TEACHING PORTFOLIO YEAP KIM HO UNIVERSITI TUNKU ABDUL RAHMAN
TABLE OF CONTENT No. Topic Pg. 1. About Me 4 2. Introduction 7 3. Teaching Philosophy 12 3.1. The EEE Philosophy 13 3.2. The Parsimonious Theory 15 3.3. Impartial and Sincere Education 16 4. Strategy in Teaching and Learning 19 4.1. Teaching Approaches 20 4.2. Teaching Tools 31 4.3. Publications on Teaching and Learning 32 5. Assessment on Teaching Efficacy 41 5.1. Immediate Measurements 42 5.2. Outcome-Based Education 43 6. Continuous Quality Improvement 57 Appendices 66 A. Testimonials 67 B. Undergraduate Students’ Surveys 69 C. Postgraduate Students’ Surveys 81 D. Supervision of Undergraduate Students 87 E. Supervision of Postgraduate Students 95 F. Examiner 104 G. Invited Speaker 113 H. Teaching Awards 123 I. Involvement in Teaching and Learning Activities 149 J. Publications 160 2
MY BIOGRAPHY 3
1. ABOUT ME In 2015, I was funded by the Ministry of Science, Technology, and Innovation (MOSTI) to undergo 3 weeks of research attachment in Nippon Institute of Technology (NIT) in Japan. I am a senior member of the Institute of Electrical and Electronics Engineers (IEEE) and International Engineering and Technology Institute (IETI), a member of the Institution of Engineering and Technology (IET) and International Association of Engineers (IAENG), as well as, a graduate member of the Institution of Engineers Malaysia (IEM). I am also a Chartered Engineer (CEng) registered with the UK Engineering Council and a Professional Engineer (PEng) registered with the Board of Engineers Malaysia (BEM). From July 2005 to December 2007, I was a lecturer with Universiti Tunku Abdul Rahman in the Kuala Lumpur campus. In early December 2007, I was deployed to the Perak main campus. I am currently an associate professor in the Department of Electronic Engineering, Faculty of Engineering and Green Technology. Throughout my career, I have served in various administrative capacities, including the Head of Programme of Master of Engineering Science, the Head of Department of Electronic Engineering and the chairperson of the SelfAssessment Committee. Yeap posing in the office 4 I received my Bachelor of Engineering (Honours) Electrical and Electronics Engineering from Universiti Teknologi Petronas (UTP) in 2004, Master of Science in Microelectronics from Universiti Kebangsaan Malaysia (UKM) in 2005, and PhD in Engineering from Universiti Tunku Abdul Rahman (UTAR) in 2011. In 2008, I was funded by both Universiti Tunku Abdul Rahman and University of Oxford to undergo 2 months of research attachment in University of Oxford in the UK.
I have been actively involved in teaching, as well as research. Since 2005, I have taught more than 10 different courses. Throughout my teaching career, I have attained scores of more than 4 over a total of 5 in all of the courses that I have taught. My research areas of interests are in electromagnetics and microelectronics. Since 2006, I have published about 75 international refereed journal papers, 4 local refereed journal papers, 41 international conference proceedings, 7 books, and 15 book chapters. I also serve as the reviewer for 2 book chapters, 21 journals and 60 conferences / symposiums / workshops. I am the external examiner and external course assessor of Wawasan Open University. I am the Editor in Chief of the i-manager’s Journal on Digital Signal Processing. I am a member of the advisory board of the International Journal of Electronics, Communication and, Computer Technology, Advances in Computational Research, and the World Research Journal of Telecommunications Systems. I am also a member of the editorial board of the Advanced Electrical and Electronics Engineering and Scientific Journal, International Journal of Engineering and Manufacturing, as well as, Journal of Advanced Research in Microelectronics and VLSI. I have also served as a guest editor for the Journal of Applied Environmental and Biological Sciences, Journal of Fundamental and Applied Sciences, International Journal of Recent Technology and Engineering and International Journal of Advanced Science and Technology. I have been given various awards which include the university teaching excellence award, 4 Kudos awards from Intel Microelectronics and 21 research grants. Yeap in front of Petronas twin tower 5 In 2010 and 2011, I was invited by the Perak Entrepreneur and Skills Development Centre (PESDC) and Penang Skills Development Centre (PSDC) to conduct training on electronic sensors and RF / microwave, respectively. My biography was also listed in the 2012 to 2014 and 2018 to 2021 editions of Marquis Who's Who in the World and published in the Jan/Feb 2012 edition of the MBA Edge magazine.
