Embodied, Experiential, Transformative: The Pedagogical Heart of GEN2001

A teaching–learning intervention that emerged through a serendipitous partnership prompted by a student’s innovative use of Generative Artificial Intelligence (GenAI) tools for text-to-image generation. This innovation informed the integration of GenAI into coursework to address a recurring challenge faced by students. It resulted in enhanced student engagement, redirected cognitive effort toward the iterative refinement of ideas to achieve higher-order learning outcomes, and improved students’ perceptions of their own learning capability. Given students’ greater propensity to use GenAI relative to educators (Mollick, 2023). This exploratory pedagogic approach contributes to ongoing discussions about “emerging digital learning futures” (Ross, 2023) and demonstrates the potential of meaningful partnerships when educators synthesize students’ insights through collaborative course enhancement (Cook-Sather, Bovill, & Felten, 2014). In shifting the pedagogical emphasis from “what works” to the possibilities of “what if” (Ross, 2023), the intervention underscores the importance of engaging students as partners in learning and teaching with GenAI (Mollick, 2024).

Our freshman course for 900 healthcare students across four disciplines systematically integrated evidence-based teaching and learning activities to develop attitudes and skills for person-centered care. Prominently featured were perspective-taking exercises, where students “walked in the shoes” of individuals from the Singapore community, including a person with a disability, an LGBTQ+ member, and a previously incarcerated single mother. This enabled students to reflect on diverse factors impacting health and their role in supporting people. This challenged narrow biomedical views, fostering a holistic understanding of patient care. Post-course surveys showed 81% of students desired to support patients holistically, demonstrating enhanced learning.

We conducted STEER Nepal, a short-term overseas experiential learning programme as a team. Reflecting on our teaching practices we designed a SoTL research which highlighted pathways to strengthen the pedagogy of reflection and debrief in enhancing student learning. Based on our experience we have come to strengthen our belief that when pedagogies are thoughtfully and intentionally designed with the learning context and the learners in mind, experiential learning can be an effective medium to develop students’ critical thinking and compassion.

In our work we present the course design of HS2904, a new interdisciplinary course in CHS on Battery Electric Vehicles. This course is co-taught by one lecturer from Department of Chemistry, FoS and another from Department of Economics, FASS. We have made integration and connection of disciplinary concepts as the key learning outcome of our course and designed our learning activities correspondingly. Activities include group project work in multidisciplinary teams and game-based learning. As our course has no disciplinary prerequisites, we have found that laying the necessary disciplinary foundations early in our course is crucial for disciplinary integration to occur.

I redesigned a multidisciplinary course, UTS2114 “Technologies and Ageing in Singapore” using Herrington and Oliver’s (2010) authentic learning model to foster real-world problem-solving, empathy, and community engagement. Through interventions such as community-partnered assessments, immersive fieldwork, and reflective practices, I was able to improve student engagement. Peer reviews and qualitative analyses further affirmed growth in pedagogical competency and student relationships. I also shared these practices with colleagues through CTLT workshops, advocating for authentic learning across disciplines. This sustained effort not only deepened students’ learning experiences but also broadened their civic impact by equipping them to co-create solutions for ageing-related challenges in Singapore.

Learning about sustainability can be overwhelming and may trigger confusion or disengagement within students. To address this, I applied a learner-centred approach to sustainability education, implementing thoughtful scaffolding to support student learning without compromising their independent exploration. This included unpacking implicit cognitive processes and developing critical thinking skills required for analysing sustainability issues. In turn, students were able to apply sustainability frameworks taught to real-world issues with greater confidence and depth. Students also became more proficient in their spontaneous interactions with our community partners. These created a learning environment where my students remained engaged and appropriately challenged throughout the course.

I avoid telling students to think critically; they have heard enough of that. Instead, I try to show them what it is to pursue and care about truth—giving them vivid experiences of it. This involves designing every class to have constructive conflicts, surprises and meaningful dialogue. The class therefore unfolds in response to their concerns and ideas, within a broad lesson structure.

I adopt interdisciplinary and imaginative approaches to teaching medieval literature that help students understand knowledge as situated within a history of ideas and encourage them to connect these ideas to political, social, and cultural questions from our contemporary moment. For instance, in “Real and Imagined Animals,” students examined digitised manuscripts of medieval bestiaries, generated questions they might ask as historians encountering these textual artifacts, and engaged with critical theory exploring the materiality of parchment, considering the tension between (animal/human) skin as inscribable surface and envelope of identity. Students also created their own bestiary entries reflecting current conceptions of animality and anthropocentrism..

