NANYANG TECHNOLOGICAL UNIVERSITY
INTERDISCIPLINARY COLLABORATIVE CORE (ICC)
CC0005 HEALTHY LIVING & WELLBEING
ACADEMIC YEAR: 2022-2023, SEMESTER 1
COURSEWORK ASSIGNMENT: HEALTHY LIVING GROUP PROJECT
Course Code and Title: CC0005 Healthy Living and Wellbeing
Domain: Healthy Living
Nature of Assessment: Group Assessment
Weightage: 25% of module grade
Task Completion: Submission via the Assignment folder on NTULearn Tutorial Site
One group representative will upload the group presentation slides in the following file naming convention:
“TGXXHL_GroupX_Number of Challenge” e.g. TG01HL_Group1_1.
Submission of Presentation Slides
In-Class Group Presentation
Week 7, BEFORE your Tutorial Session
Week 7, Tutorial Session
(Mon, 19 September to Fri, 23 September 2022)
A. BACKGROUND
1. Your group will develop a project to tackle a health issue affecting youths aged between 18 to 35 years in Singapore.
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B. THE TASK
2. Your group (of 4 to 6 members) will carry out a group project based on the health challenge assigned to your group from Table 1 below.
Table 1
S/N
1.
2.
3.
4.
5.
6.
7.
8.
How Might We (HMW) Challenges
How might we promote informed decision-making on healthy eating habits and discern between fad or fact of diets?
How might we enable healthy eating habits in our everyday life?
How might we build active communities in the university?
How might we tackle sedentary lifestyle among youths?
How might we support youths living with chronic disease? (Groups to specify 1 chronic disease)
How might we engage youths to prevent the early onset of chronic diseases? (Groups to specify 1 chronic disease)
How might we prevent chronic overuse injuries? (Groups to specify 1 condition covered in the lecture)
How might we tackle the epidemic of sleep deprivation?
3. Your group will give a maximum 10-minute in-class presentation during the tutorial of Week 7 that addresses the challenge and
synthesises the lessons from Week 1 through Week 6 of this course. Your group will identify who will present and decide on the number
of presenters in the group.
4. In the presentation, your group will pitch your project to the hypothetical Singapore Interdisciplinary Health Board who decides whether to
sponsor your project.
5. The presentation should focus on the intended users of your proposed project and solution, assuming favourable financial conditions to
launch your project.
C. PROJECT TYPE
6. Your group will develop and present a prototype to illustrate your proposed solution. The prototype is a simple experimental model of
your proposed solution that allows you to implement ideas into tangible forms and capture ways that can address the health challenge
and solve users’ needs.
7. The choice of prototype is either a service/programme or a product. It includes but is not limited to the examples in Table 2 below.
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Type
Service / Programme
Product
Table 2
Example (including, not limited to)
A set of related in-person or virtual activities managed in a
coordinated way to support or enable the intended users to
adopt healthy living.
Physical or virtual model of an object or system to support
or enable the intended users to adopt healthy living,
excluding mobile applications*.
*Mobile application cannot be used as the primary product
but may be used as a supplementary feature.
D. PRESENTATION FORMAT
8. The group presentation should be succinct and should NOT exceed 10 minutes. The recommended headers in the presentation deck
include the following and are not restricted to the sequence:
•
•
•
•
•
•
•
•
Challenge that will be addressed
Evidence of the problem
Problem statement and user segment defined by your group
Intended outcomes of proposed solution
Key activities or features of proposed solution
Feasibility and effectiveness of proposed solution
Creativity and innovativeness of proposed solution
References (APA format) and acknowledgement for information used
E. UPHOLDING ACADEMIC INTEGRITY
9. NTU upholds exacting standards regarding academic integrity. Please ensure that your group does not commit acts of academic
dishonesty, including:
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•
•
•
Plagiarism: To use or pass off as one’s own, writings or ideas of another, without acknowledging or crediting the source from which
the ideas are taken.
Academic fraud: A form of academic dishonesty involving cheating, lying and stealing.
Facilitating academic dishonesty: Allowing another student to copy your work/assignment/ assessment/exam.
Note: To gain greater insight into NTU’s policy regarding academic integrity, please refer to the following handbook:
https://www.ntu.edu.sg/docs/default-source/tlpd-documents/academic-integrity- handbook_july-2017.pdf?sfvrsn=fc5a5b24_2 (NTU,
2017, p. 6-9, 27-30)
F. ASSESSMENT
10. The group presentation constitutes 25% of your module grade and will be assessed based on the criteria in Appendix 1.
11. To foster a collaborative experience, and to hold teammates responsible for satisfactory and timely contributions, students will be
required to evaluate all of their teammates with regards to contributions to the group project.
There will be two rounds of Peer Assessment:
Week 7: Formative ungraded peer assessment to provide qualitative feedback to teammates; and
Week 13: A holistic evaluation of each teammate’s contributions to both projects is compulsory.
• If the Peer Assessment mark given to you by your teammates warrants moderation, both presentations will be moderated.
• If you do not complete the compulsory Week 13 evaluations, the non-completion penalty will also be imposed on both presentations.
• Please refer to Appendix 3 of the Course Outline on NTU Learn, for details on the rubric and penalties.
12. You are recommended to fill out the Project Proposal Form in Appendix 2 that will help you develop your project. Your group may use
your project proposal form for relevant group discussions during tutorials.
