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2026 Teaching Award Winners

The University Teaching Award (ATEA/ITEA) Ceremony and Outstanding Educator Award (OEA) Public Lectures 2026 will be held on 23 Sept 2026 (Wednesday), from 2-4pm at the University Hall Auditorium, Level 2, Lee Kong Chian Wing.

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Outstanding Educator Award (OEA)

The 2026 Outstanding Educator Award winners were announced at the University Awards ceremony on 4 September 2026. Recipients who excelled in teaching, each received a cash award and a teaching grant which is intended to enable the award winner to engage in activities that will support and enhance his/her role as an educator and contribute to teaching/learning at NUS.

Robin-LOON-FASS-OEA2026-web
LOON Seong Yun, Robin
Department of English, Linguistics & Theatre Studies Faculty of Arts & Social Sciences
Stephen-TAY-CDE-OEA2026-web
TAY En Rong, Stephen
Department of the Built Environment,
College of Design & Engineering

Honour Roll (2026 - 2030)

Faculty members who have been awarded either the ATEA or ADEA three times (since AY 2003/04) will be placed on the Honour Roll to honour their sustained high performance in teaching.

The faculty members below are placed on the Honour Roll (2026-2030) and will receive their award and certificate at the ATEA Ceremony cum OEA Public Lectures in 2026.

NEW! Click on the names and profile photos to learn about our Honour Roll recipients’ contributions to enhance teaching and learning. Their students also tell us how they have learnt and benefitted from the Honour Roll recipients’ practice.

ATEA2025-Chong-Zhun-Min-Adrian
CHONG Zhun Min, Adrian
Dept of the Built Environment
Du Hongjian-CDE-hr2026-web
DU Hongjian
Department of Civil & Environmental Engineering
ATEA-2025-Eng Tat Khoo
KHOO Eng Tat
Dean's Office (College of Design & Engineering)
ATEA-2025-Shefaly Shorey
Shefaly Shorey
Alice Lee Centre for Nursing Studies
Yee Han Kuan-hr2026-web
KUAN Yee Han
Tembusu College
Honour-Roll-2025-Sng Wei Meng Daniel
SNG Wei Meng, Daniel (SUN Weimeng)
Dept of Mechanical Engineering
Honour-Roll-2025-Lydia-Lau-Siew-Tiang
LAU Siew Tiang
Alice Lee Centre for Nursing Studies
Honour-Roll-2025-Chong-Yuan-Yi
CHONG Yuan Yi
Dept of Chemistry
Honour-Roll-2025-Liu-Mei-Hui
LIU Mei Hui
Dept of Food Science & Technology
Honour-Roll-2025-Prem-S-O-NP-Shamdasani
Prem S/O N P Shamdasani
Dept of Marketing

Please note:
Colleagues who have been placed on the Honour Roll will not be eligible to apply for the ATEA/ITEA for the next five years. The above faculty members can be nominated for ATEA/ITEA from August 2030 onwards. They will however be eligible for the OEA and to be a member (but not the leader) of a team applying for ATEA/ITEA Team Award.

 

Annual Teaching Excellence Award (ATEA)

The ATEA recognises faculty members’ achievements in teaching, including instruction, educational design, assessment and feedback, as well as wider adoption of good practices in these areas through leadership and support of other colleagues. The ATEA also recognises achievements in developing innovative technology-enhanced learning through thoughtful integration of appropriate technology with teaching.

NEW! Click on the names and profile photos to learn about our ATEA winners’ contributions to enhance teaching and learning. Their students also tell us how they have learnt and benefitted from the ATEA winners’ practice.

 

Individual Awards

Faculty of Arts and Social Sciences
Jan-Lutz-Auracher-FASS-ATEA
Jan Lutz AURACHER
Centre For Language Studies
Sergio-Rodriguez-FLORES-atea2026-web
Sergio RODRÍGUEZ FLORES
Centre For Language Studies
Kai-En-TAN-FASS-atea2026
TAN Kai En
Dept of Communications & New Media
HUANG Ta-Cheng
Dept of Economics
Susan-ANG-FASS-atea2026
ANG Wan-Ling, Susan
Dept of English, Linguistics & Theatre Studies
Matthias-WONG-Meng-Yan-FASS-atea2026
WONG Meng Yan, Matthias
Dept of History
YIP-Yuk-Lum-Jennifer-atea2026
YIP Yuk Lum, Jennifer
Dept of History
ATEA2024-Daryl-Shen-Ooi
Daryl Shen OOI
Dept of Philosophy
ATEA-2025-Dunya Deniz Lepori
Dunya Deniz LEPORI
Dept of Political Science
Shek-Yan-Elaine-TAN-FASS-atea2026
TAN Shek Yan, Elaine
Dept of Political Science
Noorman-Abdullah-FASS-atea2026
Noorman Abdullah
Dept of Sociology & Anthropology
Ting Hui LAU-FASS-atea2026-web
LAU Ting Hui
Dept of Sociology & Anthropology
NUS Business School
Hanny-Kusnadi-BIZ-atea2026
Hanny Kusnadi
Dept of Accounting
ATEA-2025-Sa-Pyung Shin
SHIN Sa-Pyung
Dept of Accounting
ATEA2025-Lee-Yen-Teik
LEE Yen Teik
Dept of Finance
School of Computing
ATEA-2025-Ronald Boyd Anderson
Ronald Boyd ANDERSON
Dept of Computer Science
Daren-LER-Shan-Wen-SOC-atea2026
LER Shan Wen, Daren
Dept of Computer Science
ATEA-2025-Mudiyanselage Sanka
Mudiyanselage Sanka Nuwan Bandara Rasnayaka
Dept of Computer Science
Nitya Lakshmanan_Computing_web
Nitya Lakshmanan
Dept of Computer Science
ATEA2024-Prasanna-Karthik-Vairam
Prasanna Karthik Vairam
Dept of Computer Science
College of Design & Engineering
Dorothy-Shun-Wai-TANG-atea2026-web
TANG Shun Wai, Dorothy
Dept of Architecture
ATEA2024-Francois-Dominique-Joseph-Blanciak
Francois Dominique Joseph BLANCIAK
Dept of Architecture
CAI-Shaoyu-CDE-atea2026
CAI Shaoyu
Dean's Office (College of Design & Engineering)
KAH-Chen-Yong-James-CDE-atea2026
KAH Chen Yong, James
Dean's Office (College of Design & Engineering)
Jiarui-LEI-CDE-atea2026
LEI Jiarui
Dept of Civil & Environmental Engineering
Yuzhu-LI-CDE-atea2026
LI Yuzhu
Dept of Civil & Environmental Engineering
Faculty of Law
Burton-ONG-LAW-atea2026
Burton ONG
Dean's Office (Law)
Lee Kuan Yew School of Public Policy
Sasidaran-Gopalan-LKYSPP-atea2026-web
Sasidaran Gopalan
Dean's Office (Lee Kuan Yew School of Public Policy)
Faculty of Science
Chan-Zhi-Wen-Ian-FoS-atea2026
CHAN Zhi Wen, Ian
Dept of Biological Sciences
ATEA-2025-Xin Xiang Lim
LIM Xin Xiang
Dept of Biological Sciences
Nalini-do-Puniamoorthy-atea2026-web
Nalini Puniamoorthy
Dept of Biological Sciences
Adrian-Michael-LEE-FoS-atea2026
Adrian Michael LEE
Dept of Chemistry
CHNG-Hui-Ting-FoS-atea2026
CHNG Hui Ting
Dept of Pharmacy & Pharmaceutical Sciences
ONG-Pei-Shi-FoS-atea2026
ONG Pei Shi
Dept of Pharmacy & Pharmaceutical Sciences
Stella-TAN-FoS-atea2026
TAN Wei Ling, Stella
Office of the Provost (PVO)
Saw Swee Hock School of Public Health
Cecilia-TENG-SSHSPH-atea2026-web
TENG Woon Chien, Cecilia
Dean's Office (Saw Swee Hock School of Public Health)
Yong Loo Lin School of Medicine
Hui-Chen-CHEN-YLLSOM-atea2026-web
CHEN Hui-Chen
Alice Lee Centre for Nursing Studies
Arthur-Chin-Haeng-LAU-YLLSOM-atea2026-web
LAU Chin Haeng, Arthur
Dept of Anatomy
Dinesh-Kumar-Srinivasan-YLLSOM-atea2026-web
Dinesh Kumar Srinivasan
Dept of Anatomy
Gosavi-Arundhati-Tushar-YLLSOM-atea2026-web-i
Gosavi Arundhati Tushar
Dept of Obstetrics & Gynaecology
Zhi-Xiong-CHEN-YLLSOM-atea2026-web
CHEN Zhi Xiong
Dept of Physiology
NUS College
Teck Heng Tan-NUS College-atea2026-web
TAN Teck Heng
ATEA2025-Foo-Cai-Li-Carissa
FOO Cai Li, Carissa
NUS Graduate School
Rafi-Rashid-NUSGS-atea2026-web
Rafi Rashid
Dean's Office (NUS Graduate School)
Centre for English Language Communication
Owen-David-Harry-CELC-atea2026
Owen David HARRY
Kim-Jungyoung-RVRC-atea2026
KIM Jungyoung
Centre for English Language Communication/
Ridge View Residential College
Residential Colleges
Bellam Sreenivasulu-RC4-atea2026-web
Bellam Sreenivasulu
Residential College 4
Naviyn-Prabhu-Balakrishnan-RC4-atea2026-web
Naviyn Prabhu Balakrishnan
Residential College 4

Team Awards

ATEA2024-Jennifer-Emily-Estes
Team Leader
Jennifer Emily ESTES
Dept of Sociology & Anthropology, Faculty of Arts & Social Sciences
Team Members

LOON Seong Yun, Robin (Dept of English, Linguistics & Theatre Studies)
Celine Sara THIO (Dept of English, Linguistics & Theatre Studies)

Olivier-Patrick-LEFEBVRE-CDE-atea2026team-web
Team Leader
Olivier Patrick LEFEBVRE
Dept of Civil & Environmental Engineering, College of Design & Engineering
Team Members

Orlando Garcia RODRIGUEZ (NUS Environmental Research Institute)

ATEA-2025-Yuting Huang
Team Leader
HUANG Yuting
Dept of Statistics & Data Science, Faculty of Science
Team Members

Jennifer LIU Zixuan (Faculty of Science)
LU Jiyuan (Faculty of Science)
Denis TKACHENKO (Dept of Economics, Faculty of Arts & Social Sciences)

Navarun-Varma-RC4-atea2026team-web
Team Leader
Navarun Varma
Residential College 4
Team Members

Naviyn Prabhu Balakrishnan (Residential College 4)
Noe Noe Su Aung (NUS Alumni)
TAN Qing Heng (NUS Business School)
TAN Yuen Ling, Lynette (Residential College 4)
Thangavel Jishnuanandh (NUS Alumni)
TEO De Liang, Ryan (Joint Multi-disciplinary Programmes)

Innovative Teaching Excellence Award - Artificial Intelligence (ITEA - AI)

The Innovative Teaching Excellence Award – Artificial Intelligence (ITEA-AI) recognises distinguished achievements in developing innovative technology-enhanced teaching, including instruction, feedback, and assessment. The award seeks to promote thoughtful use of educational technologies and artificial intelligence, and recognises both individuals and teams, whether in a single course or a programme.

NEW! Click on the names and profile photos to learn about our ITEA winners’ contributions to enhance teaching and learning. Their students also tell us how they have learnt and benefitted from the ITEA winners’ practice.

Individual Awards

Muzzammil-Mohd-Yassin-itea2026-web
Muzzammil Bin Mohamed Yassin
Centre For Language Studies, Faculty of Arts & Social Sciences
Ken Q Joel-CHOW-itea2026-web
CHOW Ken Q, Joel
Dean's Office (NUS College)

Team Awards

Loh Eu-Min Eugene Lester- Dentistry
Team Leader
LOH Eu-Min, Eugene Lester
Dean's Office (Faculty of Dentistry)
Team Members

FOONG Weng Chiong, Kelvin (Dean’s Office, Faculty of Dentistry)
LI ShanShan, Angela (Faculty of Dentistry)
LIM Keat Khong, Paul (Dean’s Office, Faculty of Dentistry)
LU Weixun, Wilson (Dean’s Office, Faculty of Dentistry)

Gosavi-Arundhati-Tushar-YLLSOM-atea2026-web-i
Gosavi Arundhati Tushar
Department of Obstetrics & Gynaecology
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Teaching has always been a passion and a joyous journey for me. I believe every student learns differently, and as educators, we evolve by learning alongside them and discovering new ways to engage them. Over the past four years as Undergraduate (UG) Education Director, I have championed innovative, learner-centred education—from developing 40 bite-sized animated videos during COVID to pioneering immersive VR and mixed-reality teaching with our  colleagues from the College of Design and Engineering (CDE). We progressed from haptic VR to immersive clinical scenarios and finally mixed reality integrated with real mannequins, taking innovation from concept to validated research proving its effectiveness and ultimately including it into the Phase 4 curriculum. I am deeply grateful to my NUH team and collaborators who made this journey possible.

“Dr Arun was amazing! She’s really nice, patient and teachy :) I remember how she came down to teach my callmate and I while we were doing call, and to kindly allow us to scrub in for the delivery. And she’s always looking out for all of us! :) ‘ The VR revision was very useful!”
 
“I really appreciate Dr Arun’s style of teaching, especially when she holds our hand to guide us in the examination, delivery, speculum etc, as it helps me to know how to improve. I am very appreciative of the opportunities that she gave me to help with deliveries, do bed side ultrasounds which does not always come by and which really enhanced my experience in O&G.”
 
“Patient, focused, encourages students to maximise time by setting academic goals for each session with her, appreciate the targeted approach”
 
“An amazing program director. I really appreciate that she makes learning obstetrics engaging, fun, and safe as well as helping male students find patients who would allow examination. She and her admin check on us frequently and actively reaches out to students which is very helpful. I also found it useful when she gave us tasks to accomplish at the start of the night call session as this allowed us to make full use of our time there. She is also a very effective and clear educator and is able to explain difficult concepts very clearly and simply.”
 
“Very engaging, lots of opportunities to practice and strengthen concepts, can really feel her concern! Loved the obstetric simulations on VR goggles!!”
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Loh Eu-Min Eugene Lester- Dentistry
LOH Eu-Min, Eugene Lester
Dean's Office (Faculty of Dentistry)
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Traditionally, pre-clinical orthodontics involved the use of actual patient records with the masking of certain facial features to comply with privacy requirements. This hampered student training and learning in patient examinations, which, in turn, compromised students’ diagnostic capability. Leveraging on AI generated images of non-existent persons, we have managed to overcome limitations on the number of training patient cases (ability to generate unlimited images) and limited curriculum time (anytime, anywhere accessibility to content) to enhance student learning, leading to improved diagnostic competencies for better clinical outcomes and patient safety.

“VPT is like a structured case bank that we can do online and at our own pace, at our own comfort. This kind of helps us have a good training in the diagnostic workflow of patients before we actually see them.” – Chan Hui Wen, Sarah

“Before VPT, we were only exposed to like one to five cases but VPT has like tens or even hundreds of cases that allows us to practice from the comfort of our home. And through like repetition and pure exposure to these cases, VPT allows us to gain some pattern recognition skills that I think is very useful in clinics.” – Dylan Cheng LinYe

“I think the VPT is definitely like very frustrating. They can feel a bit frustrating but once you get to the patient part you do feel a lot more comfortable, so I think it is worth it to go through it. I definitely do not want to dive headfirst into immediately screening a patient with no practice.

Now that I have diagnosed a few patients for screening, I realise that… it’s become like much easier and much quicker for me to do that, so much easier to identify the points accurately compared to before I did the VPT where I was kind of like fumbling around.” – James Pai Gunawan

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Muzzammil-Mohd-Yassin-itea2026-web
Muzzammil Bin Mohamed Yassin
Centre For Language Studies,
Faculty of Arts & Social Sciences
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In addition to various practices that reflect excellence in teaching, I designed two AI-integrated activities to deepen student engagement with Arabic. Using Whisper AI, students transcribed their own spoken Arabic, making visible errors they might otherwise overlook. Self-correction becomes possible only when learners first notice what needs fixing. This is Schmidt’s noticing hypothesis in practice. In a second activity, I trained students to interrogate ChatGPT’s responses to Arabic language questions and catch its hallucinations using their own knowledge.

Throughout both semesters, I maintained an encouraging and safe classroom environment where students could develop their linguistic skills with confidence and without fear of making mistakes. Feedback was always prompt, detailed, and personalised. My lessons were also designed with the aim of equipping my students with the skills to continue learning Arabic well beyond the classroom.

“…because of his exceptional dedication to his students and his remarkable ability to make learning Arabic an enriching experience. He has consistently demonstrated kindness and patience, creating a supportive classroom environment where every student feels valued. His skill in imparting knowledge is unparalleled; he expertly guides us through the complexities of the Arabic language, making the learning process both enjoyable and accessible.”

“Ustaz is very funny in class, which makes the class very lively and interesting. He also teaches us in the contexts of our OWN languages, which makes learning Arabic feel close to home, though most of us don’t have Middle–Eastern/Arabic cultural backgrounds. This shows that Ustaz is very dedicated to helping us out in learning the language. He also always provides us specific feedback, allowing us to know our mistakes and points for improvement.”

“I have learned Arabic for many years in school. However, Ustaz Muzzammil has to be the best Arabic teacher I have come across. His teaching style combines in–class activities with effective instruction. He’s also very passionate about linguistics in general and conversation in class will often slip into other topics which is always fun and insightful. He’s able to explain complex grammatical rules in multiple ways and makes sure that everyone is on the same page. This Arabic class has really picked at my brain in the best of ways. I loved everything!”

“I thoroughly enjoyed learning Arabic under his instruction this semester. As a teacher, he is very attuned to our level of competency and comprehension of the language – as such, I liked how he very effectively worked on using Arabic as much as possible to give instructions, explain the meaning of words, and communicate with us whenever possible; he balanced it in a way that enabled a sense of accomplishment when I could understand what he was saying, but also pushed our listening and speaking abilities further. He is also a teacher who thinks hard about his teaching, and how that might help his students. Every single lesson is planned out with intention, and each activity in purposeful in building up his students’ confidence and skills in the language. Even how he structured the assessments was exceptionally helpful in consolidating grammar understanding and vocabulary.”

“I really appreciate the effort he puts in to make sure each student understands a new grammar rule, from all the oral practices we would have in lessons. Perhaps the cherry on top would his mastery of different languages that even allows him to explain a certain grammar rule or vocabulary through other languages, such as in instances where a vocabulary we are talking about is “borrowed” or “lent” to another language. As a slow learner, I really also appreciated how he was extremely patient and encouraging with me.”

