What is effective teaching in higher education?

Effective teaching is understood to be instruction that fosters high-quality learning and actively encourages deep learning with the subject matter (Ramsden, 2003; Devlin & Samarawickrema, 2010). Even as the characteristics of effective university teaching are well-researched and comprehensive, there is no universally agreed-upon definition (Trigwell, 2001; Paulsen, 2002). A meaningful definition, however, should be related to the specific context and stakeholders including students and teachers who generally do not share a consensus of what effective teaching is (Laurillard, 2002; Devlin & Samarawickrema, 2010).

So, what does it mean to be an effective teacher at NUS?

At NUS, an effective teacher is characterised as one who:

• Prioritises student learning;
• Integrates subject matter expertise with pedagogical knowledge;
• Reflects on practice that is informed by relevant evidence and theories;
• Engages in continuous development as a teacher; and
• Nurtures a supportive culture by sharing teaching practices.

You may also consider the following works which concur on certain effective teaching practices that should be a part of an instructor’s repertoire:

• Seven principles for good practice in undergraduate education (Chickering & Gamson, 1987)
• Six key principles of effective teaching in higher education (Ramsden, 2003)
• TLRP principles of effective teaching (Ashwin et al, 2020)