FINAL HIEPs VOL2 E BOOK

First-Year Seminars and Experiences (FYS) MINISTRY OF HIGHER EDUCATION
Service Learning (SL)
Community-based Learning (CBL)
Learning Communities (LC)
Intensive Academic Writing (IAW)
Diversity/Global Learning (DGL)
Collaborative Assignments and Projects (CAS)
Empirical Research/Undergraduate Research (ER)
Interdisciplinary Approach to Assessment (ID)
Internship (IN)
Capstone Project (CAP)
ePortfolio
Common Interllectual Experiences (CIE)

JPT DEPARTMENT OF
HIGHER

EDUCATION



High-Impact Educational Practices (HIEPs):
The Malaysian Higher Education
Experience

Vo l u m e 2

Editors
Muta Harah Zakaria, Amira Sariyati Firdaus, Mai Shihah Abdullah,
Najah Nadiah Amran, Siti Salhah Othman, Wan Zuhainis Saad &

Mohd Hafiz Abu Hassan

Ministry of Higher Education (MoHE)
2020

Cetakan Pertama/First Printing 2020
Hak cipta/Copyright

Diterbitkan di Malaysia oleh/Published in Malaysia by
Jabatan Pendidikan Tinggi

Kementerian Pengajian Tinggi
Aras 4, No. 2, Menara 2
Jalan P/S6, Presint 5

62000 Putrajaya, Malaysia
http://jpt.mohe.gov.my

Hak cipta terpelihara. Tiada bahagian daripada terbitan ini boleh diterbitkan semula, disimpan untuk pengeluaran atau
ditukarkan dalam sebarang bentuk atau dengan sebarang alat juga pun, sama ada dengan cara elektronik, gambar serta
rakaman dan sebagainya tanpa kebenaran bertulis daripada Jabatan Pendidikan Tinggi, Kementerian Pengajian Tinggi terlebih

dahulu.

All right reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or
mechanical including photocopy, recording or any information storage and retrieval system, without permission in writing from

Department of Higher Education, Ministry of Higher Education.

Pereka:
Mohd Idham bin Abdul Rashid
Muhammad Faris Aqil bin Ideris

Perpustakaan Negara Malaysia
High-Impact Educational Practices (HIEPs): The Malaysian Higher Education Experience, Volume 2

e ISBN: 978-967-2828-12-9

4i

The HIEPs implementation is showcased in
two volumes. Volume 1 focuses on
involvement of students and their
engagement with the communities.

Volume 2 focuses on the teaching and
learning involving interdisciplinary

approaches recommended for the later
years upon graduation.

ii

HIEPs

HIEPs

2020HIGH-IMPACT
EDUCATIONAL PRACTICES

Contents

Contents iv 06 CAPSTONE PROJECT 88
vi 94
Abbreviation viii Intelligent Shopping Trolley 104
1 Lim Cheng Siong, Zulkarnain Ahmad Noorden, Suhana
Preface Mohamed Sultan, Rashidah @ Siti Saedah Arsat, Fauzan 118
19 Khairi Che Harun & Hayati Abdullah 127
01 INTRODUCTION
31 Reach-out Project: Bridging Classroom and Society
Muta Harah Zakaria, Amira Sariyati Firdaus, Mai Shihah (R’Project)
Abdullah, Najah Nadiah Amran, Siti Salhah Othman & 41 Beh Cheng Siew, Mazlisa Mohd Isa, Umi Kalthom Ramin,
Ras Azira Ramli Hamidon Saniman, Khatijah Md. Saad & Prasana
57 Kesavan
02 INTENSIVE ACADEMIC WRITING
63 Using Systematic Integrated Design to Scaffold
Nukilan Da’ie Project 75 Capstone Project in Chemical Engineering
Najah Nadiah Amran & Rosmawati Mohamad Rasit 81 Dayang Radiah Awang Biak, Rozita Omar, Nur Syakina
Jamali, Mohamad Syazarudin Md Said, Shafreeza Sobri,
03 EMPIRICAL RESEARCH/UNDERGRADUATE RESEARCH Zurina Zainal Abidin, Wan Azlina Wan Abdul Karim
Ghani, Mohd Halim Shah Ismail, Hamdan Mohamed
Student Research Day Yusoff, Shamsul Izhar Siajam, Mohd Razif Harun,
Azlina Abd. Aziz, Ruhani Mat Amin, Jaharudin Padli & Mohammad Heikal Ismail, Faizah Mohd Yasin, Salmiaton
Ahmad Khairul Fitri Zahari Ali, Mohd Zahirasri Mohd Tohir, Nordin Sabli & Mohd
Yusof Harun
04 COMMON INTELLECTUAL EXPERIENCES
07 ePORTFOLIO
T.I.P.P. in Promoting Transdisciplinary Learning
Wan Nur’ashiqin Wan Mohamad, Rozmel Abdul Latiff, Electronic Circuit Design
Harieza Hussin, Sithaletchemy S Krishnaiyer, Azizah Madihah Md Rasid, Nurzal Effiyana Ghazali & Amirjan
Ya’acob & Afifuddin Husairi Hussain Nawabjan