AN OVERVIEW 6
2. INTRODUCTION I have chosen education not just as my career, but also as an opportunity for me to serve the community. Civilization starts with a language, grows with knowledge and dies when mankind fails to appreciate. It is therefore important for us to ensure that knowledge could be propagated for the advancement of civilization. Throughout my life as an academic, I have always been endeavouring to inculcate to my students not only knowledge but virtue as well. It certainly feels good to learn that many of them, whom I regard as friends these days, are doing very well with their lives. Being able to play a part in moulding a good life for them has been a source of motivation for me to stay faithful with my current career. Education is certainly a meaningful career and I have always yearned to excel in it. Teaching and learning are a duplex process. While conveying knowledge to the students, with or without us realising it, we are actually learning from them as well. We can easily learn from them how receptive they are with our teaching method by scrutinizing the students’ behaviour and, sometimes, via their direct feedback. At times, a cosy teaching and learning environment is also conducive for knowledge sharing. Students tend to interact actively with the educators when the atmosphere is suffused with a sense of belonging. This does not only foster the teacher and learners’ relationship; it also provides an avenue for knowledge transfer between both parties. 7
The generations are changing and, in fact, they are evolving fast. Some of these changes are subtle; while some are conspicuous. Because of this reason, one has to be particularly meticulous when observing the behaviour of the students (i.e. their gestures, facial expression, cognitive skill, etc.). In order to ensure an effective process for knowledge transfer, I have constantly attempted to modify my teaching method so as to synchronize with the pace of this evolution. Being able to cope and adapt to the capricious environment certainly, and most definitely, enhances the efficacy of knowledge discovery and propagation. 8 SWEET MEMORIES WITH COLLABORATORS Yeap, Emeritus Prof. Dr. Kazuhiro Hirasawa from University of Tsukuba (Japan) and his wife, Saeko posing in front of the Kampar railway station. (From the right) Prof. Dr. Ghassan Yassin (University of Oxford, UK), Yeap and his wife, Dr. Tan Boon Kok (University of Oxford) and Prof. Yassin’s wife taking a photo at Prof. Yassin’s house in Oxford after a dinner.
9 SWEET MEMORIES WITH COLLABORATORS (From the right) Emeritus Prof. Dr. Kazuhiro Hirasawa from University of Tsukuba (Japan), Yeap and Prof. Dr. Hirokazu Kobayashi from Osaka Institute of Technology (Japan) posing in front of Tun Dr. Ling Liong Sik Hall. (From the left) Emeritus Prof. Dr. Kazuhiro Hirasawa (University of Tsukuba), Yeap and Prof. Dr. Ryoji Wakabayashi (Tokyo Metropolitan College of Industrial Technology) on their way to Nippon Institute of Technology in Japan. Yeap, Prof. Dr. Yutaro Sekimoto from National Astronomical Observatory of Japan (NAOJ) (at the centre), and Yeap’s student Loh Mey Chern posing in front of the NAOJ laboratory.
10 SWEET MEMORIES WITH COLLABORATORS Yeap having dinner with the vice president of Tamkang University (Taiwan) and colleagues. Prof. Dr. Chen-Yi Lee from National Chiao Tung University (Taiwan) and Yeap exchanging souvenirs, with their student Low Hui Tyen at the side.
MY TEACHING PHILOSOPHY 11
3. TEACHING PHILOSOPHY As an educator, I perceive myself as a beacon to illuminate those who wish to learn – in particular, the younger generations. The obligation of teaching is not solely restricted to the task of knowledge transfer. It is a complicated and continuous process which also involves the assimilation of knowledge from different sources and the discovery of new knowledge for the improvement of the society and mankind. In a nutshell, my teaching philosophy encompasses three essential “E”s – namely, education (i.e. to educate the learners), enhancement (i.e. to enhance our own store of knowledge), and expansion (i.e. to expand existing knowledge). It is also worthwhile noting that, knowledge transmission must also be based on the basis of simplicity. An educator who knows his field well should be able to express himself clearly using the simplest possible and most fundamental method of explanation. 12 SWEET MEMORIES WITH COLLEAGUES Yeap and his good friend Ir. Dr. Chong Kok Hen posing in their old faculty office.