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Ken Q Joel-CHOW-itea2026-web
CHOW Ken Q, Joel
Dean's Office (NUS College)
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I designed a scaffolded experiential learning intervention for NHS2068 “What is Love?”, transforming abstract classroom debates on AI companionship into authentic, hands-on engagement. Previously, I found that students found it hard to relate to users of AI companions when discussing it in the abstract. To address this, I designed an intervention where students listened to real-world podcasts, tested companionate chatbots, collaboratively refined prompts, and applied philosophical frameworks—such as biological, arational, and rational accounts of love—to critically analyse their interactions. This moved students from passive observation to higher-order interdisciplinary thinking, evidenced by sophisticated final projects and reflective forum posts. Recognised at NUS’s AI in Education Poster Showcase 2025, I have also scaled this intervention to over 100 students in a larger interdisciplinary course.
“His content is very well thought out and his slides are really engaging, which enhances the learning experience. I think this is one of the most exciting NHS modules I have taken, not only due to the juicy topics (regarding love and romance) that it covers, but also the discussion–focused aspect of it that really allows me to learn from the perspectives of my classmates.”
 
“Prof. Joel is very engaging in his seminar delivery and I feel that he is genuinely passionate about what he teaches, as well as genuinely enthusiastic about listening to students’ opinions and ideas during discussions. He is also very patient and helpful when giving feedback or offering help to students with regards to assignments.”

“Prof Joel has showcased great skill in engaging us all actively through thoughtful probing. His commitment to our success is evident in the personalized attention and support he provides to each of us.”

“Great module facilitation using various styles of engaging students. Ensures different points are heard and provides valuable feedback. Always willing to assist the students in their work.”
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Navarun-Varma-RC4-atea2026team-web
Navarun Varma
Residential College 4
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We transformed RC4’s STEER Himalaya Programme from a study trip into a challenge-based learning journey. Using a three-step pedagogy including ethnographic fieldwork, participatory systems modelling, and mentorship within a Community of Learning, we connected students, educators, alumni, and community development practitioners in the Kumaon hills of the Indian Himalayan Region. Students progressed from classroom concepts to co-created fieldwork, policy research, and digital solutions supporting sustainable livelihoods. During the pandemic, we redesigned the programme as a hybrid lab while preserving authentic stakeholder engagement. The work nurtured T-shaped graduates who were able to link interdisciplinary inquiry with responsible action and real-world impact.

“The STEER Himalaya Program allowed me to experience the local community first hand and better understand the trust, culture and ecosystem within it. Through systems thinking, I learnt to identify root causes of issues and explore sustainable solutions. It also showed me how students from different disciplines can combine skills to create practical solutions for real-world community challenges.”
– Nouline, participant of STEER Himalaya 2019 and eSTEER Himalaya 2021

“STEER improved my understanding of the world, other cultures, and ultimately, co-created knowledge. Through collaboration with local stakeholders, I was able to learn and research migration and policy within the Indian Himalayan region Besides learning a lot, the lasting memories and strong friendships made, make STEER a truly memorable trip.”
-Tan Qing Heng, participant of STEER Himalaya 2022

“The program exposed me to a different socio-geopolitical climate that many could only read about in papers. Being able to engage diverse stakeholders within this climate from NGOs to community leaders was a rare learning experience, and understanding the dynamics between them gave us the opportunity to apply systems thinking within a real-world context, oh and i got to soak myself in nature so that’s a big plus as well!”
– Sean Han, participant of STEER Himalaya 2022

“The STEER program was a valuable opportunity to witness and better understand the challenges faced by rural communities firsthand. Having the chance not only to learn from these experiences, but also to apply knowledge from my systems thinking and app development courses, made the program especially meaningful to me.”
-Jishnu, participant of STEER Himalaya 2022

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ATEA-2025-Yuting Huang
HUANG Yuting
Dept of Statistics & Data Science, Faculty of Science
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This teaching award recognises our team’s work on DSE1101 “Introductory Data Science for Economics”, an introductory data science course for first-year data science and economics students. We designed weekly tutorials around a pre-post learning cycle: Students attempt the problems on their own, work through them with guided instructions in class, and revise their submissions. The teaching team follows up each week to provide individualized feedback. This design helps students integrate skills to tackle complex tasks, and especially benefits those who initially struggled. Over the semester, students who started behind catch up with their peers, narrowing the performance gap.

“Clear explanations and she is able to approach it from a first-time learner perspective.”

“The worksheets are informative and contain good nuggets of foundational information from the lecture that helps us round up what we have learnt, and shows us how it can be applied in the code.”

“She was able to effectively engage with us and make us more motivated and interested about the subject material.”

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Olivier-Patrick-LEFEBVRE-CDE-atea2026team-web
Olivier Patrick LEFEBVRE
Dept of Civil & Environmental Engineering, College of Design & Engineering
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Through ESE2102 “Principles & Practice in Environmental Monitoring”, we redesigned learning around co-inquiry and authentic practice, enabling students to take ownership of real environmental investigations in partnership with the National Parks Board (NParks) at the Singapore Botanic Gardens. Instead of following fixed experiments, students develop research questions, design protocols, select lab methods, and interpret real data collaboratively. This shift has strengthened engagement, responsibility, and deeper learning by making students active participants rather than passive recipients. Transparent assessment, peer evaluation, and scaffolded support, including a scientific poster workshop, further help students grow in confidence, teamwork, and communication while demonstrating clear evidence of learning through increasingly strong project work and final posters.

“Loved the structure of the module. Hands down the best class I have experienced […] brought significant meaning to my university education.”

“I really truly enjoy this module because of the way [it is] structured […] I also loved that we were given some level of independence in conducting the experiment so we could completely understand what was going on.”

“An inspiration to us, and really allowed us to open our minds towards environmental monitoring, working with other teams so that our experimental data when pieced together can achieve the greater goal of analysing the health of the lakes in the Singapore Botanic Gardens […] Lessons are filled with engagement, and really place emphasis on improving our quality of learning by taking feedback seriously, making and informing us of the changes made from the previous batches who did this module.”

“Fostering an inclusive environment where voices are heard […] unparalleled support, guiding students to excel in projects and lab work.”

“Exceptional subject expertise, passion for teaching, fosters engagement, supportive, adaptable, inspires students’ success.”

“Very constructive feedback that further probes our thinking instead of spoonfeeding us the answers so we will do the learning ourselves and make it more memorable.”

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ATEA2024-Jennifer-Emily-Estes
Jennifer Emily ESTES
Dept of Sociology & Anthropology, Faculty of Arts & Sciences
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Our team’s course, HS2913 “Representing Live(s): Research, Performance, and Stories”, asks: How can we learn about people’s experiences, ethically represent their lives, and communicate their stories through live performance? We cultivate students’ ability to integrate approaches from anthropology and theatre studies to grapple with this question. Our larger goal is to deepen students’ self-awareness of how their identities influence their thinking and actions, as well as their potential to engage meaningfully with the diverse perspectives of others. Students develop these capacities through experiential and embodied learning, which culminates in a group research and performance project.

“I learned to be more sensitive to how background, experiences, and social identity shape my perspectives. Recognising this has helped me approach research, performance, and storytelling with greater awareness and empathy. There is not so much of right and wrong, I now understand that every story is influenced by personal and cultural contexts, and being mindful of this allows me to engage more thoughtfully with different viewpoints.”

“I enjoy learning how to be better at listening to others and understanding the people or the community we interact with. I believe it is something that [has] meaning in our daily lives as well.”

“I have never done so much self-reflection before in a class. I am starting to see that the way I look at the world is very different from how other people look at it and my experience is not the truth for all. This course is teaching me to listen more and judge less. In turn I am seeing that I am becoming more open-minded in the process.”

“I find myself leaving [the course] having understood not just more about theatre but about myself and how to learn and create alongside fellow classmates.”

“This course really pushed me to step out of my comfort zone, encouraging me to take action and interact with classmates from different backgrounds and majors. It was a great opportunity to expand my network and perspective.”

ATEA2024-Francois-Dominique-Joseph-Blanciak
Francois Dominique Joseph BLANCIAK
Dept of Architecture
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Architectural design studios usually give students an almost complete freedom to determine the form of their project. This freedom is often overwhelming, and sometimes counterproductive. Considering this drawback, I devised a constraint-based studio exercise that depressurises form-finding in architectural education by predetermining the form of the students’ projects from the outset.

“His format of teaching the module is one of the rare instances where the exercises/assignments have helped to strongly support my core design project thinking and reinforce my own interest in the subject in both theoretical and practical manner.”

“His feedback was always precise and constructive, helping students refine not only their design process but also the clarity and depth of their communication.”

“His teaching combines rigor, generosity, and an acute sensitivity to the needs of each student.”

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Dorothy-Shun-Wai-TANG-atea2026-web
TANG Shun Wai, Dorothy
Dept of Architecture
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My teaching centers on student agency and collaborative learning. In practice-oriented fields like landscape architecture, students must progress from problem-solving to critical problem-setting. I design courses that encourage ownership over the learning process and position students as collaborators in knowledge production. In LA5201 “Policy of Landscape”, term projects guide students from surveying the field to developing a critical position and theory of practice. This shift is scaffolded through peer-to-peer exercises, cooperative games and simulations, student presentations, and in-class dialogues. These activities complement structured lectures by centering student-led learning, cultivating the capacity to frame and address “wicked problems” while building leadership skills.

“Much needed contemporary worldview to understand the birth and death of design planning theories/experiments/realities. And what can be done to keep it between the two.”

“Looks at the discipline of landscape from different perspectives and understand the more macro and complex systems behind the design”

“Exceptional teaching skills and ability to condense much–needed contemporary global topics to enhance a multidimensional understanding of landscape design and planning.”

“She is one the most critical professors. In a world where AI usage is becoming overly common, her class is designed and taught to foster critical thinking amongst students and to ensure that when we go out into the world, we are applying such frameworks to our jobs.”

“She gave a comprehensive explanation of landscape policy and provided a wide range of learning resources to broaden our knowledge and introduced fun teaching methods such as board games in the classroom to give us a visual understanding of the policy.”

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Nalini-do-Puniamoorthy-atea2026-web
Nalini Puniamoorthy
Dept of Biological Sciences
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I wanted to address the challenge of sustaining meaningful student engagement in large, lecture-based courses. Using LSM2107 “Evolutionary Biology” as a case study, I developed an iterative feedback-loop model in which student input continuously informs my teaching practices. I highlight two key interventions: a collaborative museum-based poster project that connects evolutionary theory to local biodiversity, and 3-2-1 post-lecture reflections, analysed with generative AI, that provide continuous and real-time insight into student learning and misconceptions. Together, these scalable strategies help me transform a content-heavy, foundational lecture course into a more active and experiential learning environment.

From AY 2024/25:
“Prof Nalini showed what it is like to have a strong grasp of concepts in a field through her ability to provide numerous examples to explain difficult and complex concepts. Overall, her teaching has had a lasting impact on my understanding of the subject, showed what it is like to be dedicated to a field of study, and is approachable and patient when in need of clarifying doubts during consults”

“The content is very interesting since I never really learned about evolutionary biology when I was in polytechnic. The videos shown in the class were very interesting and memorable, which helped remember the content better. The poster was also a good way to see what exactly this field of biology is like since we had to research on a specific species…”

“Dr Nalini is extraordinarily dedicated to her students… Dr Nalini makes every lecture engaging, no matter the time (ours tend to fall 4–6pm). Her hard work and continual support for her students should be commended.”

“Employs very engaging teaching methods, evidently knowledgeable as seen in the way she handles questions, has a sense of humour too, making lectures enjoyable.”

“She is very approachable and takes the time to make sure I understand. Even though I asked simple questions, she still is willing to teach me what I don’t understand. She is one of the nicest lecturer I have met in NUS. She also makes the lesson very engaging through games and very interesting examples of the content.”

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CHEN Zhi Xiong
Dept of Physiology
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I built an interconnected educational ecosystem grounded in interdisciplinary innovation. The pioneering Minor in Integrative Health is now one of NUS’s most popular programmes—bridging medicine, engineering, and computing to prepare non-healthcare graduates for complex health challenges. For medical students, the endocrine curriculum was transformed through integrated and thoughtful design, better preparing learners for clinical practice. Research is reframed as curiosity- and values-driven through the “Beyond Medicine” programme, putting patients before papers. Two AI tools, NUSMed-GPT and NUS-Med2Lab ECR, further strengthen health professions’ teaching and learning. Beyond NUS, I develop faculty and mentor institutions, positioning NUS as a global education leader.

“This minor did not just complement my major but helped shape the kind of learner, thinker and collaborator I am today. It gave me the language, frameworks, and confidence to contribute to this sector. Now, I am certain that I want to build a career where health and innovation meet.”
 
“Working together to solve problems in an interdisciplinary setting is a skill—and one that is certainly transferable and applicable in the working world and beyond.”
 
“Before taking this minor, I did not think much about how health intersects with other fields. But now, I find myself paying more attention to how everyday decisions, like marketing strategies, space design, or digital communication, can influence health outcomes. It has made me realise that health is not just a medical issue, but rather it is something we can all play a part in improving.”
 
“The projects have also been really enjoyable. I liked the moments where I had to think more deeply about the stakeholders involved, the issues and barriers they face, and how I could design solutions to help them. Sometimes, I would share my ideas with my friends and family, and we would have meaningful and productive discussions about it, like how we can help the stakeholders in a practical way. When I receive positive feedback, it gives me a sense of accomplishment, like I have actually contributed something meaningful to the community.”
 
“He was funny, very engaging, answered our questions promptly. I felt very comfortable in his lectures and tutorials because his demeanour allowed us to engage meaningfully and openly without feeling stressed out or scared that ‘it might be a stupid question’. His teaching style is very seamless and smooth, as it starts from the very basic concept followed by more advanced concepts. In this way, we could connect the dots very easily from previous lecture to the next.”
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Dinesh Kumar Srinivasan
Dept of Anatomy
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My work has transformed cardiovascular system teaching and learning at NUS Medicine through the development of an integrated, clinically oriented, and technology-enhanced curriculum. I pioneered Blended Learning 2.0 by integrating narrated online lectures, virtual cadaveric prosection videos, and interactive formative assessments to enhance student engagement and clinical reasoning. I also led CET courses across various surgical disciplines, developed postgraduate surgical anatomy programmes, and mentored students in academic, research, and professional development. These innovations have enhanced learning outcomes, scalability, and learner satisfaction, contributing to university teaching excellence and international recognition, including the QS Reimagine Education Award 2025 for innovative blended medical education.

“We love Prof Dinesh! Prof Dinesh teaches gross anatomy and clinical anatomy with such great passion, that every student now loves anatomy as well! Everytime I manage to receive tutelage and guidance from Prof Dinesh. I treat that opportunity with great respect and privilege, as the amount of knowledge that I get to receive from his teachngs are limitless. On top of that, it is the big love and great care that he shows his students that separates him from a text book. I love learning from Professor Dinesh, and cherish every opportunity that I get to do so.” – Medical Student Year 1

“Prof Dinesh really goes the extra mile to make his lessons funny and engaging, and it is an absolute to be taught by him. His lessons inspire a deep curiosity and love for anatomy in me. He is also extremely approachable and friendly with his students, helping them feel at ease in his classes. His love for teaching and interacting with students is evident in the quality of his lessons and lesson materials and how he take the time to answer all our queries individually.” – Medical Student Year 1

“Prof Dinesh was very patient and engaging in explaining upper limb and lower limb anatomy to the tutorial group, and in correcting any misunderstandings we had. What made his tutorials unique and interesting was that he provided many useful clinical applications of the UL and LL, and linked the various aspects of bones, joints, muscles and neurovasculature together, rather than teaching them in silos. He is a very passionate educator and he always does his best to connect and interact with his students during tutorials as well as outside of the classroom.” – Medical Student Year 1

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LAU Chin Haeng, Arthur
Dept of Anatomy
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My teaching innovations focus on transforming anatomy education into an active, engaging, and spatially meaningful learning experience. By combining traditional teaching foundations with approaches such as virtual reality, game-based learning, progressive drawing, and body painting, I help students visualise and integrate complex anatomical concepts more effectively. My work is also grounded in educational scholarship and extends beyond the classroom through mentorship, educational research, and workshops that support innovation in healthcare professional education.

“He stands out as a very passionate and inspiring teacher that immediately makes his students interested in cardiology and anatomy in general. Has been very helpful and kind during practicals, providing myself and my friends with answers in a nonjudgmental and affirming way. A great teacher in all aspects.”
 
” ⁠Apart from the great slides, entertaining the group of us that “floated around” with you in Anatomy Hall, and the super helpful tutorials, I’d say the coolest part for me is that you’re one of the rare few lecturers who actively recognise the look of confusion on a student’s face, and check in with them to see if they’re coping well! It’s extremely helpful and motivating for some of us who are brimming with questions but aren’t exactly extroverted enough to ask them aloud! You put in a lot of effort, not just in answering our endless (and probably beyond the syllabus) questions, but also in creating fun Kahoots to help our revision for our CAs, and we are truly grateful for how much you have done for us!”
 
“⁠He is an exceptionally enthusiastic and dedicated educator who goes above and beyond to support student learning. One of his greatest strengths is his ability to connect complex theoretical concepts to real-world applications, making the material more accessible and meaningful. His teaching style not only deepens our understanding of the subject but also fosters genuine interest and engagement in the classroom. Through his commitment and thoughtful explanations, he creates an environment where students feel encouraged to ask questions and explore ideas beyond the syllabus. His passion for teaching is truly inspiring, and he plays a significant role in shaping a positive and enriching learning experience.”
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CHEN Hui-Chen
Alice Lee Centre for Nursing Studies
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Anchored in a philosophy of partnership and resilience, Hui-Chen addressed post-COVID learning gaps through two innovations. First, she pioneered the first AI-powered Team-Based Learning Laboratory (TBLab) in nursing education, where students critically evaluate AI outputs, building teamwork, digital literacy, and responsible AI readiness. Second, she transformed summative assessments into personalized formative assessments with immediate feedback, self-reflection, and custom action plans, turning mistakes into growth opportunities. Beyond the classroom, she actively contributes to student life development as a Residential Fellow, mentors junior faculty, and leads course redesign across the NUS learning community. These efforts position NUS as a leader in future-ready, AI-enabled health education.

“For the NUR2125 Lab Formative Assessment, I was tested on the implementation of wound management and drain dressing. The assessment was a bit more challenging as there was a need to do swabs from clean to dirty, and to be mindful of possible cross-contamination at every step, as well as regarding the use and disposal of sharps. My tutor, Dr. Hui-Chen, pointed out the areas where I fell short and explained the reasons to me. As a future nurse, I must be mindful of these procedures.”
(Written by a NUR2125 student, AY2024/25)

“The nursing lab provides a realistic view and discussion for patient care. It helps us work in a safe environment before nursing students move to a realistic clinical setting. It also helps us understand our nursing plan and how to improve.”
(Written by a NUR2125 student, AY2023/24)

“As the course lead for the NUR2125, Dr. Chen curated a highly engaging and well-structured learning environment. I found great value in the diversity of strategies employed, particularly the use of formative assessments and the AI-LAMS (AI-Learning Activity Management System) platform. These tools encouraged active participation and allowed for meaningful student interaction. Observing experienced tutors and learning from their facilitation styles also played a key role in refining my own teaching approach. Dr. Chen’s leadership created a nurturing space for both students and junior educators to grow.”
(Written by a NUR2125 alumna tutor, AY2024/25 & AY2023/24. Also, she is the NUR2125 student in AY2010/11)
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FOO Cai Li, Carissa
NUS College
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Much of my efforts were channeled into the development of creativity in the classroom and corridor, to embed models for creativity within course teaching and faculty growth. 