Connecting Science to Arts to Enhance Learning Nationhood Project ePortfolio
Haniza Hanim Mohd Zain & Alene Tawang Burhan Che Daud

05 INTERNSHIPS

CIT2901 Industrial Training
Shiamala Dewi Ramaiya, Muta Harah Zakaria & Japar
Sidik Bujang

Ruminant/Equine Internship ASH43304
Ras Azira Ramli, Mohd Nizam Haruni & Asmad Kari

Industrial Training (SKMM3915/SKMO3915)
Tuty Asma Abu Bakar & Nik Ahmad Ridhwan Nik Mohd

iv

Contents

08 TECHNOLOGY FOR LEARNING: TEACHING STRATEGIES 137 D. QR Code Technology 149
AND TOOLS 139 QR Dice: Toss, Scan, Answer, Score! 151
Mohamad Firdaus Che Abdul Rani, Vinothini Kasinathan &
A. Augmented/Virtual Reality 141 Nor Azlina Abd Rahman 153
Blends of Augmented Reality and Infographics in VET 143 155
Laboratory Practical Experience 145 Knowledge Clips to Enhance Student Learning 158
Tan Li Peng, Ruhil Hayati Hamdan & Tan Tse Guan 147 Experience 159
Nurdiyana Ahmad Denil, Johan Ismail, Rozihan Mohamed,
Body Travel App: An Interactive Ear Anatomy Virtual Sheena Bidin, Ahmad Nasir Mohd Yusoff, Yusmadi Yah
Reality (VR) Mobile Application for Medical Students Jusoh, Nur Eliza Abdul Rahman & Audrey Grace Anak Intai
Khadijah Mohd Nor, Puteri Suhaiza Sulaiman & Nurul Asma
Che Ab Rahim E. Mobile and Interaction
Use of H5P Interactive Video to Support Action Learning
B. Sync Classroom of Plant Tissue Culture Techniques
Synchronous Classroom for MPU Students Adyati Putriekasari Handayani, Lee Sau Har & Nallammai
Serit Anak Banyan, Nur Ainif Omar, Puteh Noraihan A Singaram
Rahman & Haniffa Beevi Abdul Jaleel
CONCLUSION
Zoom Video Conferencing Amira Sariyati Firdaus, Muta Harah Zakaria, Mai Shihah
Gan Leong Ming & Adzhar Kamaluddin Abdullah, Najah Nadiah Amran, Siti Salhah Othman & Gan
Leong Ming
C. Gamification/Game-based Learning
Micro + Puzzle-Learning REFERENCES
Jamalsafri Saibon & Syamsol Azhar Zulkafil
COMMITTEE MEMBERS, LIST OF AUTHORS AND
Gamification Approach in Teaching Precision ACKNOWLEDGEMENT
Agriculture
Owen Yeo Thian Seng, Shiamala Devi Ramaiya, Shafinah
Kamrudin, Johan Ismail & Mohammad Azizi Jamil

