Apply
- How to apply?
- Who is eligible to apply?
- Tiered Funding System
- How are applications assessed?
- What does the grant cover?
- Previous grant recipients
- Make a copy of and complete the L&T Grant Application Template & Gantt Chart Template
- The template is a view-only file. Please make a copy of the file in your Google Drive to edit it. Then, save it as a PDF for submission.
- Send your completed documents to a peer not involved in the project for feedback. Once received and implemented, fill in Section 5 of the template.
- Send your completed documents to your Deputy Head of School (Education) or nominee for comments and endorsement. They should provide their comments in Section 6 of the template.
- Click the 'Submit an application' button above to fill in the application. Attach the completed documents from Steps 1 and 2.
Applicants must fulfil the following eligibility criteria:
- The Principal Investigator must be from Monash University Malaysia;
- Collaboration across disciplines/schools/campuses/industries will be prioritised;
- This MUM Learning & Teaching Grant Scheme does not accept projects which are receiving ongoing fundings from another scheme;
- Applicants may apply for a maximum of one MUM Learning & Teaching Grant Scheme per application round as a Principal Investigator;
- The Principal Investigator must have a minimum 0.5 contract (fixed-term) within Monash University Malaysia that extends for the duration of the project;
- Before submitting the final application, all applications must be
a. reviewed and provided feedback by a previous L&T grant recipient
b. endorsed by the Deputy Head of School (Education) or the nominee.
The tiered funding system is designed to support a diverse array of education research projects, providing flexibility to accommodate initiatives of varying scales and impacts. This framework spans from evaluating targeted interventions at the unit level (Tier 1), to mid-scale initiatives within schools (Tier 2), and large-scale, cross-disciplinary collaborations (Tier 3).
Applicants should align their projects with the most suitable tier, considering both the scope and the anticipated impact of their work. Applicants should clearly justify why their project aligns with the level of funding they are seeking.
| Funding Tier | Scale/Impact of Project | Project Duration |
|---|---|---|
| Tier 1 - Up to RM 10,000 | This tier supports pilot projects focused on evaluating and refining innovative learning and teaching practices at the unit or department level. The goal is to enhance the student learning experience and contribute to pedagogical advancements through the assessment of innovations, with clearly defined outcomes and potential for scalability. | Projects may extend up to 18 months |
| Tier 2 - Up to RM 20,000 | This tier supports projects aimed at driving meaningful improvements in teaching and learning practices within a school. These projects should focus on evaluating and enhancing innovations that contribute to broader pedagogical advancements and demonstrate the potential for cross-departmental implementation and impact at a school-wide level. | Projects may extend up to 18 months |
| Tier 3 - Up to RM 30,000 | This tier supports large-scale projects with the potential for widespread institutional impact, focusing on evaluating and implementing cross-disciplinary innovations. Projects should drive significant pedagogical advancements and enhance the overall student learning experience, with a clear plan for scalability across the institution. | Projects may extend up to 18 months |
Applications are assessed by a panel of reviewers. Panelists assess each section submitted on a three-point scale - meets expectations, revise and resubmit, and does not meet expectations. Overall, reviewers will consider the following criterion:
- Quality of the proposal
- Expected outcomes
- Budget allocation is justified and appropriate for the project
Applicant may request up to the maximum budget of each tier category (i.e. MYR 10,000; MYR 20,000; MYR 30,000). If the proposed project timeline exceeds 12 months, applicant may set aside 30% of the requested budget in Year 2. Timelines should not exceed 18 months.
