Opportunities from Engaging Communities

Learning In Action: Navigating The Implementation Phase Of Blended Learning Courses

cdtlsd Lighting Talks , , , , ,

Zi Zhao LIEU 

Department of Biological Sciences, Faculty of Science (FOS)
Special Programme in Science, FOS 

dbslzz@nus.edu.sg  

Lieu, Z. Z. (2024). Learning in action: Navigating the implementation phase of blended learning courses [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-zzlieu/

SUB-THEME

Opportunities from Engaging Communities; Opportunities from Wellbeing 

KEYWORDS

Blended learning, Active Learning, Student Engagement, Community of Inquiry 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Blended learning is becoming a norm in many higher learning institutions, with the benefits of face-to-face interactions and the flexibility of online learning (Vaughan, 2007, Liu et al., 2024).  While this innovative model offers learners many advantages, it is not without unique challenges, particularly for those new to this learning environment (Armellini et al., 2023, Kember et al, 2023). Analysis of past student feedback has indicated that while students can understand and define the terms blended learning and active learning, they are often clueless about how their learning is carried out practically in the course (Figure 1). This creates a perception that a course taught in the blended learning mode is often workload-heavy, time-consuming, and difficult to follow/learn. To harness the full potential of blended learning, students must wholeheartedly embrace the course’s learning design and recognise how it can help them achieve the intended learning outcomes (ILOs). 

Figure 1. Figure showing student understanding of “blended learning” and whether they knew how the course will be carried out. 

Development of a workshop to orientate students in blended learning 

To do so, an in-class workshop was designed to help orientate students to the blended learning course. This workshop consists of three parts: (1) An introduction to the online learning environment (CANVAS), with a focus on navigating the page for learning; (2) An introduction to learning strategies and how a student should manage their time in the course, and (3) an introduction to the face-to-face classroom learning environment with the focus on practical classroom activities (quiz, case study, and in-class presentation). This is usually done in the first class of the course, and then a post-semester survey is carried out to understand the students’ perceptions and learning. 

 

How has the workshop helped students understand and adapt to blended learning? 

Using a survey instrument, we analysed the students’ perceptions and understanding of the learning environment and the relevance of the in-class activities for one postgraduate and one undergraduate course. Regarding navigating the online blended learning environment, our survey data indicates that the students could navigate the user interface and identify relevant material for their weekly learning (Table 1). End-of-semester feedback indicates that the course material on CANVAS was easy to follow, and it was clear to the student what needed to be learnt each week. 

 

Table 1
Navigating the Online Learning Environments (post-course survey). Students were asked to rate the following statement (1 for “Strongly Disagree” to 5 for “Strongly Agree”) and the rating shown is the average.  

 

We next analyse the students’ understanding and perceptions of the in-class learning activities. Our survey data showed that the students found the in-class activities aligned with the learning objective (Table 2). In addition, the nature of the learning activity allows for strong engagement between the student and the learning material. 

 

Table 2
Student perceptions of the in-class learning activities (post-course survey). Students were asked to rate the following statement (1 for “Strongly Disagree” to 5 for “Strongly Agree”) and the rating shown is an average rating.  

 

In conclusion, getting students to embrace the course design and understand how it can help them achieve their learning outcomes, especially in blended learning is important. Based on our survey results, we successfully used an orientation workshop-style lesson to help students understand the why behind the pedagogical method, the logistics, and how they should interact with the learning material. We recommend integrating this orientation workshop into blended learning courses for student learning. 

REFERENCES

Armellini, A., Teixeira Antunes, V., & Howe, R. (2021). Student perspectives on learning experiences in a higher education active blended learning context. TechTrends, 65(4), 433-443. https://doi.org/10.1007/s11528-021-00593-w

Kember, D., Ellis, R. A., Fan, S., & Trimble, A. (Eds.). (2023). Adapting to Online and Blended Learning in Higher Education: Supporting the Retention and Success of the Expanded and Diversified Intake. Springer. 

Liu, Q., Chen, L., Feng, X., Bai, X., Ma, Z. (2024). Supporting Students and Instructors in Blended Learning. In: Li, M., Han, X., Cheng, J. (eds) Handbook of Educational Reform Through Blended Learning. Springer, Singapore. https://doi.org/10.1007/978-981-99-6269-3_5 

Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-learning, 6(1), 81–94. https://www.learntechlib.org/primary/p/6310/

Architectural Site-specificity Through Programmatic Sculpture: A Design Studio Pedagogy Based On Pure Geometric Forms

cdtlsd Paper Presentations , , , , ,

François BLANCIAK 

Department of Architecture (DOA)
College of Design and Engineering (CDE), NUS 

f.blanciak@nus.edu.sg 

Blanciak, F. (2024). Architectural site-specificity through programmatic sculpture: A design studio pedagogy based on pure geometric forms [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-fblanciak/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Architecture, Urban Design, Site-specificity, Geometry, Community 

CATEGORY

Paper Presentation 

EXTENDED ABSTRACT

Large-scale architectural interventions are often perceived as intrusive and uncontextualised by the communities in which such projects are built. Residents often complain that such large buildings lack site-specificity, miss human scale, and fail to relate to their respective urban contexts. Indeed, such projects often obstruct views, block existing thoroughfares, and supplant green spaces, which often threatens the life of existing communities. 

 

How to better relate large architectural projects to their surroundings is the topic of a design studio called “Programmatic Sculpture,” taught at the Department of Architecture (DOA) of NUS over the last three years. This design studio proposes a novel approach to the contextualisation of large-scale architectural projects by predetermining the form of the building from the outset, using a simple—or “pure”—geometric form (such as a cube, a sphere, or a tetrahedron) with fixed dimensions on a given site as a basis for design investigations across the semester.

 

During the Academic Year 2022/23, for example, the students dealt with a tetrahedron of 130x130x130m located in Bukit Batok. Following the urban analysis of the site and its greater surroundings, students are asked to define their own building programme in response to the demands of the community. The design exercise then consists of adapting this prescribed, constraining form to its given site and chosen programme, in a process that can be referred to as an act of programmatic sculpture, involving the erosion of the initial form with the projected programme, and using the malleability of the void to adapt this initial form to the specific demands of the site. 