Student-directed learning is important in encouraging curiosity and openness. Giving students insights and glimpses through anecdotes, visual aids into unfamiliar worlds can be decentering at first, but the learning experience reorientates students to become more attentive in their lives, to be better readers of the world. From the creative assignment to outside-classroom activities, my pedagogy is shaped by my belief that the classroom should be hospitable to other worlds, to the sites of interests in the texts, so students have a tangible picture of a distant life that gradually become brick and mortar to them.

I implemented a systems‑thinking approach to develop a humane, civic pedagogy that “breaks open the classroom.” In my teaching of the NUSC Capstone Impact Experience Project, students learned bamboo propagation, design, and construction while partnering with Filipino NGOs to work collaboratively for the benefit of society at large. To address student concerns about workload‑for‑credit, I scaffolded preparatory, in‑situ, and post‑trip activities through the student-run IG BAMbackyardigans. I strengthened faculty teaching capacity and pedagogical research by founding the Service Impact Learning Community (SILC). I also facilitated university outreach through producing and hosting the globally syndicated IEx podcast.

I have transformed psychiatry education at NUS through immersive, student-centred innovations that enhance engagement, empathy, and clinical competence. I co-developed the award-winning MAGIC programme, which uses virtual reality to simulate agitation management, and MyAwareness, a mobile game that enhances mental health literacy and empathy through narrative storytelling. I also lead observed clinical interviews, interdisciplinary teaching, and produce widely used student guidebooks. These initiatives create authentic, accessible learning experiences that bridge theory and practice. Grounded in evidence-based pedagogy and reflective practice, my work equips future doctors with the critical thinking, compassion, and readiness needed to meet real-world mental health challenges.

I maintain a supportive and student-centered teaching philosophy, aiming to bridge medical science and clinical relevance. My hallmark classroom activity is a Dermatology-Pathology card game where medical students match disease-indicating clues to specific skin disease conditions. The students work in small groups, and peer discussion and clinicopathological reasoning is fostered. Students remark that this interactive approach keeps them engaged and helps in their learning. As the department’s education director since 2013, I help coordinate various curricular, assessment and education-related administrative activities. I enjoy teaching and helping to mentor the next generation of healthcare professionals, pathologists and educators..

I have been involved in diverse opportunities, from creating and directing the Distinction Programme in Innovation and Quality in Healthcare, which facilitated resident doctors-in-training to deliver impactful clinical projects, to leading the Asia-Pacific Rheumatology Practice Course to meet the unique learning needs of generalists through small-group, case-based learning. Currently, as Director of Undergraduate Education for the Department of Medicine and NUSMed Phase 5 director, I have strived to improve faculty engagement, curriculum delivery, assessment design and critical thinking, all of which have improved educational quality, strengthened faculty commitment, and garnered consecutive posting excellence awards, building a thriving community of practice..

I reimagined and revitalised the Honours Programme for final-year nursing undergraduates by redesigning the NUR4104B course based on Kolb’s Experiential Learning Theory. Key enhancements included a bridging workshop, a comprehensive resource guide, structured thesis advisory, peer mentorship, and collaborations with librarians and biostatisticians. Optional coaching was also introduced to support student well-being. These initiatives improved research preparedness, reduced stress, and fostered critical thinking and self-directed learning. Now adopted as the standard teaching model at NUS Nursing, the redesign reflects a holistic, evidence-based approach that promotes resilience, inclusivity, and lifelong learning in nursing education.

In the public health internship course SPH3001, I developed a reflection journal for students to individually interrogate their learning more deeply, and a group-level reflection activity using Google Docs to encourage collaborative learning. The prompts in these activities were informed by the DEAL model (Ash & Clayton, 2009). Analysis of student reflections showed an increase in the proportion of reflection submissions evidencing deeper reflection over time, with some reflections documenting perspective transformation, suggesting that critical reflection had occurred. Students appreciated being given protected time to process their own internship experience and learnt about diverse public health roles from their peers.

In DSE3101 “Practical Data Science for Economics”, we developed a project-based course that mirrors the full data science pipeline. Students worked in teams based on their strengths—front-end and back-end development—to build full-stack applications. This fosters collaboration, self-directed learning, and problem-solving. While the course is challenging, it brings out the best in our students. Students delivered innovative data products, such as dashboards on Singapore’s cycling infrastructure. I believe this course empowers students to connect theory with practice and make meaningful impacts beyond the classroom.

