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UNIVERSITI MALAYSIA SARAWAK

With the help from BTPN, we found SMK Seri Setia, SMK Demak, Kolej mentioned in the articles and all
out that our tasks were much easier DPAH Abdillah, SK Dato Mohd Headmasters, Principals and teach-
to carry out and it was not as hard Musa, SKA Ibnu Khaldun, SK Datu ers involved in our SL programme.
as we thought it would be. The les- Traoh, SK Endap, SK Meranek, SK
son learned here was that in order to Niup, SMK Kota Samarahan, SK The faculty also would like to thank
start something, there will be some Wira Jaya, SMK Muara Tuang, SMK and appreciate the guidance from
obstacles. However, with strong will Wira Penrissen, SK Pinang, SK Kpg Prof Narayanan, Director of ISITIl;
and good strategies, we will be able Rembus and SK Kpg Baru, SK Me- Prof Alvin Yeo Wee, former Director
to achieve the intended objectives. jar Jeneral Dato Ibrahim, SK Tabuan of ISITI; Prof Roger, the consultant
Ulu and SK Tabuan Hilir. from Hong Kong for community en-
Outcome: List of Schools gagement; and lecturers from Uni-
Acknowledgements versity of Cornell, Amy and Shona
The outcome of the first effort is the who continuously gave us support
list of schools and head teachers The faculty would like to express our and advice on how to implement
with the contact numbers and ad- gratitude to Sarawak Education De- our SL.
dresses of schools. The schools are: partment and Biro Teknologi Pen-
didikan Negeri (BTPN), every name

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PLuetatriFnnCCigToSnoImAgTglmSfeluoetRhnrreveisStrioycc:uherocoels

Dr Kartinah Zen [email protected], Dr Tariq Zaman [email protected],
Dr Sarah Flora Juan [email protected], Seleviawati Tarmizi [email protected]

Faculty of Computer Science and Information Technology

Putting together all resources the following questions:
that we have in Faculty
of Computer Science and 1. What is service
Information Technology (FCSIT) learning?
for service learning programme
especially for school community is a 2. Why is service
critical process and demands careful learning
planning prior to the implementation implemented?
of service learning programme.
These resources include human 3. Who are involved
resources, financial resources and in the FCSIT
Information Technology knowledge. service learning
programme?
Coordinating Human Resources

Service learning involved three 4. When is the
parities namely the university/ service learning
faculty, university student and programme
community (in this case the selected going to be
schools). As the first FCSIT service implemented?
learning programme, the Service
Learning Committee for School, 5. How is the
which is inherited from the main service learning
FCSIT Service Learning Committee, programme
was formed to look after all related going to be
matters. The committee members implemented?
were selected from among
interested lecturers. The task of 6. What are the
the committee includes taking care types of service
of the other two important human learning projects
resource groups: the university offered?
students and the school community.
7. What are the
Briefing is a powerful medium to resources,
deliver and exchange information strengths and
about the service learning constraints
programme to all parties that of the service
involved. After 20 schools from learning project
Kota Samarahan and Kuching areas implementation?
were identified and selected, the
Service Learning Committee for 8. What are the roles
School called the representative of each party
of each school for a briefing. involved in the
The briefing was also attended
by the district education officers >service learning
and representatives from Unit
Pembestarian Sekolah, Bahagian programme?
Teknolologi Pendidikan Negeri
572 Sarawak. They were briefed on the
essential information that answers

UNIVERSITI MALAYSIA SARAWAK

Service Learning Briefing for Schools Representatives on 9 June 2016

853

INSIGHT // Teaching & Learning Bulletin

Students were divided into groups of 9 or 10 members. Each group was assigned to one community, either a
school or a village. The communication among service learning parties could be very tricky. To prevent miscom-
munication, the relationship among parties is predefined (see following figure).

Managing Limited Financial requirements on information the choices, the FCSIT Service
Resources technology based projects were Learning Committee was able to
diverse. At the same time, the FCSIT control unexpected, irrelevant and
The first FCSIT service learning Service Learning Committee and unaffordable projects.
programme started with limited university students intended to help
financial support. With proper the community as much as they The students for the service learning
budgeting, the student insurance could. However, all constraints such project in school were scheduled to
protection, fuel and food expenses as time, cost, hardware, and so forth visit their school community three
for three visits to all 41 communities have to be considered as well. After times to apply their knowledge and
for all 378 students were well all the objectives and limitations learn from their experience through
managed. were addressed, the FCSIT Service the given tasks for every visit. Each
Learning Committee came out with visit required the students to record
Applying Information Technology a decision to favour all parties by their experiences and reflection,
Knowledge to Help School having a list of five types of service besides completing their project
Community learning projects to be chosen by the with the community.
community based on their current
The school community needs and priorities. By limiting

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UNIVERSITI MALAYSIA SARAWAK

PSrocefhIvSmPoierpsorolivltegismCcroPeaenrmmLitmemoaautreriniotnniontiniteghse

Dr Kartinah Zen [email protected], Dr Tariq Zaman [email protected],
Dr Sarah Flora Juan [email protected], Seleviawati Tarmizi [email protected]

