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Peer-reviewed Research Articles, Book Chapters and Presentations by CDTL ADs

This page lists shared and published work by CDTL’s academic developers. These include peer-reviewed research articles, book chapters, and presentations.

Articles
Book Chapters
Presentations

Articles

2022

  • Lee L.N. (2022). Beware the pitfalls of making lectures ‘interesting’ and focus on curiosity instead. Times Higher Education. https://timeshighereducation.com/campus/beware-pitfalls-making-lectures-interesting-and-focus-curiosity-instead
  • 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
  • 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.
  • Ragupathi, K., Yeo, Z. H., & Loy. H. C. (2022). Promoting critical thinking and learning in a large enrolment humanities course: A case study. Teaching & Learning Inquiry, 10. https://doi.org/10.20343/teachlearninqu.10.6

2021

  • 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.
  • Ragupathi, K. (2021). Desired characteristics of continuing professional development for holistic academic development, International Journal for Academic Development. https://doi.org/10.1080/1360144X.2021.2007484
  • Ragupathi, K., & Lee, K. C. (2021). Navigating opportunities and challenges during uncertain times: Role and value of academic development units. Asia Pacific Journal of Educators and Education, 36(2), 281–298. https://doi.org/10.21315/apjee2021.36.2.14

2020

  • 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.
  • Gan, M. J. S., & Sapthaswaran V. (2020). The development of a scoring rubric for studying graduate teaching assistants’ competence in collaborative lesson Zou, T. X. P., & Geertsema, J. (2020). Do academic developers’ conceptions support an integrated academic practice? A comparative case study from Hong Kong and Singapore. Higher Education Research & Development, 39(3), 606-620. https://doi.org/10.1080/07294360.2019.1685948
  • Tan, L. Y. L., Yuen, B., Loo, W. L., Prinsloo, C., & Gan, M. (2020). Students’ conceptions of bell curve grading fairness in relation to goal orientation and motivation. International Journal for the Scholarship of Teaching & Learning, 14(1), Article 7. https://doi.org/10.20429/ijsotl.2020.140107
  • Brooke, M., Lee, K. C., Cook, M., Navera, G., & Tang, J. (2020). Trekking the educator track at a research-intensive university: Five accounts of different career levels. International Journal for Scholarship of Teaching and Learning, 14(2), Article 3. https://digitalcommons.georgiasouthern.edu/ij-sotl/vol14/iss2/3
  • Lee, K. C. & Scoles, J. (2020). Good teaching practices: Re-examining curricula, materials, activities, assessments. Scholarship of Teaching and Learning in the South, 4(2), 1-5. https://doi.org/10.36615/sotls.v4i2.152
  • Lee, K. C., Goh, H., Teng, J. & Wong, K.W. (2020). Flipped classroom: An investigation into learner engagement during non-face-to-face components. Scholarship of Teaching and Learning in the South. 4(2,: 118-137. https://doi.org/10.36615/sotls.v4i2.116
  • McMorran, C., & Ragupathi, K. (2020) The promise and pitfalls of gradeless learning: Responses to an alternative approach to grading, Journal of Further and Higher Education, 44(7), 925-938, http://dx.doi.org/10.1080/0309877X.2019.1619073

2019

  • McMorran, C., & Ragupathi, K. (2019) The promise and pitfalls of gradeless learning: responses to an alternative approach to grading, Journal of Further and Higher Education, Online first, June 2019, DOI: 10.1080/0309877X.2019.1619073

2017

  • Choy, J. L. F., & Yeo, W. L. (2017). Integration of content instruction with constructivist- based strategies: An approach to teach first-year engineering mathematics. International Journal of Research Studies in Education, 6(3).
  • Kowitlawakul, Y., Chan, M. F., Tan, S. L. S., Soong, S. K. A., & Chan, W. C. S. (2017). Development of an e-learning research module using multimedia instruction approach. Computers, Informatics, Nursing, 8(3), 158-166. DOI: 10.1097/CIN.0000000000000306
  • McMorran, C., Ragupathi, K., & Luo, S. (2017). Assessment and learning without grades? Motivations and concerns with implementing gradeless learning in higher education, Assessment & Evaluation in Higher Education, 42:3, 361-377, DOI: 10.1080/02602938.2015.1114584

2016

  • Choy, J. L. F., & Quek, C. L. (2016). Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course. Australasian Journal of Educational Technology, 32(4).
  • Geertsema, J. H. (2016). Academic development, SoTL and educational research. International Journal for Academic Development, 21(2), 122-134.

