FINAL HIEPs VOL1 E BOOK

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 ||

How to Gazetted important seagrass Awareness programme with Port
conserve area as marine park Tanjung Pelepas and Johor Port
seagrass and
seaweed? Seagrass Authority
Protection
programme

Seedling Culturing Conservation at Awareness
preparation and Sungai Pulai programme
through indoor
and outdoor transplanting estuary seagrass Continuous monitoring of seagrass
culture and meadow ecosystem, e.g., seagrass cover,
transplanting species diversity
into the field

Continuous Water Continuous
monitoring of the quality seagrass
monitoring
water quality

140

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AKU4601/BGY4406

Figure 3. Flora species at Batu 4 beach (a) Gracilaria salicornia (b) Halimeda sp. 141
(c) Caulerpa racemosa (d) Caulerpa lentillifera (e)Dictyota dichotoma (f)Acanthophora
spicifera (g)Amphiroa fragilissima (h) Halodule pinifolia (i) Avicennia alba
(j) Sonneratia alba

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 ||

Diversity, coverage, distribution Seagrass monitoring and transplanting
of seagrass and macroalgae AKU4601 & BGY4406

Transect A Transect C

Transect A Transect B Germination of
seeds to seedling
Seagrass cover 23.7% Seagrass cover 61.3%
B-B scale: 2 B-B scale: 4 (1-3 months)
Plant the seedling in
the designated plot

Monthly
observation and
data recording

142

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Transplanting activities AKU4601 & BGY4406:

Seagrass Transplanting
Activities at Merambong B
with ForestCity group

Learning marine plants (seagrass and seaweed, 2 groups of
student (AKU4601 & BGY4406 and international students

mobility programme)

Transplanting activities with local and international students using Enhalus acoroides,
Halophila spinulosa, H. ovalis and H. major in Merambong A and B shoals

143

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Impact of Transplanting Activities

1
8

6
27

9

3 10

4 1-Halophila spinulosa,
2-H. ovalis, 3-Halodule
5 pinifolia, 4-H. uninervis,
5-Thalassia hemprichii,
144 6-Halophila decipiens,
7-Cymodocea serrulata,

8-Halophila beccarii,
9-H. major, 10-Enhalus

acoroides

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 Learning Experience in
Natural Ecosystem

01 Acquisition of new knowledge on marine ecosystem
(e.g. multi species seagrass ecosystem).

02 Ability to compare the previously
ecosystem studied with the new
ecosystem.

Development of seagrass 2-Analysis 03 Evaluate the significant
of seagrass ecosystem
06transplanting methods, 1-New (flora and fauna-
knowledge dugong and turtle).
hands on practical skills,
experiential and lifelong
learning, application for

future use (SDG 4,
environment and
conservation).

Gain valuable teamwork 04 Application of the acquired
experience in knowledge for seagrass
ecosystem and environment
05multidiscipline courses. awareness and conservation.

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Conclusion Future Directions

Method to teach interdisciplinary To develop further the
courses or activities differ interdisciplinary approach to
be applied to other
significantly from traditional lectures. disciplines.
Emphases are more on the group or
Interdisciplinary activities
team skills, communication skills, can be implemented to
problem solving, i.e., how students diverse populations, such as
from two different disciplines and second-year students, honor
students, adult learners or
faculties function as one team. mobility students.

Active student engagement with Extend active engagement
interdisciplinary subjects is much with related industries and
more significant than traditional agencies to share
based approach. Students respond knowledge to benefit all
parties involved.
well to this approach.

Students acquired relevant
and essential facts, new

knowledge and practices
outside their major disciplines.

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Collaborative
Assignments and Projects

From Farm to Table Project From Farm to Table is carried out by Bachelor
of Education (Agricultural Science) students at Universiti
Mai Shihah Abdullah1, 2* Pendidikan Sultan Idris enrolled for VAE3012
Supervision Occupational Experience Programme
1Department of Biology, course. Over a duration of one semester, the project
Faculty of Science and Mathematics consisted of agricultural production enterprises to
ensure that what are taught in the lecture rooms
2Department of Agricultural Science, (managing live stock, crop, aquaculture, horticulture
Faculty of Technical and Vocational, and landscape, farm mechanization, pest control,
soil science, agribotany, agriculture business and
Universiti Pendidikan Sultan Idris, post harvest technology) are be tied to their
35900 Tanjong Malim, Perak occupational real problems.

