Global education – The NUS Provost Contemplates

Grade-free scheme for freshmen: Greater flexibility in shaping your transformative learning journey

Written by Provost's Office on May 19th, 2016May 24th, 2016. 18 Comments

In AY2014/15, NUS introduced a new grading system for modular degree programmes in the form of a revised S/U policy, where students may exercise the S/U option (i.e. students can decide whether to include or exclude the grades obtained for those modules in the computation of the Cumulative Average Point) for up to 20 modular credits (MCs) during the first semester of their candidature. In addition, students may exercise the S/U option for up to another 12 MCs at any time during the candidature.

The objectives of this grading system are to encourage a change in the way students think about grades and learning at university, and to help students make a smooth transition to the academic and social culture of university life. In so doing, a student’s anxiety about his or her academic performance should be alleviated during the first semester.

I had previously conveyed that we will be monitoring and evaluating how students and faculty members take to this new grading system.

Two cohorts of freshmen have since experienced the new grading system in their first semester and it is time to take stock. The usage patterns of the S/U options were similar for the first-year students of AY2014/15 and AY2015/16. Majority of students (about 80%) had exercised their S/U options for 3 or fewer modules; about 5% of students had exercised their S/U options fully.

We studied the student feedback carefully and an analysis of the qualitative comments received found that students took well to the new grading system. The new grading system also helped to reduce stress levels, and had encouraged them to take academic risks.

We have also noticed that students have become more adventurous in their choice of modules, and have ventured beyond their academic comfort zones. Nearly one-third of the modules read by first-year students in AY2015/16 were non-core modules (defined as modules not read as essential, programme essential, elective, programme elective or compulsory cross-faculty module). This is a significant increase compared to the modules read by the first-year students in AY2013/14. I see this as a positive development, that students are increasingly making good use of the opportunities of being in a comprehensive university, to broaden their perspectives and horizons by reading modules beyond their degree discipline.

To better analyse the effect of the grading system on student academic performance in the first semester, faculty members were asked not to vary their teaching and grading methods. It was found that there were no significant changes in the overall grade distributions before and after the revised S/U policy was introduced. This suggests that student academic performance was not compromised, even though they now have access to the S/U options for their first semester. NUS students were not complacent and continued to be academically engaged. With the S/U option, there remains a strong incentive to strive for good grades, while eliminating the anxiety and stress of poor grades. Having worked with two cohorts of freshmen, faculty members are convinced that NUS students are intrinsically motivated and in general, possess good learning habits.

To enable students to benefit from the S/U option more fully across the first year, NUS will be making further adjustments to the grading policy for first-year students. From AY2016/17, first-year students may exercise the S/U option for up to 32 MCs in their first year. If this is not fully utilised, the S/U option may then be saved for modules taken in subsequent semesters, for up to 12 MCs.

In essence, the total number of MCs available for S/U throughout one’s undergraduate candidature will remain unchanged, at 32 MCs. But students will now have the flexibility to exercise the S/U option for most modules in their first year, hence extending the opportunities for academic exploration across the first year, beyond the first semester.

The first-year grading policy must be seen in the context of a suite of educational initiatives that NUS has introduced progressively in recent years, to create a truly transformative educational experience that prepares students to take on the challenges of life and work in the 21^st century. The new General Education curriculum, the Centre for Future-ready Graduates’ life skills programmes, expanding opportunities for students to participate in the NUS Overseas Colleges Programme as well as integrated living and learning at our Residential Colleges, are but some of the educational enhancements that enable students to maximise their learning experiences at NUS.

Students admitted into NUS are academically strong. We hope that this new first-year grading policy that will take effect in AY2016/17 will create even more time, space and opportunities to pursue adventurous and deep learning, and to move away from the over-emphasis on grades.

