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This issue of CDTL Brief is the first of a two-part installment that features the teaching practices of the NUS Outstanding Educator Award winners and nominees.

 





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September 2004, Vol. 7, No. 8 Print Ready ArticlePrint-Ready
Balancing Content-based Education and Process-based Education
Associate Professor Bernard C.Y. Tan
Department of Information Systems
My teaching philosophy is to make students competent on the subject matter using a good balance of content-based education and process-based education. I will use the materials from a senior undergraduate module, CS4251 “Strategic Planning for Information Systems” which I have taught for several years to illustrate this philosophy. Continue reading


Inviting Students into Our Relationship with Our Subject
Associate Professor K. Raguraman
Departments of Geography and Civil Engineering
In their first lecture, students are meeting two strangers—the lecturer and the subject. I feel that teaching is not just about a lecturer facilitating the learning of a subject. It is perhaps more significantly about the lecturer’s relationship with the subject. Many of us are motivated to become teachers because we feel a deep kinship with a subject and we find it meaningful and fulfilling to bring our students into that relationship. Continue reading


My Teaching Philosophy
Associate Professor Alice Christudason
Department of Real Estate and Building
Associate Director, CDTL
“Some of the most remarkable of these laws, viewed by themselves, apart from their history, and judged only by the benefits which now result from them, appear to me to be absolutely worthless. Others are more than worthless, they are absurd and injurious.” Continue reading

Teaching a Very Large Class: What to do? How?
Associate Professor Ang Kok Keng
Department of Civil Engineering
Teaching a large class is often an unwelcome assignment due to many vexing problems associated with the sheer size of the class. These problems include dealing with how to encourage attendance in large classes, how to prevent academic dishonesty, how to get feedback from students about the course and how to make a big class interactive. Continue reading

The Art of Teaching a Science GEM
Associate Professor Edward Teo
Department of Physics
Designing and teaching a General Education Module (GEM) presents a unique set of challenges. Unlike a normal module, a GEM typically consists of students from different faculties, with diverse backgrounds, abilities and expectations. Some students would choose a GEM out of interest, while others may feel compelled to take it just to fulfil the University’s requirements. Continue reading



 
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