v

Abbreviation

A Affective ER Empirical Research/Undergraduate MARDI Malaysian Agricultural Research and
AAC&U Association of American Colleges & Research Development Institute
Universities F Final Examination MOOC Massive Open Online Course
AAS Atomic Absorption Spectrometer FP Fakulti Pendidikan MPOB Malaysian Palm Oil Board
AD The Engineer and Society FST Fakulti Sains dan Teknologi MPU Mata Pelajaran Umum
ADeC Academic Enhancement and Leadership FYS First-Year Seminars and Experiences MQF Malaysian Qualification Framework
Development Centre GCE Ethics MUET Malaysian University English Test
AMU Asia Metropolitan University GCS Environment and Sustainability MUST Malaysian University of Science and
AR Augmented Reality GPS Global Positioning System Technology
BVC Bachelor of Design in Visual Communication HIEPs High-Impact Educational Practices NEP National Education Philosophy
& New Media with Honours HLI Higher Learning Institution NGT Nominal Group Technique
2B Buddy not Bully H5P HTML5 Package NoU Notes of Understanding
C Cognitive IAP Industry Advisor Panel P Psychomotor
CAD Computer-aided Design IAW Intensive Academic Writing PBL Problem-based Learning
CADe Centre for Academic Development iCGPA Integrated Cumulative Grade Point PG Postgraduate
CAP Capstone Projects Average PIS Politeknik Ibrahim Sultan
CAS Collaborative Assignments and Projects ICT Information and Communications PLO Programme Learning Outcome
CBL Community-based Learning Technology PO Programme Outcome
CDeC Creative Design Centre ID Interdisciplinary Approach to As Assessment POC Participatory Online Course
CDIO Conceive, Design, Implement and Operate IDP Integrated Design Project PPK Pertubuhan Peladang Kawasan
CIE Common Intellectual Experience IIUM International Islamic University Malaysia PSAS Politeknik Sultan Azlan Shah
CLO Course Learning Outcomes IN Internships Q Quiz
CoMAE-i Centre for Management of Academic IP Intellectual Property QAPEX Quality Assurance, Policy and Academic
Excellence and Innovation IR4.0 Industrial Revolution 4.0 Development Centre
CREST Collaborative Research in Engineering, JPA Jabatan Pengajian Am Q&A Question and Answer
Science and Technology JPH Jabatan Pelancongan & Hospitaliti R&D Research and Development
CS Communication Skill JRK Jabatan Rekabentuk dan Komunikasi Visual SC Lifelong Learning
CSR Corporate Social Responsibility JUR Journal of Undergraduate Research SCMT Modern Tools Usage
CTPS Critical Thinking and Problem Solving Skill KUIPSAS Kolej Universiti Islam Pahang Sultan SDG Sustainability Development Goal
CV Curriculum Vitae Ahmad Shah SK Sekolah Kebangsaan
7C Conceptualize, Create, Communicate, KW Engineering Knowledge SL Service Learning
Collaborate, Consider, Combine, Consolidate LC Learning Communities SLT Student Learning Time
DGL Diversity/Global Learning LL Lifelong Learning Skill SME Small and Medium-sized Enterprise
DOA Department of Agriculture LO Learning Outcome SPACE School of Professional and Continuing
EAC Engineering Accreditation Council LS Leadership Skill Education
EM Entrepreneurial and Managerial Skill MAGNETIC Malaysian Higher Education SRD Student Research Day
EMAS Electronic Meliponini Advanced System Teaching and Learning Council SULAM Service Learning Malaysia – University for
ES Entrepreneurial Skill Society
T Tutorial

vi

Abbreviation

THDS Design/Development of solutions UPSI Universiti Pendidikan Sultan Idris
THI Investigation USM Universiti Sains Malaysia
THPA Problem Analysis USIM Universiti Sains Islam Malaysia
TIPP Topic Establishment, Information UTAR Universiti Tunku Abdul Rahman
Management, Practice and Present UTeM Universiti Teknikal Malaysia Melaka
TLDM Tentera Laut Diraja Malaysia UTHM Universiti Tun Hussein Onn Malaysia
TnL Teaching and Learning UTM Universiti Teknologi Malaysia
TS Teamwork Skill UTP Universiti Teknologi PETRONAS
TW Leadership and Tean Working Skills UUM Universiti Utara Malaysia
UiTM Universiti Teknologi MARA UX User Experience
UKM Universiti Kebangsaan Malaysia VP Value Proposition
UM Universiti Malaya VR Virtual Reality
UMK Universiti Malaysia Kelantan WEF World Economic Forum
UMP Universiti Malaysia Pahang
UMS Universiti Malaysia Sabah
UMT Universiti Malaysia Terengganu
UNESCO United Nations Educational, Scientific
and Cultural Organization
UniKL Universiti Kuala Lumpur
UniMAP Universiti Malaysia Perlis
UNIMAS Universiti Malaysia Sarawak
UniSZA Universiti Sultan Zainal Abidin
UNITEN Universiti Tenaga Nasional
UPM Universiti Putra Malaysia
UPNM Universiti Pertahanan Nasional Malaysia

vii

Preface

This infographic book on High-Impact Educational Practices (HIEPs) showcases innovative efforts of
educators to design, implement and assess impactful and meaningful learning experiences for their
students. These ongoing on-the-ground efforts in various Higher Learning Institutions across Malaysia
brings to life aspirations laid out in the Malaysian Education Blueprint 2015-2025 (Higher Education)
to nurture and grow holistic, entrepreneurial and balanced graduates. The three dozen cases featured
in the book are also a testament to Malaysian higher education’s commitment to UNESCO’s Sustainable
Development Goal, SDG 4, Quality Education.

Initially conceptualized by the Academic Excellence Division, Department of Higher Education and the
Malaysian Higher Education Teaching and Learning Council (MAGNETIC) as an update to a 2013
guidebook of nine High-Impact Educational Practices (HIEPs). However, the book soon took on
a life of its own in the hands of a team of dedicated editors and passionate
contributors, culminating into a lively two-volume infographic compilation of 27 innovative examples
of impactful teaching and learning covering 13 HIEPs. Each example not only outlines the design,
delivery and assessment of the particular HIEP, but also provides evidence of its impact. To
complement the 13 HIEPs showcased in the book is a special e-learning chapter featuring tools
and technologies for teaching and learning. As online learning increasingly becomes a new
norm in higher education, HIEPs will play a highly important role in ensuring that our students
benefit from impactful and meaningful learning experiences, seamlessly in any
learning environment-whether offline, online or blended.