 

Despite the imposition of a strict constraint, this design exercise leaves students with a high degree of flexibility in the interpretation of the given form, turning the project into a tool to foster social responsibility in them. In accordance with their chosen programme, this initial basic form can be fragmented, distorted, rotated, or affected by any other transformative operation deemed meaningful for the community surrounding the project. 

 

Constraint has recently been viewed as a trigger for creativity in design pedagogy, a theory which appears to be confirmed by this design exercise. Reviewing students’ projects as well as established scholarship on the topic, this paper proposes a quantitative approach to the evaluation of architectural site-specificity, describing the particular criteria taken into account in assessing the students’ projects. It also demonstrates the benefits of this pedagogy for the surrounding communities by comparing the results of this design exercise with more conventional design studios. In conclusion, the paper elaborates on the value of constraint in architectural education, discussing how the simplicity of the given form has incited students to think critically about the spatial demands of the programmes they chose to deal with. It argues that it is precisely because of the simplicity of the given form that it constitutes a potent tool for students to understand how building form can be “sculpted” by the demands of communities, something conventional architectural design studios achieve with much less explicit results. 

 

Working Together In Qualitative Analysis: Insights From A Hypothetico-deductive Approach To Interview Data

cdtlsd Lighting Talks , , ,

K. Mukhopadhyay*, S. K. Tambyah, L. S. C. CHUN, A. Joshi, and J. H. M. GOH 

College of Alice and Peter Tan (CAPT), NUS 

*kankana.m@nus.edu.sg

Mukhopadhyay, K., Tambyah, S. K., Chun, L. S. C., & Goh, J. H. M. (2024). Working together in qualitative analysis: Insights from a hypothetico-deductive approach to interview data [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-kmukhopadhyay-et-al-3/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Quasi-quantitative analysis, hypothetico-deductive method, community partners; overseas study trips; experiential learning 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Study Trips for Engagement and EnRichment (STEERs) are short-term overseas study trips conducted to enhance students’ understanding and experience of diverse social, cultural, and economic environments (Kolb 1984; Moon, 2004; Roberts, 2012) of developing regions (Mukhopadhyay, et al., 2022). Guided by a myriad of overarching frameworks for engaging with communities, the College of Alice and Peter Tan (CAPT) has been conducting STEERs in different faculty-student teams over the last ten years, to various locations in Asia, Europe, and Africa. In an ongoing research study1 funded by Ministry of Education (MOE), we interviewed 19 partner organisations across the different STEER regions. Though a common interview questionnaire (LACE approved2) was used, the interviews were conducted by team members who were associated with designing and conducting the programmes with the partners from the respective STEERs. 

 

Given the possibility of sample bias in the partner interviews conducted and analysed by different sub-teams, it raised questions like: 1) How do we thematise across different interviews where stories and sharings are contextual? and 2) How do we triangulate the findings when interpretations are subjective? In this lightning talk, we would like to share our insights gained from conducting a hypothetico-deductive analysis (Walliman, 2005) through data reduction processes and quasi-quantitative analysis (Maxwell & Chmiel, 2014) to draw authentic inferences from this complex qualitative data pool. 

 

To structure this lightning talk, the presentation will focus on two aspects. First, the processes of conducting the analyses and second, the challenges and lessons learnt in the analytical journey. Each research sub-team did close readings and analysis through coding and intercoding of their set of partner interview transcripts based on the interview guide (see Figure 1 for sample questions). 

Figure 1. Sample questions from the Partner Interview Guide 

 

Examples of codes are benefits to partners, motivations for collaborations, challenges and suggestions for improvements. The coded-intercoded transcripts were then organised and “reduced” onto Excel as seen in Figure 2. 

Figure 2. Flowchart demonstrating data reduction process (created by Fong Kai Jun3) 

 

A cross-case analysis (i.e., across different sub-teams) was then conducted using the hypothetico- deductive method which involved a “to-and-fro process” of inductive and deductive reasoning (Walliman, 2005, p. 18). This enabled us to identify robust themes that were representative of the entire interview data pool. 

 

For example, partners were asked about potential benefits of the STEER collaborations (see Figure 3). Common themes of visibility, staff development and cultural awareness emerged as potential benefits across different sub-team partner sharing. 

Figure 3. Sample of a cross-case analysis sheet on Excel used for the meta-analysis process 

 

Subsequently, a quasi-quantitative analysis was conducted on the number of occurrences of each code. All 19 partner interviews were tabulated in Excel (Figure 4) based on the codes to identify connections across different codes and partners in the various STEER regions. This method offered an objective understanding by examining the occurrences of specific codes within various permutations and combinations of partners and STEER locations. The quasi-quantitative results supported the qualitative findings from the meta-analysis. For example, the code “Benefits to Partners” shows the highest frequency of occurrence (Figure 5). 

 

Cumulative interpretations from the two analyses illustrate how complex qualitative data with possible inherent biases can be triangulated objectively to derive significant findings. For instance, most of the partner organizations benefitted from STEER engagements, and it was the most frequently discussed topic across 75% of the STEER regions during the partner interviews. Through the explanation of the benefits and challenges of this analytical process, our lightning talk will highlight the importance of such meta-analysis in a large team of researchers to manage potential subjectivity and to derive insightful interpretations. 

Figure 4. Consolidated table of the number of occurrences of various codes. 

 

Figure 5. Graphical representation of results from Meta-analysis. 

ENDNOTES

  1. This study is examining the STEER programmes in CAPT funded by MOE Tertiary Research Fund (TRF). 
  2. Institutional Research Ethics Review Committee 
  3. Fong Kai Jun is currently a Year 3 undergraduate student in NUS. He was a student at CAPT in his first two years of study and also a research assistant in the MOE TRF CAPT STEER study. 

 

REFERENCES

Kolb, D. A. (1984). Experiential Learning. Prentice Hall Books. 

Maxwell, J. & Chmiel, M. (2014). Generalization in and from qualitative analysis. In SAGE Handbook of Qualitative Data Analysis (ed.). London 

Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. Routledge. 

