Teaching and Learning

SIT aspires to foster an enabling culture for learners and staff. It attaches the highest importance to ensuring high quality applied learning experiences and outcomes for all SIT learners, and to support academic staff to achieve these educational goals.

The following principles aim to guide excellence in teaching and learning practices, while recognising that effective teaching and learning involves a partnership between learners and the university:

Prioritising an active, authentic, and collaborative learning environment.
Enhancing learner engagement and applied learning through effective curriculum design, pedagogical approach, and criterion-based assessment strategies.
Emphasising the importance, relevance, and integration of theory and knowledge with professional practice to develop keen insight into real-world industry needs.
Encouraging the spirit of critical inquiry and creative innovations informed by industry trends and applied research.
Upkeeping SIT’s pedagogical models in a sustainable manner through continuous improvement, professional development of academic staff, and critical reflection informed by a range of evaluation approaches.
Providing learning experiences that foster the development of SITizen-DNA.
Preparing learners through holistic education with the necessary skills and personal qualities to excel as industry professionals, guided by the Industry-Ready Skills Framework.
Integrating social context in teaching and learning elements, activities, and projects within its academic programmes.

SIT Teaching Criteria Framework
The introduction of the SIT teaching criteria framework in this document forms the foundation of the teaching aspect within the faculty’s academic portfolio. It guides developmental and evaluative discussions and career planning related to teaching and learning.
To uphold a high standard of teaching, the criteria embedded in the framework are derived from the following principles:
Design and planning of effective and appropriate learning activities.

Design and development of authentic assessment, and giving timely and constructive feedback to learners on their work.

Provision of effective learning environments, support system and guidance.

Development and adoption of innovative teaching methods to drive deep, applied, and personalised learning (e.g. blended learning, tech-enabled pedagogy).

Proactive evaluation of practice and continuing professional development.

Integration of scholarly research and professional activities with teaching and in support of learning.
Responsibility and Accountability
Good teaching requires multiple levels of accountability to ensure the quality of SIT’s educational offerings. Responsibilities and accountability at distinct levels are as follows:
University Level
In ensuring the quality of its educational programmes, the responsibilities at University level include:
Allocating resources such as manpower, learning spaces, facilities, technology, and materials to facilitate the effective delivery of modules/CUs through blended learning, with careful consideration given to learner needs and programme requirements.

Establishing procedures to provide guidance on the quality of module/CU delivery, criterion-based assessment methods, technology adoption and learning outcome attainment, ensuring consistency and effectiveness across all modules/CUs.

Providing academic guidance, counselling, career mentoring and support.

Upskilling the digital competencies of learners and academic staff to foster innovation, enhance productivity and adapt to changes in the rapidly evolving digital landscape.

Encouraging learners to give back to the community through social innovation and community projects.

Providing learners with interdisciplinary perspectives and fundamental skills in preparation for specialised studies through university-level requirements.

Cluster Level
In ensuring the quality of its educational programmes, the responsibilities at Academic Cluster level include:
Encouraging and providing opportunities for the professional growth of academic staff, ensuring they become well-equipped and effective educators.

Following established SIT procedures for approving any new programmes.

Promoting quality assurance processes to ensure that:

The programmes deliver effective programme learning outcomes to impart the SITizen-DNA.

The programmes adhere to the principles of good teaching and learning outlined in this policy section.

The programmes and components are systematically reviewed and followed up.

All criterion-based assessment requirements are in accordance with SIT’s Assessment Policy.

Facilitating the exchange of information regarding best practices in teaching and assessment among colleagues, as described previously.

Promoting learner equity/parity in academic matters.

Programme Level
In ensuring the quality and efficiency of its educational programmes, the responsibilities at Programme level include:
Upholding the academic integrity and rigour of the programme.

Providing clear programme and module goals and outcomes.

Overseeing the delivery of programme planning and scheduling, programme evaluations, grades, assessments, and training materials.

Monitoring and ensuring the completion of common modules that are part of the university-level requirements within the programme.

Ensuring that module/CU learning outcomes are aligned and mapped to programme learning outcomes.

Preparation, distribution, and record-keeping of module/CU profile for each module/CU.

Ensuring that module/CU material meets the appropriate standard for its level and the programme it offers.