3.1. The EEE Philosophy Education: - Many may view education as a mere process of regurgitating knowledge from reading materials and passing it down to the students. When one delves further into this career, however, one may have the epiphany that it is far more than what it seems to be initially. Apart from the technical skills and knowledge that we possess and wish to convey, education also involves reaching out to our students and sharing with them our thoughts and behaviour, the beliefs that we hold firmly to, and the principles that govern our lives. These are the attributes which help to shape the personalities of our students. In other words, our own personal conduct is equally important as the knowledge that we have. Very often, we are the person whom the students look up to. To the students, we are always their quintessence of virtue. Hence, it is imperative for us to constantly remind ourselves to uphold and maintain academic and professional morality and integrity. Enhancement: - We should also be aware that the teaching and learning process is constantly vibrant. The world is not stagnant, neither is knowledge. Both are growing rapidly over time. In order to share bleeding edge information to our students, we have to equip ourselves from time to time with the latest know-how. This is especially true for me since I am involved in teaching courses related to electrical and electronic engineering. The electrical and electronic industries are developing in leaps and bounds. Today, we are in the cusp of the fourth industrial revolution (IR 4.0), where microchips are operating in the nanometers regime and signals are traveling at the submillimeter wavelengths – the telecommunication technology is now progressing towards its fifth generation (5G). As an educator, I have to ensure that the information that I am disseminating to the students is contemporary, if not precocious. Hence, I am required to consistently and persistently develop my professional knowledge in this field 13
Expansion: - Besides, the two “E”s mentioned above – educating the students and enhancing ourselves, I strongly believe that an educator should also play a part in contributing to the existing store of knowledge. As a researcher, as well as an educator in a tertiary institution, it is incumbent upon me to seek for novel discoveries in science, technology, engineering and mathematics. Excavating new knowledge and sharing it with the community help to expand the horizon of the society and propel the nation to stride forward. All in all, an effective teaching process usually requires these three elements to be intertwined seamlessly. We have to consistently explore new knowledge – discovered either by ourselves or others, and educate our students with the knowledge that we possess. 14 SWEET MEMORIES WITH COLLEAGUES Yeap and Assoc. Prof. Dr. Niranjan Debnath taking photo after attending students’ final year project presentations. (From the left) Assoc. Prof. Ts. Dr. Humaira Nisar, Dr. Ho Yeek Chia and Yeap in his office.
3.2. The Parsimonious Theory The parsimonious theory explains a phenomenon based on the least assumptions and using the simplest form and, yet, the theory is able to convincingly support the manifestations found. This theory is equally applicable in the light of teaching and learning. I am certain that an educator who is proficient enough in his/her own field should be able to find an easy-tounderstand and appropriate method to explain to his students subjects which are of intricate depth. One should resort to the method of explanation which is simple but sufficiently accurate, so that even a novice could have the least difficulty in grasping the gist of the subjects. As a matter of fact, a good educator should avoid using terminologies that are so complicated that only aficionados could comprehend, since this will hamper the channel of knowledge propagation. This is especially true when the educator is teaching a group of students, with every one of them having different levels of knowledge absorbing capabilities. 15 SWEET MEMORIES WITH COLLEAGUES Yeap and his lunch “kaki”s, Ir. Dr. Loh Siu Hong (centre) and Dr. Daniel Yong Yun Thung (right) attending a colleague’s wedding dinner.
3.3. Impartial & Sincere Education In 2018, I visited Prof. Dr. Chen-Yi Lee in National Chiao Tung University, Taiwan. While touring the campus, I was surprised to find that the students that we met along the way were smiling and greeting Prof. Lee with respect. Prof. Lee is unarguably very well received by his students. Hence, out of curiosity, I decided to stop one student and asked him the secret behind Prof. Lee’s popularity. The student replied without hesitation, “Professor Lee is fair and sincere to all his students”. I cannot agree more with what the student answered. I am sure that one must own various traits in order to become a successful educator. The febrile passion in teaching, possessing a magnetic personality, effective communication skill, empathy, etc, for instance, are probably some of these traits. However, to teach all students wholeheartedly and to treat every one of them equitably is certainly something an educator could not do without. 16 SWEET MEMORIES WITH COLLEAGUES Yeap and his colleagues during the Engineering Accreditation Council (EAC) visit.
