they think the course can or cannot teach them and colour their posts according to Step 1.
The placement of students’ posts will show a segregation of colour consistent with confirmation bias that students are not aware of.

Using an activity targeted at revealing the existence of confirmation bias leads to the re-engagement of students in the courses, especially when the need for critical and empathetic thinking is brought to the fore.

REFERENCES

Gilovich, T., Griffin, D., & Kahneman, D. (Eds.). (2002). Heuristics and biases: The psychology of intuitive judgment. Cambridge University Press.

Ling, R. (2020). Confirmation bias in the era of mobile news consumption: The social and psychological dimensions. Digital Journalism, 8(5), 596–604. https://doi.org/10.1080/21670811.2020.1766987

Lord, C. G., Ross, L., & Lepper, M. R. (1979). Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence. Journal of Personality and Social Psychology, 37(11), 2098-2109. https://doi.org/10.1037/0022-3514.37.11.2098

Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2(2), 175-220. https://doi.org/10.1037/1089-2680.2.2.175

Wason, P. C. (1960). On the failure to eliminate hypotheses in a conceptual task. Quarterly Journal of Experimental Psychology, 12(3), 129–140. https://doi.org/10.1080/17470216008416717

Fostering Community and Environmental Stewardship Through RV Learning Forest

fina Lighting Talks 24 November, 20242 December, 2024Climate action, Engaging communities, Environmental stewardship, Opportunities from Engaging Communities, Outdoor education, Placemaking

CHYE Yi De^*, LIM Cheng Puay, and Eunice S. Q. NG

Ridge View Residential College

^*chye.yide@u.nus.edu

Chye, Y. D., Lim, C. P., & Ng, E. S. Q. (2024). Fostering community and environmental stewardship through RV learning forest [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-chye-et-al

SUB-THEME

Opportunities from Engaging Communities

KEYWORDS

Engaging communities, Environmental stewardship, Outdoor education, Climate action, Placemaking

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

In highly urbanised and rapidly changing environments, there is often a disconnect between people, their surroundings, and nature (Beery et al., 2023). This can lead to difficulties in forming a strong sense of place attachment and nature connectedness among individuals (Lehmann, 2023). Yet, a sense of place and nature connectedness has been found to foster a sense of agency in sustainability and motivate pro-environmental behaviours (Armitage et al., 2017; Masterson et al., 2019; Nisbet & Zelenski, 2013). Accordingly, embedding nature into placemaking processes, with community-based participation at the core, is essential in nurturing a strong connection between people, place, and the natural world (Bush et al., 2020; Krasny & Delia, 2015).

As part of Ridge View Residential College (RVRC)’s outdoor learning programme, RVRC partnered with the National University of Singapore University Campus Infrastructure (NUS UCI) to plant 100 native trees in celebration of RVRC’s 10th Anniversary. This student-led initiative resulted in the creation of “RV Learning Forest” (RVLF) within the College campus. Being a visually prominent and publicly accessible outdoor learning space, RVLF is intended to nurture residents’ connection to nature and their sense of place within the College while enhancing the ecological connectivity within the National University of Singapore (NUS) campus.

To ensure that the RVRC community is actively involved in the placemaking process, the planning committee decided against outsourcing the tree planting to contract workers and chose to involve community members instead. 64 participants, including RVRC staff, residents, alumni, and other community groups such as NUS Toddycats and (Nanyang Technological University (NTU) Earthlink, attended the tree planting event (see Figure 1). Through RVLF, participants felt a sense of collective identity, as described by RVRC resident Gillian Harryanto, Year 1, Faculty of Science,

“By planting trees together, residents are united by a common purpose, enabling new friendships to be forged. This strengthens community spirit in RVRC, allowing the College to grow in more ways than one.”Figure 1. Participants of the RVLF tree planting event held on 27 January 2024.

Figure 2. Participants were guided by RVRC Fellows and experienced volunteers from NUS Toddycats (Photo credit: Yap Koo Gene from RVRC Social Media).

RVLF has transformed from a patch of grass into a place used to engage communities on environmental stewardship and the people-nature relationship (see Figure 3). Being part of the tree planting event also inspired members of NTU’s NTreeU to apply certain practices with their student-led reforestation community. Constance Liew, Chairperson of NTreeU, shared that her group “really liked the idea of giving the participants species tags to label their trees. It does help to encourage them to invest more in community tree planting. We ended up doing something similar for our own tree planting event in March”.

