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Community engagement activities at teluk batik, Perak, Malaysia
- 1. 2018 COMMUNITY ENGAGEMENT ACTIVITIES AT TELUK BATIK DECEMBER A SERVICE LEARNING PROJECT IN OCEAN AND COASTAL ENGINEERING COURSE 1
- 2. INTRODUCTION 2 SERVICE LEARNING • Service learning (SL) is a value added component in student learning in the context of their positive contribution to their communities. • Through a proper design of engineering program curriculum, experiential education opportunities can be provided to the students. 1. The Six Step Model Planning Tools by Service Learning Northwest. 2. Service-Learning Projects in Environmental Engineering Courses: Models of Community Engagement Activities by Tara Kulkarni, IEEE
- 4. OCEAN AND COASTAL ENGINEERING COURSE 4 VDB4213
- 5. Background • Civil & Environmental Engineering Degree Elective Course • Course offered 4th year 1st semester • September 2018 Semester • <20 students • None service based experiences within VDB4213 course previously. • Hence, the SL opportunities in the OCE course should be established. 5
- 6. Learning outcomes 6 • 1.0 Academic Learning outcomes- learning and growth opportunities are guided through the process of identifying, planning, and carrying out service activities. • 2.0 Growth of student potential and leadership skills, problem solving, decision making, creativity etc. • 3.0 Positive benefits to community. • 4.0 Social cohesion in the face of diversity-This program bridged intergenerational, ethnic, and cultural gaps; provide young people with strong role models; and strengthen community infrastructures.
- 8. Background 8 • Beach erosion & water quality • They are several possibilities on the aspect of healthy environmental ecosystem which needed solutions from the students.
- 9. 9 Methodology I AM A BEACH THERAPIST
- 10. Overview 10 TASK • Students have been assigned the project on 4th week of semester. • They were team up as a group. • The leader of the group has been provided with contact information of the community partners (MPM, NGO, district head, village head) from Teluk Batik. • They were expected to organize a meeting with all community partners to understand the needs which are related to the VDB4213 course knowledge.
- 11. WEEK TASK 1(at site location) Students meet the community partners. In this 1st meeting, students determined project scopes based on the capability to do the tasks that the community partners expected from them. 2-3 (at UTP) Students performed background research on the assigned project scope, data collection methods, and procedures prior to their 1st visit. 4-5 (at UTP) Students developed initial designs based on the collected data and discussions with community partners. 5 (at site location) Students presented these design ideas to lecturers and community partners during the 2nd meeting. 6 (at UTP) Students finalized the design based on feedbacks received from lecturer and community partner. 7 (at site location) The students delivered the design ideas on sites during the actual event. Meeting tasks and planning 11
- 12. 12 GANTT CHART Tasks/Weeks 4 5 6 7 8 9 10 11 12 1 Students communicate with community partners on initial meeting date. 2 Students visit the community partners and discuss on job scopes 3 Assessment 1 (Student reflections) 18 Oct 2018 X 4 Students perform background research on the assigned project scope, data collection methods, and procedures prior to their visits to community partners. 5 students develop initial designs based on the collected data and discussions with community partners. The students will present these design ideas to lecturers and community partners during the next meeting. 6 Assessment 2 (Student reflections) 8 Nov 2018 X 7 Students finalize the design based on feedbacks received from lecturer and community partner. The students will start working on preparing the stuffs for design construction. 8 Students conduct an event at the site location which include the delivery of design project by the students, mini celebration event to each student & volunteers, certificates of accomplishment, eat, drink and have fun. 1 Dec 2018 9 Assessment 3 (Student reflections) X
- 13. Assessment 13 Important Keys • Critical Thinking • Applying the SL Experience to the Academic Knowledge Base and Objectives of the Course • Responsibility to Community • Impact on Student’s • Personal Life
- 14. 14
- 15. 15 Meeting with head of Lumut village
- 16. 16 Meeting with Manjung municipal council
- 17. 17 Meeting with KUASA (NGO)
- 19. Night before the event 19
- 20. 20ADD A FOOTER
- 21. Event day 21 1 Dec 2018 Teluk Batik Beach, Lumut, Perak.
- 22. Registration & Poster display 22
- 23. 23ADD A FOOTER
- 25. 25ADD A FOOTER
- 26. Talk, Breakwater demo & lucky draw 26
- 27. 27ADD A FOOTER
- 28. Reflections 28ADD A FOOTER “This is one of the best field trip that I have went throughout my 4 years study. This fieldtrip provide unique opportunities for learning that are not available within the four walls of a classroom.” “It teaches me that we should as much as possible of for betterment of society throughout lifespan. We can work together in creating the “The people involved in this project have been helpful and willingly sacrificed their in making the event a success. Hence, I have learnt to contribute as much as I am of in order to appreciate the efforts contributed by in this project.” “This site visit has to some extent, adds to our current knowledge which could be useful in the future when we enter this field.” “Useful because we didn't get this opportunity to study about this unless in this project.” “It has changed my views on this course from being only textbook theories and problems to a real world application of our engineering knowledge.”