2015

2014

  • Gan, M., & 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. & 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.
  • Lim, L. A., & Choy, J. L. F.. (2014). Preparing staff for problem-based learning: Outcomes of a comprehensive faculty development program. International Journal of Research Studies in Education, 3(4).
  • Geertsema, Johan (2014). One Best Thing: Democratizing the Classroom: Apple TV and iPad for Deeper Discussions. Apple iBookstore.

2013

  • Bin Abdul Jabbar, K., Ong, A., Choy, J. L. F., & Lim, L. (2013). Effects of experiential-based videos in multi-disciplinary learning. Australasian Journal of Educational Technology, 29(4).

2012

  • Irving, S. E. & Gan, M. (2012). Data systems in secondary schools: The state of play. Computers in New Zealand School, 24(2), 108-136.
  • Pan, D., Ragupathi, K. , & Ip, Y. K. (2012). Effects of a professional development programme on the development of teaching styles. Journal of the NUS Teaching Academy, 2(4), 170-191.
  • Ragupathi, K., & Lakshminarayanan S., (2012). Facilitating 21st Century Skills in Engineering Students. The Journal of Engineering Education, 26(1).

2011

  • Choy, J. L. F., Rotgans, J. I., & O’Grady, G. (2011). Is the study process questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours.  Instructional Science. DOI: 10.1007/s11251-011-9171-8
  • Geertsema, J. H. (2011). Coetzee’s Diary of a Bad Year, Politics, and the Problem of Position. Twentieth Century Literature 57(1), 70-85.

Book Chapters

2020

  • Di Napoli, R. & Geertsema, J. (2020). A workshop as a lever for pedagogical change? The case of Active Learning: From practice to theory, and back. In S. Hoidn & M. Klemenčič (Eds.), Routledge International Handbook of Student-Centred Learning and Instruction in Higher Education (pp.475-490). Routledge. https://doi.org/10.4324/9780429259371
  • Ragupathi, K., & Lee, A. (2020). Beyond fairness and consistency in grading: The role of rubrics in higher education. In C. S. Sanger & N. W. Gleason (Eds.), Diversity and Inclusion in Global Higher Education (pp. 73–95). Springer Singapore. http://dx.doi.org/10.1007/978-981-15-1628-3_3

2018

  • Geertsema, J. H., Chng H. H., Gan, M., & Soong, S. K. A. (2018). Teaching excellence and the rise of education-focused employment tracks. (2018). In Broughan, Christine, Graham Steventon & Lynn Clouder (eds.). Global Perspectives on Teaching Excellence: A new era for higher education. London: Routledge. Forthcoming.

2017

  • Geertsema, J. H., Chng H. H., Lindberg-Sand, A., & Larsson, M. (2017). Teaching academies as a means of developing institutional quality: Academic identities, levels of engagement and organizational cultures. In Stensaker, Bjørn, Grahame Bilbow, Lorie Breslow & Rob Van der Vaart (eds.). Strengthening Teaching and Learning in Research Universities: Strategies and initiatives for institutional change. London: Palgrave Macmillan. Forthcoming.

2016

  • Hattie, J. A., & Gan, M. (2016). Instruction based on feedback. In R.E. Mayer & P. Alexander (Eds). Handbook of Research on Learning and Instruction. (2nd ed). New York: Routledge.

