Close and sustained engagement with the industry is central to the RVRC Programme. The RVRC belief is that students should be introduced and exposed to different types of industry early in their academic journey so that they can better explore, appreciate and prepare for the demands of their future workplace. To this end, RVRC continues to build a strong network and maintain sustained communication with industry through the continuing assistance of the Office of Environmental Sustainability (OES) and NUS faculties. As students progress from Year One to Year Two, it is envisioned that they will take ownership of their industry engagement within the framework created by RVRC, allowing them to shape their interactions in an individually customized format.
The first and most critical opportunity with the Industry is a mentorship scheme built into the Year One compulsory module GEQ1917. Students embark on projects in inter-disciplinary teams, many of which require detailed industrial collaboration and insight for implementation.
The second opportunity for industry engagement is through the RVRC Dialogue and Industry Visits (DIV). All Year One students are expected to attend at least one Dialogue and go for at least one Industry Visit as part of the requirements of completing the RVRC Year One Programme. The Dialogues are held at the college in an informal setting, providing students with opportunities to engage Industry leaders on thought provoking agendas in wide ranging discussions about professional and personal development to better shape their university years. The industry visits are organised in collaborative effort with relevant agencies that champion pioneering work in the sustainability sector. These visits include conference‐style sharing sessions for industry partners to talk about their new projects or key initiatives. This direct interaction with leading industry players allows students to network and learn about internship and career opportunities.
As the Year Two curriculum is focused largely on experiential learning, in shorter and more concentrated delivery, a wider breadth of industry players would be engaged for student interaction. To promote personal development, students would also be encouraged to identify, initiate and establish contact with suitable Industry partners on their own, to cater to their specific short-term mentorship needs. These industry‐focused opportunities will facilitate student understanding of different industries.
Careful seeding and integration of these opportunities will scaffold student ability to seek mentorship for lifelong professional development. Consequently, these opportunities pave the way for a smooth and productive post‐RVRC internship or industrial attachment experience for both the students and the industry partners.