*Corresponding author: [email protected] To ensure these are to be experienced by students, the
project is conducted in the right setting, reinforced,
supervised and organized in a sequential manner.

Prior to this, each group is to present a company
business plan, report writing and the project concludes
with a presentation together with crops and livestock
exhibits.

This course exposes students to real-life job
experience in the agricultural sector. They are fully
involved in planning and managing a viable enterprise
under the supervision of a lecturer.

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Mapping of LOs, Delivery and Assessment

Learning Outcomes Delivery Assessment Student
Learning Time

Generate ideas to start a type of agro-based Business plan 15% 18 hours
business. (C5) presentation

Organize and implement a business. (A4) Business implementation 60% 72 hours
5% 6 hours
Create viable products in the agriculture sector. Product presentation
(P7) and exhibition

Build entrepreneurial characteristics, leadership Report writing 20% 24 hours
properties and work ethics workers in a field of
agricultural work. (CT5, KK4, EM3, LL3).

100% 120 hours

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From Farm to
Table

Site preparation Company Profile, Business Plan, Budget and
Consultant Appointment

Presentation Approval

Business execution with close monitoring by the
project consultant

Business Progress Check and Balance

Crop maintenance Evaluation session

Business and Product Evaluation

Presentation Exhibition

149

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From Farm to Table Activities

Crop pollination Crop maintenance
Harvested rock melon

Crop harvesting Marketing the harvest From farm to table

150

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Mentoring hanging fertigation technique to
Sekolah Rendah Behrang 2020, Tanjong Malim

School children
and the hands-

on activities

Future
agriculturist

Hanging
fertigation

151

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Multiplying effects of the knowledge transfer
programme: Lecturer to students to farmers

152

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Impact to Communities

Hanging fertigation in
the open system dual
income to the farmers
 Increased plant

crops yield and
 Trigona honey

153

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Impact of Project
From Farm to Table

Students: Academicians:

Issues and potentials of Extended into Knowledge
hanging fertigation system Transfer Programme for
community in Bagan Datoh
are undertaken and Perak.
extended as final year Awarded a university
grant.
projects. Journal article publication.

Mentors to several schools
in Muallim Districts carrying

out the similar system.

154

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Future Directions

• Internship to enable collaborative
partnerships with various agricultural
agencies.

• The students are to serve the community
and partial evaluated by the community.

Knowledge Transfer Programme site

Success story of Knowledge Transfer Programme

Split over impact of Knowledge Transfer Programme: Knowledge Transfer Programme evaluation
AgroTourism

Conclusion

To conclude, collaborative assignment and
project element is a good practice as an
eye-opener for students’ to real-life
experience.

155

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Collaborative
Assignments and Projects

Agro-Entrepreneurship Overview
Project CET2305
CET2305 is a compulsory course for final year
Wan Asrina Wan Yahaya* students who enrolled for Diploma in Agriculture
(DPT) and Diploma of Food Estate Management
Department of Crop Science, (DPPM) under Department of Crop Science. The
Faculty of Agriculture Science and Forestry, course is offered in 3rd Semester and 4th semester
Universiti Putra Malaysia Bintulu Sarawak Campus, for DPPM and DPT students.

Bintulu, Sarawak Objectives:

*Corresponding author: [email protected] • Put into practice all the knowledges and skills
learned to produce high qualities agri-
produce.

• Provide comprehensive learning platform for
students to run a joint-venture agribusiness.

• To produce agro-entrepreneurship graduates
that create job to other and enhance
national's food security.

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Description

A group of students (10-11 persons) were conducted an agribusiness project which involves the
production of vegetables and chicken/quail self-fund raising (around RM400 – RM500/student).
The collected fund was used to buy the agricultural materials (e.g., seedling, feedstocks, fertilizers,
pesticides, etc.) and rental/services charged owned by Taman Pertanian Universiti (TPU), e.g.,
chicken coops and rotavator. A student with a financial problem can borrow the fund from KESPER
(an agricultural student club) and charged a 2% interest. Each group must prepare a farm’s
schedule and business strategies to ensure the agriculture project is working successfully.

Learning Outcomes:

 Plan and evaluate the viability of agribusiness project (C5, TS)
 Diversify agribusiness projects and execute them according to plan (P6, KK)
 Organize and manage agribusiness project successfully (A4, LS)

Duration: 80 hours of SLT or 1 semester

 The credit hours for Agro-entrepreneurship Project is 2(0+2) with 14 weeks of
independent project.

