Innovative Teaching & Learning

The thriving Chemical, Life Sciences and Food industries have created a rising demand for skilled and competent professionals in these fields. To meet this demand, SCL offers a complete suite of diploma and post-diploma courses. 

Guided by NYP’s Teaching Factory concept and Contextual Teaching and Learning approach, our students are immersed in a holistic learning environment that promotes academic excellence, innovation & enterprise and personal growth.  Our students are exposed to a well-balanced and highly relevant education, graduating with skillsets to succeed in their careers or in further studies.

Our students can look forward to:  

  • Contextual teaching & learning in which students discover meaningful relationships between abstract ideas and practical applications in the context of the real world.
  • Practice-based curricula with extensive hands-on training in state-of-the-art specialised laboratories, centres and pilot plants.  These include the BioInnovation Centre, Centre for Functional Food & Human Nutrition, Food Safety Centre, HALAL Authentication Centre, Centre for Sustainable Nanotechnology, Chemical Pilot Plants and Secondary Pharmaceutical Technology Centre.
  • Innovative and effective teaching methods such as project-based learning, education group games and mediated learning experiences.
  • Pervasive use of e-learning to aid and enhance students’ understanding of learning materials.
  •  Extensive industry exposure through industry commissioned projects and work attachments with leading local and overseas companies and institutions.
  • Comprehensive education & career guidance and mentoring from experienced, dedicated and caring teaching staff.

Besides technical projects and research, our staff also conduct educational research as part of their professional development and to help the students learn better. Their research interests include curriculum, pedagogy, assessment and technology in learning. Currently, three projects done by our staff were awarded the MOE-Tertiary Education Research Fund.

S/N Title of Approved TRF Project Synopsis of Project Project Investigators


Targeting Misconceptions: Socratic Questioning in Chemical Engineering

The project explores the use of Socratic Questioning to elicit, challenge and clarify students’ preconceptions so that they can connect new knowledge meaningfully and apply their learning with deep understanding. Students will learn the questioning technique which is used to probe their underlying assumptions and beliefs. The process of questioning aims to create the “ah-ha” moments so that the learning sticks in their mind and application of knowledge to solving problem becomes possible. Common questions raised will be compiled in a repository which serves as a “FAQ wikipedia” for students to refer for clarification of concepts.

Chian Hwey Miin


To investigate the effectiveness of Mediated Learning Experience (MLE) in the learning of technical modules

A Mediated Learning Experience (MLE) occurs when a teacher (mediator) facilitates students’ encounters with real world environments and situations. Mediators help students relate their academic knowledge to the real world and make sense of new things through exploration, questioning and investigation. Students learn to identify and define problems, search for logical evidence, form and test hypotheses, and organise information. Building on the research done on MLE and its associated benefits, as well as the fit associated with Net Gen learners’ preferences, the project plans to translate MLE to the teaching of a technical module in Nanyang Polytechnic. Through MLE, the learning becomes more active and students are able to understand and apply technical knowledge better. Students are able to appreciate the relevance and value of what they are learning in the academic curriculum.

Wong Poh Seng, Herman Lee


The Effect of In-class Educational Group Games (EGG) on Students’ Learning Motivation and Academic Achievement

The aim of this project is to incorporate well-designed in-class educational group games (EGG) that have fun, motivating and cognitive elements, to encourage students of different learning abilities to communicate, cooperate and collaborate when they play the games. It was hypothesized that the concepts and knowledge required in playing EGG enable students to learn without realising it as an actual learning process. Through this project, we hope to address the questions on whether in-class EGG is effective in enhancing students’ learning motivation and academic performance. 

Annie Ng, Dr Phoon Chee Wee, Liew Rou Shen