On a related note, MOE has recently announced that from 2021, the Primary School Leaving Examination (PSLE) T-score will be replaced with wider scoring bands. Under the new scoring system, PSLE grading will no longer be based on how students fare relative to their peers. This move will hopefully encourage students to go beyond being exam smart, and to focus on one’s own learning, rather than competing to do better than others. Acting Minister for Education (Schools) Mr Ng Chee Meng explained that the current PSLE scoring system is too precise, and differentiates students more finely than necessary.

I welcome this move. MOE recognises that education is not about training book smarts – the emphasis should be on learning. There is no need to grade, sort and differentiate students at every possible juncture.

In the same spirit, the freshman year is an opportune time to immerse oneself in the social and academic culture of university life, to uncover, discover and pursue one’s intellectual curiosities and passions, setting you on course for lifelong learning. At NUS, we have created a first-year grading policy that allows for this self-development journey.

Please let me have your thoughts.

My Visit to the School of Biomedical Sciences at King’s College London

Written by Provost's Office on April 10th, 2013April 11th, 2013. 4 Comments

King’s College London is one of the leading universities in the UK. In early April 2013, I was at King’s College London to sign an agreement on two concurrent degrees. With this new agreement, each year, six students will have the opportunity to participate in one of two concurrent degree programmes. The first is a BSc (Hons) in Life Sciences and an MRes in Molecular Biophysics; the second is a BSc (Hons) in Life Sciences or Chemistry, and MSc in Forensic Science or Analytical Toxicology. Students reading these concurrent degrees will spend the first three years at NUS to earn their Honours degree, and the fourth year at King’s College London to read their Master’s degree. During the course of the undergraduate degree, students may also spend a semester or two at King’s College London under the Student Exchange Programme (SEP).

NUS is mindful that there are costs associated with these overseas learning opportunities. For students participating in these concurrent degree programmes with King’s College London, the NUS Faculty of Science has worked out arrangements with various parties to help mitigate the higher costs of living in London. NUS students going on SEP and other overseas learning programmes may also apply for NUS Awards for Study Abroad (NASA) Scholarships. In addition, students from needy Singaporean families may apply for NASA Bursaries.

This agreement between King’s College London and NUS represents yet another effort in our endeavour to enhance opportunities for NUS students to partake in global learning. A lot of effort goes on (often behind the scenes) to ink an SEP agreement. The latest agreement for example, was mooted in 2008. It took six years of hard work and negotiations by the NUS Faculty of Science and the School of Biomedical Sciences, King’s College London, to reach this positive outcome.

Today, about 1,700 NUS students will go abroad each year on SEP with one of our 300 partners overseas. At the same time, as part of the exchange agreements, NUS will host a similar number of foreign students from our partner universities. Managing such a large number of student movements is no trivial task – each of these 3,400 incoming and outgoing students has his or her specific issues which we need to help address. These include, amongst others, selection of host university, courses to read, mapping courses back to fulfill degree requirements, accommodation, travel arrangements, food, insurance and financial aid.

I recall, when I was a Sub-Dean at the NUS Faculty of Science in the mid 1990s, I did not have to deal with such issues, simply because we did not have any exchange programmes then! The system has since evolved rapidly. We now have many more academic programmes and pathways that students can choose from, according to their interests and inclinations. With these choices and options, the system has become far more complex, and the range of issues and administrative tedium to contend with has also increased in tandem.

Nevertheless, NUS will press on. There is much value in an overseas stint, to broaden one’s perspectives and to hone one’s global awareness and cross-cultural skills. NUS will continue to expand the opportunities for our students to spend time abroad. We hope that in the next few years, at least 70% of NUS students will have gone for at least one overseas learning programme. In the years ahead, we expect to send about 2,000 NUS students overseas on SEP and other semester-long programmes, and receive a similar number of incoming students every year.

One interesting opportunity that I would like to encourage our students to explore is the STEER Programme (Study Trips for Engagement and EnRichment). The STEER programme is a rare opportunity for students to gain exposure to less conventional, yet rapidly emerging regions. The programme combines classroom-based learning which is augmented with site visits to personally experience the social, cultural, economic, political and business environments of these thriving regions. Under the STEER programme, NUS students have visited Saudi Arabia, the United Arab Emirates, India (Hyderabad, Mumbai) and China. Two more new programmes to Myanmar and Brazil have been planned for 2013. Do check out the International Relations Office website for more information on the STEER programme.