Providing opportunities for learners to develop the professional attributes and SITizen-DNA relevant to the subject.

Providing opportunities for learners to practice self-directed and lifelong learning.

Promoting a culture of regular communication and consistent process between faculty members and associate faculty teaching in the same programme, thereby ensuring consistency in meeting programme learning outcomes, content delivery, assessment, and other quality control matters.

Maintaining assessment rigour, for example, ensuring that all examinations and tests meet the stated learning outcomes of the modules/CUs, are appropriate to the level of the programme, and have been reviewed and approved within the Programme/Cluster. The purpose is to ensure that all assessments are clearly set out, free from error and of a duration appropriate to the demands of the assessment’s content.

Maintaining and ensuring good and consistent assessment processes such as:

Ensuring appropriate variation in assessment tasks in successive unit instances to avoid the potential for academic misconduct by learners;

Submitting all examinations and in-session tests to the delegated authority for review and approval;

Ensuring that assessment results are kept so that they can be included in periodic IT backup exercises.

Monitoring and communicating Teaching and Module feedback and ensuring feedback is reviewed and addressed as appropriate.

Following quality assurance processes for the annual planning and internal review of the degree programme, culminating in its external audit and accreditation.

Synergising with various departments to access resources.

Connecting with industry professionals for advice on educational programme development, Work-Learn Integration and graduates’ career opportunities, where appropriate and relevant.

Module/CU Level
In ensuring the quality of teaching and learning in each module/CU, the responsibilities at module/CU level include:
Designing modules/CUs in close consultation with the Programme Leader (PL), and with inputs from, but not limited to, the module/CU instructors, learning designers, librarians, AP Admin team, professional officers, and leads of closely related modules/CUs.

Preparing learning resources in alignment with the required learning outcomes. These would include those utilised in both in-person sessions and online learning via the Learning Management System, along with other educational technology tools.

Ensuring that the content delivery and assessments follow closely to the required outcomes of the module/CU as approved and documented under the respective module/CU profile, managing resources, and coordinating efforts from all module/CU instructors, including associate faculty, professional officers, and guest speakers.

Enabling learners to navigate the module/CU smoothly and have easy access to needed information. This includes, but is not limited to, communicating to learners on matters concerning the module/CU, including module/CU learning outcomes, timetable matters, learning activities and resources for both in-person sessions and online learning, assessment tasks and rubrics, and expectations on learners’ responsibilities.

Encouraging learners to provide feedback through the Early Learning Insight Survey (ELIS) by midpoint of the module/CU and consider early feedback for improvement in the subsequent delivery of the module/CU contents.

Ensuring assessment rigour through pre- and post-assessment moderation, which may include:

Vetting assessment tasks, test and examination papers, rubrics and marking schemes to ensure correctness and alignment to learning outcomes;

Ensuring consistency across markers when using rubrics and marking schemes; and

Checking of marks to ensure accuracy in marking and transcription.

Ensuring effective feedback on learner assessment tasks is returned promptly.

Reviewing the module/CU at the end of the trimester based on inputs from the Module and Teaching Feedback as well as feedback from other teaching instructors and proposing any changes to the Programme Leader (PL) for the next module/CU planning cycle.

Maintaining all documentation related to the module/CU for external accreditation and internal review processes.
Module/CU Profiles
Module/CU Profiles must be developed for each module/CU offered by the programme. The module/CU profiles capture the key aspects and design of the module/CU and serve proper documentation purposes. The module/CU profile includes the following:
Intended learning outcomes of the module/CU, academic content (a description of the module/CU), delivery mode and timetable of activities and module/CU resources (including lists of required readings).

Details of assessment weightages and due dates.

Expectations of learners in areas such as workload requirements, participation requirements, university-level requirements and transferrable skills, and any work placement information.

ML’s reflection and review of previous runs.

The module/CU profiles must be distributed to learners prior to first week of the session or, where criterion-based assessment methods and practices are finalised after consultation with learners enrolled in the module/CU, no later than the end of the first week of a formal session.
After distribution of the module/CU profiles to learners, any changes to the module/CU profiles will need approval from the Programme Leader (PL).

All information is accurate as of 20 March 2025. SIT reserves the right to update the information as required.

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