“I believe the way she made this course is very unique and i much prefer this method of teaching than any other course.”

“Prof Foo always brings a new perspective and insight for every text we read or watch, drawing our attention to the small details of one word, then back to the broader implications. She always prompts us to think about the purpose and significance of each text, and voice out during every discussion. There is no right answer, she tells us, think outside the box but with grounded evidence.”

“She is able to beautifully and concisely link the stories we read to both literature techniques as well as ideologies.”

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TAN Teck Heng
NUS College
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My teaching draws on Rita Felski’s “postcritical” approach of working with rather than against others. To this end, I foster open-mindedness and cultural sensitivity through presenting case studies from diverse contexts. In “Art and the Attention Economy”, for instance, we examine Maurizio Cattelan’s US$6.2M duct-taped banana and Cai Guo-Qiang’s explosion art. Further, postcritical pedagogy teaches students to address structural issues constructively. As chair of the NUSC Diversity Series, I coordinated nine events including a boardgame session on Kartini, the Indonesian women’s education advocate. I also supervised two students’ recovery of women artists from the Tanoto Foundation Centre’s archives.

“Dr Tan is able to sieve out the positive aspects of a student’s argument before critically picking at it, which brings out the potential of a student. Students thus have more faith in their original ideas rather than feeling pressured to write a certain way or even think a certain way. His lessons are thoroughly engaging and thought evoking, and also well structured and clear. He works hard to synthesise the ideas presented into class into larger frameworks of thinking.”
 
“We covered so many women from so many different regions of Asia, while still having adequate time to really study them as opposed to just skimming their stories. I also really appreciated the diversity of women and topics covered. Scoping the cour[se] to recovery of Asian women was awesome, as I’ve found that the limited feminist recovery work that does take place is often centred on Anglo–American women. I felt this gap in resources when I tried finding sources on obscure Asian women for the Critical Review. I really appreciate the fact that the course is limited to Asian women, and that it covers not just East Asian women but South Asian and South–East Asian women too. Really felt like the feminist recovery goal of the module was upheld just in how diverse the recovery subjects were.”
 
“He constantly demonstrates care towards everyone’s well–being … He is also extremely encouraging when it comes to feedback for our drafts or papers, yet the feedback he gives are also extremely detailed … Even for ungraded submissions, his feedback is so useful that I am truly motivated to try my best even when I’m too busy or too tired. In consults, no question ever felt like a stupid question, and I love the confidence in thought he brings into each one of his students. The way the course is conducted itself is also amazing. He understands that there are people who are more introverted, so he listens to our small–group discussions, and takes notes to moderate the class discussion effectively later on, making sure that we gain as much as possible from every lesson. The materials he chose to guide us into the topic of art and the attention economy are also extremely interesting and covers a range. They link so well to whatever writing skill we would be learning that lesson, which shows just how much thought is put into every single lesson.”
 
“Being able to engage a class of STEM and Humanities students equally in an academically intensive mod[ule], speaks volume[s] about his teaching. He does not teach because he must, he teaches because he knows it matters. It felt hopeful to take his mod, and that is a rare feeling.”
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Rafi Rashid
NUS Graduate School
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This work contributes an evidence-based account of how compulsory, large-scale doctoral research ethics education can be structured to support ethical judgement across disciplinary boundaries. The work demonstrates how blended learning can be used to manage scale and to create opportunities for ethical deliberation, reflection, and collaboration.

“He is able to identify and explain contents effectively. The questions posed by him are also interesting and thought–provoking. This gives students the opportunity to reflect on the content and relate them to their research projects.”
 
“His way of teaching always has a strong purpose for each lecture. He can explain each concept clearly, and he also allows us to express our opinion openly.”
 
“He lets students think beyond by asking critical and basic questions. He makes significant efforts for the students to be able to understand concepts.”
 
“His teaching was engaging, and he encouraged students to share their ideas.”
 
“I believe he conveyed his understanding of academic integrity very well in the classroom. In particular, through reflective and realistic examples of controversial ethical issues, he guided us to think deeply about the underlying balance and principles behind academic ethics.”
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Bellam Sreenivasulu
Residential College 4
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Grounded in a learning-centred teaching philosophy, I design transformative learning through systems thinking, project-based, and research-driven pedagogy that empowers students to actively construct knowledge. I create authentic, inclusive environments using real-world, data-driven experiences such as sleep tracking and complex system modelling, fostering autonomy, critical inquiry, and reflection. My courses integrate experiential learning, fit-for-purpose assessments, and timely feedback to support self-regulated learning and interdisciplinary thinking. Through supervision, students extend their learning beyond the classroom through high-impact publications and international conference presentations, demonstrating scholarly excellence, global engagement, and the ability to apply knowledge meaningfully to complex societal challenges.
“Before this module, I knew sleep was important for memory and studying. After this module, I understood how maintaining a regular sleep schedule supports both physical and mental wellbeing. Key takeaways: learning about the sleep cycle—understanding sleep stages, brain waves, and their roles in health; my sleep diary and analyzing my personal data helped me become more aware of my sleep habits and motivated me to improve them. Overall, this module is about self-awareness, transformative learning, reflection, and evaluation.”

“I knew it was essential to a healthy life. People that slept well typically live longer, healthier lives and maintained youthful appearances. However, I did not fully grasp how sleep deprivation impacts various bodily functions. After the course, I learnt that beyond its role in energy restoration, sleep affects cognitive performance, emotional well-being, and immune function. Getting to see the content we learnt put into action allowed me to visualise our learning and concepts even better.”
 
“Sleep lab enhanced my interest in the subject.”
 
“Undertaking UTC2704 and the research project on Singapore’s Green Plan 2030 policies for Electric Vehicles has been a transformative learning experience. My initial motivation stemmed from a desire to engage in impactful research, apply systems thinking, and contribute to sustainability policy discussions. Early exploration of broad government initiatives led to a focused investigation of EV adoption, where I analysed demographic shifts and emissions data. Intellectual discussions with my supervisor, Dr. Bellam, were pivotal guiding my methodological choices, deepening my understanding of systems dynamics, and challenging me to critically evaluate policy effectiveness. Through collaborative dialogue, I learned to conceptualize and refine a systems model, address data limitations, and validate assumptions. Dr. Bellam’s facilitation fostered independent inquiry while providing expert guidance, bridging theory and practice. This journey has enhanced my analytical skills, resilience in overcoming research challenges, and appreciation for evidence-based policy evaluation.”
 
“Earlier, I struggled with identifying suitable conferences, understanding publication standards, and overcoming self-doubt as a Year 2 undergraduate. With mentorship, I successfully submitted our work to ISDC 2021. Presenting my UTC2704 project work at ISDC 2021 was a defining moment. With encouragement from Professor Sreenivasulu, I gained the confidence to share our work on a global stage. Adapting my presentation for an international audience and receiving feedback from experts like Khalid Saeed expanded my understanding of system dynamics.”
 
“The feedback and interest in our work helped me see the real-world relevance of what we studied. I am grateful and appreciate Professor Sreenivasulu’s mentorship in nurturing young system thinkers. This learning journey showed me how systems thinking and system dynamics are essential tools for future policymakers. This experience strengthened my belief that systems thinking is a vital tool for future policymakers and problem-solvers.”
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Sasidaran Gopalan
Lee Kuan Yew School of Public Policy
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I teach graduate-level macroeconomics, money and banking, and international economic development to students from highly diverse backgrounds, many with no prior economics exposure. My approach is grounded in constructive alignment, with three reinforcing strategies: active learning that scaffolds students from intuition to formal frameworks through policy simulations, word clouds, and concept mapping; dynamic and dialogic feedback loops using weekly flash cards that allow me to recalibrate teaching in real time; and fit-for-purpose assessments that combine low-stakes formative reviews with data-driven policy reports. Together, these are designed to equip students to become informed consumers of macroeconomic data and policy.

PP5545: Macroeconomics for Public Policy
  • “He is a wonderful teacher and explains the concepts in a very simple and interesting manner which helps students from non–economic backgrounds also to understand things very clearly. Another of his strengths is working on the feedback provided to him by the class and teaching with a lot of enthusiasm.”
  • “Prof Sasidaran Gopalan is clear, passionate, and highly effective in teaching the learning materials. He is able to distill down complicated economic concepts in a way that is understandable even for someone that had no economic background whatsoever. His passion makes it a pleasure to listen to his lectures, without a moment of dullness. He understands and takes the time to learn what the students want (more focus on the policy implications) and effectively targets those points and outcomes using a wide array of learning tools beyond traditional lecture/readings, including videos and interactive media. With 100% honesty, I can say that the Prof ignited my own personal passion for macroeconomics – which I did not think was possible. And he is definitely one [of] the most qualified and effective lecturers I have ever had the pleasure of attending their classes for.”

 

PP5211: Analytical Issues in Money and Banking:
  • “This course has helped me develop a much better understanding of issues in money and banking, including monetary policy transmission and foreign exchange management. This has been possible because of Prof’s exceptional ability to explain complex ideas in a simple language.”
  • “He has one of the clearest teaching styles and is exceptionally considerate as a professor. What seemed like just another dry course turned into an engaging experience thanks to his innovative teaching methods and approach.”

 

PP5906 International Economic Development:
  • “Prof provides thought-provoking lectures on macroeconomics in an effective way for students with no background knowledge to catch up on. Prof is also very kind and helpful for consultations.”
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TENG Woon Chien, Cecilia
Dean's Office (Saw Swee Hock School of Public Health)
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I created a virtual escape room for students in an undergraduate research methods course. The escape room was constructively aligned with the session’s learning objectives. As the course sees students from various disciplines and with different levels of experience in statistics, the team-based game was a powerful way to leverage peer learning and foster higher-order thinking. Based on analyses of feedback and student work, there was strong evidence of peer learning, collaboration, and documented learning gains through the escape room activity in helping students achieve learning outcomes.

“By solving statistical problems, I learnt to apply what I have learnt from the lecture videos.”
 
“I learnt how to better apply statistics into a real-world context… or rather better see the uses for it”
 
“Teamwork is important, we need to share ideas and discuss to better understand certain concepts.”
 
“Different team mates have a stronger suit in different sections and we help each other and have fun together.”
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TAN Wei Ling, Stella
Office of the Provost (PVO)
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Teaching is my life. I love what I do, and I do what I love. I say what I mean, and I mean what I say. I hope to impart these traits to my many generations of students. This is my 20th year lecturing forensic science at NUS!

Quote from Afiq Ihsan (Year 4):
“Good teachers teach, great teachers transform.” – Queen Rania of Jordan
As I feel your teaching really goes beyond content, enabling your students to push their boundaries and grow holistically. And also this quote is by a queen, in some ways, you’re also a queen Master!
 
Quote from Glenn See (Year 3):
A great professor does more than teach lessons—they inspire confidence, ignite curiosity, and lead with both passion and kindness.
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ONG Pei Shi
Dept of Pharmacy &
Pharmaceutical Sciences
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At the heart of my teaching practice is the creation of active, collaborative, and inclusive learning experiences. By utilising flipped classrooms, gamification, and team-based discussions on real-world patient scenarios, I help students connect theories to clinical practice. A key initiative is my “student-as-teacher” model that transforms students into active co-creators of knowledge and peer-teachers. Rooted in a deep commitment to student well-being and adaptive course design, these strategies have demonstrably enhanced critical thinking, boosted engagement, and driven measurable academic growth.

“Dr Ong consistently fosters an inspiring learning environment, blending deep expertise with a genuine passion for teaching that motivates students to reach their full potential.”
 
“She knows what misconceptions are common and addresses them before I even realise I had the misconception. I feel like I gained a lot of clear insight from the way she teaches. It enlightens me every time she would point out a common misconception and I would realise actually that is something that I also thought was factual and I have no idea how she does it.”
 
“Able to blend E-learning and in-class discussion to consolidate learnings well. Nurturing and cares for the learners as a person. Thinks ahead of time to anticipate issues and puts in measures to address them.”
 
“She is able to crystalise difficult concepts into bite-sized chunks, enabling both beginner and advanced learners to benefit from the in-class activities. Her teaching methods are effective in helping learners consolidate and retain topics that has been learned.”
 
“The team-based teaching was very beneficial in helping us better grasp the concepts of pharmacogenomics and apply it to clinical cases. When working on the teaching materials, we searched the drugs/enzymes on the relevant resources and interpreted the information independently. We incorporated feedback given before teaching it back to our classmates. This reinforced our learning and helped us appreciate the value of these resources and how to effectively utilise them. We also applied the knowledge of genetic variants on simulated patient cases, which allowed us to appreciate how it influences drug therapy and monitoring in the real world…. Overall, I feel that this activity provided a valuable hands-on experience that improved our understanding and application of pharmacogenomics.”
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CHNG Hui Ting
Dept of Pharmacy &
Pharmaceutical Sciences
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Abstract, complex, confusing—these are common perceptions of students towards pharmacokinetics (PK), the study of how our body handles drugs. Yet this important subject underpins why we take medicines once or three times daily, before or after food, reduce or increase dose for some people to achieve the same efficacy. Using show-and-tell, analogies, consistent recaps, “big ideas” and scaffolded topics and assessments, I have made PK less daunting and even increased students’ interest in this topic. Beyond conceptual understanding, I have also introduced a humanities-integrated assignment to remind students to see patients for who they are, and not just focus on the drugs or disease.

“Concepts like PK/PD are very hard to explain and grasp, but she still makes it digestible for us.”
 
“Her strengths include being able to elaborate and explain concepts very clearly and simply using various analogies that are simple yet effective and relatable for the students in her lectures.”
 
“Passionate about helping us understand the concepts and not merely memorise, and uses helpful analogies to teach.”
 
“She has mini recap sessions to give a refresher on the concepts we have learnt thus far to strengthen our basic understanding before building upon it.”
 
“I appreciate the recaps she does at the beginning of lectures to show the link between PKPD concepts. It is something simple that helps greatly with understanding.”
 
“Her decks of slides are concise and clear in highlighting the important concepts behind pharmacology. We can see a consistent pattern in her slides and her “big idea” portions are very useful in helping student(sp) to capture the main message behind.”
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Adrian Michael LEE
Dept of Chemistry
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I created learning environments in which students actively participate, make their thinking visible, and use feedback to become more independent learners. Across three courses, I introduced assessment innovations that supported both disciplinary skill and interdisciplinary understanding. Randomised chemistry data-analysis assignments helped students move beyond procedural use of linear regression, while scaffolded photo and video essays in The Meaning of Colour turned feedback into a cycle of revision, transfer, and deeper reflection. Together, these approaches enabled students not only to learn, but to think and see differently.

“Dr Adrian’s reimagining of David Bowie’s artistic journey also caught me off guard but in a good way. I didn’t grow up with Bowie, but the way his transformation was described made me see how colour isn’t just on the surface, it becomes part of an identity that we construct and therefore it gives us agency over our own selves. Bowie wasn’t just performing with colour; he was reshaping who he was through colour.”
 
“I also appreciated how the course was structured to not just deliver information, but to make me reflect, observe, and engage with my environment more intentionally. Overall, I leave this module with a richer sense of perception and a greater respect for colour as both art and science. It’s not just what we see, it’s how we feel, think, and connect. And now that I’ve seen it this way, I can’t unsee it.”
 
“I really appreciated how the course provided a solid foundation in physical chemistry while connecting the concepts to real–world applications. The lectures were clear, while the collaborative group work and discussions during tutorial made the learning experience more interactive and enjoyable.”
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ATEA-2025-Xin Xiang Lim
LIM Xin Xiang
Dept of Biological Sciences
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My teaching is anchored in the belief that motivation is central to meaningful and lasting learning. Drawing on my industry background, I design learning experiences that help students connect academic knowledge with real-world practices and build industry-relevant skills. In response to the rise of generative AI in education, I experimented with integrating GenAI as a learning aid to scaffold interdisciplinary thinking, support active inquiry, and strengthen students’ confidence in navigating complex problems. Through guided use, discussion, and critique, students became more engaged, asked deeper questions, and developed greater ownership of their learning in authentic, future-oriented contexts.

“Dr Lim’s enthusiasm and passion in the module is highly infectious and made me want to put in my best effort.”

“He creates an inclusive and respectful classroom environment where every student feels valued. He is attentive to diverse perspectives and encourage participation from everyone, fostering a sense of community and collaborative learning.”

“Dr Lim’s teaching is up to date and with his industry background, he teaches us how to make great use of AI tools.”

“What truly stands out is his ability to bridge academic concepts with real–world applications. Dr. Lim goes out of his way to provide us with resources and insights on interdisciplinary topics. His guidance not only enhances our technical knowledge but also helps us better understand the translational and commercial dimensions of the field. Dr. Lim’s teaching has had a lasting impact on my learning experience.”

“Dr Lim put in a lot of effort into making his lectures fun and engaging. He explained concepts clearly and provided appropriate examples to help our understanding. His activities helped with understanding and provided an extra element of fun to the lectures. We could tell that he put in a lot of effort to keep us engaged in the content and test our understanding.”

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KIM Jungyoung
Centre for English Language Communication/
Ridge View Residential College
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My teaching contributes to enhancing teaching and learning in two main ways. First, I foster confident and independent learners by integrating digital platforms and online resources that support learning beyond the classroom. Through guided autonomy and timely feedback, students become more self-directed and aware of their learning processes. Second, I cultivate reflective and empathetic community members by centering critical thinking and writing around themes of inequality. Through reflection and dialogue, students develop greater empathy and social awareness. Grounded in the Community of Inquiry and Community of Practice frameworks, my teaching promotes intellectual, personal, and social growth.
“The activities were useful in granting me exposure to what academic readings would look like, and they progressively became easier to read… I am now able to read and analyse texts more critically.”

“The course prompted deep reflection on my own experiences and the subtle privileges I have enjoyed in life. It made me understand the potential social inequalities that such privileges can perpetuate.”
 
“The course has changed the way I act and interact in my day-to-day life.”
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ATEA2024-Daryl-Shen-Ooi
Daryl Shen OOI
Dept of Philosophy
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Interdisciplinary education is important because many of the most complex and interesting problems in the world require collaboration and integration of people and ideas across traditional disciplinary boundaries. However, I frequently encountered two difficulties in teaching interdisciplinary courses to a multi- and interdisciplinary group of students: conceptual accessibility and emotional engagement. I employ a pedagogy centred on ‘care’ to attend to these challenges, focusing on what it means to genuinely provide practical support (to care for students) to make concepts more accessible, and to authentically connect with our students’ life worlds (to care with students) to ensure that education remains relevant and real for us.

