Singapore, 13 July 2018 – The Singapore University of Social Sciences (SUSS) will launch several new initiatives and programmes as it welcomes new students at the end of the month.
The move is in-line with its social sciences focus and aim to encourage applied and collaborative learning. The new initiatives include new core curriculum, launch of e-textbooks, and Marriage and Baby Bonus Scheme.
New Core Curriculum
The SUSS Core aims to provide a transformative experience for SUSS undergraduates by focussing on educating the whole person – cognitively, socially, and creatively – and creating opportunities for personal development beyond the university. It will offer new courses that take a cross-disciplinary perspective on emerging global issues and incorporate a practical component to integrate teaching, learning, and doing. SUSS Core is designed to develop students with the skills to question, broaden, and create learning by:
- Teaching students to think critically and reflexively about the social world around them and how they position themselves in relation to it;
- Helping students connect with what is important in life and develop responses to better cope with new challenges;and
- Equipping students with experiences to articulate goals beyond the confines of the immediate surroundings.
To achieve these aims, the content of new SUSS Core courses will focus on global developments and emerging local issues. Seminars will be inquiry-driven and assessments will move away from written examinations to focus on better integration between teaching, learning, and doing. It will also support social innovation with community-oriented outputs, with learning objectives demonstrated through practical outcomes (e.g., creating a website, an app, infographics, poster presentation, or awareness campaign, or starting a service-learning project).
Please refer to Appendix A for more information.
Marriage and Baby Bonus Scheme
In support of Singapore’s continued focus in encouraging marriage and parenthood, all part-time adult students will qualify for two free courses when they get married or have children during their programme of study.
To be eligible, candidates must be:
- a Singapore Citizen or Singapore Permanent Resident
- registered his/her marriage on or after the implementation date of the scheme
- registered his/her child’s birth/adoption on or after the implementation date of the scheme
Both husband and wife/parents are eligible for the scheme individually if they are both students of SUSS.
Please refer to Appendix B for more information.
SUSS will be adopting e-textbooks for most of its courses. As the only Autonomous University that purchase textbooks for students, as such when we push for e-textbooks adoption, a large majority of our students will be using e-textbooks except for courses (such as foreign language courses) where e-textbooks are unavailable.
E-textbook is not just a digital version of a printed textbook; it is a platform that foster collaborative learning through shared annotation features. Faculty can highlight required readings and share notes within the e-textbook while students can highlight content with notes to draw instructor’s attention to areas that requires further explanation.
Most E-textbook platforms also provide study tools such as flashcards, and interactive multimedia to enhance independent learning. Instructors can benefit from the learning analytics provided in such platforms to monitor students’ engagement to identify students who were not as active and take appropriate actions to involve them.
The initiative supports SUSS education model where students can learn anytime, anywhere even when there is no network connectivity. Their e-textbook, which is part of the e-learning ecosystem of Interactive Study Guide (iStudyGuide), is accessible on multiple devices (i.e. desktop, laptop, tablet and smartphone) and across various operating systems (i.e. iOS, Android, Windows & Mac).
The University has launched the following programmes for the July 2018 intake:
1. Graduate Diploma in Financial Technology, and Master of Finance
The Graduate Diploma in Financial Technology (GDFT) programme, and Master of Finance (MFIN) programme offered by the School of Business at SUSS aim to help finance professionals and those in the PMET segment to gain knowledge of financial innovations and technologies, and to support upskilling to meet work challenge posed by advancements in technology and the disruptive changes in applications, processes, products, as well as business models that are transforming financial services industry.
These programmes cater to entrepreneurs, mid-career bankers, executives and finance professionals to acquire professional advancement and deepen their knowledge of finance, financial technologies and financial innovations. SUSS alumni who are looking for upgrading opportunities in finance area will find that these programmes are good options for them to continue with lifelong learning. For more information, please visit: http://www.suss.edu.sg/programmes/programme-details/Pages/Graduate-Diploma-in-Financial-Technology-and-Master-of-Finance.aspx
2. Graduate Diploma and Master of Adult Learning
As more sectors transform themselves and seek workers with relevant skills, the training and adult education sector here – which play a crucial role in building up a skilled workforce – will grow. Teaching adult learners and planning adult curriculum becomes increasingly complex in 21st century, calling for innovation and going beyond the traditional pedagogy. An adult educator needs to know how to engage, inspire and lead learning in the 21st century.
This programme affords excellent opportunities for participants to be equipped with the latest innovative knowledge and skills for adult education. Over and above the fundamentals of pedagogy and assessment practices, the programme will show how learning can be designed to accommodate different learner characteristics, preferences and goals, whilst leveraging on creative use of cutting-edge learning technologies. For more information, please visit: http://www.suss.edu.sg/programmes/programme-details/Pages/Graduate-Diploma-and-Master-of-Adult-Learning.aspx
3. BSc Logistics with International Trade Management
The Bachelor of Science in Logistics with International Trade Management aims to develop professionals with the relevant knowledge and skill sets to meet the needs of the industry. Courses in the Logistics major are developed in partnership with the Singapore Logistics Association (SLA); the course curriculum is designed with a blend of theory and industry practice that will equip students with the means to support the effective management of globalised supply chains operating in increasingly challenging environments. Singapore University of Social Sciences (SUSS) was one of the top 5 institutions nominated by Supply Chain Asia as Supply Chain Education Institution of the Year 2014.
