Overview

The two-year RVRC programme is distinguished by its inter-disciplinary approach to curriculum, close engagement with the industry, and focus on developing a value-centric community through experiential learning. These key thrusts are supported by academic modules, involvement in sports and experiential learning, and industry-related visits and dialogues. Essentially, the RVRC programme aims to cultivate students’ holistic development, in particular, intellectual inquiry, moral endurance, social, personal and interpersonal competence, as well as confidence and agility for workplace readiness.

Academic

Inter-disciplinary Curriculum

In Year One , students read three inter-disciplinary modules that are centred around the theme of sustainability, communication and workpplace readiness.

  1. Inter-disciplinary - Sustainability (GEQ1917)
  2. Writing & Communication (ES1601)
  3. Workplace Readiness (WR1401)

Students who successfully complete the Year One programme are automatically eligible for the Year Two programme.

In Year Two, students have the flexibility of selecting non-modular experiential learning options, through diverse Forums, to be completed across two semesters. The themes in the Second Year are respect, resilience and reflection.

The RVRC's integrated inter-disciplinary approach allows for a comprehensive appreciation of and an enriched discussion on the challenges of sustainability, identified as the unifying theme due to its relevance and importance. Additionally, through inquiry into issues from different disciplinary perspectives, analysis of cases in real-life settings, and close engagement with industries involved in sustainability efforts, it is envisaged that our students develop change agent capacities.

Inter-disciplinary Curriculum Implementation

The integrated inter-disciplinary curriculum offered by RVRC is compulsory for all Year One students enrolled in the College. The curriculum spans over two semesters or an academic year. The two credit-bearing modules (GEQ1917 and ES1601) count towards graduation requirements for students in their respective faculties.

To ensure effective, smooth and successful implementation of the RVRC curriculum, the RVRC team works closely with the five faculties and schools, the Centre for English Language Communication (CELC), Office of Student Affairs (OSA), the NUS Libraries and Office of Environmental Sustainability (OES). The RVRC curriculum ensures that it covers skills relevant to students in their studies in the subsequent years at the University, as well as core competencies demanded by the 21st century workplace. All this fits into the NUS' mission to equip the NUS graduates with the necessary tools to ensure that they are well prepared for the future that lies ahead.

Industry

Industry Engagement

Close engagement with industry is central to the RVRC programme. The RVRC's belief is that as early as Year One, students should be exposed and introduced to different types of industry so that they can better appreciate and prepare for the demands of their future workplace. To be able to do this, RVRC endeavours to build a strong network and sustained communication with industry through the assistance of the Office of Environmental Sustainability, the Centre for Future-Ready Graduates, as well as faculty members of the six Faculties/Schools.

Mentorship Scheme

Students are given plenty of opportunities to interact with mentors from within and outside the University community. A key component is engagement with experts from the industry as part of their GEQ1917 module. Students are tasked to work with carefully selected mentors to guide them through their team projects.

The College also works closely with the faculties, schools as well as University and industry partners to customize and develop mentorship opportunities to suit students' needs. In short, these industry-focused opportunities made available to RVRC students facilitate their deeper understanding of different industries and provide them with a headstart in preparing for the workplace. Consequently, they pave the way for a smooth and productive post-RVRC internship or industrial attachment experience for both the students and the industry partners.

Co-academic Activities

At RVRC, we believe that as part of holistic development, students need a good balance of academic and co-academic pursuits. While intellectual pursuits are facilitated through formal curriculum, our students are also encouraged to engage in co-academic activities, as follows:

  • College-planned Activities

    These activities and events are planned by the College. Besides the Industry Networking event, students are also involved in a number of purposefully conceptualised activities such as a 2-Day 1-Night camp, nature trails, heritage walks and community service projects. These activities help students make connections to the lessions learned in the classroom.

    Besides these activities and events, there are dialogues where guests invited are people from all walks of life who have something special, inspiring and unique to share with everyone – ordinary people doing extraordinary things.

  • Student-led Activities

    A key feature of the RVRC programme is its deep conviction that students’ keen interest and leadership skills should be built and enhanced. Different educational platforms, avenues, opportunities, and spaces are afforded to students to enable the creation of a residential community that they can proudly identify with. One of the main ways in which this is instilled is via the Interest Groups (IGs) where students with similar interests such as sports, music and the arts form their own clusters and are responsible for initiating and running events related to their interests.

  • Value-centric Community through Experiential Learning

    Besides the formal and compulsory modules, the RVRC programme is enriched and complemented by co-academic activities to optimize students’ residential experience. These co-academic activities aim to instill and cultivate in students the values of inclusivity, cultural sensitivity, social awareness, and competency in inter-cultural interaction.

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