HECS2024-ChyeYD-Fig3

Figure 3. RVRC hosted an outdoor learning session to introduce concepts of ecological connectivity and local biodiversity to visiting Secondary School students.

Placemaking through RVLF extends beyond a single event as developing a sense of place and nurturing nature connectedness require time. Community members continue to be part of the plot enhancement and maintenance activities. For example, residents designed walking paths during Go Green SG 2024 held in June 2024 (see Figures 4 and 5). Community science initiatives, such as plant labelling and biodiversity monitoring, are ongoing opportunities for residents to participate in. As RVLF planning committee member – Natalie Ong, Year 4, Faculty of Arts and Social Science, shared,

“… the Learning Forest is a community-driven space of learning, restoration, and rest. It started off as a passion project to create a green community-centric space and I’m grateful many others have decided to hop on to join this place-making endeavour.”

Figure 4. RVRC residents who were new and repeated RVLF participants joined in the Go Green SG 2024 plot enhancement event.

Figure 5. Participants used recycled wooden furniture and repurposed gravel to create a walking path that facilitates entry to RVLF.

Leveraging a community-based participatory approach towards RVLF has facilitated stronger connections between residents, the College campus, and nature (Restrepo-Mieth et al., 2023). Looking ahead, RVLF will continue to serve as a place to connect different communities, develop a common eco-identity amongst RVRC residents, and provide opportunities for communities to engage in environmental civic service (Hoffman & Doody, 2015).

REFERENCES

Armitage, D., Alexander, S., Andrachuk, M., Berdej, S., Brown, S., Nayak, P., Pittman, J., & Rathwell, K. (2017). Governing the coastal commons: Communities, multi-level networks and governance transformations in the coastal commons. Routledge, 231-251.

Beery, T., Olafson, A. S., Gentin, S., Maurer, M., Stålhammar, S., Albert, C., Bieling, C., Buijs, A., Fagerholm, N., Garcia‐Martin, M., Plieninger, T., & Raymond, C. M. (2023). Disconnection from nature: Expanding our understanding of human–nature relations. People and Nature, 5(2), 470-488. https://doi.org/10.1002/pan3.10451

Bush, J., Hernandez-Santin, C., & Hes, D. (2020). Nature in Place: Placemaking in the Biosphere. In Hes, D., Hernandez-Santin, C. (eds) Placemaking Fundamentals for the Built Environment (pp. 39-61). Palgrave Macmillan.

Hoffman, A. J., & Doody, S. (2015). Build a fruit tree orchard and they will come: Creating an eco-identity via community gardening activities. Community Development Journal, 50(1), 104-
120. https://doi.org/10.1093/cdj/bsu023

Krasny, M. E., & Delia, J. (2015). Natural area stewardship as part of campus sustainability. Journal of Cleaner Production, 106, 87-96. https://doi.org/10.1016/j.jclepro.2014.04.019

Lehmann, S. (2023). Reconnecting with nature: Developing urban spaces in the age of climate change. Emerald Open Research, 1(5).https://doi.org/10.1108/EOR-05-2023-0001

Masterson, V. A., Enqvist, J. P., Stedman, R. C., & Tengö, M. (2019). Sense of place in social– ecological systems: From theory to empirics. Sustainability Science, 14, 555-564. https://doi.org/10.1007/s11625-019-00695-8

Nisbet, E. K., & Zelenski, J. M. (2013). The NR-6: A new brief measure of nature relatedness. Frontiers in Psychology, 4. https://doi.org/10.3389/fpsyg.2013.00813

Restrepo-Mieth, A., Perry, J., Garnick, J., & Weisberg, M. (2023). Community-based participatory climate action. Global Sustainability, 6, 555-564. https://doi.org/10.1017/sus.2023.12

Exploring The Effects of An Artificial Intelligence (AI) Chatbot on Learning and Motivation Among Pharmacy Students

fina Lighting Talks 24 November, 202424 November, 2024AI chatbot, ChatGPT, learning, motivation, Opportunities from Generative AI, undergraduate

Lik-Wei WONG^1*, Amanda Huee-Ping WONG¹, Valerie Ying Hui TAN², Embang Johann Emilio GONZALES² and Shing Chuan HOOI¹

¹Department of Physiology, Yong Loo Lin School of Medicine (YLLSOM), National University of Singapore (NUS)
²Alice Lee Centre for Nursing Studies, YLLSOM, NUS