Faculty of Computer Science and Information Technology

The Service Learning (SL) information on the needs and Zen and Dr Sarah Flora were in
Programme at the Faculty facilities to support SL in that charge of the SL implementation in
of Computer Science and community. The information the selected schools. Dr Kartinah
Information Technology (FCSIT) will also be used to prepare our Zen was the head of the group.
was the first of such conducted students for their SL programme We had 20 schools to manage and
by UNIMAS. A total number of at the schools. each of us handled five schools.
378 FCSIT students in Year 3
participated in the programme to Pre-visit to the Selected Schools We visited twenty schools between
fulfill one of the assessments for 22 – 26 August 2016 and each
TMC4034 Technopreneurship and Prior to the start of the SL pre-visit took about an hour. We
Product Development. Programme, the SL supervisors met up with teachers who would
conducted a pre-visit to the supervise our students and briefed
The implementation of the SL schools selected by Bahagian them on the SL projects that
programme was coordinated Teknologi Pendidikan Negeri would be carried out. Besides that,
by lecturers, Dr Dayang Hanani Sarawak (BPTN). The pre-visit we collected information about
Abang Ibrahim and Dr Nadianatra is crucial for the supervisors in the facilities available from the
Musa, under the supervision of preparing the students involved in teachers.
Dr Kartinah Zen, Deputy Dean the programme.
of Undergraduate and Student Observations from SL Supervisors
Development. As the schools were situated
around Kuching and Kota After our visits to the schools, the
Nine FCSIT lecturers were selected Samarahan, it is important to know four of us shared our experiences
as SL supervisors for 41 groups the distance and time taken to in one of the SL committee sharing
of students and the faculty reach the designated places from sessions.
collaborated with 20 villages and UNIMAS. Information on school
20 schools in Kota Samarahan facilities in terms of computer and Dr Sarah Flora: At the beginning, I
and Kuching. Dr Sarah Flora was internet connection also needed was informed that the five schools
chosen as one of the supervisors, to be identified. This information under my supervision were primary
in charge of five schools in Kota would help our students in planning schools with a small number of
Samarahan. their journey to the schools and students, ranging from 100-200
delivering their SL projects based students. I made appointments
In this article, I am sharing my on the actual needs of the schools. with the teachers to set the meeting
group’s experiences in the pre-
visits at the selected schools. Dr Tariq Zaman, Madam > 855and explained the purpose of the
The pre-visit is essential to gain Seleviawati Tarmizi, Dr Kartinah
visit. Arranging a time and date to

INSIGHT // Teaching & Learning Bulletin

meet was quite a challenge due to work schedules of both parties. As a result, two of the teachers were not able
to meet me within the pre-visit period allocated. Therefore, I decided to get information from the teachers by
exchanging messages through emails and mobile messaging system. I visited three schools between 26 – 29
August 2016. I was warmly greeted by the teachers and they provided useful information that could help my
students in their SL projects.

Figure 1: Computer lab in SK Meranek

Figure 2: Pusat Internet in SK Meranek for public use

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UNIVERSITI MALAYSIA SARAWAK

Figure 3: Classrooms in SK Niup

During my visit, I got to know the type Dr Kartinah Zen: The gap between I faced problems in arranging time to
of facilities that they provide for their the pre-visit dates in late August and visit the schools, but I was thankful
students to study about computers. the briefing session with all school that the teachers managed to find
Two of the schools have computer representatives in early June was time and even the principals and
labs equipped with desktop quite long. Therefore, when I made headmasters came to the meeting
computers and projector. Some of my pre-visit, most of the teachers to join my discussion with the
the schools have power grid issues, thought that I came along with all the teachers. This showed that their
thus some computers and devices students. One headmaster prepared support of our SL programme.
cannot be used due to limited power food for more than one person
supply. Moreover, some schools and when I came alone, she was Seleviawati Tarmizi: Most of the
have Internet connection problems surprised. She did not understand schools under my supervision are big
due to their location and other the purpose of my visit and assumed schools with fairly good facilities. The
technical problems. that I came along with the students schools have computer labs that are
in my pre-visit. equipped with laptops and projector
Nevertheless, the school teachers for teaching and learning purposes.
were keen to work with UNIMAS There was also another I was glad that I did the pre-visit to
on the SL programme. One of the miscommunication between one the schools as I have encountered
headmasters mentioned to me that school representative and his an interesting event. I met one of
they were happy that their school colleague, who is the teacher in the headmasters who did not earlier
was selected to participate in this charge of SL for the school. It was on attended our SL briefing at the
programme. He wished his school explained in the briefing that our faculty. During the briefing at the
to be known to the public as this service learning projects were limited faculty, the SL committee and school
would increase the reputation of the to three types of service; creating representatives had agreed on the
school. database system, providing IT list of projects that our students
training and developing a corporate would deliver in the SL programme.
All of the schools which I had video. However, we received an However, in my discussion with the
visited chose SL projects that did application for new computers headmaster, he decided to change
not require many computers nor and fast Internet access as the SL and select a different project. Thus,
Internet access. When I asked what project from the teacher in charge. the pre-visit is as important as other
is their expectation of the projects by Hence, the previsit to this school
our students, most of them wanted was important to explain again to the >visits to reconfirm the details before
simple and reliable products that teacher about the types of services
can be used and understood by all that we could provide. the visits by/with the students.
teachers and their students.
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Figure 4: Computer Lab in SK Agama Ibnu Khaldun

