Two research projects have been completed and two new are currently ongoing through the MIT-SUTD Collaboration Office. For more information regarding research projects and publications please contact Dr. Bagiati.
Teaching Using concept vignettes
Within the MIT-SUTD collaboration, MIT is responsible for the development of the SUTD undergraduate curriculum, as well as the professional development of new SUTD faculty. To support these efforts, MIT's Teaching and Learning Laboratory (TLL) is currently producing short videos (concept vignettes) that present pivotal scientific concepts foundational to engineering. These are accompanied by guides with proposed lesson plans and activities. TLL is also conducting workshops to familiarize new SUTD faculty members with these resources, as well as innovative active learning techniques.
In order to examine possible contributions to the field of engineering education, this study seeks to
- identify facilitators and barriers within the training the faculty members received related to the use of the concept vignettes in their classes
- identify to what extent and in what way they incorporate the concept vignettes and proposed activities within their classes in SUTD
- investigate the new faculty members' and SUTD students' perceptions of the usability of the concept vignettes and guides after the classes are taught
Mixed methods will be used, and data will be collected by the research group’s key personnel. Subjects are SUTD faculty members, SUTD students and the TLL personnel that developed the content of the concept vignettes and conducted the training.
evaluating the faculty development program
To address the professional development of SUTD faculty, MIT has developed the Faculty Development Program (FDP). Through this program, newly hired SUTD faculty members spend one year at MIT attending specially designed workshops and activities, in preparation for teaching in Singapore.
The purpose of this study is to evaluate the FDP, to understand the SUTD faculty members' perceptions about the workshops they attended, and to identify factors that have worked as facilitators or barriers to their engineering professional development. Results of the study can be used as feedback to the team, and will assist us in improving the FDP.
Mixed methods will be used, and data will be collected by the research group’s key personnel. The subjects are SUTD faculty members and the MIT personnel who developed and conducted the FDP.
k-12 stem learning workshops
The worldwide movement toward reforming STEM education increasingly requires changes in the traditional model of education, calling for the development of new content and new instructional methods. To address that need, MIT has been assisting students, faculty and staff at SUTD to design a series of small-scale workshops to enhance K-12 STEM and design-based learning in Singapore. Starting in January 2014, teachers and students from K-12 schools in Singapore will be invited to participate in a series of these workshops that will take place at SUTD.
A large volume of research focusing on STEM education has recently been published, focusing on understanding how students best learn in STEM disciplines, how teachers can improve their teaching, and how new pedagogical methods increase retention in these disciplines. The purpose of this study is to identify the positive factors and barriers involved in setting up K-12 STEM learning workshops in a new university within the context of this new body of research. Workshop instructors' facilitators and barriers will be investigated, as will participants' perceptions of the usefulness and success of the workshops.
Mixed methods will be used, and data will be collected by the research group's key personnel. Subjects will be MIT and SUTD staff and faculty members, MIT and SUTD students setting up and running the workshops, and teachers and adult students from K-12 schools in Singapore participating in the workshops.
design-based wilderness education
The MIT-SUTD Collaboration Office has established exchanges to foster student development and encourage academic cultural transference from MIT to SUTD. One such exchange, the Global Leadership Program (GLP), brings 30 SUTD students and 6 MIT students to the MIT campus for a 10-week academic program during the summer term. One component of this program is a prototype design-based wilderness education curriculum. The curriculum will teach engineering and design concepts through experiential activities that connect classroom learning with outdoor activities. The purpose of this study is to evaluate the manner in which students transfer design processes to novel environments, and to evaluate the effectiveness of the design-based wilderness education curriculum in developing engineering leadership and science competencies. The results of this study will be included in Chris Saulnier's masters thesis.