Name of Facilitator (s)
Principal Facilitator: HO Chee Kong, Yong Siew Toh Conservatory of Music (Email to: mushock@nus.edu.sg)
Co-Facilitator: CHAN Tze Law (Email to: tzelaw@nus.edu.sg)

Traditional conservatory education relies on a master-apprentice model and is focused on developing students’ domain expertise to become professional musicians. However, with the evolution of the music industry and disruption from digitalisation, the skills and dispositions that musicians thus require would go beyond artistic mastery and presupposes critical understanding and ability to conceptualise, frame, and implement their art in a manner that is most relevant to their audiences. As such, we propose that aspects of students’ education should extend to encompass interdisciplinary dimensions while
maintaining a strong artistic core.
Our Collaborative Instruction for Interdisciplinary Education in Music learning community consists of faculty members who are practising musicians, scholars, and community leaders in the music industry. This teaching community is an evolution from the traditional master-apprentice model through a process of co-mentoring, co-instruction, and collaboration, students are thus able to tap on the various expertise from the team of mentors.
The aim of this learning community is to develop approaches and strategies to maximise the effectiveness of this process of collaborative instruction as it is a new approach to teaching at the Conservatory.

Members:

• Frances LEE, Yong Siew Toh Conservatory of Music
• MIAO Kaiwen, Yong Siew Toh Conservatory of Music
• Xavier TAN, Yong Siew Toh Conservatory of Music
• Rachel HO, Yong Siew Toh Conservatory of Music
• Benedict NG, Yong Siew Toh Conservatory of Music
• SOONG Swee Kit Alan, Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: TAN Kok Hian, Duke-NUS Medical School (Email to: gmstankh@nus.edu.sg)
Co-Facilitator: LOH Huey Peng, Duke-NUS Medical School (Email to: annie05@nus.edu.sg)

Patient Safety is the cornerstone of high-quality and high-reliability health care and aims to prevent and reduce any potential risks, errors and harm in healthcare as well as to share best practices to deliver optimal care for the population. The newly approved Duke-NUS Graduate Certificate, NUS Graduate Diploma and NUS Master’s in Patient Safety & Healthcare Quality build expertise for this new domain. We are currently developing & finetuning the full curriculum to better serve the learners.
TEG Community of Learning Inter-professionally for Patient Safety (CLIPS) is a new initiative that seeks to strengthen connections among teaching faculty for Patient Safety and hope to create supportive networks for teaching of this new domain at NUS. The purpose of the learning communities will engage in focused and sustained discussion of specific aspects of patient safety and health quality which is of mutual concern to the interprofessional group.

Members:

• CHOW Mun Hong, Duke-NUS Medical School
• Fatimah LATEEF, SingHealth Duke NUS Institute of Medical Simulation
• Lita CHEW, Dept of Pharmacy/Faculty of Science, NUS College of Humanities and Sciences
• LEE Li Neng, Dept. of Psychology/Faculty of Arts and Social Sciences,
  Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: Hafizah OSMAN, School of Continuing And Lifelong Education (Email to: slehbo@nus.edu.sg)
Co-Facilitators: Rosemary Therese OVERELL, Dept. of Communications and New Media/
 Faculty of Arts and Social Sciences (Email to: overell@nus.edu.sg)
 Misty COOK, Centre for English Language Communication (Email to: elcmsw@nus.edu.sg)

In the post-COVID context, ways of learning and teaching have shifted towards online delivery. Our Learning Community will explore how best NUS educators can respond to this shift through a focus on Blended Learning. We aim to upskill on best practices in BL drawing on current research and apply these insights to our own teaching delivery. We also aim to embed the Community of Inquiry (CoI) framework in our explorations and Blended Learning design effort. Alongside building our own capacities in relation to BL, we also intend to produce relevant, practical materials and resources which can empower our colleagues across campus.

Members:

• YAN Yingwei , Dept of Geography/Faculty of Arts and Social Sciences
• Sharon LAU, Institute of Systems Science
• LIM Wee Khee, Institute of Systems Science
• Andi Sudjana PUTRA, Dean's Office/College of Design and Engineering
• HAN Ming Guang, Office of the Senior Deputy President & Provost
• NG Tao Tao Magdeline, NUS Libraries 
• Belinda BEH, Office of the Senior Deputy President & Provost
• HE Wanyun, Centre for Instructional Technology
• LIU Mei Hui, Food Science and Technology/Faculty of Science
• SOONG Swee Kit Alan, Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: SEAH Bee Kee Serena, Tembusu College (Email to: s.seah@nus.edu.sg)
Co-Facilitator: Rafi RASHID, NUS Graduate School /Tembusu College (Email to: ngsrr@nus.edu.sg)

Out-of-classroom learning (OCL) refers to learning experiences that occur outside the confines of the classroom. In such learning experiences, the learning often extends to a wider range of knowledge, skills and attitudes than classroom learning to engage the learner more holistically to consider the social-cultural context and multidisciplinary themes such as environmental issues. Hence, it is important to develop robust and flexible indicators for out-of-classroom learning that enable student learning to be understood and tracked and to accommodate and engage different disciplines. In addition, it would be valuable to evidence and demonstrate the impact of these OCL activities for all the stakeholders.

Members:

• Connor Clive GRAHAM, Tembusu College
• Andi Sudjana PUTRA, Dean's Office/College of Design and Engineering
• Doreen TAN, Centre for English Language Communication/Temasek Hall
• Naviyn Prabhu BALAKRISHNAN, Residential College 4
• Eunice NG Shi Qi, Ridge View Residential College
• Celine CODEREY, Tembusu College
• Kiruthika RAGUPATHI, Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: Wanigatunga Arachchige Nathasha Vihangi Luke, Dept of Physiology/Yong Loo Lin School of Medicine (Email to: nathasha@nus.edu.sg)
Co-Facilitator: Yap Suen Mei, Celestial Therese, Dept of Physiology/Yong Loo Lin School of Medicine (Email to: phsyapc@nus.edu.sg)

Advanced chatbots are extremely efficient Artificial intelligence tools, which are capable in writing in the capacity of a human subject. ChatGPT is a modern chatbot launched by Open AI with a remarkable ability to write organized and factually accurate essays in a wide array of fields including medical topics. Educators should be aware of this capacity for the following purposes
.
1. To assess the extent to which AI-generated writing could be used as assistive teaching tools.
2. Give recommendations on the suitability of AI essays to be used by students in self-learning as model answers.
3. To make examiners re-look into examination and assignment methods, to ensure critical thinking and analytical skills are evaluated.
4. Formation of policies at university level with regards to usage of AI tools in writing.

Adequate research evidence should be available to draw conclusions on the impact of AI on the above. Our study group is planning to conduct research activities to evaluate certain domains related to the above. Our overall goal is to give recommendations addressing the above topics, after analysing data generated from our study and data from other similar studies.

Members:

• Dujeepa D. Samarasekara, Centre for Medical Education/Yong Loo Lin School of Medicine
• Reshma TANEJA, Dept of Physiology/Yong Loo Lin School of Medicine
• Kenneth BAN Hon Kim, Dept of Biochemistry/Yong Loo Lin School of Medicine
• LEE Seow Chong, Dept of Biochemistry/Yong Loo Lin School of Medicine
• Swapna TEKWANI, Dept of Physiology/Yong Loo Lin School of Medicine
• Amanda WONG, Dept of Physiology/Yong Loo Lin School of Medicine
• WONG Lik Wei, Dept of Physiology/Yong Loo Lin School of Medicine
• LEE Li Neng, Dept. of Psychology/Faculty of Arts and Social Sciences,
  Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: Jinna TAY, Dept of Communications and New Media/Faculty of Arts and Social Sciences (Email to: cnmjt@nus.edu.sg)
Co-Facilitator: Shobha AVADHANI, Dept of Communications and New Media/Faculty of Arts and Social Sciences (Email to: cnmsa@nus.edu.sg)

Internship is a key pillar of IHLs in the contemporary Singapore education scene, advocated for as an authentic learning environment for orienting students toward their future careers. This is a stance supported by government and industry*. Yet, for student interns as well as coordinators of internship programmes, the process of administering and building the internship program is not plain sailing. Key terms such as resilience and character building are skills that are supposedly built into the process and duration of internships; while these are outcomes that are consequences of internships, they are not guaranteed. In our experiences as coordinators and convenors of internship programmes across FASS/NUS we have found uneven outcomes, uptakes and even sometimes traumatic accounts for interns and organizations. Hence, this is a project that requires a longer period than one year to provide support, and systematically build a set of resources for coordinators, to understand the experiential elements and fine tune the processes of administering internship programs.

This proposal aims to use this opportunity to gather and build an Internship Coordinators Network (ICN) where resources and best practices on internship management can be shared, and issues, assessments, as well as deep-seated processes can be examined and challenged against the de facto ways of management.

