Page47 Teaching plan on how to conduct e-service learning in biotechnology and can be adapted to other service-learning courses. Platforms used by the lecturer and students to conduct e-service learning.
Page48 All engagement activities were conducted online Example of arrangement in the teaching schedule for e-service learning
Page49 Example of PutraBlast used for progress monitoring for Service Learning in Biotechnology Example of progress updated by the students in PutraBlast.
Page50 Examples of Google Form are used to receive feedback from community and students. Examples of Google Form is used to conduct peer assessment and final report evaluation.
Page51 Example of online communication using WhatsApp between students and community. Example of e-service learning projects conducted with community by the students.
Page52 Example of online communication between students and community Example of YouTube Chanel used by the students for public sharing Example of Instagram platform used by the students for public sharing
Page53Geran Insiatif Pengajaran dan Pembelajaran received to evaluate the feasibility of e-service learning
Page54 3.1.5 Student centred learning Student centred learning (SCL) is a learning approach that focusses on students are actively participating in the teaching and learning process while the lecturer functioned as facilitator. Several SCL activities have been conducted such as class presentation, problem solving, case study, videos (short video or presentation), battle, debate, , model, and etc. 3.1.5.1 Group work and class presentation Class presentation was conducted to allow student to find information about the topic given, analysed, prepare slides, and present it during class. The topic can be part of the topics in course content. It can be long topic content that usually being conducted withing 30 mins per group with Q&A session, and/or short topic content within 5 mins presentation. Usually, short class presentation was conducted to train students to be familiar with class presentation before they present it for long topic duration. The students will find the information about the topic, preparing slides, models, videos, infographics, posters, or any other teaching suitable teaching materials and present it during the SCL session in the class. The presentation session will be evaluated as part of the course assessment by the lecturer and the peers. The lecturer will also moderate, facilitate, giving feedback to ensure the contents meet the scope of the course learning outcomes. Some of the presented topics was also assessed in the final exam.
Page55 Example of short class presentation assigned to the students as group assignment. Examples of the short class presentation made by the students.
Page56 Example of long class presentation assigned to students. Examples of the short class presentation made by the students.
Page57 3.1.5.2 Problem solving This problem-solving learning approach involves finding and implementing effective solutions through critical thinking, creativity, and collaboration through SCL. It emphasizes hands-on experience and real-world applications and is often seen as a more effective way of retaining information and developing problem solving skills. This approach is to draw the student capability in solving a problem related to their course. For example, the students were given a real situation and the student need to propose a proper solution to this problem. Example of problem-solving based assignment made by the students.
Page58 Problems identified and solutions are being proposed.
Page59 3.1.5.3 Case study and mini project In this approach, the students were given with the situations, research articles, observation phenomena and etc that is related with the course topic. They will evaluate the contents of this situation, summarize it based on their own understanding and present it in the class.
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Page61 3.1.5.4 Role model approach In this approach, students were assigned to be a particular selected role and perform as how the selected role should be done. The role usually relates with the real life role model such as researcher, product marketing person, manufacturer and etc.
Page62 Some of the posters made by students to act as company representatives
Page63 3.1.5.5 Videos and models Beside normal slide presentation, students were also given chances to explore their capability in presenting their skills and knowledge through videos and models. This allows them to determine important points, arrangement and videography skills that they can use while preparing videos. Model development such as production plant using recycle material, model of enzyme action and mechanism is assigned to the students to improve their understanding through real visual instead of through imagination from normal lecture. This approach will also enhance students’ creativity.
Page64 3.1.6 Industrial visit An industrial visit was done to provide an opportunity for the student to see and experience the real industrial environment and relate that with the theories explained in the class. This approach usually is very much appreciated by the students as can gain many benefits such as: 1) Students can see how the concepts they have learned are put into practice in the workplace. This can make their learning more meaningful and relevant to their future careers. 2) Expose students to new technologies and processes, and ways of doing things that may not be covered in the classroom. 3) Provide students with the opportunity to network with professionals in their field and make connections that may be valuable for their future careers. 4) The students may be able to identify problems or inefficiencies that may not be touched in the class. For example, students taking course BTC3101: Enzyme Technology will have their chance to visit Novozymes Malaysia Sdn Bhd. This industrial visit also being organised for BTC4102: Advanced Enzyme Technology if the students don’t have chance to visit during BTC3101 due to pandemic.