“Daryl is the kind of teacher that makes you feel that what you bring into the classroom actually matters. In teaching Pain Points (an interdisciplinary module exploring what pain means through the lenses of both philosophy and medicine), he brought both deep knowledge and genuine curiosity to each discussion. What stands out most is how much he cared—about both his students and the subject. Throughout the semester, Daryl made the effort to listen to students with an open mind and heart, creating tutorials that were personal yet sensitive, a balance that is incredibly difficult to strike. This made the content feel more relatable and gave us the space to connect with it in our own ways. More than simply being a knowledgeable professor, Daryl made the classroom feel like a space where we are not just taught, but heard, respected, and encouraged to think more deeply.”

“Daryl has been a great inspiration for me. To see how he is able to open up discussions in ways that allow every student to participate, while still giving students space when needed, has been an inspiring demonstration of care in the classroom. Equally impressively, he does not shy away from rigour in the classroom—he often provides incisive questions and helpful frameworks that get us to think deeper and not settle for our current positions.”

“What stood out most was Daryl’s ability to create a classroom where vulnerability and curiosity could coexist. Some of the topics we explored were deeply personal, sensitive, and, at times, uncomfortable, but he fostered an environment where students felt safe sharing openly without fear of judgment. His openness to different perspectives made every discussion richer, creating a classroom where the desire to learn naturally outweighed the pressure to perform.”

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Chan-Zhi-Wen-Ian-FoS-atea2026
CHAN Zhi Wen, Ian
Dept of Biological Sciences
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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. I build not only my students’ abilities, but also their mindset—to help them see themselves as architects of their own lives, and to inspire in them the confidence to make a difference in their communities. 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 am writing to you to let you know that I have won the Graduate Student Teaching Award (GSTA) for the second time in a row (for both semesters that I have taught!). […] The example you set has continued to inspire me in my own teaching, and thus I have tried to emulate your adaptability and care for students through my teaching (and supervision of students) as well.”
 
“Thank you Dr Ian for your R class, that I would call “revolutionary” to my life no less. It was empowering, assuring, and inspired my curiosity for numbers.”
 
“You’ve encouraged and empowered me to believe that I can and should be a conservationist (in whatever capacity) and that’s my biggest takeaway from the class.”
 
“I am now a lot more confident with statistical analyses and I’ll definitely apply [it] in my own research!”
 
“Dr. Ian has been cultivating a classroom environment where students are encouraged to explore, question, and connect with the material on a deeper level. His innovative teaching methodologies engage us to participate in class and learning.”
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Burton-ONG-LAW-atea2026
Burton ONG
Dean's Office (Law)
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In my view, an effective law teacher requires, in equal parts, a clear conviction about what our students need, an appreciation of how they learn, and the ability to deliver the former through the medium of the latter. The following horticultural figures of speech encapsulate my pedagogical perspectives. When teaching a core curriculum course, my goal is to prepare the fields for sowing, growing, and harvesting. The right thinking and communication skills must be consciously cultivated alongside a rigorous knowledge of what will be planted.  In contrast, when teaching elective courses, more emphasis is placed on enriching the soil with nutrients beyond what is found in the textbooks, thoughtfully harnessing available resources to promote healthy intellectual growth, while encouraging the continued expansion of their expertise in the field even after they have left the classroom.

“Prof Burton is an excellent and effective communicator. By having ungraded pre- and post–class quizzes, to identify our gaps in knowledge and understanding, and by routinely actively responding to our responses to these quizzes, he shows that he truly cares about our learning. He also went the extra mile to bring in many external speakers to contextualise what we learnt in the classroom and understand how it is to be applied in the real world. Prof Burton has also nurtured my interest in the area of competition law.”
 
“Prof crafted a creative, well–thought out and comprehensive syllabus that was effectively taught. The background prep into his classes and subsequent comments he provided showed his commitment to our learning.”
 
“Very strong grasp and clear passion regarding his teaching as well as encouraging an understanding of the subject beyond just the exams.”
 
“I genuinely believe that his class significantly enhanced my understanding of the subject and even cultivated my interest in contract law (I never expected that I would be interested in contract law before taking Professor Burton’s class). I also would like to say that Professor Burton is truly worth the teaching awards because he cares for his students a lot. He took an extra seminar to introduce the subject to us and help us better prepare for law school during Sem 1. He even took notes of our self–introduction to better learn about our background and experiences. He also addressed our concerns and feedback in a timely manner. He shows great care to us beyond the classroom. He utilises all the possible opportunities for us to better learn about the legal practice by connecting us with seniors and alumni. I have to say it’s one of the best things in my first year that I have Professor Burton as my contract tutor.”
 
“My favorite Professor throughout my 1st year of law school! No Doubt! Truly a pleasure to be his student and I learned a lot from him and he keep me motivated even though this is a 9am class. I remember that one time that I have a fever but still go because I don’t want to miss the class, this is how much I enjoy him.”
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Jiarui-LEI-CDE-atea2026
LEI Jiarui
Dept of Civil & Environmental Engineering
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My teaching advances experiential learning in fluid mechanics and coastal protection by transforming abstract equations into observable, hands-on phenomena. Across undergraduate and postgraduate modules, I embed mini-experiments, compact wave-flume demonstrations, live stylus derivations, polls, and continuous feedback to help students predict, observe, explain, and apply concepts. This approach has improved engagement and understanding, with course ratings consistently meeting or exceeding faculty norms and graduate attendance rising to nearly 100%. I am extending this model through a funded Teaching Enhancement Grant (TEG) project on interdisciplinary coastal protection education.

“I think that he is a very energetic lecturer. He understands that is the first time in our lives that we are learning things related to fluid. To make topics easier to understand, he carries out live demonstrations to link back to the everyday things we see and do. These demonstration are very much appreciated by as I always mention. He ensures that all students are able to understand the concepts. He also ensure that the topics he goes through are relevant and fun especially with the fact that this is pretty much only an introduction to fluid mechanics. Overall, appreciate his enthusiasm and effort towards this module.”
 
“He places great emphasis on encouraging student participation in class and designs small experiments for most courses to spark students’ interest. He is able to explain complex theories in a very simple and easy–to–understand way. All of his courses are well–designed with coherent internal logic. The amount of homework is reasonable which leads students to review important content covered in the course.”
 
“His lectures are engaging, and his weekly assignments are very helpful for us to check our understanding of the concepts. He is also very approachable when we need his help on the contents that were taught.
I also like that besides teaching the underlying physics of the coastal processes, he makes the concepts even more relatable by sharing the real world examples in which the concepts are applied or observed.”
 
“Introduces interesting applications of lecture topics and theory with the use of frequent experiments during lecture. This also keeps us engage during lecutre. prof gary had prepared about 8 experiments throughout the time of the course to give us a real life example of how theory is applied.”
 
“Prof Lei is very passionate about the topics that he teaches, even sharing his research and conservation experiences. His physical test setups to demonstrate the actual attenuation effect of the vegetation and marine organisms helped with internalizing concepts better.”
KAH-Chen-Yong-James-CDE-atea2026
James KAH Chen Yong
Dean's Office (College of Design & Engineering)
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My teaching work centres on creating authentic, experiential learning environments that help engineering students connect theory with real-world impact. In foundational biomedical engineering courses, I used project-centric learning to help students translate mathematical and electronics concepts into working biosignal prototypes. I later extended this approach into community-based learning through courses in gerontechnology and assistive technology, where students co-design solutions with older adults and persons with disabilities. These efforts culminated in bGood, an educational programme that supports promising student prototypes beyond the classroom towards community deployment, nurturing both technical competence and empathy-driven innovation.

“The mini project really helped in understanding how the math we learnt is applied. Made the module less dry.”
 
“It allowed me to gain invaluable design and prototype experience and work with a real client, so I was extra motivated to produce useful results.”
 
“I like how this module enables us to translate what we have learned in theory and apply them practically to help people in need.”
 
“Simply knowing that my work could potentially alleviate the problems faced by an actual person gave me a huge sense of motivation.”
 
“Talking to the people I am designing the product for makes me feel appreciated for what I am doing, and is a very strong motivating factor for me as an individual.”
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CAI-Shaoyu-CDE-atea2026
CAI Shaoyu
Dean's Office (College of Design & Engineering)
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I enhance teaching and learning in CDE5312 “Beyond the Surface – Exploring Interactive Wearables” through a multidisciplinary, hands-on teaching approach that integrates wearable prototyping, research engagement, industry collaboration, and iterative feedback. Students from design, engineering, and business backgrounds progressively develop competencies in multimodal interaction, including sensing, haptics, VR, and e-textiles, while applying their knowledge to authentic real-world challenges. Through scaffolded labs, structured paper reviews, peer learning, and final showcases, students build both technical confidence and critical design thinking. This approach has led to measurable improvements in student performance, and enabled students to develop innovative proof-of-concept systems for academic and industry contexts.

“Hands-on projects and interactive teaching methods encouraged creativity and innovation.”
 
“The course really let us do an hands–on project, the project is interesting and related to wearables. The final outcome let us feel a sense of accomplishment.”
 
“Easy for people without some background knowledge to understand how Arduino and wearable technology work.”
 
“The class environment is also very good. People are doing on different projects and can learn from the peers.”
 
“Did some projects that can be written into my resume. This course may become a turning point in my personal development.”
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ATEA2024-Prasanna-Karthik-Vairam
Prasanna Karthik Vairam
Dept of Computer Science
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This work is motivated by a common gap in computing education: the distance between real-world applications and the small-scale examples often used in classrooms. For instance, instructors may use simplified programmes or controlled setups to demonstrate how a security attack works. While these examples are useful for introducing concepts, they may not fully capture the complexity of real operational environments.
 
In contrast, this work adopts an approach that deliberately retains aspects of real-world complexity. By doing so, students are able to understand not only the security attack itself, but also the surrounding conditions that shape how the attack unfolds. This includes the preconditions required for the attack, the steps that follow after exploitation, the situations in which the attack becomes more difficult or less stealthy, and how the attack fits within the broader cybersecurity ecosystem.
“[He] will respond to any issues related to labs.”
 
“Builds intuition for concepts.”
 
“[He is] really wanting students to learn, patiently works through the thought process step by step.”
 
“He is passionate about cyber security and wants to provide the most absolute correct knowledge and skills to us.”
 
“The assignments are well designed. Enough to make you work hard to finish them but also not out of your reach.”
 
“[He provides] insight into other stuff that we wouldn’t have thought about. E.g. posing questions such as, “who writes the code for the data link protocol?””
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ATEA-2025-Mudiyanselage Sanka
Mudiyanselage Sanka Nuwan Bandara Rasnayaka
Dept of Computer Science
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By emphasising visual learning and active engagement in computing education, this work rethought how complex programming and algorithmic concepts are taught in large online classrooms. Through the use of live annotations, color-coded diagrams, flow visualisations, and interactive questioning, abstract topics such as recursion, graph traversal, and programme execution were made more intuitive and easier for students to follow. The teaching approach was designed around reducing cognitive overload and helping students build stronger mental models during lectures. These interventions improved sustained participation, increased engagement during live online sessions, and created a more interactive and accessible learning experience for large student cohorts.

“He was really good at using drawings and illustrations to further explain and simplify concepts to us, allowing us to better understand and apply what we learnt during his lecture.”
 
“…his talent lies with his ability to ask questions. his questions are always on point and thought-provoking. There is never superficial nodding of head or “ya ya” from him. always thinking and inviting us to think. …”
 
“He explains by drawing on the lecture slides during lectures, which is helpful for me as i am more of a visual learner.”
 
“Encourages student participation, builds on incorrect answers, explains answers visually so that they’re easy to understand”
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ATEA-2025-Ronald Boyd Anderson
Ronald Boyd ANDERSON
Dept of Computer Science
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I made changes to improve the transition between CS1101S and CS2030S by introducing types and objects earlier, using bridging examples between JavaScript and Java. I also added visual explanations for compilation concepts to help students connect ideas across both courses. These changes contributed to improved student confidence and understanding of foundational programming concepts.

“Good teaching methodology and the way he explains concepts is easy to understand. He is also passionate when teaching and gives off a warm vibe, naturally drawing people to watch the lecture or attend his classes.”
 
“Prof Boyd is extremely passionate about his teaching and achieves the lesson objective while taking the time to deftly address the doubts students have right on time.”
 
“CS2030S is a very fitting continuation of CS1101S in terms of content. In addition to the new concept OOP being taught, the continuation of functional programming introduced in CS1101S in
the second half of CS2020S was enjoyable to learn. ”
 
“Since this is a ‘sequel’ to CS1101S, I really appreciate how useful concepts that I have learnt from that module being applicable in this module.”
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Nitya Lakshmanan
Dept of Computer Science
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My teaching philosophy is grounded in providing structured guidance and support to help students build confidence and transition successfully into university-level computing studies. In first-year courses, particularly for non-computing students, I scaffold computational thinking and problem-solving (CTPS) skills such as abstraction, decomposition, and integration through systematic instruction and guided practice. In higher-level courses, I emphasise independent learning and critical thinking through concept-driven teaching, demonstrations, and assignments that require students to self-learn and apply new tools. Beyond the classroom, I actively promote gender diversity in STEM through CeNCE outreach initiatives that introduce pre-university female students to computing, provide mentorship opportunities, and foster peer-support networks through role modeling and teaching opportunities.

“Her lessons are well-paced and she takes her time in teaching us the complex topics. She often uses analogies to help our understanding which i appreciate. This has helped me with the understanding of the topics”
 
“She explains concepts in a very clear and concise manner. She also gives us additional MCQ questions for us at the end of the recitation through PollEV to clarify our understanding.”
 
“She helped me perform much better than I thought I would in CS1010S, and she piqued my interest in the subject and now I’m considering taking a minor in CS.”
 
“Her slides are very easy to read, and she listens to feedback by students to give the lecture slides before the lecture. The way she sets the tutorials is such that every question has a rationale for being there. She conducts lessons very well with even live demos of different infosec tools.”
 
“She comes up with great lecture slides and also at the same time, she engages us in questions during the lectures, which makes her lecture much more lively and enjoyable, especially learning a lot on the later chapters, such as network and web security.”
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Daren-LER-Shan-Wen-SOC-atea2026
Daren LER Shan Wen
Dept of Computer Science
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Grounded in a constructivist philosophy, my teaching innovations seek to enhance students’ independent problem-solving and self-efficacy. In CS1010S, I introduced unscripted live coding to model real-world debugging, authentic failure, and iterative recovery. In CS3243, I implemented exam-styled scaffolding to systematically guide students through abstract search space modelling. Backed by rigorous educational frameworks, both interventions achieved statistically significant improvements in quantitative exam performance while substantially boosting student engagement and confidence. Although the objective of these interventions was to inculcate the adoption of problem-solving scaffolds, building true self-efficacy required repeated, authentic simulations of high-stakes exam settings.
“Simplifying solutions into bite-sized concepts and showing how we can generalise it to be used for future questions.”
 
“Explanations are clear and concise – Targeted students’ pain points accurately… Exam questions are crafted meticulously, up to the point that I can appreciate understanding the concepts to a whole other level. Problem solving skills are also tested too, which makes each problem set very enjoyable to solve.”
 
“His daily extra Zoom sessions (starting as early as 1 month before the PE) and consultations are extremely helpful and his live coding style of teaching makes me feel more prepared and confident to approach my PEs and even midterms/finals.”
 
“He provide[d] several consultation sessions and lots of feedback into questions. I like that rather than telling [us] the answers, he encourages us to think about methods first and pushes us until we get it.”
 
“From opening up consults almost every day to doing his best to engage us and help us think for ourselves, he wants us to be independent learners capable of the skills in the course just as much as he wants to be there for us when we have doubts. He is truly dedicated.”
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ATEA2025-Lee-Yen-Teik
LEE Yen Teik
Dept of Finance
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I do not try to stop students from using AI. I teach them to think past it.
 
My ERLT framework makes that visible. I replaced slide presentations with boardroom-style oral defences: students must verify sources, defend assumptions, and adapt their reasoning to questions they did not anticipate. One said it plainly: “The viva forced me to defend assumptions beyond what slides could hide.”
 
The results: Engagement scores 33% above the department average. Two EMBA executives restructured their firms using strategies developed in class, with documented free cash flow improvements.
“Started anxious about stats/coding; the supportive environment and clear answers turned it into an amazing learning journey.”
 
“I didn’t prefer statistics; over the semester I found real interest…even in a big class I could ask questions and get instant answers.”
 
“Systematic summaries strengthened my systematic understanding.”
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ATEA-2025-Sa-Pyung Shin
SHIN Sa-Pyung
Dept of Accounting
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I designed original case studies rooted in contexts students already cared about. I built a case around the Taylor Swift Eras Tour in Singapore, using a familiar cultural moment to teach carbon accounting and greenwashing. Another case examined sustainability reporting and management on our own NUS campus. Beyond content, I mentored students through a signature reflection exercise in which we discussed the metrics that define the financial statements of our lives. These approaches made technical concepts engaging, relevant, and personally meaningful. I also extended impact through regional masterclasses, media commentary, and international forums, connecting NUS classrooms to global conversations on sustainability.

“His ability to make technical topics accessible, combined with real–world examples and a great sense of humor, made learning both effective and enjoyable. Prof Shin’s dedication to his students and his innovative teaching style have had a meaningful impact on our learning journey.” (BMG5205)
 
“I have generally been quite averse towards finance modules, but this one has genuinely gotten me to cultivate [a] new interest in the subject. I loved how Dr. Sean incorporated very interesting real-world case study discussions and readings in class, enabling us to think deep and critically from different perspectives and angles. He has always been very patient in answering our questions and making sure we understand the concepts well no matter how complex they are. His class discussions are though-provoking and keeps us engaged throughout enabling us to learn a lot that is even outside our syllabus.” (BMS5602)
 
“I would like to nominate Sean for a teaching award due to his structured, impactful teaching style. His classes are marked by a strong sense of purpose and professionalism, with real–world cases that deepen our understanding. Additionally, in the course’s final section, How to Measure Your Life, he inspired profound reflections on life values, encouraging us to think beyond academics and consider our personal aspirations.” (BMT5100)
 
“I want to nominate Professor Sean Shin for the teaching award, as he has been an exceptional educator whose dedication and commitment have greatly impacted my academic journey. Professor Shin consistently goes above and beyond to ensure his students grasp complex concepts, using innovative teaching methods and real–world applications to make learning both engaging and impactful. His lectures are meticulously organized, and he creates an inclusive environment where every student feels encouraged to participate and ask questions. Beyond the classroom, Professor Shin is incredibly supportive, providing valuable mentorship and guidance that extends into career development. His passion for teaching and genuine care for his students make him truly deserving of this recognition.” (BMT5100)
 
“Dr. Shin’s great because he’s super approachable, super helpful (like, above–and–beyond kind), and he really adjusts for students’ different finance experience levels. Plus, his weekly cases are super fresh and interesting!” (BMS5602)
Hanny-Kusnadi-BIZ-atea2026
Hanny Kusnadi
Dept of Accounting
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Dr Hanny Kusnadi is recognised for transforming accounting education through innovative, student-centred pedagogy that integrates real-world cases with interactive learning. She has advanced the integration of AI into accounting education through classroom-based pedagogical research, designing AI-enabled learning experiences that strengthen students’ professional judgement, critical thinking, and communication skills. Beyond the classroom, as Academic Director of the MSc in Accounting and Financial Analytics programme, she has led curriculum innovation, enhanced teaching quality, and cultivated a vibrant learning community through close collaboration with faculty, industry partners, students, and alumni.