*Industry is used here as a generic term for Industry Organizations, where the industry for some departments such as Social Work, are clients in health care facilities. Industry is recognized as a general term for a much more complex set of industry and social organizations.
**”Supervisors” denotes Industry supervisors as distinct from academic supervisors.
*** “Coordinators” denotes all university academic supervisors to distinguish from the use of “supervisor”.

Members:

• WANG Wai Yee, Dean's Office/Faculty of Arts and Social Sciences
• LEE Chau Woon, Dean's Office/Faculty of Arts and Social Sciences
• Peace WONG Yuh Ju, Dept of Social Work/Faculty of Arts and Social Sciences
• Farah BAWANY, Dept of Communications and New Media/Faculty of Arts and Social Sciences
• CHENG Shao Meng (Merlin), Dept of Communications and New Media/Faculty of Arts and Social Sciences
• SOH Kai Ruo, Dept of Communications and New Media/Faculty of Arts and Social Sciences
• ZHOU Feng, Dean's Office/Faculty of Science
• Rebecca ZHOU, Centre for Future-Ready Graduates
• Alvin CHUA Chye Huat, Dept of Social Work/Faculty of Arts and Social Sciences
• SOONG Swee Kit Alan, Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: Eunice NG, Ridge View Residential College (Email to: E.Ng@nus.edu.sg)
Co-Facilitator: LEE Yen Teik, Dept of Finance/NUS Business School (Email to: bizlytk@nus.edu.sg)

With NUS’ commitment to advancing sustainable development, sustainability education is a key strategy of the university to building a strong culture and consciousness of sustainability in the next generation. Both general education modules and a number of majors across the university have infused sustainability into the curriculum. In doing so, each educator applies their expertise and perspective from their respective fields to teach about sustainability. This presents the opportunity for cross-sharing of teaching experiences and practices to further deepen the quality of the university’s sustainability education. Leveraging knowledge and expertise on sustainability education from various disciplines will provide both learners and educators a more holistic understanding of the complexities in sustainability issues.
To this end, this Learning Community aims to form a multidisciplinary group of educators and administrators across the university to share various pedagogies and best teaching practices on sustainability. We will review and adapt current pedagogical approaches to sustainability education to promote student learning. We will also identify opportunities for teaching exchanges and collaborations across faculties and colleges on courses with sustainability imbued within. Together, members will form a supportive network to explore resources and identify possible synergies to advance sustainability education within the university.

Members:

• Corinne ONG Pei Pei, Lee Kuan Yew School of Public Policy / Ridge View Residential College
• CHUA Siew Chin, Dept of Biological Sciences/Faculty of Science
• Susan OWEN, Dept of Geography/Faculty of Arts and Social Sciences
• Sean SHIN, Dept of Accounting/NUS Business School
• MAO Xianwen, Dept of Materials Science and Engineering/College of Design and Engineering
• LOO Deliang, Sustainability Strategy Unit/University Campus Infrastructure
• CHER Lijun, Sustainability Strategy Unit (Behavioural Design & Communications)/University Campus Infrastructure
• Harry LIM, Sustainability Strategy Unit (Zero Waste Programme)/University Campus Infrastructure
• Mindy ONG, Sustainability Strategy Unit (Planning & Policy)/University Campus Infrastructure
• SEOW Teck Keong, Dept of Biological Sciences/Faculty of Science, Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: Norhayati Mohd ISMAIL, Centre for English Language Communication (Email to: elcnmi@nus.edu.sg)
Co-Facilitator: Patrick Bernard GALLO, Centre for English Language Communication (Email to: elcgpb@nus.edu.sg)

The Learning Community will examine the issue of providing high quality feedback to students in a way that is relational and sustainable. By ‘relational’ we mean feedback that evokes a positive response from the student and encourages them to learn from the feedback and produce better work. And by ‘sustainable’ we mean that the lecturer can continue providing such high-quality feedback to large groups of students over the long term.
Facilitators will organise a range of activities to provide an opportunity for the Learning Community members to develop their relational and sustainable feedback giving skills (see further elaboration under “Relevance”). Adopting best feedback giving practices will help not only to make NUS lecturers’ feedback methods more effective and efficient, but also to improve students’ uptake of feedback as well as their self-regulation skills and their growth as learners.

Members:

• Karl Erik BIRGERSSON, Engineering Science Programme/College of Design and Engineering
• Jessie TENG Sze Mei, Centre for English Language Communication
• YEO Zi Hui, Centre for English Language Communication
• Mark GAN, Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: Natalie PANG, NUS Libraries (Email to: clbhead@nus.edu.sg)
Co-Facilitator: LEE Kooi Cheng, Centre for English Language Communication (Email to: elcleekc@nus.edu.sg)

This learning community will bring educators and students together to identify salient knowledge about the processes of learning, and develop tools that will inform their teaching and learning practices. We will conduct a systematic review and review readings regularly, and use the findings to recommend a series of workshops/self-paced modules as well as a self-assessment instrument for students.

Members:

• Magdeline TAO, NUS Libraries
• CHIN Mien Chew, Annelissa, NUS Libraries
• Kamala DEVI, Alice Lee Centre for Nursing Studies/Yong Loo Lin School of Medicine
• Mandi LEE Jieying, Smart Systems Institute- CUTE Center
• ONG Pei Shi, Dept of Pharmacy/Faculty of Science
• Mark GAN, Centre for Development of Teaching and Learning
  

Name of Facilitator (s)
Principal Facilitator: Julius BAUTISTA, NUS College (Email to: bautista@nus.edu.sg)
Co-Facilitators: Peter VAIL, NUS College (Email to: pvail@nus.edu.sg)
                         LEUNG Wing Sze, NUS College (Email to: wleung@nus.edu.sg)

The Service Impact Learning Community (SILC) is an inclusive platform for educators to discuss how Service-Learning (S-L) programs can be effectively and sustainably integrated into the NUS curricula. S-L programs are educational endeavors that aim to achieve social impact by facilitating direct student collaboration with community partners in addressing community-prescribed needs and social problems. As part of a socially-directed experiential pedagogy, students process the experience of community engagement in a way that enables them to achieve a deeper understanding and retention of curricular content (Bingle and Hatcher 1996; Saeed and Ahmed 2021: 323).
Under the NUS Communities and Engagement Pillar, S-L is a crucial component of the graduation requirements for all students from cohort AY2021/2022 onwards. Through a series of reading groups, peer workshops, SoTL-focused publication projects and sustainable community building activities, SILC members work together in addressing the conceptual and practical conundrums that may preclude the efficient implementation of a community engagement component in our curricula.

Members:

• Jack CHIA-Meng Tat, Dept of History/Faculty of Arts and Social Sciences
• George RADICS, Dept of Sociology/Faculty of Arts and Social Sciences
• Jessy KEE (student), Dept of Psychology/Social Work/Faculty of Arts and Social Sciences
• GOH Fang Wei, NUS College
• NG Keng Khoon, NUS College
• Alberto PEREIRO, NUS College
• Shaun LIN, NUS College
• Yi’En CHENG, NUS College
• Alexandra DALFERRO, NUS College
• LIM Chee Han, NUS College
• Miguel Escobar VARELA, NUS College
• Kiruthika RAGUPATHI, Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: Bimlesh WADHWA, Dept of Computer Science/School of Computing
                                (Email to: dcsbw@nus.edu.sg)
Co-Facilitator: ZHANG Weiyu, Dept of Communication and New Media/Faculty of Arts and Social              Sciences (Email to: cnmzw@nus.edu.sg)

This learning community aims to explore how technology can deepen social inequity, as well as how it can be leveraged to advance social good. We aim to discuss paradoxes and gaps in the consideration of e.g. ethical practices in ‘technology for social good’ contexts. Our goal is to bring together a cohort of motivated individuals from STEM and non-STEM fields to discuss important practices, pedagogies, and issues in developing and deploying technology for social good. In particular, we intend to explore literature and practices to develop an interdisciplinary and collaborative approach that helps to enhance our modules when we teach students about ethical practices in technology for social good. With facilitators from Department of Communications and New media, Tembusu College, and School of Computing, we aim to cultivate a learning community where individuals from a wide range of backgrounds share their perspectives and experiences, survey and evaluate existing practices, and develop a shared resource of examples and case studies of technology for social good.

