FLC Grant Projects

Overview

We are interested in looking at the feedback mechanisms at NTU and its potential effects and limitations. The SFT system is the main platform for providing feedback on teaching and learning; therefore, the FLC will investigate the SFT system in terms of: 

1. how students and faculty perceive the SFT process in terms of the benefits and limitations of the current SFT system; and
2. how the effectiveness of SFT practices can be improved to enhance teaching and learning.

ICC are compulsory core modules, offered in the first year of students’ academic career. Leveraging on core modules (with a focus on ICC), we seek to analyse SFT given by students and how the feedback is received by faculty.

The SFT procedure is carried out at the end of each academic semester. During the SFT period, students provide feedback to faculty on each of the modules they take during the semester with the supposed goal of improving teaching and learning practices. However, it is reported that while most of the feedback has value in enhancing teaching practices, some feedback could come across as being critical and even hurtful (e.g., feedback on personal dressing style, unclear or untrue description of a faculty member’s unfavourable teaching practices). Feedback that is not geared towards the enhancement of teaching could be a potential stressor for faculty and is considered ineffective. Therefore, despite the use of SFT at NTU over the years, the system may need a re-evaluation to find out how its effectiveness can be enhanced in improving teaching and learning.

We propose to conduct an intervention (a trial SFT process) in the mid-semester to explicitly guide students on the purpose of SFT and the appropriate way to provide constructive feedback. Students are then given opportunities to enact the instructions and provide feedback on the instructor’s teaching. Instructors then are able to respond to the feedback and adjust their teaching accordingly. With this, student feedback can be ‘acted on’ and certain concerns are expected to be addressed in a timely manner. We believe the implementation of the intervention could better address students’ concerns within the semester, as well as prepare our students to offer more effective feedback in the final SFT to enhance teaching and learning.

Team

• Principal Facilitator: Irda Bay Nalls, NTU (LCC) – [email protected]
• Co-facilitator: Alvin Leong, NTU (LCC) – [email protected]
• Co-facilitator: Hsieh Yi-Chin, NTU (LCC) - [email protected]
• Christina Chung, NTU (USP)
• Paul Patinadan, NTU (SSS)
• Dennis Lee, NTU (Student, President of CCEB Club)
• Aloysious Soh, NTU (Student, President of SSS Club)

Overview

 It is important for students to appreciate the purpose of learning in engineering courses beyond the technical aspects. Currently, it is challenging for students to comprehend certain engineering topics due to the lack of connection with real-world scenarios. Game-based learning has proven to be a useful tool to convey a message effectively. This can come in the form of physical educational games (such as Lego Serious Play), digital games (such as virtual reality immersive experience), or simulation-style learning activities (direct real-world scenario role-playing).

This Learning Community wishes to promote authentic learning, improve the intrinsic motivation of students, and increase student engagement via game-based approaches. Extrapolating from previous studies in the literature, we would like to customise and propose enhancements in lessons. Pilot studies will be conducted in selected engineering courses across various schools in the College of Engineering (CoE). This initiative will be documented in the form of case study narratives to describe the deployment of physical and digital games and how students reacted to such an approach. Sharing sessions can also be organized to disseminate the FLC experiences to other faculty.

Team

• Principal Facilitator: S Supraja, School of Electrical and Electronic Engineering – [email protected]  

• Co-facilitator: Foo Yi Shyh Eddy, School of Electrical and Electronic Engineering – [email protected]
• Co-facilitator: Josephine Chong Leng Leng, College of Computing and Data Science – [email protected]
• Co-facilitator: Tan Pei Yen, School of Mechanical and Aerospace Engineering – [email protected]
• Co-facilitator: Tuti Mariana Lim, School of Civil and Environmental Engineering – [email protected]
• Member: Ong Chi Wei, School of Chemistry, Chemical Engineering, and Biotechnology
• Member: Vidya Sudarshan, College of Computing and Data Science
• Member: Pui Tze Sian, School of Chemistry, Chemical Engineering, and Biotechnology
• Member: Ji-Jon Sit, School of Electrical and Electronic Engineering
• Member: Mukta Bansal, School of Chemistry, Chemical Engineering, and Biotechnology
• Member: Feng Xiaolei, School of Materials Science and Engineering
• Member: Poernomo Gunawan, School of Chemistry, Chemical Engineering, and Biotechnology
• Member: Felix Lena Stephanie, School of Mechanical and Aerospace Engineering
• Member: Teo Hang Tong Edwin, School of Materials Science and Engineering and School of Electrical and Electronic Engineering (joint appointment) 

Overview

Transformative Learning (TL) can have meaningful ramifications for learners across multiple fields and disciplines, encouraging critical thought and adjusting ingrained skewed perspectives. The terminology and applied pedagogical practice of TL however, remains nebulous, with critiques, reiterations, and reinterpretations of the original literature.