I co-developed and co-taught an interdisciplinary course, HS2912 “Polymaths: Innovating between Art and Science” with A/P Maiya Murphy from FASS. In this course, we integrated knowledge and processes from the arts and sciences to develop observational exercises and interactive classes to facilitate students’ development of polymathic thinking skills. Through self-reflection, group projects and visits to the museums, students also gained insight into how their discipline relates to the diverse disciplines of their peers, and even to their own avocations. This course contributes to developing interdisciplinary citizens who will innovate to solve the complex problems of today’s world.

I successfully implemented mass tutorials in my classes through a carefully designed combination of content delivery methods. By integrating structured recordings, interactive reviews, targeted problem-solving techniques, and ample practice exercises, I significantly enhanced student engagement, evident from consistently high attendance rates. This comprehensive approach also translated into tangible improvements in students’ academic performance, reflected clearly in their quiz scores, homework quality, and exam results.

I have generated inclusive and supportive learning environment by applying multiple strategies. For undergraduate students, I introduced innovative analytical methods in related to the human nutrition and applied the actual measurement to the students during the lecture. I also inspired students to read scientific articles and be critical to the existing theories and dogmas, while learning from published literatures. For the postgraduate level, I designed not only discuss session about high-quality research papers to improve their problem-solving and critical-thinking skills but group presentation session so that students can sharpen their communication skills, both oral and written. Moreover, throughout the levels, the multidisciplinary approach is required to understand the human nutrition therefore, I designed the contents of all modules across disciplines including clinical nutrition, food science, biochemistry, immunology, medicine and public health. Collectively, these strategies allowed students to enhance their engagement, to advance their learning objective and educational goal and promote their ability to think critically and creatively.

My teaching philosophy is to impart industry-relevant skills that empower students for success in the food sector, focusing on hands-on experience, data analysis, and the application of scientific findings. The courses I develop has a strong emphasis on real-world applications, including field trips to food companies for direct industry exposure. For courses on nutrition, the focus is on interpreting scientific literature and encouraging students to form their own judgments about the most effective nutritional guidelines. Additionally, I have initiated ongoing research into laboratory practicals specifically tailored for teaching food quality assurance.

I believe effective teaching cultivates engaged learners, sharpens their problem-solving and critical thinking skills, and humbly inspires a commitment to lifelong learning. My aim is to prepare students for a dynamic professional landscape through active classroom learning and practical, real-world applications. To further enrich students’ learning experiences, I actively collaborate with industry experts and organise impactful experiential learning opportunities focused on real-world sustainability challenges.

Since I joined NUS as Adjunct Associate Professor in 2004/2005; and later full-time Associate Professor in 2017, I have been helming the Minor (and eventually Master) in Forensic Science programme. My professional background is that of a Deputy Senior State Counsel, Deputy Public Prosecutor and Deputy Director (Sex Crimes) at Attorney-General Chambers, and I was Lead Prosecutor for a wide range of criminal offences including murder, rape, and drug trafficking. In these cases, Forensic Science played an important role by providing objective evidence in Court, aiding the Court to make a determination of guilt or innocence. In this capacity, I witnessed the importance of having a comprehensive base of forensic science education for the different players in Court, especially the forensic scientists. In my capacity, I have also worked intensely with many experienced forensic expert witnesses, and I have invited them to lecture for our Forensic Science curriculum.

My milestones in education as are follows:
(1) Setting up the entire forensic science programme from scratch for both Forensic Science undergraduate and postgraduate programme.
(2) Being the first Master of Science programme in our Department to receive full support from the Senate and Ministry of Education (MOE), and we started our Master of Forensic Science Programme in 2020.
(3) Being one of the leaders in NUS to incorporate virtual reality and augmented reality in our curriculum for effective teaching (we have been featured by MOE in their educational news article “MOE School Bag – The Education Website: Investigating crimes – in virtual reality (5 11 Oct 2020)” https://www.schoolbag.edu.sg/story/investigating-crimes-in-virtual-reality/

In my 20 years of teaching in NUS, I teach big-sized classes, medium-sized and small-sized classes. I employed experiential learning in my classes, with sessions of moot court as the highlight for the classes at the end of each semester.

