Mark Gan

Associate Director
mark.gan@nus.edu.sg

Dr Mark GAN is an Associate Director of the Centre for Teaching, Learning and Technology (CTLT) and a Resident Fellow at Helix House. As an academic developer, he has been involved in a wide variety of initiatives and programmes to enhance professional development of staff within faculties, schools and beyond. Some of the key programmes include the Development of a Teaching Portfolio for growth and promotion purposes, a teacher mentorship programme, setting up of Learning Communities and the Affiliates Programme on Educational leadership. His research interests lie in the areas of feedback and assessment, reflective practice and the impact of academic development work on teaching quality. Mark received his PhD in Education from the University of Auckland, New Zealand.

Selected Publications and Conference Presentations

Publications

Kho, C. L. W., Chow, D. Y., Wong, J. M., Loh, J. W., Sim, Y. F., Gan, M. J. S., Foong, K. W. C, & Lim, L. Z. (2022). Comparing the effectiveness of two diagnostic approaches for the interpretation of oral radiographic lesions by dental students. Advances in Health Sciences Education, 1-20.

Tan B. K., Gan, M. J. S., & Alviedo, D. R. M. (2022). An investigation of Design students’ remote online learning experiences during the COVID-19 pandemic. Asian Journal of the Scholarship of Teaching and Learning, 12(1). 39-54

Geertsema, J., & Gan, M. J.S. (2021). Strategic academic development in Asia: embracing a ‘layered’ approach to ‘wicked problems’. International Journal for Academic Development, 26(4), 389-404.

Gan, M. J. S., & Sapthaswaran V. (2020). The development of a scoring rubric for studying graduate teaching assistants’ competence in collaborative lesson planning and implementation. Asian Journal of the Scholarship of Teaching and Learning, 10(1). 40-52.

Cheah, S., Gan, M. J. S., Li S. Y., & Wadhwa, B. (2020). A study on the effect of structured versus unstructured company advisors’ feedback on innovation project team performance. Asian Journal of the Scholarship of Teaching and Learning, 10(1). 27-39.

Geertsema, J., Chng, H.H., Gan, M. J. S., & Soong, A. (2018). Teaching excellence and the rise of education-focused employment tracks. In C. Broughan, G. Steventon, G. & L. Clouder (Eds.) Global Perspectives on Teaching Excellence: A new era for higher education (pp. 130-142). Abingdon: Routledge.
 
LAM, S. H., Mok, C. H., & Gan, M. J. S. (2018). Enhancing undergraduates’ confidence in research and communication through integrated course design. Asian Journal of the Scholarship of Teaching and Learning, 8(1), 48-81.

Hattie, J. A., Gan, M. J. S., & Brooks, C. (2017). Instruction based on feedback. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of Research on Learning and Instruction (2nd ed.). New York: Routledge.
 
Gan, M. J. S., & Shih, C. Y. (2017). A study on peer feedback training on nursing students’ formulation of task, process and self-regulation feedback during skills laboratory sessions. In R.G. Walker & S.B. Bedford (Eds.), Research and Development in Higher Education: Curriculum Transformation, 40 (pp. 334-343). Sydney, Australia, 27–30 June 2017.
 
Gan, M. J. S., & Geertsema, J. (2017). Sharing practices, but what is the story? Exploring award-winning teachers’ conceptions of teaching. Higher Education Research & Development, 37(2), 254-269. DOI: DOI: 10.1080/07294360.2017.1373331
 
Hattie, J. A., & Gan, M. J. S. (2016). Instruction based on feedback. In R.E. Mayer & P. Alexander (Eds). Handbook of Research on Learning and Instruction. (2nd ed). New York: Routledge.
 
Gan, M. J. S., & Hill, M. (2014). Using a dialogical approach to examine peer feedback during chemistry investigative task discussion. Research in Science Education, 5(44), 727-749. DOI: 10.1007/s11165-014-9403-4
 
Gan, M. J. S., & Hattie, J. A. (2014). Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an investigative task. Instructional Science, 6(42), 861-878.
 
McKinley, E., & Gan, M. J. S. (2014). Culturally responsive science education for indigenous and ethnic minority students. In S. K. Abell, & N. G. Lederman (Eds.), Volume 2 Handbook of Research in Science Education. London: Routledge.
 
Gan, M. J. S. (2014). Diagnostic feedback in informal educational settings. In J. M. Spector (Ed.), Encyclopedia of Educational Technology. Thousand Oaks, CA: Sage.
 