“Prof. Hanny is amazing at explaining the concepts and content of accounting, no matter how difficult or complex they may be. She uses various relevant examples to help us understand each concept, and she often demonstrates them live, allowing us to follow her thought process and approach in real time. Additionally, her lectures include small PollEv quizzes, which engage us and help us self–evaluate whether we’ve grasped the concepts taught. One of the standout aspects of her course is that I don’t even feel the need to refer to the textbook—the slides are detailed, containing all the key points and examples, and her explanations are exceptional.”
 
“Professor Hanny Kusnadi stands out for her passion for teaching and her commitment to student success. Her lectures are thoughtfully structured, making complex accounting concepts easy to follow and understand. She is exceptionally approachable, prioritizing her students and always making time to address questions with care and patience. Her genuine dedication and active engagement create a supportive and welcoming learning environment, helping students feel valued and motivated to excel in their studies.”
 
“As someone without an accounting background, I truly appreciate how Dr. Hanny was able to break down complex accounting concepts into clear and understandable explanations”
 
“She makes lectures enjoyable and made me deepen my love for accounting. She is very sincere in her teaching and it seems like she enjoys accounting a lot. She really encourages me to do better in accounting”
 
“She uses examples to explain almost every single concept, which helped me learn at a really effective rate.”
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Owen-David-Harry-CELC-atea2026
Owen David HARRY
Centre for English Language Communication
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I teach a course to UTown Residence students from across all disciplines titled “Ecospirituality: Religion, Nature, Culture”. Over the past few semesters, I have been attempting to deepen a Dialogic Teaching approach, in which classroom talk is treated as a holistic, collaborative investigation of knowledge. Doing so requires building a strongly inclusive learning environment in which students feel able to participate freely, while also developing plenty of opportunities for student engagement, especially in the form of tactile, hands-on activities which allow students the opportunity to contribute to meaningful discussion without digital mediators.

“I really appreciate how this course explores ecospirituality, as it’s a concept that is new to me. The course does an excellent job of linking spirituality with environmental consciousness, something I hadn’t considered before. It’s fascinating to see how different religions approach the environment and nature, and how their teachings and values often align with sustainability and respect for the planet. This perspective not only deepens my understanding of various religions but also highlights their relevance in today’s conversations about ecology and the environment. …Overall, this course has broadened my perspective by not only introducing me to ecospirituality but also by showing how interconnected religion and environmental stewardship can be, making it both an eye–opening and enriching experience.”
 
“He is able to capture the attention of the class and actively encourages class participation through in–class activities. He not only teaches us content, but also how to do research.”
 
“He is an engaging, thorough teacher who puts in thoughtful effort into each session. He facilitates discussions well, encouraging critical thinking and prompting new questions to think about. His support on academic writing was specific and rather useful for general writing skills in university.”
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Noorman-Abdullah-FASS-atea2026
Noorman Abdullah
Dept of Sociology & Anthropology
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Teaching inclusively and critically about the power of race, difference and other controversial topics remains a challenging yet important struggle for me in classrooms. To achieve critical learning outcomes in the courses I teach, I introduce experiential and reflexive exercises and assessments to create safe enough spaces that enable a sense of belonging in the classroom. I engage students inclusively and critically in our discussions and cultivate classrooms where students are not afraid to ask difficult questions, challenge ideas, or reflect on their own and others’ positions, in which learners ultimately feel that their presence is valued and respected.

“I feel it necessary to thank you (once again) for more than ‘just teaching’. To be honest, it was not a module which I originally chose, but on hindsight, it was one of the best modules which I learnt the most. From your classes, I learnt how to ‘think beneath the surface’ by asking questions which problematize commonsense. I realized that the goal is not to ask brilliant questions (or give brilliant answers for that matter, even though it is good to have one), but it is about what those questions lead you to explore and uncover.”
 
“Learning this module taught me way more than just about Singapore and Malaysia. It taught me to try and view the world without bias and that before we judge something, we should apply a sociological lenses to it before we can truly understand it.”
 
“He encourages us to participate in class and gives all students a chance to make their voice heard, even if some of us are shy and not as articulate, he is always encouraging and tries to make class participation more lively.”
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Shek-Yan-Elaine-TAN-FASS-atea2026
Elaine TAN Shek Yan
Dept of Political Science
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My teaching philosophy centres on fostering student engagement by focusing on creating safe, supportive learning environments, growing students’ academic self-efficacy, and creating a sense of belonging within the academic and campus community. In the classroom, I build inclusive environments through approachable teaching, compassionate relationships, and online participation tools, enabling students of varying confidence levels to engage meaningfully. I also make complex Political Science concepts accessible through relatable and engaging examples, helping students develop confidence and curiosity. To address anxiety surrounding essay writing and to develop this essential academic skill, I have incorporated writing training into my introductory Political Science course.

“Elaine combines meticulous, well–scaffolded explanations with a warm sense of humour, creating a psychologically safe classroom where complex ideas become intuitive. Her lessons flow seamlessly… connecting concepts, cases, and skills in a way that consistently elevates understanding and motivation. The result is measurably improved performance, strong student engagement, and lasting intellectual curiosity.”
 
“She is able to relate key concepts and parallels to things we see in our daily life (e.g. through the news), which enables students to make meaningful connections between the subject matter learnt and our day–to–day lives. In this regard, she is very engaging as she frequently brings in important associations to the world around us to showcase the various concepts and knowledge taught. …I also appreciate her friendly and amicable approach to teaching, which is able to effectively spark students’ interest in the course matter.”
 
“I appreciate how lesson content isn’t spoon–fed to us. It helped me as a Y1 develop the necessary skills in reading, thinking, processing course content and materials independently.”
 
“She puts in the effort to spur on more in–depth associations and discussions revolving around certain key concepts to ensure that we become even more familiar with it, while at the same time ensuring we consider alternative views and perspectives to better refine our personal understanding of different matters pertaining to the course. In this manner, she is effectively and efficiently able to convey detailed knowledge while providing the room for students to explore their own ideas and beliefs with no fear of embarrassment.”
 
“She’s a great teacher who breaks down topics well and challenges students to think deeper about their questions by suggesting potential frameworks through which to understand and compare issues, rather than directly answering them.”
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ATEA-2025-Dunya Deniz Lepori
Dunya Deniz LEPORI
Dept of Political Science
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In AY2024/25, I introduced two practices to enhance student engagement and promote higher-order thinking. First, a feminist problem-solving project required small groups to identify a contemporary issue, propose a strategy to address it, and evaluate the merits of their solution using course concepts. Second, a post-seminar reflective writing assignment prompted students to examine their own preconceptions and critically engage with arguments raised by their peers in class. Collectively, these initiatives fostered collaborative, active learning and deepened students’ capacity for self-awareness.

“Constantly encourages us to think critically about the concepts presented and pushes us to question pre-existing assumptions that we hold on to.”
 
“Never spoon feeds us the lessons, but instil in us a curiosity about the world, and a desire to be independent, critical thinkers and creative problem solvers.”
 
“She did not reduce complex material to digestible answers – instead, she equipped us with sharper questions.”
 
“Nurtures a rare kind of intellectual maturity: one that resists simplification and embraces discomfort as part of learning.”
YIP-Yuk-Lum-Jennifer-atea2026
Jennifer YIP Yuk Lum
Department of History
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I position students at the centre of learning and assessment, and push them to recognise their own centrality. From the start, I am transparent with students about my intention to empower them to set the agenda in class. I emphasise peer-to-peer learning during tutorials and seminars, and incorporate instances of peer learning into graded assignments. While my students are not discouraged from lawfully incorporating AI into their learning, assignments are structured to encourage them to value in-person interactions too, and to help them reflect on how their peers tangibly contributed to their learning. My assignment feedback also emphasised classroom input from peers, using them as a basis for advice for improvement.

“Prof Yip is really passionate about her fields of study and effective in communicating those passions to us. She is sincere and earnest in sharing her thoughts and ideas.”
 
“The system of incorporating our reflection questions in weekly seminar discussions really helps with active participation.”
 
“Ability to further develop valid and insightful inferences posited by students to weave a greater narrative of historical events.”
 
“She also makes everyone’s opinion seem really appreciated and valued.”
 
“Prof Jennifer has been a very engaging tutor, ensuring that everyone gets ample opportunities to speak up in class and share their opinions.”
Susan-ANG-FASS-atea2026
Susan ANG Wan-Ling
Department of English, Linguistics & Theatre Studies
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My teaching focuses on developing intellectually resilient and independent thinkers. Through discussion-driven seminars, detailed formative feedback, and innovative AI-inflected assignments, students learn to move beyond passive consumption toward precise, evidence-based analysis and self-aware critical judgement. Rather than avoiding difficulty, students are trained to diagnose problems in argument, language and interpretation, articulate their ideas with greater confidence and rigour, and engage critically and responsibly with both literary texts and AI-generated outputs.

“I’ve never been more motivated by another Prof in my 4 years in NUS thus far, to think for myself critically about something and to have the faith from my professor that I am an ‘intelligent thinker’, which is what encourages me to keep trying harder.”
 
“Thanks again for taking time to clarify/tighten up things with my writing. It’s definitely more constructive than stinging (if I didn’t get things wrong there would be no use in my being in university!).”
 
“Dr Ang’s philosophy of cohesive integrity has revealed to me, and many others, the true meaning of intellect is defined not by measurable outcomes like grades or a paper degree, but by slow, disciplined and purposeful learning that enriches one’s connection to their inner humanity.”
 
“Dr Ang sets up the classroom as a space where I am not afraid to make mistakes and always ask questions. Even if her questions are difficult, my intimidation does not hinder me from trying.”
 
“Dr. Ang is as sharp as a tack, as forceful as a hammer. Like a bricklayer, when she sees cracks in the wall, she brings it down. But from that rubble, she raises a new wall, thrice as sturdy as the last.”
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Matthias-WONG-Meng-Yan-FASS-atea2026
Matthias WONG Meng Yan
Dept of History
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GEC1050 “Skyscapes: Cultural Interpretations of the Sky” challenges students to explore diverse human perspectives through the sky as a cultural lens. To support non-humanities students in developing critical thinking and reflective writing, an alternative absolute-grading system was implemented—replacing bell-curving with standards-based assessment. Paired with a single-point rubric and multiple rounds of individualised formative feedback, students were empowered to learn from mistakes and take ownership of their growth. The result is a cohort-wide improvement in proficiencies, with students gaining not just skills, but genuine confidence and enjoyment in humanistic inquiry.

.“I can actually write, and I somehow do enjoy writing for this course’s assignments, which is extremely bizarre for me as an engineering(!) student”

“The topics are extremely interesting and help draw new conclusions about the nature of science and culture. The assessment criteria is good and focuses on actual learning vs. competition between students.”
 
“The feedback we received on our reflective writings was really valuable—it encouraged me to look back on my thoughts and experiences more critically. It helped me gain a deeper understanding of my own perspectives, recognize areas for growth, and refine my ability to express my reflections more clearly.”
 
“Dr Wong is a very passionate lecturer! He gives really constructive feedback on my work which has enabled me to work on my weaknesses. Can really tell he puts much thought behind his feedback and every feedback given is tailored to the needs of the individual students.”
 
“He doesn’t merely present information; he fosters a sense of wonder and encourages critical inquiry about the universe and our place within it.”
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HUANG Ta-Cheng
Dept of Economics
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I believe students learn most deeply when they understand why before they touch how, and when they are given room to think — guided, but not scripted. Two principles anchor my teaching: Concept-before-Code, which has students reason through an idea before opening any tool, and the Structured Inquiry Path, which gives project teams milestones, timely feedback, and responsive coaching while leaving choices in their hands. Across courses in economics, data science, and analytics, this approach has produced measurable gains in conceptual mastery and stronger student-led projects. Teaching this way is the most rewarding work I do.

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Kai-En-TAN-FASS-atea2026
TAN Kai En
Dept of Communications & New Media
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Through a “Practice-as-Play” and “Practice-as-Research” framework, my teaching bridges theory and real-world execution. By transforming the classroom into an active environment for visual logic and strategic experimentation, students transition from passive consumers to creative producers. Cultivating this blend of affective engagement and professional readiness empowers students to push creative boundaries while mastering high-demand industry competencies. This holistic approach ensures graduates emerge not just as skilled practitioners, but as critical, adaptive thinkers ready for a dynamic media landscape.

On the Fusion of Creativity and Technical Skills:
“It was very fun! I could work on my creativity and at the same time learn practical skills.”
(NM3217 Course Report, Sem 1)
 
On Moving Past Guesses to a Strong Theoretical Foundation:
“I’ve always been ‘anyhow’ approaching graphic design tasks so I was extremely grateful to learn so much about the thoughtful and theoretical understanding of how to practice it. It gives me a much better foundation for future design work and I hope it will also be a marketable skill to employers.”
(NM3217 Course Report, Sem 1)
 
On Building Professional Portfolio Pieces:
“I learnt alot more about design tools from this course than I had previously known and I feel accomplished having completed the magazine and webpage that I feel could be used as portfolio pieces”
(NM4208 Course Report, Sem 1)
 
On Bridging Classroom Concepts with Strategic Reality:
“This course really pushes us to think more deeply in a more creative manner that touches what was taught in class lecture and have us put into practice and apply the concepts.”
(NM3217 Course Report, Sem 2)
 
On Preparing for the Modern Workforce:
“Good mix of theory and practical application that is relevant to developing the real world skillsets that we’d need for a job in marketing / communications”
(NM4257 Course Report, Sem 2)
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Sergio-Rodriguez-FLORES-atea2026-web
Sergio RODRÍGUEZ FLORES
Centre For Language Studies
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This project enhanced teaching and learning by transforming grammar learning from rote memorisation into an interactive, student-centred learning experience. Through the integration technology-enhanced game-based active recall activities, flipped micro-presentations, and multimodal tasks, students engaged in scaffolded, collaborative, and self-paced learning that improved confidence, participation, and accuracy. The approach promoted active learning, peer support, and greater learner autonomy while reducing anxiety. The intervention resulted in stronger classroom engagement, improved communicative competence, and a greater willingness to use Spanish spontaneously, demonstrating how purposeful technology integration can strengthen foundational language learning.

“Classes were very interactive and Prof. Sergio managed to help us to improve our Spanish and create a safe space for us to make mistakes.”
 
“The classes are very well structured and the lessons are very educational as well.”
 
“We weren’t just memorizing, we were applying, interacting and truly enjoying the learning process.”
 
“Spanish lesson was the thing I look forward to the most every single week.”
 
“He didn’t just teach, he adapted and involved his methods to meet our needs. Instead of reusing the same materials year after year, he regularly updates his activities.”
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Jan-Lutz-Auracher-FASS-ATEA
Jan Lutz AURACHER
Centre For Language Studies
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I do not view learning as an end in itself, but rather as a means of developing problem-solving skills. A key focus of my teaching is therefore to take learning beyond the classroom and into the “real” world, where students confront authentic problems. The goal is not so much for students to memorize established solution strategies, but rather to learn to ask questions and think critically. In my view, foreign language instruction is particularly well suited to this approach to learning. Describing the world in a new language forces us to rethink ingrained expressions and gain new perspectives on the world.

“Class is never boring, and he puts in a lot of effort to come up with lots of ways for us to practise the command of language both in class and outside of class…”
 
“The projects where we got to interact with other students learning German around the world and the ample opportunities to practice expressions in German.”
 
“He is always able to deliver interactive, engaging lessons without having us stare at a textbook all the time.”
 
“Workload was very high (there was an exam/test/presentation basically every week), but I understand the importance of practising a language frequently to get good at it too.”
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Yee Han Kuan-hr2026-web
KUAN Yee Han
Tembusu College
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At Tembusu College, I reimagined UTS2114 “Technologies and Ageing in Singapore” to bridge classroom learning with authentic community experiences. Grounded in authentic learning pedagogy, the course engaged students in immersive fieldwork, reflective inquiry, and collaborations with community partners such as Lions Befrienders, Caregiving Welfare Association, and St Luke’s Elder Care. Through these experiences, students explored ageing-related challenges in Singapore while developing empathy, critical thinking, and practical problem-solving skills. Student feedback and peer reviews highlighted stronger engagement, deeper learning, and meaningful relationships. I further extended these practices through CTLT workshops, contributing to broader conversations on authentic and experiential learning in higher education.

“Thank you Dr Yee Han for the course, as beyond learning the course syllabus, I felt what it was like to age from a patient’s and an elderly’s perspective through carefully created eld trips, amazing races, props and readings. It has led me to be more open with my parents about discussing such topics, and made me care for them in other ways than I do normally.”
 
“Despite the occasional existential crisis of death and of losing my parents, it has made me develop more empathy and awareness toward challenges the elderly face. It has also given me the opportunity to have hard conversations with my parents, and also think about what I personally value in life. So thank you, prof, for an incredibly meaningful class, and a very fulfilling sem!”
 
“Overall, Tech and Ageing as a module was a very fulfilling and eye-opening experience for me… This module did not just teach me about ageing in a textbook sense, but it made me reflect more deeply on my own parents, grandparents, and even my own future. It has made me realise that ageing is something all of us will eventually face, and because of that, creating a society that allows people to age well is something that truly matters. Thank you so much Prof! Your classes were very fun, engaging and informative!”
 
“Thank you Prof for such a meaningful course. Beyond the concepts and activities, it really pushed me to think about time and the importance of having difficult conversations with the people I love. It is something I will carry with me even outside the classroom!”
 
“I think I’m leaving this sem with a lot more empathy. the field trips we did, the reversi group project my group did, and the deep reflective questions we discussed in class really opened my eyes to the realities of tech, and ageing. Thanks prof, 10/10 great module. Would take again!”
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ATEA-2025-Eng Tat Khoo
KHOO Eng Tat
Dean's Office (College of Design & Engineering)
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I mentor undergraduate students to build over 20 immersive and AI solutions with clinical partners. They are now used in YLLSOM and NUH: a VR childbirth trainer for Year 4 medical students, where knowledge gain was 24.9% higher than with manikin training; paediatric AI debriefing; and a mixed-reality ophthalmic tool. I have opened aviation and creative media and heritage studios for students. In CDE4301A “Ideas to Start-up”, I teach innovation and entrepreneurship, mentoring teams from an idea to a validated product. My teaching has extended to the NUS One innovation workshop open to all students, and to a new partnership with Stanford ME310.