2014

  • Gan, M. (2014). Diagnostic feedback in informal educational settings. In J. M. Spector (Ed.), Encyclopedia of Educational Technology. Thousand Oaks, CA: Sage.
  • McKinley, E. & Gan, M. (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.
  • Geertsema, J. H. (2014). Hidden literality: Coetzee, Beckett, Herbert, and the attempt to ‘touch reality.’” Travelling Texts: J. M. Coetzee and Other Writers. Ed. Bozena Kucala and Robert Kusek. Frankfurt am Main: Peter Lang. 21-34.
  • Geertsema, J. H. (2014). Reading Coetzee’s Worldliness. Approaches to Teaching J. M. Coetzee’s Disgrace and Other Works. Ed. Laura Wright, Jane Poyner, and Elleke Boehmer. New York: Modern Language Association. 73-79.

2013

  • Buntting, C., Jones, A., McKinley, L., & Gan, M. (2013). STEM initiatives and issues in New Zealand. Report to the Australian Council of Learned Academies (ACOLA). Hamilton, NZ: University of Waikato.
  • Gan, M., & McNaughton, S. (2013). Country report on the national assessment systems in Singapore and New Zealand. Report to the Welsh Government.

2012

  • Chng, H. H., & Soong, S. K. A. (2012). Mentorship in teacher training: A preliminary review of a professional development programme for tertiary teachers in Singapore. In E. Simon & G. Pleschová G. (Eds.), Teacher Development in Higher Education Existing Programs, Program Impact, and Future Trends. (pp. 71-85). New York, NY: Routledge.
  • Ragupathi, K.  (2012). Using technology. In The Effective Student, 16th ed., Singapore: Centre for Development of Teaching and Learning (CDTL), 2012.

2011

  • Gan, M. (2011). The Effects of Prompts and Explicit Coaching on Peer Feedback Quality.Unpublished thesis.
  • Hattie, J. A., & Gan, M. (2011). Instruction based on feedback. In Mayer, R & Alexander, P. (Eds). Handbook of Research on Learning and Instruction. New York: Routledge.
  • Choy, J. L. F., & Lim, L. A. (2011). The student perspective: How students manage their learning at Republic Polytechnic. In G. O’Grady, E.H.J. Yew, K.P.L. Goh, & H.G. Schmidt (Eds), One-day, One-problem: An approach to problem-based learning. SpringerLink.
  • Geertsema, J. H. (2011). Coetzee’s Diary of a Bad Year. In Mehigan, Tim (ed.). A Companion to J. M. Coetzee. New York: Camden House, 2011. 208-221.

Presentations

2019

  • Lee, A. M., & Ragupathi, K. (2019). Beliefs into action: The transformative effect of living-learning experiences, Residential Learning Communities as a High-Impact Practice Conference, Elon University, USA, June 16-17.
  • Ragupathi, K., & Lee, A. M. (2019). Investigating the effects of living-learning experiences on students’ academic and social engagement, RAISE 2019 Conference , Newcastle University, September 4-6.