In my capacity as Assistant Dean (Undergraduate Programme and Student Life) and Programme chair of NUS Forensic Science programme, I helped to set up the inaugural Global Science Summer Programme (GSSP) in July 2018, offering a total of four bite-sized courses in Data Analytics and Forensic Science. Each course was pitched at a level suitable for students in any major/discipline to partake. Students in Forensic Science courses delved into the fascinating world of forensic evidence from crime scene to court. The global programme blended academic rigor with diverse social opportunities. Students gained new skills through small-class lectures and practicals, such as case studies and real-world projects, on cutting-edge scientific topics. Through cultural immersion excursions, they experienced Singapore’s multi-cultural and multi-faceted society. The GSSP, which is open to students from universities worldwide, provides an ideal platform for students to broaden their academic and cultural horizons. The mix of cultures and knowledge encourages students to flourish both academically and socially, whether it is in and outside of the classroom.

Through my teaching practice, I have come to appreciate how student motivation, purposefully designed learning environments, and active learning experiences reinforce one another to support deep and meaningful learning. I design environments that promote participation and engagement, from hands-on simulations to student-led co-creation of learning materials. These approaches allow students to connect more personally with the content, build confidence, and take ownership of their learning. I have observed that when students are actively involved and supported in an environment that values their contributions, their motivation increases, and learning outcomes improve.

As an educator, my ultimate goal is to spark real change in each student I meet and subsequently inspire them to make their mark in the world. In my data analysis courses, for example, I build not only my students’ ability, but also their mindset—to help them see themselves as competent data analysts and develop the confidence to use the skill be effective science communicators. This goal, to catalyse change in my students, guides all my decisions: from identifying learning outcomes, to creating learning activities, and eventually deciding how to assess my students.

I’ll focus in this statement on the importance that knowing students has to teaching and learning in a graduate law course, Singapore Common Law of Contract. Knowing these students from civil law countries would seem to present a list of deficiencies: students speak English as a second language; they are learning a different method of analysis; and they lack familiarity with basic aspects of the legal system. Before I took over the course a number of years ago, deficiencies defined these students in my Faculty. However, students in this course also hold impressive potential, not only to excel at common law reasoning, but to bring their comparative knowledge to bear on legal problems across jurisdictions and cultures, and to achieve even more profound comparative knowledge than their undergraduate common law cousins. The course is therefore designed differently from an undergraduate course, i.e. by reusing cases for different learning points, to enable these students to overcome their considerable challenges and obtain the skill and knowledge excellence they are capable of. Seeing students’ challenges for what they are, but recognising the students as more than their deficiencies, and then meeting their challenges in course design, is what this course aims to do.

Benny specialises in pedagogy where his students continue to benefit beyond the 12 weeks of classes. In particular, he value-adds to his students by maximising their interest in and retention of what is taught, encouraging deeper learning and a passion for learning, and helping them become more workplace/industry-ready. He achieves this by employing a learner-centric approach, focussing on transferable knowledge and skills, and utilising activities and assessment tasks that promote discovery learning. That he has successfully achieved such impact is corroborated by multiple evidence including: validation from senior industry leaders, student feedback over many years, peer review, and alumni references.

I believe engineering education should be applied and responsive to the evolving demands from professional society. I introduced a design competition modelled on real-world practice. Students worked in teams to design Singapore’s first zero-energy building and presented the solutions to professional engineers. The outcomes were significant. Students in the competition-based cohorts (2023 and 2024) scored higher in design-related assessments compared to the control group. This suggests the competition helped lift weaker students while allowing stronger students to demonstrate deeper mastery. The competition-based learning led to international recognition and adoption to universities in Hong Kong and China.

I enhance teaching and learning by fostering interdisciplinary education through AI and Immersive Reality in CDE3301 and CDE4301 innovation and design projects, enabling students to solve complex real-world challenges. As course coordinator and lecturer for CDE4301A “Ideas to Startup” and coordinator of the EDIC Entrepreneur Fellowship, I nurture innovation and the startup community. I further advance innovation and design leadership by driving interdisciplinary collaboration with Medicine, NUH, and FASS, enriching student learning and translation of outcomes. As Assistant Dean of the College of Design and Engineering, I drive research translation and startup initiatives, bridging academia with industry and societal impact.

