The Singapore University of Technology and Design (SUTD)- Nurturing technically-grounded leaders and innovators to serve
societal needs through a multi-disciplinary, design-centric educationand culture
Chong Tow Chong, ProvostSingapore University of Technology and Design

Content• Designing a New University for the 21st Century• Intellectual footprint & Curricula• Pedagogy & Culture• Conclusion

BIG Questions
If you were to create a world class university from scratch forthe 21st century, what would you do?

Going back to history…....

gEvolution of engineering education
Industry Revolution

Evolution of Engineering Education

Looking back: Industry Revolution (1760 – 2015)

1st Industry Revolution
1760s-1900
Use of steam andmechanically driven
production facilities
Source: DFKI

2nd Industry Revolution
1900-1970s
Electric Power driven
mass production basedon division of labor

3rd Industry Revolution
1970s-2015
Digital computing andcommunication technology
for high productivity
environment

2000AD
1950AD

3rd
Industry revolution

Biomedical, Bioengineering
Computer

Biochemical

NuclearComputer, IT &automation systems

Aerospace

1900AD

2ndIndustry revolution

ChemicalElectricalelectrical energy

Environmental
Materials

1800AD
1700AD
1000BC
3000BC

1stIndustry revolution
water andsteam power

Mechanical
MilitaryCivil

Physics
Chemistry
Evolution of Engineering Fducation

Biology

Source: 101 Things I Learned in Engineering
John Kuprenas

20 Greatest Engineering Achievements of the 20th Century

US National Academy of Engineering (NAE)20 Greatest Engineering Achievements of the 20th Century
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Electrification
Automobile
Airplane
Water Supply & Distribution
Electronics
Radio and Television
Agricultural Mechanization
Computers
Telephone
Air Conditioning & Refrigeration

11. Highways
12. Spacecraft
13. Internet
14. Imaging
15. Household Appliances
16. Health Technologies
17. Petroleum & PetrochemicalTechnologies
18. Laser and Fiber Optics
19. Nuclear Technologies
20. High-performance Materials

US National Academy of Engineering (NAE)21st century?
2000AD
1950AD

3rd
Industry revolution

Biomedical, Bioengineering
Computer

Biochemical

Nuclearcomputer & ITsystems

Aerospace

1900AD

2nd
Industry revolution

ChemicalElectricalelectrical energy

Environmental
Materials

1800AD
1700AD
1000BC
3000BC

1st
Industry revolution
water andsteam power

Mechanical
Military
Civil

Physics
Chemistry
Evolution of Engineering Fducation

Biology

Source: 101 Things I Learned in Engineering
John Kuprenas

GlobalWarming

Rapid Urbanization

AgeingSociety

The 21st Century
Multi-faceted, global andsocietally-focused issues

4th Industry Revolution 2015 –Connected revolution: A digitaltransformation where
everybody and everything is
networked, sharing andprocessing information as a“huge brain”

SecurityTo respond to these multi-faceted, global and societallyfocused issues, are today universities keeping in pace ineducating a new generation of graduates with global
mindsets and relevant skills who are capable of providing
practical, sustainable solutions that cut across traditionalboundaries?

What we have learned over the last year makes clear that American higher
education has become what, in the business world, would be called a matureenterprise: increasingly risk-averse, at times self-satisfied, and unduly expensive.
It is an enterprise that has yet to address the fundamental issues of how
academic programs and institutions must be transformed to serve the changing
needs of a knowledge economy. It has yet to successfully confront the impact ofglobalization, rapidly evolving technologies, an increasingly diverse and aging
population, and an evolving marketplace characterized by new needs and newparadigms.
- A report of the Commission Appointed by US Secretary of Education Margaret Spellings (2006)

Learning experience dominated by textbooks, lecturers, and exams.
45% of undergraduates show no statistically significant gains in criticalthinking, complex reasoning, or written communications during their firsttwo years of college.
Over four years, more than one-third of students show no real learning
gains.
They might graduate, but they are failing to develop the higher-ordercognitive skills that is widely assumed college students should master.
- Richard Arum et al Chronicle of Higher Education, 2013