- 29. Outcomes 29 Important Keys Critical Thinking 71% Responsibility to Community 78% Experience to the Academic Knowledge Base and Objectives of the Course 72% Impact on Student’s Life 76% Impact on Personal Life 80%
- 30. THANK YOU! Dr Siti Habibah Shafiai
Editor's Notes
- Assalamualaikum & a very good morning to everyone. Today I am going to share with you the student learning activity that have been conducted under my teaching course in Civil Eng. Department. I would call the program as “Community Engagement at Teluk Batik” a service Learning project in Ocean & Coastal Eng. Course.
- As Dr Tazli has shared the meaning of the service learning through his presentation just now, I don’t think I need to re-explain the meaning. However, for your information, the engagement activity with community at Teluk Batik was totally referred to these two articles. Which are:
- In the article on service based learning studies, they wrote about these few steps. The first step that a lecturer should do is to discuss, investigate and address the available or relevant real issues that could be related with the teaching course and the project. In the next step, the lecturer will need to design the flow of the project as well as the assessments that should be implemented through out the project duration. This is where a proper flow activities should be produced for the pre, actual and post event. In the 3rd step: execution of the design plan is where the students do the project based on the guidelines given and deliver the final outcomes in the final step which is called celebrate. It is called celebrate as the students will be appreciated and celebrated in one event for their hard work and contributions toward the project realization. That is how I modelled the activity with my students.
- Now, let me share some info on my course and students. The course name is Ocean & coastal eng and the code is VDB4213.
- It is an elective course in Civil & Env degree program. Normally this course is offered in their 4th year and 1st semester every year. For this current semester, the total number of students is 17. And as far as I concern, VDB4213 had never get involved in service based learning activities previously. Hence, I took this as an opportunity to the students and established one.
- Which I hope that through the project activities, all the students obtain this added values and embed in their life. Of course I hope they gain the outcomes for their learning. Which I believe, their learning can be improved through the process of identifiying, planning…activities. In term of the leadership skills, since they were assign to lead and organize the project event, I believe, their leadership skills can grow while solving the problems, making decisions and many more. At the end of the project, this students should be able to propose mitigation plan/design solution which will give benefits to the community And finally, because all of them are supposed to work together with the community partners, I believe the social cohesion could be improved. From this project, the student will get involves with different generation, ethnic, culture and so on. And this will develop our students into strong role models and hence strengthen our community infrastructure.
- Now, let’s have a look into the real issues at Teluk Batik which are related to the ocean & coastal engineering course outcomes.
- Teluk Batik is facing beach erosion and low water quality due to rapid development from human activities. And this needed solutions from the students.
- I am a beach therapist is the name of the theme for the project. In this part, I will explain the details of the project methodology.
- And these are the meeting tasks and planning. Students are expected to meet the community partners a week after received the project task. Once they got the idea of the real issues that related to the OCE, in two weeks time they have to come out with research data and procedures. Once all related data are gathered, there is another 2 weeks time for them to develop initial design of solution before present it to me after that. They will come out with final design a week after the review session and then they will prepare for the project delivery on the specific day of the event.
- This is the Gantt chart on their activities. During the preparation of the activities, there are reflection assessments been done. The assessments are done in 3 stages. On the 1st stage- which is before they learn about service learning On the 2nd stage- this is where they start learn on the service learning delivery On the 3rd stage- this is where they completed the goal of the project.
- These are the important keys in their assessments that have been asked in stages.
- This is one part that they are getting involve with outside community. The page is also been promoted by KUASA in their page. This is the highlights of the program that KUASA and MPM published on their portal and page.
- These are the photos of the students meeting with the head of lumut villages
- These are the photos of the students meeting with the MPM and also present their design solution in front of Head of Tourist Department and his subordinates.. They received positive feedback and comments from them.
- This is a photo of the students meeting with secretary of KUASA. They discussed on the availability of plants for the event.
- These are the photos of the students having discussions and project updates in UTP.
- These are the photos of the students do preparation for the poster display, the audio system, grouping the plantation and etc.
- These are the photos of the students handling the registration, do the emcee, in charge in photography and so on.
- The students in charge in assisting the planting activities.
- These are the photos of the students do demonstration of breakwater, there was Q&A session after that, lucky draw and session for giving the certificate to community members.
- I have selected few of the students reflections. And I am going to share those here.
- And from the assessments, students have achieved and obtained experience and added values significantly in their life.