 6 hours per week which 3 hours at field crop and 3 hours at chicken coop

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Mapping of LOs, Delivery and Assessment

CLOs Delivery Assessment SLT
• Quiz 14
CLO1 - Notes • Project
Plan and evaluate the viability of agri- - Briefing • Report 50
business project (C5, TS) • Presentation
• Project 16
CLO2 - Notes • Presentation 80
Diversify agribusiness projects and execute - Briefing • Report
them according to plan (P6, KK)
• Project
CLO3 (periodical field
Organize and manage agribusiness project - Briefing assessments)
successfully (A4, LS) Total

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Mapping of POs, Delivery and Assessment

Programme Outcomes (PO) Assessment Category and Percentage TOTAL (%)

Quiz Report Project Presentation
(Business
Proposal &
Profit-Loss
Report)

PO1- Knowledge 10 10 5 5 30
00 15 0 15
PO2 - Psychomotor skills 00 15 5 20
30
PO5 - Interpersonal Skills 0 10 10 10
5
PO8 - Personal and 00 5 0 100
Entrepreneurship Skills 10 20 50 20

PO9 - Leadership, Autonomy
and Responsibility

TOTAL (%)

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Implementation of Agro-entrepreneurship Project

Pre-project During project Post-project

Coordinators Coordinators Coordinators
• Briefing for students • Evaluate Agribusiness • Evaluate the profit-loss
• Disseminate farm tools
proposal report
and materials • Regular site-visit and • Verify the rental/services
• Pre-order chickens and
advisory charge
pre-book rotavator • Evaluate project progress • Key in students' marks
services
• Disseminate KESPER’s and field maintenance Students
loan form • Quality assurance check on • Submit farm record

Students the agri-produce keeping and profit-loss
• Form group report
• Fund raising Students • Pay rental/services
• Prepare work farm • Execute the project charge to TPU
• Regular maintenance to the • Distribute the fund raising
schedule and profit among
• Paperwork: prepare on chicken and crop members
• Solved unexpected
agri-business proposal
infestation and injuries
160 • Record keeping
• Marketing and promotion
• Harvest, packaging and

selling

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 ||

Evidence of the Project Delivery

Instructions on agribusiness proposal report Instructions on profit-loss report

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Students Presentation on Agribusiness Proposal

Business Proposal: Market Analysis to Business proposal: Marketing Strategy was
estimate demand and supply planned three weeks in advanced

Business proposal: SWOT Analysis to Executive summary about the project
enhance business operation and profit includes company’s mission and vision

Presentation evaluation form on Business Proposal and
Profit-loss

162

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Students Presentation on Profit-Loss

Introduction on group members Discussion on net profit-loss
gained from poultry and crop
Slide on business situational incidents occurred
during production and processing production

Breakdown on sale and profit ained from each Questions and answering session on profit-loss attained
agriculture produce by group seven

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Poultry Farm Management and Processing

c) Defeathering processed on chicken

b) Chicken was weighed e) Ready processed chicken
weekly to calculate FCR for storage, deliveries and
(Food Conversion Ratio)
customers pick-up.
a) Arrival of chicken
feeds and storage

management

d) Organs removal, cleaning and chopping
process

164

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Crop Management and Harvesting Activities

Raised bed ready for transplanting and
sowing

Raised bed management after a week
sowing

Harvested vegetables ready for
post-harvest activities

165

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Submitted Report of Agribusiness Proposal
and Profit-Loss

Table of content of profit-loss report

Front cover of agribusiness proposal Table of content of agribusiness proposal

166

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Evidence of the Project Delivery: Project Assessment
Components

CET2305 PROJEK KEUSAHAWANTANI Rubric on chicken
DIPLOMA PERTANIAN and quail
SEMESTER II 2018/2019 assessment
conducted
Tarikh: 2 Jan. 2019 weekly at
Activities: Chicken and Quail Production student’s farm

Group Contributions Problem- Attitude Focus on the Working with Time Farm cleaning & Awareness Record Entrepreneurship
solving task others management environment toward chicken Keeping Behaviour
Management
welfare

1

2

3

4
5

Rubric on crop CET2305 PROJEK KEUSAHAWANTANI
DIPLOMA PERTANIAN
SEMESTER II 2018/2019

assessment Tarikh: 2 Jan. 2019
conducted Activities: Corn Production

periodically at Problem- Raised-bed Farm cleaning & Harvest and Focus on Working with Record Entrepreneurship
solving productivity environment Postharvest the task others Keeping Behaviour
student’s farm Group Contributions Attitude Management

1
2
3
4
5

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Agribusiness Project Innovation

WAY TO REDUCE YOUNG CHICKEN DYING HOW TO INCREASE CORN SWEETNESS?

