Report
Table of Contents
| Name of Teacher | Leong Wing Lup, Ben | ||
| Module | 1730(CS1010XCP-PROGRAMMING METHODOLOGY (LECTURE)) | ||
| Academic Year/Sem | 2017/2018 - SEM 3 | ||
| Department | COMPUTER SCIENCE | ||
| Faculty | SCHOOL OF COMPUTING | ||
| Raters | Student |
|---|---|
| Responded | 45 |
| Invited | 108 |
| Response Ratio | 42% |
| Response Count | |
|---|---|
| I would like to nominate Leong Wing Lup, Ben for teaching awards | 32 |
| Comment |
|---|
| -Effective passionate lecturer |
| -why? |
| -Lessons are fun despite content and self practices are intensive. Credits to Prof Ben and his guidance for his dedicated teaching team. |
| -Very engaging and passionate lecturer! |
| -He is so dedicated to the teaching and cares about his student. In my 4 years of Undergraduate last time, I have never been motivated to this extent. Thanks SCALE for making this possible for me. |
| -Prof Ben is an extremely motivating and encouraging professor. I have never once received a personalised feedback on any examination I have taken and it is through this module that I received my very first one. Prof really makes learning fun again. The rigour of the module is no joke but Prof somehow has this amazing ability to make me want to master the content, and learn. Learn as much as I can while I can. And that's what an educator ought to be. A role model. An inspiration. |
| -Helpful and enthusiastic prof. |
| -How cool is that? |
| -Genuinely cares about his students, and greatly enhanced the students' interest in the subject taught. One of the best classes in NUS! |
| -Really great professor and liked his way of teaching and his effort to make this a fun and fulfilling journey especially for alumni like me |
| -He has already gotten a lot of this award, probably let the others have a chance too? =P |
| -Most enriching module taken in NUS. The support system is there(from both peers and TAs) despite it being an online module. Prof Ben does also care about his students , weak or strong. To the weaker ones, he check-ins on us as well which one of the reason why i decided not to drop the module even if I might fail the module eventually. |
| -Prof Ben has made a rigid computer science class a lot more interesting and engaging by introducing creative teaching method (e.g. use game points to encourage class participation and build healthy peer competition on the completion of homework etc.) He cares about student's personal development and goes beyond just passing down the knowledge. His enthusiasm and passion towards teaching impact many of us. One of most inspirational professors I have ever met! Feel lucky to be in this class. |
| -Putting in extra effort to cover materials via online platforms and engaging students using forums etc |
| -He is a dedicated tutor that spends even the weekends going thru assignments. |
| -Excellent course design. Goes out of his way to help students with curriculum and always keeps himself available to students. |
| -In addition to his great teaching and going the extra mile for students, Prof Ben is able to encourage students effectively. He really cares for his students and responds quickly to feedback. |
| -Prof Ben is a awesome teacher who not only teach well, but is also an inspiring role model to students. |
| -He is really good in teaching, triggering interest from student. I particularly like the nicely organized course material and well prepared homework |
| -Prof Ben makes lectures and homework interesting and structures learning progress such that students need to keep up with it! |
| -He is really passionate about sharing his knowledge and generating interest in the subject. |
| -He is a patient and outstanding professor. He is always there when I need help, regardless of when and where. He is an understanding teacher too, given that he always answers to last minute requests. |
| -He is the most engaged lecturer I've ever encountered during my time at NUS. |
| -LLI student |
| -Passionate about teaching the subject |
| -awesome job for managing such a large cohort |
| -Sparks interest in the topic even for beginning students who don’t know anything on the subject. Very accommodating of students’ individual requirements, especially helpful for busy alumni. Lectures are bite sized, to the point, delivered efficiently. Gives frequent and immediate feedback (and guides his TAs to do so too). |
| -Python is cool. 😎 |
| -why not? :) |