Mukhopadhyay, K., Balachandran, L., Wong S. F., Lai, J. C. Y., Tan, A. X. Y., McGahan, K., Toh C., Wong, R., & Tan L. Y. (2022). Steering towards the Internationalisation of Higher Education: Lessons from Pedagogical Interventions in Overseas Experiential Learning Programmes. Asian Journal of the Scholarship of Teaching and Learning, 12(1), 20-38. https://ctlt.nus.edu.sg/wp-content/uploads/2024/04/v12n1_mukhopadhyay-et-al-for-layout-2.pdf

Roberts, J. W. (2012). Beyond learning by doing: Theoretical currents in experiential education. Routledge. 

Walliman, N. S. R. (2005). Your Research Project: A Step-By-Step Guide for the First-Time Researcher. SAGE 

Putting Dispositions At The Heart Of Teaching Collaborative Inquiry-Based Discourse

cdtlsd Lighting Talks , , ,

Melvin NG Han Wei 

Department of Philosophy,
Faculty of Arts and Social Sciences (FASS), NUS 

mnhw@nus.edu.sg 

Ng, M. H. W. (2024). Putting dispositions at the heart of teaching collaborative inquiry-based discourse [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-mhwng/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Thinking dispositions, inquiry, discursive pedagogy 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Most accounts of intelligence are “ability-centric”, reducing intelligence to some measure of intellectual aptitude, e.g. IQ. However, intelligent behaviour “in the wild”—everyday situations where there are no carefully framed tests to indicate the intellectual task to be attempted—depends largely on thinking dispositions. That is, the main determinant of everyday intellectual activity is not ability, but the disposition to use the relevant ability. I argue that higher education should focus on developing dispositions, as opposed to merely training skills or imparting content knowledge. This is the only way to take seriously the role of higher education to give students the tools to apply advanced knowledge and skills across varied environments throughout their lives, in order to lead creative, productive careers. 

 

I explain Perkins et al. (1993)’s  “triadic” theory of thinking, which divides dispositions into three elements: inclination to use the relevant abilities, sensitivity to the occasion where one can use the relevant abilities, and the abilities themselves. I then use the triadic model to make suggestions on how one might put dispositions at the heart of teaching collaborative discursive-based inquiry, as exemplified by the community of inquiry (COI) described in Matthew Lipman’s (2003) Philosophy for Children (P4C) programme. As I see it, collaborative, discursive-based inquiry is more than just a pedagogy but embodies dispositions (understood triadically) necessary to participate in social discourse in a public sphere increasingly characterised by free contestation of ideas. As such, it embodies a vital set of dispositions for engaging in communities, however we define them, and performing the associated social intellectual activities “in the wild”, including listening empathetically, clarifying and extending ideas, and seeking common understandings and compromises. While tailored to K-12, the P4C model, not least how it envisions a COI, can certainly be adapted to higher education, and serves as a useful vehicle for developing critical discursive dispositions. I offer suggestions on how this can be done, focussing on the changes that have to be made to conceptualising lessons, role of the teacher and assessment.  

 

For many, putting on a “dispositions-lens” when teaching—as opposed to a “content-” or even “ability-lens”—will require a paradigm shift. Though I will focus on the teaching of collaborative inquiry-based discourse, it is my hope that the suggestions I offer will inspire dispositions-centred thinking in the teaching of other disciplines. 

REFERENCES​

Lipman, M. (2003). Thinking in Education (2nd ed.). Cambridge University Press. 

Perkins, D., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly-Journal Of Developmental Psychology, 39(1), 1–21. https://www.jstor.org/stable/23087298 

Perkins, D., Tishman, S., Ritchhart, R., Donis, K., & Andrade, A. (2000). Intelligence in the wild: A dispositional view of intellectual traits. Educational Psychology Review, 12(3), 269–293. https://doi.org/10.1023/A:1009031605464

Pedagogical Practices for Study Trips: A Factor Analysis of Key Variables

cdtlsd Paper Presentations , , , , ,

K. Mukhopadhyay*, S. K. Tambyah, K. J. FONG, J. S. YIP

College of Alice and Peter Tan (CAPT), NUS

*kankana.m@nus.edu.sg

Mukhopadhyay, K., Tambyah, S. K., Fong, K. J., Yip, J. S. J. (2024). Pedagogical practices for study trips: A factor analysis of key variables [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-kmukhopadhyay-et-al-2/

SUB-THEME

Opportunities from Engaging Communities

KEYWORDS

Factor analysis, vignette survey, intentional pedagogy, experiential learning, study trips

CATEGORY

Paper Presentation

 

EXTENDED ABSTRACT

This paper will share insightful findings on the effective pedagogies for engaging with communities during short-term overseas experiential study trips. The findings are based on a robust factor analysis of variables that define pre-trip and actual-trip pedagogies. The data was obtained from a vignette survey conducted as part of a larger research study funded by Ministry of Education (MOE). This larger study is a comprehensive assessment of the pedagogies used and the learning outcomes achieved in a residential college through such trips. For more than a decade, the trips, guided by experiential learning theories (Kolb 1984; Moon, 2004; Roberts, 2012; Lovett, 2020) have been conducted in different geographical locations (India, Myanmar, Balkans, Botswana, and Nepal), and by different faculty-student teams.

 

The intentional pedagogical practices—pre-trip and during the actual trip—provide the foundation to achieve the deep learning outcomes for students who embark on these trips (VandeBerg, et al, 2012; Matsushita, 2018; Mukhopadhyay, et al., 2022). The question that this paper addresses is: What aspects of intentional pedagogies are a) most productive, and b) challenging for achieving deep learning outcomes in short-term overseas experiential study trips?

 

VIGNETTE SURVEY METHODOLOGY

The study uses a mixed-methods case study design, combining existing data from past study trips and fresh data from surveys and interviews with former student participants and overseas partners (organisation/institution/social business) from 2012 to 2020. The vignette survey was one of the primary data collection methods. The vignettes were constructed through systematic analysis of the existing data and approximated situations from the lived experiences of the students during the study trips. The vignettes aided students’ recall of what they experienced during the trips, given that there was a lag between the actual trips and this study (Hyman & Steiner, 1996; Hopkins &
King, 2010).