Dr Tariq Zaman: From the and school representatives and to All of the information that our group
management perspective, I followed explore/re-confirm the possible had gathered during the pre-visits
the usual process to contact the projects. were valuable to our students.
representative of each school, Particularly, they had details on
arranged face-to-face discussions I also found a need of a proper traveling time, the condition of
and conducted personal visits to communication structure at school computer and internet facilities as
each school before the students’ level so the school administration is well as the level of school support for
visits. Engagement is not a one time on board for all the decisions made the SL programme.
event so it was important to meet by the school representative and to
the school administrative personnels avoid scope creep.

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UNIVERSITI MALAYSIA SARAWAK

FCSScIhToSoerlavCnidocemDmLoeunantrsintiyn: gDofsor

Dr Kartinah Zen [email protected], Dr Tariq Zaman [email protected],
Dr Sarah Flora Juan [email protected], Seleviawati Tarmizi [email protected]

Faculty of Computer Science and Information Technology

My experience from the implementation of service learning projects in five schools
for the first FCSIT Service Learning Program has opened my eyes to a few dos and
don’ts.

The Dos:

1. Do realise that the students are excited to do the field work. From
the students’ feedback on the service learning programme, almost all
of them were very happy to be given the opportunity to go out from
their classroom and apply their knowledge to help the community.
Students really appreciated the programme as the platform for them to
contribute to the community, boost their confidence level, polish their
communication skills, and gain self-satisfaction in becoming useful
citizens.

2. Do remind the students that they have to agree to only one project. The
schools’ requirements on information technology based projects were
diverse. Along the way, they added and changed their requirements.
They were excited to gain help from the students through the service
learning programme and the students were also very eager to play
their roles. Sometimes, the students forgot that they had a very tight
schedule with other courses at the university. Some groups were
trying very hard to please their school community by accepting more
than one project type. However, the situation should be controlled or
avoided to maintain the focus in completing the project as scheduled.

3. Do be aware of the school busy time. If the service learning programme
for school runs during the school busy time, which is towards the
end of the year, making appointments with the school can be very
difficult. Time management is very crucial. The students and service
learning supervisor have to prepare for schedule rearrangements and
renegotiations.

4. Do expect different acceptance and commitment level from the school >
community. Since service learning is quite a new approach, the first
project faced challenges in creating first positive impression and trust.

5. Do communicate regularly for current updates and plans especially
between service learning supervisor and students. Thanks to the
instant messaging tools that made communication much easier and
just at our fingertips.

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The Don’ts:

1. Don’t miss the first visit. The service learning supervisor may have no
choice but to let the students visit the community without him/her for
the first visit due to time constraints. It is definitely not an ideal situation
because the first visit is a very important meeting to get the agreement
and confirmation on the project plan and scope with the school.

2. Don’t underestimate the students’ creativity and survival skills.
Surprisingly, students can be very independent in overcoming logistics,
financial and self-learning issues.

3. Don’t expect all school teachers to be Information Technology (IT)
literate. Although only common software, simple IT solution, or a little
improvement and upgrade, were proposed to the teachers through the
service learning project, their acceptance were varied based on their IT
knowledge. This can be supported and overcome by comprehensive
user manual and training on how to use the newly proposed or improved
system.

4. Don’t conduct IT training even on basic and common software such
as Microsoft Office without thoroughly checking the capability and
background knowledge of the participants.

5. Don’t ignore technical problems such as hardware specifications,
software version, software installation and so forth to ensure smooth
IT training projects.

I treasure the valuable experience with my service learning students under my supervision
in five schools: SK(A) Ibnu Khaldun, SK Pinang, SK Mejar Jeneral Dato Ibrahim, SK Tabuan
Ulu and SK Tabuan Hilir. We learn a lot from the service learning projects.

670

UNIVERSITI MALAYSIA SARAWAK

Service Learning at SK (A) Ibnu Khaldun Service Learning at SK Pinang

Service Learning at SK Mejar Jeneral Dato Ibrahim Service Learning at SK Tabuan Ulu

Service Learning SK Tabuan Hilir

861

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fRoerflSecchtLoeioaonrlnoCinonmgSemruvniictey

Dr Kartinah Zen [email protected], Dr Tariq Zaman [email protected],
Dr Sarah Flora Juan [email protected], Seleviawati Tarmizi [email protected]

Faculty of Computer Science and Information Technology

Good rapport to the schools a few party well informed.
months after the
opens up briefing and our task
include collecting
opportunities information regarding Prepare students with
the distance of the five relevant information
to work with school schools from UNIMAS
and gathering
community. The information related
to their information
experience in handling technology The 50 students
infrastructure at these
Service Learning schools. under our care were