| -Prof Ben is able to clear explain complicated concepts in simple ways and has always taken the time and effort to answer our queries and ensure our welfare. He teaches not just the course but also very practical aspects of working in software and in the real world. He also keeps nagging at us to find our future wives here in NUS. |
| -Very inspiring and innovative teacher who incorporates current affairs into his teaching |
| -He's very enthusiastic, and cares very much for students. His method of teaching using games theory is very unconventional, I think it does help to inject competition among peers. Lastly, he's very Singaporean! |
| -It is rare to find profs who can teach well.. |
| -I think more people should benefit from his teaching, and if him winning this award will encourage him to teach for longer, I hope to do my part in ensuring that possibility |
| -Can connect with his students really well. |
(i) Teaching Rating Score Analysis
| Question | Average Score (TEACHER) | Department Average (COMPUTER SCIENCE) | Faculty Average (SCHOOL OF COMPUTING) | |||
|---|---|---|---|---|---|---|
| Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | |
| Overall, the teacher is effective. | 4.6 | 0.8 | 4.7 | 0.6 | 4.7 | 0.6 |
| Question | Average Score (TEACHER) | Dept Average by Activity & Level (COMPUTER SCIENCE-LECTURE (Level 1000)) | Fac Average by Activity & Level (SCHOOL OF COMPUTING-LECTURE (Level 1000)) | Dept Average by Activity (COMPUTER SCIENCE-LECTURE) | Fac Average by Activity (SCHOOL OF COMPUTING-LECTURE) |
|---|---|---|---|---|---|
| Mean | Mean | Mean | Mean | Mean | |
| Overall, the teacher is effective. | 4.6 | 4.7 | 4.7 | 4.7 | 4.7 |
| Question | Average Score (TEACHER) | Department Average (COMPUTER SCIENCE) | Faculty Average (SCHOOL OF COMPUTING) | |||
|---|---|---|---|---|---|---|
| Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | |
| The teacher has enhanced my thinking ability. | 4.7 | 0.8 | 4.7 | 0.6 | 4.7 | 0.6 |
| The teacher provided timely and useful feedback. | 4.6 | 0.8 | 4.6 | 0.7 | 4.6 | 0.7 |
| The teacher has increased my interest in the subject. | 4.6 | 0.9 | 4.6 | 0.7 | 4.6 | 0.7 |
| Average of Q1-Q3 | 4.6 | 0.8 | 4.6 | - | 4.6 | - |
| Question | Average Score (TEACHER) | Dept Average by Activity & Level (COMPUTER SCIENCE-LECTURE (Level 1000)) | Fac Average by Activity & Level (SCHOOL OF COMPUTING-LECTURE (Level 1000)) | Dept Average by Activity (COMPUTER SCIENCE-LECTURE) | Fac Average by Activity (SCHOOL OF COMPUTING-LECTURE) |
|---|---|---|---|---|---|
| Mean | Mean | Mean | Mean | Mean | |
| The teacher has enhanced my thinking ability. | 4.7 | 4.7 | 4.7 | 4.7 | 4.7 |
| The teacher provided timely and useful feedback. | 4.6 | 4.6 | 4.6 | 4.6 | 4.6 |
| The teacher has increased my interest in the subject. | 4.6 | 4.6 | 4.6 | 4.6 | 4.6 |
| Average of Q1-Q3 | 4.6 | 4.6 | 4.6 | 4.6 | 4.6 |
| Question | Average Score (TEACHER) | Department Average (COMPUTER SCIENCE) | ||
|---|---|---|---|---|
| Mean | Standard Deviation | Mean | Standard Deviation | |
| The teacher has enhanced my ability to communicate the subject material. | 4.4 | 0.8 | 4.5 | 0.6 |
| Question | Average Score (TEACHER) | Department Average (COMPUTER SCIENCE) | ||
|---|---|---|---|---|
| Mean | Standard Deviation | Mean | Standard Deviation | |
| The teacher's attitude and approach encouraged me to think and work in a creative and independent way. | 4.5 | 0.8 | 4.6 | 0.6 |
| Question | Average Score (TEACHER) | Department Average (COMPUTER SCIENCE) | ||
|---|---|---|---|---|
| Mean | Standard Deviation | Mean | Standard Deviation | |
| The teacher cares about student development and learning. | 4.7 | 0.8 | 4.7 | 0.6 |
| Statistics | Value |
|---|---|
| Response Count | 44 |
| Mean | 4.7 |
| Median | 5.0 |
| Mode | 5 |
| 80th Percentile | 5.0 |
| Standard Deviation | 0.8 |
| Positive Feedback | 95% |
| Statistics | Value |
|---|---|
| Response Count | 44 |
| Mean | 4.6 |
| Median | 5.0 |
| Mode | 5 |
| 80th Percentile | 5.0 |
| Standard Deviation | 0.8 |
| Positive Feedback | 91% |
| Statistics | Value |
|---|---|
| Response Count | 44 |
| Mean | 4.6 |
| Median | 5.0 |
| Mode | 5 |
| 80th Percentile | 5.0 |
| Standard Deviation | 0.9 |
| Positive Feedback | 95% |
| Statistics | Value |
|---|---|
| Response Count | 44 |
| Mean | 4.4 |
| Median | 5.0 |
| Mode | 5 |
| 80th Percentile | 5.0 |
| Standard Deviation | 0.8 |
| Positive Feedback | 95% |
| Statistics | Value |
|---|---|
| Response Count | 44 |
| Mean | 4.5 |
| Median | 5.0 |
| Mode | 5 |
| 80th Percentile | 5.0 |
| Standard Deviation | 0.8 |
| Positive Feedback | 93% |
| Statistics | Value |
|---|---|
| Response Count | 44 |
| Mean | 4.7 |
| Median | 5.0 |
| Mode | 5 |
| 80th Percentile | 5.0 |