To be fair to the students does not mean that we have to sacrifice the same amount of time and effort for all students. Each student is unique in his/her own way. Hence, we must know how to optimize their strengths and improve their weaknesses. This is to say that, each one of them who need our help deserve different amount of attention from us. Very often, we may come across students who are slower in picking up certain subjects in comparison to others. Also, some students may find themselves struggling in adapting to a foreign environment; while others have little difficulty to do so. Hence, in my opinion, to be fair to all students is to ensure that all of them are able to cope well at the end of the day. We are supposed to provide tutelage to those who require the need, without discrimination and prejudice and of course, with patience and sincerity too. 17 SWEET MEMORIES WITH COLLEAGUES (Left image) Yeap and Dr. Chng Lee Muei posing at the corridor of the faculty building. (Bottom image) Yeap and Dr. Ho Yeek Chia attending a colleague’s wedding dinner.
TEACHING & LEARNING 18
4. STRATEGY IN TEACHING & LEARNING To put it in simple words, teaching and learning is nothing more than the mere process of transmitting and receiving information. In order to cultivate an effective teaching and learning environment, adopting the correct teaching approaches is of foremost importance. One may have to identify and learn a variety of teaching methods and apply them based on the necessary situations. The key objective of doing so is to ensure that majority, if not all, of the students are able to receive the information that we intend to convey. Different classes and different cohorts may exhibit different demographic characteristics. Hence, an approach which works well for a particular group of students may fail when applied to another group. This also means that, we should always stay vigilant when conducting our teaching duties. While teaching, we also need to observe the students to assess their “absorption” rate. Choosing the right approach not only allows the students to learn effectively, it also instills certain tinge of motivation in the students. 19 SWEET MEMORIES OF TEACHING Yeap amid discussion with his students (from the right) Michelle Tan Yen Yen, Chuah Kim Chook, Wong Wei Xiong.
4.1 Teaching Approaches When teaching my students, I prefer to adopt a simple and direct approach. Keeping the explanation simple and straight forward is an art which may sometimes be challenging to master. When a theorem is inherently complex or an equation is mathematically involved, then one may have to spend quite some effort to gather a way to describe it in its simplest sense. It is essential for us to make sure that the essence of the theorem or equation is unaltered when describing it using simple and fundamental language. To be able to do so usually requires a profound understanding of the subjects that we are teaching. We also have to predict the questions that the students may ask and the answers that we should provide so as to convince them. When preparing for a class, I tend to put myself in the students’ shoes. Very often, I tend to ask myself, “What kinds of problems would I face if this subject is totally new to me?”. The words that we use when describing the same subject may also differ, depending on the grades (i.e. either freshman, sophomore, junior or senior) and the academic results (i.e. the CGPA) of the students. Hence, I would usually gauge the students’ level of understanding first before deciding on the exact word or method that I need to use to teach them. 20 “Learning is not child's play; we cannot learn without pain.” - Aristotle
The teaching process should also be conducted in a gradual, systematic and progressive manner. At times, I need to be extremely patient when teaching the students – particularly, when some of them are slow learners. When there is a need, I shall also resort to using metaphors, similes and analogies so as to assist the students’ understanding. Take for example the UGEA2273 Electromagnetic Fields and Waves course that I have to teach in every May and October trimesters. Very often, the students face difficulty in visualizing the way waves propagate in transmission lines. When a pair of wires are connected to a voltage source at one end and a load at the other, electromagnetic waves travel between both ends. The propagating signal launched from the source is known as the incident wave and is denoted as V0 +; whereas the signal ricocheted from the load back to the source is known as the reflected wave and is denoted as V0 - . Maximum amount of power will only be transferred to the load when the reflected wave vanishes and the condition for this to occur is when the magnitude of the load (ZL ) matches that of the characteristic impedance (Z0 ). For an experienced physicist or electrical and electronic engineer, this concept is perhaps reasonably logical to be understood; for a novice who has just begun to learn about electromagnetic theory, however, it could be relatively abstruse. In order to assist my students in understanding the underlying principle, I have told the students to imagine that there are two dinosaurs, one at each end of the transmission lines. The dinosaur at the source is the mother and that at the load is her pampered child. Every time the mother (i.e. source) feeds her child (i.e. load) with muffins (i.e. Vo +), she has to make sure that the size of the muffins (i.e. Z0 ) is identical with the size of her child’s mouth (ZL ); otherwise, a fraction of the muffins (V0 -) will be spewed back to her. This analogy actually helps students to visualize the interaction of waves in transmission lines. 21
22 The circuit schematic of a source connected to a load via a coaxial cable (i.e. the transmission line). When there is a mismatch between the characteristic impedance and the load impedance, incident and reflected waves exist. Yeap told the students to imagine the source to be the mother dinosaur and the load to be her child. A fraction of the muffins that the mother feeds her son will be spewed back to her when the size does not match that of her son’s mouth. This analogy was drawn onto the Google jamboard when Yeap was teaching the students during the period of the movement control order in 2020.