This infographic book’s attractive design beckons the reader to flip through its clean and
colourful pages. But the true value of the book can only be realized by reading the contents of the
lively pages. It is our hope that the HIEPs cases in the book may offer inspirational ideas and useful
examples for you not only to adopt High-Impact Educational Practices in your teaching and learning
but also to redesign learner’s immersive learning experiences with HEIPs.

viii

HIEPs T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e || High Impact

“Embedding
Practices (HIPS) in the

program of study produces

unusually positive effects.

When students participate in

high impact practices, the

psychological size of the

institution shrinks. They get to

- George D. Kuh - know other students and the
faculty members well. They
Chancellor's Professor Emeritus of are also involved in deep,
Higher Education, Indiana University

integrative learning that
Foremost Expert on HIEPs “

Founding Director, National Institute for significantly enhances their
Learning Outcomes Assessment learning experience.

Author of the highly influential book
High Impact Practices (2008)

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

12

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Introduction

Muta Harah Zakaria1,2*, Amira Sariyati Firdaus3,4, HIEPs were formally introduced and subsequently implemented by
Mai Shihah Abdullah5, Najah Nadiah Amran6, Siti Salhah Malaysian Higher Education Institutions in 2015. This Infographic
book, initiated by the Malaysian Higher Education Teaching
Othman7,8 & Ras Azira Ramli9,10 and Learning Council (MAGNETIC) serves as a reference and
guide to inspire Malaysian academicians to integrate HIEPs
1Centre for Academic Development (CADe), into their teaching and learning (TnL) practices.
Universiti Putra Malaysia
The book is divided into two volumes covering 13 types of HIEPs
2Department of Aquaculture, Faculty of Agriculture, comprising 27 case study examples from across 17 universities
Universiti Putra Malaysia currently helping to make reality the forward-looking Malaysia
Education Blueprint 2015-2025 (Higher Education).
3Academic Enhancement and Leadership Development
Centre (ADeC), Universiti Malaya The introduction chapter outlines the alignment of HIEPs with
Malaysia’s educational philosophy and blueprint as well as current
4Department of Media and Communication Studies, global initiatives. This is followed by an introduction to the 13 HIEPs
Faculty of Arts and Social Sciences, Universiti Malaya showcased in the book, as well as a discussion on the why’s, how’s
and when’s of implementing HIEPs. Volume 1 showcases HIEPs
5Department of Biology, Faculty of Science and examples that focus on student involvement and community
Mathematics, Universiti Pendidikan Sultan Idris engagement, while interdisciplinary HIEPs useful in the later years
of study are showcased in Volume 2. In addition to the 13 HIEPs, a
6Research Centre for Quran and Sunnah, special e-learning chapter at the end of Volume 2 showcases 9
Faculty of Islamic Studies, examples of technology and tools for teaching and learning. The
integration of digital and networked technology into higher
Universiti Kebangsaan Malaysia learning is significant (if not integral) to impactful TnL in the 21st
century whether through use of technology in the classroom, via
7Centre for Quality Assurance, Policy and Academic blended learning, distance learning, MOOCs, or even emergency
Excellence, Universiti Sains Islam Malaysia (USIM) remote teaching.

8Faculty of Science and Technology, Universiti Sains Islam The editors and authors truly hope that this book will be a source of
Malaysia (USIM) inspiration for impactful TnL practices.

9Centre for Management of Academic Excellence and 1
Innovation (CoMAE-i), Universiti Sultan Zainal Abidin
10Faculty of Medicine, Universiti Sultan Zainal Abidin

*Corresponding author: [email protected]

High-Impact Educational Practices (HIEPs) aim to enhance
student learning through authentic and impactful learning
activities and assessments to prepare them for life and the
world of work.

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

To achieve Malaysia’s aspirations for holistic, entrepreneurial and balanced graduates, Malaysian
higher learning institutions can draw inspiration from our timeless National Education Philosophy
(NEP) as well as current global developments. Findings from the World Economic Forum (WEF),
Sustainable Development Goal, SDG 4 promoting Quality Education, recommendations from
the Horizon Report and newly identified 21st century skills provide input to impactful
educational practices in Malaysian higher education. This book is one effort to showcase some
of the High-Impact Educational Practices (HIEPs) currently helping to make reality the forward-
looking Malaysia Education Blueprint 2015-2025 (Higher Education).