^*phswlw@nus.edu.sg

Wong, L.-W., Wong, A. H.-P., Tan, V. Y. H.,  Gonzales, E. J. E., & Hooi, S.C. (2024). Exploring The Effects of An Artificial Intelligence (AI) Chatbot on Learning and Motivation Among Pharmacy Students [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-wong-et-al

SUB-THEME

Opportunities from Generative AI

KEYWORDS

AI chatbot, ChatGPT, learning, motivation, undergraduate

CATEGORY

Lightning Talk

INTRODUCTION

The rapid advancements in Artificial Intelligence (AI) technologies have prompted us to re-evaluate the future of our education. Although AI has great potential to enhance teaching and learning, its role in pedagogy and instruction has not been fully studied. Motivation has been shown to influence students’ learning approaches, their engagement level, their persistence in accomplishing goals, and their thinking processes (Chiu, 2022). Ryan and Deci (2017; 2020) propose Self-Determination Theory (SDT) suggesting that autonomous motivation is the preferred type of motivation for learning as it can lead to greater engagement and persistence. A recent study has found that university students who engaged with AI chatbots had greater intrinsic motivation than those who did not. These findings imply that students may feel more comfortable and engaged when interacting with chatbots, potentially leading to increased expression of ideas (Yin et al., 2021) and higher levels of motivation (Fryer et al., 2019).

RATIONALE OF STUDY

As AI technology continues to advance, its impact on the education of medical and health professionals will be significant. While some argue that it may have negative implications for students’ learning, educators should consider incorporating AI technology into their teaching methods to enhance students’ learning experiences. This study aims to investigate the potential of AI chatbots as a pedagogical tool for enhancing learning and motivation among pharmacy students.

METHODS

Participants in this study were second-year undergraduate pharmacy students enrolled in the PR2153 course on the Cardiovascular System during Semester 1 of AY2023/24. For the physiology components of the course, students were provided with various educational resources, such as eBooks, online lecture videos, and quizzes for self-directed learning, before attending in-person classroom discussions. Students were encouraged to submit questions via a designated Question & Answer (Q&A) link and to use ChatGPT to find answers to their questions. The teachers would then evaluate ChatGPT’s responses and provide further clarifications, where necessary. Additionally, ChatGPT was incorporated into a case-based group discussion. To evaluate the AI chatbot’s impact on motivation, we used the established SDT and Intrinsic Motivation Inventory (IMI) in a post-course anonymous survey questionnaire. The survey included two open-ended questions about the AI chatbot’s strengths and limitations. Additionally, focus group discussions were conducted and analysed thematically to determine AI chatbot’s effects on learning and motivation.

KEY FINDINGS

60.2% (50/83) of the students participated in and completed the survey, using ChatGPT for their study of cardiovascular physiology. Overall, needs satisfaction (3.59 ± 0.81) was significantly higher (p<0.001) in students who used ChatGPT for their studies compared to those who did not (needs satisfaction: 2.98 ± 0.76). Students who used ChatGPT demonstrated significantly higher levels (p<0.05) of all three components—autonomy, competence, and relatedness. Additionally, students who used ChatGPT showed higher interest (p<0.001) and found value (p<0.001) in using the AI chatbot. These results indicate that AI chatbots promote students’ motivation. In general, students found ChatGPT to be a useful tool for generating fast, easy-to-understand answers and provoking ideas. These benefits, in turn, facilitated their learning and the development of metacognitive skills. However, students were also aware of its limitations, particularly regarding accuracy, credibility, and generalized answers.

SIGNIFICANCE OF THE STUDY

This study found that students who engaged with the AI chatbot exhibited greater intrinsic motivation, potentially leading to increased expression of ideas and promoted thinking, thereby enhancing learning and boosting overall motivation. Therefore, the use of AI chatbots should be encouraged to supplement learning by incorporating them alongside traditional teaching resources.

REFERENCES

Chiu, T. K. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(1), S14-S30. https://doi.org/10.1080/15391523.2021.1891998

Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279-289. https://doi.org/10.1016/j.chb.2018.12.023

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860

Yin, J., Goh, T.-T., Yang, B., & Xiaobin, Y. (2020). Conversation technology with micro-learning: The impact of chatbot-based learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59(1), 154-177. https://doi.org/10.1177/07356331209520

Reflective Learning: The Use of Mind Maps in Biodiversity Courses

fina Lighting Talks 24 November, 20242 December, 2024Active learning, education tool, mind mapping, reflective learning

