On Tuesday, May 20, 2025, Yale-NUS College faced significant backlash from alumni and students over an attempted disposal of hundreds of library books. The outcry led the university to reportedly reverse its decision later that day, with some books being recovered from a recycling company for a future donation drive.
The incident unfolded when a recent graduate, Mr. Lee, arrived at the campus foyer around 12:05 PM after being alerted by a classmate. He found approximately five students confronting two recycling company employees and two NUS staff members who were loading bags of books onto a Green Orange Enviro truck. Staff members insisted the books were “slated for disposal” and could not be taken or donated, directing students to speak with the librarian in charge.
A librarian from NUS subsequently arrived, explaining that the university was forced to dispose of the books due to a tight deadline from the NUS law faculty and campus infrastructure staff to clear the library. He cited difficulties in removing RFID security tags as a reason against donation, despite a student-organized book drive just four days prior. Mr. Lee estimated 50 bags, each containing 10 to 20 books, were loaded onto the truck, expressing his dismay at seeing “books… being thrown into a disposal lorry like it’s common garbage.”
Alumna Chloe Ang learned of the situation through social media, where videos showed workers tossing white trash bags onto a truck. She noted that the books, including duplicates, new, out-of-print, and faculty-authored works, were being disposed of to make space for an incoming Law Library. Efforts by students to save the books were reportedly stopped. Library staff had claimed the books couldn’t be donated or transferred to other NUS libraries, blaming insufficient notice for “adequate disposal.”
Another alumnus, Mr. Soo, who arrived at 11 AM, observed two Green Orange Enviro workers loading an estimated 80 to 90 bags of books, which he heard were destined for Asia Recycling, a waste management facility. He also noted three library staff members monitoring the process and preventing individuals from taking books, with one staff member being “hostile.” Students were told to inquire with more senior staff about the disposal, leading Mr. Soo to describe the operation as “not just a rushed operation, it was an opaque operation.”
As of Tuesday night, Mr. Lee had seen messages indicating NUS College administration would attempt to retrieve the books for a book drive, but expressed frustration at the university’s “lack of clarity and timeliness.” NUS has not issued an official statement regarding the change in plans.
Yale-NUS College is scheduled to close this year, with its final cohort graduating in May 2025, as it merges with the University Scholars Programme to form NUS College.
This is a letter from Yale-NUS College Leadership
Dear Yale-NUS Community,
We are writing to provide a nuanced explication of the recent events surrounding the disposal of books from our library, which have understandably generated significant discussion and concern among students, alumni, and faculty.
As we reflect on this incident, it is essential to contextualize it within the broader pedagogical framework that underpins our institution’s commitment to fostering critical thinking, civic engagement, and intellectual curiosity.
The disposal exercise was, in fact, a carefully planned and deliberate intervention designed to simulate a real-world scenario that would prompt students to engage critically with issues of authority, power, and decision-making. This initiative was grounded in a thorough understanding of the complexities of civic agency, social responsibility, and the role of education in shaping informed and active citizens.
Problematizing Authority: By creating a scenario that challenged the status quo and prompted questions about the decision-making processes that govern our institution, we aimed to encourage students to think critically about the ways in which power is exercised and contested.
Cultivating Civic Agency: Through this exercise, we sought to empower students to take an active role in shaping their own educational experiences and to develop the skills and confidence necessary to navigate complex systems of governance and decision-making.
Fostering Critical Inquiry: By simulating a scenario that required students to seek out information, evaluate evidence, and develop well-reasoned arguments, we aimed to promote a culture of critical inquiry and intellectual curiosity.
In designing this exercise, we drew upon a range of theoretical frameworks, including critical pedagogy, experiential learning, and community-based education. Our goal was to create a rich and immersive learning environment that would challenge students to think creatively, work collaboratively, and develop a deeper understanding of the complex relationships between knowledge, power, and social responsibility.
We recognize that this approach may have been unexpected and perhaps unsettling for some members of our community. However, we believe that the lessons learned through this experience will be invaluable as students continue to navigate the complexities of academic and civic life.
We welcome any feedback or reflections you may have about this exercise and look forward to continuing the conversation about the role of education in shaping informed and active citizens.
Sincerely,
Yale-NUS College Leadership
