INTERNATIONAL SERVICE LEARNING COLLABORATION

FENOMENA SERVICE LEARNING

Service Learning (SL) dikenalpasti sebagai satu pendekatan pedagogi yang semakin popular masakini dipenuhi dengan aktiviti pembelajaran aktif dan reflektif. SL mampu membawa dimensi kontemporari pembelajaran yang lebih bermakna. Pembelajaran melalui pengalaman dalam SL akan membawa mahasiswa menghayati budaya ilmu yang selari dengan kehendak akademia baru.

• Penerapan SL dalam P&P merupakan satu platform dalam menterjemahkan hasrat yang terkandung seperti dalam aspirasi Pembangunan Pendidikan Tinggi Negara. SL juga boleh menjadi pemankin dalam usaha menjadikan mahasiswa universiti sebagai agen perubahan dan perantara di antara masyarakat dengan pihak kerajaan dalam menggerakkan program berbentuk kemasyarakatan melalui penyerlahan kemahiran insaniah.

• Pelan Strategik Pengajian Tinggi Negara yang bermatlamatkan “Memimpin Masa Hadapan Malaysia”, menekankan kepada lonjakan penguasaan ilmu mahasiawa yang boleh dibuktikan melalui penggunaan ilmu dan penglibatan dalam aktiviti pembangunan masyarakat. Aktiviti SL terarah kepada memberi manfaat langsung kepada masyarakat.

• Program SL dijangka dapat mengembangkan bakat dan semangat patriotik mahasiswa di samping dapat meningkatkan kualiti “personal mastery” untuk berdaya saing. Manakala dalam konteks „akademia baru‟ SL dijangka akan memberikan harapan kepada inovasi dan kreativiti pembangunan P&P di Universiti Awam Malaysia

PENGALAMAN SERVICE LEARNING UTM

• SL merentas kurikulum

• SL dalam kerja kursus

• SL membina karektor mahasiswa dan menyerlah Kemahiran Insaniah

• SL kepada negara, universiti dan masyarakat

• SL dalam GOP/ISLP

• SL akan di masukkan dalam iCGPA

MAJLIS TANDATANGAN LOC ISLP UTMUTY

LIPUTAN AKHBAR

METODOLOGI PENGENDALIAN SERVICE LEARNING DALAM P&P

Bagaimana mengendalikan SL dalam P&P?

Perancangan

• Perancangan pengajaran

• Perancangan Jam Pembelajaran Pelajar (SLT)

• Perancangan Penilaian

• Bahan kuliah

Pelaksanaan • Pengkuliahan • Perbincangan projek berdasarkan tema • Lawatan tapak • Pemilihan tempat projek • Persediaan projek • Pengurusan penajaan projek • Pelaksanaan projek • Pembentangan • Pelaporan • Refleksi

Penilaian

• Penilaian berasaskan rubrik yang memenuhi Jam Pembelajaran Pelajar (SLT)

• Penilaian pelaporan

• Penghasilan buku (coffee table), Buku Akademik dan video

• Penghasilan kajian berimpak

• Memindahkan pengalaman SL kepada Projek Sarjana Muda, Disertasi/Thesis Sarjana dan PhD

• Pembentangan Akademik

• Penghasilan Berimpak?

SOCIOLOGY & PROFESSIONALISM IN EDUCATION (SPP4052) STUDENT LEARNING TIME

Teaching and Learning Activities Student Learning Time (hours)

1. Face to face learning

a) Lecturer centered learning

i) Lecture

ii) Student centered learning activities (SL)

2) Self learning activities

a) Non face to face (proposal, web, etc)

b) Self study/revision/project work (SL)

c) Preparation for evaluation

3) Formal assessment

a) Continuous assessment

4) Final examination

16

22

12.5

16

7.5

4

2

Total 80

TEACHING METHODOLOGY

Several delivery methods are used to deliver the technical knowledge and competencies as

well as incorporating generic skills. The methods include lectures, e-learning, discussions,

social service learning project, presentation and self reflection.

ASSESSMENT

(Provide details on the allocation of marks and the time schedule for all project evaluations, assignments, etc.)