The International Trade Management minor provides logistics students with good functional knowledge and soft skills to support the regional growth of Singapore's wholesale trade, and be proficient with technological developments that affect wholesale trade. The curriculum in the International Trade Management minor is closely aligned with the Skills Future Framework for the Wholesale Trade sector. Students will be equipped with cultural intelligence skills in relating with trading partners and conducting wholesale trade, especially in Asia, and have integrity in their work and in society.
For more information, please visit: http://www.suss.edu.sg/programmes/programme-details/Pages/BSc-Logistics-with-International-Trade-Management.aspx
4. BSc Logistics with Procurement Management
The Procurement Management minor provides logistics students with a good foundation in procurement to support social and economic objectives, to contribute to the organisation's outcomes, and to enhance collaboration among entities in the procurement process. Courses in the Procurement Management minor support the Ministry of Finance's Procurement Competency Framework. Students will be equipped with the necessary skills to strike the right balance between accountability, prudent use of funds and operational efficiency, and uphold integrity in their work and in society.
For more information, please visit: http://www.suss.edu.sg/programmes/programme-details/Pages/BSc-Logistics-with-Procurement-Management.aspx
SUSS will be welcoming our new cohort of students on Saturday, Jul 14, 2018. The number of students are still being finalised. A host of interactive activities awaits the freshmen. They can download the SUSS Orientation mobile application to access a personalised Orientation Schedule, Location Map, Gift Redemption and new Updates on the event. The new students will get to meet their Deans, who will share the vision of the respective schools, the support available and expectations of students; while Head of Programmes will share the study roadmap for the individual programmes and important pointers for a smoother learning journey.
For media queries and interviews, please contact:
Singapore University of Social Sciences
Valerie Ng (Ms)
Senior PR Manager
Communications & Marketing
DID: 6248 0364
About Singapore University of Social Sciences
Singapore University of Social Sciences (SUSS) is one of Singapore's six autonomous universities and its mission is to provide lifelong education that equips learners to serve society. Home to more than 15,000 students, SUSS provides an applied education that targets both fresh school leavers and adult learners, with a focus on the social sciences. It adopts a flexible and practice-focused learning approach and offers more than 70 degree programmes in various disciplines. Eligible students taking SUSS's undergraduate programmes enjoy government subsidies and access to government bursaries, tuition fee loans and study loans. For more information on Singapore University of Social Sciences, please visit www.suss.edu.sg.
The 10 SUSS Core courses and 1 applied social science project are offered along the 3 clusters of Thinking and Reasoning, Inquiry and Impact, and Meaning and Imagination.
|SUSS Core Courses (SCO)||SUSS Core Courses (SCO)|
|THINKING AND REASONING |
This cluster focuses on different types of critical inquiry and decision making.
1. SCO101 Why Do Good?
Do we have obligations to help others? Should we do good because we can? This course questions the basis of how we think about right and wrong, our reasons for doing or not doing good, and distinguishes between rights, responsibilities, obligations and types of duties. It will extend these views from the perspective of an ethical theory (e.g., utilitarianism) to a single issue (e.g., famine relief). This course is also a primer for most elective courses in the SUSS Core, which inspect our interaction between individuals and between societies.
2. SCO111 Reasoning like a Sceptic
This course teaches the basic elements of critical thinking. Students are introduced to fake news and pseudoscience to elicit scepticism about everyday information that they consume. Arguments are used to express the scepticism. Students learn how to identify, evaluate and produce arguments. They also learn the difference between healthy and unhealthy scepticism. Finally, they are exposed to a controversial argument each from economics, psychology and sociology, which demonstrates the use of arguments in domains with real-life consequences, and allows them to practise their critical thinking skills.
3. SCO113 Why Work?
The nature of work and our perceptions of work have changed considerably with globalisation and technological advancements. Not only have many traditional jobs been phased out or substituted by automation, but also jobs created in the new economy need to adapt to flexible work hours, multiple and borderless work locations, contingent employment (e.g., contract work and freelancing), and a consideration of the impact of work on the community and environment. What is the meaning of work to the modern employee and how should he/she respond to these changes? This course brings students through the changing nature and design of work, and allows them to develop their own meaning of work and labour, with a focus on the context of Singapore and the ASEAN region.