| Standard Deviation | 0.8 |
| Positive Feedback | 93% |
| Question | M | F | Overall |
|---|---|---|---|
| The teacher has enhanced my thinking ability. | 4.7 | 4.7 | 4.7 |
| The teacher provided timely and useful feedback. | 4.7 | 4.5 | 4.6 |
| The teacher has increased my interest in the subject. | 4.6 | 4.6 | 4.6 |
| Comments |
|---|
| 1) can be seen taken alot of effort into the organisation of this course. taking time to do online lecture and tutorial to help student. of course he have the TA to help manage 2) to convince alumni to drop in order to obtain an empty set for 'F' grade. 3) to create a self-sustain eco system where student help each other with trainer and TA assistant. 4) course does not have a textbook. 5) to embrace new technology to teach such as gamify teaching and using zoom for online teaching. (seriously i dont think it is a good teaching method, look at Harvard business school. they still conduct class one to one. dont you feel strange talking to the screen?) 6) provide feedback once grading complete to explain and provide his analysis. 7) provide life lesson. 8) provide alot of chance for the student and being understanding to the student by provide re-mid term and re-PE. This require alot of effort and time by the trainer. |
| Clear and made the learning more interesting and engaging. |
| Very creative in creating enjoyable course materials |
| Motivating, Missions of the module are customized to be so so interesting until it feels like a loss for not attempting them. |
| Prof Ben is an extremely motivating and encouraging professor. I have never once received a personalised feedback on any examination I take and it is through this module that I received my very first one. Prof is also flexible. An important trait I have found to be the determinant of me remaining in this module till the very end. Alumni do not have it easy, having to juggle work and all and prof thoroughly understands this. |
| Being very detailed in his explanations as well as his strong mastery of the materials |
| Genuinely cares about the students. Made the subject super interesting. |
| I think that the Prof is very patient in explaining concepts and is always encouraging |
| He seems to be always online, very engaging towards students. I'm impressed that he give prompt reply on any doubts students have. This is something I have never seen in other modules. The last lecture was quite enlightening too, basically sums up how this module will help in our future life and I can feel that he really have the passion to teach and to guide. |
| Humor, I enjoyed the 2 physical lectures there was. Competency. Presence, response rate can be in minutes. |
| Can be quite funny, and that's effective for engagement. His methods worked well for offline learning folks like alumni. |
| Generally responds quite quickly to comments/questions |
| Creative and build an interactive and engaging community which makes the learning a lot fun |
| Witty, Concise |
| – Patience - Clarity - Evil (rigor to impart the necessary foundations) |
| Great teaching, going the extra mile for students, encourage students effectively, able to communicate with students, cares for his students and responds quickly to feedback. |
| He is very passionate about teaching. This is exemplified in the content of the course materials, and his classes. |
| gives interesting lectures and makes sure that almost every student answer some question during the recitations |
| He is very funny and makes the subject relevant to the student. |
| He's an interesting professor and is always there when I need help. |
| He is very encouraging |
| imparting important concepts and allowing students to fully understand them by exploration, thereby increasing interest in the subject itself making classes really interesting |
| Enthusiastic and understanding |
| Pushes us to the limit and forces us to remain consistent for our own good. |
| Engaging students and making the clas material relevant and interesting (not just dry theoretical problems but real-world issues) |
| Engaging, fast response, challenging material |
| best prof i have ever met in terms of teaching and inspiring students...i wish i was full time student in SoC in my uni time lol |
| Inspiring teacher and very responsive |
| Reply damn fast, super attentive to forum chats and students' submissions |
| Explain concepts very well, creates very interesting course content and keeps me interested in the course. |
| Passionate, gives clear explanations, very helpful |
