FINAL HIEPs VOL1 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 Intellectual Experiences (CIE)

JPT DEPARTMENT OF
HIGHER

EDUCATION



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

Volume 1

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)
20 20

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 1

e ISBN: 978-967-2828-11-2

i

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 Hello Microbes: Insights into Microbial World Project 93
v Hamidah Idris, Noraida Othman & Mohd Nor Syahrir
Abbreviation vi Abdullah 101
1
Preface 05 LEARNING COMMUNITIES 113
19 126
01 INTRODUCTION 25 Bridging Two Universities in a Collaborative 134
Mandarin Language Learning Community 147
Muta Harah Zakaria, Amira Sariyati Firdaus, Mai Shihah 30 Kang Mei Feng, Yeoh Li Cheng & Gan Leong Ming 156
Abdullah, Najah Nadiah Amran, Siti Salhah Othman & 40 172
Ras Azira Ramli 49 06 DIVERSITY/GLOBAL LEARNING
61 175
02 FIRST-YEAR SEMINARS AND EXPERIENCES Global Classroom: Beyond Boundary Engagement 176
71 Gan Leong Ming & Adzhar Kamaluddin
Forestry Camp
Amir A’ffan Abdul Azim & Mohd. Hafizal Ismail 07 INTERDISCIPLINARY APPROACH TO ASSESSMENT

Design Marathon Project: Architectural Studio 1 Fiqh Muamalat
Lutfiah Natrah Abbas & Noor Dina Md Amin Syahidawati Shahwan, Syadiyah Abdul Shukor & Siti
Salhah Othman
03 SERVICE LEARNING
Seagrass Ecosystems: Issues and Challenges Ahead
LAD - Latihan Amali Dakwah Muta Harah Zakaria & Japar Sidik Bujang
Najah Nadiah Amran, Ahmad Irdha Mokhtar, Abd.
Ghafar Don, Hasanah Abd. Khafidz & A’dawiyah Ismail 08 COLLABORATIVE ASSIGNMENTS AND PROJECTS

Service Learning in Instructional Design and From Farm to Table
Technology (IDT) Field Mai Shihah Abdullah
Farah Dina Yusop
CET2305 Agro-Entrepreneurship Project
SEED - Social Enterprise for Economic Development Wan Asrina Wan Yahaya
Yohan Kurniawan, Wee Yu Ghee & Najah Nadiah Amran
CONCLUSION
Sexually Transmitted Disease Awareness Campaign Amira Sariyati Firdaus, Muta Harah Zakaria, Mai Shihah
Suet Lin Chia, Adelene Ai-Lian Song, Saila Ismail, Asilah Abdullah, Najah Nadiah Amran, Siti Salhah Othman &
Ahmad Tajuddin, Mohd Termizi Yusof & Wan Zuhainis Gan Leong Ming
Saad
REFERENCES
AMBER: Real Life with Real Exposure
Juju Nakasha Jaafar, Muhammad Asyraf Md Hatta, COMMITTEE MEMBERS, LIST OF AUTHORS AND
Shairul Izan Ramlee & Uma Rani Sinniah ACKNOWLEDGEMENT

04 COMMUNITY-BASED LEARNING 86

Community Engagement Project: Lombok, Indonesia
Abd ur-Rahman Mohamed Amin, Muhammad Roil Bilad &
Norwahyu Jusoh

