Abstract
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 active teaching and learning methods as well as enhancement of 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 five 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.
Author Information
Ying-Wei Leong, Singapore Polytechnic, Singapore
Paper Information
Conference: ECE2023
Stream: Teaching Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Leong Y. (2023) Evidence-Based Reflective Practice to Help Engineering At-Risk Students in Supplementary Lesson Context ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.27
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.27
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