My teaching centers on self-directed independent learning, which I believe is key to acquiring new skills and fostering life-long learning. To support this, I provide explicit learning outcomes for each lecture and assignment, instructive videos and authored an open-source online book, R for Building Energy Simulation, to guide students through technical content at their own pace. I also created an anonymous online forum and use minute papers to gather continuous feedback. This structured yet flexible approach balances autonomy with support, enabling students to build confidence in applying simulation skills to design buildings that are energy efficient and sustainable.

I prepared a textbook and online teaching material to introduce blended learning elements into the course, so that I could free up more time to introduce more interesting activities to enhance learning for students. Learning journeys to prominent urban greening spaces and talks by industry partners were organised to let students gain first-hand experience to components of urban greenery covered in this course. In addition, students were tasked to create bite-size videos documenting their learning. These videos were used as part of their assignment submission to minimise the abuse of AI-generated content.

For teaching, I find inspiration in management books, as I believe that leadership, communication, and organisation principles apply also to academia and can considerably enhance how we guide, educate, and support students. These often provide frameworks for fostering autonomy, trust, and effective feedback—qualities that are as essential in the classroom as they are in leadership.

My key contribution is the design and implementation of a bespoke Autograder system to enhance active learning in computing courses. This tool provides students with instant, detailed feedback on coding exercises, enabling them to learn from mistakes in real-time. The system’s learning analytics offer crucial insights into student progress, allowing me to provide timely, personalized support. This intervention has demonstrably improved student performance and cultivated intrinsic motivation, evidenced by 87% of students refining submissions for correctness alone, not extra credit. This work successfully bridges educational technology with personalised teaching to deepen student engagement.

As coordinator of the introductory programming course, I observed that beginners often struggle to apply theoretical concepts to problem-solving due to a lack of structured guidance. To address this, I introduced a scaffolded approach across lectures and recitations, helping students extract key problem details and guiding them through design, coding, and review. This strategy boosted student confidence and interest, with some switching majors or joining the teaching team.

I also conducted a outreach programme for A-level girls to address gender diversity in STEM. The initiative sparked increased interest in computing, with many participants applying for undergraduate programs in the field.

I designed the CS1010S lessons around a simple idea: when students believe they’re learning, they’re more likely to succeed. Many weaker students struggle without structured scaffolding, so I developed a guided framework to help them break down tasks, abstract patterns, and build personal solution libraries. This approach anchored the Programming Methodology Clinic, which helped nearly all repeat students who participated to pass—including some who had previously failed multiple times. Beyond improved outcomes, it fostered a close-knit teaching team committed to refining scaffolding strategies and discovery-based instruction. We grow together, just like the students we teach.

Redesigning the Software Engineering Project module to empower students to engage critically with Generative AI (GenAI) in real-world software development. Using a flipped-classroom model and structured peer discussions, students explored GenAI integration in design, implementation, and testing. This active learning approach improved confidence and technical depth, leading to a significant increase in AI generated code length and complexity. The intervention equipped students with practical strategies for leveraging GenAI effectively—shifting the narrative from fear of redundancy to confidence in co-evolving with emerging technologies in their future career.

Teaching courses in the areas of AI/ML/DL, I provide a wider range of interactive and hands-on lecture notes in the form of Jupyter notebooks. These notebooks support self-paced learning, help students with assignments and projects, complement the teaching materials with practical applications, and allow motivated students to go beyond the lecture content. The successful use of Jupyter notebooks in my teaching is the driving force behind my new project SELENE. SELENE can be seen as an open large-scale virtual textbook for self-paced learning and assessment.

I redesigned the course CS3237 “Introduction to IoT” to align with experiential learning principles, focusing on real-world problem-solving and allowing students to make their very own IoT system! The main changes included introducing open-ended projects, flexible hardware choices (with a small budget), and revamped lab materials to better teach system integration and design. These changes allowed students to get real hands-on experience and explore diverse IoT applications beyond typical domains, boosting their confidence, creativity, and critical thinking.

My teaching philosophy centers on enhancing student learning through thoughtfully designed activities that spark curiosity and foster critical thinking. I adopt a learner-centric approach, creating a respectful environment where students engage in discussions and self-awareness exercises. This promotes inclusivity and psychological safety. I believe authentic, challenging assignments drive active learning and prepare students to address real-world problems creatively. I use evidence-informed strategies such as case studies and role plays to connect theory with practice. Timely and personalised feedback supports reflexivity and helps students identify growth opportunities. I also collaborate with HR leaders to enhance the MSc in Human Capital Management & Analytics curriculum.