iv

Abbreviation

A Affective IN Internships SEAMEO Southeast Asian Ministers of
AAC&U Association of American Colleges & ISRA International Shari’ah Research Education Organization
Universities Academy SEED Social Enterprise for Economic
ADDIE Analysis, Design, Development, KESPER Kesatuan Siswa Pertanian Development
Implementation and Evaluation SL Service Learning
ADeC Academic Enhancement and Leadership KOSPEN Komuniti Sihat Perkasa Negara SLT Student Learning Time
Development Centre SOP Standard Operating Procedure
AMBER Agriculture Moves Beyond Extraordinary KPI Key Performance Indicator STD Sexually Transmitted Disease
AMU Asia Metropolitan University KTP Knowledge Transfer Programme STEM Science, Technology, Engineering and
ARC Asia Research Centre KUIPSAS Kolej Universiti Islam Pahang Sultan Mathematics
ASEAN Association of Southeast Asian Nations SULAM Service Learning Malaysia – University
C Cognitive Ahmad Shah for Society
CADe Centre for Academic Development TnL Teaching and Learning
CAS Collaborative Assignments and Projects LAD Latihan Amali Dakwah TPU Taman Pertanian Universiti
CAP Capstone Projects
CBL Community-based Learning LC Learning Communities TS Teamwork Skill
CIE Common Intellectual Experience LL Lifelong Learning UiTM Universiti Teknologi MARA
CLO Course Learning Outcomes LMS Learning Management System UKM Universiti Kebangsaan Malaysia
CMID Civic-minded instructional design LO Learning Outcome UM Universiti Malaya
CoMAE-i Centre for Management of Academic LS Leadership Skill UMK Universiti Malaysia Kelantan
Excellence and Innovation MAGNETIC Malaysian Higher Education UMP Universiti Malaysia Pahang
CS Communication skill Teaching and Learning Council UMS Universiti Malaysia Sabah
CSR Corporate Social Responsibility MARDI Malaysian Agricultural Research and UMT Universiti Malaysia Terengganu
CTPS Critical Thinking and Problem Solving Skill Development Institute UNESCO United Nations Educational, Scientific
DGL Diversity/Global Learning MGSEB Malaysian Graduate School of and Cultural Organization
DPT Diploma in Agriculture Entrepreneurship & Business UniKL Universiti Kuala Lumpur
DPPM Diploma of Food Estate Management MIG Muamalat Interactive Game UniMAP Universiti Malaysia Perlis
EM Entrepreneurial and Managerial Skill MIT Master in Instructional Technology UNIMAS Universiti Malaysia Sarawak
ER Empirical Research/Undergraduate Research MOHE Ministry of Higher Education UniSZA Universiti Sultan Zainal Abidin
FCR Food Conversion Ratio MOOC Massive Open Online Course UNITEN Universiti Tenaga Nasional
FRGS Fundamental Research Grant Scheme MoU Memorandum of Understanding UPM Universiti Putra Malaysia
FYS First-Year Seminars and Experiences MoA Memorandum of Agreement UPNM Universiti Pertahanan Nasional Malaysia
GC Global Classroom MPOB Malaysian Palm Oil Board UPSI Universiti Pendidikan Sultan Idris
GL Global Learning MPU Mata Pelajaran Umum USM Universiti Sains Malaysia
GOALs Global Open Access Learning System USIM Universiti Sains Islam Malaysia
HIEPs High-Impact Educational Practices MQF Malaysian Qualification Framework UTAR Universiti Tunku Abdul Rahman
HLI Higher Learning Institution MUST Malaysian University of Science and UTeM Universiti Teknikal Malaysia Melaka
IAW Intensive Academic Writing Technology UTHM Universiti Tun Hussein Onn Malaysia
ICT Information and Communications Technology NEP National Education Philosophy UTM Universiti Teknologi Malaysia
ID Interdisciplinary Approach to Assessment P Psychomotor UTP Universiti Teknologi PETRONAS
IDT Instructional Design and Technology PBL Problem-based Learning UUM Universiti Utara Malaysia
IIUM International Islamic University Malaysia PIS Politeknik Ibrahim Sultan VR Virtual Reality
PLO Programme Learning Outcome WEF World Economic Forum
v PnP Pengajaran dan Pembelajaran

PSAS Politeknik Sultan Azlan Shah
RECSAM Regional Centre for Education In
Science and Mathematics
SDG Sustainability Development Goal

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.

vi

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 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 ||

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 ||

Ensure inclusive and SDG-
equitable quality UNESCO

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 (HIEPs) 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 year 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 draw 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

18 Health Sciences & Welfare

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 ||

First-Year Seminars and Experiences

Forestry Camp Course Information: Forestry Camp (2 credits)

Amir A’ffan Abdul Azim1* & Mohd. Hafizal Ismail2 highlights to students the importance of forests and the
ecosystem for society and the nation. Through fieldwork,
1Department of Natural Resource Industry, students are trained in a range of forestry skills, and
2Department of Nature Parks and Recreation, also given the opportunity to develop their character
and values.
Faculty of Forestry and Environment,
Universiti Putra Malaysia, Course Outcomes: At the end of the camp, students

43400 UPM, Serdang, Selangor are able to:
1. perform forestry camp activities in effective teams
*Corresponding author: [email protected]
(P3, CS, TS)
2. demonstrate basic forestry skills based on learned

theories (C3, P3)
3. organize oneself to perform forestry camp activities

(A3, EM, LS)

Course Synopsis: Forestry Camp is a core First Year

course, offered by UPM’s Faculty of Forestry since 1973.
Formerly an unstructured 1 credit course, since 2016 the
camp has been upgraded into a 2-credit structured
course. The camp runs for two weeks during the semester
break, with a total student learning time (SLT) of 85
hours. The course encompasses several modules covering
basic forestry knowledge, forest management skills and
also covers forestry products and services. Faculty
lecturers, support staff and senior students collaborate
to run the Forestry Camp for First Year students.