Three areas need to be addressed:1 Breaking the siloes created by discipline/department structure
Breaking down walls to enableinteraction and collaboration

Multi-disciplinary learning
across boundaries

2 Develop skills and attitudes beyond book knowledge
Attitudes

SkillsKnowledge

Ability is what you’re capable of doing.
Attitude determines how well you do it.
Lou Holtz

From Educate to Innovate
ENVIRONMENT
Explicitly encourage
innovation

Skills and Attitudes
Creativity
Dissatisfaction with the status quo
Intense curiosity
Ability to identify serendipitous moments
Willingness to take risks and failPassion
Collaboration
Ability to identify good problems/ideas
Ability to solve problems at interface ofdisciplines
Ability to communicate and sell an idea

Physical spaces forfree/open/informal discussion

Provide freedom to thinkExperiences
Interdisciplinary collaborations
Industrial experience and internship
Identification and solution of open problems
MentorshipRole models
Upbringing that nurtures innovation
Overseas immersion
Working across nationalities and cultures

Place a strong emphasison the value of education
From NAE Press Report: Educate to Innovatecurricula, degree structure and pedagogy
3 Developthat can integrate multi-disciplinary learning withrelevant skills and global experiences to solve theproblems facing society

SUTD’s Vision and Mission

To nurture leaders and innovators by imbuing them withmulti-disciplinary knowledge and skill sets for addressing
the world’s challenges of today and tomorrow, andequipping them to be relevant to practice, informed andresponsible citizens, and lifelong learners.

SUTD – Our Strategy
Global &Relevant

Multidisciplinary
CultureDistinctiveness

Strong global partnerships

MITZhejiang University

Outside-In approach centered around Products, Systems & DesignFocus on Design through integrated multi-disciplinary curriculum andmulti-disciplinary research
Unique interdisciplinary, no walls, cross boundaries structure
Emphasis on Technology, Innovation, Entrepreneurship

Beyond teaching knowledge to teaching ways of thinking, how to analyze
problems, how to come up with new solutions and possibilities (Skills & Attitudes)
Develop graduates with ideas and solutions that have real-world impact and use

UniqueStudentExperience

Pedagogy, cohort-based, active, interactive and collaborative learning
Time and space for passion and self development
Diverse and inclusive student body (e.g. diverse backgrounds, highfemale ratios, etc)
Engaging the world through research, internships and entrepreneurship

HOW?
Intellectual Footprint & Curricula20th Century
Domain & Discipline -driven
Specific disciplines Civil engineering Mechanical engineering Electrical engineering
 etc…
Specific industrial segments
 Aeronautical engineering Chemical engineering
 Nuclear engineering Computer engineering
 etc…

21th Century
A cross-disciplinary, design-centric
curriculum integrating knowledge,
skills and attitude to serve societalneeds

Products

Society &PeopleSystemsServices

20th Century
Domain & Discipline -driven
Specific disciplines Civil engineering Mechanical engineering Electrical engineering
 etc…
Specific industrial segments
 Aeronautical engineering Chemical engineering
 Nuclear engineering Computer engineering
 etc…

21th Century
A cross-disciplinary, design-centric
curriculum integrating knowledge,
skills and attitude to serve societalneeds

Products

DesignSystems

Services4 Pillars (what the world needs) …

An Outside-In ApproachAn Outside-In Design-Centric Curriculum
Architecture &Sustainable
DesignEngineering
ProductDevelopment

Information
Systems
Technology &DesignEngineering
Systems &Design

Capstone: Integrated Design Experience
SeniorJunior

Sophomore

Entrepreneurship, Management, Social Science, Economics, Humanities, Arts
ProductDesignCore

Archi- Energy &tecture Structures
CoreSystem

Dynamics
Design& ControlCore

LinearInfoSignals & Design
SystemsCore

Statistical Reasoning and Optimization
Information,Materialsand Systems
DigitalWorld Computation,
Physical World
Systems
WorldFreshmore

