This issue of CDTL Brief features the teaching practices of some 2006/2007 Annual Teaching Excellence Award (ATEA) winners.
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| A Teaching Re-evaluation |
| Associate Professor Tim Bunnell |
| Department of Geography |
| I never wanted to be a teacher. At school, I was never quite sure what I wanted to be when I‘grew up’. But my mother was (and still is) a teacher and that was one thing I was quite sure that I did not wish to do. Even after completing my PhD, I did not give much thought to teaching. Continue reading |
| Close Reading as Critical Thinking |
| Assistant Professor Johan Geertsema |
| University Scholars Programme |
| “Why do folks who teach Writing and Critical Thinking modules in the USP fetishise close reading?”, an NUS faculty member recently asked me. Since an insistence on the value of rigorous close reading is a central tenet of my teaching philosophy, I would like to explain what I consider to be its value and briefly indicate how it informs my teaching. Continue reading |
| Small-group Teaching for First-year Law Students—Thoughts from a Tutorial Taskmaster |
| Associate Professor Burton Ong |
| Faculty of Law |
| Intense. Demanding. Exhausting. These are the adjectives frequently used by students in my first-year tutorial groups of 12–13 students to describe my teaching style and not exactly the sort of comments that one might consider ‘positive feedback’. Continue reading |
| Towards a Student Driven Pedagogy |
| Associate Professor Ewing-Chow H K M |
| Faculty of Law |
| When I first started teaching, I thought that the Socratic Method was the best form of pedagogy. Having seen the advantages of that model when I was a student, I believed in it. However, over the years, I have come to believe that not all students are like me (thank God for small mercies). Continue reading |
| Engaging the Phenomenon |
| Associate Professor Audrey Chia |
| NUS Business School |
| When I first joined NUS as a senior tutor, I was fearful of having students who were more senior than me. How was I, barely two years after my graduation, going to be credible enough to teach these business executives about the business world? Continue reading |
| Thai Language Teaching at NUS |
| Associate Professor Titima Suthiwan |
| Centre for Language Studies |
| I see teaching as a two-step activity. The first one, which takes place at the beginning of the process, is to help students gain a good foundational knowledge in the subject. Continue reading |
| Learning from Failures |
| Dr Pang Sze Dai |
| Department of Civil Engineering |
| In a meritocratic society, the emphasis on success and achievement often cause us to underestimate the importance of failure in an individual’s learning and development. An individual brought up in a culture that thrives on success can be oblivious to the valuable lessons that can be learnt from failures. Continue reading |
| Learning Through Teaching |
| Associate Professor Loh Kai Chee |
| Assistant Dean, Faculty of Engineering |
| My goal in teaching is to help my students understand and appreciate bio/chemical engineering by stimulating their interests in the subject matter. In addition, I want to impart to students skills for lifelong learning, especially the art (or science) of independent learning. Continue reading |