Members:

• Alex MITCHELL, Dept of Communications and New Media/Faculty of Arts and Social Sciences
• Eric Thomson KERR, Tembusu College/Asia Research Institute
• Akshay Narayan, Dept of Computer Science/School of Computing
• Mark GAN, Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: Jonathan FROME, NUS College (Email to: frome@nus.edu.sg)
Co-Facilitator: Tait BERGSTROM, NUS Library Writers’ Center (Email to: tcb@nus.edu.sg)

ChatGPT is an artificial intelligence (AI) program that was made available to the public for free just a few weeks ago, in Dec 2022. In a very short time, it has garnered an immense amount of attention among writing teachers, prompting articles with apocalyptic titles such as “The College Essay is Dead” (Marche 2022) and “The End of High-School English” (Herman 2022). Why? Using its massive dataset of published texts, ChatGPT is able to respond to writing prompts with essays that would easily earn passing grades in most introductory writing courses. University students and educators are quickly becoming aware of this tool, but no one has developed any frameworks for evaluating how educators and institutions should change their current teaching practices and policies in response to it becoming widely available. Is use of ChatGPT plagiarism or a violation of academic ethics? Should instructors try to ban use of ChatGPT and similar tools or embrace them? If the latter, how must writing courses change to incorporate these tools into writing instruction? This Learning Community aims to bring together members with expertise in computing, administration, and writing pedagogy to develop frameworks needed to deal with these issues.

Members:

• Akshay NARAYAN, Dept of Computer Science/School of Computing
• LOY Hui Chieh, NUS College
• Stuart DERBYSHIRE, Dept of Psychology/Faculty of Arts and Social Sciences
• Jonathan SIM, Dept of Philosophy/Faculty of Arts and Social Sciences
• Kathyrn MCHARRY, NUS College
• David MERRY, NUS College
• Bart Van WASSENHOVE, NUS College
• LEE Li Neng, Dept. of Psychology/Faculty of Arts and Social Sciences,
  Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: CHEN Wenqian, Dept of Pharmacy/Faculty of Science (Email to: wen.chen@nus.edu.sg)
Co-Facilitator: Daren LER Shan Wen, Dept of Computer Science/School of Computing (Email to: dcsdlsw@nus.edu.sg)

Since 20161, the NUS community has actively embraced CT education under the leadership of President Professor Tan Chorh Chuan. However, feedback from educators and students about CT/CS-related modules (e.g., AR2524, COS2000) suggests that non-CS students still have difficulties applying CT/CS knowledge in their prospective domains. Our multidisciplinary learning community (MLC) aims to craft a plug-and-play curriculum that allows NUS educators to efficiently develop non-CS modules with CT/CS elements for enhancing domain-specific learning.

Our plug-and-play curriculum consists of:
● a general module that provides a sufficient introduction to CT/CS for non-CS students;
● multiple tailorable generic components that focus on applied CT/CS topics that may be seamlessly incorporated into non-CS modules.

To achieve this goal, our MLC will develop the necessary TPCK for teaching CT/CS in non-CS contexts through feedback from the coordinators of existing CT/CS modules in NUS, a comprehensive review of literature and data collected from proposed trials in the Department of Chemical and Biomolecular Engineering, and the Department of Pharmacy. Our plug-and-play curriculum will help NUS educators to efficiently incorporate CT education and synergistically enhance student learning for CT, CS and domain-specific topics. Interested colleagues please contact Dr Daren Ler (dcsdlsw@nus.edu.sg) or Dr Chen Wenqian (wen.chen@nus.edu.sg) for more information.

Members:

• YAP Swee Kun, Dept. of Chemical and Biomolecular Engineering/Faculty of Engineering
• Cindy LEE Lai Yeng, Dept. of Chemical and Biomolecular Engineering/Faculty of Engineering
• Steven PAN, Dept. of Psychology/Faculty of Arts and Social Sciences
• Ashish Deepak DANDEKAR, Dept. of Computer Science/School of Computing
• Soong Swee Kit Alan/Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: CHEAH Kok Ming, Dept of Architecture/ School of Design and Environment (Email to: akickm@nus.edu.sg)
Co-Facilitator: Zhang YE, Dept of Architecture/ School of Design and Environment (Email to: akizy@nus.edu.sg)

This learning community will study how collaboration in interdisciplinary learning could be conceived and achieved in design courses. The investigation will be carried out focusing on the realm of built environment, which will serve as a platform to effectively integrate and concretely ground expertise of a wide range of disciplines. The aim is to develop a conceptual framework for interdisciplinary collaborative learning for design courses and beyond. The study of the learning community is planned into two phases across two years .The first phase aims to establish a common knowledge foundation and develop a preliminary vision. On this basis, the second phase attempts to collectively construct a conceptual framework and test and refine it through different design courses. The findings of the learning community will be shared with the wider NUS community and beyond with the following deliverables: a blog in NUS Teaching Connection at the end of phase one, an open symposium at the end of phase two, and eventually a peer-reviewed journal article.

Members:

• PANG Sze Dai, Dept. of Civil and Environmental Engineering/Faculty of Engineering
• SEAH Kiat Ying, Dept. of Real Estate/School of Design and Environment
• TAN Beng Kiang, Dept. of Architecture/School of Design and Environment
• CHEN Zhi Xiong, Dept. of Physiology/Yong Loo Lin School of Medicine
• TANG Kok Zuea, Engineering Design and Innovation Centre/Faculty of Engineering
• Stephen TAY En Rong, Dept. of Building/School of Design and Environment
• Ervine LIN Shengwei, Dept. of Architecture/ School of Design and Environment
• Thomas KONG Kwok Hoong, Dept. of Architecture/ School of Design and Environment
• Francois BLANCIAK, Dept. of Architecture/ School of Design and Environment
• Kenya ENDO, Dept. of Architecture/ School of Design and Environment
• Eddie LAU Siu Kit, Dept. of Architecture/ School of Design and Environment
• Mark GAN/Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: Linda SELLOU, Dept of Chemistry/Faculty of Science (Email to: chmsll@nus.edu.sg)
Co-Facilitator: Mark CHONG, Dept of Biomedical Engineering/Faculty of Engineering (Email to: markchong@nus.edu.sg)

Peer learning has been shown to have significant benefits in higher education and it can take many forms, from group collaboration to peer feedback. As we move towards an educational system where students take greater ownership of their education (and educators become guides by the side or facilitators), and where learning spaces are blended, it is essential to highlight and share best practices in peer learning and feedback. Most reported strategies on peer learning refer to the more traditional disciplinary context. Our aim is to explore this 21st century life skill of peer learning and feedback by bringing together a community of educators and students from different disciplines involved in interdisciplinary courses or programmes. Together we will discuss current challenges in peer learning and peer feedback in an interdisciplinary setting and explore resources and best practices in these areas, in addition to offering instructional recommendations that are suitable for blended learning spaces.

Members:

• Sarada BULCHAND/ Duke-NUS Medical School
• LIU Mei Hui, Dept. of Food Science and Technology/Faculty of Science
• CHNG Hui Ting, Dept. of Pharmacy/Faculty of Science
• TAY En Rong Stephen, Dept. of Building/School of Design and Environment
• TAN Chiang Wang Matthew, Dept. of Pharmacy/Faculty of Science
• Zhang YE, Dept. of Architecture/ School of Design and Environment
• Xianhui Nicholas CAI, Dept. of Philosophy/Faculty of Arts and Social Sciences
• Verily TAN/Centre for Development of Teaching and Learning

Name of Facilitator (s)
Principal Facilitator: WERTZ, Timothy Michael/Yale-NUS College (Email to: tim.wertz@yale-nus.edu.sg)
Co-Facilitator: Edmund LOW/University Scholars Programme (Email to: edmundlow@nus.edu.sg)

This community consists of faculty involved in teaching and designing the new “Reasoning with Data” and “Computational Problem Solving” modules that will be offered at NUS College beginning next year. We also hope to involve students that have completed the “Quantitative Reasoning” module at either the University Scholars Programme (USP) or Yale-NUS College (YNC). The goal of this community is to integrate best practices from both units and leverage the experience of students who have previously completed the current modules. Building on the successful peer tutoring programmes at USP and YNC, we hope to further integrate peer-to-peer learning through a robust Quantitative Centre. This centre will also serve to build community between students who have already completed the modules and their younger peers who are currently enrolled in them.

Members:

• LOO Yoke Leng/ University Scholars Programme
• Mikhail FILIPPOV/ University Scholars Programme
• Francesca SPAGNUOLO/Yale-NUS College
• CHAN Chi Wang/ University Scholars Programme
• LEE Li Neng, Dept. of Psychology/Faculty of Arts and Social Sciences/
  Centre for Development of Teaching and Learning

Name of Facilitator (s)

Principal Facilitator: Lynette TAN/Residential College 4 (Email to: rc4tyll@nus.edu.sg)   
Co-Facilitator: CHNG Huang Hoon/Chua Thian Poh Community Leadership Centre (Email to: clcchh@nus.edu.sg)

This Learning Community comprises of teaching faculty from Residential College 4 (RC4) and looks to improve the student learning experience and environment through students’ interactions with peers, faculty and staff. Research extending several decades has demonstrated that peer-to-peer, student-faculty, and student-staff relationships form the basis of learning, belonging and achieving in Higher Education (Felten and Lambert, 2020, p. 5). Moreover, co-creation of teaching and learning (where there is shared decision making and responsibility in the design of the whole curricula or elements of curricula) is becoming more widespread globally with compelling evidence of beneficial outcomes.

