TIG Recipient AY2017/2018

Anju Paul, Associate Professor of Sociology and Public Policy, Social Sciences Division



Over the course of the last four years, the CSI teaching teams have developed a wide range of in-class activities, lecture notes, and other teaching material, which have enhanced the pedagogical effectiveness of the course and made it an innovative and interactive course within the common curriculum. This grant allowed for the collection and curation of this existing teaching material for the benefit of future teaching teams, reducing overall time spent developing teaching resources from scratch and ensuring higher overall level of quality in teaching.

Thanks to the TIG, I was able to hire a student associate to work with me on developing the repository of CSI materials. ERT suggested that we use Office 360, the new platform that they were using to replace Sharepoint. With its simple interface and integration with our college directory, it was easy to manage user access to this database. We spent the summer designing the structure for the CSI database to make it both intuitive and accessible. Then, we reached out to all past CSI facilitators and teaching faculty (from across the last four years) to ask them for all the materials they had used for CSI, from lecture slides, to teaching notes, to useful URLs, to past quiz questions. We also collated all the readings that were ever assigned as part of CSI and all this material was organized by academic year and week.



With the TIG, we have successfully created a comprehensive repository of CSI material to date. This CSI database is currently accessible only to CSI teaching team members but, starting next year, we hope to make it available to all Yale-NUS faculty.

In so doing, we provide CSI teaching faculty with a mechanism to document some of their contributions to the common curriculum. By allowing them to upload teaching materials (in-class exercises, lecture materials, assignment guidelines, rubrics, etc.), they can then be adopted by other faculty within the college outcomes (for individual faculty and teaching teams). Others can learn from their peers and adapt for their own teaching contexts, either within the Common Curriculum or elsewhere.

In the long run, this database should help develop greater consistency across sections within CSI. All faculty within the teaching team now have access to the same databank of tested teaching resources, which is particularly important for new members of the teaching team.