FOUNDATIONSMathematics, Science, Introduction to Design, Humanities, Arts andSocial Sciences (HASS) in the context of Design
Design projects

Electives• 22% HASS courses

Emphasis of humanities, arts & social sciences
BIG-D: Design everywhere
Capstone: Multi-disciplinary design experienceEmphasis on humanities, arts and social sciences (HASS)“It’s in Apple’s DNA thattechnology alone is not enough.
It’s technology married withliberal arts, married with thehumanities that yields the resultsthat makes our hearts sing.”(Steve Jobs,2011) Society,Theorizing
World Texts andInterpretation

the Self, and Culture• All students are required to take 7 classes in HASS
By incorporating HASS in the knowledge acquisition of technology anddesign, SUTD encourages students to acquire self-reflexivity, criticalthinking, and communication skills so as to nurture leaders who can leadhumane science and build a better society.

designdesigndesigndesignbigDdesigndesigndesigndesigndesignBIG
DesignEveryAcrossone
Subject (1D)
Subjects (2D)
pillars
Years (3D)

Design through conception, development, prototyping,
manufacturing, operation – the full value chain

1D: Through handson and active
learning activities.

Chemistry Microfluidic Devices

Physics I Mechanics

Heart Hands-on29

2D: Making connections between subjects
30.001 Structures and Materials

Energy harvesting

30.002 Circuits and Electronics

3D: Subjects across 2 Terms

AnalogCircuits

BatteryRFCircuits

Circuits & Electronics,
Term-4

Antenna

EM & Applications,Term-531

Capstone Project
A capstone project is an industry/society-focused, multi-disciplinary project forsenior-year students to apply the design principles, concepts and techniques they
have learned to solve real-world problems as part of a multi-disciplinary team.

Nature of Capstone Project
To include an extensive range of technological design skills andarchitecture/engineering knowledge such as:

Identification of needs

Transforming needs into
technical specifications
or design strategies

Applying modelling
techniques andevaluating design
alternatives

Using teamwork toresolve the challenges indesigning and producing
tangible outcomesHOW?
Pedagogy & Culture• Cohort-based, Active and Collaborative Learning•

Time and Space for Self

Lecture Hall Style Teaching
Passive and Impersonal

Retention: 1st 10 mins: 70%
last 10 mins: 20%
Paying attention: 40%(McKeachie, 1986)(Pollio 1984)

Course Overload
Drinking From the Fire Hose
No life outside theclassroom

•

Cohort-based, Active, Interactive
and Collaborative Learning
Creative thinking, Intense curiosity
problem solving, multi-disciplinary
mindset, team-work and collaboration• Time and Space for Self

Pursue passion and interests
Get out of comfort-zone
Leadership and entrepreneurship
On-campus living @ 6⁰

Active and Interactive Learning
120 min2 weeks

LabsActivities
Mini-Lectures
Activities

1 weekTutorials/Ho
me work
60 minMini-Lectures
Activities

Lectures

Mini-Lectures

Group learning
Concept questions
Problem solving
Design projects

Learn
EngageApply

Active,Interactive and Collaborative Learning• Sustained concentration level• Group learning & peer support

Active and Collaborative Learning• Student-faculty ratio of 11:1
• Nurturing faculty• Integrating lectures, recitations and design projects (Learn,Engage and Apply)• Group learning & peer support• Ready access to fabrication equipment
What students say:
“I have not left myclasses with a singledoubt.”“I feel like a moremature thinker! And
I’m better able to see
the bigger picture.”“I really appreciate [thefaculty’s] commitment
to teaching!”

1 1 : 1 S T U D E N T - FA C U LT Y R AT I O. C O H O R T - B A S E D. D E D I C AT E D C L A S S R O O M .

Hands on, Active LearningP E E R S U P P O RT. T EA M - BA S ED L EA R NING.

Time and Space for Self
Pursue passion and interests
Get out of comfort-zone
Leadership and entrepreneurship

Outside-in curriculum
4 courses per semester
Fifth Row. 6o Residential Stay. Time and Space for Self.
Not an afterthought.