Very often, graphical illustrations may become a helpful aid when we are attempting to explain a subject which could sometimes be abstract to visualize. In electrical and electronic engineering, we often come across subjects which are impalpable – such as, the flow of charges, the propagation of electromagnetic waves and the presence of electric and magnetic fields, to name a few. When it comes to situations where words alone have their limitation for elucidation, I tend to use graphics as a teaching aid. Most often than not, a picture is worth a thousand words. Hence, descriptions where words fail, images may come in handy. My experience of drawing in the class proves that this approach is indeed useful in accelerating the pace of understanding. Graphics usually stay longer in one’s memory than words. Therefore, drawings are also helpful in implanting knowledge and allowing it to stay firmly in the students’ memory. Of course, relying on my drawings alone is insufficient. There are times where I choose to show the students actual real images or videos. Take for example, the fabrication process of a microchip. A microchip has to undergo multiple laborious stages before it could finally be taped out. In order to allow the students to appreciate the entire manufacturing process, I make use of videos published by chip manufacturers, such as Intel corporation and Infineon Technologies for illustrations. This goes without saying that field trips would certainly be of great benefits to the students, since they could witness first-hand the actual manufacturing process which takes place in the factories. 23 “I know you won’t believe me, but the highest form of human excellence is to question oneself and others” - Socrates
Every now and then, I tend to engage myself with the students. This is deemed necessary because many students are reticent to the educators. They will only open up to the educators when they start to sense the pastoral care that we extend to them. This helps to develop a sense of belonging in them. Interacting actively with them and using their jargons foster a bond of trust between the educators and the students. Doing so, I would be able to discover the difficulties that the students face. I also see changes in students who were initially recalcitrant. They gradually changed their attitude and became more amicable when they sensed the solicitude that I dedicated to them. Another important aspect that we have to consider when teaching, is the atmosphere of the class. A cozy and lively atmosphere helps to mediate an effective teaching and learning process too. One way to buoy up the atmosphere, is to tell jokes. But, of course, this method may not work well every time. I also endeavor to have some chit-chats with the students occasionally, to ensure that the atmosphere stays collegial. 24 SWEET MEMORIES OF TEACHING Field trip to Intel Microelectronics in Bayan Lepas, Penang.
Although it is my hope that my students are able to fare well in the subjects that I teach them, motivating them to embrace knowledge should preponderate. In my opinion, one should not study solely because one aims to attain good academic results. Such perspective diverts from the genuine objective of learning. Learning should be fun and a student should learn because he/she is interested to do so. Hence, my other purpose of becoming an educator is to nurture interests in the students. I like to indulge myself in sharing my experience on the subjects that I am teaching. It is surely delightful when my students are badgering me for more information, with their eyes sparkling with excitement. Sometimes, I would also give them pep talks with words of encouragement. One may be surprised to find that enthusiasms and determinations that build up in the students can actually form a force to overcome the impediments that they face in the path of learning. 25 SWEET MEMORIES OF TEACHING Photos of Yeap teaching taken by students.
From time to time, I like to introduce entertaining and fun activities into the subjects that I teach. Doing so, the students would be able to enjoy themselves while learning. The concept is similar to how parents encouraging toddlers to learn to walk. The skills will be naturally and eternally engraved into one’s subconscious when one immersed in the fun process. Needless to say, the pace of learning will certainly be accelerated too. Take for instance the UGEA1243 Circuit Theory course that I am assigned to teach in the May trimester. The course describes the relationship of voltage and current and the theorems which govern them. In order to allow the students to relish the gist of the course, I have asked the students to build solar cars from used aluminum cans. The students are divided into teams and each team has to design and develop a workable prototype of its own. The farther and easier the car can maneuver, the higher scores the team will obtain. Of course, the ultimate aim of the assignment is to let the students to learn how voltage and current generated from the solar panels could be determined. One other advantage of the assignment which is perhaps worthwhile mentioning here is that, it inculcates environmental awareness and that the students learn about the importance of recycling wastes. 26 The students are provided with a sample to refer to. This will be helpful for them to kick-start the project.