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Constructive Alignment

PLO Assessment Percentage

Course Learning Cognitive Psychomotor Affective
Outcome (CLO) Knowledge and Practical
Understanding Skills Communication Interpersonal Ethics and Leadership,
Perform forestry camp Skills Skills Professionalism Autonomy and
activities in team √ Responsibility
FHS4904 effectively (P3, CS, TS) √√ √
Forestry Demonstrate basic 30 √
Camp forestry skills based on 5
learned theories (C3, P3)
Organize oneself in √
performing forestry camp
activities (A3, EM, LS) √
40 10 10 5
TOTAL (%)

CLO PLO Teaching & Assessment Activities Weightage (%)
Learning
Perform forestry Communication Activities Modular Peer Applied- Forestry- Modular Role TOTAL
camp activities in Skills Seminar Assessment skill skill task/Quiz Play (%)
team effectively (P3, Team-based 10
CS, TS) Interpersonal Learning 10 Evaluation Evaluation 10
Skills 40
Demonstrate basic Game- 10 10
forestry skills based Practical Skills based 20 30
on learned theories Learning 20
(C3, P3) Knowledge and Cooperative 30 5
Organize oneself in Understanding Learning 5
performing forestry 5 100
camp activities (A3, Ethics and TOTAL (%)
EM, LS) Professionalism 5
10 20 20 30 10
Leadership,
Autonomy and
Responsibility

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“I hear and I forget. I see and I remember. For further information,
I do and I understand.” scan the QR Code
-Confucius-

Forest for Future: Tree planting activity Forest Survival : Hands-on practice with bamboo- Forest Survival : Hands-on practice cooking in the
cutting wild using bamboo
Forestry Camp

Activities First year students from varied

academic backgrounds are given

exposure to Forestry knowledge, skills

and experiences through a series of

five structured modules, offered by

Forest for Future: Briefing for lecturers three different departments within the
before handling field activities Faculty of Forestry. Each module allows
students to gain hands-on experience

with close monitoring by faculty

members.

Forest Survival: Briefing by instructor at one of 21
the stations

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Forest Bioresource: Creative and innovative prototype presentation Developing Ayer Hitam Forest Reserve as Recreation and Ecotourism
made of wood and non-wood materials Centre: Group poster and model presentation

Forestry Camp group video journal published
on YouTube, developed by students as their
final outcome. For further information, scan
the QR or click the play button.

Forest Adventure Challenges: Survival task with group members at
distributed area in the forest for 3 days and 2 nights

22 Forest for Future: Gamification activities on changes of forest land-use

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 ||

Forestry Camp in Media

For more Conclusion
news, scan
the QR Code Forestry Camp is a First-
Year Seminars and

Experiences HIEP which
genuinely inspires

students and develops
their competencies in the

field of forestry.

“Tell me and I “Special acknowledgement
forget.. to all staff and students of
the Faculty of Forestry, UPM,
Teach me and I for their direct and indirect
remember.. contributions to the success
and sustainability of the
Involve me and I
learn..” Forestry Camp …”

-Benjamin Franklin-

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International recognition as a Summer
Camp

Collaboration with Future Directions Integration with ICT in
professional agencies TnL activities

“Course management itself makes the course “Gain new knowledge and learning
successful” experiences, thus increase interest to pursue
Forestry”

“Mastering [techniques] of “Get to know each other
alternative assessments” [better]”

“Innovative and adaptive teaching “Forestry Camp provides [an]
and learning activities” opportunity to develop skills and
self-competencies”

For further feedbacks, Lecturers Impacts Students For further feedback,
click the QR Code click the QR Code

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First-Year Seminars and Experiences

Design Marathon Project: Course Information:
Architectural Studio 1
• The aim of this project is to expose students
Lutfiah Natrah Abbas1 & Noor Dina bt Md Amin2* to the basic principles of architectural design
and the fundamentals of architectural design
1Engineering Education Department, process
Faculty of Technical & Vocational Education,
Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, • This project is a part of an ARCHITECTURAL
STUDIO 1 course offered to 1st year students
Batu Pahat, Johor, Malaysia of UTHM’s Bachelor of Architecture.

2Department of Architecture, • This studio-based project is compulsory for
Faculty of Civil and Environmental Engineering, Universiti students.
Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat,
• Duration of the project is 4 weeks. At the end
Johor, Malaysia of the project, students will be assessed by a
panel of expertise comprising of lecturers and
*Corresponding author: [email protected] industry representatives.