 

Factor analysis results

Exploratory factor analysis was conducted on the variables related to pre-trip and actual trip pedagogies, based on a sample size of 145 respondents. The results revealed interesting latent constructs and evidence of the robustness of the experiential learning pedagogies (Table 1). Using principal axis factoring with direct oblimin rotation, three latent factors from nine pre-trip pedagogical variables were identified, corresponding to classroom sessions, guest speakers, and peer presentations. These factors mapped on perfectly to the respective vignettes, demonstrating the strong construct validity of the survey. Cronbach’s Alpha tests confirmed the high reliability of the pre-trip latent factors. For actual trip engagements, the factor analysis revealed two latent factors: reflective activities and experiences from engagement. However, the reliability scores of these factors were moderate, suggesting that some components, such as reflection and the balance of activities during the actual trip, might be better treated as individual factors rather than a combined factor.

 

SIGNIFICANCE OF THE FINDINGS

These experiential study trips offer students an interactive platform to connect the concepts of engaging with communities to grounded practices through classroom discussions and field visits. This connection requires evidence-based pedagogical guidance which this paper provides through a robust factor analysis of pre-trip and actual-trip pedagogies. These results can enable a more informed understanding on how to improve the pedagogical design, implementation and learning outcomes for short-term overseas experiential study trips.

Table 1
Factor analysis results and descriptives of pre-trip and actual trip pedagogy-related variables

 

REFERENCES

Hopkins, D. J. & King, G. (2010). Improving anchoring vignettes: Designing surveys to correct interpersonal incomparability. Public Opinion Quarterly, 1-22. https://doi.org/10.7910/DVN/UU5EUI

Hyman, M. R. & Steiner, S. D. (1996). The vignette method in business ethics research: Current uses and recommendations. SMA Conference Paper.

Kolb, D. A. (1984). Experiential Learning. Prentice Hall Books.

Lovett, K. (2020). Introduction: Listening and Learning from Experiential Learning Educators. In K. Lovett (Ed.) Diverse Pedagogical Approaches to Experiential Learning:Multidisciplinary Case Studies, Reflections, and Strategies (pp. 1-11). Springer Nature. https://doiorg.libproxy1.nus.edu.sg/10.1007/978-3-030-42691-0

Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. Routledge.

Matsushita, K. (2018). An invitation to deep learning. In Matsushita, K. (Ed.) Deep Active Learning. Ch 2. Springer Nature. http://dx.DOI.org/10.1007/978-981-10-5660-4_2.

Mukhopadhyay, K., Balachandran, L., Wong S. F., Lai, J. C. Y., Tan, A. X. Y., McGahan, K., Toh T. C., Wong, R., & Tan L. Y. (2022). Steering towards the Internationalisation of Higher Education: Lessons from Pedagogical Interventions in Overseas Experiential Learning Programmes. Asian Journal of the Scholarship of Teaching and Learning, 12(1). 20-38. https://ctlt.nus.edu.sg/wp-content/uploads/2024/04/v12n1_mukhopadhyay-et-al-for-layout-2.pdf

Roberts, J. W. (2012). Beyond learning by doing: Theoretical currents in experiential education. Routledge.

Vande Berg, M., Paige, R. M., & Lou, K. H. (2012). Student learning abroad. In Vande Berg, M., Paige, R. M., & Lou, K. H. (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 3-28). Stylus.

Meeting Learning Outcomes in the Tri-Generational Classroom

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Lynette TAN Yuen Ling1,* and Darryl ANG Si Wei2

1Residential College 4, NUS
2NUS Business School

*rc4tyll@nus.edu.sg

Tan, L. Y. L., & Ang, D. S. W. (2024). Meeting learning outcomes in the tri-generational classroom [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-lyltan-dswang/

SUB-THEME

Opportunities from Engaging Communities; Opportunities from Wellbeing

KEYWORDS

Ageism, Intergenerational, Co-creation, Relationship-rich, Experiential

CATEGORY

Paper Presentation

 

EXTENDED ABSTRACT

In 2021, the National University of Singapore (NUS) introduced a new pillar to the General Education curriculum, Communities and Engagement (NUS News, 2021). The aim was to scale the university’s efforts in the community, enabling more undergraduates to be involved in community projects and “gain a deeper appreciation of social issues”. Professor Bernard Tan, NUS Senior Vice Provost (Undergraduate Education), observed that the new pillar formalises the learning process in community engagement so that “students can contextualise their efforts based on the learning objectives”.

 

Using the frameworks of service learning (Butin, 2010), intergenerational relationships (Thang et al., 2003), Needs Assessment and Asset Based Community Development from NUS Office of Student Affairs (OSA) Community Skills training platform (NUS OSA, 2020) and Systems Thinking (Senge, 2006), two new courses were launched at Residential College 4 (RC4) that would lead to the contextualisation of students’ community engagement efforts based on several learning objectives. The following is the set of objectives from the tri-generational course:

  1. Reflect on what defines service learning, its possibilities and limitations
  2. Explore the field of intergenerational engagements and relationships in Asia and Singapore
  3. Understand the broad issues faced by youth in Singapore and, with respect to intergenerational bonding, including ageism and familial conflict
  4. Identify and contextualise the problems faced by youths on a local (Queenstown) scale through primary research with the youth that includes their ability to connect with the older adults.
  5. Expand on their interpersonal capacities through an intergenerational bonding programme where they will interact with school children and the elders of Queenstown
  6. Develop intergenerational bonding activities together with the youth and older adults as viable solutions to address the problems and gaps in community programmes through the approach of Systems Thinking.
  7. Demonstrate an active citizenry that connects theory with ethical behaviour.


Over one semester that included 7 tri-generational sessions, 18 undergraduates met with 12 elders from FaithActs and Esther Active Ageing Centre as well as 35 Secondary 2 students from Queenstown Secondary School. Teaching activities as well as assessments were aligned with the learning objectives so that the latter could be effectively attained. The courses were also nestled within the umbrella of the Health District @Queenstown (HD@QT), a multi-stakeholder collaboration including the Housing Development Board (HDB), the National University Health System (NUHS), and NUS, which seeks to prepare Singapore for 2026 when our population will reach super-aged status (Teo, 2023) with initiatives that promote health and wellness for all ages. An aspect of its strategies is intergenerational bonding, the focus of the course in this paper.