Malaysia Education Blueprint World Economic Forum
2015-2025 (Higher Education)

21st Century Skills Sustainable Development
Goals-SDG 4
2
Horizon Report

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

National Education Philosophy (NEP)

A common educational
vision, enshrined in the

Malaysia National
Education Philosophy
is the on-going mission
to humanise education
and to ultimately nurture
our students into Insan

Sejahtera.

Malaysia National Education Philosophy (NEP)
"Education in Malaysia is an ongoing effort towards further developing the
potential of individuals in a holistic and integrated manner so as to produce

individuals who are intellectually, spiritually, emotionally and physically
balanced and harmonious, based on a firm belief in and devotion to God”

3

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Top 10 Skills

Past Present Future

in 2015 in 2020 in 2022

1. Complex Problem Solving 1. Complex Problem Solving 1. Analytical Thinking and
2. Coordinating with Others 2. Critical Thinking Innovation
3. People Management 3. Creativity
4. Critical Thinking 4. People Management 2. Active Learning and
5. Negotiation 5. Coordinating with Others Learning Strategies
6. Quality Control 6. Emotional Intelligence
7. Service Orientation 7. Judgement and Decision 3. Creativity, Originality and
8. Judgement and Decision Initiative
Making
Making 8. Service Orientation 4. Technology Design and
9. Active Listening 9. Negotiation Programming
10. Creativity 10. Cognitive Flexibility
5. Critical Thinking and Analysis

6. Complex Problem Solving

7. Leadership and Social
Influence

8. Emotional Intelligence

9. Reasoning, Problem Solving
and Ideation

10. Systems Analysis and
Evaluation

Source: Future of Job Report, World Economic Forum

4

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e || SDG-
UNESCO
Ensure inclusive and
equitable quality

education and promote
lifelong learning

opportunities for all

Source: https://en.unesco.org/sdgs

5

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

The Horizon Project
can be regarded
as education’s
longest-running
exploration of

emerging technology
trends that support
teaching, learning

and creative inquiry.

Source:
https://library.educause.edu/

resources/2019/4/2019-
horizon-report

6

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

16 Skills for 21st Century Skills

Foundational Literacies Competencies Character Qualities
How students apply core skills How students approach
How students approach
to everyday task. complex challenges. their changing
environment.

1-Literacy 2-Numeracy 7-Critical 8-Creativity 11- 12-
thinking/ Curiosity Initiative
problem
solving

3-Scientific 4-ICT literacy 9-Communication 13- 14-
literacy Persistence/ Adaptability

grit

5-Financial 6-Cultural 10-Collaboration 15- 16-Social
literacy and civic Leadership and
literacy cultural
awareness

Lifelong Learning

Source: http://www.tomorrowtodayglobal.com/2016/04/25/16-skills-21st-century-education/

7

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Malaysia 1S h i f t
Education
Blueprint:
2015-2025
(Higher
Education)

Patriotism and Unity in Diversity

High-Impact Educational Practices (HIEP) such
as experiential learning and service learning are
particularly appropriate for developing national

unity and 21st century competencies.

Wave 1 (2015) HLI-Higher Learning Institution

Introduce HIEPs
and lessons on
experiential learning
and entrepreneurial
immersion to public and
private HLIs

8

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Why HIEPs?

Involve students in • Holistic
purposeful learning • Entrepreneurial
• Balanced
Engage diversity and
collaboration as
resources to learning

Require meaningful
interaction with
lecturers and students

Provide frequent
and substantive
feedback

Invest meaningful time
and effort

9

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

High-Impact Educational Practices (HIEPs)

HIEPs are techniques and designs for teaching and learning that have proven

to be beneficial for student engagement and successful learning for students
from various backgrounds.

0 1 First-Year Seminars and Experiences (FYS)
0 2 Service Learning (SL)
0 3 Community-based Learning (CBL)
0 4 Learning Communities (LC)
0 5 Intensive Academic Writing (IAW)
0 6 Diversity/Global Learning (DGL)
0 7 Collaborative Assignments and Projects (CAS)
0 8 Empirical Research/Undergraduate Research (ER)
0 9 Interdisciplinary Approach to Assessment (ID)
1 0 Internships (IN)
1 1 Capstone Project (CAP)
1 2 ePortfolio
1 3 Common Intellectual Experiences (CIE)

Source: Association of American Colleges & Universities, AAC&U (n.d). High Impact Practices.
Kuh, G., O'Donnell, K. & Schneider, C. G. (2017). HIPs at Ten.