4. SCO211 Science for Sustainability
Progress in our contemporary society is often built on scientific advancements. Moreover, in this age of rapid mass communication, one needs to distinguish clearly the scientific, pseudo-scientific and non-scientific arguments in socio-economic discussions. This course begins with an exposition of the basic tenets of science and how science progresses. We witness the interaction between the physical and social sciences in the biggest problem that humanity faces in the 21st century: global climate change. Founded on a firm scientific basis, we understand the impacts climate change has on the environment and human society. The dire need to mitigate climate change today provides a strong motivation for developing renewable energy and moving away from fossil fuels as the main energy resource, thereby addressing the energy crisis at the same time. The course culminates in the three-pillar (economic, social and environmental) concept of sustainability and concludes with the critique of a sustainable development initiative. By the end of the course, students will see the importance of multi-disciplinary thinking anchored on science even when working within the social sciences.
|INQUIRY AND IMPACT |
This cluster looks at the science in the social sciences as it guides students through the framing and conduct of social inquiry and assessing policies and their impacts and side-effects
1. SCO103 New Empires
The digital revolution when compared to previous industrial revolutions is evolving at an exponential pace. The speed of its breakthroughs is unprecedented, the disruption it creates transforms almost every industry in every country, and the impacts on individuals, civil societies and governments demand personal and collective responses. This course surveys the dominance and impact of the tech sector in contemporary society within the political and historical contexts of industrial revolutions through selected case studies of these digital tech titans/giants – Google, Amazon, Facebook, Tencent and Alibaba – and compares them with other entities such as the state and corporations. It also outlines the challenges and discusses how we can benefit from the digital revolution, such as IoT, robotics, and big data. Students will also discuss the opportunities offered by the emergence of tech titans, how government and society can regulate some of the externalities such as cybersecurity, privacy, impact on consumption, digital gap and unemployment.
2. SCO153 Wired-up
How wired-up are you, and how much information have you given today? We leave digital footprints knowingly and unknowingly, and exchange information through the gadgets we use each time. In this course, we will think about data and their applications (e.g., targeted marketing, healthcare monitoring, crime prevention), along with the ways these technologies perpetuate social and economic inequities. The course will place an emphasis on key social concerns, and give students the opportunity to evaluate data-driven sources and contexts. For example, students will learn how digital profiling discriminates against certain groups with respect to job prospects and loan applications.
3. SCO155 Financial Crises and the Global Economy
There are a number of key drivers of change, one such being the financial crisis. Financial crises are a measure of the strength and interconnectedness of the global economy, which have intensified in increasingly shortened cycles over the last three hundred years to shape the world we live in today. Global financial crises have been a constant economic feature throughout modern history. From the Tulip Mania of 1636-7, the South Sea Bubble and the Mississippi Bubble of 1718-20, the Railway Mania of 1844-5, the Wall Street Crash of 1929 and Great Depression of 1930-33, the Asian Financial Crisis of 1997-1998, and the Great Recession of 2008-2009, financial panics have reshaped the global economy in fundamental ways. Studying the anatomy of each speculative mania and financial crisis can tell us how financial crises occur, what the consequences are, and what can be done to prevent the next one. The course will widen the perspective of students in terms of understanding the connection between finance and human well-being, helping them approach contemporary financial problems and economic policy responses from a global perspective.
4. SCO201 Space, Place, People and the City
What constitutes a city? How do we overcome the challenges of technological innovations that affect developments of cities, and manage the social, cultural and economic challenges of contemporary urban societies? This course introduces spatial perspectives: how spaces and places constitute the city, the city in globalising societies and economies, and the application of social inquiry to people, spaces, places, and technologies that affect urbanization processes.
5. SCO399 Design-X (10cu)
Design-X is a semester-long solution-driven project that aims to advance critical inquiry into a range of local issues using a cross-disciplinary perspective. It is meant for students with a keen interest in finding and constructing new insights to systemic and social issues (for e.g., using critical, system and design thinking approaches) and who want to work with faculty members to explore and develop solutions to address community concerns. Students can form project teams or join as individuals and submit their own ideas. Successful projects will be considered for fulfilment of the service-learning component for graduation.
MEANING AND IMAGINATION
This cluster guides students through the process of meaning-making through creative expressions.
1. SCO157 Empathy and Reflection
This course discusses how the Arts cultivate empathy and explores how empathy can help us better understand individuals and communities. It will also question the relationship between empathy and personal reflection, such as, how we can learn to distinguish our feelings from others’, and how we are able to take another’s perspective while regulating our own emotional response. Students will compose their own creative project (e.g., short film, podcast and music video) to elicit empathy for a cause they are interested in, or elicit empathy with their learning moments (for e.g., service-learning, overseas experience or work attachment).
2. SCO159 Story-telling and Story-making
Story telling is an intrinsic human activity. Since the days of cave drawings and oral traditions, technologies have changed the way we tell stories—visual stories told through photographs, spoken stories told through videos and recordings, written stories conveyed in blogs, etc. This course looks at what makes a compelling story by discussing the basics of storytelling (narrative structure, plot and character) and also what stories say about their story-makers. Students will produce their own story-telling project through a medium of their choice, to document, convince or inspire others of their journey in service-learning, overseas programme, work attachment, etc.