“He never spoon feeds me the answer, he asks thought-provoking questions to help me understand how to think about my project from a design-thinking perspective.”

“He goes the extra mile to connect us to industry experts… He connected us to IMDA, SIA, MSF, British entrepreneurs, and many more.”

“He has prompted us to think a lot and I really benefited… I start to see the world differently, like identifying how certain startup has a competitive advantage over others.”

“He pushes us to create a product that would make an impact in the world and trains us to have the startup perspective which has broaden my worldview.”

Du Hongjian-CDE-hr2026-web
DU Hongjian
Dept of Civil & Environmental Engineering
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I organised sustainability-focused structural design competition. Though this competition, students engaged deeply in practical problem-solving and interacted with professional engineers from industry. Confronting tangible challenges, they bridge theory and practice to develop actionable solutions that address pressing sustainability issues. This experiential learning extends beyond the classroom, enabling students to generate new knowledge and solutions in real-world contexts. 

“Engaging in this competition has not only honed my skills in structural detailing but also deepened my understanding of structural calculations. The hands-on experience gain from designing a three-storey building has been instrumental in advancing my proficiency in structural engineering.”
 
“The competition allowed us to apply the concepts learnt and in having a platform to discuss with our peers. The guidance and feedback by Prof has also helped us address certain uncertainties and gaps in knowledge that we have.”
 
“The competition gave me insight on how to design structural members based on requirements which really emulated what work would be like as a structural engineer.”
ATEA2025-Chong-Zhun-Min-Adrian
Adrian CHONG Zhun Min
Dept of the Built Environment
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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 like this style of learning because I can learn at my own pace in comparison with the passive instructive style learning.”
 
“The use of the open-source book combined with the instructive video is useful in cultivating a self-directed learning habit. As we are not micro-managed, we have to put in effort to be on track.”
 
“Prof Adrian is approachable and takes feedback during the semester and will change accordingly to help us advance our learning.”
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ATEA-2025-Shefaly Shorey
Shefaly Shorey
Alice Lee Centre for Nursing Studies
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INSPIRE-AI (Intelligent System for Personalised Research Education and Inquiry Enhancement–Artificial Intelligence) is a theory-informed virtual teaching assistant embedded within the Year 4 Honours Programme to strengthen students’ research learning and self-directed inquiry. Developed as part of the redesigned Honours ecosystem, INSPIRE-AI provides personalised guidance in research writing, critical thinking, and navigating complex research tasks. Our mixed-methods evaluation demonstrated significant improvements in students’ research self-efficacy, confidence, and independent learning, while reducing failure-avoidant behaviours. Importantly, students reported enhanced critical thinking and structured progression in completing their research projects, highlighting the value of integrating AI within a broader ecosystem of academic and peer support.

“A/P Shefaly transformed research from something intimidating into a journey that felt structured, achievable, and meaningful.”
 
“She creates a learning environment where students feel genuinely supported, challenged, and inspired to think critically.”
 
“The scaffolding and guidance throughout the Honours programme significantly improved my confidence in conducting independent research.”
 
“INSPIRE-AI and the structured mentorship approach helped me become more independent in my thinking and writing.”
 
“Her teaching goes beyond content delivery, she genuinely invests in students’ growth, resilience, and professional development.”
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Yuzhu-LI-CDE-atea2026
LI Yuzhu
Dept of Civil & Environmental Engineering
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My work transforms mathematically intensive hydraulics and fluid mechanics modules into experiential, real-world learning journeys. I developed a four-level “teaching beyond the classroom” approach: in-class demonstrations, laboratory experiments, student-created projects, and international competitions. These activities help students connect abstract theories such as flow separation, buoyancy, hydrostatic pressure, and sediment transport with practical engineering applications. The approach has strengthened conceptual understanding, creativity, teamwork, and communication skills. Its impact is evidenced by improved student performance, positive student feedback, increased module engagement, high-quality student projects, and a Year 2 student team winning the Most Dynamic Structure Award in the global competition of Floating Wind Challenge.

“She makes the class highly interactive by illustrating concepts like the tea-leaf paradox, which was very interesting in class. She also makes sure her concepts are utilised in the real world.”
 
“The experiments are fun. Concepts learnt are useful and very relatable to real life.”
 
“The video project helped us to find real-life applications for the theory.”
 
“She is always enthusiastic and passionate about her subject, and encourages us to find out-of-textbook applications of the theory.”
 
“She does a great job at explaining the contents, provides practical applications to the theoretical knowledge, and context to the learning. The assignments allow us to develop a broad range of skills, from technical to soft ones.”
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ATEA-2025-Shefaly Shorey
Shefaly Shorey
Alice Lee Centre for Nursing Studies
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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.

“Professor Shefaly’s passion for teaching and research is truly inspiring, and it has made a significant impact on my learning experience. Professor Shefaly’s ability to explain complex concepts in an accessible way has helped deepen my understanding and interest in the subject. She was always actively approaching her students and always providing us an avenue for us to share our thoughts and opinions with her or for us to ask questions as well. She was always willing to go through all kinds of methods to help her students not only for this module but for other modules as well as her student’s personal life as well. As an educator, she makes her students’ own feelings always feel valid and heard. She always takes their concerns and feedback very seriously and handles it in a very sensible and respectful manner. As an educator, you can always see and feel her genuine passion in everything that she does for her students as well as her teachings.”
 
“Dr Sherfaly is a passionate professor, a great teacher and understanding Year Four head. Her lectures are engaging, entertaining and useful. For our honours, we were provided with indepth resource guide. I really am appreciative of the resource guide as it is well structured and comprises of all the necessary information, instruction, guide and appendices to help us with our thesis. Dr Shefaly is perceptive and open to students concern and feedback. She demonstrates a high level of knowledge and empathy. Her core strength lies in creating a safe environment for her students to express their concerns and feeback. The students feel safe to ask for help as Dr Shefaly always strives to help her students to the best of her abilities, dealing with difficult situations tactfully.”
 
“Prof Shefaly inspires me. In this module, though the mode of teaching is purely lectures in sem 1, it achieves the goal of effectively supporting students in writing their thesis, be it a primary qual/quant or secondary research. The pace of the lectures and the expectations for students are clearly communicated at the start, this helps prepare students to learn and apply their knowledge. The open discussion forum on canvas and emails are ways students can seek advice and support from, in a timely and productive way. These are all amazing things, but what sets Prof Shefaly apart is her consistent dedication to her students’ well–being and providing well–structured support for all her students. All of us were encouraged and touched by how she genuinely cares for us through words and actions. A great example of this: during one lecture she actively sought student feedback and took steps to ensure that our mental well–being and learning journey in our honours year was not compromised, and it was done in a respectful and authentic way that truly displayed humility and effective leadership. I’m not sure if she’ll see this but I hope she knows that our batch really appreciates her hard work and dedication to research and education, and amazing work ethic that is just so cool and truly inspires all of us.”
 
“There is a lot of passion behind her teaching and she is someone who cares a lot about her students. Can tell she always tries to help her students the best she can and listens intently to student feedback”
 
“Dr Shefaly is a very kind lecturer, she puts her students needs first and she ensure that their wellbeing is met too. She also teaches and explains content clearly. Dr Shefaly is always there for us and she values our feedback, constantly seeking to improve the module and ensuring we get the help we need. Thank you very much Dr Shefaly for all your hardwork.”
Sadaf-Ansari-RVRC-i
Sadaf Ansari
Ridge View Residential College
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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).

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ATEA-2025-Andre-Matthias-Mueller
Andre Matthias MUELLER
Saw Swee Hock School of Public Health (SSHSPH)
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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.

“Understanding that a patient is more than a diagnosis, a case and a prescription as there are more factors underlying their medical condition that cannot be remedied with therapeutics.”

“My most significant learning […] being able to identify the socio-economic factors impacting a person’s health and then being able to come up with social prescriptions to tackle the socio-economic factors. It is a really important aspect of healthcare and it helps us uplift a person holistically not just medically.”

“This module has opened my eyes to see that the job scope goes beyond the clinical aspect of healthcare, but as healthcare professionals we are to provide holistic and empathetic care as well.”

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ATEA-2025-Kankana-Mukhopadhyay
Kankana Mukhopadhyay
College of Alice and Peter Tan
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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.

“There’s a lot of real life content that we can take away from the lectures.”

“The course is very fun and informative! It is also such an encouraging space. :)”

“The unique concept of class and out of class application.”

“The content and the learning centered on nepal and its community. it was very interesting and interactive, and I’m excited to go on the field trip too.”

“Very refreshing and unique, vastly different from all my other courses. Gives a very different perspective to learning.”

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ATEA-2025-Yee Han Kuan
KUAN Yee Han
Tembusu College
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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.

“…invited me to reflect on the important relationships in my life, allowing me to form an emotional connection with the concept of ageing.”

“…creates an environment where I can genuinely step away from the usual classroom mindset and fully immerse myself in thinking… It’s the one class each week that feels like a refreshing break while still being deeply insightful and impactful.”

“…critically and fairly evaluate the strengths in our solutions and ask good questions to further stimulate our thinking…I emerged with a much stronger mental problem–solving framework that will bode well for my future academic and non–academic endeavours alike.”

“…encourage me to challenge my preconceived notions, ultimately improving my critical thinking skills.”

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ATEA-2025-Shi Qi, Eunice Ng
Eunice NG Shi Qi
Ridge View Residential College
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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.

“As an aspiring entrepreneur, the course has deepened my appreciation for the power of grassroots organizations and their role in driving meaningful, community-based change. It helped me understand how these initiatives operate, build trust, and sustain long-term impact. This has inspired me to envision a future where my entrepreneurial efforts are rooted in local contexts, guided by inclusive practices, and focused on creating solutions that are not just innovative but also socially and environmentally grounded.”

“This course has enabled me to take action to address sustainability challenges. Before this course, I was honestly oblivious to sustainability. I knew challenges existed, but I didn’t really take any effort to try and solve it. Now that I see how some communities are involved in this, I was honestly inspired. I even tried to sign up for a session on Repair Kopitiam because I really enjoyed my session then!”

“This course gave me a much better understanding of the specific sustainability issues covered in the course. Beforehand, I was mainly aware of the more commonly discussed issues of climate change, and the vague idea that “recycling” equals “good”. The course gave me more context for the unique difficulties in different waste management sectors and helped me to think more critically about ways to improve sustainability.”

“The field trips deepened my understanding of the Ecologies of Community Participation by showing that participation is not just about inclusion but also power, agency, and systemic barriers. I initially saw it as a structured process, but real-world examples revealed its complexity—some groups had more influence while others faced resource constraints. Seeing facilitators, boundary spanners, and decision-makers interact highlighted that participation is fluid and shaped by both formal and informal networks.”

ATEA-2025-Shiaw Hwa, Jason Phan
Jason PHAN Shiaw Hwa
Centre for English Language Communication
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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.

“He teaches philosophy, writing, and thinking in a way that is approachable, yet in a way that is inspiring and encourages us to dig deeper in our understanding and interpretation of the world. He helped me to really appreciate the moral dilemmas in the systems we live in. It built on my interest in philosophy, allowing me to explore academic writing and thinking. He always gave us the opportunity to think deeply and share our views, allowing us to build up the ideas intuitively and naturally, and giving us ample space to express varying opinions and moral views on issues.”

“My favourite mod of the semester, helped me think and processs information in a more systematic way.”

“Jason is an exceptionally engaging lecturer. His ability to unpack dense philosophical theories into clear, bite–sized explanations keeps the class both interested and challenged. By consistently prompting us to question assumptions and evaluate arguments on their own merits, he cultivates a classroom culture of genuine critical thinking rather than passive absorption.”

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ATEA-2025-Su Hui Ho
Cyrus HO Su Hui
Dept of Psychological Medicine
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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.

“Dr Cyrus really teaches me things beyond the textbooks, especially how to ask sensitive questions to patients. He is very patient in explaining all the concepts and always goes the extra mile to ensure I understand completely. He is also very dedicated to clarifying our doubts and often sacrifices his break time to offer additional teaching. I have genuinely learnt to become a more empathetic clinician who considers different perspectives, for example, in interviewing patients with grief, I now always remember to think about their caregiver stress, potential guilt, and so on.”

“Dr Ho is a great tutor who is highly invested in our learning and desires for us to do our best to improve. He provides many opportunities for us to ask questions and practise OSCEs, and I am very appreciative that he takes the time for us to explore our misunderstandings, such as by probing us further with more questions in case discussions. Thank you, Dr Ho!”

“Dr Cyrus is very clear in highlighting the key important things that we need to know in Psychiatry, while also reminding us to be sensitive and empathetic when interacting with patients.”

“Dr Cyrus has been a great mentor to learn from, both clinically and in research. I have had the humbling opportunity to embark and publish a variety of works with Dr Cyrus. May I humbly thank him for his guidance over the past few years.”

“Engaging and encouraging tutor, enjoyed the interactive sessions planned (e.g. picking a medicine out of the bag for sharing, OSCE revision).”

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ATEA-2025-Kong Bing Tan
TAN Kong Bing
Dept of Pathology
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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..

“Allowing students to participate in fun group activity”

“Gives everyone equal opportunities for answering questions”

“Interactive and engaging and he invited clarification of any questions”

“Good method to have us all involved in thinking, through assigning cases”

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ATEA-2025-Manjari Lahiri
Manjari Lahiri
Dept of Medicine
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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..

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ATEA-2025-Woon Chien, Cecilia Teng
TENG Woon Chien, Cecilia
Dean's Office (Saw Swee Hock School of Public Health)
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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.

“(The reflection journal) allows one to crystalize [sic] the learning and experience gained…”, and “think back on the things learnt and intentionally seek to improve weaknesses.”

“I managed to hear what/how my other peers were doing in their different internships”

“(The group-level reflection session) was really helpful as it helped me to reflect on my progress and what I had accomplished so far, and thereafter reassess and make changes to my goals…” 

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ATEA-2025-Yuting Huang
HUANG Yuting
Dept of Statistics & Data Science
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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.

“One of my favorite things about this course is that the focus is on something very practical and useful for data scientists in the real world.”

“The front-end/back-end team structure helped me understand how real data science teams work. I gained both technical skills and confidence to pick up new tools independently.”

“The roadshow was a highlight. It was motivating to present our project to others and see how far we’d come. I never expected to build something like this in an undergraduate course.”

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ATEA-2025-Hui Ting Chng
CHNG Hui Ting
Dept of Pharmacy & Pharmaceutical Sciences
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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 initially only took this class because it fit my schedule nicely. However, I am now truly interested by the concept of polymathy, and look forward to applying these concepts to my life moving forward”.

“The interactive activities and how the content taught is very relevant and can be related to our present lives.”

“It gets you to reflect on yourself—something that most classes and the education system in general lacks.”

“The course was an interesting foray into the integration of the arts and the sciences, and I learned more from my contemporaries and group mates, seeing things through lenses I would never have thought to before.”

“I really enjoyed the course content and modes of teaching. I liked how personally relevant they made module. I enjoyed how the module challenges my current way of thinking and allows me to see past my previous lines of thinking. I enjoyed how we were able to visit the museums at NUS as well. I liked how hands–on this module is, and that I got to learn novel information I would not be able to in other courses. This module really felt like an interdisciplinary course under CHS.”

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ATEA-2025-Fei Wang
WANG Fei
Dept of Mathematics
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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.

“He actively supports our learning through well-structured class quizzes. These quizzes help reinforce key concepts and make the lessons easier to understand. His thoughtful teaching approach has greatly improved my grasp of the subject.”

“He provides different ways for us to learn better, clearly and concisely explaining concepts, formulas, and their applications.”

“He makes calculus easier… He even explains each step in detail, simplifying expressions clearly and engagingly.”

“He teaches calculus systematically by recapping, going through exercises, and quizzes, which reinforce concepts. He also uses engaging analogies, making lectures interesting and enjoyable.”

“Prof Wang introduces concepts through insightful, concrete examples, exposing us to clever ways of applying calculus to solve various kinds of problems.”

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ATEA-2025-Kim Jung Eun
KIM Jung Eun
Dept of Food Science & Technology
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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.

“Clear teaching, content well drafted, both a good researcher and lecturer i feel, based on the insight she gives when reviewing studies on nutrition. One of the few lecturers that is capable in showing her strength in her field (research) and still able to articulate it to her students through teaching.”

“Very good at delivering lesson content and sets high expectations for learning. Prompts us to think critically about lesson material and we always walk away from class learning something new that will be helpful for our work outside of lessons.”

“The teacher possesses a solid foundation of professional knowledge, in–depth research and unique insights into his subject area. She is able to integrate cutting–edge academic achievements with classroom teaching, exposing students to the latest knowledge dynamics.”

“She encourages critical thinking and class participation, allowing students to actively engage with the material and develop deeper insights.”

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ATEA-2025-Eng Kiat Alvin Loo
LOO Eng Kiat, Alvin
Dept of Food Science & Technology
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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.

“He encourages students.”

“I love his tutorials because it is quite open ended, allowing us to choose a variety of interesting topics on our own.”

“In my opinion, Dr Loo has done a very good job to bring the contents of this module to life. Alongside the guest lecturers, it has been more engaging then I expected initially.”

I feel that the course not only highlights an important aspect of the food manufacturing process, it also allows students to have a firsthand experience of how a food manufacturing plant is like from the various field trips to Kitchen Haus, Mead Johnson and Barry Callebaut. The method of assessment also makes sense as it assesses students based on real–world competencies where technology (i.e. excel) will be utilised to assess the efficacy of the production process.”

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ATEA-2025-Truong Giang Hoang
HOANG Truong Giang
Dept of Chemistry
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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.

“Dr Hoang have the ability to make difficult topic easier for us to understand, it’s like magic”

“Very engaging. Helps students to think critically”

“Helped me understand organic chemistry in a way I never did before. Lessons were always interesting, with a good balance of examples, and theory.”

“He taught the lecture content so well that I slowly regain my confidence in organic chemistry again.”

“He is one of the best lecturers that you could ever hope for.”

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ATEA-2025-Wei Ling, Stella Tan
TAN Wei Ling, Stella
Dept of Biological Sciences
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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.

“Prof Stella is very passionate in her teaching and I believe that this translates to a very enjoyable and eye–opening learning experience for an introduction to forensics science. She genuinely cares about what her students would learn from her course, while also showing genuine concern for the wellbeing of her students. It makes her a very inspiring figure to me and she had made me want to pursue forensic science in the future.”

“Good teaching attitude and always ready to help out students in need.”

“She is extremely passionate in the field of forensics and always manages to be engaging in class using class kahoots (helps keep me awake in evening classes) :)”

“She is an extremely friendly professor who will ignite our interests during lessons.”