Approved budget items include:
- Research Assistant/s
- Translation and/or transcription costs (however this would normally be done by a Research Assistant)
- Reasonable participant incentives (incentives for MUM staff participants will not be approved)
- Reasonable travel costs for the collection of data (international travel will not be funded)
- Expenses relating to hosting of events that relate to dissemination of output (where possible plan virtual events)
- Specialised software not already available at MUM or no alternative can be identified
Unapproved budget items include:
- CAPEX items such as laptops and tablets
- Digital voice recording equipment
- Conference travel
- Subscription and Publication costs
| Year | Principal Investigator | School / Unit | Project |
|---|---|---|---|
| 2026 | Andrew Woon | Business | Enhancing the Effectiveness of Collaborative Learning through the Application of Compassion Micro-Skills among Undergraduate Business Students at MUM |
| Chow Ming Fai | Engineering | Understanding the students’ attitude and perspective on AI-Chatbot Generated Feedback Practices in Engineering units | |
| Lim Han Yin | Pharmacy | A Collaborative Strategy Board Game to Foster Cognitive Flexibility and Applied Chemical Reasoning in Pharmacy Students | |
| Ong Yong Sze | Pharmacy | Evaluating the impact of Remote PASS Models in Pharmacology: A Comparative Study of AI Virtual PASS vs. Senior-Led Padlet PASS | |
| Ronald Lee | Pharmacy | Development and validation of a userfriendly GenAI enabled Pharmacy OSCE video marking and feedback platform to increase marking consistency, ease examiner workload, and improve feedback to students. | |
| Shalini Nagaratnam | Business | Enhancing Student Learning and Engagement through AI Co-Tutors in Large Units | |
| Usha Sundralingam | Pharmacy | Enhancing Student Learning Through Feedback-Centred Community Engagement: Embedding Reflective and Multidisciplinary Practices in the CCE Program | |
| 2025 | Ang Chee Wei | Science | Visualising the unseen: integrating 3D software to enhance molecular geometry lesson in first-year chemistry unit CHM1051) |
| Dawei Zhang | Psychology | Refining Formative Feedback for Academic Writing with RAG-Enhanced LLMs: Effectiveness and Student Profile Predictors | |
| Issac Lim | Engineering | Study on Generative AI’s Influence on the Creativity of Undergraduate Engineering Students | |
| Joash Tan Ban Lee | Science | Evaluating The Impact of A Gamified Pedagogical Approach to Microbiology Education On Perception and Knowledge Acquisition In Science Undergraduates | |
| Lau Wee Ming | Jeffrey Cheah School of Medicine and Health Sciences | Enhancing Medical Students’ Competency in Clinical Skills Through ATLAS | |
| Li Fern Tong | Psychology | Evaluating and Examining Skill Acquisition: An Analysis of Counselling Supervision Practices for Graduate and Postgraduate Students | |
| Nazirul Hazim | Business | Leveraging Virtual Reality to Enhance Learning in Vector Geometry and Data Analytics: A Multi-Disciplinary Exploration within Monash University Malaysia. | |
| Omkar Dastane | Business | Integrating Augmented Reality (AR) into assessment of marketing units – A holistic investigation | |
| Vinod Pallath | Jeffrey Cheah School of Medicine and Health Sciences | Evaluating a Constructivist Competency-Focused Instruction in the Preclinical Medical Curriculum | |
| Wee Wei Yee | Science | Exploring the Perception of Gamification in Learning and Teaching Statistical Analysis Among Monash University Undergraduate Students and its Impact on Student Performance | |
| 2024 | Arkendu Sen | Jeffrey Cheah School of Medicine and Health Sciences | Artificial Intelligence in Medical Education: Denovo Autogenerated Contextualized Real-life Case Vignette for Authentic Learning, Formative Assessment, and Automated Standardization using the Angoff Methodology |
| Kyi Kyi Tha | Jeffrey Cheah School of Medicine and Health Sciences | Co-creation of clinical cases by undergraduate medical students and faculty using Generative AI to enhance clinical skills learning | |
| Poovarasi Balan | Engineering | Sustainability in Engineering Education - Educational Perspectives and Outcomes Blueprint for Engineering Accreditation Exercises | |
| Ronald Fook | Pharmacy | The potential of generative AI in assessment marking and feedback in Pharmacy education. | |
| Yap Chuan Sheng | Pharmacy | Advancing pharmaceutical education: evaluating the perceptions and challenges of AI integration among educators in Asian pharmacy programs | |
| Yatinesh Kumari | Jeffrey Cheah School of Medicine and Health Sciences | Equipping Medical Students for Responsible Use of AI in their Learning | |
| Yeap Li Ling | Pharmacy | Evaluation of the reliability and effectiveness of utilizing generative AI for OSCE preparation in undergraduate pharmacy students | |
| 2023 | Athirah Bakhtiar | Pharmacy | Mystery Shopping: Translating Skills from OSCE to Real-Life Pharmacy Practice |
| Ho Kok Hoe | Engineering | Measuring the effectiveness of the engineering syllabus with the integration of industry elements on students' interest and ability to learn actual requirement from industry through independent learning and assessments. | |
| Ken Yeong | Science | Evaluating the impact of research-led teaching in enhancing students’ learning experience in science: A case study | |
| Kimberley Soh | Business | Exploring the perception and impact of Generative A.I. in teaching and learning activities: A multiperspective study within Monash University Malaysia | |