Foremostly, the learning community seeks to i) clarify the standing opacity of the operationalizations, definitions, and underlying processes of TL. It will ii) deliberate on the role of learners and instructors in what might constitute successful TL facilitation, iii) develop a translational conceptual framework for TL that can be employed across various select disciplines and modules.

As a secondary aim, the learning community will also engage in participatory ethnographic investigation of how it proceeds towards reaching its goals and objectives. Through reflective practices, generation of notes from observations of meetings, and firsthand consolidation of qualitative data from member interviews, it will create a guide to maximise the potential of future learning community practices.

 Team

• Principal Facilitator: Asst/Prof Paul Victor Patinadan, School of Social Sciences - [email protected]
• Co-Facilitator: Prof Andy Hau Yan Ho, School of Social Sciences - [email protected]
• Member (External): Dr Winnie Teo, National Healthcare Group
• Member: Mr Rethinavel Shanmugam, National Institute of Education
• Member: Assoc/Prof Walid Jumblatt, School of Social Sciences
• Member: Dr Anita Pienkowska, Lee Kong Chian School of Medicine
• Member: Dr Irda Nalls, School of Humanities
• Member (Student): Ms Thurga Rajendran, National Institute of Education
• Member: Assoc/Prof Patrick Williams, School of Social Sciences
• Member: Dr Kumaran Rajaram, Nanyang Business School
• Member: Dr Vinay Kumar, Centre for Teaching, Learning, and Pedagogy

Overview

Digital game-based learning (GBL) is an effective pedagogical approach to diversify education and increase students’ motivation in the classroom. Our community wishes to explore the use of digital games and its impact on student engagement, conceptual learning, and collaboration in undergraduate STEM and SHAPE disciplines, with the following objectives,

• Review digital games used/in-use to teach and learn undergraduate courses.
• Examine teachers’ and students’ perspectives on teaching and learning the subjects using digital games.
  

Our team will be conducting surveys to uncover different digital games used and collect feedback from focus group discussions among teachers and students who have experimented with digital games in their courses and come up with a list of games for different subjects. The community members across disciplines will select games from the list based on their appropriateness for their subjects; redesign their lessons by adopting games with the support and feedback of other community members; implement the design in class; evaluate the impacts of the game-based lessons on students' engagement, conceptual learning, and level of information and digital literacies.

Team

• Principal Facilitator: Dr Vidya Sudarshan, CCDS, [email protected]
• Co-Facilitator: Dr Natasha Bhatia, COS, [email protected]
• Co-Facilitator: Ms Mary Chye, NIE, [email protected]
• Co-Facilitator: Dr Nguwi Yok Yen, NBS, [email protected]
• Co-Facilitator: Asst/Prof Zhu Gaoxia, NIE, [email protected]
• Co-Facilitator: Caroline Pang Soo Ling, Student & Academic Services Department, [email protected]
• Co-Facilitator: Dr Chia Weiting Joanne, SOH, [email protected]
• Member: Dr Wayne Freeman Chong, SSS
• Member: Eric Yii Ee Lee, ICC
• Member: Dr S Supraja , EEE
• Member: Dr Le Chencheng, ASE

Overview

The SIMIXES initiative at NTU is designed to address a key learning challenge for students: understanding the concept of symmetry in solid matter, which is fundamental in crystallography and essential across scientific disciplines like materials science, chemistry, biology, mineralogy, and physics. Symmetry is inherently abstract and requires significant spatial reasoning and imagination, making it difficult for many students to grasp.

To overcome these challenges, the SIMIXES learning community brings together faculty from six different schools within NTU’s Colleges of Engineering and Science. The community aims to develop and implement innovative, interdisciplinary teaching strategies to make the concept of symmetry more accessible and engaging. These strategies include using physical models, simulations, and visual tools to help students better understand complex ideas. The initiative involves regular meetings, class observations, webinars with external experts, and workshops to share effective teaching practices and promote collaboration. A key outcome will be the creation of a comprehensive learning toolkit, featuring standardized materials and adaptable lesson plans that can be used across various disciplines to enhance teaching effectiveness and student engagement.