In the finance sector, articulating ones views and ideas is as important as having the knowledge to do a good job. Hence, engaging students in class and training them to be able to voice out the views they have in their minds confidently is part of the learning journey. I tried my best to build a conducive and trusting environment in class so that students fill comfortable in participation. I also make sure to bring in to class the most recent developments in the fast-evolving financial landscape, so students stay informed on the world they are about to enter.

My key contribution is a pioneering pedagogical model that transforms Generative AI from a simple answer engine into a sparring partner for critical thought. For my MBA course, I developed a Socratic Retrieval Augmented Generation (RAG) system that challenges students to unearth an AI’s hidden assumptions and evaluate the evidence behind its conclusions. This approach was associated with statistically significant improvements in students’ capacity for higher-order thinking as defined in Bloom’s Taxonomy. Beyond my classroom, I am now developing this into a replicable framework to guide other faculty, ensuring our institution is at the forefront of teaching students how to leverage AI with intellectual rigour and ethical responsibility.

Led transformative improvements in teaching and learning by introducing new analytics and AI-focused courses across multiple NUS programmes, bridging curriculum gaps with practical, interdisciplinary content. Integrated industry insights, real-world case studies, and AI tools to deepen engagement and relevance. Significantly improved student outcomes and satisfaction, as seen in the revamped Predictive Analytics course, raising feedback scores from 2.6–3.8 to 4.3. Actively shared teaching innovations through university seminars and blogs, while mentoring colleagues and PhD students to build teaching capacity.

To enhance teaching and learning, I led the development of a sustainability accounting curriculum at NUS, launching two graduate-level courses that integrate real-world cases, industry research, and interactive pedagogy. I also co-authored original case studies, such as on bitcoin revenue recognition and franchise accounting in inflationary contexts, to deepen critical thinking in core accounting modules. Beyond content innovation, I bridged theory and practice through executive education and joint research with regulators. My teaching prioritises student engagement, rigour, and relevance, reflected in positive feedback and my commitment to preparing students for complex, real-world decision-making.

As an educator and Academic Director, I design structured, inclusive learning environments that connect theory to practice. I use creative analogies, real-world cases, and digital tools to make complex accounting concepts engaging and accessible. My efforts have improved student feedback ratings and deepened learning outcomes. I foster active participation through gamification and personalised feedback, while leading program-wide enhancements, including curriculum redesign and community-building events. Under my leadership, the MSc in Accounting program has grown in size and quality. I’m committed to nurturing both academic excellence and a supportive, vibrant learning community.

As anthropologists, our focus is on ordinary people and everyday life across different cultures. But to elevate our work from case study to anthropology, we have to speak to audiences interested in greater patterns in the social world. With each empirical study, we have to answer what it is an example of. This simple tenet guides how I teach anthropology. In my courses, my students become capable of digging deep into concrete social realities and rising above them to arrive at a higher-order thinking.

I design my teaching to counter hierarchical, passive models of learning by fostering student-centered classrooms grounded in care, clarity, and critical engagement. From roundtable layouts to gamifying complex theory, I aim to create collaborative spaces where students are co-creators of knowledge. Everything from lectures to assessments is accordingly crafted to be embodied and reflexive, encouraging students to connect theory and their lived experience.

In AY2023/24, I used three practices to create an inclusive learning environment and enhance student engagement with instructional content. Firstly, I used specific conversational roles to direct student participation and generate more lateral interactions among students. Secondly, I incorporated a discussion activity into my lectures that prompted students to collectively solve puzzles related to the lecture topic. Thirdly, I introduced a creative assessment activity (concept tracing project) in one of my courses, which asked students to locate examples, in their everyday lives, of theoretical concepts learned in class.

The work submitted for the Award discusses a major curriculum revamp for an intermediate level course in art history titled AH2203 “Empire and Art in India Singapore and Malaya”. As part of this ambitious revamp, I developed object- and exhibition-based learning sessions to complement every lesson topic. I designed corresponding assignments to facilitate sustained interfacing of in-class, lecture-based learning with museum-based learning. In response to my targeted prompts, students learnt to link theoretical and abstract concepts with visual and experiential learning; furthermore, they synthesised and applied their learning outcomes to review, propose, and influence nationally relevant exhibitions.