| Nicholas Khong | Pharmacy | Clinical-based student’s perception of laboratory classroom activities and experimental biomedical practice: a mixed method approach. | |
| Shaun Lee | Pharmacy | How do students approach OSCE cases? An investigation into students’ cognitive processes during OSCEs | |
| 2022 | Alice Chuah | Pharmacy | Examining the predictors and factors that influence Pharmacy students’ preference and depth of discussion in anonymous online discussion forums |
| Anisha Kaur | Pharmacy | Using resilience diaries as a tool to cultivate resilient and reflective pharmacy students | |
| Arkendu Sen | Jeffrey Cheah School of Medicine and Health Sciences | Brain-Based Learning: Knowledge, Perception And Practices Of Monash University Lecturers And Skils Development Training Programme | |
| Chow Ming Fai | Engineering | Measuring the effects of various peer feedback formats on students’ academic performance | |
| Lau Wee Ming | Jeffrey Cheah School of Medicine and Health Sciences | Enhancing and Motivating Effective Peer Feedback and Peer Learning in online Clinical Skills | |
| Lee Wai Leng | Science | Evaluating the impact of Discord on collaborative learning and faculty engagement in higher education | |
| MD Zobaer Hasan | Science | Exploring the Relationship between Cognitive Test Anxiety (CTA) and Academic Success of Science Undergraduates in Monash University Malaysia | |
| 2021 | Chan Chang Tik | Education Excellence | Active Learning, Knowledge Construction and Learning Transformation in Higher Education Settings |
| Jane Tong | Business | The Impact Of Authentic Assessment On University Identification | |
| Lau Wee Ming | Jeffrey Cheah School of Medicine and Health Sciences | Student Toolkit For Online Interactive Clinical Skills (STOICS) | |
| Narayanan Ramakrishnan | Engineering | Remote Labs For New ‘Normal’ And Beyond -An Initiative For Space Renovation | |
| Patricia Lau | Business | Cross-country comparison: University remote teams and team outcomes | |
| Poon Wai Ching | Business | Factors influencing students’ cyberloafing behaviour during online classes | |
| Tan Jully | Engineering | Investigation of the Impact of Online Delivery on Competencies and Professional Skills of Engineering Students | |
| Wong Wei Jin | Pharmacy | Mapping impact of disruption from COVID-19 on graduating healthcare students as future members of the healthcare workforce | |
| 2019/2020 | Ali Rashidi | Engineering | Developing capability of undergraduate engineering students through mixed reality environment for BIM-based smart building utilities analysis |
| Amudha Kadirvelu | Jeffrey Cheah School of Medicine and Health Sciences | Influence of space on teaching & learning experience | |
| Arkendu Sen | Jeffrey Cheah School of Medicine and Health Sciences | Bringing the hospital to the classroom through novel augmented reality: design, development and impact evaluation of Clinical Augmented Reality Objects in Physical Examination (CAROPE) | |
| Choo Wee Sim | Science | Development of authentic learning in laboratory assessment for food bioprocess technology and food processing units | |
| Juliana French | Business | Melting the Research Skill Development (RSD) framework into the Assurance of Learning (AoL) process | |
| Poon Wai Ching | Business | Understanding the expectations of Gen Z through complaint behaviour | |
| Poovarasi Balan | Engineering | Enhancing student learning experience through creative assignment design and integration of community engagement in engineering education | |
| Saman IIankoon | Engineering | Active learning based fluid mechanics lab experiments and application of augmented reality – virtual reality (AR-VR) in engineering education | |
| Vineetha Kalavally | Engineering | Differential impact of fluorescent lighting and LED lighting on active learning among university students | |
| 2018 | Chan Chang Tik | Education Excellence | Collaborative Learning in Informal Spaces: Barriers and Supports. |
| Foo Su Chern | Science | Enhancing student experiential learning using students in tropical aquatic biology (BIO 3810) unit as a case study. | |
| Goh Pei Hwa | Jeffrey Cheah School of Medicine and Health Sciences | Enriching the large classroom: Partial gamification of lectures to expand and promote greater student engagement. | |
| Holly Barclay | Science | Active learning and cross-campus collaboration to enhance environmental teaching at Monash University Malaysia. | |
| Lau Ee Von | Engineering | Scavenger Hunt Activity to Enhance Students’ Learning in Engineering Fundamentals. | |
| Nisha Angela Dominic | Jeffrey Cheah School of Medicine and Health Sciences | Comparison of normal labour teaching in simulation environment versus labour room environment - the Malaysian undergraduate experience. | |
| Pamidi Narendra | Jeffrey Cheah School of Medicine and Health Sciences | Peer Assisted Study Sessions (PASS) leaders today: Are they leaders tomorrow? | |
| Rachel Ting Sing Kiat | Jeffrey Cheah School of Medicine and Health Sciences | Implementation of the experiential learning theory in the Master-level group counselling course at Monash University Malaysia for teaching enhancement. | |
| Tam Cai Lian | Jeffrey Cheah School of Medicine and Health Sciences | Creative Classroom Designs: The Impact on Learning Engagement and Teaching Competency at Monash University Malaysia. | |
| Thoo Yin Yin | Science | Transforming teaching of Human Nutrition from didactic lecture to case based learning. | |
| Zoe Yek Sze Huei | Science | Developing in situ biodiversity projects in existing TEB units and a new fully field-based unit in Human Ecology and Biodiversity. |