“Prof stella is really the most inspirational prof I know. Her dedication and care for her student really shines during every minute of her lesson. She believes and motivates each and every one of us. She is really such an inspiration and deserves her best. Her classes are also really humorous and funny, and she never ceases to grab my attention in class even when i am tired.”

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ATEA-2025-Xin Xiang Lim
LIM Xin Xiang
Dept of Biological Sciences
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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.

“He uses relatable examples and engaging classroom activities to help us grasp concepts, which has been able to effectively enhance my learning!”

“Dr Lim quoted many real-life examples. He was able to bring his personal experience working in the private sector and share it at appropriate moments to highlight the importance and usefulness of the points that he is trying to teach.”

“Dr Lim demonstrates exceptional strength in logic and reasoning, fostering a clear understanding of complex concepts among students. His friendly demeanor creates a welcoming and supportive learning environment, encouraging students to engage actively in class discussions and seek assistance when needed.”

“Dr Lim introduced engaging group activities during his lectures, which not only served to reinforce learning by immediately putting it into practice, but also helped students know their group mates better, whom they will be working in the lab with.”

“He effectively facilitates discussions within the students so that learning can be achieved from within the group and also from other students.”

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ATEA-2025-Zhi Wen, Ian Chan
CHAN Zhi Wen, Ian
Dept of Biological Sciences
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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.

“Ian has actually made me like R and statistics, […] the module I was most fearful of is now my favourite module!”

“I am now a lot more confident with statistical analyses and I’ll definitely apply [it] in my own research!”

“[Ian] provided a really healthy and supportive environment for us to speak out and be heard, I felt like I really improved a lot within […] a semester.”

“Dr. Ian has been cultivating a classroom environment where students are encouraged to explore, question, and connect with the material on a deeper level. His innovative teaching methodologies engage us to participate in class and learning.”

“I am a 29-year-old exchange student. I have studied and worked in conservation in many different countries and prof Ian is by far the educator that has inspired me the most.”

ATEA-2025-Helena M Whalen-Bridge
Helena M WHALEN-BRIDGE
Dean's Office (Law)
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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.

“One day in class:

“Prof, we realize that some of the legal principles we’ve studied are like Chinese proverbs. Can we share one?”

“Yes, what is it?”

“There is a proverb which says ‘It doesn’t matter whether a cat is black or white, as long as it catches mice.’ This is like common law and equity, which have different rules but may accomplish similar things.”

“Well done. But tell me, how are these ideas different? The colour of the cat doesn’t matter, but does the structure of rules matter, for example can an equitable rule set a lower standard that undermines a common law rule?””

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ATEA-2025-Zhi Peng Benny Tan
Benny TAN Zhi Peng
Dean's Office (Law)
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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.

“Hi Prof, I just wanted to drop a big thank you for teaching me Criminal Law this year. Your syllabus was so thoughtfully crafted, and your classes have been nothing short of entertaining and thought-provoking… today I attended a court hearing for an extended family member, and I found myself able to appreciate the sentencing discussion given by the Judge. Had it not been for your classes, I think I would’ve felt that the law had mistreated her, left with a deep sense of unease. But today, I was able to sit through the hearing and accept the sentencing with an open heart, because I truly understood the mechanics behind it…”

“[Benny’s] framework of teaching goes beyond preparing us for the final examination, but his syllabus and lesson focus on preparing us for real-life Criminal Law practice and internships…”

“…He does not seek to confine us to rote learning, but rather strives to open our eyes to legislative intent and ambiguities within the law. An absolute class of an educator…”

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ATEA-2025-Eng Tat Khoo
KHOO Eng Tat
Dean's Office (College of Design & Engineering)
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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.

“Prof Khoo has consistently demonstrated exceptional dedication to student’s success, profound expertise in his subject area, and an unwavering commitment to education. His approach to teaching is deeply rooted in empathy and support.”

“As a teacher, he has been able to broaden my horizons and allow me to think critically. This is done through consistent feedback sessions as well as connecting us students with subject matter experts to interact with.”

“Prof Khoo is a caring and personable professor who is always approachable and willing to lend a listening ear. He is genuinely concerned for his students and always encourages them to pursue their goals.”

“Passionate, Encouraging – always believe that students should try to expand their horizons beyond academics and tries his best to support that by sourcing for resources or contacts.”

“Prof Khoo gives clear and concise feedback and is always ready to help us whenever we need it. He is also very encouraging and passionate and that makes me passionate about VR too.”

ATEA2025-Chong-Zhun-Min-Adrian
Adrian CHONG Zhun Min
Dept of the Built Environment
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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 like this style of learning because I can learn at my own pace in comparison with the passive instructive style learning.”
 
“The use of the open-source book combined with the instructive video is useful in cultivating a self-directed learning habit. As we are not micro-managed, we have to put in effort to be on track.”
 
“Prof Adrian is approachable and takes feedback during the semester and will change accordingly to help us advance our learning.”
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ATEA2025-Tan-Chun-Liang
Terrence TAN Chun Liang
Dept of Architecture
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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.

“Learned a lot of new things from this module and there was and the learning structure could be applied in our assignments”

“Learning through various materials was good like going outdoors and seeing things up close”

“Engaging with students”

“Showcasing differences between theoretical and applied concepts”

“Sharing his passion for landscape architecture; ability to teach in different formats (traditional lecture, field trip, hands–on with equipment, and guest presentations)”

“Really very engaging and well-structured lecture from City scale, Precinct scale and down to Plant scale. Would say it is the best module i have ever taken in my university life.”

ATEA-2025-Filip Biljecki
Filip BILJECKI
Dept of Architecture
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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.

“I appreciate how this course has opened my eyes to the world of GIS and its related tools, demonstrating their effectiveness not only in enhancing my learning in this course but also in applying these skills to other subjects. Each lecture excites me as it introduces new concepts and tools, sparking my curiosity and motivating me to improve myself in line with the advancements in technology.”

“Discovering urban problems from a data perspective.”

“Help me get started with R and the application of urban planning in the shortest time.”

“The course allows me to analyse architecture and urban design at a deeper level through GIS.”

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ATEA-2025-Hsiang Hui Lek
LEK Hsiang Hui
Department of Information Systems & Analytics
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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.

“The practices provided, although can be time consuming … has been very helpful in my learning.”

“…Autograder’s major advantage is I get the time flexibility to do the exercises during the week and sort of get an answer immediately…”

“I think Autograder system is good, it gives us something to practice with.”

“I think the Autograder exercises are great as it ensures we are consistent.”

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Nitya Lakshmanan_Computing_web
Nitya Lakshmanan
Dept of Computer Science
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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.

Computing Students
“She explains the concepts clearly, and goes step by step in how the function works to perform certain tasks. She also uses Poll Everywhere for students to ask questions and to answer one or two questions regarding the lecture content during the break time.”

“She breaks down the question and writes down the logic on the board before teaching us the code. This helps me to more effectively understand how the code is derived.”

A-level Girls
“I think it’s a very good course to build up on computing skills. Even though i took A levels computing, i found the final contest questions interesting. Overall it’s quite fun and educational.”

“Overall super grateful for this experience where I got to learn something new and make new friends. I enjoy learning more about SoC and I think it was a great way to learn computing fundamentals.”

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ATEA-2025-Daren Shan Wen Ler
Daren LER Shan Wen
Dept of Computer Science
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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.

“Dr. Daren is the most dedicated lecturer I have ever had in NUS so far. CS1010S is not an easy course, and students usually have a hard time understanding the concepts. Dr. Daren foresaw this, and offers help to whoever needs it, he held consultations EVERY WORKDAY (sometimes even on WEEKENDS), strategically planned out the questions that we can use to practice before exams, and encourage us to bother him on Telegram whenever we have a question to ask (and he always reply to us as soon as possible). He is also a very patient lecturer. Once, I showed him my code that failed some private test cases but seemed correct, and to help me debug the code; he spent nearly half an hour on it during the consultation. I thought he would just say things like “”just use the provided solution and do not bother to use such a strange method””, but he did not, and he took the time to help me find out the error and explained it very clearly to me. I would love to express great thanks to Dr. Daren who helped me out so many times this semester. Without him, I could not have learned CS1010S so well.”

“When explaining questions, there is never skipping steps. He goes through everything one by one and makes sure that everyone is following along. He opens consultations and Q&A sessions almost every day, giving students more opportunities than necessary to enhance their learning. During recitation, he makes sure that he goes through the main concepts, then explains the question so students get from the very basics of what they have to do to apply concepts to various types of questions.”

“As mentioned, Prof Daren is a very dedicated tutor who does a lot for his students such as by providing additional notes, revision lessons, consultations and remedial. His daily extra zoom sessions (starting as early as 1 month before the PE) and consultations are extremely helpful and his live coding style of teaching makes me feel more prepared and confident to approach my PEs and even midterms/finals. During consultations, his explanations are clear and he also pushes students to think deeper on how to solve other similar problems/generalise the code. He goes the extra mile to provide support for all his students, but especially the weaker ones.”

“He teaches the code very clearly and goes step–by–step and rather than just explaining solutions, he also would tech us about problem solving skills. he would also go through overall concepts first before going straight into the recitation questions. he also hosts a lot of consultation sessions which I feel is very useful and it shows that he cares about our understanding and results, and he is extremely responsive when replying messages as well, showing how he is very effective and shows care when he teaches.”

“Daren is genuinely a very good tutor and I can tell that he really cares for his students’ progress. From opening up consults almost every day to doing his best to engage us and help us think for ourselves, he wants us to be independent learners capable of the skills in the course just as much as he wants to be there for us when we have doubts. He is truly dedicated.”  

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ATEA-2025-Mudiyanselage Sanka
Mudiyanselage Sanka Nuwan Bandara R
Dept of Computer Science
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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.

“… creates a very safe learning environment where we are not afraid to make mistakes…”

“… when we make mistakes [he] creates a very safe classroom environment for active learning and assessment of current levels of knowledge”

“… his talent lies with his ability to ask questions. his questions are always on point and thought provoking. there is never superficial nodding of head or “ya ya” from him. always thinking and inviting us to think…”

“He does not take my responses in class at face value, and probes me until the core issue with my understanding is exposed. His experience … shows in the questions he asks me…”

“This course allows us to work on a greenfield project all on our own and gave me a chance to use AI gen tools for the first time.”

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ATEA-2025-Christian Von Der Weth
Christian VON DER WETH
Dept of Computer Science
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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.

“[…] The material in this module is challenging, but the way it’s presented is clear and accessible. […]”

“The course was substantial, challenging, yet approachable and proceeded seamlessly. […]”

“There are many notebooks to help me learn how to use Python to solve problems.”

“I especially love the notebooks, which complement the lecture content.”

“Super dedicated, very detailed lecture notebooks, […]”

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ATEA-2025-Ronald Boyd Anderson
Ronald Boyd ANDERSON
Dept of Computer Science
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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.

“Blue Sky Project! Translating it into an IoT system gave us a lot of flexibility in deciding how complex we wanted our projects to be.”

“The project is open–ended which let students explore different ideas of the IoT system.”

“A course that is largely project based and very practical. I also like the freedom given to us to explore a variety of tech stacks to use for our project.”

“It is an entirely new area for me so I got to learn about what IoT really is and what it consists of. It is the first time I am working with hardware and I found it fun although I almost spoilt the circuit by connecting the wires incorrectly.”

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ATEA-2025-Wu Pei Chuan
WU Pei Chuan
Dept of Management & Organisation
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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.

“At the start of the sem, as an introvert, class participation was something scary and daunting as I would get nervous easily when I had to speak in front of the class. Perhaps it was the fear of saying something ‘wrong’, and also because class participation was something new and unfamiliar. Throughout the sem, there were times where I had thoughts on a particular subject but I overthought and was too nervous to deliver it to the class. However, after the first few weeks, this improved as I tried to step out of my comfort zone. Furthermore, I would like to thank you for providing a conducive environment for participation (where there was no ‘wrong’ comment) and for facilitating discussions. I especially appreciated how you would provide the opportunity for me (and my course mates) to speak even if they I did not raise their hand. I find the occasional roleplaying session that PC peppered throughout the course to be quite insightful, as we are tasked to view an HR issue from both the HR’s and employee’s perspective. Otherwise, it would have been very easy to neglect the human element in human resources. PC always seems personally invested in our growth as an HR professional, often ending the class by circling back to how today’s lessons could be implemented in our own career planning. She routinely gave feedback to students, mostly appreciating their unique contribution to the class discussion. In this way, PC provided a concrete example of how to do good mentoring, encouraging us to do the same not by talking but by doing.”

“Prof. is an excellent professor and is one of the most impactful professors that I have met in my 4 years of undergrad. It is clear through her teaching that she truly cares about not only students’ learning, but more importantly student personal and career development. Prof. allocated 10% of marking criteria towards a personal development project, and speaking to her, she expressed how she values and emphasizes the important of student growth, something I really appreciated, and never seen another professor do during my undergrad. Most professors focus solely on getting through their content and do not interact or try to get to know their students, but Prof. is different. Through the submission of our personal development papers, Prof. even took the time to read each and every single submission, and write one page of feedback for each of her students. Again, in my 4 years of undergrad, I have mostly had TA’s mark my assessments, and never had a professor put so much time in reading and providing feedback for my submissions. Furthermore, Prof. lectures are always interesting. They involve real–life cases in an Asian context, guest speakers, many participation opportunities, all while being lighthearted and fun. I really enjoyed Prof.’s class, it really showed that she put a lot of thought into the class, teaching concepts, and activities.”

ATEA2025-Yeo-Wee-Yong
YEO Wee Yong
Dept of Finance
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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.

“Extremely engaging and insightful classes, always promoting participation in class without judgement. learned all our names in a week or two to close the relational gap.”

“The teaching style is very engaging and the content covers more than just textbook content, providing insight into real world examples.”

“He has made the learning of a subject area which is uninteresting interesting, which kept me engaged throughout the semester. I enjoyed attending his lectures, and I truly feel that I have had great takeaways from this course.”

“I really appreciate how Prof Yeo integrates lots of real–life case studies and big financial events to make the content more relevant for us. He explains concepts & expectations very well.”

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ATEA2025-Lee-Yen-Teik
LEE Yen Teik
Dept of Finance
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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.

“NUS taught me that success extends beyond academics. Cultivating strong relationships and seeking mentorship, as I did with Senior Lecturer Lee Yen Teik, are invaluable for personal and professional growth. These connections become your lifelong support system, celebrating your triumphs, offering comfort during challenges, and inspiring you to reach your full potential.”

“Throughout the course, Dr. Lee adeptly blended theoretical knowledge with practical applications, ensuring that we understood not just the ‘what’ but the ‘why’ behind each technological shift in finance. Their innovative teaching methods included real–world case studies, interactive simulations, and guest lectures from industry experts, which significantly enhanced our learning experience and engagement. Dr Lee’s commitment to student success was evident in their accessibility outside class hours and tailored advice through forum discussion. This approach not only deepened our understanding but also inspired us to explore innovative solutions in our future careers as business leaders.”

“Dr Lee has been one of the most engaged and effective lecturers. His interactive teaching style fosters a deep understanding of complex concepts and this has enhanced our learning experience…His dedication to teaching is evident on the job, and this passion has translated into the value he brings to our MBA programme.”

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ATEA-2025-Tan Hong Ming
TAN Hong Ming
Dept of Analytics & Operations
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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.

“I want to say out of the 6 business analytics modules I have taken this sem, I enjoy the most under professor Tan Hong Ming. I look forward to his class every week. He is willing to stay back until even over class time to answer student questions, very friendly and approachable, even in his announcements. He teaches effectively and not only that, students get to learn well without feeling heavy burden doing assignment or quiz. Prof is very interesting and humorous in his teaching as well. I genuinely feel that he is one of the best prof around in NUS if not the best prof in my whole 4 years despite never really speaking to him. He definitely deserves teaching awards. strives to continuously improve on how to teach and make students understand more easily, applying almost immediately after learning and consciously—adaptable and flexible to situations and current trends Overall, he seems very dedicated to teaching, and is always trying out different ways to find the optimal way of teaching that fits the specific class demographics. I have been taught by him for other modules before this, and I can see his improvement and how committed he is.”

“It is without question that Dr Tan is knowledgeable with the content. As a Professor, Dr Tan is able to really explain key concepts in the simplest of ways that makes it very easy for students to understand. The way he conducts his sectionals are effective. The fact that he advised students to watch the content videos before class helps tremendously in understanding what Dr Tan is talking about during the lesson itself. Personally, his teaching style and classroom environment that he sets just really suits well with me, and I really wished he is the Professor for all my other modules for the next 3 years. Dr Tan never fails to ensure that every single student understands the content and he always made sure the students are comfortable and know that they can reach out to him anytime for clarifications. Initially, I was adamant in majoring in Business Analytics because I wanted to stay away from programming/coding and I was not confident in doing well if I major in it. But after taking DAO1704 under Professor Tan, I changed my mind. The way he teaches DAO1704, made me intrigued and very interested in BA. I just felt much more confident and interested in taking BA as a second major.”

“His class and content materials are super engaging which is why I attended 12/13 of his lesson this semester.”

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ATEA-2025-Sa-Pyung Shin
SHIN Sa-Pyung
Dept of Accounting
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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.

“Encourages class participation equally. Helps reduce one-person-overruling situations in class. Brings the world’s most famous Harvard Biz School’s case method teaching to NUS Asia. ESG is a very boring course to some or many people if they don’t have a keen interest like me, but I noticed that Prof Sean makes it interesting even to people who did not bother attending classes on time.”

“Prof. Sean encourages diversity of opinions. He tries to understand the point of view of students and tries to discuss their approach rather than labeling their opinions as right or wrong. This encourages class participation. Also, as a first-time offering, he has really crafted the syllabus and taught the module very well.”

“His exceptional dedication, passion for the subject, and commitment to fostering a positive learning environment have significantly enriched my academic experience. Professor Sean’s innovative teaching methods and genuine concern for students make him a deserving candidate for this esteemed recognition.”

“He is a very engaging prof who puts in much effort into his lesson materials. He constantly encourages the class to think critically and speak up in class. His classes have allowed students to gain and apply much knowledge in the field, preparing us better for the working world.”

“He is an excellent teacher, not only for his systematic teaching schedule and course structure but also for the deep insight that he provided by strongly connecting the financial accounting theory with real-world cases.”

ATEA2025-Hanny-Kusnadi
Hanny Kusnadi
Dept of Accounting
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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.

“Prof makes us learn a lot from different lecture mode, such as game, case study, team work (BMT 5104).”

“She effectively uses examples and gamification to recapture interest throughout the lecture (ACC 1701).”

“I like how she was able to use real life context and cases to explain accounting principles (ACC 1701).”

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ATEA2025-Canay-Ozden-Schilling
Canay OZDEN-SCHILLING
Dept of Sociology & Anthropology
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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.

“[Prof is] incredibly effective both in delivering the learning points from the readings and situating them [in] broader contexts around the world.”

“[She] Helps connect students’ answers and observations to each other and to larger concepts covered in the course.”