We will meet to discuss and engage with two volumes of work on relational pedagogy and the co-creation of learning and teaching. These books (‘Relationship-Rich Education’ by Peter Felten and Leo M. Lambert, 2020 and ‘Co-creating Learning and Teaching’ by Catherine Bovill, 2020) critique research on the topics of successful learning outcomes through positive relationships between teacher and students, active learning and partnership in the co-creation of learning and teaching. They also examine the importance of institutional cultures as well as explain how to create a relationship-rich environment where students will have frequent opportunities, and a diverse range of access points, to connect with many peers, faculty and staff.

Members:

• Peter PANG/Residential College 4
• Ali Kadri/Residential College 4
  
• Elizabeth ONG/Residential College 4
• Lyon LOH/Residential College 4
  
• Mustafa Izzudin/Residential College 4  
• Navarun VARMA/Residential College 4
  
• Naviyn BALAKRISHNAN/Residential College 4
  
• Sekhar KONDEPUDI/Residential College 4
  
• SREENIVAS Bellam/Residential College 4
• TAN Lai Yong/Residential College 4
• Verily TAN/Centre for Development of Teaching & Learning (CDTL)
  

Name of Facilitator (s)

Principal Facilitator: Nina Laurel POWELL, Psychology/Faculty of Arts & Social Sciences (Email to: psynlp@nus.edu.sg)
Co-Facilitator: DERBYSHIRE, Stuart William Geo, Psychology/Faculty of Arts & Social Sciences (Email to: psydswg@nus.edu.sg)

NUS’ UPEC has identified a key component to achieving excellence in education, and specifically, a key component to career advancement on the educator track. This key component is “being a reflective educator”. Our primary focus will be to unpack the term “reflective educator”. This is necessary because the context in the literature is primary and secondary education environments. The higher ed context is notably different (e.g., students are more in control of their outcomes while at university and there is a greater emphasis placed on and self- driven inquiry and learning). Additionally, with the development of a career-track in education, NUS should have its own way of defining and evidencing this term to reflect the institution’s values. Terms like “reflective educator” also have a tendency to evoke an intuitive meaning – the term’s meaning seems self-evident and we may all understand the meaning of reflection within the context of our teaching differently. A clear understanding of this term will add clarity to educators’ career development pathways and add transparency and trust to the process of evaluating educators’ effectiveness. Finally, while many acknowledge its limitations, there is still a heavy reliance on student feedback as being the primary objective standard for determining educators’ effectiveness. With a greater unpacking of this term, we will work to uncover new ways of evidencing effectiveness in education that speak specifically to demonstrating reflective practice. In unpacking this term “reflective educator”, our primary aim is to reflect on what effective education is and then identify ways to measure that effectiveness.

Members:

• Donna Maree BRUNERO, History/Faculty of Arts & Social Sciences
• Robin LOON, English Language & Literature/Faculty of Arts & Social Sciences
• Brian FARRELL, History/Faculty of Arts & Social Sciences
• Rebekah WANIC, Psychology/Faculty of Arts & Social Sciences
• Andrew HUI, Humanities (Literature)/Yale-NUS College
• Russell LEE (Graduate Student), Psychology/Faculty of Arts & Social Sciences
• TAN Yia Chin, Psychology/Faculty of Arts & Social Sciences
•  LEE, MICHAEL Adrian/Centre for Development of Teaching & Learning (CDTL)

 Name of Facilitator (s)

Principal Facilitator: Andre Matthias MULLER, Saw Swee Hock School of Public Health (Email to: ephamm@nus.edu.sg)
Co-Facilitator: Raymond LIM, Saw Swee Hock School of Public Health (Email to: ephlbtr@nus.edu.sg)

The Covid-19 pandemic has further increased the demand for online learning opportunities in almost every field. With this, the desire by NUS to develop MOOCs and reach a large global audience has intensified.
The current MOOC LC was set up to discuss key characteristics of quality MOOCs, and get MOOC developers of the LC into the space. Throughout the year, MOOC LC members had in-depth discussion around various MOOC-relevant topics and formed collaborative relationships (mainly instructors with experts in education, technology and media). In the second year we aim to fully build on these relationships to support MOOC developers with their on-the ground implementation leading to a successful MOOC launch.
Following this, we aim to share our learnings on various platforms and encourage other colleagues to embark on the development of quality MOOCs.

Members

• Alan SOONG Swee Kit, Centre for Development of Teaching & Learning (CDTL)
• Rafi RASHID, NUS Graduate School for Integrative Sciences & Engineering (NGS) 
• Olivier Patrick LEFEBVRE, Civil & Environmental Engineering/Faculty of Engineering
• Hafizah OSMAN, School of Continuing and Lifelong Education (SCALE) 
• Clayton MILLER, Building/School of Design & Environment
• Narayanan SHYAM, Centre for Instructional Technology (CIT) 
• Thirugnanasambhandan DHANESHAN (Student), Biological Sciences/Faculty of Science
• Lohsshini Sethu PATHY (Student), Biological Sciences/Faculty of Science Sciences

 Name of Facilitator (s)

Principal Facilitator: Andi Sudjana PUTRA, Dean's Office/Faculty of Engineering (Email to: engpas@nus.edu.sg)
Co-Facilitator: Alan SOONG Swee Kit, Centre for Development of Teaching and Learning (CDTL) (Email to: cdtsska@nus.edu.sg)

Blog site: https://blog.nus.edu.sg/dyomlc/

DYOM initiative, launched in AY 2019/2020 at NUS, aims to promote life-long learning and self-directed learning. A successful DYOM initiative requires a holistic approach to meet the needs of stakeholders including undergraduate students, educators and administrators. Currently there are no learning communities in NUS looking into DYOM. DYOM LC is a community of undergraduate students, educators and administrators who are interested in developing and promoting DYOM via group work with supervision. DYOM LC aims to develop an effective methodology that would support each stakeholder in their respective role, benefit the NUS community and eventually the education communities beyond NUS and Singapore who are interested in learning and conducting DYOM in their respective contexts. DYOM LC will approach the subject matter using Flexible Learning and Students-as-Partners (SaP) frameworks. Flexible learning is "about empowering students by offering them choices in how, what, when and where they learn: the pace, the place and mode of delivery", hence DYOM falls within it. As partnership between students and staff is crucial in DYOM, the SaP framework is used to underpin the discussion of DYOM LC.

Members

• SEW Jyh Wee/Centre for Language Studies 
• CHONG Yuan Yi, Chemistry/Faculty of Science
• NG Tao Tao Magdeline/NUS Science Library
• THAM Chuey Peng/Office of the Senior Deputy President & Provost 
• Doreen TAN, Centre for English Language Communication (CELC)
• SIM Zhian Elvyn/Office of Student Affairs (OSA)
• Muhammad HAIZURULDIN/Office of Student Affairs (OSA) 
• POK Ruey Jye (Student)/Faculty of Engineering
• Markus Alexander NG Shen Xi (Student)/NUS Business School
• Benjamin LAY Weijie (Student)/NUS Business School
• LEE Kooi Cheng/Centre for English Language Communication (CELC)
• SEAH Zong Long/NUS Graduate School for Integrative Sciences & Engineering (NGS)

 Name of Facilitator (s)

Principal Facilitator: CHER Pei Hua/Duke-NUS Medical School (Email to: gmscher@nus.edu.sg)
Co-Facilitator: LEE Wen Yau Jason/Duke-NUS Medical School (Email to: gmsjwyl@nus.edu.sg)

Medical education is a multidisciplinary field that involves clinicians, allied health professionals and education experts to train healthcare workers to be competent professionals. It is still rooted in tradition with a strong history in didactic teaching. Nonetheless, the field is evolving with a drive for adopting pedagogical innovations, such as team-based learning and technology enhanced learning, to complement and enhance the training of future healthcare professionals.
The aim of our learning community is to form a multidisciplinary group of content, education and technology experts to share research on medical education, technology and pedagogy. We will take a scholarly approach and create a platform that will enable us to read, demonstrate, and share technology and education journal articles that will promote learning and improve student engagement to fulfil learning outcomes.
We have identified several topics that our learning community will share, such as:
• AR/VR in medical education
• AI in healthcare education
• Realtime Learning Analytics
• The use of natural language processing in student reflection
• Elentra ME – harnessing its features to improve teaching and learning
• Learning Management Systems and their challenges
• Learning Theory and their delivery using technology
Through this community we seek to keep up to date and reflect on the effective use of technology to enhance learning, as well as identify research gaps for future collaborations.