• It is a final project in which students generated
design concepts by exploring various resources
and ideas. It involves sketching, drawing and
model-making.

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Project Learning Outcomes:

• Recognize basic principles of architectural design. (PLO1, C1)
• Develop the design process for personal space requirement. (PLO4, P4)
• Present ideas effectively through good command of oral communication and drawing

presentation. (PLO3, A2)

Mapping of (a) LOs, (b) Delivery and (c) Assessment

Learning Outcome Delivery Assessment SLT

Recognize basic principle of architectural Individual critique 9
design. (PLO, C1) session, peer review,
progress monitoring

Develop the design process for personal Lecture, Studio Final design/product/ 25
space requirement. (PLO4, P4) Work, Group model/drawing, final
work discussion
presentation

Present ideas effectively through good Presentation 2
command of oral communication and
drawing presentation. (PLO3, A2)

Duration/SLT : SLT of this project is 36 hours

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1 Week 1 Evidence

• In the 1st week of the project, 2 Week 2 – Week 4
students were divided into small
groups. Each group consisted of 2 • Students begin exploring different geometrical shapes,
to 3 members. sketching their ideas and making the model.
• The project required students to
create a house (comprising of • The duration of this activity is 3 weeks.
walls, floor and ceiling) by using • During this activity, students work independently and
RECYCLED PAPER BOXES as their
main material. collaboratively with teamwork being an important element.
• Students were required to create
the following deliverables: Students put the
- Drawing (housing plan) sketching to show
- Housing Model (size 1:1)
their own
concept/ideas

Lecturer brief the task to the
students

The process of making housing model

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Evidence

3 Week 5

• In week 5, students Student presented the project Panels visited students’ area
organize a small A student presented her model
exhibition assessed Presentation assessed by
by lecturers and lecturers
industry panels.
Presentation assessed by
• In this exhibition, industry panel
students display their
products
(house model and
drawing) to be
assessed by a panel

• This activity
comprises of an oral
presentation and
critique session. The
duration of this
activity is 30 to 60
minutes for each
group.

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Impact on Students Conclusion

• Creates good networking between Students are exposed
industry and university to the basic principles
of architectural design
• Improves students’ communication skills through the exploration
of case studies illustrating
Impact on Academicians architectural principles

• Expands projects into publications Future Directions

• Build a gallery for
prototypes and drawings

• ePortfolio

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Service Learning

LAD - Latihan Amali Service Learning with the indigenous communities
Dakwah is one of the vital learning experiences offered to
second year students from the Programme of Dakwah
Najah Nadiah Amran1, Ahmad Irdha Mokhtar2*, and Leadership, Faculty of Islamic Studies, Universiti
Abd. Ghaffar Don2, Hasanah Abd. Khafid 2 & Kebangsaan Malaysia for the course Methods of
Da’wah to Muslims (PPPM3013).
A’dawiyah Ismail2

1Research Centre for Quran and Sunnah,
Faculty of Islamic Studies, Universiti Kebangsaan
Malaysia, 43600 UKM Bangi, Selangor, Malaysia

2Research Centre for Dakwah and Leadership,
Faculty of Islamic Studies, Universiti Kebangsaan,

43600 UKM Bangi, Selangor, Malaysia

*Corresponding author: [email protected]

Students of the course applied knowledge gained in
classroom and extended it to the community

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Methods of Dakwah to Muslims

The course introduces the students with theories and methods
of Dakwah. They learn how to deliver the teaching of Islam to
Muslims from diverse backgrounds, ages and ethnicity. The course
consists of three parts which are:

A The face-to face teaching of theories and methods of Dakwah.

B The fiel work/service/project-based activity – Known as Latihan
Amali Dakwah (LAD).

C The integration of reflection, discussions of the se vice experiences

with the classroom theories.

The selected community provides real on-site educational space A student was delivering lesson
and experience for the students who enrolled for the course. In of Islam to the indigenous Muslim
reciprocity, they would benefit a mutual exchange of religious
knowledge and resources that enhance their religiosity and social
well-being.