Gan, M. J. S., & McNaughton, S. (2013). Country report on the national assessment systems in Singapore and New Zealand. Report to the Welsh Government.
 
Buntting, C., Jones, A., McKinley, L., & Gan, M. J. S. (2013). STEM initiatives and issues in New Zealand. Report to the Australian Council of Learned Academies (ACOLA). Hamilton, NZ: University of Waikato.
 
Irving, S. E. & Gan, M. J. S. (2012). Data systems in secondary schools: The state of play. Computers in New Zealand School, 24(2), 108-136.
 
Gan, M. J. S. (2011). The Effects of Prompts and Explicit Coaching on Peer Feedback Quality. Unpublished thesis.
 
Hattie, J. A., & Gan, M. J. S. (2011). Instruction based on feedback. In Mayer, R & Alexander, P. (Eds). Handbook of Research on Learning and Instruction. New York: Routledge.
 
Hill, M. & Gan, M. J. S. (2008).  The barriers/enablers of effective assessment professional development and practices in New Zealand secondary schools.  Paper commissioned by the Ministry of Education for the National Assessment Review.

Gan, M. J. S. (2007). Enhancing students’ conceptual understanding of chemistry through SOLO taxonomy. In Kelvin Tan (Ed.), Alternative Assessment in Schools – A qualitative approach. Singapore: Pearson Publications.
 
Gan, M. J. S. (2007). Alternative Assessment – Development and application of a two-tier diagnostic test to probe chemistry students’ misconceptions in acid base reactions. North Zone Research Publication (Ministry of Education).

Tan, K. S., Goh, N. K., Chia, L. S., & Gan, M. J. S. (2001). Reflective learning as a preparatory skill for PBL. In P. Little & P. Kandlbinder (Eds), The Power of Problem Based Learning, New South Wales, Australia: PROBLARC, University of Newcastle.

Conference Presentations

Gan, M. J. S., & Geertsema, J. (2018). Graduate teaching assistants’ (GTAs) use of collaborative learning scripts in lesson planning and micro-teaching. Paper presented at the International Consortium for Educational Development (ICED) conference, Atlanta, USA.

Gan, M. J. S., & Liew, S. D. (2017). Understanding academics’ conceptions about teaching practice: The role of professional learning conversations. Paper presented at the 2nd European Conference for the Scholarship of Teaching and Learning, Lund, Sweden.
 
Gan, M. J. S., & Chan, Y. S. (2017). A study on peer feedback training on nursing students’ formulation of task, process and self-regulation feedback during skills laboratory sessions. Paper presented at HERDSA, Sydney, Australia.
 
Gan, M. J. S., & Geertsema, J. (2016). Sharing practices, but what is the story? Exploring award-winning teachers’ conceptions of teaching and learning. Paper presented at the International Society for the Scholarship of Teaching & Learning (ISSOTL) Conference, Los Angeles, USA.
 
Irving, E., Gan, M. J. S., Santamaria, A., & Thorogood, L. (2013). Data use in secondary schools: Results of a teacher survey. Paper presented at the ‘Social Psychology of the Classroom’ Conference, Auckland, NZ.
 
Gan, M. J. S., &  Irving, S. E.(2013). Factors influencing junior secondary students’ mathematics achievement – Do attitude towards reading, cognitive processing at surface/deep levels and reading ability matter? Paper to be presented at 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference, Singapore.
 
Gan, M. J. S., Irving, S. E., & Webber, M. (2013). Exploring an alternative approach to ethnicity measure on the mathematics and science achievement of Maori and Pasifika secondary students. Paper presented at American Educational Research Association AERA conference, San Francisco, USA.
 
Gan, M. J. S. (2011). Peer feedback in chemistry: Supporting cognitive and meta-cognitive engagement during investigations. Paper presented at a symposium at EARLI, Exeter, UK.
 
Gan, M. J. S. (2010). The effects of explicit coaching on peer feedback quality in chemistry investigation. Oral presentation at the 3rd Educational Psychology Conference in Christchurch.
 
Gan, M. J. S. (2009). The effects of prompts on secondary students’ peer feedback during chemistry investigation. Poster presentation at the 2nd Educational Psychology Conference in Wellington.

Gan, M. J. S., & Sapthaswaran V. (2020). The development of a scoring rubric for studying graduate teaching assistants’ competence in collaborative lesson planning and implementation. Asian Journal of the Scholarship of Teaching and Learning, 10(1). 40-52.