Members

• A Fahmeeda Banu D/O Abdul MALIK/Duke-NUS Medical School
• Fernando BELLO/Duke-NUS Medical School
• FOO Yang Yann/Duke-NUS Medical School
• FOONG Weng Chiong, Kelvin/Faculty of Dentistry
• Grace SOW Tian Boon/Duke-NUS Medical School
• LIM Li Zhen/Faculty of Dentistry
• LOH Swee Nam/Duke-NUS Medical School
• Mandi LEE/Smart Systems Institute
• Sarada Harichand BULCHAND/Duke-NUS Medical School
• TEH Hsin Yee/Duke-NUS Medical School
• Intekhab ISLAM/Faculty of Dentistry
• FOO Lean Heong/Duke-NUS Medical School
• FREEMAN Kirsty Jane/Duke-NUS Medical School
• Mark GAN/Centre for Development of Teaching & Learning (CDTL)
  

Name of Facilitator (s)

Principal Facilitator: Kamalini RAMDAS, Geography/Faculty of Arts & Social Sciences (Email to: geokr@nus.edu.sg)
Co-Facilitator: Shobha AVADHANI, Communications & New Media/Faculty of Arts & Social Sciences  (Email to: cnmsa@nus.edu.sg)

Feminist pedagogical practices strive to produce a learning environment where students learn to ‘do’, ‘question’ and ‘transform’ within the generative spaces of the classroom (Burke et al, 2017, Huang and Ramdas, 2019). The classroom is framed as a generative space fuelled by a commitment to animate feminist politics and ethos through education and research, and to enact social justice that extends beyond the classroom. In Singapore, this can be especially complex and challenging for two reasons: 1) the diversity of students with different cultural beliefs and value systems; and 2) the challenges advocating for feminist change in the sociopolitical context of Singapore.
The aim of this TLC is to take stock of the interdisciplinary landscape of gender education and feminist pedagogical approaches and strategies at NUS. How have sex/gender been incorporated in what we teach? What are the different disciplinary and pedagogical approaches we adopt when discussing sex/gender in our classrooms? What might the impact of these discussions be beyond our classrooms? How might some of the strategies advance research, thinking and representation with regards to gender?

Members

• Robin LOON, English Language & Literature/Faculty of Arts & Social Sciences 
• Laetitia MONBEC/Centre for English Language Communication (CELC)
• CHIN Chuan Fei, Philosophy/Faculty of Arts & Social Sciences
• Antonia MONTEIRO, Biological Sciences/Faculty of Science
• Nalini PUNIAMOORTHY, Biological Sciences/Faculty of Science
• Zoe Jane-Lara HILDON/Saw Swee Hock School of Public Health
• Sheena RAMAZANU/Alice Lee Centre for Nursing Studies
• ZHANG Chen, Will, General Education Unit /Office of the Senior Deputy President and Provost
• Adelyn LIM, Sociology/Faculty of Arts & Social Sciences
• Nashwinder KAUR/Saw Swee Hock School of Public Health
• Namala Lakshmi TILAKARATNA/Centre for English Language Communication (CELC)
• Kiruthika RAGUPATHI/Centre for Development of Teaching & Learning (CDTL)
  

Name of Facilitator (s)

Principal Facilitator: Zeehan JAAFAR, Biological Sciences/Faculty of Science (Email to: dbszj@nus.edu.sg)
Co-Facilitator: Donna Maree BRUNERO, History/Faculty of Arts & Social Sciences (Email to: hisdonna@nus.edu.sg)

The ability to critically synthesize complex relationships and identify potential solutions from multiple disciplines confers academic and professional advantages at a time when information is readily available (Repko 2009; Mishra & Kereluik 2011; Herbert 2017). Innovative problem solving skills are a core competency expected of university graduate students. The recent launch of the College of Humanities and Sciences (CHS) by NUS signals this major paradigm shift in higher education training in Singapore from a traditional single discipline focus to one that is interdisciplinary.
This proposed Learning Community leverages on the advancement of inter, and even trans, disciplinary teaching modes by the university. To this end, our aim for this Learning Community is to review, and adapt current pedagogical approaches in interdisciplinary teaching and learning in the context of Faculty of Science (FoS) and Faculty of Arts and Social Sciences (FASS) teaching collaborations. We will identify the opportunities and challenges that this Learning Community members face when teaching interdisciplinary courses and analyse these for any common threads or trends. Concurrently, we will evaluate the relevance of longstanding fundamental concepts in interdisciplinary teaching (see e.g., Nikitina 2006); and study through focus group discussions, seminal publications on current best practice strategies employed for successful integrated interdisciplinary teaching and learning. These exercises will allow members of this Learning Community to suggest broad concepts to be adopted or adapted to the courses they are presently teaching. Members are to share their observations of the efficacy of these concepts after implementation.
This Learning Community will also serve as a platform for broader collaborative learning on interdisciplinary teaching amongst colleagues and graduate students from the two faculties (FoS and FASS) through one informal session in month 6 and one formal seminar in month 12.
These sessions will be then be written up for contributions under CDTL’s Teaching Connections.

Members

• Kamalini RAMDAS, Geography/Faculty of Arts & Social Sciences
• Jose Christopher MENDOZA/Lee Kong Chian Natural History Museum
• Mohammed Effendy B Abdul HAMID/Southeast Asian Studies
• Hanny KUSNADI, Accounting/NUS Business School
• WONG Lynn Wei (Graduate Student), Biological Sciences/Faculty of Science
• Dennis ANG, Communications & New Media/Faculty of Arts & Social Sciences
• Linda SELLOU, Chemistry/Faculty of Science
• Alan SOONG Swee Kit/Centre for Development of Teaching & Learning (CDTL)
  

Name of Facilitator (s)

Principal Facilitator: DU Hongjian, Civil & Environmental Engineering/Faculty of Engineering
                                 (Email to: ceedhj@nus.edu.sg)
Co-Facilitators: Stephen TAY, Building/School of Design & Environment (Email to: bdgters@nus.edu.sg)
                          YEOH Ker Wei, Justin, Civil & Environmental Engineering/Faculty of Engineering 
                           (Email to: ceeykw@nus.edu.sg)

This learning community (LC) aims to learn and implement interdisciplinary educational approaches to promote students learning, which aligns with the recently announced press release.1 The LC comprises of academics and students across the Faculty of Engineering and School of Design and Environment. There are two phases planned for: (1) Learning and (2) Implementation. In Phase 1, the LC studies the book “A Connected Curriculum for Higher Education” (Fung, 2017), which is supplemented by cross-faculty/school peer reviews. Specifically, the Connected Curriculum framework is referenced. Subsequently, mind maps of ideas for interdisciplinary modules are created. Members will share their thoughts on the readings and discuss the applicability of various teaching pedagogies in monthly meetings. In Phase 2, members will identify and implement the most suitable teaching strategies for their individual module. Members will collaboratively help one another through peer review. The impact of the efforts on student learning will be assessed through both qualitative and quantitative approaches. The scholarship of the new teaching methods will be documented and shared with those who are motivated to contribute to interdisciplinary teaching. At the end of the project, we will organise a workshop to disseminate the findings and experience to the NUS wider community.
¹ Service learning and greater flexibility for incoming undergraduates at NUS, 22 February 2021 https://news.nus.edu.sg/service-learning-and-greater-flexibility-for-incoming-undergraduates-at-nus/

Members

• WANG Qian, Building/School of Design & Environment
•  Alexander LIN, Building/School of Design & Environment
• GENG Guoqing, Civil & Environmental Engineering/Faculty of Engineering
• GOH Yang Miang, Building/School of Design & Environment
• Paul ONG, Civil & Environmental Engineering/Faculty of Engineering
• TAY Xin Yi Mavian, Building/School of Design & Environment
• YAN Siyang (Student), Civil & Environmental Engineering/Faculty of Engineering
• Mark GAN/Centre for Development of Teaching & Learning (CDTL)
  

Name of Facilitator (s)

Principal Facilitator: Rebecca Amelie WANIC, Psychology/Faculty of Arts & Social Sciences (Email to: psyraw@nus.edu.sg)
Co-Facilitator: Nina POWELL, Psychology/Faculty of Arts & Social Sciences  (Email to: psynlp@nus.edu.sg)

Much work has documented increasing levels of stress in students, with little attention to how mindset or environmental factors contribute. Singapore presents an interesting landscape for exploration, producing high-achieving students who report high levels of stress, which may be exacerbated by the impact of a failure-intolerant parenting culture. Much has been done to assist student wellbeing outside the classroom, but few have focused on the unique role of educators, who may assist in promoting student success through the impact of pedagogical practices on student wellbeing. Psychological research highlights that subjective factors play a large role in both the experience and impact of stress. One such factor is the cultivation of a resilience mindset. Faculty are uniquely positioned to assist students in the acquisition of a resilience mindset given their contact with students and educational leadership roles. We will explore theory and research on the connection between resilience, stress and success and identify ways faculty can incorporate resiliency-enhancing techniques in the classroom. Through reflection on current pedagogy and development of novel exercises, we will evaluate how resiliency-minded instruction can reduce student stress, improve educational outcomes, and promote student motivation to face new challenges in the classroom and beyond.