(SL) for School presented with the

Community especially information that

in communication we gathered during

is key in ensuring the pre-visit. This

successful UNIMAS helped the students

SL to communities to strategise their

such as schools. respective activities

While at the in the schools that

Build rapport with the schools, teachers- they were assigned
school community
in-charge of the SL to. Without the pre-

programme briefed visit, we believe that

Building trust is us on their available these students would
necessary to ensure
mutual understanding infrastructures and not have carried out
between the SL
committee and the shortcomings as well the programmes
school community.
Maintaining as brought us on a accordingly, which
communications with
the school community tour of the available goes back to the
is one of the tasks
for service learning classrooms and importance of
supervisors. During
the introduction to labs to be used by maintaining good
the schools, their
representatives our students for the rapport with the
were presented with
the project types, training sessions. school.
programme duration
and number of visits to After the pre-visit,
be carried out in their
respective schools communications
and we were part of
this briefing, where with the teachers
we get acquainted
with the five school was ongoing via
teachers under our
supervision. emails and whatsapp

throughout the

duration of the SL

programme. Even

though we did not

meet frequently, we

set appointments

and discussed the

projects through

various means of

communication. Our

discussions were

also participated by

the leaders of the five

All SL supervisors groups of students in
conducted pre-visits
order to keep every

672

Figure 1: SL group at SK Kampung Rembus UNIVERSITI MALAYSIA SARAWAK
with Cikgu Andi (Headmaster) and Cikgu
Ingemar Wilfred Identify the needs of the school community

Our faculty’s SL projects are related to ICT and
it is important to make sure that the products
that our students deliver can be used by the
school community. These were some of the
questions raised in the initial visit:

1. What is the content
of the service that the
community needs?

2. What is the level of
computer skill of the
users?

3. Do we need computer
facilities at the school?

4. If yes, are the computer
facilities adequate for our
service?

After the students’ first visit, each group leader
was asked to summarise their experience
at the school. Collyne binti Jrillus who was
the leader of the SL group at SK Kampung
Rembus shared her experience:

“On 22 September 2016, we visited SK
Kampung Rembus to conduct requirement
analysis and collect information about the
primary school. We arrived at the school at
around 8:50 a.m. and met up with Cikgu Andi,
the Headmaster. He gave us a briefing and
explained their needs. We were asked to create
a web portal for the school. The purpose is to
have more people to know about the school.
Cikgu Andi shared his experiences of having a
web portal of his previous schools. This web
portal can be used to share any information
or latest news of the school. Cikgu Andi and
the ICT teacher, Cikgu Ingemar really hope
that the current school can have a web portal

>as well. Hence, we will do our very best to

make their hope becomes a reality”.

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INSIGHT // Teaching & Learning Bulletin

Koh Jin Yi, who was a leader of are currently facing. The system is easy to use. Our group has decided
the SL group in charge of SK not user friendly and has very limited to use Microsoft Excel to build the
Meranek summarised their group’s features. The school requested us database system as this is easy to
experience: to create a new system, which has be used by teachers to keep their
“The teacher in charge introduced better usability and more features. students’ grades.”
their marking system to us and The system should be accessible
explained the problems that teachers to all teachers in the school and

Figure 2: Discussion session with Cikgu Khairil Anuar of SK Meranek.

The leader of SL group for SK Endap, training sessions: Microsoft Word room and classrooms. At the last
Lim Ching Song, gave his summary: for primary school students and session of the visit, we discussed our
Microsoft Excel for teachers. After idea and plan with the headmaster.
“At SK Endap, we were requested to the discussion in the first visit, the The headmaster was satisfied and
deliver IT training for students and teacher brought all of us to visit the looked forward to our next visit.”
teachers. We would prepare two school compound, the computer

Figure 3: One of the FCSIT students posed with SK Endap students
during their first visit to the school.

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UNIVERSITI MALAYSIA SARAWAK

After SL groups’ first visit, we the teachers were satisfied and given the chance to practise their
discussed with the students to know gave positive comments on the soft skills and learn how to negotiate
more on their opinions about their programme. and compromise with the school
respective SL programmes. Before Cikgu Andi Bakeh, Headmaster of community.
the visit, some of them mentioned SK Kampung Rembus welcomes
that they were surprised about the our students and looking forward Daren Chia, who is in charge of SL at
level of support given by the school. to more collaboration programmes SK Kampung Baru admitted that he
They did not expect that the teachers between schools and UNIMAS, in struggled to deliver his presentation
and headmaster were positive of particular. at the school as he was not familiar
their programmes, thus, this made with the local language commonly
some of the students eager to Cikgu Jane Huo Lee Ling, teacher- used by the teachers. He improved
make sure their projects catered in-charge of SL programme for his presentation skills by acquiring
to the needs of the school. On the SK Kampung Baru agrees that
other hand, there were also some university students should work >some key points and techniques
students who had mixed feelings with the school community as she
about the school under their care. believes that it is a great to learn as from one of the teachers.
Particularly, they were concerned students can actually apply what
about the level of expectations of they have learned and put them into
the school community and the lack practice within the community that
of computer facilities in the school. is in need of such knowledge.

A reflection study with students and At the end of the programme,
the school community our students also gave feedback
regarding their experiences in the
We participated in some of the visits programme. Most of them were
to the schools with our students to happy to be involved in SL as they
monitor their progress and obtain were able to work with a community
feedback from the teachers. Overall, outside the university. They were

Figure 4: Daren Chia presenting his group’s system to the teachers.