Theresa Linting SU^*, Weiting XU, and Zeehan Jaafar

Department of Biological Sciences, Faculty of Science

^*theresasu@nus.edu.sg

Su, T. L., Xu, W., & Jaafar, Z. (2024). Reflective Learning: The Use of Mind Maps in Biodiversity Courses [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-su-et-al

SUB-THEME

Others

KEYWORDS

Active learning, reflective learning, mind mapping, education tool

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Mind maps are visual representations of information organised in a hierarchical but non-linear manner. This method enables practitioners to visualise complex concepts and elucidate relationships between seemingly disjunct ideas. With a central theme surrounded by related sub-themes, and concepts or ideas connected by branches, this method is designed to mimic the brain’s natural thought processes (Buzan et al., 2010). The use of mind maps has been demonstrated to enhance memory retention, creativity, and comprehension; primarily because this method engages both analytical and creative hemispheres of the brain (Nesbit & Adesope, 2006). Compared to traditional note-taking methods, students who employed mind maps were shown to improve their long-term memory by 10% (Farrand et al., 2002); further corroborating its effectiveness. Mind maps are therefore powerful tools for learners to organise and integrate knowledge in a meaningful way.

This study leverages the broad adoption of mind maps in many scholastic settings. We assess individual student learning through reflection and syntheses of course material. Students reading two Level 4000 courses that are similar in approaches and content structure — LSM4257 “Aquatic Vertebrate Diversity” and/or LSM4266 “Aquatic Invertebrate Diversity” — were (will be) assigned two exercises. Students attempt the first exercise at the beginning of the course, comprising one mind map with the course title as the central idea. The second exercise can only be attempted towards the end of the course after the majority of contents (i.e., lectures, laboratory sessions, field trips) have been covered. In addition to attempting a second mind map, students must also complete a reflection piece that describes their experience with the course they read.

To begin, the students are tasked to create a mind map of Aquatic (In)Vertebrate Diversity after the first lecture, drawing on their current understanding of the topic. It could be information from a previous course, documentary, or even personal experience. Students were guided on how to create a mind map with the central theme, with branches (e.g., major phyla, ecosystems, ecological function, etc.) and sub-branches (e.g., specific organisms, examples, etc.). They were also asked to include visual enhancement wherever possible (e.g., colour-coding, sketches, symbols, and spatial organisation to emphasise connections and patterns, etc.).

With reference to the mind map produced, students were tasked to write a personal reflection with the following prompts — (1) How did the mind-mapping exercise enhance your overview of this topic? (2) Identify at least two (sub-) branches of interest to you and elaborate on your curiosity. (3) How can applying mind-mapping and reflective learning techniques benefit your approach to other academic inquiries?

At the end of the course, students were asked to repeat the mind map and reflection exercise, with the additional prompt of comparing the initial and final mind map and if there was/were any change(s) and/or shift(s).

Figure 1. Initial and final mind maps of Student A.

To analyse the mind maps, we intend to include steps that collectively allow us to understand and interpret both the hierarchical structure and the interrelationships presented. The depths and breadths of the subject may be discussed through the primary and secondary branches, which denote the main topics and peripheral ideas, respectively. The use of colours, symbols, and images may also provide insights into the cognitive emphasis placed on different ideas (Buzan & Buzan, 2010). We can also conduct qualitative analysis to interpret the connections and the logical flow between concepts, which can offer a deeper understanding of the learner’s thought processes and organisational skills (Eppler, 2006). Additionally, mind maps can be assessed quantitatively through parameters like node count, branch length, and textual density to provide a more objective analysis (Davies, 2011). Lastly, thematic analyses of the reflections can provide an added dimension to our understanding of the student’s learning process. By combining visual inspection with qualitative and quantitative methods of mind maps and reflections, we hope to comprehensively evaluate how the students learn in the two listed aquatic diversity courses.

REFERENCES

Buzan, T., Buzan, B., & Harrison, J. (2010). The mind map book: Unlock your creativity, boost your memory, change your life. Pearson BBC Active.

Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62, 279–301. https://doi.org/10.1007/s10734-010-9387-6

Eppler, M. J. (2006). A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing.
Information Visualization, 5(3), 202–210. https://doi.org/10.1057/palgrave.ivs.9500131

Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the ‘mind map’ study technique. Medical Education, 36(5), 426–431. https://doi.org/10.1046/j.1365-2923.2002.01205.x

Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448. https://doi.org/10.3102/00346543076003413

Exploring The Role of Generative AI As a Training Tool for Medical Undergraduates in Discharge Summary Writing-Methodology And Study Design

fina Lighting Talks 24 November, 202424 November, 2024chatbot, Discharge summary, Generative AI, large language models, Opportunities from Generative AI

Nathasha LUKE ^{2, _*}, CHUA Chun En¹, and Desmond B. TEO¹

¹Department of Medicine, NUHS
²Department of Physiology, Yong Loo Lin School of Medicine, NUS

^*nathasha@nus.edu.sg

Luke, N., Chua, C.E., & Teo D.B. (2024). Exploring The Role of Generative AI As a Training Tool for Medical Undergraduates in Discharge Summary Writing -Methodology And Study Design[Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-luke-et-al

SUB-THEME

Opportunities from Generative AI

KEYWORDS

Discharge summary, Generative AI, Chatbot, Large Language Models

CATEGORY

Lightning Talk

INTRODUCTION

A discharge summary is a permanent record of a patient’s hospitalisation, which should be concise, yet contain adequate and accurate information regarding the hospitalisation (Ando et al., 2022). Substandard discharge summaries result in gaps in subsequent patient follow-ups, clinical coding of data, hospital subvention, and medical insurance (Sukanya, 2017). Globally, discharge summaries are authored by junior doctors but there is little formal teaching and quality assessment in most training programs. An initial audit of 100 discharge summaries within the Department of Medicine, National University Hospital, in January 2021 revealed that only 21% had complete information.

To address this gap, a teaching program was implemented to train medical students on discharge summary writing and hands-on, case-based sessions where the students drafted discharge summaries for tutors to provide feedback. This programme demonstrated an improvement in the quality of discharge summaries over the years (Chua & Teo, 2023). However, conducting this program was challenging due to limitations in the number of facilitators to conduct these sessions and provide one-to-one feedback. Hence, we planned a project to evaluate the capability of Generative Artificial Intelligence (Gen AI) to provide feedback in discharge summary writing training.

METHODOLOGY AND WORKFLOW

To ensure sustainability without the need for facilitator manpower, this project caters to an interactive e-learning module complemented by Gen AI to provide feedback on discharge summaries written by students based on case scenarios. Gen AI will assess the accuracy and quality of discharge summaries based on a rubric to provide individualised feedback.

This study will be conducted in two phases, where in the initial phase, researchers will evaluate different Gen AI platforms to decide on the best platform to provide feedback. In the subsequent phase, the students will directly interact with the selected platform to receive feedback, in which the researchers will evaluate the learning experience.

In the first phase, an e-learning module will be implemented to train students followed by a formative assessment component where students create and submit their discharge summaries through the LMS. Each discharge summary will be subjected to feedback from five arms, (1) an experienced clinician, and generative AI platforms which include (2) Llama 3, (3) Gemini AI, (4) Co-Pilot, and (5) GPT-4 powered Chatbot. The feedback provided by these five arms will then be objectively evaluated by an expert in a blinded manner, to identify the best platform.

In the second phase, the students will directly interact with the selected platform as guided by the study team to receive feedback for discharge summaries. The generative AI outputs and student feedback will be evaluated to determine the efficacy and identify the best strategies to implement the programme.

FIGURES AND TABLES

Figure 1. Methodology for Phase 1

Figure 2. Methodology for Phase II

REFERENCES

Ando, K., Okumura, T., Komachi, M., Horiguchi, H., & Matsumoto, Y. (2022). Is artificial intelligence capable of generating hospital discharge summaries from inpatient records?. PLOS Digital Health, 1(12). https://doi.org/10.1371/journal.pdig.0000158

Sukanya, C. (2017). Validity of principal diagnoses in discharge summaries and ICD-10 coding assessments based on national health data of Thailand. Healthcare Informatics Research, 23(4), 293-303. https://doi.org/10.4258/hir.2017.23.4.293

Chua, C. E., & Teo, D. B. (2023). Writing a high‐quality discharge summary through structured training and assessment. Medical Education, 57(8), 773–774. https://doi.org/10.1111/medu.15102

Creating Videos with ChatGPT and AI Voiceover for Higher Cognitive Engagement

fina Lighting Talks 24 November, 20242 December, 2024AI voiceover, ChatGPT, Higher Cognitive Engagement, Scriptwriting, videos

WU Jinlu^1* and Uday Satyamohan Athreya²

¹Department of Biological Sciences, Faculty of Science
²Centre for Teaching, Learning, and Technology (CTLT)

^*dbswjl@nus.edu.sg

Wu, J., & Athreya, U. S. (2024). Creating Videos with ChatGPT and AI Voiceover for Higher Cognitive Engagement [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-wu-and-uday

SUB-THEME

Opportunities from Generative AI

KEYWORDS

ChatGPT, Scriptwriting, AI voiceover, Videos, Higher Cognitive Engagement

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Educational videos have become integral to modern pedagogical strategies, enhancing student engagement, managing cognitive loads, and deepening concept mastery. However, producing high-quality educational videos traditionally requires sophisticated equipment, such as advanced microphones, quiet environments, and professional editing software. Non-native speakers and individuals who are camera-shy often find the process particularly challenging. Furthermore, updating videos to reflect the latest findings and current trends can be time-consuming.