 

Through a reflection of the teaching activities, evidence from student work, and student feedback, this paper considers the effectiveness of teaching strategies employed and the challenges of mounting a tri-generational community engagement course in the university classroom. While evidence from student work showed that learning objectives were met, the reflection of teaching activities and student feedback suggested that the pedagogical approach could be calibrated so that the tri-generational experience in the classroom can be improved.

 

The significance of this paper is twofold. Firstly, as NUS scales up community engagement through credit-bearing courses, it is beneficial to understand how learning objectives can be met via the teaching strategies employed in these courses. Secondly, as over 21% of our Singapore population reaches 65 and over in age by 2026, increasing our undergraduates’ capacity to create effective intergenerational bonding strategies and cultivate a mindset of inclusiveness will help us achieve social cohesion and healthy longevity.

 

REFERENCES

Butin, D. (2010). Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education (1st 2010.). Palgrave Macmillan US.

Curriculum changes to enhance focus on interdisciplinary learning and community projects. (2021, February 22). NUS News. https://news.nus.edu.sg/curriculum-changes-to-enhance-focus-on-interdisciplinary-learning-and-community-projects/

NUS Office of Student Affairs. (n.d.). https://www.youtube.com/@NUSOfficeofStudentAffairs

Senge, P. M. (2006). The fifth discipline: the art and practice of the learning organization (First, revised and updated). Currency.

Teo, J. (2023, April 20). Initiatives in place to tackle ageing issues as Spore hits ‘super-aged’ status in 2026: Health Minister. The Straits Times. https://www.straitstimes.com/singapore/initiatives-in-place-to-help-tackle-ageing-as-s-pore-nears-super-aged-status-in-2026-ong-ye-kung

Thang, L. L., Kaplan, M. S., & Henkin, N. Z. (2003). Intergenerational programming in Asia: Converging diversities toward a common goal. Journal of Intergenerational Relationships, 1(1), 49–69. https://doi.org/10.1300/J194v01n01_06

Multi-stakeholder Experiential Learning For Adult Learners

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Weina ZHANG1,2,* and Ruth TAN1 

1Department of Finance, NUS Business School
2Sustainable and Green Finance Institute, NUS

*bizzwn@nus.edu.sg 

Zhang, W., & Tan, R. S. K. (2024). Multi-stakeholder experiential learning for adult learners [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-wzhang-rtan/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Experiential Learning, Interdisciplinary, Multi-stakeholder Pedagogy, Sustainable solutions, Sustainable Development Goals 

CATEGORY

Paper Presentation 

 

EXTENDED ABSTRACT

The Masters in Sustainable and Green Finance (SGFIN) at the National University of Singapore (NUS) is an Asia-first Masters degree programme.  

 

In terms of pedagogical contribution, we have adopted the transformative multi-stakeholder educational approach proposed in UNESCO (2020). Figure 1 presents the key stakeholders involved in the programme and the different strategies designed to nurture a new generation of talents in the fast-paced field of sustainable finance. The curriculum has intentionally weaved in various experiential learning components for students to engage with the community and provide practical solutions.  

Figure 1. Multi-stakeholder pedagogy for MSGF Programme

 

Firstly, weekly industry talks featuring various experts exposed our students to the best practices and current trends in the financial and business world. These talks provide students with the latest insights from the industry. They are deliberately curated for students to learn about the multi-faceted challenges in the field of sustainable development.  

 

Secondly, to help students understand the cutting-edge technological and scientific advancements and the interdisciplinary nature of sustainability innovations, we have also invited many renowned NUS professors to deliver their research seminars to our students. The academic speakers came from Faculty of Science, College of Design and Engineering, and the Lee Kuan Yew School of Public Policy, covering a wide range of topics such as renewable energy solutions, nature-based climate solutions, electrical vehicles, urban heat and data analytics, biodiversity, and green hydrogen, and more.  

 

Thirdly, we also organised yearly case competitions for our students to tackle widespread and systematic challenges faced by businesses in the entire country. In the first year, we focused on the new energy transition by the local small and medium enterprises. In the second year, we asked students to conduct interviews with local business people to understand their sustainability journeys. Through the competition, hundreds of students from various disciplines have had close encounters with entrepreneurs and business owners to understand the challenges faced and provide ground-up solutions for the case challenge.   

 

Fourthly, as part of their graduating requirement, students work in teams to consult with industry partners on diverse issues. They were guided by academics from various departments of NUS.  

 

These engagements with the community of guest speakers and industry partners are opportunities for our students to (1) become more conscious of sustainable solutions to real-world challenges, and (2) to be more conscious of concrete ways to achieve the Sustainable Development Goals.  

 

For example, the capstone projects include studies into  

  • Energy transition (SDG13 Climate Action),  
  • Investment in renewable energy (SDG7 Affordable and Green Energy),  
  • Integration of biodiversity risk (SDG14 Life Below Water, SDG15 Life on Land), commercialisation of biofuels (SDG7 Affordable and Green Energy),  
  • Relationship between corporate diversity and financial performance (SDG5 Gender Equality), reduction of methane emissions (SDG13 Climate Action),  
  • Green buildings (SDG11 Sustainable Cities and Communities),  
  • Divestment strategy for coal exposure (SDG13 Climate Action),  
  • ESG Investing of Family Offices,  
  • Transition risk factors and physical risk factors (SDG13 Climate Action).  

 

In summary, we have summarised the motivation, rationale, strategies of curriculum design to help adult students acquire experiential learning experiences, and the hard and soft skills needed to thrive in the field of sustainability. We also present the learning outcomes of the students based on the feedback from surveys, learning journals, and job statistics.  

 

REFERENCES

Bridgstock, R. (2009). The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31-44. https://doi.org/10.1080/07294360802444347

Carless, D. (2015). Excellence in university assessment: Learning from award-winning practice. Routledge. 