Leveraging on Diversity

Written by Provost's Office on November 4th, 2011. 30 Comments

Here are the student demographics that some of you have been asking for. There are currently about 25,000 undergraduates at the NUS, of which over 5,000 are international students. (This post uses the terms international students and foreign students interchangeably. Figures are approximate and exact figures are available in the NUS Annual Report.) The graduate student population totals 8,000, of which more than half of the graduate students, or 5,000 of them are from overseas. Taken in total, we have about 33,000 students on campus; 10,000 are international students and the rest are citizens or permanent residents of Singapore. In addition, every year, we have 1,400 NUS students going away for at least a semester on exchange programs, and we correspondingly welcome a similar number of international students from our 180 partner universities for a semester exchange at the NUS.

Our international students

The topic of international students is a sensitive one to discuss, but I believe that as members of the university community, we are mature enough to broach this topic in a constructive and appropriate manner. Each year, the MOE stipulates the number of places to be given to Singaporeans and PRs, based on the Cohort Participation Ratio (CPR), i.e., the CPR is the percentage of locals, in a Primary One cohort, who matriculate into publicly-funded full-time undergraduate places at our local institutions. This year, the CPR was set at 26%. Local universities may admit international students; international students made up not more than 18% of the overall undergraduate intake at the 3 local universities in AY2011.

Why does the NUS admit international students? First, diversity creates a campus environment that mimics the global operating context. We thus value the diversity of cultures, perspectives and experiences that our foreign students bring. Second, many of our foreign students are talented individuals of high calibre; they are admitted on a more rigorous and stringent criteria. Foreign students set the bar high, and spur our local students to challenge themselves towards greater heights. And in the process, local students emerge stronger and better prepared to take on competition in the global workforce. Third, we hope to retain foreign students to contribute to Singapore’s economy. It is true that foreign students with service obligations may leave Singapore at the end of their term. Notwithstanding, they will remain as friends, associations and vital links of the NUS community (and Singapore) whom we can tap on.

NUS is a microcosm of a globalised environment

With a diversity of nationalities and cultures right here on campus, the NUS is truly a microcosm of the global environment. At any one time, we have over 11,000 international students from a hundred countries around the world, studying in our campus. One of the key educational priorities at the NUS is to hone graduates who are effective at and ready for the broader global environment, i.e., graduates who are adaptable and able to communicate, engage and work in cross-cultural settings.

Although we are physically present amidst a diverse campus environment; alas it is quite plausible that some of our students are completely oblivious to the rich opportunities for learning and discovery surrounding them. Take for example, Peter and Jane are enrolled in the same module. They sit next to each other twice a week, continuously over 15 weeks. Yet, at the end of the semester, they may be none the wiser about each other, and remain acquainted merely by name and face.

Here is a second conceivable scenario. Instead of being glued to their iPhones during class break, Peter and Jane may be having a casual conversation, on anything, perhaps where they’re currently residing and their experiences commuting with the internal shuttle buses. Jane is from Wuhan in China. Peter, a born and bred Singaporean who’s served NS, soon discovers how and why she came to Singapore, what sort of tests she had to take, how the educational system here differs from that in Wuhan and perhaps even how she views certain government policies in Singapore and how these compare with the Chinese government’s approach, and so on. Jane learns that Peter had served his NS as a combat medic, how he continues to be liable for reservist, drives a car that has a whopping COE price tag of $50,000 and so on. What can emerge? How much can we learn from and through each other? The possibilities are endless.

Within the classroom

How then can we leverage more fully on this diversity in our university, to enrich our students and in so doing, better prepare and develop them for the globalised world? One way, is perhaps to create the time and space for us to talk to each other and to foster interactions, in our academic courses.

