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NUS career centre has already been helping students to highlight their societal contributions as achievements in their CVs. Many prospective employers see these things positively.

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Create cognitive and emotive dissonance by curating experiences that allow our students to stand in the shoes of underserved communities so that they feel the compulsion to serve and give back to community.

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Emphasise personal impact as a key learning outcome and in University values.

Drive this through alumni activities and celebrations of success.

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Participate in service learning locally and in the ASEAN countries. Get involved in SG Enable programmes.

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2 ways. One is to add on to students' understanding of social issues like sustainability and Singapore perspectives thru introduction of compulsory modules. This is done across most IHLs. Second is to infuse such issues in the curriculum of domain subjects. UCL infuses the topic of sustainability in to its mathematics module by helping students to understand how math concepts can be used to address sustainability issues.

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Curate youth programmes that help our young people have a better understanding of what a university education means in this day and age because university education today is not university education that they fathers have gone through. Hopefully this will help our young find their sense of purpose and what defines success for them.

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Useful for us to discuss philosophically, in the age of AI and mr Google, what is the role of IHLs, and what is it that we are able to teach. Is it about the ability for us to hold different views and yet debate them with respect for each others’ perspectives but also allow us to reach a deeper understanding of our own convictions and blind spots (or biases).

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Support them with some possible projects or problem statements for those who may not have ideas to contribute

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Support them with some possible projects or problem statements for those who may not have ideas to contribute

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Give students opportunities to engage the lower strata of the society to open their eyes.

To sensitise students to the various needs of their peers.

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Allow more students to see the impactful contributions of their peers (like the good work done by students in the NUS Chua Thian Poh Community Leadership programme) through actual seminars or social media.

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Explain to students that their impact on society will define the society that they have to live in. Encourage them to participate to shape the developments they want to see.

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Common core curriculum must include the realities of Spore changing demographics and demands of the workforce. Invite biz association's to explain the needs of enterprises and industries.

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Look beyond the IHL sector and partner other agencies such as NYC and YCS on their Youth Corp Leadership Program. This will drive student volunteerism.

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Student / alumni led initiatives, create the ripple effect or MLM like network

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Set aside protected time for students to contribute to community projects that meet certain objectives and conditions.

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Is it worth teaching something like this?

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Relate it to their personal growth and how they can apply their knowledge and skills

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Relate it to their personal growth and how they can apply their knowledge and skills

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Allow a section in society contribution segment in the student’s transcript upon graduation.

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Engage students in game of trade offs

how they can contribute individually

How they can contribute collectively

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Tzu Yang SUTD Attach obligations to funding of student clubs and activities

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Tzu Yang SUTD Attach obligations to funding of student clubs and activities

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When we support student activities with funding, require an element or angle which involves helping or meeting an external need, and require reflection on the experience to be shared via a report.

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Linking students to alumni who are working on similar issues

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Linking students to alumni who are working on similar issues

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Support ground up initiatives for the passionate 10% students who want to serve communities beyond the Core requirements. 

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Support ground up initiatives for the passionate 10% students who want to serve communities beyond the Core requirements. 

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For sustained effort, partner with corporates/industry, and not just with community grps or NPOs

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Build learning and activities related to what they want to achieve and societal impact into the learning.

Emphasise the importance of this at the outset, as part of induction, and through the values of the University.

Create reflective opportunities at different point in their studies for students to consider these matters

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Match student initiatives for societal causes with Alumni giving as source of funding. This fosters engagement with the Alumni and purpose driven entrepreneurship from the students, and hopefully an appreciation of success from some risk taking and personal effort.

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Important to create a sense of belonging. Important for our students faculty abd staff to be proud of where they work study and play.. the feedback I constantly receive is find us a place we can call Home.

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Experiential elements must be introduced in both curricula and co-curricular programmes and this must taken through multiple touchpoints throughout the lifecycle of the learner

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IHLs should open up the classroom and facilitate more experiential learning. Eg service learning. Partnerships with social agencies operating on the ground are useful. More intensive engagement with community will generate useful perspectives and empathy.

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Need clear signals that community projects and contributions matter and are recognised as desirable attributes.

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Get seniors who have good experiential learning experiences to share and mentor their juniors.

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Have funding to let students self organise and initiate community projects and initiatives, showcase their stories and pass on the passion to others

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RP is adopting the Designing Your Life framework to help students apply design thinking to design purposeful and fulfilling lives by integrating their Lifeview and Workview. It also provides clarity on what ‘success’ means for each individual. In the process we will require students to do community engagement initiatives so that the experience can shape how they want to design their lives - to create a positive impact on the wider community.

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Move classes out from cushy classrooms into the community to make it real and experiential

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Move classes out from cushy classrooms into the community to make it real and experiential

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SC Goh/NTU

Extend Final Year Projects to include components of Servive (social impact) and Collaboration (across AUs with POLITE)

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Strengthen pastoral care curriculum at IHLs to allow mentors to work with their mentees on defining success beyond material gains. RP is looking to apply design thinking principles to life design through Design Your Life. One element of the approach is to drive impact to society.