| – Setting challenging questions that really drive home learning points - Fostering interest towards learning by encouraging students (sending small messages etc) - Making you feel at ease and unease at the same time |
| Comments |
|---|
| 1) appear and sound arrogant when trainer spoke he was Director in MOE and yet still take time to teach and 'toture' student. even though you have obtained your tenure. pls sound more humble. 2) impatient. During online lecture, when student take time to think, trainer sound impatient and ask 'hurry la' in a harsh tone or something similar (later part of the year). and during online lecture, student take time to process and also 'check' ok for the purpose of not to hold up the class (since it is already so late). Every student is not the same, some is gifted and some is talented in certain thing. This could be seen in sport. 3) for some unknown reason, statistically pick females more than male to ask and answer question during online. 4) dont use black background for power point slide. it is not printer friendly and the slide look very gloomy since it is 'dark'. 5) slide to have page number to enable to ask question. 6) provide more details or reference for further reading for particular lecture. 7) dont hard sell computer science and programming. true you have students which were taught by you. but it could be that they are naturally talented in programming. |
| Maybe speak slower in webcasts |
| None really. Keep doing what you do, it's inspiring really. |
| Nothing in particular |
| More patience and less judgement. |
| Continue to bridge the gap between lecture and what's required for tutorials/missions |
| Sometimes too direct, may appear to be rude. I was fairly surprised when he appears to be annoyed when I asked a rather stupid question (not really in my opinion though because I just wasn't sure what to expect in the module) in the first lecture. Not a good impression on him. However, I came to know that he is funny and caring after a while. |
| To have a separate study group for the Alumni. Extra classes on weekends! |
| Perhaps we alumni bit off more than we can chew, but being subject to the same standards and expectations as the full time students, and hence not being able to do as much or as well, is quite disheartening. |
| 1. (When teaching alumni students) While being realistic about the alumni student drop rate isn't wrong, being immediately discouraging about their chances of succeeding at the module and attributing their likely failure to do well in the module to lack of time to practise/complete assignments right from the get-go isn't very helpful. 2. (When teaching alumni students) Modify teaching style to account for alumni students' varying ages, academic/professional backgrounds, and levels of experience with programming. I felt like the module would have been quite incomprehensible to me if not for the fact that I had previously attempted to learn some basic programming from other coding education platforms. 3. Be more receptive to or at least less outrightly dismissive of suggestions, e.g. in the Suggestions on How to Improve Coursemology section of the forum. Sometimes, other students pointed out that suggestions Prof Ben rejected outright as being impossible actually were possible to implement (e.g. video playback speed options). 4. Prof Ben was very insistent that this module is not a MOOC. That is true, of course, but this module/Coursemology could benefit from having some features of MOOC platforms. For example, platforms like Coursera and edX make it very clear how far we've progressed through sections of courses. |
| Nil |
| Continue teaching the alumni for level 2000 mods? =X |
| Nil |
| Prof can speak a little slower during recitations ^^ Everything else is great! |
| Teach more classes - especially for the alumni! |
| The syllabus is too much for an alumni. |
| He could speak a little slower so there's more time to think about the questions he pose. |
| provide supplementary links to topics so that students may explore more on their own |
| Probably reduce the weekly workload. |
| NA |
| maybe can think about how to tweak the course to cater to part time Alumni since after all NS man and Alumni by nature kind of different population |
| NIL |
| Show more care and concern to the average/below average students. Feel outcasted and worthless when I'm not the A/A+ student of the class. |
| Reduce the pace for the second half of the course. It's too fast for the alumni. |
| Would be good if can provide more in depth explanations, with more examples during lectures |
| Please continue to teach |
