Continuing Professional Development Programme (CPDP)


Effective teaching that facilitates quality learning is NUS’ mission and this is documented in the university’s strategic plan. To achieve this, NUS is continually exploring how it can enhance its teaching programmes.

In July 2000, the Professional Development Programme (PDP) for new faculty was implemented. While such a programme has been helpful in building a foundation of good practices, it is believed that more can and should be done for the advancement and growth of all NUS faculty members. As part of NUS’ overall strategy for faculty development, the CPDP has been introduced to encourage all NUS faculty to continually upgrade their professional skills.

Aims & Objectives

The CPDP aims to:

    • Encourage academic staff to keep current of trends in pedagogy.
    • Promote and propagate good practices and techniques in teaching.
    • Enhance staff awareness of their own teaching, thereby leading to reflective teaching and innovations in teaching for effective learning.



The Continuing Professional Development Programme (CPDP) consists of two components:


Faculty Enrichment Programme (FEP)

CDTL will conduct a series of 2-hour dialogue sessions and workshops for faculty to attend. These sessions deal with a variety of topics on one or more of the following identified dimensions of education:

  • Classroom practices
    These sessions will focus on instructional skills (e.g. effective lecturing, interactive lecturing, conducting tutorials/labs). They will also deal with mechanics and tools like lecture delivery style (e.g. voice projection, speaking pace, variation, gestures), class management techniques, IVLE, the use of PowerPoint, audio-visual aids and so on.

  • Means of instruction and assessment
    These sessions will concentrate on pedagogically sound practices and the means to achieve various learning outcomes (e.g. syllabuses, teaching materials, classroom activities, assessment, use of educational technology).

  • Methodological principles
    These sessions will deal with the principles underpinning good practices such as active learning, collaborative learning, interactive teaching, problem-based learning, case study method and so on.

  • Higher order learning outcomes
    These sessions will concentrate on learning outcomes that go beyond understanding and application of knowledge. Such learning outcomes include evidence-based knowledge, learning transfer, independent learning, critical thinking, creative problem solving, independent inquiry (i.e. knowledge construction) and so on.

  • Issues in educational psychology and pedagogical theory
    These sessions will focus on more macro issues such as educational paradigms, constructivism, learning theories, theories of knowledge, goals of higher education, teacher appraisal and so on. Such sessions will be relevant for: (i) educationists and education reformers (at the department, faculty and university level), and (ii) people who make decisions on hiring, promotion, tenure and policies.

Attendance at faculty-level workshops and courses offered by other institutions of higher learning on pedagogical matters may be considered on a case-by-case basis as participation in the FEP.


Ancillary Activities Programme (AAP)

As part of the Ancillary Activities Programme, faculty members might consider engaging in activities that deal with topics of pedagogical interest and/or are informed by reflection on teaching and learning in the department, faculty or university such as:

  • Conducting workshops and seminars
  • Attending conferences, and/or
  • Writing/publishing papers