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INSIGHT // Teaching & Learning Bulletin

Group leader for SL at SK Niup, No- group was the ambassador for UN- was important because of the time
riswani binti Sulaiman, comment- IMAS, they had to show and leave a constraints to conduct and plan the
ed that the programme taught her good impression of UNIMAS with- IT training sessions at the school.
to be professional and she learned in the school community. She said
how to manage time well. As her that having good time management

Figure 5: Noriswani’s group in the computer lab in SK Niup

Impact of SL that is observed in the who created the website for their After Koh Jin Yi’s group presented
school community school. Cikgu Andi commented their Microsoft Excel database
that the website has the latest system to the teachers, they
The five groups of students information about the school and received positive response on their
delivered their projects successfully, its activities, and it is user-friendly. work. Cikgu Norlia binti Tuah, one
based on the feedback given by the He thanked the University for the of the teachers who attended the
school community. Two groups service that provided to his school. presentation, was happy with the
delivered IT training sessions to the students’ work as she commented
schools, while two others created Cikgu Hatta bin Abd Wahab, that the system will ease the
database systems for managing teacher-in-charge of SL at SK teachers’ work in storing students’
students’ grades and the other Endap, commented that the data and grades. The system will
group developed a website for the exercises and activities provided bring benefits to the teachers and it
school. Their projects included user during the IT training sessions is very easy to use.
manuals to guide the teachers on helped in improving the knowledge
how to use their products. of the teachers about features
in Microsoft products. He also
Teachers from SK Kampung encourages the university to
Rembus congratulated the group continue SL programme at his
school.

676 Figure 6 : With teachers and FCSIT students
at SK Kampung Rembus

UNIVERSITI MALAYSIA SARAWAK

Figure 7: Teachers and FCSIT students at
SK Meranek

Figure 8: Teachers and FCSIT students at Figure 9: Daren Chia presenting a certificate
SK Endap of participation to Cikgu Jane Huo Lee Ling.

Challenges and issues on SL from this, we also faced challenges to overcome the problems. We
from the school such as failure to believed this little setback helps
No activity is without challenges and understand time constraints and the students to formulate problem
among those raised by teachers are the limitations of the students. In solving in life once they step out
insufficient visits by the students order to sort out these challenges, from the university, preparing them
and lack of facilities for them to we discussed the issues together to be value added graduates.
carry out the programmes. Apart and came up with best solutions

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PCarotmUnmNeIuIrnMnsdAhiitSgiypeCRniOneoRsBuNiulsEiiLelLndcineg

Prof Dr Narayanan Kulathuramaiyer [email protected],
Jaya Laxhmi [email protected]

Faculty of Computer Science and Information Technology

UNIMAS has become widely student to interact and work The community-based service
known for the community along-side the Cornell students learning experience was centred on
engagement projects that in sustainable development the socio-economic sustainability
we have undertaken in our living projects. The programme is led and resilience of the participating
laboratories across the country. by the Department of Natural communities of Bario and Long
What started out as a community- Resources and the Public Service Lamai. The students were
based multi-disciplinary research Center at Cornell and work closely pre-acculturated towards the
in 1998 as the eBario project, is with the faculty and staff from the environmental and socio-economic
now attracting partners from all Institute of Social Informatics and context of partner communities and
over the world to Sarawak. An Technological Innovations (ISITI). the host communities were equally
example of such a partnership will In this programme, students were engaged in planning and organising
be discussed in this article. exposed to the multiple facets the events and training programme
and perspectives of sustainable for the students. The participating
In 2014, Cornell University, USA community development for communities face several threats
and Universiti Malaysia Sarawak indigenous groups with an to their stability and to their
(UNIMAS) established a research emphasis on resiliency issues. economic and cultural survival but
partnership in areas of global The objective of the programme at the same time, they are able
citizenship, community based was to help students learn about to harness significant assets to
research and service-learning. global sustainable development assist them in their development
After a year of pre-engagement in a localised context involving endeavors. Furthermore, the Global
and relationship building activities remote indigenous communities Citizenship and Sustainability
with the partner communities, living in tropical rain-forested (GCS) community-based research
in January 2016 a three-week areas that are of global ecological activities were taking place
community based research and significance and regarded as against a backdrop that is made
service learning programme for highly vulnerable to the impacts up of a range of issues of global
students from both universities was of climate change. Community significance. The iterative process
organised involving two remote cultural resilience is defined by of community-based participatory
villages Bario and Long Lamai in Healy (2006) as the capacity of research approach and visual
Sarawak, Malaysia. The long term a distinct community or cultural methods of data collection
relationships that UNIMAS has system to absorb disturbance allowed for setting a community-
built with these communities made and reorganise while undergoing determined research agenda that
them viable as a playing field for change so as to retain key elements focuses on four distinct projects to
this service learning programme. of structure and identity that increase the aspects of community
preserve its distinctness. It focuses resilience. These projects includes
Eight undergraduate students from on “the existence, development, i): Hydroelectric Power ii): Water
Cornell University and three post- and engagement of community Supply iii): Information and
graduate students from UNIMAS resources by community members Communication Technologies and
participated in a global community to thrive in an environment iv): Eco-tourism. The community
intervention programme conducted characterised by change members and students worked
in these two Malaysian Borneo uncertainty, unpredictability, and jointly on collecting data, figures,
communities. This programme gave surprise” (Magis 2010, p.401). maps and preparing a report to
an opportunity to these UNIMAS highlight the status of each project.