27 The assignment question and its marking rubric
28 Samples of layouts are provided to assist the students. Of course, the students are encouraged to come out with their own designs.
29 Different types of solar car prototypes built by the students
30 Students demonstrating their solar cars in the campus Students happily showing their final products to Yeap
4.2. Teaching Tools Since we are living in the technology-driven era, multimedia equipment such as computers, speakers, and projectors are some of the ancillary tools that we could not do without. There is no exception in me too. I rely heavily on these tools to assist me in delivering. I also make use of the Moodle e-learning platform (known as web-based learning environment in Universiti Tunku Abdul Rahman) to conduct non-face-to-face communication with the students. The multimedia technology and the e-learning platform come in extremely handy for teaching during the COVID-19 pandemic where a cordon sanitaire is imposed throughout the entire nation. I have made use of online conferencing tools such as Microsoft Teams and Zoom to teach during the pandemic. I have to admit that, the teaching process could have been severely hampered had these tools not been made available. Since I have the propensity to draw in the class, marker pens and whiteboards are undoubtedly some of the most essential teaching tools to me. Because of the cordon sanitaire, however, I have to seek for alternatives. I have resorted to using Google jamboard and a digital drawing pad as my teaching tools since then. These tools have been making wonders in teaching the students. 31 “Real knowledge is to know the extent of one's ignorance.” - Confucius
4.3. Publications on Teaching & Learning 32 Throughout the years, I have spent much effort in improving my teaching skills. Hence, besides immersing myself in scientific research, I have also endeavoured to develop effective teaching methods which could help to expedite the efficacy of knowledge absorption. In 2020, for example, I have developed various simple graphical methods which allow students to learn trigonometry easily. These methods have been recognized by the scientific community and, in fact, the manuscript which describes the methods in detail was published in the Journal of Advanced Research in Signal Processing and Applications. Below is a summary of my published articles which are related to the process of teaching and learning: K. H. Yeap, “Teaching Pedagogy for Engineering Education”, Journal of the Institution of Engineers, Malaysia, Vol. 82(2), March 2023, pp. 1 – 6. K.H. Yeap, “Simple Graphical Methods to Learn Trigonometry”, J. of Adv. Research in Signal Processing and Applications, Vol. 2(2), 2020, pp. 15 – 18.
33 C.F. Yee and Y.K. Ho, “A Preliminary Case Study on Improving Engineering Students’ Competency through Industrial Training in a Private University”, Pertanika J. of Social Sciences & Humanities, Vol. 23(S), 2015, pp. 103 – 110. K.H. Yeap, C.L. Chan, C.A. Ng, H. Nisar, K.C. Yeong, V.V. Yap, C.S. Soh, D.Y.T. Yong, K.C. Lai, P.C. Teh, Y.J. Lee, S.H. Loh, S.C. Lee, and K.F.K. Wong, “Implementation of Outcome Based Education in Bachelor of Engineering Programmes”, 2nd Int. Conf. on Behavioral & Social Science Research, 5 – 8 August, 2014, Ipoh, Malaysia. K.H. Yeap, K.H. Yeap, K.H. Chong, H. Nisar, and Y.C. Ho, “A Simple Method to Learn Trigonometric Identities”, Proc. of the 2nd Regional Conf. on Applied & Engineering Mathematics, 30 – 31 May, 2012, Penang, Malaysia, pp. 245 - 248. C.S. Soh, K.H. Tan, K.H. Yeap, V.V. Yap, and Y.T. Yong, “Measuring Learning Outcomes of Bachelor Degree Program in Outcome-Based Education”, Proc. of the 2nd Int. Congress on Engineering Education, 8 – 9 December, 2010, Kuala Lumpur, Malaysia, pp. 176 – 179.
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37 SWEET MEMORIES OF TEACHING Students enjoying Yeap’s class.
38 SWEET MEMORIES OF TEACHING Yeap demonstrating in the digital electronics laboratory. Yeap teaching in the class. Yeap during the students’ engineering society annual general meeting.