Advancements in Artificial Intelligence (AI) have revolutionised the creation of educational content, making it more accessible and effective. By leveraging tools like ChatGPT for scriptwriting and AI voiceovers for narration, educators can significantly enhance cognitive engagement in educational videos. These tools allow the generation of scripts tailored to various pedagogical focuses, such as triggering curiosity, engaging students in scientific inquiry, or fostering critical thinking. Additionally, updating slides and scripts with dynamic, current academic content or creating scenario-based learning and assessments can be done efficiently.

In this talk, I will share my experiences using ChatGPT and AI voiceover technology on our internal platform, VoiCeIT (https://voiceit.nus.edu.sg), to create educational videos. I will cover the processes involved, including scriptwriting, slide importing, and video exporting. Furthermore, I will discuss how these videos have been integrated into a blended learning environment and present student feedback on their use.

Figure 1. A graphic summarising the four key steps for video production using ChatGPT and AI voiceover

There are several benefits to using VoiCeIT for video production. Firstly, the app is free to use and provides access to technical support when needed. Secondly, it eliminates the need for dedicated recording spaces, equipment, and additional manpower. Lastly, it is time-efficient for producing new videos or updating existing ones, significantly increasing productivity.

My videos were developed for teaching Molecular Genetics in a blended learning format. They were made available on Canvas, allowing students to watch them before or after lectures. Although there were no direct assignments or assessments linked to these videos, data showed an increase in both the number of students watching and the duration of views for the new AI-voiceover videos compared to traditional videos recorded via Camtasia.

Additionally, I explored using ChatGPT for scriptwriting with different audiences and learning objectives in mind. While the core academic content remained consistent, I prompted ChatGPT to write scripts aimed at “sparking curiosity,” “fostering scientific inquiry skills,” and “promoting critical thinking.” These prompts align with the pedagogical goals of initiating interest, supporting skill development, and encouraging deep thinking.

Table 1
An example showing three slides on an ageing topic used to generate three video scripts for different pedagogical purposes

Slides	Prompts Given the scientific content below, please write video scripts aimed at
	sparking curiosity	fostering inquiry skills	promoting critical thinking
Slide 1: Telomere and telomerase	Have you ever wondered…? Intrigued? Let’s dive deeper!	Have you ever wondered…? How does this process impact…? Let’s explore the science behind it!”	Have you considered why …? What does this mean for cellular longevity and aging? Let’s delve into the mechanics and implications…”
Slide 2: Cell type-specific telomere dynamics	Did you know…? Curious about how this impacts aging? Keep watching!	Let’s form a hypothesis: Do different cell types experience telomere shortening at different rates? …How can we investigate …? By examining…and comparing the data, we can draw…	Why do telomeres shorten at different rates in various cell types?… Analyzing these differences, what can we infer …?
Slide 3: Telomere attrition, cellular senescence, dysfunction, and ageing	How do short telomeres affect our health? …Want to know how to keep your cells healthier for longer? Let’s explore!	What role do short telomeres play in diseases? Let’s hypothesize…To investigate, we can collect data on… By examining the correlation between…, we can conclude …	How does telomere shortening contribute to cardiovascular disease?… Analyzing these influences, how can we better understand…? What critical steps can we take to mitigate these effects?

The potential broad application of this approach extends beyond biology to various fields and educational levels. By reducing the technical and production barriers, educators can focus more on content quality and pedagogical impact. AI-driven video production not only democratises content creation but also ensures that educational materials can be rapidly updated and tailored to meet diverse learning needs.

In conclusion, integrating ChatGPT and AI voiceover technology in educational video production can enhance cognitive engagement, making learning more interactive and effective. This approach has significant pedagogical implications, offering a scalable solution for creating dynamic, current, and pedagogically focused educational content.