No Number Criteria % each % total Dates

1 Assignment 1-

Group

1 Proposal for service

learning project

10 10 Week 4

2 Project Report-

Group

1 Report of service

learning project

20 20 Week 11

3 Assignment 2-

Individual

1 Self reflection of service

learning project

10 10 Week 14

5 Project

Evaluation

3 Evaluation on the site

(lecturer, Peer and

community evaluation)

3x 5% 15

6 Presentation 1 Presentation of service

learning activity

10 10 Week 11-14

7 Final Exam 1 Cover all lecture topics

from week 1 – week 11

40 40 Week 16-18

COMMUNITY ENGAGEMENT (CE) REPORTING FORM

Notes:

To contribute to MyRA performance, a CE project has to achieve a minimum of three (3 Star CE Impact Rating).

To achieve a 3 Star CE Impact Rating, a project needs to have a minimum of three (3) stakeholder involvement.

(Government, Industries, Civil Society, NGO, and Institutions of Learning)

All reporting need to be accompanied with a hardcopy printout & softcopy document (CD).

For promotional purposes, all documents must be submitted in two format, Adobe Reader and Microsoft Word (.pdf

and .doc)

Please note that all information will be kept confidential by CCIN and ONLY be used for university reporting on CE

initiaves.

Instructions:

Please fill in all the information in table A, B, C, D, E and F.

A THE PROGRAMME AREAS OF EXPERTISE

PROGRAMME AREA OF EXPERTISE

Please tick (√) only one area in the space provided for the program area of expertise * The CE expertise are extracted from the Minister of Higher Education -UCTC Award

Projects: Environmental Development

Projects: Health

Projects: ICT & Technology

Projects: Entrepreneurial

X Projects: Education

Projects: Risk Management And Disaster Assistance

Projects: Preserve Heritage And Culture

Projects: Sports And Recreation

Projects: Social Welfare

Projects: Rural Development

Projects: Edu-Tourism Project

B PROJECT/PROGRAMME INFORMATION

1 PROJECT TITLE SERVICE LEARNING Recyclebank Green school Project

2 FOCUS AREA

(You are allowed to tick (√) more than 1 focus area)

Capacity Building

Social Entrepreneurship

Improving Livelihood

X Environmental Sustainability

Education Enhancement

3 PERIOD OF PROJECT EXECUTION

4 TOTAL COST OF PROJECT IMPLEMENTATION

5 LOCATION

6 TARGET COMMUNITY

7 PROJECT LEADER NAME

8 POSITION

9 FACULTY / SCHOOL / INSTITUTE / CENTRE

10 MOBILE NO

11 EMAIL ADDRESS

12 PROJECT MEMBERS NAME (List the name, title, faculty (multi-disciplinary) and institutional project members)

Name Position, Faculty, Institution

13 NAME OF COLLABORATION PARTNERS (multi-stakeholder) (List the names and brief role of NGO partners / community / industry / government agencies and so on, IF ANY, who took part in the project implementation and their function on the programme (eg: Funder)

*Please state equivalent / approximate value of collaboration partners contribution in RM.

Name of Collaboration Partners Contributions (RM) *

In Kind

Gifts Moneta

ry Facilities Equipment Others

Government :

Industry:

Civil Society

University/Institutions of Learning:

NGO

Total Contribution (RM) *The total RM value are based on cost of project implementation as in Section B – No 4.

14 PROJECT OBJECTIVES

15 EXECUTIVE SUMMARY PROJECT (maximum 300 words, using Arial font size 11 pt, line spacing "double spacing")

C COMMUNITY TRANSFORMATION IMPACT STAR RATING FORM (This Impact evaluation of the programme has to be done at the end of the programme)

RATING LEVELS

1 STAR RATING ( Programme Acceptance) The community has a positive orientation towards the programme.

An attendance exceeding or equal to 80% * Evidence can be gathered from attendance list Target attendance Actual attendance Percentage

_________ people __________ people _______ per cent

2 STAR RATING ( Meeting Community Needs) The community consider the programme relevant and needed. A formal university-community cooperation agreement exists.

Stakeholders generally agree to the implementation of the programme. * Evidence can be gathered from interviews or surveys. Number of participants who indicate that the programme is needed Total number of participants Percentage of participants indicating programme is needed

_________ people _________ people ________ per cent

IF ≥ 80 %

3 STAR RATING ( Knowledge, Attitude, Skills and Aspiration Change) The community action programme results in change in knowledge/skills/attitudes or aspirations.