Members

• CHER Pei Hua/Duke-NUS Medical School
• Yuzuru HAMASAKI, Japanese Language program/Center for Language Studies
• Derbyshire, Stuart William Geo, Psychology/Faculty of Arts & Social Sciences
• Gretchen COFFMAN, Geography/Faculty of Arts & Social Sciences
• Verily TAN/Centre for Development of Teaching & Learning (CDTL)
  

Name of Facilitator (s)

Principal Facilitator: Elliot LAW, Dean's Office/Faculty of Engineering (Email to: engel@nus.edu.sg)
Co-Facilitator:  Nil

The Innovation & Design Programme (iDP) aims to train graduates with an entrepreneurial mindset who understand innovation and are able to apply their knowledge and skills to solve problems or design new products, services, and experiences. In the iDP, students learn various tools and processes for ideation and design by working together in multidisciplinary teams on hands-on projects that have real-world impact. Those who are keen on entrepreneurship are encouraged to further develop their projects for commercialization.
This Learning Community aims to bring together educators who are involved in the iDP to explore best practices to define, nurture, and assess key student learning outcomes in a multidisciplinary project-based learning programme such has the iDP. These learning outcomes include domain knowledge and skills, professional skills, and personal attributes that are expected of iDP graduates in a world that is increasingly characterized by rapid change, uncertainty, and complexity.
This Learning Community also seeks to be a platform for its members to reflect and consolidate important lessons that we have learnt since the inception of the iDP a decade ago, chart future directions as we look to strengthen the programme over the next decade, and embolden us to share our experience with others. Through this effort, we hope to make the impact of the iDP more tangible to internal and external stakeholders by anchoring what we do on firmer educational frameworks and making public our philosophy and best practices.

Members

• Andi Sudjana PUTRA, Dean's Office/Faculty of Engineering 
• KHOO Eng Tat, Dean's Office/Faculty of Engineering
• TANG Kok Zuea, Dean's Office/Faculty of Engineering
• YEN Shih Cheng, Dean's Office/Faculty of Engineering
• Mark CHONG, Biomedical Engineering/Faculty of Engineering
• Koenraad MOUTHAAN, Electrical & Computer Engineering/Faculty of Engineering
• LOH Ai Poh, Electrical & Computer Engineering/Faculty of Engineering
• Mark Philip De LESSIO, Dean’s Office/Faculty of Engineering
• EE Wei Han, Eugene, Dean’s Office/Faculty of Engineering
• LIM Hong Wee, Dean’s Office/Faculty of Engineering
• NEO Kang Wei, Kenneth, Dean’s Office/Faculty of Engineering
• SOH Eng Keng, Dean’s Office/Faculty of Engineering
• TEO Shohei, Brian, Dean’s Office/Faculty of Engineering
• SIM Zhi Min, Dean’s Office/Faculty of Engineering
• PU Fang Chiong, NUS Libraries
• WONG Kah Wei, NUS Libraries
• Kiruthika RAGUPATHI/Centre for Development of Teaching & Learning (CDTL)
  

Name of Facilitator (s)

Principal Facilitator: Greg Tucker-KELLOGG, Biological Sciences/Faculty of Science (Email to: dbsgtk@nus.edu.sg)
Co-Facilitator:  Nalini PUNIAMOORTHY, Biological Sciences/Faculty of Science (Email to: dbsnp@nus.edu.sg)

Before the Covid-19 pandemic (the Before Times), online teaching at NUS was primarily a scenario planning exercise: an e-learning week here or there to ensure business continuity preparedness. During the enforced e-learning of the pandemic, teaching staff have been forced to innovate.Although classes will gradually return to face-to-face teaching, a year of online learning will, and should, change teaching forever. The experience of learning changes the expectations of teaching. We cannot expect to go back to “The Before Times” any more than we can ask students to give up their smart phones. But which innovations are worth keeping? This learning community (LC) will examine and refine what teachers and students have learned about best e-learning practices over the last year. Every member of the community must be committed to the principle that teaching and learning in the After Times will be different than it was in the Before Times. Each LC member from the teaching staff will implement and report on their own e-learning innovations; each student member will report on their elearning experiences. Individual perspectives will be tested by peer observation. This LC will make recommendations to CDTL and CIT for professional development programmes and LumiNUS changes, respectively.

Members

• Roman CARRASCO, Biological Sciences/Faculty of Science 
• LING Shuo-Chien, Physiology/Yong Loo Lin School of Medicine
• Antónia MONTIEIRO, Biological Sciences/Faculty of Science
• LEE Kan Ting Marcus (Student), Computational Biology Programme/Faculty of Science
• Ira AGRAWAL, Physiology/Yong Loo Lin School of Medicine
• JEON Ah-Jung, Medicine/Yong Loo Lin School of Medicine
• LEE, ADRIAN Michael/Centre for Development of Teaching & Learning (CDTL)
  

Name of Facilitator (s)

Principal Facilitator: Marina Jose KANETI/Lee Kuan Yew School of Public Policy (Email to: sppmjk@nus.edu.sg)
Co-Facilitator:  Taha HAMEDDUDIN/Lee Kuan Yew School of Public Policy (Email to: spptah@nus.edu.sg)

Borrowing the concept of interoperability from computer systems, the objective of this learning community is to enhance faculty and students’ ability to connect knowledge as well as exchange, and make use of, information between course modules and programme curricula. The overarching goal is to support both the learning community participants, and faculty at LKYSPP more broadly, to craft a coordinated and holistic teaching and learning experience for the graduate students across our public policy school. Such experience would allow students to move beyond learning where course modules are only seen as individual, stand-alone components of a respective graduate degree.  Our vision is to create an interoperable environment where the flow and integration of information between course modules allows both the faculty and students to understand the degree programmes as a multifaceted and yet holistic process that prepares our graduates for the professional world of policy making and policy analysis.

Members

• Kanti BAJPAI/Lee Kuan Yew School of Public Policy
• Benjamin CASHORE/Lee Kuan Yew School of Public Policy
• Francesco MANCINI/Lee Kuan Yew School of Public Policy
• Alfred WU/Lee Kuan Yew School of Public Policy
• KHUONG Minh Vu/Lee Kuan Yew School of Public Policy
• Sanjana GOSWAMI/Lee Kuan Yew School of Public Policy
• Adam LIU/Lee Kuan Yew School of Public Policy
• Adrien BUSSY/Lee Kuan Yew School of Public Policy
• Drew THOMPSON/Lee Kuan Yew School of Public Policy
• Anubhav GUPTA/Lee Kuan Yew School of Public Policy
• Mark GAN/Centre for Development of Teaching & Learning (CDTL)
  

Name of Facilitator (s)

Principal Facilitator: HAN Zhe, Pharmacy/Faculty of Science (Email to: phahz@nus.edu.sg)
Co-Facilitator: Paul GALLAGHER, Pharmacy/Faculty of Science (Email to: phapjg@nus.edu.sg)

A transdisciplinary and integrated approach is emphasized in higher education internationally and at the National University of Singapore (NUS). However, integrated teaching and learning faces numerous challenges not least of which is the limited experience and familiarity of academic staff in the delivery of integrated curricula.
 
This Learning Community addresses the crucial issue of developing an integrated approach to teaching and learning. It creates peer support among champions of integrated learning. We will focus on the design, development and delivery of Collaborative Learning Workshops (CLWs) which challenge students to work in teams to apply knowledge from various disciplines in solving real-world problems. In the process, students will also enhance their communication and critical thinking skills. The design of CLWs is rooted in collaborative learning and student-centered pedagogy.
 
Faculty from NUS Pharmacy and partnering academic units (e.g. Depts of Anatomy, Physiology, Pathology from the Yong Loo Lin School of Medicine) will join this Learning Community, along with representatives from local healthcare institution and student organization. This membership allows the learning community to be a platform for dialogue between faculty members, employers and students and to facilitate the implementation of an integrated pharmacy professional curriculum (http://pharmacy.nus.edu.sg/bachelor-of-pharmacy/).  
 
Understanding and experiences gained through this learning community are applicable to all disciplines and will be shared with educators in NUS and beyond through teaching guides, video, presentations, and workshop.