39 SWEET MEMORIES OF TEACHING Field trip to OnSemi, a chip packaging company in Seremban, Negeri Sembilan. Yeap taking students to Agilent Technologies (Penang) to participate in the Malaysian Inventor Award (MIA) competition Field trip to Motorola Solutions in Bayan Lepas, Penang
ASSESSMENT ON TEACHING 40
5. ASSESSMENT ON TEACHING EFFICACY Teaching and learning are a duplex activity. This is to say that, we are not supposed to deliver blindly without the initiative to evaluate the students’ understanding. The efficacy of teaching could only be verified when we are able to determine the students’ level of understanding and this could only be achieved via feedbacks from the students. We can gauge how receptive the students are to our teaching via interactions with them in the class (i.e. immediate measurements) and assessment of their coursework (i.e. overall measurements). 41 SWEET MEMORIES WITH STUDENTS Yeap and his final year project supervisee Andrew Tan Wei Chuen A portrait of Yeap, drawn by his student Andrew Tan Wei Chuen
5.1. Immediate Measurements Encouraging the students to involve actively in discussions allows us to receive direct immediate feedbacks from them. Students who are active learners or who have devoted interests in my teaching subjects will normally volunteer themselves to share their views. We could easily tell from our discussion how well they have learned the information that we intend to impart to them. However, not all are often willing to do so. In every class that I have taught, there is always a handful of which who are shy, quiet and, probably, introvert too. In order to ascertain how well these students acquire the knowledge that we deliver, we may have to exploit indirect feedbacks. This can be accomplished via meticulous observation. Scrutinizing their facial expressions and gestures allows me to gather hints of their level of understanding. Sometimes, I would also pose questions specially to these groups of students, so as to assess them, and, of course, to also let them know that I have not neglected them. 42 SWEET MEMORIES WITH STUDENTS Yeap and his final year project supervisee Eric Thee Kang Wei
5.2. Outcome-Based Education The overall performances of the students are measured via the outcome-based education approach. This approach focuses on empirically measuring the students’ performance with respect to a pre-determined set of outcomes. The outcomes outline the attributes the students are expected to know upon the completion of the programme. This assessment method is currently widely implemented in virtually all tertiary institutions in Malaysia. Hence, the coursework and examination questions are prepared in accordance to the outcomes put forth for the course (also known as the course learning outcomes); while, these course outcomes are also aligned with the outcomes of the programme (also known as the programme learning outcomes). There is no doubt that the educators should have certain form of impression on how well the students fare when they first go through the students’ works. To be able to assess their works in a fair and systematic manner, however, it should be advisable to prepare rubrics for each coursework. By referring to the rubrics, we could then grade the students’ performance in a rigorous manner. I am also inclined to cultivate creativity and innovation among the students. In my opinion, the students should always aim to transcend the expectations set by the educators. Hence, in many of the assignments that I pass to the students, I tend to motivate the students to deliver beyond the basic requirement that I have set for them. 43
44 Both the course learning outcomes and their correlation with the programme learning outcomes are clearly shown in the syllabus. “Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” - Plato
45 A sample of the assignment question given to the students. The students are encouraged to exert their creativity and innovation. “Real knowledge is to know the extent of one’s ignorance.” - Confucius
46 A sample of the assignment marking rubric. Additional marks are given to students who attempt to exceed the lecturer’s basic requirement. SWEET MEMORIES WITH STUDENTS Yeap and his postgraduate student Agnes Cheah Ruey Chyi taking a photo with Prof. Dr. Kazuhiro Hirasawa after a research discussion.
47 SWEET MEMORIES WITH STUDENTS Yeap and his final year project supervisees Joyce Teh Shu Mei and Law Yong Hui. Yeap and his final year project supervisees Ong Sing Sean (left) and Eric Wong Vun Shiung (right) in a poster competition.
48 SWEET MEMORIES WITH STUDENTS Chong Yee Jun (class of 2012) and Sim Kar Yern (class of 2013) paid Yeap a visit in 2017 Yeap celebrating his student, Dr. Ong Chu En’s birthday.
49 SWEET MEMORIES WITH STUDENTS Yeap’s birthday wishes from the class of 2012. A post card sent to Yeap from Germany.
50 SWEET MEMORIES WITH STUDENTS Students leaving message on their last day in the campus. (From left) Thong Foong Ven, Michelle Tan Yen Yen, and Wong Wei Xiong taking photo with Yeap Both Yeap and his student Cheong Yuen Kiat posing the victory sign