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Less emphasis on grades for core modules/lesser workload. This is because for me personally, I am weak at core modules as I can't seem to find the techniques to score in this module, which will pull my cgpa down. I believe that there are other peers out there who are in the same boat as me, and hence may have the dislike/unmotivated to put in their effort for core courses.

Despite being able to SU 40cu of core modules, some peers do not want to do so as they want to attain some school awards. For those who do not really care, this gives them the mindset to just "leave it" and put in their bare minimum, resulting in wasted opportunities for learning etc.

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One of the most positive experiences thus far is my NIE351 trip. Despite having limited choices when bidding for this module as I could only attend a night class, my experience overseas surpassed my expectations. I also got the chance to interact with many peers from diverse backgrounds during the trip!

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It helped me broaden my horizons as I would most likely not have chosen to bid for these mods if they were not compulsory. Nevertheless, it has been a fulfilling experience as I get to learn more about different topics such as environmental resilience, social workers mental health etc, and even have the opportunity to travel overseas to a country (Phnom Penh, Cambodia) which I would most definitely have not went to for my own personal holidays etc.

Key skills would be a broadening of horizons which taught me to connect the dots and understand how different issues can relate to each other.

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I believe students generally have a poor perception of core modules. They take it as "If I get at least an A-/B+, I'll keep it, if not I'll just P/F the mod"

I think this has bred quite unhealthy attitudes towards the core curriculum.

I think whilst interactivity is essential, a lot of students in SUSS don't really care for some odd reason, so even if you come up with engaging activities, many still won't show up... (just being honest)

In terms of ways to improve... I think CIEL could perhaps engage students in more effective/interesting skills?

I remember in year 1, I had friends who intentionally attended NCO102 just because they wanted to learn how to write, and they saw that a hard skill could be learnt there.

Of course, there are other hard skills in other mods such as making an academic poster in NCO212, and there are many more. I think these skills should be pushed to students looking to prepare themselves as best they can for their careers.

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I think getting to know the faculty has been one of the best parts of my SUSS journey. In particular, Dr Diana, Dr Chew Yi Wei, and Dr Ho Chi Tim have been some of the highlights of my learning experience. Their guidance, passion, and teaching styles have inspired me

Also, I appreciate that the curriculum has made me feel like wanting to become a better citizen.

Also, the curriculum for several core modules has been thoughtfully designed to challenge me to think beyond my comfort zone. The multitude of approaches to teaching and application have been helpful for all things.

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Firstly, it was really helpful in developing the habit of noticing the nuances in topics and being more aware of potential issues that may not be immediately obvious. This has strengthened my critical thinking skills and made me more mindful about considering multiple viewpoints before forming a conclusion.

In addition, the SUSS Core has improved my ability to communicate ideas more effectively, as I have learnt to express myself with greater clarity while acknowledging different perspectives. It has also enhanced my problem-solving approach, since I now pay closer attention to the social and ethical implications of decisions.

Key skills i learnt include adaptability, critical awareness, and introspective thinking - Skills that are important both in life and academically

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Please. Let. Students. Decide. On. Their. Groups. While I understand the intention for an interdisciplinary mix, the fact of the matter is that most students do not care about the modules (reasons covered in other feedback), and in an unlucky strike (of which I have had more than 3), the module becomes hell to complete - no one is on board, no one is keen, everyone does and learns the bare minimum. I also think we need to redefine what interdisciplinary means to the faculty. It is not just majors which are interdisciplinary. We have our minors, former diplomas etc. too. Enforcing a discipline major criteria in grouping can really make life difficult.

I think the mode of engaging students has to be more interactive, especially for students who find taking on a different discipline in a wholly classroom setting intimidating. Some core modules integrated field trips and guest lectures, which I thought would make the other full-class based core modules digestable.

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In NIE201 and NIE352, I thoroughly enjoyed Dr Cera's ability to critique and break down our ideas, especially during feedback for assignments. This was important for the NIE modules, which would regularly be a sensemaking of mishmash literature. This shaped our ability to frame interdisciplinarity in academic writing and presentation of ideas.

For NCO111, I liked the GBA's team debate style which was really engaging and different from the usual presentations. I also liked how Dr Benjamin provided alternative narratives to the notion of "hard work".

NCO103 was one of the best modules I have taken in SUSS. I had the opportunity to delve into film analysis, ethnography, and understand how discourses are shaped in new media.

NIE351 provided a foreign space where we had to work through a problem, which we set out to investigate with global communities. It was an experience which shaped my understanding of cultures philosophically, academically and tourist-ically.

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The Core program was useful in consolidating interdisciplinary knowledge while maintaining its depth, allowing me to engage in other areas of study such as urban sociology, philosophy, history, new media, and Southeast Asian studies.

I learnt how to analyse various journal articles from different fields, beyond what I was used to from my social work major.

The most valuable skill attained would be a sense of criticality, in viewing a specific issue through multiple perspectives and, in doing so, breaking down problems and identifying gaps that would never be surfaced through a singular understanding. This holistic problem-solving approach has been integral in my framing of social issues in Singapore.

