Stephen Tay En Rong

Associate Professor Stephen Tay from the Department of the Built Environment obtained his PhD from Imperial College London under the National Research Foundation (Clean Energy) Overseas Scholarship, and subsequently the Advanced Certificate in Training and Assessment (ACTA) certification for andragogy. Assoc. Prof. Tay believes in active learning where the class is a platform for learning by both students (regardless of age) and the educator. Recognising the need to empower his student towards agency, he developed scenario-based student generated questions and answers (sb-SGQAs), which has been employed across courses and institutes. Beyond pedagogy, Assoc. Prof. Tay is also active in andragogy, conducting training activities for local and international organisations. In recognition of his excellence to teaching, he is included in the University Teaching Awards Honour Roll. Beyond teaching, Assoc. Prof. Tay is involved in consultancy roles for both the public and private sectors locally and overseas for solar photovoltaic technical advisories and renewable energy certificate (RECs) adoption. These industry engagements provide industry relevance to help his students draw the link between classroom discussions and industry practice, thereby enhancing teaching and learning.

Teaching Aspirations:

“If you fail to learn…then I have failed to teach” – this phrase, which was shared with me when I was a young child, opened my eyes to the paradigm that learning is an activity that involves both the student and the educator. One can even posit that the educator plays a greater role in the process. Years later, when I was provided the opportunity to teach, the phrase sprung back for the occasion. How then do I help students learn, and therefore avoid poor teaching? To this, I have relied heavily on feedback from students and peers for reflective practice. This has led to the development of scenario-based student generated questions and answers (sb-SGQAs), which aims to help students 1) develop an inquisitive mind, 2) be an effective team player, and 3) engage in intellectual debates. Moving forward, it is my hope that students who journey with me in their learning will develop the three skills and learn the required learning objectives. For if my students fail to learn, then I have failed to teach.

About being a part of the Teaching Academy:

I am excited to journey with colleagues in the Teaching Academy who are passionate in their teaching. With representations from Colleges, Faculties, and Schools, there is significant opportunity for cross-sharing of best practices. I am currently engaged with two working groups in the Teaching Academy: 1) Interdisciplinary Teaching and Learning, and 2) Adult Learning / CET. I look forward to learning from others and share my practice so that through the collective efforts of the Teaching Academy, we may engage the NUS community to transform the educational landscape.

Teaching Awards:

• University Teaching Awards Honour Roll (2024-2028)        
• College Educator Award for AY22/23          
• University Annual Teaching Excellence Award for AY21/22         
• College Educator Award for AY21/22          
• University Annual Teaching Excellence Award for AY20/21         
• School Teaching Excellence Award for AY20/21   
• University Annual Teaching Excellence Award for AY19/20         
• School Teaching Excellence Award for AY19/20