Members:

• CHUI Wai Keung, Pharmacy/Faculty of Science
• CHEW Eng Hui, Pharmacy/Faculty of Science
• Priscilla HOW, Pharmacy/Faculty of Science
• WANG Aiwen, Pharmacy/Faculty of Science  
• CHEN Zhi Xiong, Physiology/Yong Loo Lin School of Medicine
• TAN Kong Bing, Anatomy/Yong Loo Lin School of Medicine
• THE Sin Yee (Student), Pharmacy/Faculty of Science
• TAI Chen Wei (Student ), Pharmacy/Faculty of Science
• LEE, MICHAEL Adrian/Centre for Development of Teaching & Learning (CDTL)

Name of Facilitator (s)

Principal Facilitator: James KAH, Biomedical Engineering/Faculty of Engineering (Email to: biekahj@nus.edu.sg)
Co-Facilitator: KUAN Yee Han, Tembusu College & Office of Student Affairs (Email to: rctkyh@nus.edu.sg)  

“Corporate for Good” initiatives are often a way for many organizations to contribute back to society and create meaningful social impact. As an educational institution, NUS presents many possible pathways to realize its corporate giving within the context of delivering a world-class education. While internship programmes have been embedded in many programmes, community engagement is often considered as an extra-curricular activity. Furthermore, we also recognize the increasing desire of our Gen Z students to find meaning and social impact in their learning (Willms, Friesen, & Milton, 2009). Existing studies have shown that students are more engaged if they observe that their learning could impact people’s lives (Taylor & Parsons, 2011). These have therefore motivated us to propose a Learning Community where members from different faculties can examine published frameworks on community-based learning and share best practices that could be embedded into these frameworks.  Our aim is to allow members to co-learn how their degree programme, curriculum or a specific module could be re-designed to consciously incorporate elements of community-based learning in a discipline-specific manner, based on an established framework to achieve more effective community engagement. Community-based learning embedded as an integral component of a module or curriculum could provide formal and proper training to students to maximize social impact. This is a unique concept which we believe could maximize our student’s exposure to needs in the community and allow them to learn more, gain more empathy, give back to society while they earn their modular credits.

Taylor, L. & Parsons, J. (2011). Improving student engagement. Current Issues in Education, 14(1), 1-32. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/745/162.

Willms, J. D., Friesen, S. & Milton, P. (2009). What did you do in school today? Transforming classrooms through social, academic and intellectual engagement. (First National Report) Toronto: Canadian Education Association.

Members

• Stephen HSU/Faculty of Dentistry
• Norman NEW/Ridge View Residential College
• LIM Cheng Puay/Ridge View Residential College
• ZHOU Wentao, Nursing/Yong Loo Lin School of Medicine
• Muhammad NAWAZ, Geography/Faculty of Arts & Social Sciences
• Bimlesh WADHWA, Computer Science/School of Computing
• Dujeepa D. SAMARASEKERA, Dean's Office/Yong Loo Lin School of Medicine
• Jonathan CHEN (Student), Computer Science/School of Computing
• Angeline LIM/Chua Thian Poh Community Leadership Centre
• Kiruthika RAGUPATHI/Centre for Development of Teaching & Learning (CDTL)

 Name of Facilitator (s)

Principal Facilitator: Andre Matthias MULLER, Saw Swee Hock School of Public Health (Email to: ephamm@nus.edu.sg)
Co-Facilitator: Raymond LIM, Saw Swee Hock School of Public Health (Email to: ephlbtr@nus.edu.sg)

Massive Open Online Courses (MOOCs) have gained significant popularity around the globe. NUS has joined the non-profit MOOC platform EdX (www.edx.org) in 2019 in an effort to increase its educational reach beyond the confines of the University. The NUS community is now encouraged to develop quality MOOCs in diverse subject fields. Unfortunately, MOOC development can be a daunting endeavour considering a number of barriers and lack of experience. In addition, high drop-out and low completion rates hamper the inherent potential of MOOCs once they are set up. The MOOC LC aims to discuss and share aspects related to designing and developing quality MOOCs in a scholarly manner. This will be achieved by bringing together a) NUS faculty who are at different stages of MOOC development, b) professional staff who have relevant expertise, resources and skills, c) online learning experts, as well as d) research staff and students with user experience. The following topics will be discussed in various formats: MOOCs basics, barriers and facilitators to development, who are the MOOC users, role of the instructor, helpful tools, accreditation and evaluation of MOOCs. We anticipate that the output of the LC will lead to more quality MOOCs being developed by NUS staff.

Members

• SEAH Siang Joo/Saw Swee Hock School of Public Health
• Alan SOONG Swee Kit/Centre for Development of Teaching and Learning (CDTL)
• Rafi RASHID/NUS Graduate School for Integrative Sciences & Engineering (NGS) 
• Olivier Patrick LEFEBVRE, Civil & Environmental Engineering/Faculty of Engineering
• Hafizah OSMAN/School of Continuing and Lifelong Education (SCALE) 
• Clayton MILLER, Building/School of Design & Environment
• Narayanan SHYAM/Centre for Instructional Technology (CIT) 
• Thirugnanasambhandan DHANESHAN (Student), Biological Sciences/Faculty of Science
• Alex LIU Kaiyi (Student), Geography/Faculty of Arts & Social Sciences

 Name of Facilitator (s)

Principal Facilitator: Daniel JEW, College of Alice & Peter Tan, & History/Faculty of Arts & Social Sciences (Email to: rc3jyhd@nus.edu.sg)
Co-Facilitators: Eddie LAU Siu Kit, Architecture/School of Design & Environment  (Email to: akilsk@nus.edu.sg)
                         Bellam SREENIVASULU, Residential College 4  (Email to: rc4bs@nus.edu.sg)

Learner-centred pedagogies (Weimer, 2013; Fink, 2013) are increasingly impacting the global academy, based on evidence of their efficacy towards deep learning (Blumberg 2009). However, university teachers can sometimes struggle to gain support in their understanding of, growth within, and practice of these pedagogies, as the teacher-centred paradigm focusing on transmission of content is still, arguably, often the (receding) norm. 

This Learning Community will read key chapters of Maryellen Weimer’s Learner-centred Teaching: Five Key Changes to Practice. Originally published in 2002, Weimer’s book popularised the concept, organising learner-centred approaches into a framework with five dimensions. In Semester One, we will study each of these five key areas of potential change, and share reflections relating the ideas to our own current practice. 

Based on the collective understanding gained, we will identify, design, and implement an actual intervention in our own teaching practice in Semester Two, with the help of the rubrics provided in Blumberg 2009. Members will support one another by providing constructive pre- and post- feedback on the intervention, and by providing an informal classroom observation for another member. The reflections on the interventions will be posted on the LC’s blog.

Our activities will culminate in a joint workshop, reflectively sharing with the rest of the NUS community on the interventions and growth toward more learner-centred practice.

Members

• KUAN Yee Han/Tembusu College & Office of Student Affairs
• Paul ONG, Civil & Environmental Engineering/Faculty of Engineering
• Lynette TAN/Residential College 4
• Daniel SNG, Mechanical Engineering/Faculty of Engineering
• Kankana MUKHOPADHYAY/College of Alice & Peter Tan
• Bryan Benjamin GOH Yu Xian (Student), History/Faculty of Arts & Social Sciences
• Joel CHOW Ken Q, Philosophy/Faculty of Arts & Social Sciences
• Jeanette CHOY/Centre for Development of Teaching & Learning (CDTL)
   

Name of Facilitator (s)
 Principal Facilitator: Nicholas CAI, General Education Unit/Office of the Senior Deputy President & Provost (SDPPVO) (Email to: pvocxn@nus.edu.sg)

Co-Facilitator: Kenneth CHONG, General Education Unit/SDPPVO (Email to: pvocbsk@nus.edu.sg)

The General Education (GE) Unit of the Office of the Senior Deputy President and Provost (SDPPVO) comprises 28 full-time instructors and teaching assistants who are tutors for the GEQ1000 (Asking Questions) and GER1000 (Quantitative Reasoning) modules. The proposed Learning Community aims to establish a regular platform for our teaching staff and invited guests to 1) reflect upon and improve our teaching practice, 2) discuss issues related to student engagement beyond the classroom, 3) encourage and facilitate cross-discipline and pedagogical knowledge exchange and collaboration, and if possible, 4) explore and develop new content, with a special focus on General Education.

Members

• SOON Wan Mei, Amanda, General Education Unit/SDPPVO
• WANG Hui Ting, General Education Unit/SDPPVO
• LAU Chee Loong, Desmond, General Education Unit/SDPPVO
• ZHANG Chen, Will, General Education Unit/SDPPVO
• WI Chee Yong, Andy, General Education Unit/SDPPVO
• LIM Lit San, General Education Unit/SDPPVO
• Mark GAN/Centre for Development of Teaching & Learning (CDTL)
   

 Name of Facilitator (s)
 Principal Facilitator: Dara Leah RICHARD, Centre for English Language Communication (CELC) (Email to: elcdlr@nus.edu.sg)

Co-Facilitator: LEE Gek Ling, CELC (Email to: elcleegl@nus.edu.sg)

The Inclusive Education Learning Community explores learner-centred education for diverse student cohorts that include students with disabilities, students from under-represented minorities, first-generation university students, and lifelong learners. We have adopted Hockings' (2010) definition of inclusive education as “the ways in which pedagogy, curricula and assessment are designed to engage students in learning that is meaningful, relevant, and accessible to all” (p. 1). We agree with Lawrie et al. (2017) on the need for “initiatives that operate both within and across institutional contexts and engage multiple stakeholders” (p. 9). 