“Her experience as an STS scholar, her empathy and approachability makes her one of the best professors I have had to honor to be taught under in my time as a student.”

“She planned the course content such that content I would think is difficult became much more digestible and I think every lecture session made me think and reflect a lot.”

“Dr Ozden–Schilling is a wonderful lecturer who has a knack for clear, concise and engaging teaching.”

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ATEA-2025-Ali Kassem
Ali Kassem
Dept of Sociology & Anthropology
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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.

“Ali is not speaking to us, but speaking WITH us, thinking WITH us, incredibly relatable lectures, analogies, prompt and detailed, careful, precise, thought–through responses to every one of our questions, encouraging collaborative learning…making the classroom an incredibly safe space with reduced hierarchy!!”

“It feels like I am being pushed to think for myself, and pushed to be able to articulate my own POV coherently, rather than simply accepting and parroting that one viewpoint is right, which is quite a refreshing change of pace from the typical modules in nus, which often has a “”right answer”” or KPI to hit.”

“Ali’s religion course is probably the only university course where I could take bad assignment grades in stride…I feel the impetus to learn more about the class content because they will definitely be much more relevant to my life and making sense of my lived experiences than university letter grades”

ATEA-2025-Dunya Deniz Lepori
Dunya Deniz LEPORI
Dept of Political Science
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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.

“I liked how the course stresses the application of theory to real life…class discussions were extremely intellectually stimulating and no other course made me reflect on my life and occurrences around me like this one.”

“The open discussions that Prof ends lectures with facilitate access to a plethora of novel opinions that I don’t think I would have had otherwise…I found myself challenged to think deeper every lesson.”

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ATEA-2025-Jaradi Priya Manish
Jaradi Priya Manish
Dept of History
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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.

Quotes from AH2203 Course Report AY2023/24 Sem 2:

Quote 1
“I liked the exhibition case studies in the second half of the course. Diverse in range, these case studies brought conceptual lessons to life as we tried our hand at applying them closely to real–world examples.”

Quote 2
“This course followed a well-structured curriculum that exposes us to different aspects of art and empire at a comfortable pace, without compromising on the depth in our understanding. The assignments are enjoyable to complete, and it is evident that these assignments really serve as platforms for students to engage with their own critical thinking. There are many opportunities to view art outside of a classroom setting, and we have been places like National Gallery Singapore, the NUS Museum and Central Library that provided us direct engagement with artworks. I deeply appreciate these opportunities as I get to see how art history theories manifest themselves in a museum setting, and how art history involves many other things that I did not think were considered art (such as maps, census and scientific journals). Lastly, I have gained a better understanding of how we should view and discuss colonial histories in a post-colonial era. While I still struggle to fully grasp the complexities behind it all, I believe this course has shaped the way I view society, and made me realise that there is so much to learn about the world through art and history. It was rewarding when I realised that many of the insights gained are transferrable to other academic disciplines. The critical thinking skills, analytical abilities, and cultural awareness developed through the course have proven invaluable in my main academic discipline.”

Quote 3
“One of the standout aspects of the course is how enjoyable it is to learn art history. The engaging teaching methods and interactive learning activities not only make the material more accessible but also enhance the overall learning experience. It was rewarding when I realised that many of the insights gained are transferrable to other academic disciplines. The critical thinking skills, analytical abilities, and cultural awareness developed through the course have proven invaluable in my main academic discipline.”

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ATEA2025-Shaun-Teo
TEO Sheng Kiat, Shaun
Dept of Geography
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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.

“As someone who puts a human face to academia, Shaun is not just an asset to the geography department, but to NUS. Even with how difficult and esoteric his teaching niche can be, I would not hesitate to take a module under him, and that I feel is the highest praise I can give any teaching staff.”

“A professor that made me fall in love with urban geography and redefined what university education is about.”

“He has made every student feel seen and heard in this module, no matter our ability level.”

“I frankly have not ever met anyone like him. And it pains me to know he only teaches 2 modules so I can only experience the magic of his teaching twice.”

“Having gone through his course, I sense that I went through perspective and behavioural shifts in terms of how I study. His teaching philosophy enabled me to find a more effective and novel way of studying and understanding concepts and I found myself being more willing and engaged to genuinely learn more about what I am interested in. This ability to inspire students to undergo a uncomfortable yet meaningful change is an attribute I strongly believe only great educators possess.”

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ATEA-2025-Heather Laura Brink
Heather Laura BRINK-ROBY
Dept of English, Linguistics & Theatre Studies
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Brink-Roby developed an exciting new seminar structure that is supported by the latest pedagogy research.

From formal NUS student feedback:

“She is deeply passionate about what she teaches, and the spirit of scholarship and curiosity towards learning which she embodies is highly infectious.”

“She challenges you to think in extremely novel ways” and asks “difficult but illuminating questions.”

One student writes that “the consultations are so amazing, Prof Heather walks with us in developing our ideas, and it is such a great place for twisting and turning ideas until we get a solid and interesting one.”

“She challenged and expanded our minds and thinking, all while being extremely encouraging and approachable. I learnt so much from this module, I would take it again if I could.”

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ATEA-2025-Denis Tkachenko
Denis TKACHENKO
Dept of Economics
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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”.

“While Prof Tkachenko’s classes are challenging at the start, the rigour in his approach builds a solid foundation for my understanding, such that I begin to see patterns or recurring intuitions in the material as the course progresses. This makes learning easier, because I’m no longer rote learning, and it enables me to appreciate how the lessons extend beyond the classroom to my internships, etc.”

“The project exposed us to real–world data, analysis and modelling, which stretched our thinking and prompted self–learning to make the most of the project.”

“He pushes students to think critically by bringing in challenging concepts, and I find that I understood certain Machine Learning techniques more fully because of that.”

“Prof. Denis brings a lot of humor to his lectures, which helps students learn concepts that can be very technical. Additionally, the group project in this course really helps students apply challenging concepts to practical use cases.”

“He can link course materials to real life and career. Can tell that he has a strong interest in seeing the DSE programme and students succeed. He’s also quite humorous, which is always a plus.”

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ATEA-2025-Mun-Lai-Yoke
MUN Lai Yoke
Dept of Economics
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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.

“Phenomenal expertise. She uses active learning, thus she creates quizzes in the lecture content to enhance the learning experience. And she spends about 10 minutes at the end of every lecture to look at current applications of our lecture content. So for instance when we talk about interest rates in the lecture she shows us current newspaper articles about interest rate changes and discusses the implications. Best lecture so far in my studies!” – EC3343 student

“Dr Yoke provides insightful examples on the lessons taught and applies them to real world relevant content. She has piqued my interest in the subject and also in Economics. I am thankful to have had Dr Yoke as my lecturer.” – EC3333 student

“Prof Yoke is an exceptional economics professor. On top of her economic knowledge, her industry–related expertise has significantly expanded my understanding of economic principles as they apply to real–world contexts. I found her lessons engaging, as she actively involves the class and ensures that we derive maximum benefit from all the real–world examples and experiences she incorporates. Moreover, her nurturing demeanour creates a supportive learning environment, fostering our growth and development. Clearly, she is a great educator.” – ECA5343 student

“Chapter 10 is my favorite chapter. I was so surprised that in the last chapter I could learn all this knowledge about the industry and employment. And that kind of diversifies what I think is a more theoretical class.” – EC2880C student

“She is clearly knowledgeable in the economics content covered, and conveyed it in a clear and exciting manner that made me, a non–economics student, actually interested to learn, and i could understand the concepts” – HS2904 student

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ATEA2025-Wang-Haoshu
WANG Haoshu
Centre For Language Studies
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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.

“I have gained a lot from his classes, both in technical content (business Chinese usage) as well as presentation skills that are going to serve me well in the workplace.”

“I deeply enjoyed about learning about the different business etiquette and understanding China’s social, political and economic landscape better.”

“He has imparted very crucial lessons that effectively taught us how to step out of our comfort zones and really feel passion for the content.”

“Thanks to his dedication, I went from a student who did not really care about Chinese to one that actually enjoys analysis and reading Chinese, using the fun techniques he has shared with us!”

“He has managed to push us to be the best version of ourselves in various aspects.”

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ATEA-2025-Mihi-Park
PARK Mihi
Centre For Language Studies
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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.

“Very intentional in inculcating the love for Korean language and strives to prepare for lifelong learning beyond the classroom.”

“Dr Park encourages me to do self–learning.”

“She is very professional in language study as she can always give us additional linguistic information that help us to understand Korean instead of forcing us to memorize.”

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Honour-Roll-2025-Prem-S-O-NP-Shamdasani
Prem S/O N P Shamdasani
Dept of Marketing
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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.

“The GOD of MARKETING. #Respect4Life”

“Engaging, eloquent, approachable, able to engage students extremely well. Content delivered was highly relevant too. Definitely one of our best profs!”

“Inclusion and relevancy of Asian market
• The charisma of the teaching style
• The useful frameworks
• The engagements from the whole class4. The teamwork part he created make a structure of sort of marketing issues and biz situations”

“#deepknowledge #deepexperience #passion #inclusive #diverseperspective
With the bunch of experience in the several companies, lectures from Prof were deep and insightful. Whenever he was given any angles of questions, Prof shared back his idea and thoughts, instead of the exact answer, making us consider the problem together in the class.
It was small things by others, but what I felt comfortable in his lesson was that he has always called out the name of the students when there were the topics related to his/her or raise the hands to share the ideas. At that moment, I felt inclusive to be considered as Remi, not one of the students in the classroom.”

“One of the rare professors that I’ve come across who is truly passionate about his work and committed to learning to the highest level. I’ve gained so much not just on marketing but on leadership during these short 4 days. By walking us through the frameworks that he developed, the concepts of value, internal and external brand alignment will definitely be something applicable to me. Thank you, Prof!”

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Honour-Roll-2025-Liu-Mei-Hui
LIU Mei Hui
Dept of Food Science & Technology
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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.

“She really goes above and beyond, giving useful feedback to students and planning the lessons in order to teach us more than just the content, but also skills necessary to do our own learning and to work with one another in the future.”

“Always enjoy lectures because it is so fun seeing what she has prepared for us. The structure and grading is very well thought out and delivery is fantastic. I attend lectures because I feel comfortable there and happy to be in a space to learn more. Because of this module, I would love to take another module taught by her again!”

“The peer feedback session was really helpful as it allowed us to learn a lot from each other’s writing and suggestions, to discover details that we had missed, to feel the spark of thought, and to have the opportunity to enhance ourselves before the final submission.”

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Honour-Roll-2025-Chong-Yuan-Yi
CHONG Yuan Yi
Dept of Chemistry
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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.

“Prof Francis is without a doubt the best lecturer I’ve ever had in my uni life. He genuinely cares about his students’ learning and more importantly their well-being. I wish I graduated a semester later so I can take his other chemistry courses. He makes lectures digestible, easy to understand, fun to attend, interesting, and applicable to daily life. He explores a lot of ways to teach his materials and goes above and beyond to provide a variety of materials and resources for his students. He’s an incredibly effective lecturer and an incredible caring and understanding prof.”

“His blended learning method is one of the best ways to teach as it can cater to different student’s learning pace. The pre-recorded lectures were very useful as they allowed me to go over any hard-to-grasp concepts at my own pace. These concepts are then reinforced in the in-person lectures which helped me gain a better understanding of the topic as a whole.”

“Dr Chong makes CM1102 lectures very fun and engaging. Through his teaching pedagogies, we were able to learn chemistry in an unconventional way. Dr Chong would utilise various learning platforms such as Kahoot, PollEv, AR-bital and day-to-day objects (e.g tsum tsums) for us to better visualise the abstract concepts and deepen our understanding and learning!”

“His manner of teaching is very comprehensive, and he encourages students to be more proactive and independent in their learning through peer-mentoring and using lecture slots to value-add rather than going through the content that could’ve been read up on out of class.”

“Prof Francis is committed to educating, nurturing his students and setting them up for success. He made videos personally to help students catch up on content, used multiple strategies to help us learn (e.g. creating MCQs and discussing with our peers during class), created a comfortable environment in class to ask questions, always asked us about our well-being at the start of each class, asks for feedback after each class so he knows how to improve and what we struggle with … It has been a real joy to learn under Francis this semester, and I believe that his passion and efforts in this class are appreciated by all that take this module. Thank you, Prof Francis.”

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Honour-Roll-2025-Lydia-Lau-Siew-Tiang
LAU Siew Tiang
Alice Lee Centre for Nursing Studies
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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.

Enjoyable Way to Refresh Clinical Knowledge
“It is intriguing as a first-time user; hence it caught my attention from the start. I could practice the nursing procedures at my own comfortable pace and get back to practising the procedures again on my own time.”

“When we brought home the VR for one week, I just make full use of it. It was fun and engaging because it’s not something we do every day.”

Learning Outside Classroom
“I think the VR set gives us a learning experience outside the classroom. It builds on the basis that we have already gone through the physical hands-on practice; then the VR can act as a reinforcement tool.”

“It will make me understand my mistakes there, so I will be more aware not to repeat them the next try or during real-life clinical procedures.”

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Honour-Roll-2025-Sng Wei Meng Daniel
SNG Wei Meng, Daniel (SUN Weimeng)
Dept of Mechanical Engineering
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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.

“Professor Yan Dao (the persona name in the video) says it all. He is very helpful in helping us understand difficult topics, and goes the extra mile to make a video to ensure students are able to understand the graphs, rules of the law and other definitions in this module. As a result, most people score really high for their CA1 cause of him.”

“Explain the concepts well and making it easier for students to understand. There is even bite–sized videos for students to review the concepts better.”

“Explains difficult concepts in a clear and concise manner, with post–lecture videos to help students internalize important concepts and quizzes to test our understanding”

“Very in touch with the students. Understands the best practices to help the students. Provides revision videos which is extremely helpful when revising.”

Honour-Roll-2025-Yeoh-Ker-Wei-Justin
YEOH Ker Wei
Dept of Civil & Environmental Engineering
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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.

“The assignment effectively reinforced the concepts of linear scheduling and provided valuable hands-on experience in applying these principles. I find these especially useful as without handson practise, one may not fully understand the complexity of the application and may not fully comprehend the usefulness of this tool”

“It really trains students about how the actual civil engineering world is! instead of focusing on a paper and formulas”

“He is very good at teaching concepts of interoperability and the major challenges faced in the industry on a practical basis.”

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Honour-Roll-2025-Poh-Leong-Hien
POH Leong Hien
Dept of Civil & Environmental Engineering
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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.

“Teaching method through ELiSA 3D is very innovative and interesting. It enhances my thinking ability greatly.”

“He goes above and beyond to help students with understanding. He developed a software, ELiSA3D, to help students visualize in 3D. Many students agree that this software has been effective in understanding.”

“Extremely engaging in teaching, went and create a video game for us to visualise what was taught.”

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Honour-Roll-2025-Harold-Soh-Soon-Hong
Harold SOH Soon Hong
Dept of Computer Science
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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..

“CS3264: I think the course has helped me to build up my mathematical understanding of ML. I’ve gotten better at understanding precisely why things work instead of relying on just vibes. I also have gotten better at reading ML papers, showing that the course has successfully achieved its outcomes. For people like me who have an interest in ML but didn’t initially have enough skill in the math side of things, this course is a must-take.”

“CS5340: Learning about Markov models will be a gateway to greater things. Definitely deserves its place as a Core Module for the AI Specialisation.”

“CS5340: I started this course not knowing there was so much more to Bayesian statistics. Finished the course knowing there is so much more to learn. Really perked my interest in the topic.”

“CS2040: CS2040 has a bunch of whole new concepts and good coverage of: LL, hashing, heap, AVL, BST, BFS, DFS, DAG, SSSP, MST and lots of algorithms which are useful in software development jobs. This module is highly recommended even for students who are not in CS major.”

“CS2040: Algorithms are really cool and interesting, really lets me see programming in a new perspective.”

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Honour-Roll-2025-Cristina-Carbunaru
Cristina CARBUNARU
Dept of Computer Science
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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.

“[The course] covers really interesting concepts within parallel computing – I especially like the fact that it encompasses quite a wide berth of information, as well as being a very practical–heavy module. This course really supplements all the theory–based modules that I have taken.”

“The module’s content is useful and moderate in difficulty and depth, allowing me to understand several aspects of parallel computing. The overall delivery of the module is well organized. The labs, tutorials, and assignments are very well designed.”

“Definitely a lot of effort went into this module from the teaching team!”

“Lectures were interesting and challenging, tutorials were challenging and TAs are very knowledgeable.”

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Honour-Roll-2025-Lawrence-Loh-Yeow-Khoon
LOH Yeow Khoon, Lawrence
Dept of Strategy & Policy
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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.

“Professor Lawrence Loh’s strengths lie in his deep subject–matter expertise, clear and impactful teaching style, and ability to connect theoretical concepts with real–world governance and sustainability issues. He brings a wealth of knowledge and credibility to the classroom, fostering critical thinking and strategic insight. His sessions are well–structured, intellectually stimulating, and enriched by his leadership experience at the Centre for Governance and Sustainability. His calm demeanor, thoughtful engagement, and commitment to student learning make him truly stand out as an educator.

Teacher Lawrence Loh has shown unique advantages in the teaching process. He is good at deeply integrating traditional blackboard writing art with modern teaching content, and pays special attention to the organic integration of the core knowledge of the lectures with the content of students’ independent reports. In each class, he will carefully design the blackboard structure, and through a layered and progressive visual presentation method, he will cleverly connect the complex theoretical framework, case analysis and students’ practical results to form a knowledge map that is both systematic and interactive. This teaching strategy not only helps students quickly grasp the key points, but also guides students to observe the logic of knowledge formation through the dynamic blackboard construction process, and cultivate their critical thinking and knowledge integration capabilities. In addition, the retention of blackboard writing also provides an intuitive context guide for after–class review. Students can clearly trace back the collision of thoughts and the path of cognitive deepening in the classroom, effectively improving learning effects.

Prof. Loh can teach and share useful facts + knowledge in layman terms which is easier for all of us to understand and remember. He knows all of us (the whole class) very well, and hence – example if we all become very tired with a lot of facts to learn and take note which are dumped in our brains, Prof. shares/teaches with some jokes and real world happenings so that we become fresh again with laughters as well as we can pick up and put the topic in our memories. I really respect the way how Prof teaches this subject in an attractive and interesting way to all of us – (this module could have been very boring if the professor couldn’t present well. ) He’s really an all–rounder in any sustainability topic (be it strategy, applications, useful methods, facts, knowledge, formula/logics, and so on). He is an engaging professor. His delivery is easy to follow and his course slides are also easy to understand. He’s very approachable and shows warmth to his students. Really good at interpreting student’s idea. One of the best prof who can host the class with engaging and active atmosphere. I think this is one of the best classes I have ever attended in my life. Both my knowledge and thinking framework are enhanced greatly, as well he listens inventively to our questions and explains even the hardest concepts in a very dummy friendly way that regardless of our level of knowledge on sustainability, we can still follow.”