The initiative also focuses on faculty professional development, providing opportunities for instructors to improve their teaching through peer feedback, literature reviews, and exposure to new educational techniques. The ultimate goal is to improve both teaching and learning experiences at NTU, fostering a deeper understanding of symmetry concepts and preparing students to be self-directed, lifelong learners. 

Team

• Principal Facilitator: Feng Xiaolei, School of Materials Science & Engineering (MSE) – [email protected]
• Co-facilitator: Timothy John White, School of Materials Science & Engineering - [email protected]
• Co-facilitator: Pinaki Sengupta, School of Physical & Mathematical Sciences (SPMS) - [email protected]
• Co-facilitator: Soo Han Sen, School of Physical & Mathematical Sciences (SPMS) - [email protected]
• Co-facilitator: Simon Redfern, Asian School of the Environment (ASE) - [email protected]
• Co-facilitator: Julien Lescar, Nanyang Institute of Structural Biology (NISB), School of Biological Science (SBS) - [email protected]
• Co-facilitator: Sophia Tan, The Institute for Pedagogical Innovation, Research & Excellence (InsPIRE) - [email protected]
• Teo Jun Hao Brendan, Asian School of the Environment (ASE)
• Chan Wei Xin, School of Chemistry, Chemical Engineering and Biotechnology (CCEB) 

Overview

Our Faculty Learning Community (FLC) is a collaborative effort dedicated to integrating Generative AI (GAI) into Initial Teacher Education (ITE) programs. This FLC aims to enhance the design and delivery of core educational studies courses at the National Institute of Education (NIE). By leveraging GAI, we seek to create dynamic and engaging student learning experiences and foster a culture of innovation and continuous improvement among educators. The FLC brings together teacher educators from diverse domains to explore and implement GAI tools in pre-service courses. Our goal is to explore the integration of GAI and pedagogy by equipping ourselves with the relevant GAI tools and techniques, ensuring that our teaching practices evolve alongside technological advancements. Through regular meetings, training sessions, and pilot projects, we will collaboratively explore the ethical and effective integration of GAI into our teaching, emphasising a human-centred approach to ensure that AI tools enhance educational outcomes while maintaining pedagogical appropriateness.

Team

• Principal Facilitator: Wong Chuan Yuh Ethan, National Institute of Education (PCHD) - [email protected]
• Co-facilitator: Vanessa Goh, National Institute of Education (PCHD) - [email protected]
• Amelia Yeo, National Institute of Education (PCHD)
• Chue Kah Loong, National Institute of Education (PCHD)
• Darren Nonis, National Institute of Education (PCHD)
• Hoo Hui Teng, College of Business (Nanyang Business School)
• Lee Ai Noi, National Institute of Education (PCHD)
• Mercy Karuniah Jesuvadian, National Institute of Education (PCHD)
• Tan Chee Soon, National Institute of Education (PCHD)
• Tan Ying Kiat, National Institute of Education (PCHD)

Overview

We are interested in the translation of research evidence into practice and policy, specifically on teaching practice and education policy, to serve the needs of NIE/NTU and MOE. We will do so by deepening our understanding in this area and developing a research translation theoretical framework and model in the context of the SoLEC at NIE.

The SoLEC seeks to connect research, practice, and policy to optimize successful human learning. Envisioned as a translational research facility, it has great promise to empirically inform on the science of learning (SoL) and related discipline (Educational Neuroscience, EN) to the Singapore education system and broader international context. However, at present, the SoLEC lacks a sustainable, cost-effective theoretical framework, model, and a programmatic plan to successfully execute this goal and to accelerate the process. This is critical to inform the local and international community on evidence-based findings in a timely manner.

This project brings together a multidisciplinary team to fill this gap. Through several literature reviews and ideation sessions, we will develop a theoretical framework and model of research translation in SoL, articulate a set of strategies to accelerate research translation, and delineate measures and indicators to evaluate the constructed framework and model, and in so doing, build our capacity and understanding in this area. The outcomes include a theoretical framework and model to accelerate research translation in SoL that can be empirically tested in the SoLEC in the future. By positioning the SoLEC as a reference model to optimize research impact in NIE, we hope to inspire other facilities in NIE/NTU to pursue similar initiatives.

