In this issue, CDTLink solicited views from the NUS population—teachers, students and alumni—on this subject and a selection from the many thoughtful and thought-provoking responses received is presented in subsequent pages. We hope the opinions shared inside will promote dialogue and help to raise awareness about how we educate our students.

As evidenced by the variety of responses we received, there is no single, simple definition of good teaching, but there is common ground. For example, a study² asked NUS teachers, students and employers to rank a list of educational objectives. Most respondents from the three groups ranked developing analytical thinking skills first. Other objectives like understanding main principles, obtaining a structured overview of the subject and developing practical application skills also ranked highly, while gathering detailed information was considered a fairly low priority.

Obviously, higher education must do more than provide information and training. Far more important is to help students move beyond the acquisition and reproduction of facts to focus on knowing how rather than what. We need to develop our students' faculties for understanding, using and creating knowledge. Process and application skills are critical in a rapidly changing world and will empower our students for continued independent learning, equipping them not only for the immediate workplace but also enhancing their lifelong viability.

The bottom line is that good teaching should bring about effective learning. In part, this depends on students being competent learners with the necessary skills to deal with the demands of higher education. But while good students will learn in spite of, rather than because of, their teacher, most students learn better with a competent teacher. The good teacher recognises that telling is not teaching, and listening is not learning.

Effective teaching requires mastery of and keen interest in one's subject—sustained by research and keeping abreast of developments and new knowledge— as well as the ability to communicate the knowledge and equip learners with the ability and desire to go on learning beyond formal education. Some pedagogical skills are helpful here. Effective communication of knowledge and stimulation of student interest involve such practical considerations as adequate preparation, a clear statement of objectives, systematic presentation, the use of appropriate techniques to facilitate student learning and the ability to work within time constraints and other realities. Paying attention to such practicalities will contribute significantly towards good teaching.

This requires continuous effort, but good teachers are unlikely to be daunted. Professionalism—part of NUS's culture of commitment to excellence—is undoubtedly demonstrated in our teaching community and I would like to take this opportunity to salute the many excellent dedicated teachers at NUS.

¹ Registrar's Office, internal memo to all staff dated 27 March 1995 (R90_44B).

² "The Effectiveness of Different Teaching Methods at NUS: A Campus Wide Survey", a multidisciplinary research project (RP 910097) undertaken by Daphne Pan (principal investigator), Martin Betts and Susan Liow. Copies of the report are available at the library.