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May 2012, Vol. 15 No. 2 Print Ready ArticlePrint-Ready
MOTIVATING LEARNERS: No Such Thing As A ‘One Size Fits All’ Approach

In their introduction to Inspiring Students (1999), Fallows and Ahmet inform us that the educator’s key role is to inspire students to become independent and well-motivated learners. They assert that... Continue reading>>

Remediation of Challenged Students: Some Experiences from Sessions in Pathology
Associate Professor Tan Kong Bing and Dr Nga Min En
Department of Pathology

A remediation programme is often organised to help them. Such students pose a special challenge for teachers as they often have a variety of problems. This commentary highlights three principles of remediation gleaned from both the authors’ experiences as remediators and one of the authors’ experience as the remediation coordinator in the Department of Pathology. Continue reading>>

Bringing Statistics Into Biology Classes
Dr Peter Alan Todd
Department of Biological Sciences
The study of statistics is fundamental to many fields within biology, yet students tend to develop an aversion for the subject early in their schooling. As a lecturer and supervisor in the Environmental Biology group, I need my students to be comfortable with, or at least have a working knowledge of, a range of analyses hence statistical anxiety is an issue that I cannot ignore. Continue reading>>

‘Seeing’ Human Diseases: Strategies to Engage Students in Deeper Learning in Neuroscience
Dr Wong Boon Seng
Department of Physiology
“System Neurobiology” is an advanced neuroscience module with content that is arbitrarily divided into three domains: neuro-anatomy, neuro-cognition and neuro-diseases. Because of my research interest, I undertook the teaching of neurodiseases. Neurodegenerative diseases are interesting and will be increasingly prevalent in Singapore’s rapidly ageing population. As this is a level-4 module, the class size tends to be small and students have to satisfy the module’s prerequisite. Continue reading>>

Teaching “Genes and Society”, a Life Science Module for Non-Life Science Students
Associate Professor Kunchithapadam Swaminathan
Department of Biological Sciences
Teaching is a process of continuous learning. Almost all leading universities have teaching development centres like the Centre for the Development of Teaching and Learning (CDTL) at NUS. This underscores the importance of effective learning through teaching.In this article, I share my teaching experience, approach and the tools I use when I undertake an even larger challenge—teaching 600 nonlife science students a module which combines biotechnology and life science concepts. Continue reading>>