Team

• Principal Facilitator: Astrid Schmied, National Insitute of Education (SoLEC) - [email protected]
• Co-facilitator: Lorraine Ow, National Insitute of Education (OER) - [email protected]
  
• Orhun Timurcan Ozcelik, National Insitute of Education (SoLEC)
• Uma Natarajan, National Insitute of Education (CRPP)
• Shyam Anand Singh, National Insitute of Education (SoLEC)
• Aishah Abdul Rahman, National Insitute of Education (SoLEC)
• Radiah Maria Belak, National Insitute of Education (OER)
• Teh Kah Chan, School of Electrical and Electronic Engineering

Overview

ChatGPT is a cutting-edge technology developed by OpenAI that uses artificial intelligence to generate natural language responses to input text. As technology rapidly advances and changes the way students learn, the use of ChatGPT in education has become a hot topic.

This learning community focuses on different aspects of ChatGPT and possibly other language models in foreign languages including Arabic, Chinese, French, Japanese, Korean, Malay, Spanish and Thai. Based on this comparison, we aim to develop guidelines for foreign language lecturers on how to encourage or discourage the use of ChatGPT in the classroom.

A critical question that the community seeks to answer is whether we, foreign language lecturers, can detect if writing assignments of the different levels are produced by students or ChatGPT. If not, the proportion and percentage of CA(Continuous Assessments) may need to be adapted accordingly. We will also discuss ChatGPT's potential as a teaching tool for foreign language education, such as using it to develop reading passages, conversation examples, and cultural information.

Ultimately, the community plans to enhance teaching skills by understanding how ChatGPT works and how it can be used to help students learn more effectively. Sharing sessions and the development of a teaching portfolio will also be used to show how ChatGPT can be used in different foreign language classes. We also plan to share its findings and best practices through a presentation or poster at a conference. By staying up to date with the latest trends and techniques in foreign language education, educators can use ChatGPT to enhance language learning and communication in the classroom.

Team

• Principal Facilitator: Narae Jung, School of Humanities - [email protected]
• Co-facilitator: Cristina Gonzalez Ruiz, School of Humanities - [email protected]
• Co-facilitator: Sureenate Jaratjarungkiat, School of Humanities - [email protected]
• Chen Liandong, School of Humanities
• Estelle BECH, School of Humanities
• Hani Mustafa, School of Humanities
• He Xiaoling, School of Humanities
• Mariyam Bee Binte Abu Bakar, School of Humanities

With the advisory support of Teaching Excellence Academy Fellow: Justin Song Chien, School of Physical & Mathematical Sciences.

Overview

The focus inquiry for this learning community will be on examining the development of dialogic thinking in NTU student-led book clubs beginning with a range of texts such as children’s literature and academic texts. Against the background that the development of dialogic thinking at NTU has always been of importance, this community seeks to investigate whether book clubs formed for the purposes of discussing these texts, could be a conduit to strengthen and deepen student understanding and enactment of dialogic thinking.

Through this investigation, the community seeks to identify extant challenges that may prevail despite numerous efforts by colleagues across schools at NTU to strengthen dialogic thinking in academic contexts. The community will then research into, refine and develop support tools specifically for facilitation of dialogic conversations by NTU faculty and students. The community will use an upscaling dissemination model that will include and develop the dialogic skills of faculty and students progressively.  

The community also seeks to share these artefacts with the NTU community through print and digital resources for transferability and to sustain its practice for teaching and learning by faculty and students. It is hoped that the efforts of this community will contribute to the development of dialogic thinking as an attribute of identity and learning of NTU students and of the NTU community.