10

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

11

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

• Combines learning to work and solve problems collaboratively through course-based study groups, CAS
team-based assignments, written work and cooperative projects.
Collaborative
• Sharpening one’s own understanding of a problem or issue by actively listening to the insights of others. Assignments and

Projects

• Integrative learning that combines components from two or more courses/ ID
fields to create a task.
Interdisciplinary
• Examine and synthesise an issue from multiple perspectives and disciplines to Approach to
acquire deep and thorough understanding of complex issues. Assessment

• Fosters learning beyond their immediate surroundings and circles by DGL
sharing and gaining perspectives from diverse communities within
Malaysia and globally. Diversity/
Global
• Involve critical analysis and engagement with interdependent global Learning
systems and legacies to explore the implications on people’s lives
and earth’s sustainability.

• Students take two or more linked courses to explore a common LC
topic as a group with one another and with their lecturers.
Learning
• Encourage integration of learning across courses to involve Communities
students with “big questions” that matter beyond the classroom.

• Field-based experiential and reflection lea ning approaches involving CBL/SL
community partners.
Community-Based
• Students gain experience through utilization of knowledge and skills from Learning/Service
their course to solve problems or provide service in a real-world to a
group, community, movement or non-profit or anization. Learning

• Crucial for setting early expectations regarding student involvement and interactions FYS
with learning.
First Year
• Enhancing students’ engagement in academia and social life across the campus. Seminars and
Experiences

12 Source: Association of American Colleges & Universities, AAC&U (n.d). High Impact Practices.
Kuh, G., O'Donnell, K. & Schneider, C. G. (2017). HIPs at Ten.

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

IAW • Writing skills to be developed via writing exercises, assignments and projects integrated with
disciplinary subject matter.
Intensive
Academic • Tasks are written in forms and formats relevant and meaningful for contemporary readers of their
Writing discipline.

ER • Typically undertaken in a student’s final ear and closely supervised by academic
staff.
Empirical Research/
Undergraduate • Formulate research questions, review literature, design an empirical study, collect
Research and analyse data, discuss study findings and d aw conclusions.

CIE • Refer to any curricular and/or co-curricular programme designed to
build a student cohort focusing on a common broad theme.
Common
Intellectual • Approach that generates an understanding of themes and ideas
Experiences connected to a linked experience through the real world.

IN • Students gain work experience and apply their classroom
Internships learnings to the real-world workplace via industrial training and
attachments.

• May also lead to job offers.

CAP • Final year course or project integrating learning outcomes from multiple
Capstone courses aimed to synthesize knowledge and skills gained throughout their
Project academic programme.

• Typically comprise of a practical project-based or research-based
component and a reporting component, usually in the form of a written
report.

ePortfolio • Accumulate and present digital evidence of authentic student accomplishment including the
curation of specific proficiencies and dispositions at given points in time.

• Fosters students reflection and deepens learning while making achievement visible to students
themselves, their peers, faculty and external audiences.

Source: Association of American Colleges & Universities, AAC&U (n.d). High Impact Practices. 13
Kuh, G., O'Donnell, K. & Schneider, C. G. (2017). HIPs at Ten.

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Differences between Community-based Learning (CBL)

and Service Learning (SL) Service Learning (SL)

Community-based Learning  Learning through community service
(CBL)  Students apply theoretical knowledge learnt in the

 Community or community institution is a classroom to serve the community.
space for learning.
Learning cycle
Learning cycle
The SL learning cycle starts with
The assignments may theory, followed by structured
not fulfil community’s activities/tasks aimed at meeting the
expectations or needs, needs of the community. The final
but students learn from cycle involves reflective components
including application of theory and
the experience. experience during and after
completing assignments.

Learning time Impact Learning time
CBL-Primarily, only SL-Impactful for all
Less than 20 hours. More than 20 hours. Students are
Students may carry out students obtain parties involved; required to be with the community
benefit from (a) students, or travel back and forth to the
less than 20 hours of location over a specified time
activities. activities with the (b) community and period.
community. (c) university/industry.
Learning outcomes SL-must contribute to Learning outcomes
solutions for problems
The primary objective of or improvement to Learning outcomes must include;
LO is the application of life in the community. (a) students’ application of
theory, (b) skills and (c) direct
theory. impacts to the community and
other participating parties.

14 Source: Mohd Zaki et al. (2019). SULAM: Service Learning Malaysia, University for Society.

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

HIEPs The key towards implementation of ?“What to teach”
Implementation embedded curriculum is to address
three key questions: “When to teach”
“How to teach”

1st Year 2nd Year 3rd Year Senior & Beyond
(0-30 credits) (31-60 credits) (61-90 credits) (91-120 + credits)

EXAMPLES

First-Year Seminars Interdisciplinary #Service Learning Empirical Research (ER)
and Experiences (FYS) Approach to (SL)/SULAM Capstone Project (CAP)
Assessment (ID)
*Community-based *Intensive Academic Collaborative
Learning (CBL) *Diversity/Global Writing (IAW) Assignments and
Learning (DGL) Internship (IN) Projects (CAS)
*Common Intellectual
Experiences (CIE) *Learning Communities *ePortfolio
(LC)
15
* These selected HIEPs can be implemented throughout the academic programme
# Can be implemented in second, third and final years of the academic programme

