This Book, in Summary

This book consists of five chapters, dealing with various aspects of student life in NUS. After this brief introductory chapter, Chapter 2 aims to ease your transition by alerting you to some important ground rules and to inform you about where the crucial student facilities and supporting resources may be located. The earlier you familiarise yourself with these matters, the better control you will have over this new terrain, and it will contribute to lowering the stress that a new environment brings and to your success.

Chapter 3 is an important chapter entitled "The NUS Learning Environment", which covers the different types of students' learning styles and the primary modes of teaching and learning practiced in NUS. Being able to recognise your own learning style can help you to maximise the way you learn and adapt to your learning environment. As you will know from direct experience, the teaching styles among lecturers may vary from individual to individual. What is important is that no matter what style is adopted or what mode of teaching is used, your lecturer wishes to engage you in the modules you enrolled for. Take advantage of each experience and learn to gain as much as you can from each platform or individual teacher. This chapter also discusses the concept of 'intellectual or academic integrity'. In a nutshell, this important concept refers to the honest presentation of our work as scholars, through a proper acknowledgement of the intellectual debt we owe to the work done by others. This principle of academic honesty should guide all our work in the University. As this chapter provides a short introduction to the issue; it is crucial that all students should not only take note of this issue but also attempt to find out specific details about it at department and module level.

The next chapter, Chapter 4 focuses on the different kinds of skills that are essential for both personal and professional effectiveness in a 21st century workplace. Increasingly, employers are looking beyond subject content knowledge and are keen to engage university graduates who have the requisite core skills that are important in a global context. These core skills include essential skills like speaking, writing and critical thinking skills. Many modules aim to inculcate these critical life skills, and both CDTL and CELC, as well as the NUS Career Centre also have workshops to help students further develop these skills. All students are strongly advised to access different platforms to acquire and refine these skills.

Finally, Chapter 5 addresses the presence and use of technology on campus. As all of us are aware, technology as manifested in the use of computers, tablet PCs, and various devices and online platforms, has become very much a part of life in Singapore. Just as technology has defined the way we live and interact, technology has and will continue to shape the way we learn. From crafting simple email to learning about the virtual learning platform in NUS called the IVLE, and to the need for all students to learn how to search for and make sense of information online, and to use the information gathered responsibly (cf. academic honesty), it is increasingly important for us to educate ourselves about technology in general, and how technology can enhance our learning in particular. As a final note, this chapter also touches on the productive use of social media for learning.

We hope that this volume will serve all our readers well. Happy reading!


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