Our learning community aims to account for existing inclusive practices in our interactions with our students, identify student strategies to negotiate barriers, and propose ways through which we can make our pedagogical, curricular, assessment and institutional practices inclusive with two threads of inquiry. The first thread involves designing on-the-ground interventions for marginalized or under-represented students. These interventions are largely based on Universal Design for Learning principles and focus on pedagogy, curriculum, assessment and institutional support. The second thread involves a pilot project that can lead to longitudinal study to better understand the barriers marginalized or under-represented groups encounter, as well as student strategies to cope and negotiate barriers.

Members

• Shobha AVADHANI, Communications New Media/Faculty of Arts & Social Sciences
• Gene Segarra NAVERA/CELC
• Jamila OSMAN, Central Library
• Deborah CHOO/CELC
• Marissa E Kwan Lin/CELC
• Nazerene IBRAHIM/CELC
• Inthrani Raja INDRAN, Pharmacology/Yong Loo Lin School of Medicine
• Salome Antonette REBELLO/Saw Swee Hock School of Public Health
• Agnes YUEN/Office of Student Affairs
• LEUNG Wing Sze/University Scholars Programme
• Angeline LIM/Chua Thian Poh Community Leadership Centre
• Nilanjana SAXENA/School of Continuing and Lifelong Education
• Kiruthika RAGUPATHI/Centre for Development of Teaching & Learning (CDTL)
  

 Name of Facilitator (s)

Principal Facilitator: CHNG Hui Ting, Pharmacy/Faculty of Science (Email to: phacht@nus.edu.sg)
Co-Facilitators: CHONG Yuan Yi, Chemistry/Faculty of Science (Email to: chmcyy@nus.edu.sg)
                         NG Tao Tao, Magdeline, NUS Libraries (Email to: slbnttm@nus.edu.sg)

“It was quite a different Anne [than] I had known as my daughter. She never really showed this kind of inner feeling. She talked about many things, we criticized many things, but what really her feelings were, I only could see from the diary. And my conclusion is, as I had been in very, very good terms with Anne, that most parents don’t know, really, their children.” 

- Otto Frank, father of Anne Frank

The above excerpt were thoughts shared by Otto Frank, father of Anne Frank, the girl who was a victim of the Holocaust and wrote the famous “The Diary of Anne Frank”. 

Like Otto, as educators, do we really know our students? Why do they seem disinterested, disengaged and unmotivated in class? Based on mutual interest and common challenges encountered in our journey as educators, our Learning Community has identified motivation in learning as our teaching and learning issue. Specifically, we would like to learn more about: 

- What motivates or demotivates NUS students in their learning
- How to engage or motivate students, given the different contexts and determinants of learning 

Members:

• Ivan LOW Cherh Chiet, Physiology/Yong Loo Lin School of Medicine
• LEE Li Neng, Psychology/Faculty of Arts & Social Sciences
• NG Shun Geng, Information Systems & Analytics/School of Computing
• Noopur Vinayak JOSHI, Architecture/School of Design & Environment
• SEOW Teck Keong, Biological Sciences/Faculty of Science & College of Alice & Peter Tan
• TAY En Rong, Stephen, Building/School of Design & Environment
• YEO Heu Ming, Jeremy (Student), Mathematics & Chemistry/Faculty of Science
• Jeanette CHOY/Centre for Development of Teaching & Learning (CDTL)
   

Name of Facilitator (s)

Principal Facilitator: CHEAH Kok Ming, Architecture/School of Design & Environment  (Email to: akickm@nus.edu.sg)
Co-Facilitator: Hans TAN, Industrial Design/School of Design & Environment  (Email to: didtyhh@nus.edu.sg)

Project-based learning (PBL) has been the modus operandi for teaching design to meet our diverse needs – furniture, architecture, infrastructure, landscape and the city. Mirroring the industrial practices, these projects produced by students may have commercial or speculative value, generating an engaging conversation that easily side-lined an equally important discussion on the students’ learning. We forget about the learner, the learning process and lost the yield of pedagogical lessons. There is an assumption among most design teachers that a well-conceived design project is a tacit manifestation of successful learning. A successful project delivery does not mean that the learner has undergone an intended learning process or attained all the learning outcomes. The desire for project-centricity could also lead to the adoption of master-apprentice model of teaching, where the teacher gives specific instruction for students to complete the project. This process usually leaves little room for independent thinking. 

The proposed Learning Community(LC) assigns equal importance to both Project-centricity and Learner-centricity in project-based learning. It is the aim of the LC to study how successful project delivery also reflects a strong underpinning of effective learning. It will examine assessment protocol and methods of evidencing learning to derive a set of critical lens to better sense-make the dual-deliverables of a project-based learning (PBL) for teaching design.

Members

• TAN Beng Kiang (Advisor), Architecture/School of Design & Environment 
• LOH Ai Poh (Special Advisor), Innovation & Design Programme/Faculty of Engineering
• TANG Kok Zuea, Innovation & Design Programme/Faculty of Engineering 
• Nikhi JOSHI, Architecture (Conservation)/School of Design & Environment
• ZHANG Ye, Architecture (Urban Design)/School of Design & Environment
• CHEW Jia Ying, Industrial Design/School of Design & Environment 
• Donn KOH, Industrial Design/School of Design & Environment
• Kenya ENDO, Architecture (Landscape)/School of Design & Environment 
• LIN Shengwei, Ervine, Architecture (Landscape)/School of Design & Environment
• Tsuto SAKAMOTO, Architecture/School of Design & Environment
• KONG Kwok Hoong, Thomas, Architecture/School of Design & Environment
• Mark GAN/Centre for Development of Teaching & Learning (CDTL)
  

 Name of Facilitator (s)

Principal Facilitator: TAMBYAH Siok Kuan, College of Alice & Peter Tan  (Email to: rc3tsk@nus.edu.sg)
Co-Facilitator: TOH Tai Chong, College of Alice & Peter Tan  (Email to: rc3ttc@nus.edu.sg)

The world of contemporary higher education is dynamic and constantly evolving. Students are increasingly challenged to acquire 21st century competencies so that they can be ready for the workplace. Consequently, there are rising expectations on educators to help students meet these challenges.  In this learning community, we examine how we can enable students to grow and develop, not just as workers for the global marketplace but also as unique individuals.  

This learning community will assess and consider the impact of innovative programs and initiatives that contribute to student learning outcomes in the new learning spaces of residential colleges (RCs). ‘Learning spaces’ is a conceptual space beyond the confines of the physical spaces and formal curricula. These learning outcomes include leadership, metacognition, and others that are difficult to define or measure.  These programs and initiatives are situated within formal or informal curricula, and involve learning in local or overseas contexts.  They incorporate a spectrum of interactions and sharing of responsibilities among students, educators and other partners.

In summary, the learning community will:

1. Maintain a balance of diversity of learning outcomes and a focus on residential colleges
2. Focus on learning outcomes that are difficult to define or measure, starting with programs and initiatives related to self-reflection, co-creation and reflective writing.
3. Incorporate views from all stakeholders (educators, professional staff and students)

Members

• Naviyn Prabhu BALAKRISHNAN/Residential College 4
• CHUA Siew Chin/Ridge View Residential College
• Eric KERR/Tembusu College
• Kankana MUKHOPADHYAY/College of Alice & Peter Tan
• NG Jia Yun/Ridge View Residential College
• Susan SEE THO, Accounting/NUS Business School
• Alan SOONG Swee Kit/Centre for Development of Teaching & Learning (CDTL)
  

Name of Facilitator (s)

Principal Facilitator: WONG Yao Hing, Lee Kuan Yew of Public Policy (LKYSPP)  (Email to: sppwoyh@nus.edu.sg)
Co-Facilitator: Agnes TAN, LKYSPP  (Email to: spptana@nus.edu.sg)

NUS has responded to the Government’s SkillsFuture initiative through, among others, the provision of credit-bearing modules under the NUS Lifelong Learners (NUS L3) programme and NUS CET500 programme where participants study alongside current NUS undergraduates within the same classroom. This unique learning arrangement poses novel challenges and warrants dedicated research—while much has been researched and written about pedagogical issues affecting non-traditional learners (i.e. adult learners embarking on tertiary education for the first time), both the NUS L3 and NUS CET500 programmes are unique, one-of-its-kind programmes aimed at professionals with tertiary qualifications who see the need to re-skill/up-skill themselves in order to meet the challenges of a Volatile, Uncertain, Complex and Ambiguous (VUCA) world. 

This Learning Community thus seeks to bring together staff who are already currently involved in the teaching and administration of CET modules and modules where PET and CET students converge within the same classroom, and staff who may in the future be involved in the teaching and administration of such modules to discuss, explore and study pedagogical issues related to teaching in this unique classroom setting. 

Members:

• Naniek YULIATI/LKYSPP
• James CRABTREE/ LKYSPP
• Aileen LAM Wanli/CELC
• LEE, MICHAEL Adrian/Centre for Development of Teaching & Learning (CDTL)