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Appendix 1: Assessment Criteria for Group Presentation for the Healthy Living Domain (25% of module grade)
A+, A, AB+, B
B-, C+, C
D+, D
F
Quality of
Presentation
(25 marks)
Presentation is clear
and the flow is
coherent and logical.
Presentation is
engaging and wellpaced.
Presentation is mostly
clear and the flow
generally coherent and
logical.
Presentation is generally
engaging and pace is
appropriate.
Presentation flow is
unclear at times.
Presentation is
somewhat engaging and
pace is somewhat
appropriate.
Presentation flow is
difficult to understand.
Presentation lacks
engagement.
Presentation
lacks clarity and
flow.
Presentation has
little to no
attempts to
engage.
Problem and
Challenge
Analysis
(25 marks)
Illustrates a clear
problem
statement that
clearly addresses
the challenge
statement.
Demonstrates
excellent application
of concepts
discussed in class.
Demonstrates
sophisticated
content coverage
and good use of
evidence to back up
claims.
Adequately illustrates
problem statement that
addresses the challenge
statement, but missing
some specificity.
Demonstrates good
application of concepts
discussed in class.
Adequate attempts to
demonstrate good
content coverage and
some use of evidence to
back up claims.
Some attempts to
illustrate a problem
statement that somewhat
addresses the challenge
statement,
but lacks specificity.
Demonstrates some
application of concepts
discussed in class.
Some attempts to
demonstrate content
coverage and little use of
evidence to back up
claims.
Weak attempts to
illustrate a problem
statement and does
not address the
challenge statement.
Vague application of
concepts discussed in
class.
Sparse content
coverage and no
evidence to back up
claims.
Does not define a
problem
statement and
does not
demonstrate
analysis of
problem.
Does not apply
concepts
discussed in
class and poor
content coverage.
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Feasibility and
Effectiveness
(25 marks)
Clearly details
achievable project
activities and
components.
Provides wellthought-out
strategies to achieve
clear and
measurable
intended project
outcomes.
Adequately outlines
achievable project
activities and
components.
Provides reasonable
strategies to achieve
somewhat clear and
measurable intended
project outcomes.
Provides project
activities and
components but lacks
consideration for how
they can be achieved.
Provides some strategies
to achieve intended
project outcomes but
remains vague.
Weak attempts to
outline project tasks
and activities that are
sparse and
unrealistic.
Shows weak
consideration of
strategies to achieve
intended project
outcomes.
Does not outline
project tasks,
activities and
intended project
outcomes.
Creativity and
Innovation
(25 marks)
Exceptional attempts
to synthesise project
idea in ways that are
relevant and
creative.
Prototype clearly
communicates
project ideas/project
design in insightful
and innovative ways.
Good attempts to
synthesise project idea in
ways that are relevant
and creative.
Prototype communicates
project ideas/project
design in somewhat
insightful and innovative
ways.
Some attempts to
synthesise project idea in
ways that are relevant
and creative.
Prototype communicates
project ideas/project
design in conventional
ways.
Weak attempts to
synthesise project
idea in ways that are
relevant and creative.
Little to no effort to
develop prototype.
Does not attempt
to synthesise or
communicate
relevant project
idea.
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Appendix 2: Healthy Living Group Project Proposal Form
Project Title
Project Type
Check the box that best describes your project type.
Your team is recommended to focus on 1 primary prototype.
Your team may include additional built-in elements into your primary prototype if you wish to do so.
☐ Service/Programme
☐ Product
Challenge
Fill out your team’s challenge and indicate the number next to it e.g. 1) How might we…
Evidence of the Problem
(1) Provide relevant data or statistics in the current literature that support the importance of the problem your
team has identified and back up claims that your team will make in this project.
(2) Briefly describe the gaps between the current situation affecting your user segment and your project
intended outcomes and identify the key areas your project is addressing to enable your user segment to
achieve your project intended outcomes.
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Define Problem Statement and Intended User Segment
(1) Identify and unpack key terms in your challenge statement to contextualise and define a problem
statement, which clearly describes the scope of the problem that your team has identified e.g. What is the
main problem, Why is it a problem, Who is the problem affecting, and How the problem is affecting the
user segment. You may integrate key aspects of the evidence of the problem to support your problem
statement.
(2) Your intended user segment is the group(s) of youths between 18-35 years old you seek to develop the
proposed solution for. You may choose to tackle the broad group of 18-35 years old or focus on a subsegment within this group e.g. university students, fresh graduates, young working adults. State the
demographics of your intended users e.g. age range, health condition, current circumstances, and justify
your selection.
Intended Outcomes
Briefly describe the short-term and long-term intended outcomes of your project
Short-term Outcomes
Long-term Outcomes
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Key Activities or Features of Proposed Solution
Describe your proposed solution, including key activities, features or components, and outreach methods to meet
your project intended outcomes.
Feasibility and Effectiveness of Proposed Solution
Outline strategies to achieve clear and measurable intended project outcomes that will be feasible and effective in
addressing the problem statement. Briefly describe the methods to measure the effectiveness of proposed
solutions. You may consider pre- and post-data collection methods where applicable (qualitative e.g. interviews,
and/or quantitative e.g. surveys)
Creativity and Innovativeness of Proposed Solution
Describe elements of your proposed solution that are relevant, insightful, creative and innovative.
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