What does it take to learn well? Prepare yourself for the task ahead by experiencing how teaching and learning takes place at SUSS. Discover the traits of a successful learner at SUSS.

Note: Limited to 60 participants

There are pre-workshop activities to be completed before the start of the workshop. Upon successful registration of the workshop, instructions on these activities will be sent to your MyMail account.

Target Participants: New students

Registration Period: 2 Jan 2018 – 13 Jan 2018

Using credible sources to support your arguments is an important component of a well-written essay. Find out how you can uncover such sources available from our library and also pick up some tips on submitting good assignments through this workshop.

Note: Limited to 60 participants

Create mind maps that help you think visually – even if you cannot draw. Make notes with your personal set of visual tools. Get tips on how to maximise your memory.

Note: Limited to 40 participants per session. Please bring along one of your courses’ Learning Outcomes (i.e. learning outcomes from one of the study units in the iStudyGuide) to the session.

What is academic writing? How is it different from other genres of writing that you’ve done? Get a head start on submitting good reports and essays by learning what constitutes good academic writing.

Note: Limited to 100 participants per session.

This workshop aims to consolidate students’ academic writing skills. It will help students to well structure their essays, develop effective arguments, and adopt the writing strategies to produce high-quality assignments.

Note: Limited to 60 participants.

There is a pre-workshop task to be completed before the start of the workshop. Upon successful registration of the workshop, instructions on the task will be sent to you together with your confirmation email to your MyMail account.

What is a research proposal? How to build literature review? This workshop introduces the writing skills to compose good proposals and literature review in the initial stage of capstone projects/applied projects/Masters dissertation.

Note: Limited to 60 participants.

How to describe research method and present research findings? This workshop strengthens your understanding of research writing, and enhances your writing skills while reporting your capstone projects/applied projects/Masters dissertation.

Note: Limited to 60 participants.

Date: 6 January 2018 (Saturday)

Date: 6 January 2018 (Saturday)

Date: 14 April 2018 (Saturday)

Time: 6.30pm to 10.30pm

Venue: Mandarin Orchard Hotel

Theme: Fulfilling Purpose with Passion

Dress Code: Formal

Date: 5 May 2018 (Saturday)

Time: 9.00am to 3.00pm

Venue: SR C.7.10

Target Participants: Associate Faculty and Instructors at SBIZ

This workshop aims to impart the skills of designing, implementing and facilitating learning in an active blended learning environment. The topics that would be covered in this workshop include the theoretical perspective of blended learning and deep learning, principles of flipped learning, and how to design for anchor activities. As a participant, you will get to experience the process of learning as a student and as a designer. More importantly, you will be part of a community of practitioners engaged in active blended learning at SUSS, by improving on and contributing to a repository of active blended learning lesson plans and, the training of future instructors.

At the same time, facilitation is often regarded as an important cornerstone for active learning to take place. This is an essential skill particularly in a blended learning approach where learners are to participate in activities during the face-to-face sessions. This workshop aims to equip instructors with the knowledge and skills of facilitation.

Date: 17 May 2018 (Saturday)

Time: 7.00pm to 10.00pm

Venue: SR C.8.07

Target Participants: Associate Faculty and Instructors at NSHD

The aim of this session is to help participants develop and refine their use of multiple choice questions (MCQs) as an assessment tool.

Topics to be covered include:

1. What are MCQs good for?
2. Used as a pre-course quiz, what purpose might MCQs serve?
3. How can we use MCQs to connect (and correct) prior knowledge to new knowledge?
4. How can MCQs be properly used as a diagnostic tool?
5. How can we adjust the difficulty levels when writing online MCQs?
6. How can we write better automated feedback for online MCQs?
7. What are positive and negative examples of MCQs?
8. How can MCQs be designed to capture different student answers which may indicate varying degrees of comprehension?
9. How can MCQs be used to test “application” and “extension”?

Notes: Limited to 30 participants per session.