This paper documents the author’s application of reflective practice, to enhance quality teaching in a supplementary lesson context, at Singapore Polytechnic (SP). Conceive-Design-Implement-Operate educational framework standards were implemented in teaching and learning techniques as well as faculty teaching competence, via evidence-based reflective practice (EBRP). To help engineering at-risk students to pass their module and avoid repeating/expulsion, the author utilized an EBRP checklist that he customized to suit engineering schools.
The ten core principles of learning embedded in the EBRP checklist enhanced the at-risk students’ learning experience of their module, via the author’s supplementary lessons. Coupled with its evidence-based approach, the EBRP checklist is a concise and structured template to quantify quality teaching. For data collection and analysis, an original "crosshairs" methodology was employed. A "vertical line" was formed by two EBRP data points (qualitative), while a “horizontal line” was formed by two assessment data points (quantitative). These lines intersect to form the crosshairs, offering a widespread and balanced coverage for data collection and analysis. The EBRP checklist used together with the crosshairs methodology yielded significant positive assessment results. Eventually, majority of the engineering at-risk students (above 80% for three semesters, based on post-intervention results) benefited from the consequential enhanced quality teaching to pass their module, avoid repeating/expulsion and hence progress to their next academic phase of the SP education system.

Authors:
Ying-wei Leong, Singapore Polytechnic, Singapore

About the Presenter(s)
Mr Ying-Wei Leong is a Senior Lecturer and Teaching & Learning Mentor in Singapore Polytechnic, School of Mechanical & Aeronautical Engineering. He teaches Thermofluids & supervised an industry collaboration project that held a Guinness World Record.

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