Cheng, L. T. W., Armatas, C. A., & Wang, J. W. (2020). The impact of diversity, prior academic achievement and goal orientation on learning performance in group capstone projects. Higher Education Research & Development, 39(5), 913-925. https://doi.org/10.1080/07294360.2019.1699028

Clifford, V. A. (1999). Development of autonomous learners in a university setting. Higher Education Research & Development, 18(1), 115-128. https://doi.org/10.1080/0729436990180109

Colet, R. N. M. (2017). From content-centred to learning-centred approaches: shifting educational paradigm in higher education. Journal of Educational Administration and History, 49(1), 72-86. https://doi.org/10.1080/00220620.2017.1252737

Fink, L. D. (2003). Creating significant learning experiences; an integrated approach to designing colleague courses. Jossey-Bass. 

Hsu, T. C., Hwang,  G.-J., Chuang, C.-W. , & Chang, C.-K. (2012). Effects on learners’ performance of using selected and open network resources in a problem-based learning activity. British Journal of Educational Technology, 43(4), 606-623. https://doi.org/10.1111/j.1467-8535.2011.01235.x 

Johnson, L. A., & Helms, M. M. (2008). Keeping it local: Incorporating a local case study in the business curriculum. Education + Training. 50(4), 315-328. https://doi.org/10.1108/00400910810880551

Jorre de St Jorre, T., & Oliver, B. (2018). Want students to engage? Contextualise graduate learning outcomes and assess for employability. Higher Education Research & Development, 37(1), 44-57. https://doi.org/10.1080/07294360.2017.1339183

Knewtson, H. (2018). Paying attention to student learning in principles of finance. Journal of Financial Education, 44(2), 246-261. https://www.jstor.org/stable/26775506  

Thomas, K., Wong, K.-C., & Li, Y.-C. (2014). The capstone experience: student and academic experience. Higher Education Research & Development, 33(3), 580-594. https://doi.org/10.1080/07294360.2013.841646

UNESCO (2020). Multi-stakeholder Approaches to Education for Sustainable Development in Local Communities: Towards Achieving the Sustainable Development Goals in Asia.  

Integrating Design Competitions In Civil Engineering Education: Case Studies From Singapore And China

cdtlsd Paper Presentations , , , ,

DU Hongjian1,* and LIANG Yan2 

1Department of Civil and Environmental Engineering, NUS
2School of Civil Engineering, Zhengzhou University, China

*ceedhj@nus.edu.sg

Du, H., & Liang, Y. (2024). Integrating design competitions in civil engineering education: Case studies from Singapore and China [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-hjdu-lyan/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Design competition, professional engineers, assessment, sustainability real-life problem 

CATEGORY

Paper Presentation 

 

INTRODUCTION

Previous literature has shown that design competition can have tremendous educational value in developing desired skills and competencies in students, provided ideal conditions are identified and maintained (Bunchal, 2004). The Royal Academy of Engineering’s report on Educating Engineers for the 21st century concluded that engineering courses must align better with the evolving needs of business and industry (2006). More high-quality project work is needed, centred around real-life problems and ideally delivered in collaboration with industry (Davies, 2013). In addition to technical skills, enabling skills are crucial, allowing engineer to operate effectively in a commercial environment (Gadola & Chindamo, 2019).  

 

Despite these recognised benefits, there is limited research on the use of design competition in civil engineering education. This paper explores how a design competition in structural concrete design impacts student learning at both the National University of Singapore (NUS) and Zhengzhou University (ZZU), China. The framework of this innovative teaching method is illustrated in Figure 1, showcasing its application in diverse educational contexts.  

Figure 1. Proposed teaching frameworks based on design competition. 

 

METHODOLOGY

The method was initially implemented in the course CE3165 “Structural Concrete Design” in AY2023/24, a core course in the Civil Engineering Programme at NUS. In the past, conventional design projects within CE3165 failed to evoke significant interest among students, who often found them to be labour intensive with minimal returns. Recognising the need for a paradigm shift, I sought to reimagine the design project as a dynamic and competitive endeavour. The design competition was introduced in collaboration with the Institution of Structural Engineers Singapore Regional Group, challenging teams to design the structural frame for Singapore’s first net-zero building. By providing clear assessment guidelines, the marking rubric facilitated an objective and transparent evaluation process, allowing judges to assess the merits of each design comprehensively (Table 1). The competition involved presentations evaluated by professionals from the construction industry (Figure 2). The design competition method was subsequently introduced in a similar course in the School of Civil Engineering, Zhengzhou University. During a visit to NUS between 2022 and 2023, the lecturer (co-author of this paper) identified similar challenges faced in his course: lack of student motivation and a disconnection between theory and real-life design. After observing the implementation of this design competition at NUS, the lecturer decided to adopt it at his home university.  

 

I was involved in the planning of the course and was invited to serve as an external judge in the design competition in 2024. The same format and marking rubrics were used. At Zhengzhou University, due to course requirements, students participated in the design competition individually, with a total of 15 students. I attended the presentation online (refer to Figure 3). An anonymous student survey was conducted to evaluate their feedback on the design competition.  

Table 1
Marking rubrics of reports and presentations of the design competition

 

Figure 2. Judge commenting on the design solution at NUS. 

 

Figure 3. Judge commenting on the design solution at ZZU. 

 

RESULTS

The design competition has yielded tangible evidence of its effusiveness in enhancing student learning outcomes and fostering a deeper understanding of sustainability in structural engineering. Quantitative scores from student evaluations corroborate the effectiveness of the competition, with high ratings indicating satisfaction with the learning outcomes and overall experience on their learning of structural design (Figure 4) and sustainability (Figure 5). Qualitative feedback from students highlights the positive impact of the design competition on their learning experience, with many expressing increasing motivation, engagement, and enthusiasm in structural engineering and sustainability (Table 2).  

Figure 4. Feedback from NUS and ZZU students on the question “Do you think the design competition has helped your learning of structural concrete design?” (1 represents “Not at all”, 5 represents “Very much”). 

 

Figure 5. Feedback from NUS and ZZU students on the question “Do you think the design competition has motivated your thinking and learning of sustainability?” (1 represents “Not at all”, 5 represents “Very much”). 