Most students define Geography only by its scope of content, and thus couple the degree with a selective range of careers. I view Geography as also a competency-based discipline that provides students the training to relate cognitively and emotionally to themselves, others, and the world around them. My teaching practice centres around this philosophy. Having guided my students to embrace competency-based learning with relative success over the years, my goal now is to help them define and articulate their purpose and value as a Geography major going into the workplace so that they find fulfilment in a wider range of careers. I do this by incorporating communications-based pedagogy into my teaching activities and assessments.

Brink-Roby developed an exciting new seminar structure that is supported by the latest pedagogy research.

Through my teaching, I help students become sophisticated navigators of econometrics and data science. However, it is not easy to thread their “rough waters”—the material is complex and interdisciplinary. I focus on strategies that help students build positive expectancies (turning an initial “no point trying, I’m not good enough” into “with some work, I can do it!”) and recognise the value (for example, how it helps their careers) of what they are learning—key drivers of motivation and, hence, deeper learning. I illustrated how I design these strategies and monitor the effects in a new class that emphasises real-world application and metacognitive skill building: DSE3101 “Practical Data Science for Economics”.

I enhance teaching and learning by bridging academic concepts with real-world relevance. My courses incorporate current economic issues, hands-on group projects, and potential career pathways tailored to students’ motivations and aspirations identified through pre-course surveys. I connect theory to practice using real-life cases, analogies, role-plays, and curated assessments based on current events to contextualise the content. This approach deepens understanding, fosters metacognitive skills and knowledge transfer, and equips students for meaningful careers. By increasing engagement and perceived relevance, I seek to empower students to connect learning with their lives and ambitions.

In teaching the course “Chinese for Business and Social Sciences”, I began by developing a clear understanding of students’ profiles. I then worked to ease their concerns by addressing common misconceptions and presenting a clear, achievable vision of success. Through realistic, task-based simulations of workplace interactions, I provided hands-on support and continuous encouragement, helping students recognize and celebrate their incremental progress. This approach kept their confidence and enthusiasm high throughout the semester. By the end, they felt fully prepared—and excited—to step into the professional world with a strong sense of readiness and self-assurance.

My teaching philosophy centres on translanguaging—using my students’ multilingual knowledge to enhance Korean language learning. I create a collaborative environment where students co-learn through group discussions, vocabulary analysis, and writing assignments, moving away from traditional teacher-centred approaches. My key strategies include pre-class preparation and weekly learning reflections to foster self-directed learning. Students initially resisted group work but eventually recognised its value. My research on student perceptions of translanguaging revealed hesitancy to use native languages despite recognising benefits. My approach aims to build lasting learning skills beyond language retention, emphasising community-based knowledge construction and lifelong learning attitudes.

Throughout my academic journey, I’ve embraced the philosophy of ‘teach less, learn more’, recognising that my MBA students are experienced executives and entrepreneurs from diverse industries who increasingly value opportunities for peer, experiential and immersive learning. In developing a collaborative learning culture, I have benefited significantly by engaging my students as partners in teaching and learning.

With increasing disruptions brought about by technology, climate change, geopolitics and social inequality, it is imperative that the business school develops purpose-led leaders and managers who strive to balance the pursuit of profits by doing business in an ethical, socially and environmentally responsible manner.

Through purposeful integration of active and collaborative learning strategies, I have enhanced Science education by making abstract concepts tangible and relevant. My designs embed peer feedback as a core component, supporting students in becoming more self-directed and reflective learners. By creating inclusive, student-centered environments that encourage dialogue and iteration, I empower students to take ownership of their learning. This approach fosters both deeper understanding and the joy of shared discovery.

I redesigned “CM1102 Chemistry—The Central Science” to make learning more personalised, inclusive, and engaging for diverse learners by coupling blended learning, peer instruction, and technology-enabled active learning. I incorporated analogies, props, simulations, and an augmented reality app (co-developed with TEL Imaginarium) to help students visualise and internalise abstract/complex chemistry concepts. I also piloted PeerWise Collaborative Learning to foster peer teaching and establish a psychologically safe learning environment via social constructivism. Guided by the Community of Inquiry framework, these evidence-informed approaches help deepen my students’ conceptual understanding, encourage ownerships of learning, and empower them to be self-directed lifelong learners.

