In the year under review, the University re-articulated its educational vision and philosophy. The distinctiveness of being a leading global university centred in Asia opens perspectives and paves the way for the University to provide meaningful opportunities for students to gain international exposure while incorporating Asia-related contexts and perspectives. A new International Strategy was also developed to enhance efforts in international contributions and further elevate the University’s position as the partner and university of choice in Asia for many of the world’s best universities and students. Among other things, this strategy would provide increased opportunities for students to broaden their intellectual and personal outlook.

Expanding on the “no-walls” educational environment, the University continued to develop challenging courses and interdisciplinary offerings. In the Academic Year 2007/2008, nine new joint, double and concurrent degree programmes with overseas institutions were introduced. Eight new graduate degree programmes and seven new double and concurrent degree programmes within the University were launched. A new framework was also established for Double Major programmes, with some 27 second majors offered by the faculties of Arts and Social Sciences, Engineering and Science in Academic Year 2007/2008.

More than 38 Memoranda of Understanding (MoU) and agreements were signed under the period of review. One such agreement marked the admittance of the Lee Kuan Yew School of Public Policy (LKYSPP) into the premier Global Public Policy Network, resulting
from the establishment of double degrees with the London School of Economics and Political Science, Institut d’Etudes Politiques de Paris (Sciences Po) and Columbia University. LKYSPP is the first Asian member of this prestigious alliance of public policy
educational institutions.

The University advocates increased participation in overseas attachment and summer programmes. There were 16 Student Exchange Programme agreements signed, showing an almost two-fold increase over the last review period. About 19 per cent of our graduating cohort participated in the Student Exchange Programme and NUS Overseas Colleges while over 47 per cent were involved in programmes that offer overseas educational and related experience. Through programmes such as the Semester-in-Southeast Asia Exchange Programme and University Scholars Programme’s “The Politics of Heritage” module, students would gain in-depth knowledge through real world encounters.

The University has a responsibility in educating and mentoring students and it entails a constant process of renewal and discovery. To promote quality teaching and learning, the NUS Centre for Development of Teaching and Learning underwent a major restructuring exercise to review and enhance its programmes for faculty members in areas such as professional development, quality assurance and research in education and pedagogy.

A major upgrade was undertaken in online applications and services as the University strives to complement face-to-face teaching with online teaching. Integrated Virtual Learning Environment (IVLE) 9 was launched with the provision of more teaching tools, customisable interfaces and new services such as Communities, Instructional Blogs and Mobile Blogs to leverage on new technologies so that students are able to reap maximum benefit from their learning experience.

A virtual campus called NUS Second Life was also unveiled, the first by a Singapore university. Apart from providing a platform for 3D interaction among students, staff and alumni, the virtual campus has also successfully conducted in-world tutorial sessions. Since the launch, some 6,000 student Avatars have registered as residents in NUS Second Life while a total of 708 students have attended the online tutorials.

More avenues for personal development outside the classroom were created through new student interest groups such as Students’ Kindness Movement, visual arts appreciation group NUS Boulevart and English drama group NUS Stage. While these activities enhance the richness and artistic diversity of student life, they also contribute towards a holistic education which will help students grow socially and culturally.