Team

• Principal Faciliator: Dr Jo-Ann Netto-Shek, National Institute of Education (ELL) - [email protected]
• Co-facilitator: Loh Chin Ee, National Institute of Education (ELL) - [email protected]
• Tan Chee Lay, National Institute of Education (ALC)
• Seetha Lakshmi, National Institute of Education (ALC)
• Sun He, Sabrina, National Institute of Education (OER)
• Cheng Lu Pien, National Institute of Education (MME)
  
• Ow Tsin Li Stephanie, National Institute of Education (LIBRIS)
• Rebecca Lavanie David, Lee Kong Chian School of Medicine

Overview

In today’s globalized and diverse society, it is essential to create learning environments that cater to the needs of all students. Inclusive pedagogy refers to the ways that courses, classroom activities, curricula, and assessments consider issues of diversity in an effort to engage all students in learning that is meaningful, relevant, and accessible (The UIn today’s globalized and diverse society, it is essential to create learning environments that cater to the needs of all students. Inclusive pedagogy refers to the ways that courses, classroom activities, curricula, and assessments consider issues of diversity in an effort to engage all students in learning that is meaningful, relevant, and accessible (The University of Chicago, 2023). Going beyond a focus on Special Educational Needs (SEN) students, inclusive pedagogy emphasises the importance of imbuing all students with a sense of belonging and is underpinned by the premise that diversity presents opportunities to improve student learning and broaden perspectives.

This requires intentional effort by faculty to proactively anticipate and incorporate students’ diverse backgrounds, abilities, and interests when designing courses, learning activities and assessments (Sanger, 2020). However, being deliberately inclusive in our pedagogical strategies can feel challenging and faculty may not always have a clear sense of how to start or expand their efforts (Sanger, 2020, p.31).

At NTU, a university with a diverse student profile, including students with SEN, mental health conditions, and other challenges, understanding students’ perceptions and attitudes towards inclusive education is crucial to improving the quality of students’ learning experiences by considering learning inclusivity.

The study of this issue will help level the playing field for students of different learning needs (including SEN and students of differing capabilities and backgrounds) through greater awareness and deliberate reflection on pedagogical strategies, and hence benefits the students. Besides, the discussions and workshops on appropriate pedagogical strategies and tools will increase faculty’s confidence in engaging diverse students in their contexts.

Team

• Principal Facilitator: Mukta Bansal, School of Chemistry, Chemical Engineering, Biotechnology – [email protected]
• Co-Facilitator: Lim Li Yin, Centre for Teaching, Learning and Pedagogy  – [email protected]
• Chen Mo, National Institute of Education
• Teng Siao See, National Institute of Education
• Darren Yeo Jian Sheng, School of Social Sciences
• Tan Yong Heng Michael, Nanyang Business School, Interdisciplinary Collaborative Core
• Aron Meltzner, The Asian School of the Environment
• Sharen Ong, University Counselling Centre

With the advisory support of Teaching Excellence Academy Fellow Associate Professor Lee Kin Wai, College of Business. 

Overview

We propose the development of an NTU-wide FLC focused on identifying and understanding classroom practices that impact the overall well-being of students. We intend to identify a list of factors that contribute to:

1. both the educators’ and students’ perspectives on fostering a positive, inclusive and welcoming learning environment
2. classroom-level dynamics, such as teacher-student relationship, instructional practices, and classroom climate
3. the impact of school-level considerations, such as the school culture and climate, and availability of resources
4. to explore the current approaches and perspectives in improving inclusive education

This FLC intends to produce a document that outlines the drivers of classroom practices that impact the overall well-being of students. We aim to share our work with the broader NTU community through seminars, workshops, and presentations.

Team

• Principal Facilitator: Emmanuel Tan Chee Peng, Lee Kong Chian School of Medicine – [email protected]
• Co-facilitator: Chew Lock Yue, School of Physical & Mathematical Sciences
• Co-facilitator: Vivien Huan Swee Leng, National Institute of Education
• Co-facilitator: Andy Khong W H, School of Electrical and Electronic Engineering
• Co-facilitator: Lin Jingxia, School of Humanities
• Co-facilitator: Ethan Pang. University Wellbeing Office
• Co-facilitator: Tan Yong Heng, Michael, Nanyang Business School
• Co-facilitator: Audrey Toh Lin Lin, Language and Communication Centre
• Co-facilitator: Wong Pei Wen, Wee Kim Wee School of Communication and Information
• Co-facilitator: Yeo Chuan Seng, Victor, Nanyang Business School
• Co-facilitator: Jesvin Yeo Puay Hwa, School of Art, Design and Media 

Overview

Student engagement in learning is often associated with variables such as academic success and student retention. Engaged students are more likely to actively participate in class, complete learning tasks, and connect with peers and instructors. This learning community is dedicated to exploring the concept of student engagement in higher education.