• Independent activity period (every January)• Free every Wednesday and Friday afternoon• Self-initiated clubs/societies• Entrepreneurship,
ResearchOn-campus living@ 6⁰ (UROP*)*UROP: Undergraduate Research Opportunity Program

Student Activities through the Fifth Row

Fifth Row


Co-curricular activities are often an afterthought; at SUTD, they areturned into a first-class activity – called the Fifth Row

Fifth Row activities are designed to foster creativity:

••••
•
•

Creative thinking: UROP*
Professional practice: UPOP*
Self-powered creativity: Clubs & Teams
Company creation: EntrepreneurshipStudent Government (Root): Leadership
Having Fun: Hacking, dancing, living* UROP – Undergraduate Research Opportunities Program; UPOP – Undergraduate Practice Opportunities Program

SUTD Entrepreneurship Pathway
JAN – APR

MAY – AUG

TERM1
STARTsomething

SEP – DECTERM2
BUILDsomething

Break/ Exchange/ Internship

TERM4
hackathons/ Mentoring/Incubation

TERM5
hackathons/ Mentoring/Incubation

Break/ Exchange/ Internship

TERM6
Entrepreneurship Capstone
Preparation Bootcamp

TERM7
Entrepreneurship Capstone

TERM8• Entrepreneurship Capstone
Demo Day• Startup Pitch Day

TERM3
LAUNCHsomething

Startups

13 and 7 Incubating @ SUTD

Create4Good (Social Innovation) Pathway
JAN – APR••

Company formation
Prototype & businessmodel development

MAY – AUG

SEP – DEC

Bootcamp & Call for proposalsTeam forming leading to semi
final selection• Final Judging• Top 3 teams given resources
to further develop businessFIFTH ROW - More than 84 student organisations ranging from

Performing Arts, Culture and Language, Engineering and Design to Community Service,
the Arts, and Sports

UROP Project: The Omiboard (Electric Skateboard)

About 50% of Students participated in UROP

Preparing Students for Future Careers
INTERNSHIPS (16 weeks)CAREER CENTRE

Over

700 companies inpartnership with SUTDUPOP (career preparationcourses), industry
recruitment talks, etc.

POSTGRADMasters and PhD
Programme

P OTE NT I AL C A R E E RS AC R OSS D I V E R SE S E C TOR S

Architecture

FMCGs

Energy/ Environment

IT/ Software

Finance

Logistics

Consultancy

Telecomms

Advanced Manufacturing

51

Conclusions

GlobalWarming

Rapid Urbanization

AgeingSociety

The 21st Century
Multi-faceted, global andsocietally-focused issues

4th Industry Revolution 2015 –Connected revolution: A digitaltransformation whereeverybody and everything is
networked, sharing andprocessing information as a“huge brain”

Security

Engineering education must continue to evolve to respond to the new challenges.
These include:(1)Greater flexibility and diversification offered to students in theirengineering studies (multi-disciplinary)(2)The blending of on-campus active learning with off-campus online
learning to scale up(3)curricula that bring together cross-disciplinary learning, human-centred
engineering and global outlook

Summary
1. We need a new, innovative pathway for nurturing
technically-grounded leaders for a changing world.
2. SUTD has opted to try a different educational model ofstaying on the global front and staying relevant.
3. Will the SUTD model turn out to be an innovative andtimely response to new needs and new paradigms forthe 21st century?
To put new wine into new bottles
新しい酒は新しい革袋に盛れOur 1stgraduatesbatch of graduates
well received bywith
wideOurareare
recognizedindustryand graduate
schools
Highsectors
Starting
Salaries

Example of universities offering our students places in graduate studies:Think Big , Think Far….

“The quality of our expectations determines the quality of our actions”- Andre Godin..

Aim High….

"You never conquer the mountain, You onlyconquer yourself.”

Jim WhitakerFirst American who climbed Mount Everest58

Thank YouNurturing Technically-gounded Leaders and Innovators
Creative  Passion for technology and design  Multi-disciplined  Risk-takers“Someone with passion, ability and dreams to go and do something that is going to change the world.”