Participants exhibit a change in knowledge, attitude, skills and/or aspiration. * Evidence can be derived from interviews, observations or surveys. Number of participants who indicate they know the subject matter Number of participants who respond positively to the change Number of participants who show they have the desired skills Number of participants who want to adopt the innovation Total number of participants Average Change

_________ people _________ people _________ people _________ people _________ people ________ per cent

4 STAR RATING (Adoption of Change) The community programme results in a change of practices.

Participants adopted the innovations that were introduced * Evidence derived from observation Number of participants who adopted change Total number of participants Percentage of adoption change

_________ people _________ people ________ per cent

5 STAR RATING (Sustainability) The community is empowered and can independently sustain the practices that were introduced through the programme.

Participants continue to practice innovations without UTM’s assistance * Evidence can be derived from interviews, observations and/or surveys. Number of participants who continue to practice change Number of participants who having economic benefits due to change Number of participants who have improved their well-being Total number of participants Percentage of participants who continue to practice change Percentage of participants having economic benefits due to change Percentage of participants who have improved their well-being Average of sustainability

_________ people _________ people _________ people _________ people ________ per cent ________ per cent ________ per cent ________ per cent

D PROJECT LEADER DECLARATION

I declare that the information and documents provided are correct. Date: _________________________ Signature: ________________________________

E DEAN / PRINCIPAL DECLARATION

The information above is certified true: Dean / Principal name: __________________________________ Date: _________________________ Signature: ________________________________ Stamp Position:

F SECRETARIAT DECLARATION

Verified: Overall score: Review: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Date: _________________________ Signature: __________________________________________ (Director of Centre for Community and Industry Network) Stamp Position:

CHECK LIST: Please ( √ ) materials/ support documentations of proof provided to support each category. Compulsory:-

1 Media coverage / Publication in the form of :

Newspaper articles, Magazine,

Media links, blogs

Brochures

2 Program Impact in the form of:

Attendance List

Survey , Interviews, Focus Group Discussions, Forums

3 Contribution / Funding

RM - Copy of Bank Slip / Cek / EFT

In Kind

Gift

Facilities

Equipment

4 Collaboration Partners:

MOA / MOU / Certificate of Appreciation / Thank you letter / LOI / LOC

5 Pictures of CE project - 5 high-resolution images with the appropriate caption (soft copy)

Photographs before, during and after the implementation of the Community Programmes

6 Executive Summary of the project / activity

(maximum 300 words, using Arial font size 11 pt, line spacing "double spacing" (soft copy)

Additional Request for Promotional Purposes:

A short video montage of footage or pictures before and after the implementation of projects / activities (maximum 1 minute) (In the form of CD / DVD)

BENEFITS OF THE SERVICE/COMMUNITY BASED LEARNING COURSE

Benefits to the Community This course provides a positive impacts to the community: • Helps improve the social and physical communities. • Disseminate knowledge and enrich culture in the community. • Improving living standards, health and community services. • Enhance soft skills and develop human capital. • Strengthening of civilization and culture. • Raising awareness about the importance of protecting the

environment and ecosystems. • Establish a caring society. • Assist youth in many areas, including education, character building ,

entrepreneurship, and life skills .

Benefits to the University This course will benefit all citizens of the university. Among the contributions of the course are as follows:

• Enhance the image of students, staff and

university. • Strengthen relationships with local communities

particularly in the surrounding areas. • Increase the marketability and the functionality

of graduates.

Benefits to the Country This course will indirectly contribute to the country towards:

• Improving people's civilization. • Improving the socio-economic development. • Establish a concern of citizen and patriotism. • Helps towards the establishment of the

developed countries. • Establish a relationship between higher

education environment and the community.

Benefits of Service Learning • Positive impact on students’ academic learning through active service

learning. • Improves students’ ability to apply what they have learned to “the real

world”. • Positive impact on academic outcomes such as leadership skills, negotiation

skills, problem analysis, problem-solving, critical thinking, and pragmatic cognitive development

• Improved ability to understand “university-community in action” • Greater sense of personal efficacy, personal identity, spiritual growth, human

capital ability and moral development. • Greater interpersonal development, particularly the ability to work well with

others, and build leadership and communication skills. • Reduced stereotypes and greater inter-cultural communal understanding. • Improved social responsibility and citizenship skills. • Greater involvement in community service after graduation. • A stronger commitment to CBL research. • Valuable human resources needed to achieve community goals • New energy, enthusiasm and perspectives applied to community work.

PROGRAM SL DI KG BUNTAL SANTUBONG, SARAWAK