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Some classes tend to have many students who may not attend regularly. Hopefully, in the future, students will come to see the SUSS Core as an important and valuable part of their learning experience.

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Some of my most positive experiences in the SUSS Core came from the interactions with students from different majors and disciplines.

Although it was daunting at first, once we warmed up to each other and began tackling the module challenges together, I realised I had made new friends, people I would occasionally hang out and interact with outside of class.

One of the most memorable experiences was through NIE351, during the trip to Laos. I met an amazing group of people who I’m still in regular contact with, sharing suppers, meeting up, and studying together even after the module ended.

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The SUSS Core served as a great launching pad, helping me become familiar with and equipped in the fundamental writing styles and expectations for university assignments. For instance, NCO102 (Effective Writing) strengthened my ability to construct strong arguments and develop clear pointers, skills that have benefited me across all subsequent modules.

Modules like NCO203 (Critical Thinking) provided opportunities to leverage my strengths and skillset in practical contexts. By validating and interviewing team ideas with industry stakeholders, I learned how to effectively reach out, engage, and gather insights from various professionals.

As a result, I was able to break these skills into actionable steps, allowing me to seamlessly apply them to my assignments and other modules throughout my studies.

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I think a better overall promotion of the SUSS Core may help to change the perspectives many students have?

I think currently many perceive SUSS Core as less important than major based modules - especially since there is a higher number of pass/fail credits available. It makes skipping class and paying less attention in class easier. By helping students to find a link to their major, it might help to change the perspectives of students.

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I have really enjoyed most of the SUSS Core mods and all my lecturers and professors have been very passionate during class which I believe really helps make the classes a lot more engaging and enjoyable!

I am very thankful that they are very approachable and provide good support both in and outside class (both for assignments and general life advice lol) My professors have honestly been one of my favorite positive experiences and they make me want to do well to make them proud.

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For me, the SUSS Core has equipped me with skills relevant not only in my course in HRM but in my daily life. It challenged me to see things from different perspectives and provided me insight into areas that I would not have considered before.

Some of the SUSS Core mods that I have taken are NCO101 and NCO205

NCO101 (Living with Community) gave me the opportunity to explore my community and learn what is being done in my neighborhood to ensure harmony in a multicultural society like Singapore. I really enjoyed this module as i got to see how our society functions and how different groups in Singapore live peacefully together.

For NCO205 (User-Centred Design: Human Factors and Design Thinking), it taught me to think outside the box to figure out everyday problems. This gave me the chance to be innovative in a safe space and explore different ideas that I would have been too afraid to test in the real world and see if they were actually possible to be done. It also taught me to be detailed as everything in design-thinking is done with a purpose.

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CIEL should be organise quarterly sessions with SUSS students. Many dread about it and the attendance is dwindling for some classes.

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All my professors have been exceptional. Prof Dean for my NIE301 class seemed to enjoy the PasarFish Tekka Market tour HAHAH. But all of them have been passionate. Most of them are passionate.

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I took NCO101 to 103 , NCO111 and NIE201. Currently , I am taking NIE 301, 351 , NCO212, and NCO203. The NIE301 module made me realise that culture and heritage is beyond the present. It is about the past and present.

For NCO101 , it was about social cohesion, multiculturalism and sociology concepts. I really liked the concept of how society works, and understanding the society.

For NCO102, 103, it helped me with the story telling and effective writing portion.

NIE201 made me realise some problems are not easy and complex. These are wicked problems and they require interdisciplinary process.

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most of the students don’t see suss core mods in a good light and usually wish to do bare minimum/wing it, i think it could help if the school strongly emphasise on how these are the transferable soft skills that will be useful once they step out into the society.

also just a thought… if nie351/301 is made a graduation requirement for students to enrol in, why did the school allow students to p/f it? asking because my back hurts from most of the carrying

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usually the level of engagement from course instructors influence on whether students want to perform well or not in a particular mod, i’m glad to say i met a few passionate ones (🙏🏼) who are sincere in helping students to do well in the mod.

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i enjoyed how the suss core mods emphasise on the transferable skills students get to learn from, which may not be apparent to many students, but honing these soft skills are as important as technical skills, which may increase our employability.

we get to focus on

discovering/understanding our personal strengths/weaknesses (nco201/112), a necessity on the road to our own version of success

engage in our critical / analytical reasoning skills (nco203), a highly valued soft skill these days

understanding of wicked problems and learning to mitigate from different interdisciplinary perspectives (nie201/351)

application of design thinking to help with an issue (nco205)

most importantly, suss core mods require students to do some soul searching reflection which is critical as through reflection, students get to evaluate their own thinking process. that’s where the real learning begins as it commits to our mind for a longer period of time imo (on top of course materials)

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Explaining more to the students about the importance of CIEL courses with relevant examples related to their degree would be great. Many of my friends dread CIEL courses and think that there are no takeaways from it unfortunately

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My NIE201 prof Cera was great at helping me understand the abstract concepts taught during class

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Got me thinking more about a particular issue and seeing beyond the surface level. NIE201 has helped me to connect the dots between different disciplines and sometimes even see the contrast in how the disciplines view the same issue differently.