Creativity And Failure Tolerance: Puzzling Findings in Student Outcomes

fina Lighting Talks 12 November, 20242 December, 2024Creativity, Failure tolerance, Iterative Design, pedagogy

Ameek Kaur¹*, Thijs WILLEMS², Qian HUANG²

¹National University of Singapore (NUS), Business School
²Singapore University of Technology and Design (SUTD), Lee Kuan Yew Centre for Innovative Cities

^*bizameek@nus.edu.sg

Kaur, A., Willems, T., & Huang, Q. (2024). Creativity And Failure Tolerance: Puzzling Findings in Student Outcomes [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-kaur-et-al

SUB-THEME

Opportunities from Wellbeing

KEYWORDS

Failure tolerance, Creativity, Iterative Design, Pedagogy.

CATEGORY

Lightning Talk

We would like to share our study, which aimed to enhance students’ failure tolerance and creativity through modifications in course content and assessment rubrics. The rationale for these modifications was that exposing students to iterative design—learning by prototyping, testing, and refining—should increase failure tolerance and foster creativity (Jablokow et al., 2016). Through our course changes, we observed a significant increase in student creativity. However, students’ failure tolerance significantly dropped, presenting an intriguing paradox.

The study was conducted on a semester-long Design Thinking and Innovation course at the Singapore University of Technology and Design (SUTD), with data from two consecutive cohorts of over 200 first-year undergraduate students. In round 1, we established baseline data on the course’s impact on students’ creativity and failure tolerance. Kaur et al. (2023) article provides a process perspective on the course as observed during round 1. In round 2, we modified the course content and assessment rubrics. For both cohorts, students completed pre- and post-course surveys, consisting of items from established scales – the Kirton Adaption Innovation (KAI) scale (Kirton, 1976) for measuring creativity, and the School Failure Tolerance (SFT) scale (Clifford, 1988) for measuring failure tolerance. The modified course included three case studies and three hands-on activities in the first six weeks to emphasize iterative design and encourage action-oriented prototyping. Additionally, creativity was added as an assessment component for all submissions, and students were asked to submit reflections with each assignment.

The survey results from round 1 and round 2 are summarized in Table 1 below. The results highlight that students’ creativity measured by ‘KAI-overall’ increased significantly in round 2. The KAI subscale on originality showed an increase in both round 1 and 2. On the other hand, students’ failure tolerance measured by ‘SFT-overall’ dropped significantly in round 2, whereas it showed a marginal increase in round 1. This counterintuitive change in students’ failure tolerance in round 2 is the puzzling part of our findings.

The results suggest that the increase in student creativity can potentially be attributed to both the course interventions and the new assessment rubrics. However, the drop in failure tolerance presents a complex issue. One possible explanation is that the added emphasis on creativity in the assessment rubrics created pressure to meet high standards, which may have led students to adopt safer approaches to avoid failure. Another interpretation is that students’ view of iteration evolved from a mindset of “keep trying persistently” to one of “let’s try a different approach.” While the SFT scale might register this as reduced failure tolerance (i.e., giving up), it can be seen positively from an innovation standpoint. This shift indicates that students became more inclined to discard less viable ideas and explore new ones, demonstrating improved creative problem-solving and adaptability.

This paradox highlights the challenge of balancing creativity and failure tolerance in educational settings. While promoting creativity, it is crucial to also foster an environment that supports resilience and encourages risk-taking. Future interventions might include regular messaging emphasizing the value of iterative design and learning from failure, as well as assignments that require students to document their exploration of ideas, encountered challenges, and lessons learned from failures.

This study contributes to the conference sub-theme of “opportunities from wellbeing.” By attempting to enhance resilience through course interventions, we aimed to improve students’ long-term well-being. Our findings highlight potential pitfalls and provide insights for future course design.

The lightning talk will include images of the course structure, students’ work, prototypes, and hands-on activities. Some of the images are attached in the appendix.

Table 1
Results from Round 1 and Round 2. The sub-components of SFT and KAI are also stated.