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UNIVERSITI MALAYSIA SARAWAK

To link academic research with the main issues that were brought This project is on-going and the
policy-makers and government to attention included the need to second batch of students from
organisations, a public forum increase research on the benefits of Cornell University will be back
was jointly organised by Sarawak working together with communities, in Borneo, in January 2018. The
Development Institute (SDI) and the inclusion of indigenous groundwork to identify community
ISITI-UNIMAS together with communities when formulating needs and garner commitment
Cornell University at Wisma Bapa policies, community engagement for the next round of activities is
Malaysia, Kuching. The forum as well as the issue of urban underway. At the same time, a
brought to attention the efforts migration. The forum also served collaborative effort to learn from
that both universities and the as a platform to provide insights the best-practices from this project
local communities have shared on how University- Community and explore how service learning
in addressing the impacts of partnerships can contribute to can become a mainstream activity
climate change through the the goals for resilience-oriented in UNIMAS is being undertaken.
implementation of the GCS service development among underserved
learning programme. Apart from communities, the benefits of service
that, the forum also gave rise to learning not only for the students
a highly informative discussion but also members of academia and
session between the panel lists also how to stimulate research that
and members of the audience who can have real-world impact beyond
were present that day. Some of academia.

References:

Healy, S. (2006, June). Cultural resilience, identity and the restructuring of political power in Bolivia.
Paper Submitted for the 11th Biennial Conference of the International Association for
the Study of Common Property; Bali, Indonesia. Retrived from http://www.indiana.
edu/~iascp/bali/papers/Healey_susan.pdf.

Magis, K. (2010). Community resilience: an indicator of sustainability. Society and Natural Resources.
23(5): 401-416.

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PassLienagrnoinngthBeaSteornvice

Prof Dr Narayanan Kulathuramaiyer [email protected]
Jaya Laxhmi [email protected]

Faculty of Computer Science and Information Technology

The Ministry of Higher development of the students, but for replication as reflection is an
Education has recognised also their soft skills as they learn important component of service-
the importance of service how to approach and communicate learning.
learning as a means of enhancing with the communities. Student
the quality of higher education and reflections have provided valuable Considering the treasure trove of
shaping the minds of graduates as insights on working with the knowledge that the students gain
future leaders in Malaysia. Service community, especially in terms and carry with them, the challenge
learning has been recognised as of community protocol when that needs to be addressed now is
one of the high-impact educational approaching them for the first time how can current groups of students
practices which has the potential as well as key points on how to pass the baton of tacit knowledge to
to positively impact the learning build a mutually beneficial working their junior cohorts? One potential
experiences of students, as they relationship between the students method of ensuring that there is
work with various communities and the community. a process of continued learning
to address issues that are of across the different batches of
importance to the communities Reflections made by the students, students embarking on the service
themselves. Service learning lecturers and also community learning programme is by building
prepares students to apply what members are integral to the a knowledge community from the
they learn in class to the real development of service learning start of the programme.
world, allowing them to gain a programmes as they record the
deeper understanding on how entire service learning process, Students, lecturers and various
to work on possible solutions to and are an important part of stakeholders of the programme
genuine problems by applying their allowing others to understand can make use of a structured
academic knowledge to meet with and learn from the experiences of system to document all aspects of
the needs of the communities that those directly involved, particularly the service learning programme,
they work with (Garner, 2011). students joining the programme and store these documents in
for the first time. Brown & Schmidt a database which will be made
This method of working together (2016) emphasize that sufficient available to future cohorts to both
with the community has been seen details in the reflection process access and build on.
to enhance not only the academic should be provided so as to allow

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UNIVERSITI MALAYSIA SARAWAK

The documentation of from all the parties involved
will therefore be pivotal in
experiences could also addressing the challenges
of ensuring that the baton
shed some light on how receivers are able to continue
building the paths towards
to effectively manage a a smoother transitional
process from one cohort to
project team which involves another.

students and lecturers References:

from different faculties

related to issues in terms of

logistics, time and resource

management especially

when the stakeholders of the

project may have different

expectations from one

another. This database of

reflections could potentially Brown, J.M., & Schmidt, N.A.

provide participants with the (2016). Service-
Learning in
necessary know-hows and Undergraduate

allow them to review their Nursing Education:

planned projects and improve Where Is The

the programme so that it will Reflection?. Journal
of Professional
be mutually beneficial for Nursing, Vol 32, No.

both the students and the 1, 48–53

communities.