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Page66 3.1.7 Community engagement / Service learning Service learning has been conducted under BTC4904: Service Learning in Biotechnology. Through this course, students were assigned to groups and conduct projects with community. Since 2018, 5 community projects have been done which are: 2018 Young Scientist Students were assigned into groups and design a project related to STEM that benefited secondary school students. The project outputs were exhibited during Young Scientist Mini Exhibition at UPM. Approach : Physical Community : SMK Jalan 4
Page67 2019 4 The Earth Students were assigned into group as well as conducting the 4 the Earth program by the entire classmates. 4 the Earth was proposed by the students to improve awareness among school students and teachers about 4R concept on waste management. The program was conducted by executing the school students to do reduce waste, reuse it, recycle and recover. The reused and recovered products were exhibited by the school students during exhibition day. The recycle was able to generate enough income for to support the cost for exhibition and closing ceremony. Approach : Physical Community : SMK Jalan 4 UPM students taught school students to segregate trash and do recycle, and conduct exhibition using reused materials.
Page68 During launching day where UPM students creatively made the recycle bins for the schools using recycle materials
Page69 2020 Biotechnology for community Students were arranged into 5 groups, design the projects related to biotechnology and teach the community on how to conduct the projects. This service learning was conducted online during pandemic. Approach : Fully online Community : Community related with students (family members, neighbour, and friends) Projects : 1. Cheap Substrate for Mushroom Cultivation 2. Homemade Fungicide to Prevent Powdery Mildew on Rose Plant 3. Community Composting Project: How to Make Your Own Biocompost Using Kitchen Waste and Garden Waste 4. Homemade Fermented Cleaner for Kitchen Use 5. Quick And Easy Homemade Cheese by Using Rennet Some of the student’s roles and project timeline arranged by students with community.
Page70 Social media platforms used by students to share the biotechnology for community projects with public
Page71 Scan me for videos
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Page73 2021 Biotechnology for community Same approach as in 2020, but the evaluation criteria and feedback forms were prepared to evaluate the course feasibility to be conducted fully online. Approach : Fully online Community : Community related with students (family members, neighbour, and friends)
Page74 2022 Biotechnology for community Same approach as in 2021, but get was improved by involving outside community members, Persatuan Penduduk and NGO. The products made by the community were exhibited during Exhibition and Closing Ceremony. Approach : Fully online Closing ceremony and exhibition was conducted on-site. Community : Persatuan Penduduk Setia Ecohill 2 Asian Federation of Biotechnology Malaysia Chapter Community related to students (family members, neighbour, friends and some strangers found through online approach)
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Page76 3.2 Assessments 3.2.1 Written test and final examination Written tests are conducted to evaluate student performance during the first 5 weeks (Test 1) and continue until week 10 (Test 2). For some courses, Test 1 and/or Test 2 were replaced with individual assignments to evaluate their performance on the topics that have been covered. Marks for Test 1 and Test 2 are part of the continuous assessment. The final examination is a compulsory written assessment, and the mark percentage is clearly stated in the course synopsis as usually between 30-40%. Some courses have no final examination such as BTC4904: Service Learning in Biotechnology. Example of Test 1 question for BTC3101: Enzyme Technology Example of Final Examination questions for BTC3101: Enzyme Technology
Page77 3.2.2 Class activities Some of the class activities are also being marked as part of the assessments. For examples, quizzes, preparing mind map, battles etc. Usually, the assessment criteria for class activities are fewer and focus more on the contents and understanding instead of communication as being done in class presentation. 3.2.3 Class presentation Example of short quiz conducted during class Example of battles that have been assigned to students
Page78 Class presentation was evaluated accordingly based on the objective of the presentation. There is presentation to evaluate the student’s communication, understanding of the contents, preparation of materials and student’s appearance. Example of class presentation evaluation form
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Page80 3.2.4 Practical report A practical report is an evaluation of a laboratory or field experiment, and its assessment is an important part of the scientific process. The purpose of assessing a practical report is to ensure that the experiment was conducted correctly and that the results are accurate and meaningful. Following are the main criteria evaluated in the practical report. 1. Purpose and objective: The purpose of the experiment should be clearly stated, and the objectives should be well defined. 2. Methodology: The methodology should be described in detail and should be appropriate for the purpose of the experiment. Any limitations or deviations from the procedure should be noted. 3. Results: The results should be presented clearly and accurately, and any errors or inconsistencies should be explained. 4. Analysis: The analysis should be appropriate for the results obtained and should include appropriate statistical tests and calculations. 5. Conclusion: The conclusion should be based on the results and should be supported by the analysis. The conclusion should also state whether the objectives of the experiment were met. 6. Presentation: The report should be well organized and well written, with clear headings, graphs, and tables as necessary. The report should also be properly referenced and include a list of sources. 7. Originality: The report should demonstrate original thinking and should not simply repeat existing ideas. Students are compulsory to submit laboratory reports as part of their assessments. The reports are prepared in a group and should follow the given format. Reports are submitted one week after conducting the experiment. Students were briefed on how to prepare the report and being advised from time to time to improve their report write up, data presentation as well as ethical issues in scientific write up. This is either by returning back the report to the students, giving a briefing to the student in every practical session before and/or after conducting the experiment and any suitable feedbacks depending on the situation.