A professor once related this experience with me. He taught a class and assigned a term project. He requested students to form their own groups of 4 or 5 for the project. One group came to him, looking ostensibly unhappy. The group comprised two Singaporeans, two Chinese students from PRC, and a Vietnamese. The professor thought the composition of the group was great; it was a multinational team! He later realized students from the same nationality, had congregated to form their own teams: there were several Singaporean groups, some groups of students from India, some from China, and another from Vietnam. The multinational team was visibly unhappy, because it was made up of reluctant individuals who had described themselves as ‘leftovers’.

Henceforth, the professor never allowed his class to form their own groups. Instead, he thought through and allocated the group assignments, deliberately ensuring that each group was diverse. He explained that in our working lives, we often do not get to choose our colleagues and partners, and we should take the opportunity to learn to work with our assigned teammates. He also introduced peer appraisals, to obtain a sense of each student’s contribution to the group.

This got me thinking. If a professor does not take the active step to form diverse teams, what would the likely outcome be? Sometimes, some nudging does help to take us out of our comfort zone and to expose us to experience something different.

Living and learning together

Beyond academics, residential living also provides a wonderful platform for mutual learning and enrichment. At the NUS, we currently have 3 types of student accommodation, namely halls, residences and residential colleges. In our halls and residential colleges, two-thirds of the residents are Singaporeans and PRs, one-third are foreign students (including students on exchange).

By and large, the residing students do participate in the numerous social activities, and contribute to student life on campus and within their halls or residential colleges. This was especially so at the halls, when CCA points were the main criteria to secure hall places for the subsequent year. This year, we implemented a new scheme, the Residence Admission Scheme (RAS) to replace the Revised Hall Admission Points System. This was in response to students’ feedback, as students complained of being subject to excessive pressure to keep up the CCA-involvement within their halls. Some students had however raised the concern that students in the halls might become less active in social activities.

The new residential colleges at UTown have academic program components, and I do hope that all students will participate actively to create a vibrant, memorable and exciting atmosphere. Ideally, students will engage with each other intellectually and socially, within and beyond the classrooms, in the corridors, dining halls, the lounges and wherever else.

Do take steps to explore, enjoy and embrace the rich diversity we have on campus.

Global Readiness of NUS Graduates

Written by Provost's Office on October 3rd, 2011October 5th, 2011. 52 Comments

We are living in a globalized and interconnected world; it has thus become imperative that our graduates are broadening their horizons, developing global mindsets and honing cross cultural skills.

How we seek to achieve this is broadly two-fold. First, we try to create as many opportunities for students to gain an overseas experience. Over half of our undergraduates will have at least an overseas exposure stint; and a quarter of our undergraduates will spend at least a semester abroad. We have also expanded the range of international learning experiences, from student exchange programmes with universities all around the world, to an entrepreneurial work and study stint with an NUS Overseas College. There are also a range of programmes of shorter duration, such as internships, summer programmes and research attachment programmes. Returning students have found their overseas experiences enriching and eye-opening.

Still, there is the other nearly half of our undergraduate population who are not participating in any of our overseas programmes. And amongst this group, some are students who have done well academically. Perhaps some of you could share why you are not pursuing an overseas stint and what the impediments are. Is it due to the selection criteria, or are finances the key obstacle?

Second, we are in tandem, ‘bringing the world to NUS’. Every year, we welcome over 1,400 exchange students from abroad. Faculty members join us also from across the world. There is so much richness in diversity, and its potential for mutual learning and edification is for us to embrace.

Herein, many students have shared that residential living in Halls and the Residential Colleges has been especially beneficial for cross-cultural exposure and learning. Yet, I think we can leverage further on the diversity on campus, whether in class or in the dorms. Is there more we can do to help students benefit from this diverse community we have on campus? Would it be useful for lecturers to formalize interaction opportunities in the classroom, such as through the assignment of groups? Afterall, this mimics a working situation where we do not always get to choose our partners.