The learning community comprises faculty, professional staff, and post-doctoral fellows, from various disciplines and levels within NTU. As a community, our objective is to explore the many facets of student engagement in higher education, which include, but are not limited to:

1. different dimensions of student engagement,
2. principles and strategy to engage students inside- and outside-of classroom, and
3. instruments to measure student engagement.
   

The learning community will engage in scholarly discussions and activities to gain a deeper understanding of the topic and produce learning products that will be useful to our members and the wider community at NTU. Specifically, we aim to develop a student engagement conceptual map linking key ideas and concepts on the topic and to curate a list of useful pedagogical resources that can enhance teaching and learning practices at NTU. Throughout these endeavours, we will incorporate mechanisms to elicit student feedback which will be utilised to iteratively refine our learning products. Our members will also engage in reflective writing on their learning experiences, potentially leading to academic presentations or publications.

These learning products can be applied in different departments and schools at NTU, contributing to the enhancement of pedagogical techniques and evaluation methods. Potentially, they can serve as valuable resources for the wider NTU teaching and learning community and beyond.

Team

• Principal Facilitator: Lee Zheng-Wei, Alex, Lee Kong Chian School of Medicine – [email protected]
• Co-facilitator: Felix Lena Stephanie, School of Mechanical & Aerospace Engineering - [email protected]
• Cheak Michelle, Lee Kong Chian School of Medicine
• Godofredo Jr. Ramizo, Nanyang Business School
• Lee Ee Soo, Lee Kong Chian School of Medicine
• Swati Sharma, School of Social Sciences
• Tay Zheng Huan, Lee Kong Chian School of Medicine
  

With the advisory support of Teaching Excellence Academy Fellow: Tan Yuh Chaur Leonard, Visual & Performing Arts (NIE)

Overview

Cognitive agility, character and competence are desirable attributes that all NTU graduates should possess upon graduation. To help our students develop these characteristics, students should learn to wayfind and view setbacks as opportunities for growth.

The objectives of this learning community are to share how design thinking is used for wayfinding, and to build a community of students who are able to identify their strengths or life goals and take intentional steps to pursue their goals.

This FLC plan to organize workshops to teach our undergraduates to wayfind using design thinking. Teaching materials (slides, worksheets, booklets) will be specially developed, contextualized to the local/NTU setting to increase the relevance to our undergraduates. We plan to share real stories of students who have benefited from our workshops with the broader NTU community through seminars, workshops, and presentations.

Team

• Principal Facilitator: Eileen Fong, School of Materials Science & Engineering – [email protected]  
• Co-facilitator: Chia Yew Boon, Office of Knowledge, Knowledge and Library Services - [email protected]
• Co-facilitator: Vincent Wong, Office of Knowledge, Knowledge and Library - [email protected]
• Co-facilitator: Ang Chun Ling Philip, Student Affairs Office - [email protected]
• Co-facilitator: Tan Siok San, Student Affairs Office - [email protected]
• Zhang Yan, School of Civil and Environmental
• Zhang Yuwei, School of Materials Science and Engineering

With the advisory support of Teaching Excellence Academy Fellow: Ng Pak Tee, National Institute of Education

Overview

This FLC aims to explore how Generative AI technology like ChatGPT can be used to enhance academic / research writing while maintaining ethical standards. We recognise the increasing and controversial role that generative AI tools play in writing in higher education and research fields, and we believe that it is essential to understand how to use these tools masterfully, and responsibly too. Our learning will take us from reading up on Gen AI applications in writing in our respective fields to trying out Gen AI on our own, and finally to piloting a "Writing with Generative AI" course for students who have completed their mandatory writing courses. 

Qualitative data on student perceptions of Gen AI usage will also be collected and we hope to invite different faculty members to evaluate student work produced in our course.  

Team

• Principal Faciliator: Eunice Tan, School of Humanities (LCC) - [email protected]
• Co-facilitator: Hortense Le Ferrand, School of Mechanical and Aerospace Engineering -  [email protected]
• Mukta Bansal, School of Chemistry, Chemical Engineering and Biotechnology
• Pui Tze Sian, School of Chemistry, Chemical Engineering and Biotechnology
• Poernomo Gunawan, School of Chemistry, Chemical Engineering and Biotechnology
• Ibrahim H. Yeter, National Institute of Education (NSSE)
• Felix Lena Stephanie, School of Mechanical and Aerospace Engineering
• Sabrina Luk Ching Yuen, School of Social Sciences (PPGI)