Garner, L.C. (2011). Meeting
Learning Objectives
As service learning has through Service-
become a mandatory Learning: A
component in the curriculum Pomology Case
of our students, the number of Study. California
service learning programmes : California
is expected to escalate over Polytechnic State
the next few years. There University.
is a need to take stock
of the collective learning
and reflections to ensure
sustainable development and
progress. Documentation
of this tacit knowledge

871

INSIGHT // Teaching & Learning Bulletin

MerIngsiniggShGetrrsvEofdiurcupoecmCLaeotCaouorrnnussnienslgel:linlignginto

Azzahrah Anuar [email protected]
Dr Nor Mazlina Ghazali [email protected]
Faculty of Cognitive Sciences and Human Development

Group counselling provides (such as positive self esteem), those who are in the rehabilitation
the group members a achieving certain cognitive abilities recovery programme and some
unique opportunity to share (such as higher level thinking), are rehabilitated drug addicts who
their thoughts and feelings with developing their employment skills have stayed clean for a minimum
a group of individuals who have in advance while attending to the of one year and are monitored
homogenous goals or objectives. needs of community members closely by the AADK. Topics such
Developing group counselling skills and utilising their academic as self-concept, self-esteem and
for students can be very taxing knowledge through service learning personality are among themes
and it demands comprehensive experiences (Altosino & Armstrong, discussed by the students with
training from the counseling 2014). Through such experiences, their clients.
educators. One reason why students learn to engage in a
teaching group counselling skills collaborative partnership with Students have also conducted
may be challenging is the complex people from outside campus. another group counselling project
nature of the subject that requires with volunteers from Nur Hikmah
experience beyond the classroom. As part of the counselling Women’s Center (HELWA HIKMAH).
Dealing with different populations programme curriculum, students The volunteers consist of working
(such as teenagers, adults, and the must fulfill 96 credit hours of face- and retired professionals who are
elderly) demands specific group to-face counselling (which also avid in learning about helping skills
approaches. These are crucial to be includes group counselling). Prior as they realise that it is imperative
demonstrated continuously by the to counselling implementation, to possess such skills. Students
students in enhancing their growth students were trained to write indicated growth in their group
in group counselling practice. project proposals and present their counseling skills since they were
proposals to organisations such exposed to dealing with the adult
Another possible method of as schools, government, and non- participants.
increasing group counselling government agencies.
competence is service learning.
Service learning allows the One of the most significant service
students to seek balance between learning activities that have been
learning and community service. conducted by the students was
According to Koch, Ross, Wendell, their psychoeducational project
& Aleksandrova-Howell (2014), with the rehabilitation clients at the
service learning benefits the National Anti-drugs Agency (AADK)
counselors-in-training in terms of of Kuching Branch. Students spent
their preparation in working with their group counselling hours on
their actual clients. Students benefit a weekly basis with groups of
in terms of personal development clients. These clients are among

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UNIVERSITI MALAYSIA SARAWAK

Students at AADK meeting room with the re-
habilitation client

Post-Programme with Nur Hikmah
volunteers at HIKMAH Kuching
headquarters

Group counselling demands good learning programmes because it as group counselling leaders.
leadership skills. Some students
enter group counselling with a evaluates what students had learnt When group counseling is
vague idea on how to lead a group. infused in the service learning
Moreover, they have to serve a wide and offers them the opportunity environment, it will also benefit the
variety of clients in a manner that members of the group. They can
is expected within their diverse to process the meaning of their be any individuals from the social
groups. For instance, the students system. As participants in group
should be aware of the current work. Students can also derive counselling, they will be taught how
drug-related street terms used by to manage their life decisions more
drug addicts and the psychology of feedback from people they work effectively. They will learn how to
addiction and relapse to help them reflect on their personal issues
understand their rehabilitation with at the service learning setting. which result in the enhancement
clients during the group counselling of their coping skills. In addition,
process. The reflection activity should not they develop their social skills and
maximise their teamwork spirit
When students get into actual only involve the students but also through group counseling process.
situations, they learn how to Mc Rae (2003) indicated that group
confront group members on the those who were involved closely counselling promotes social skills
disadvantages of self-defeating development because the group
behaviors and assist these group with the students throughout the members are encouraged to build
members to make decisions a trusting relationship and connect
and take actions for resolving process. The students have also
problems. Engaging students in >emotionally through issues that are
reflection is a critical phase in both acknowledged commonalities
group counselling and service highlighted in the group.
between themselves and their

rehabilitation clients. Earlier on,

they had assumptions that the

clients might be harmful to them

due to their addictive behavior.

They have recognised this as false

judgments and realised there was

not such a huge social gap between

them and the rehabilitation clients.

Their immersion in unfamiliar

environments and ability to break

the stereotypes have helped them

to work effectively with their client

873

INSIGHT // Teaching & Learning Bulletin

These are just two of the many group the counselling curriculum structure their work with various groups.
counselling projects that have been long before the term was introduced. Students have gradually learned
initiated by the students. All of their Previous studies have supported how to develop partnerships with
counsellingactivitiesweresupervised that the service-learning experiential the community and organisation
by the academic supervisors. component had a positive influence members which is part of the notion
We, as counseling educators/ on the student’s learning in group in the service learning philosophy.
supervisors have witnessed much counselling course (Keim et al.,
progress in the students, ranging 2015). Students demonstrated an
from personal to professional increased confidence in their ability
development, particularly through to work with people of different
group counselling experiences. In cultures and some identified having
fact, service learning is embedded in humbling experiences through

References

Altosino, A. & Armstrong, J. L. (2014). The effects of a service learning workshop on the intellectual lifeof graduate
students in communication disorders. Perspectives on Issues in Higher Education, 17(1), 27-35.