 

Table 2
Qualitative comments from students on the design competition 

 

CONCLUSIONS

This study compares the effectiveness of using design competition in two universities for similar courses. Results consistently demonstrated that design competitions lead to higher student learning motivation and a deeper understanding of structural design. The positive outcomes indicate the potential for broader adoption of this teaching method in engineering curricula, paving the way for more engaged and practically skilled engineering graduates.  

 

REFERENCES

Buchal, R. O. (2004). The educational value of student design competitions. In Proceedings of the inaugural CDEN design conference, Montreal, Canada. 

Davies, H. C. (2013). Integrating a multi-university design competition into a mechanical engineering design curriculum using modern design pedagogy. Journal of Engineering Education, 24(5), 383-396. https://doi.org/10.1080/09544828.2012.761679  

Gadola, M., & Chindamo, D. (2019). Experiential learning in engineering education: The role of student design competitions and a case study. International Journal of Mechanical Engineering Education, 47(1), 3-22. https://doi.org/10.1177/0306419017749580 

Royal Academy of Engineering. (2006). Educating engineers for the 21st century: The industry view. A commentary on a study carried out by Henley Management College for the Royal Academy of Engineering. London, UK.  

Engaging External Partners in Research: A Longitudinal Case Study Involving Academic and Non-Academic Entities

cdtlsd Poster , , , , , ,

A.C.M. FONG 

ICT Cluster, Singapore Institute of Technology (SIT)
Department of Computer Science, Western Michigan University 

alvis.fong@singaporetech.edu.sg 

Fong, A. C. M. (2024). Engaging external partners in research: A longitudinal case study involving academic and non-academic entities [Poster presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-acmfong/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Industry engagement, government engagement, multipartite research, cybertraining research, AI readiness, workforce development 

CATEGORY

Poster Presentation

 

INTRODUCTION 

Members of the Western Michigan Transformative Interdisciplinary Human+AI Research group, together with external partners, have been engaged in multiyear research aimed at rapidly getting a broad spectrum of STEM learners AI ready. The on-going research has been funded by two consecutive CyberTraining grants from the U.S. National Science Foundation (NSF). As principal investigator of the grants, the author wishes to share experiences and explore potentially transferable knowledge in engaging with academic and non-academic partners. These include faculty members at U.S. and international academic institutions, scientists and engineers in tech companies (e.g., Amazon, Google, and Meta), and other experts in relevant government agencies. These stakeholders collectively steer research directions, shape current debate on safe, secure, and reliable AI, and contribute towards a sustainable ecosystem for advances in AI technologies and workforce development.

 

STUDY BACKGROUND 

The CyberTraining program emphasizes research in both workforce/curricular development and community building (NSF CyberTraining program 2024). The author’s research team was first awarded a CyberTraining grant in 2020 to conduct a pilot study titled “Modular Experiential Learning for Safe, Secure, and Reliable AI” from 2020 to 2022 (NSF CyberTraining pilot grant, 2020). The team was subsequently awarded another a 4-year implementation grant titled “Promoting AI Readiness for Machine-Assisted Secure Data Analysis” in 2023 (NSF CyberTraining implementation grant, 2023). President Biden’s subsequent executive order regarding safe, secure, and trustworthy AI in 2023 further underscores the importance of this area of research (The White House, 2023). The study involves training students to development AI–ready knowledge and skills in both undergraduate and graduate populations. This presentation focuses on the community engagement aspect. In particular, it examines how such engagement can enrich students’ learning experiences. 

 

COMMUNITY ENGAGEMENT  

Figure 1 summarizes the key stakeholders in the on-going research. The core research team is supported by partners that come from a broad range of academic and non-academic organizations. Together, all these stakeholders aim to achieve collective impact with a shared agenda according to Kania J. and Kramer (2011). 

Figure 1. Key project stakeholders for community building

 

Community engagement with academic partners  

Academic partners that have supported include faculty from other U.S. 4-year universities and 2-year colleges, and universities in Singapore, Canada, and New Zealand. In addition to computer science, other quantitative disciplines represented include branches of engineering (civil, mechanical and aerospace, electrical, etc.), statistics, business analytics, etc. They are current and future users of AI. In addition to providing guidance on research directions, these multidisciplinary experts add relevance to applied AI with realistic examples of AI use cases drawn from their disciplines. Examples: mechanical engineers using AI to optimize vehicle drive cycles for fuel efficiency, civil engineers using AI for smart traffic management, statisticians using AI to visualize complex data, etc. Many have also field tested the new learning materials in their respective settings and helped collected anonymized use data. 

 

Community engagement with non-academic partners  

Though perpetually busy in their lines of work, industry and government experts from several organizations have provided valuable advice to the research team. Their guidance ensures that all curricular development activities and artifacts are relevant, up-to-date, and geared towards achieving optimal learning outcomes. Table 1 summarizes the main non-academic partners. 

Table 1
Main non-academic research partners

 

Further outreach for broader impacts  

Since summer 2022, the team has been involved in outreach activities to broaden the research impacts. The general formula entails a) customization of some developed learning materials to make them accessible and b) field testing the customized materials in local area high schools. Informal feedback from affected high schools has been positive. 

 

CONCLUSION

This presentation has highlighted multiparty community engagement by the author over several years of funded cybertraining research. The ongoing research has a strong emphasis on community building. This presentation aims to share experiences in community engagement across a broad spectrum of disciplines and organizations. Opportunities for cross-fertilization likely follow.

 

REFERENCES

Kania J., & Kramer M. (2024). Collective Impact, Stanford Social Innovation Review. 

