How my teaching stint at MIT ESG changed the way I want to teach

Reginald's office location when he was in MIT

From Overcrowded Classrooms to Frustration: My Teaching Journey

As a Singaporean who studied chemical engineering at UW-Madison and Georgia Tech, I’ve experienced firsthand the realities of large public universities. With hundreds of students in every class, meaningful small-group discussions with professors were almost impossible. Most tutorials were handled by graduate student TAs, and genuine engagement was rare.

When I returned home to teach at Singapore universities, I found things even tougher. Here, a single professor often manages a lecture theatre of over 100 students, usually without any TAs for support. This leaves even less opportunity for personal mentorship or deep discussion. In such overcrowded settings, it’s all too easy for students to become passive, to be just taking notes, memorising content, and focusing solely on passing exams. As an educator, I grew increasingly frustrated, knowing there had to be better ways to truly inspire and nurture young minds.

Discovering a Better Way: Lessons from MIT ESG and the Oxbridge Model

Before starting my academic career in Singapore, I had a transformative experience as a visiting assistant professor at MIT’s Experimental Study Group (ESG). ESG, inspired by the Oxbridge tutorial system, is all about small-group, discussion-based learning. Students are encouraged to speak up, think deeply, and engage with the material, guided by a tutor who is often a subject matter expert or an active researcher. This approach doesn’t just help students master content; it nurtures holistic growth by fostering independence, sharpening critical thinking, and building the confidence to question, discuss, and defend ideas.

Realities and Limitations: Why Small-Group Learning Is Hard to Scale

However, implementing this model is far from easy, especially in the Singapore university context. The ESG and Oxbridge tutorial approaches work because of their very low student-to-faculty ratios. Oftentimes it is one tutor to just a handful of students. Scaling this up across entire degree programmes would be prohibitively expensive, requiring far more teaching staff and resources than what most universities can afford.

To address these constraints to make learning more active, universities have turned to alternatives like the flipped classroom model and, increasingly, AI chatbots acting as virtual TAs. While these innovations offer some promise, they come with their own set of challenges. Many students don’t watch the videos or read the course materials beforehand, and simply show up to discussion sessions hoping to copy answers from others, without truly engaging with the content. AI chatbots, while helpful for answering routine questions, are not foolproof. They can sometimes “hallucinate,” providing inaccurate or misleading answers if not carefully trained and monitored. The intended benefits of active learning are lost when students remain passive or rely too heavily on technology without critical engagement.

The Future of Learning: Balancing Technology, Active Engagement, and Holistic Growth

It’s also important to recognise that the ESG/Oxbridge tutorial model isn’t for everyone. Students who are more comfortable sitting quietly, memorising content, and relying on rote learning may find this approach uncomfortable. It demands active participation, self-direction, and a willingness to be challenged. These are qualities that take time and support to develop, especially for those used to blending into the background.

After 13 years as a faculty member, I decided to step away from the traditional university system. I wanted to bring what I learned at ESG to younger students, especially those preparing for A Level and IB HL Chemistry. I believe that waiting to be spoonfed will only hold students back, particularly when they move on to higher education where learning independence and seizing the initiative are essential.

Now, I work closely with motivated and driven students in small groups or one-on-one, championing an approach that values curiosity, open discussion, and critical engagement. My goal isn’t just to help my students ace their exams, but to equip them with the habits of mind, adaptability, and confidence they’ll need to thrive holistically in university and beyond (helping them to be ready to take charge of their own learning).