2018

  • Chng, H. H. & Geertsema, J. H. (2018). Toward a learning culture, enabling learning networks: How can SoTL transform the way we lead? International Society for the Scholarship of Teaching and Learning (ISSOTL 2018): Toward a Learning Culture, Bergen, Norway, 24-27 October, 48-49.
  • Corrias, A., Fitri, Z., Hill, E. M., Lee, A. M., McMinn, S., Hiraga, J., and Zho, W. (2018). Equitable teaching and learning through group work in flipped classrooms around the Pacific Rim. International Society for the Scholarship of Teaching and Learning (ISSOTL 2018): Toward a Learning Culture, Bergen, Norway, 24-27 October, 176-177.
  • Di Napoli, R. & Geertsema, J. H. (2018). Centre leaders learning: Towards an integrative and integrated educational development leadership? International Consortium for Educational Development Conference (ICED 2018), Atlanta, USA, 5-8 June. Retrieved from https://www.iced2018.com/sites/default/files/file-attachments/2018-ICED-Program.pdf.
  • Felten, P. & Geertsema, J. H. (2018). Love’s labors lost? SoTL, amateurism, and an ethic of care. International Society for the Scholarship of Teaching and Learning (ISSOTL 2018): Toward a Learning Culture, Bergen, Norway, 24-27 October, 62-63.
  • Fletcher, J., Winer, L., Jang, Y., & Lee, A. M. (2018). Understanding and using qualitative comments. Paper presented at the Course Evaluation Institute 2018, University of Toronto, 18 October.
  • Gan, M. J. S. & Geertsema, J. H. (2018). Graduate teaching assistants’ (GTAs) use of collaborative learning scripts in lesson planning and micro-teaching. International Consortium for Educational Development Conference (ICED 2018), Atlanta, USA, 5-8 June. Retrieved from https://www.iced2018.com/sites/default/files/file-attachments/2018-ICED-Program.pdf.
  • Geertsema, J. H. (2018). Recognition and reward of teaching: Continuing challenges. Paper presented at final partners’ meeting, Royal Academy of Engineering, London, 19 April.
  • Geertsema, J. H. (2018). Improving the educator track pathway. Paper presented at launch of Royal Academy of Engineering Career Framework for Teaching, London, 20 April.
  • Hum, G., Hamilton B., Lee, A. M., & Rosner, T. (2018). Supporting interpretation through visualisation and guides. Paper presented at the Course Evaluation Institute 2018, University of Toronto, 18 October.
  • Lee, A. M. (2018). Pedagogical approaches to technology-enhanced learning. Paper presented at the University of San Carlos (Talamban Campus), Philippines, 8 February.
  • Lee, A. M. (2018). Exploring the scholarship of teaching and learning. Paper presented at the Learning Circle Series Talk, Universiti Utara Malaysia, Malaysia, 8 March.
  • Lee, A. M. & Choy, J. L. F. (2018). Transforming early career academic development at NUS using a community of practice model. International Society for the Scholarship of Teaching and Learning (ISSOTL 2018): Toward a Learning Culture, Bergen, Norway, 24-27 October, 96-97.
  • Lee, K. C. (2018). Connecting learner engagement and learning: Communities, spaces, platforms. Plenary paper at the Leadership for Learning: Redesigning Policy and Practice Conference, School of Education, University of Nottingham Malaysia Campus, 3-4 March.
  • Lee, K. C. (2018). “My teacher is nice, kind, and friendly”: Good teaching? Invited paper at Education Talk Series, School of Educational Studies, Universiti Sains Malaysia, 12 July.
  • Liew, S. D. & Gan, M. J. S. (2018). Exploring the nature and effects of dialogic feedback in professional learning conversations. International Society for the Scholarship of Teaching and Learning (ISSOTL 2018): Toward a Learning Culture, Bergen, Norway, 24-27, October, 98.
  • Lindberg-Sand, Å, Geertsema, J. H., & Larsson, M. (2018). Teaching academies in research universities: How are learning cultures and SoTL strengthened? International Society for the Scholarship of Teaching and Learning (ISSOTL 2018): Toward a Learning Culture, Bergen, Norway, 24-27 October, 99-100.
  • Meng, R., Huang, A., Huang, G., Lee, A. M., & Tiang, L. S. (2018). Embedding authenticity in teaching. Paper presented at the Showcasing Excellence in Teaching and Learning Symposium, University of Hong Kong, 14 December.
  • Ong, C. (2018). An exploratory study on designing fully online professional development experiences. International Society for the Scholarship of Teaching and Learning (ISSOTL 2018): Toward a Learning Culture, Bergen, Norway, 24-27 October, 241.
  • Ragupathi, K., Geertsema, J. H., & Lee, A. M. (2018). Supporting systematic interpretation of and engagement with student evaluations of teaching. International Society for the Scholarship of Teaching and Learning (ISSOTL 2018): Toward a Learning Culture, Bergen, Norway, 24-27 October, 244-245.
 

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