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Page82 Some of the practical reports made by the students.
Page83 Some feedback for students’ lab report were returned back to the student.
Page84 3.2.5 Peer assessment Main reason of conducting peer assessment is to provide fair evaluation for group assignment. It is very difficult for lecturer to monitor each group member contribution in the group assignment. Therefore, peer assessment will give chance for lecturer to detect if there is passenger in the group task based on the marks and the comments given by the group members. However, the function of this peer assessment must be clearly explaining to all the students so that they are aware with this approach and its benefits. This approach will also ensure the group members will play their roles accordingly and avoid being irresponsible in the group. Evaluate each of your group members and yourself based on the criteria listed below. Please rate between 1 to 5 with the statements listed below. (1) Very poor (2) Poor (3) Average (4) Good (5) Very good 1. This student has contributed to the ideas and works significantly.* 2. This student has participated in group discussions and helped keep the group on task. 3. This student communicates and worked well with other group members.* 4. This student did (at least) a fair share of the work* 5. This student has projected a positive attitude throughout the project.* 6. This student has completed all the tasks to the level of quality expected by the group. 7. Overall, how would you rate this student's performance in the group?* General comments about your group member.*
Page85 3.2.6 Community and external evaluation Community feedback is also being used as the assessment criteria that contribute to the final marks for BTC4904: Service Learning in Biotechnology. This is because the community receive the direct interaction with the students and are aware with all the student performance. Besides, some community projects also have external evaluation such as the judges and invited evaluator to evaluate the student’s project through their final report presentation.
Page86 3.3 Student’s skills measured Following are some of the skills measured based on feedback from students and their assessed performance. 90.00 91.00 92.00 93.00 94.00 95.00 96.00 Good leadership Good teamwork Good time management Professional Good communication Good critical thinking and problem solving Good information management Good in computer and digital application Score (%) Generic skills developed by students BTC4904: Service Learning In BIotechnology (Student's Feedback) 90 92 94 96 98 100 102 Good leadership Good teamwork Good time management Good ethic Good communication Good critical thinking and problem solving Good information management Good in computer and digital application Score (%) Generic skills developed by students BTC4904: Service Learning In BIotechnology (External Evaluator's Feedback)
Page87 3.4 Innovation and approach in supervision Some innovation has been applied in supervising students (FYP, Master and PhD) such as: 1. Proposal summary 2. Progress monitoring through meeting at least once a month 3. Group WhatsApp for continuous monitoring, sharing information and updates. 4. Offering opportunity to attend workshop, conference and seminar and research attachment. 5. Collaboration with external institution and industry.