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Alumni as mentors to PET leaners

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SMU has introduced a co-curricular transcript that captures not just the activities students have undertaken, but how and to what extent they have grown (eg in global citizenry, personal resilience, interpersonal skills; at exposure, intermediate or transformational level)

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SMU has introduced a co-curricular transcript that captures not just the activities students have undertaken, but how and to what extent they have grown (eg in global citizenry, personal resilience, interpersonal skills; at exposure, intermediate or transformational level)

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Let them see the results (outcome) of their contributions. Hearing the beneficiaries express their thanks and how what students/alumni did have helped to improve their lives will make the students and alumni want to continue contributing even after they have graduated

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Hold talks by leaders or organizations on issues and challenges of Singapore society for students 

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Hold talks by leaders or organizations on issues and challenges of Singapore society for students 

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Concept of paying forward is key, and a way for self-organisation, facilitated by easy access to resources, followed by curation of impact and outcomes, which are then crystallized into learning points of what worked and did not work, so that a next team can easily take up the baton to do the same thing in an area they care more about; or to do better in a similar area with more innovative approaches.

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Many want to contribute but do know the available opportunities. IHLs can work with relevant agencies to map the needs on the ground to derive available opportunities. Then students can see the list and identify the opportunities that they are keen to serve.

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Using design thinking framework to understand community / sustainability challenges and propose a possible idea as solution - in SP's Common Core Curriculum

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Workshop to help the students work through personal meaning and success - through program like 7 Habits - help them to reflect on their deepest desires in being persons who can contribute to their family, community, society at large

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Instil a sense of Purpose in everyone. This will be the “North Star” or reason for being which will drive behaviour and action to contribute to the community.

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Adopt a cause that is close to their heart: (part of Singapore’s societal challenges), build a solution, rally others to join in. Build into personal portfolio. Support them by linking to mentors and companies who share similar concerns 

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Adopt a cause that is close to their heart: (part of Singapore’s societal challenges), build a solution, rally others to join in. Build into personal portfolio. Support them by linking to mentors and companies who share similar concerns 

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Enhance impact by concentrating contributions on specific communities and sectors, rather than diffusing across multiple sectors 

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Enhance impact by concentrating contributions on specific communities and sectors, rather than diffusing across multiple sectors 

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Each IHL can focus on specific sectors and domains or communities, and this will allow the impact to be more enhanced.

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Get students to serve the community in a way that makes use of their skills

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 Create alumni support networks and funds to support community service projects by alumni (and not just students)

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 Create alumni support networks and funds to support community service projects by alumni (and not just students)

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Have a Inter-School Social Day/Week where student reps across different Poly, IHLs, Etc come to discuss about Social issues and Social compact. This will raise awareness among students on the importance of social cohesion and dialogue.

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A lot of things cannot be taught, but they can still be learnt… so maybe we should tweak our focus a bit…

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Leverage on community svc, CSR, ESG as a means of enagaging students while they are with us, and to continue onwards when they become alumni.

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Put up inspirational narratives/Create platforms for students to share their community service experience and the impact they have made through such participation.

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Service learning, mentoring juniors, volunteering are some co-curricular activities that will help

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At the university level. For alum and students?

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strengthen impact assessment, and share this back to students so they appreciate the concrete impact of what they do. To see real outcomes can be a form of positive encouragement to do more.

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Embed more interaction sessions/interviews with professionals from all walks of life and life stages as part of ‘societal exposure’ requirement (e.g., police sergeant, air traffic controller, cleaner) to understand their life perspectives and what they value or miss

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A semester working with VWOs, just like a semester working in Silicon Valley

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Experiential self-realization has to be the key approach. This cannot be told, it has to be experienced, reflected and discussed and debated, to build consensus and social value in recognizing the value of such impact.

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Share on Instagram shorts of past and present students are contributing

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Really like NUS’s and SP’s common core curriculum. However, noticed that something important like personal financial mastery is missing. Personal money management, smart buying, good budgeting, eschewing get rich quick schemes, paying off credit card interest are not natural skills that a graduate would just get. 

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Really like NUS’s and SP’s common core curriculum. However, noticed that something important like personal financial mastery is missing. Personal money management, smart buying, good budgeting, eschewing get rich quick schemes, paying off credit card interest are not natural skills that a graduate would just get. 

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Make it compulsory for students to join CCAs. Make available more CCAs that have community beneficiaries.

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We are starting an Inno Lab with Southwest CDC to solve precinct level challenges with combined IHL team. Do join us

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We are starting an Inno Lab with Southwest CDC to solve precinct level challenges with combined IHL team. Do join us

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Have real world settings there than mere classroom lessons to stimulate empathy.

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Have real world settings there than mere classroom lessons to stimulate empathy.

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Provide more student awards that recognize society impact

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Provide more student awards that recognize society impact

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We need to start the recognition from young. This provision of student awards or recognition should be done from primary school all the way to university.

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Come up with handphone app for Game of Trade-Offs

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