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The Application of Service Learning Model
in LAD Programme

Service Learning and Service Implementation Process
Course/Programme Learning Learning
• Teaching Preparation and
Objectives Course Outline

• Service Learning Concept • Structure of Service Learning
• Element of Service Learning in Course/Programme
• Models of Service Learning
• Students’ Roles during SL
Impacts of Service • Methods of Documentations
Learning
Assessment Process
Impacts of Service Learning:
• Students • Preparation of Assessment
• Academics Process
• Community
• Agencies/industries • Challenge-based Learning
Rubric

• Field-Assessment
• Critical Reflection

Source: Najah Nadiah et al. (2019). Service Learning Model for Malaysia Higher Education (FRGS1/2016/SSI09/UKM/03/4)

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Mapping of (a) LOs, (b) Delivery and (c) Assessment

PPPM2023 Methods of Dakwah to Bloom's TaxonomyIndicators PLO/ (c) Assessment
Muslims (b) Delivery MethodsMQF
20
At the end of the course, students should PBL / LAD 10
have the ability to; Presentation

(a) Final
Examination

CLO1 Classify different types of dakwah C4 Explain the principles PLO1 Lectures &
methods and types of dakwah Tutorials
methods
Lectures &
CLO2 Evaluate the appropriate methods to C4 Discuss approriate PLO3 Tutorials
be applied in delivering Islamic methods of application
teachings and dakwah

Synthesis theories of dakwah Synthesis gathered PLO6 Problem-based 20
CLO3 methods with practical applications A4 theories and Learning (PBL) &

and experiences experiences Discussion

CLO4 Apply the methods of dakwah and P6 Apply the learn PLO8 PBL/ 50
the theories on site theories on site Latihan Amali

Dakwah

Total 50 20 30

Service Learning

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LAD: An Engaged Service Learning

Students arrival Week 8 – Week 14 STEP
on-site Reflection of Action
03
Presentation
Discussion A student was
demonstrating and
During the first six weeks of Week 7 STEP assisting a villager
the semester, the students and Service Learning @ LAD on how to perform
lecturers/course coordinators 02
prepare for the Service Learning Reflection on Action an ablution
project. These include teaching/ Implementation before prayer
learning in classroom about the
theories as well as the discussions Week 1 – Week 6 STEP
on the cultural diversity of the Learning the
selected community. Visits and theories of 01
discussions with state religious knowledge.
authority and head of the Preparing for
community occurred before the fieldwork and
Service Learning project begun. site visits

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Summary of Service Learning Activities
for PPPM3013

Teaching and Learning Activities Student Learning Time

1 Lecture 12 hours
2 Tutorial 6 hours
3 Self learning, reading and information searching 20 hour
4 Project preparation 12 hours
5 Instrument preparation for case studies 10 hours
6 On-site service 40 hours
7 Reflection of action and final report writing 10 hours
8 Presentation 10 hours
120 hours
TOTAL SLT

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Impact of SL@LAD

Students Academics/University Community

Apply and extend their Provide direct contribution on- Benefit from the knowledge
knowledge and theories to the site by applying the theories sharing
target community directly to solve targeted community’s
social and religious problems Build network and mutual
Involve in structured civic relationship with the outsiders
responsibility activity through Build network and collaborate
meaningful service with the religious bodies and Strengthen relationship with
Assist in solving and improving agencies the communities and
social-religious standards of the universities
targeted community Create opportunities for
students to undergo meaningful Improve communities standard
Develop good character and and engaged learning of living
enhance essential skills experience Receive well-researched
solution for community well-
Increase the employability and being from the university-
functionality of graduates agencies collaboration.
Enhance religious and
Receive funding from local spirituality
agencies for further research

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Kampung Redip Pos Hau Gua Musang, Kelantan, 2016

1 Opening ceremony 2 Ice breaking – activity with the 3 Students learnt from the community
indigenous families on how to use traditional appliances

4 Students teach the community 5 Indigenous children learn religious 6 Students apply religious knowledge
recitation of Surah al-Fatihah instruction through play learnt from classroom in the community

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Conclusion

L • SL@LAD helps students to have direct and meaningful learning
experience.
A
D • The students learn the theory of knowledge and apply directly to
solve community issues.

• Service Learning build good character, civic responsibility and
new insights to students. Furthermore, SL is able to sharpen
students employability and life skills

• The community itself open new opportunities for the students and
academics to apply what they have learnt/taught in real-world
settings.

• The rigorous and thorough reflection after the service encourages
them to navigate future possibilities. These will lead them to other
social innovations and contributions.

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Future Directions

Acknowledge LAD Flagship Programme 06 Encourage young
Build Network academicians to
01as faculty flagship Inter Disciplinary attend Service
Service Learning Training Learning training
Service Learning
programme Global Service Learning 05 Encourage students
Internship & Service to join regional
Build effective and international
Service Learning
02network with local working with
people of
and federal religious minorities and
agencies that indigenous
community
significantly contribute
to social, economical 04 Encourage students
and religious well- involvement in
being of indigenous service-internship
community through with community
MoA and MoU agencies before
and after the
Involve students from services on-site

03other programmes,

fields and faculties

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