Dried feed was moistened before given to young A week before corn harvesting, watering frequencies
chicken to help eating and reduce choking and was reduced and done at morning time only from
dying problem, and provide water at the same time. twice/day to once/day with aim to increase corn
Post-mortem on died chicks found accumulation feed sweetness.
in throat.

a) Number of dying young chicken across group fed b) Corn sweetness between across group at different
with different feed type watering frequencies

8 Moisted Dried 16 twice once

No. of dying young chicken (n.)
Corn Sweetness (Brixx)
6 12

48

24

0 G2 G3 G4 G5 0 G2 G3 G4 G5
G1 Number of group G1 Number of group

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Student Feedback on Agro-Entrepreneurship Project

Diploma in Agriculture students Sem 02 2018/2019 at UPMKB farm

01 02 03 04 05

Excited of getting Gained more Blow our mind Developed an Developed our
small income from knowledge and about the ideas effective teamwork skills when
this agro-project. experience after and the reality in communication doing the task given
running a mini agriculture business. and negotiation and cooperation is
joint-venture skills in business important as a great
agribusiness. among customers. team comes from
great individuals.

169

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Impact on Academic

Faculty

Income generation to the university
through rental and service charges.

Bintulu communities are keen and eager to buy
fresh agriculture produce from UPMKB.

Student

Increasing self-confident to start-up an agro-
business after graduation.

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Conclusion

The Agri-Business Project can inculcate the business mindset among UPM graduates
thus producing graduates entrepreneur.
The Agri-Business project offers for Diploma in Agriculture and Diploma of Food
Estate Management can be a role model programme to other related courses in
UPM that have nature of product development and/or service providing to
encourage the student transforming the knowledges and skills into business opportunity.

Future Directions

Organize a biannual “Agri-Business Day” that gather all fresh produce from
agro-business project offer in Diploma in Agriculture, Diploma of Food Estate
Management, Diploma in Fishery, Diploma in Agribusiness, and sell to Bintulu
community.
Organize “pick and pay day” on crops to primary and secondary students
where the students can have the harvesting experience.

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Conclusion

Amira Sariyati Firdaus1,2*, Muta Harah Zakaria3,4, Individual lecturers and teachers play a very important
Mai Shihah Abdullah5, Najah Nadiah Amran6, Siti Salhah role in designing and implementing HIEPs within their own
individual courses. However, for education to be truly
Othman7,8 & Gan Leong Ming9 impactful, higher learning institutions must foster and nurture a
sustainable and far-reaching HIEPs culture within an integrated
1Academic Enhancement and Leadership Development HIEPs ecosystem.
Centre (ADeC), Universiti Malaya

2Department of Media and Communication Studies,
Faculty of Arts and Social Sciences, Universiti Malaya

3Centre for Academic Development (CADe), As illustrated by case study examples in earlier chapters,
Universiti Putra Malaysia
individual courses can both make use of existing external
4Department of Aquaculture, Faculty of Agriculture,
Universiti Putra Malaysia relationships within this ecosystem, as well as create new local

5Department of Biology, Faculty of Science and and global connections, that extends learning beyond the
Mathematics, Universiti Pendidikan Sultan Idris
classroom. Community-based Learning, Service
6Research Centre for Quran and Sunnah,
Faculty of Islamic Studies, Learning, Diversity/Global Learning and Internship can all

Universiti Kebangsaan Malaysia be embedded within a single course, integrated into

7Centre for Quality Assurance, Policy and Academic several courses within a curriculum, or even offered to students
Excellence, Universiti Sains Islam Malaysia (USIM)
8Faculty of Science and Technology, across different academic programmes to
Universiti Sains Islam Malaysia (USIM)
encourage interdisciplinary and transdisciplinary peer learning.
9Faculty of Mechanical & Automotive Technology
Engineering, Universiti Malaysia Pahang (UMP) A HIEPs-based curricular ecosystem can begin with First-Year
Seminars and Experiences, and Collaborative Assignments
*Corresponding author: [email protected] and Projects to foster self-reflection, critical thinking as well
as teamwork skills. These foundational skills can help to
scaffold learning in the subsequent years where Intensive
Academic Writing and Common Intellectual Experiences
can be introduced and an Interdisciplinary Approach to
Assessment can be applied.