I pioneered the integration of immersive virtual reality (IVR) technology into nursing education to enhance procedural skills learning. IVR provided experiential, constructivist-based learning environments, enabling students to practice clinical scenarios safely and flexibly at home. Over 1,100 nursing students have benefited, practicing core procedures at their own pace, supported by instructional videos and trained faculty. Feedback highlighted IVR’s engaging, motivating, and self-regulated learning advantages, with technical improvements ongoing. Outcomes have been shared through international conferences and publications, and the approach is now expanding to include more procedures and collaborations, demonstrating its scalability and sustainability in healthcare education.

As a Mechanical Engineering educator, I’ve taught class sizes from small groups to 400 students. My teaching philosophy emphasises engaging, adaptive learning, especially in the post-COVID era. I implemented Team-Based Learning (TBL) pre-pandemic and later adapted it online. Since Sem 2 AY2022/23, I have refined this approach by integrating 10 self-developed bite-sized videos with collaborative face-to-face sessions. This blended learning model allows students to learn foundational concepts at their own pace and deepen understanding through peer interactions. I believe education must evolve with students’ needs, fostering ownership and delivering a richer, more meaningful learning experience beyond the classroom.

As a Civil Engineering educator, my teaching philosophy centers on fostering intrinsic motivation and lifelong learning by applying Self-Determination Theory (SDT) principles (Relatedness, Competence, and Autonomy). To enhance student engagement and understanding of complex topics, I have developed and integrated innovative digital tools into my curriculum. Notably, I created an Excel-based Linear Scheduling Method (LSM) problem generator, which has significantly improved students’ problem-solving skills and real-world application by automating schedule analysis. Additionally, I designed the RESCUE game, a virtual reality simulation based on the Nicoll Highway collapse, to teach construction safety and bridge the gap between theory and practice. The RESCUE game was recognised with the Annual Digital Education Award (ADEA) in 2021. Through these initiatives and collaboration with colleagues to apply SDT principles across the department, I strive to empower students to become competent, autonomous, and motivated professionals prepared for the demands of the construction industry.

Through a collaboration with the NUS Inter-reality Technology Team, an E-Learning app was developed, enabling students to visualise and simulate complex structures in a 3D virtual environment. This overcomes a major learning barrier with the standard 2D drawings in textbooks. An assignment in the 3D virtual environment app requires students to design a sheltered pool that is structurally safe, at a minimal cost, thus enhancing the appreciation of practical engineering challenges.

My commitment to educational excellence has been consistently recognised through different awards, which demonstrates a sustained impact over multiple years. As team leader, I received the NUS Annual Teaching Excellence Award (Team Category) for Academic Year 2023/24 and the NUS Annual Digital Education Award (Team Category) for Academic Year 2022/23. The international recognition through the Reimagine Education Awards 2022 Bronze–Asia for “SafeSim Design: Improving Design for Safety (DfS) Competency in Singapore” validates the global significance of our educational innovations.

Effective teaching is fundamentally a reciprocal knowledge exchange. It is vital for students to comprehend key concepts and self-assess their understanding, and also for teachers to adapt their methodology based on feedback. However, achieving bidirectional communication, particularly in larger classes, is challenging. I’ve explored and implemented several strategies for fostering such a dynamic ranging from guided projects to student mini-reflections..

As computing evolves rapidly, courses must be frequently updated. With large classes, effective instruction depends on a collaborative teaching team where each member contributes specialized expertise. Research indicates that collective teacher effectiveness has a significant impact on student outcomes. Using various approaches to building teams for large courses is needed to teach our students high-level skills in challenging fields. Having a variety of styles and inspirational tutors helps students develop the flexibility to adapt as technical knowledge evolves.

I use my own impact framework for teaching and learning along three dimensions:

(1) Query-Driven
I engage the minds of students through an integration with practice and research where students may be encouraged to pose queries beyond the regular course materials.

(2) Setting-Driven
I constantly and continually incorporate current affairs of the “real world” into the lectures and discussions, so that students can relate the concepts to reality.

(3) Reality-Driven
I emulate the modes of interaction in organizations to be as realistic as possible by multimedia means to be incorporates in the class teaching and even in assignments.

In AY23/24, I led a comprehensive overhaul of the Arabic language syllabus at CLS, introducing a new textbook series and refining pedagogical strategies tailored to engage learners. This initiative resulted in significantly higher student engagement and learning outcomes. Guided by my reflections on teaching, I leveraged AI (Whisper AI) to provide my students with personalised data-driven insights on their oral proficiency. These interventions transformed the learning environment in Arabic classrooms at CLS, providing students with a vibrant and supportive educational experience aligned with NUS’s commitment to teaching excellence.