NSF CyberTraining research program (2024). Available at https://new.nsf.gov/funding/opportunities/training-based-workforce-development-advanced 

NSF CyberTraining pilot grant number 2017289 (2020). Available at https://www.nsf.gov/awardsearch/showAward?AWD_ID=2017289&HistoricalAwards=false 

NSF CyberTraining implementation grant number 2320951 (n.d.). Available at https://www.nsf.gov/awardsearch/showAward?AWD_ID=2320951&HistoricalAwards=false 

The White House (2023). President Biden’s Executive Order on Safe, Secure, and Trustworthy Artificial Intelligence (Oct 2023). Available at https://www.whitehouse.gov/briefing-room/statements-releases/2023/10/30/fact-sheet-president-biden-issues-executive-order-on-safe-secure-and-trustworthy-artificial-intelligence/ 

Fostering Higher Order Learning in a Core Curriculum Module at Singapore Polytechnic

cdtlsd Paper Presentations , , , , ,

Kin Guan WEE1, Stephen En Rong TAY2

1School of Mathematics and Science, Singapore Polytechnic
2Department of the Built Environment, College of Design and Engineering (CDE), NUS 

wee_kin_guan@sp.edu.sg; stephen.tay@nus.edu.sg

Wee. K. G., & Tay, S. E. R. (2024). Fostering higher order learning in a core curriculum module at Singapore Polytechnic [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-kgwee-sertay/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

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

CATEGORY

Paper Presentation

 

BACKGROUND 

Singapore Polytechnic (SP) adopted interdisciplinary education through the SP Common Core Curriculum (CCC) in 2021 (SP Common Core Curriculum, n.d.). Within the SP CCC, the Data Fluency (DF) module aims to equip students with skills to employ data-handling processes. The assessments require students to demonstrate competency to use data to examine one aspect of a UN SDG (United Nations Sustainable Development Goals)1 and generate insights to support a theoretical solution to a UN SDG.  

 

The motivation to use scenario-based student-generated questions and answers (sb-SGQA) arose from the lack of understanding and application of the module content by some students even after Bigg’s Constructive Alignment (Biggs, 1996) and Michaelsen’s Team-based Learning (TBL) (Michaelsen & Sweet, 2008) framework were employed for DF in the previous academic years, evidenced by the low assessment scores in the submitted assignment CA2.  

 

The sb-SGQA pedagogy builds upon student-generated questions (SGQ) (Rosenshine et al., 1996), which leads to active engagement of higher domains in Bloom’s taxonomy (Bates et al., 2014). The positive outcomes of the sb-SGQA implementation in other university courses (Du & Tay, 2022; Tay & Liu, 2023) provided confidence for its implementation for DF in SP. 

Hence, our research questions are: 

  1. How does sb-SGQA help with students’ learning, as measured by the scores and the students’ artefacts in CA2?
  2. How do students perceive the implementation of sb-SGQA in CA2, as measured by a post-module survey questionnaire? 

 

METHODOLOGY 

In Academic Year 2024/25 Semester 1, the sb-SGQA (termed as “Data Q&A”) was implemented at the middle of the module. Students are tasked to collect data from the community and develop a dashboard in a team. Subsequently, findings are summarised in five questions and answers. A post-module survey was administered at the end of the term. After data cleaning, a sample size of 475 CA2 submissions and 16 survey responses were obtained. The study was approved by SP’s Institutional Review Board. 

 

RESULTS AND DISCUSSION 

1. Students’ mark distribution 

A histogram of students’ CA2 mark distribution (n = 475) is illustrated in Figure 1. The distribution is slightly left-skewed, which signifies a higher mean than median mark. While a comparison with the control group was not possible due to changes in the assessment modes, an analysis of students’ artefacts revealed an improvement in the quality of assignments. 

Figure 1. Histogram of students’ CA2 mark distribution (n = 475)

 

2. Survey result 

Students perceived the implementation of sb-SGQA in the module as helpful and constructive, as evident in the positive responses (“Agree” and “Strongly Agree” options) to Questions (1), (2), and (3) (refer to Table 1). In addition, the students agreed that the skills learnt in the sb-SGQA process are transferrable for their future, as shown in Questions (4) and (5). Qualitative feedback will be discussed during the conference due to the abstract word limit. 

Table 1
Sb-SGQA survey result (n = 16, bracketed numbers indicate the percentage across the row)

 

3. Students’ artefacts 

Based on the dashboard (Figure 2), it was noted that the students were able to address questions and develop answers that incorporate thinking skills of varying orders (level 1 in Q1, level 2 in Q2 and Q3, and level 3 in Q4 and Q5 in Figure 3). Specifically, students demonstrated how the skills taught in DF were able to provide them insights into the community’s use of energy and water.

Figure 2. Student team’s Dashboard

 

Figure 3. Student team’s Data Q&A

 

CONCLUSION AND SIGNIFICANCE 

The sb-SGQA was successfully implemented in the DF module, which is part of the SP CCC. Though a comparison with a control cohort that has the same assessments was not possible, initial results were positive, indicating increased student engagement and learning in interdisciplinary subjects. Students appreciate the approach’s utility in their learning and professional development. The lack of hardware and software costs greatly aided with implementing sb-SGQA. The authors hope that this collaboration between IHLs could support and motivate similar efforts in the future. 

 

ENDNOTE

  1. The UN SDGs are 17 global goals established in 2015 to address challenges such as poverty, inequality, and climate change. Further details about the goals can be found on the official website: https://sdgs.un.org/. 

 

REFERENCES

Bates, S. P., Galloway, R. K., Riise, J., & Homer, D. (2014). Assessing the quality of a student-generated question repository. Physical Review Special Topics – Physics Education Research, 10(2), 020105. https://doi.org/10.1103/PhysRevSTPER.10.020105  

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871 

Du, H., & Tay, E. R. S. (2022). Using scenario-based student-generated questions to improve the learning of engineering mechanics: A case study in civil engineering. In Higher Education Campus Conference (HECC) 2022, 7-8 December, National University of Singapore.  

Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team‐based learning. New Directions for Teaching and Learning, 2008(116), 7–27. https://doi.org/10.1002/tl.330  

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1  

Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181–221. https://doi.org/10.3102/00346543066002181  

SP Common Core Curriculum. (n.d.). Retrieved 3 July 2024, from https://www.sp.edu.sg/sp/education/common-core-curriculum/about-the-ccc 

Tay, E. R. S., & Liu, M. H. (2023, 7 December 2023). Exploratory implementation of scenario-based student-generated questions for students from the humanities and sciences in a scientific inquiry course. In Higher Education Campus Conference (HECC) 2023, Singapore. https://blog.nus.edu.sg/hecc2023proceedings/exploratory-implementation-of-scenario-based-student-generated-questions-for-students-from-the-humanities-and-sciences-in-a-scientific-inquiry-course/ 

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