172 Synthesizing knowledge and skills learnt in first and middle years of study, final year Capstone Projects and
Empirical Research can be designed to draw out students’ self-directed learning competencies. These
competencies can be displayed prominently through Internships and ePortfolio.

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
Interconnected infrastructure, integrated flexible curricula and interactive
engagement with community and industry stakeholders are vital elements of
the HIEPs ecosystem. A HIEPs ecosystem inspires, scaffolds, and expands
Ecosystem student learning through learning spaces, networked digital technologies,
experiential learning opportunities and global mobility.

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One of the primary objectives of the book has been to provide readers with ideas for designing engaging

and impactful learning experiences for your own students. The 13 High-Impact Educational Practices (HIEPs)

and 27 case study examples will hopefully inspire HIEPs across many more courses and academic

programmes, some which are already implementing HIEPs even before the publication of this book. However,

the penultimate aims of the book extends far beyond programme of study and reach into the future work

force. In educating the future workforce, our

roles and responsibilities include seeking

Flexible Lifelong industry input, and where applicable,
Curriculum Learning using this input to prepare our students
for Industry 4.0. HIEPs offers us impactful

pedagogical and andragogical

Learning 08 01 Embracing alternatives assessments, pedagogy
Beyond the 07 FUTURE 02 Disruptive and andragogy to create flexible
Classroom Technologies curricula and bring learning beyond the
WORK classroom.

Beyond 06 FORCE 03 Sustainable HIEPs prepare our students to embrace
Pedagogy 05 04 Development the realities of the future of work in the
Goals (SDG) 21st century. Future-oriented HIEPs will
and foster within our students the spirit of
Andragogy lifelong learning and the willingness to

Alternative Industry Input embrace (and perhaps invent) disruptive
Assessment (Industry 4.0) technologies. Thoughtful design and
mindful implementation of HIEPs may

be key to preparing current and

Thoughtful design and mindful implementation of HIEPs may be future generations for their roles and
key to preparing current and future generations for their roles responsibilities in humanity’s effort to
and responsibilities in humanity’s effort to achieve Sustainable achieve Sustainable Development Goals
(SDGs).
Development Goals (SDGs).

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Committee Members

Wan Zuhainis Saad Muta Harah Zakaria Amira Sariyati Firdaus Mai Shihah Abdullah Najah Nadiah Amran

Mohd Hafiz Abu Hassan Siti Salhah Othman Ras Azira Ramli Lim Cheng Siong Azlina Abd. Aziz

Wan Zainuddin Ali Aspar Tamil Selvi A/P Muhammad Lutfiah Natrah bt Abbas Gan Leong Ming
Virasinggam Khairulna’im Azmi

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List of Authors (Volume 1)

Universiti Putra Malaysia Universiti Pendidikan Sultan Idris Universiti Teknologi PETRONAS
Adelene Ai-Lian Song Hamidah Idris Abd ur-Rahman Mohamed Amin
Amir A’ffan Abdul Azim Mai Shihah Abdullah Muhammad Roil Bilad
Asilah Ahmad Tajuddin Noraida Othman Norwahyu Jusoh
Japar Sidik Bujang
Juju Nakasha Jaafar Universiti Malaysia Kelantan SEAMEO RECSAM
Mohd. Hafizal Ismail Wee Yu Ghee Mohd Nor Syahrir Abdullah
Mohd Termizi Yusof Yohan Kurniawan
Muhammad Asyraf Md Hatta
Muta Harah Zakaria Universiti Sains Islam Malaysia
Saila Ismail Siti Salhah Othman
Shairul Izan Ramlee Syadiyah Abdul Shukor
Suet Lin Chia Syahidawati Shahwan
Uma Rani Sinniah
Wan Asrina Wan Yahaya Universiti Malaysia Pahang
Wan Zuhainis Saad Adzhar Bin Kamaluddin
Gan Leong Ming
Universiti Malaya Kang Mei Feng
Amira Sariyati Firdaus
Farah Dina Yusop Universiti Tun Hussein Onn Malaysia
Lutfiah Natrah Abbas
Universiti Kebangsaan Malaysia Noor Dina bt Md Amin
A’dawiyah Ismail Yeoh Li Cheng
Abd. Ghaffar Don
Ahmad Irdha Mokhtar
Hasanah Abd. Khafidz
Najah Nadiah Amran

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Acknowledgement

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High-Impact Educational
Practices (HIEPs): The
Malaysian Higher Education
Experience, Volume 1