Keim, J., Goodrich, K. M., Croft, G., & Walker, T. (2015). Empirical analysis of service learning in group work. The Journal
for Specialists in Group Work, 40, 335–343.

Koch, J. M., Ross, J. B., Wendell, J., & Aleksandrova-Howell, M. (2014). Results of immersion service learning activism
with peers: Anticipated and surprising. Counseling Psychology, 42, 1215–1246.

Mc Rae, K. (2013). Emotions, health, and mental health. Retrieved on January 18, 2017 from http://www.
connollycounseling.com/advantages-disadvantages-group-therapy/

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UNIVERSITI MALAYSIA SARAWAK

SeMrvediciceaLleaSrtundinegntfsor

Dr. Myat San Yi [email protected],
Dr. Khin Than Yee [email protected]
Faculty of Medicine and Health Sciences

Taking care of patients is the For Year-3 medical students, JAWA to share health education and built
most cherishable wish for clinic visits are really helpful to get rapport with the patients. Hands-
medical doctors. As medical the full knowledge of government on experiences such as how to
lecturers, our aim is to train and service. It is also an effective examine pregnant ladies were
polish our next generation of linkage between the students and given by well-trained midwives.
doctors to become efficient and community service. As Year-3 is the They were also taught to observe
competent in carrying out their transitional period (from pre-clinical and discuss the ultrasound findings
duty. Therefore, it is high time for to clinical year), the experience is with qualified doctors.
educators to find a way to fulfil this really exciting and alluring for them.
goal. During the process of learning, They enjoy the visits and are really Other knowledge that was learned
medical students are equipped with eager to embrace the beginning of in the clinic includes; breastfeeding
knowledge and skills on the subject their career. policy, pap smear, contraception
matter. At the same time, medical service as well as immunisation.
lecturers emphasise soft skills During these visits, a lecturer Students observed how to conduct
achievement. We nurture students chaperone them and briefed them a Pap smear test to women
with professionalism and cultivate about the clinic. They learn about patients. As for the contraception
them to respect the patient’s dignity the health stake’s strength, persons service, they applied the theory
as well as safety. involved in the contribution of knowledge of contraception into
service and their respective roles. their practice by observing and
As time goes by, we understand They also observe the whole learning the counselling section on
process starting from registration the choice of methods, benefits and
more about the importance of of the patients to referral to hospital. side-effects, application methods
etc.
medical education and service The medical students had the
opportunity to meet up with the These visits received positive
learning. This is where the staff in the clinic including matron, feedbacks from all the students.
sisters, laboratory staff and even The medical programme arranged
technical and non-technical skills pharmacists. They learned to two visits for each group per
communicate among colleagues rotation and they mentioned that
will be groomed. Both skills are as well as patients. They learned the visits were really helpful. They
the importance of maternal health were enthusiastic and loved to
built through small-group learning in the country and how to develop pay visits there. These visits can
it. The role of a medical doctor be viewed as a training ground
in UNIMAS. Small group learning in the public sector was learnt before marching to the battlefield.
through these visits and some may Furthermore, it acts as a link to
provides more active learning, feel captivated enough to continue
as a government doctor. They also >connect knowledge from text books
better retention, higher satisfaction, learned how to use the ultrasound
machine as well as had a chance to application in daily practice.
and facilitates development

of problem-solving and team-

working abilities. While for the non-

technical skills such as situation

awareness, decision-making,

teamwork, communication,

leadership and trust, the students

gain these through participating

in the community medical service 875

and clinic visits.

INSIGHT // Teaching & Learning Bulletin

Now, almost all countries focus houseman after the end of their narrow the gap between studying
to improve the maternal health studies, the journey of improving in the classroom, learning from
service. Most of the clinics in soft skills is not easy. Another textbooks; front to back with real-
Malaysia provide standardised advantage from the clinic visits world challenges and building their
antenatal care which is easily is the familiarisation with the soft skills as well as technical skills.
accessible to all pregnant ladies. medical environment and the path It will transform them into a caring,
These clinics are well-equipped they choose. They can learn how sincere and competent doctor who
with laboratory facilities, necessary to apply the knowledge from the will fill the much needed profession
drugs, machines like ultrasound classroom to their living subjects in our country in the near future.
or cardio-tocogram and smooth, in the community. It will bridge the
systemic work flow with adequate gap between the classroom and
manpower. the community and will be a great
help for the students.
Medical students can achieve the
skill of leadership, teamwork and In conclusion, conducting visits
collaboration, adaptability and to clinics in the community during
problem solving skills by attending medical students clinical year
these clinics. Although they can will establish a bright future for
improve their technical skill as a our students in their career. It will

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UNIVERSITI MALAYSIA SARAWAK

11 October 2016

19 October 2016

Course
24 October - 1 November 2016

26 October 2016

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INSIGHT // Teaching & Learning Bulletin

Course HETL

778

UNIVERSITI MALAYSIA SARAWAK

879

Centre for Applied Learning and Multimedia
Universiti Malaysia Sarawak
94300 Kota Samarahan
Sarawak

www.calm.unimas.my