Page88 4.0 Teaching testimonial
Page89 4 Teaching testimonial 4.1 Teaching assessment Following are record of teaching assessment results and some of the comments captured from students. 4.64 4.5 4.62 4.68 4.6 4.75 4.8 4.35 4.40 4.45 4.50 4.55 4.60 4.65 4.70 4.75 4.80 4.85 Score Semester BTC3101: ENZYME TECHNOLOGY 4.42 4.51 4.78 4.66 4.81 4.20 4.30 4.40 4.50 4.60 4.70 4.80 4.90 1-2014/2015 1-2018/2019 1-2019/2020 1-2020/2021 1-2021/2022 Score Semester BTC3003: INSTRUMENTATION IN BIOTECHNOLOGY RESEARCH
Page90 Semester Course Credit Score 2-2017/2018 BBS5901: RESEARCH METHODOLOGY 3(3+0) 4.50 2-2021/2022 BBS5901: RESEARCH METHODOLOGY 3(3+0) 5.00 2-2013/2014 BTC3002: COMMERCIALISATION AND CURRENT ISSUES IN BIOTECHNOLOGY 2(2+0) 4.55 1-2017/2018 BTC3201: FERMENTATION TECHNOLOGY 4(3+1) 4.72 1-2017/2018 BTC4102: ADVANCED ENZYME TECHNOLOGY 4(3+1) 4.55 2-2014/2015 BTC4403: BIOREMEDIATION 4(3+1) 4.64 1-2018/2019 BTC3402: WASTE MANAGEMENT AND UTILISATION 3 (2+1) 4.66 1-2021/2022 BTC3402: WASTE MANAGEMENT AND UTILISATION 4 (2+1) 4.77 2-2019/2020 BTC4105: ADVANCED FOOD BIOTECHNOLOGY 2(2=0) 4.74 4.12 4.51 4.69 4.74 3.60 3.80 4.00 4.20 4.40 4.60 4.80 5.00 1-2018/2019 1-2019/2020 1-2020/2021 1-2021/2022 Score Semester BTC4904: SERVICE LEARNING IN BIOTECHNOLOGY
Page91 4.2 Feedbacks for teaching and supervision 4.2.1 Feedbacks from students
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Page95 4.2.2 Feedbacks from colleagues TESTIMONIAL BY COLLEAGUE I am honoured to give this teaching/supervision testimonial to Assoc. Prof. Ts. Dr. Mohamad Faizal Ibrahim for him to apply for the Teaching Category Vice Chancellor's Fellowship Award (AFNC-KP) in 2022. Dr Faizal is an active and highly motivated young academic. He was carrying out his duties as a dedicated and always act professionally in handling all matters related to real work. He always ready to help his colleagues in various aspects as well as departmental activities for ensure that all department affairs are carried out smoothly. Dr. Faizal also became chairman, organizer of departmental activities or programs such as Biomagnetic Day and D-Day, where he plans and coordinates the activities carefully to ensure the success of the program. He has shown leadership qualities. He can communicate well either with colleagues or students. He also has the spirit of teamwork and are always ready to accept his colleagues' views/suggestions. As an academician, Dr. Faizal emphasizes the quality of work, practice or assignments conducted by undergraduates. He made sure the students understood the lecture delivered in an innovative way. He supervises graduate in diligent research project in which his graduate students were graduated and successfully published research results in high-impact international journals. In addition, he and his graduate students also presented research results at national and international conferences. Dr. Faizal is the vice president of Asian Biotechnology Federation Malaysia Chapter and be active in promoting Biotechnology as a leader in national development. Thank you. Assoc Prof Ts Dr Phag Lai Yee Department of Bioprocess Technology Faculty of Biotechnology and Biomolecular Sciences Universiti Putra Malaysia
Page96 4.2.3 Feedbacks from faculty and department TESTIMONIAL BY THE DEAN I am honoured to give this teaching/supervision testimonial to Assoc. Prof. Ts. Dr. Mohamad Faizal Ibrahim for him to apply for the Teaching Category Vice Chancellor's Fellowship Award (AFNC-KP) in 2022. Dr Mohamad Faizal is an active academic staff. He has shown his excellent performance by achieving high marks in KPI since he was appointed as a lecturer until now. As an academic officer, he has shown a high commitment in carrying out his duties as an educator, innovating and being active in helping the department and faculty in teaching and developing the character of students. He is also active in various committees inside and outside the university in his efforts to serve the university and the country. Dr Mohamad Faizal also contributed to community service. He has received a Teaching and Learning Incentive (GIPP) grant in 2021 for e-Service Learning. He is the person responsible for the department's foster school and the coordinator for the sponsorship of the Outstanding Student Award for his department. He has coordinated several projects with the community and is active in activities with students. In research, Dr Mohamad Faizal has obtained several research grants as principal investigator and co-investigator for various projects, published high-impact articles and edited books at internationally reputable publishers. He actively participates as a speaker for various international conferences. His experience in research also helps him in supervising master's and PhD students Dr Mohamad Faizal Ibrahim has shown great excellence in teaching. Therefore, I support his application for AFNC-KP 2022 and hope that his application process can be implemented successfully. Thank you. Prof Dr Shuhaimi Mustafa Dean Faculty of Biotechnology and Biomolecular Sciences Universiti Putra Malaysia