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Implementation of HIEPs in Malaysia

Higher Educational Institutions

1

UniMAP UMK MUST IIUM

UUM UniSZA UiTM UniKL
UMT
USM Sunway UM
University
UTP AMU
UTAR Multimedia
University UPNM
UPSI UPM
UKM
PSAS
UNITEN

UMS
UMP

1 KUIPSAS

UNIMAS

USIM PIS
UTeM
UTHM

UTM

Public and Private Universities are implementing HIEPs

16 Public University Private University

Number of courses implemented HIEPsH I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Types of HIEPs Implemented in
Malaysian Universities

70

• HIEPs are implemented as either
60 embedded or stand alone in the

academic programmes.
50 • Empirical research and internship (or

Industrial Training) have been
40 implemented in all programmes.

30

20

10

0 SL/CBL IAW DGL CAS CAP ER IN ID
FYS

Intergrated in courses Embedded in courses
Stand alone courses Stand alone in the Co-Curricular courses

(Data collected between March - September 2019)

17

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Agriculture & Veterinary Malaysian scenario: HIEPs are
Education implemented in seven study disciplines

Social Sciences, Business & Law

Study Science, Mathematics & Computing
Disciplines

Engineering, Manufacturing & Construction

Arts & Humanities
Health Sciences & Welfare

18

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Intensive Academic Writing

Nukilan Da’ie Overview
Project
Nukilan Da’ie is an Intensive Academic Writing
Najah Nadiah Amran1 & Rosmawati Mohamad Rasit2* initiative under the course of Dakwah Publication
in Print Media (PPPM2053). The course is offered
1Research Centre for Quran and Sunnah, to the third-year students at the Faculty of Islamic
Faculty of Islamic Studies, Studies, Universiti Kebangsaan Malaysia.

Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Students are introduced to a comprehensive
Selangor, Malaysia learning experience, focusing on the
understanding and application of:
2Research Centre for Dakwah and Leadership,
Faculty of Islamic Studies, writing and dakwah concept

Universiti Kebangsaan Malaysia, 43600 UKM Bangi, types of report and reporting
Selangor, Malaysia
propagation of Islamic teachings,
*Corresponding author: [email protected] print and social media dakwah

At the end of the course, students are able to
organize writing workshops and produce writing
drafts for print and online publications.

19

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Overview of the Course

Through the course, students are introduced to:

Writing formulas 5
4
Reporting on Islam 3
2
Religious propagation via social media and the 1
portrayal of Islam in print media
Publication of Malaysian news, books, magazines
and independent works

The concept of religious propagation through writing

20

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Project: NUKILAN DAI’E

The project’s learning goals are closely related to
the course learning objectives.
The aims of Nukilan Da’ie Project are;

To orientate students to the practice of
disciplinary writing
To enhance students’ writing ability in the
propagation of Islamic teachings
To produce amateur and professional dakwah
writers for print and social media

21

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Mapping of CLOs, Delivery and Assessment

Dakwah in Print Media Bloom's Taxonomy (c) Assessment
(PPPM2053) (b) Delivery Methods
Indicators Total
At the end of the course, students Project
should have the ability to: Presentation 20
20
(a) Final 20
Examination 40
100
Analyze the concept and Elaborate the
C4 concept and discuss
CLO1 philosophy of dakwah Lectures and 20
propagation via print the philosophy Tutorials

media

CLO2 Evaluate the use of print Evaluate in print Lectures and 20
media for dakwah C4 media for dakwah Tutorials

propagation

CLO3 Justify targeted issues and A3 Provide views on Small Groups 20
marketing in print dakwah Discussion
dakwah publication
projects and Teaching
Factory

Develop scholarly and P6 Organise writing PBL 40
CLO4 popular dakwah writing workshop

skills

Total (%) 40 20 40

22

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Implementation

Interactive Teaching and Learning Strategies

Face-to-face lectures and presentations

Online and offline small groups discussions

Teaching factory with Galeri Ilmu
Publication House

Organizing Writing Workshop with Professional
writer – Bonda Nor from Akademi Bonda Nor

Assessment consists of presentation, draft writing and final examination

23

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e || Small groups discussion

Engaged
Learning
Experiences

CHECK IT OUT
Students’ work published by
Galeri Ilmu.

Front cover of Book Students’ Presentation
entitled CLEAR Students’ Presentation
Selected works by students
published as book chapters.