REFERENCES

Clifford, M. M. (1988). Failure tolerance and academic risk-taking in ten- to twelve-year-old students. Journal of Educational Psychology, 58(1), 15-27. https://doi.org/10.1111/j.2044-8279.1988.tb00875.x

Jablokow, K. W., Zhu, X., Matson, J. V., & Kakde, A. N. (2016), Stimulating creativity in online learning environments through intelligent fast failure. 2016 ASEE Annual Conference & Exposition. https://doi.org/10.18260/p.25879

Kaur, A., Huang, Q., Willems, T., Hayat, A. A., & Elara, M. R. (2023). Teaching design thinking to a large cohort, a process perspective. 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). https://doi.org/10.1109/TALE56641.2023.10398367

Kirton, M. (1976). Adaptors and innovators: A description and measure. Journal of Applied Psychology, 61(5), 622-629. https://doi.org/10.1037/0021-9010.61.5.622

APPENDIX

Course Structure:

Cow-Drawing activity:

Structure/Material prototyping and iteration:

Prototype: App design

Enabling Students as Community Change-Makers by Bridging Theory and Practice

fina Lighting Talks 12 November, 20242 December, 2024Place-based learning, Stewardship, Sustainability

Basil TAN Song Sze* and Sadaf Ansari

Ridge View Residential College

*e0959987@u.nus.edu

Tan, B. S. S., & Ansari, S. (2024). Enabling Students as Community Change-Makers by Bridging Theory and Practice [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-tan-and-ansari

SUB-THEME

Opportunities from Engaging Communities

KEYWORDS

Sustainability, Stewardship, Place-based learning

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Imagine a society that loved its future so much that it enabled students to create it.

Empowering students as stewards of society and the environment during their time at university is crucial to achieving the United Nations Sustainable Development Goals (SDGs), as universities have not only the opportunity but also the responsibility towards society to develop solutions for global challenges. Enabling students as future change makers requires learning to shift from knowledge-centric pedagogies that are often split between theory and practice, to integrated formats that offer opportunities for students to translate theory into practice with a visible and meaningful impact. This presentation showcases an exploratory project on how closing the pedagogic gap between theoretical knowledge and practical experience empowered students as community changemakers on the National University of Singapore (NUS) campus.

NUS, like many universities committed to achieving the SDGs, endeavours to promote best practices in institutional performance while developing synergies between education, research, operations, and the commitment to sustainability (NUS Sustainability, 2024). However, key efforts for infrastructure changes are often initiated and implemented by university management and faculty, with limited agency afforded to students. This presentation showcases “Project Revitalise II” at NUS Ridge View Residential College (RVRC), where these traditional methods were flipped with the adoption of a ground-up approach, fueled by student experiences in formal coursework, leadership roles on campus, and critical community stakeholder engagement. The project, co-led by RVRC staff and students, saw the renovation of an outdated 10-year-old student electronic resource room into a customised and multifunctional live-work-play space.

The idea for Project Revitalize II was first formed when students participated in the formal coursework taught as part of RVRC’s curriculum. The module course RVSS1001; Imagining Wakanda: Cities for work, life, and play is anchored around the UN SDG number 11 to “make cities and communities inclusive, resilient and sustainable”. In reading the course, students were encouraged to adopt a critical approach to understanding the challenges in achieving SDG number 11, grounded by their personal lived experience of the spaces they inhabit. The university was introduced as a microcosm of the larger urban community, to foster stewardship responsibility in students.

During coursework, students were offered immersive learning experiences of differing complexities to observe contextual, inclusive, and sustainable solutions for achieving SDG number 11. Throughout the course, data was collected to evaluate if such place-based learning enabled students to successfully bridge theoretical concepts with practical application. One of the key findings of this data was that introducing new concepts by framing them from a relatable perspective for students, in this case by using their personal lived experiences and observations, was impactful for student learning. The course concluded with students synthesising community-centric solutions for a ‘live’ ongoing project on the NUS Campus. An analysis of this completed student work highlighted a strong prevalence of community stewardship themes in the proposed solutions, aligned closely with the course learning outcomes and SDG number 11.

Having read the course, a group of student leaders were inspired and empowered to initiate change within RVRC’s living spaces. Through “Project Revitalize II”, the electronic resource room at the college was identified to need immediate up-gradation to better suit the current needs of students. With the previously completed coursework’s campus development project, there was an existing pool of ideas available, and the student leaders engaged various stakeholders to identify and consolidate the needs of the community. Working in close collaboration with an RVRC faculty member, the college administration, and the housing services team, students supervised the design, costing, and execution of the renovation. Despite being undertaken under strict budget limitations, the project was completed six months early in January 2024. In addition to providing a customised community space for college residents, it directly benefited 144 residents impacted by other ongoing construction on campus.

The completion and long-term impact of this student-led project demonstrate that closing the pedagogic gap between theoretical knowledge and practical experience in coursework can empower students as community change-makers on the campus and beyond.

REFERENCES

National University of Singapore. (n.d). Sustainability at NUS. National University of Singapore. https://sustainability.nus.edu.sg/commitment/

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