24

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Learning Feedbacks

Online Discussion Student’s work published on Facebook
(the most liked and shared)
Student received token of appreciation
for his writing on Facebook 25
(the most liked and shared)

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Students enrolled for the
course received the

privilege to learn directly
from Bonda Nor

The course targeting for
publication in print

Teaching Factory activity - Galeri Ilmu, a publisher involved in this
course teaching

Student participants (Bengkel Penulisan Bonda Nor@UKM) Learning session during the course

26

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Impact of

Nukilan Da'ie
Project

on
Students
Learning

27

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Impact Students show their Communication
skills
of Intensive ability to
Academic ‘create’
Writing (IAW)

Students can “Writer-preneur” Future-ready Publication
write Write and Gain Graduates in print and

Internship opportunity Enhance writer- online
at Galeri Ilmu entrepreneur
skills Boost
motivation
Enrich
knowledge

28

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Conclusion

Students enrolled in the intensive writing course not only become
familiar with the concepts and philosophy of dakwah writing, they also
learnt different genres, structures and characteristics of dakwah
writing. They also explored issues related to reporting Islam in print
and online media. They became aware of the importance and
challenges of propagating Islamic teachings through writing.
The different types of learning strategies applied by the course’s
instructor led to meaningful engaged learning experiences. Strategies
including writing workshops and teaching activities gave a huge impact
on students’ cognitive, affective and psychomotor learning domains.
In preparing their final drafts to be accepted for publication, students
learnt step by step the know-how of the writing process, from coming
up with ideas, presenting arguments and claims, selecting evidences,
all the way to outlining and writing etc.

29

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Future Directions From this course, students learn
extensively how to write popular
Dakwah is an Intensive dakwah chapter/book.
Academic Writing course
with future and economical In the future they may consider other
types of dakwah writing targeting
potentials to grow. the new generation readers.

It can be offered to University and faculty may
those who are seek for regional and
international strategic partners
interested in writing and networks that enrich
Islam off-campus. students’ learning experiences
and writing skills.

30

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Empirical Research/
U ndergraduate Research

Student Research Day The Student Research Day at Universiti Malaysia
Terengganu (UMT) was initiated by Professor Ir. Dr. Noor
Azlina Abd. Aziz*, Ruhani Mat Amin, Jaharudin Padli & Azuan Bin Abu Osman, Deputy Vice-Chancellor (Academic
Ahmad Khairul Fitri Zahari and International). It was first held in 2018 and to date
the event has grown and involved nearly 2000
Faculty of Business, Economics and Social Development, participants among undergraduate and postgraduate
Universiti Malaysia Terengganu, 21030 Kuala Nerus, students of UMT.

Terengganu Darul Iman The purpose of the Student Research Day is to promote
research in all disciplines, at all levels in UMT. It is also an
*Corresponding author: [email protected] opportunity for students to showcase their research or
advanced studies undertaken as part of the requirements
of the undergraduate and postgraduate programmes.
The two-day event showcases students’ research work
via poster presentations. Dedicated sessions were
also scheduled to allow students, faculty members, staffs
and interested community members to further discuss
research presented at the event. Assessors for the
poster presentations were appointed among
representatives from private and government agencies.

This event is part of a 4-credit course, ECO4999A Final
Year Project II, which involves 40 hours of Student
Learning Time (SLT).

31

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Mapping of CLOs, Delivery and Assessment

Delivery Assessment (%)

Course Learning Outcome (CLO) Consultation
& discussion
Presentation

Report
Writing
Total SLT
Report
Writing
Presentation

Total

Explain the research design related to the / / 40 25 25
objectives of the study. (C-C4)

Discuss the findings of the research. (CTPS- / / 50 30 30
A5)

Present the research findings of the study. / / / 40 25 25
(CS-A5)

Review current and relevant literature. (LL- / / 30 20 20
C5) 160 100

Total

32

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Student Research Day

UMT 2019 Student
@UMT
Research Day

33

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Student Research Day

Deputy Vice-Chancellor

(Academic and International),

Prof. Ir. Dr. Noor Azuan Bin Abu

Osman observed student’s

presentation during the

SRD@UMT 2019 at Dewan

Sultan Mizan, UMT

Research posters showcased in A student presenting research findings A student receiving feedbacks from an
Dewan Sultan Mizan, UMT during SRD@UMT 2019 assessor

Scan QR Codes
for more videos

34

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Impact on
Students

and

Academicians

Scan QR Codes for
more information

35

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Winners of the
Student Research Day

36

H I E P s T h e M a l a y s i a n H i g h e r E d u c a t i o n E x p e r i e n c e ||

Impact on Student Research Skills

Develop useful research
skills

Integrate between Learn how to perform
theory and practice research ethically

Develop ability to Solve research
analyze data problems using
scientific skills
Develop ability to interpret
results and make a Learn essential
laboratory techniques
meaningful conclusion
37