SULAM Playbook - Ebook

SERVICE LEARNING MALAYSIA
- UNIVERSITY FOR SOCIETY

All rights reserved. No part of this publication may be reproduced, copied, stored in any retrieval
system or transmitted in any form by any means – electronic, mechanical, photocopying, recording
or otherwise; without prior permission in writing from the Ministry of Education Malaysia.
Published in 2019
ISBN 978-983-3225-26-2
9 789833 225262
Published by:
Department of Higher Education Malaysia
Ministry of Education Malaysia
No. 2, Tower 2, Street P5/6, Precinct 5
62000 Putrajaya, Malaysia
www.jpt.moe.gov.my
SERVICE LEARNING MALAYSIA
- UNIVERSITY FOR SOCIETY
INTRODUCTION v Chapter III:
COMMUNITY PARTNER MATCHING
Definition 50
Chapter I: Stakeholders 54
SULAM AS COMMUNITY-ENGAGED PEDAGOGY Flowchart to Develop Project / Program 55
Management of SULAM 60
What is SULAM? 02 Challenges 61
Approaches to SULAM 08 SULAM-Net 63
How is SULAM Different from Community
Service? 11
SULAM Benefits 13
Effective Practices in SULAM 15 FREQUENTLY ASKED QUESTIONS (FQAs) 65
Examples of SULAM 16
APPENDICES 75
REFERENCES 91
Chapter II:
BUILDING SULAM COURSE DEVELOPMENT ACKNOWLEDGEMENT 95
Overview of SULAM Course Development 22

Expectation of SULAM Course 23
Required Component in Developing
SULAM Course 26
Course Learning Outcome 28
Experiential Learning Activities in SULAM 32
Critical Reflections in SULAM 35
Alternative Assessment in SULAM 41
Credit and Academic Load 43
Online / e-SULAM 44
Course Review and CQI 46
Yellow:
Happiness
Blue:
Mutual Respect
Red:
Love
Logo Description:
The combination of the three blue, red and yellow colours used in the logo design represents the
combination of three elements those are Community, Student and Lecturer.
This logo is an abstract logo of typography. The word SULAM can be seen clearly using the letters
Insaniburger with Cheese. The 'SERVICE LEARNING MALAYSIA' and 'UNIVERSITY FOR SOCIETY' texts are
arranged above and below the word SULAM as a complement to the entire logo.
The graphic images of the three knots of the ribbon above the word SULAM are indicative of a
combination of the thoughtfulness and the symbol of cooperation between the Community, Students and
Lecturers of Higher Learning Institution (HLIs) through SULAM's organised programmes.
Designed by:
Siti Norulhana binti Hj Miskan (Senior Designer, UTM)
Muhammad Zaiful bin Hisham (Intern, UiTM)
MOE's education framework, direction and way forward should
address local community needs and issues. Community must be
the nucleus of university existence, thus education can drive the
social changes.
MINISTER OF EDUCATION
YB DR. MASZLEE BIN MALIK
The goal of Malaysia's education system is to develop value-driven
graduates who are holistic, entrepreneurial and balanced.
Graduates will be able to become Global Citizens infused with
those values and contribute to the harmony and wellbeing of the
local and global communities.
SECRETARY GENERAL
YBHG. DATO' DR. MOHD GAZALI BIN ABAS
SULAM is capable of enhancing the sense of social responsibility,
religious and racial tolerance as well as developing 21st century
skills such as the ability to work well with others, critical thinking
skills and creative, leadership and communication skills.
DIRECTOR GENERAL
YBHG. DATUK IR. DR. SITI HAMISAH BINTI TAPSIR
Community engagement is a vital aspect of student and academic life at Malaysian Higher Learning
Institutions (HLIs). It deepens academic learning, builds stronger relationships beyond the campus, and
prepares students more effectively for their post-HLIs endeavours. Integrating community engagement into
the university curriculum creates an educational environment where students not only develop
academically but are transformed personally and professionally. Service Learning Malaysia - University for
Society (or SULAM) is an initiative lead by Ministry of Education to address the Shift 1 of Malaysia
Education Blueprint 2015–2025 (Higher Education) i.e producing Holistic, Entrepreneurial and Balanced
Graduates. It will also work towards instilling the culture of happiness, love and mutual respect in HLIs in a
bid to create a fun and positive learning environment.
SULAM is a multidimensional concept that embraces both curricular and co-curricular approaches to
service and educational opportunities. The words "service" and "learning" in SULAM strongly suggests a
balance between learning outcomes and service outcomes that can be achieved only through an integration
of each. SULAM can generally be defined as a form of experiential education in which students engage in
activities that address community needs together with structured opportunities intentionally designed to
promote student learning.
SULAM is not the same as student community service or volunteerism. While sharing the word “service,”
student community service, illustrated by a student organisation adopting a local village, rarely involves a
learning agenda. In contrast, SULAM make intentional efforts to engage students in planned and purposeful
learning related to the service experiences. Student community service activities will be integrated into an
academic course, utilises the service experience as a platform for both academic learning and civic
learning.
This Playbook is designed to provide an overview of the SULAM program at Malaysia HLIs. We hope that it
will provide you with some ideas and resources to get started in SULAM or to enhance the SULAM work that
you are already doing. This Playbook has three main chapter and it is designed to be used in a specific
order. Chapter One addresses the concept and benefits as well as some examples of SULAM. It also gives
definition and background information on SULAM. Chapter Two is about developing a SULAM embedded
course which describes the main components of a SULAM course and techniques of writing good
reflections. Chapter Three will give you ideas on how to engage community partners, their roles as well as
management of SULAM at higher institutions.
SULAM PLAYBOOK v
CHAPTER l
SULAM AS COMMUNITY-ENGAGED PEDAGOGY
01 02 03
What is SULAM?
Approaches to SULAM
How is SULAM Different from Community Service?
SULAM Benefits
Effective Practices in SULAM
Examples of SULAM
1.0 What is SULAM?
SULAM stands for Service Learning Malaysia - University for

Society. It is an initiative by Ministry of Education to address the
Shift 1 of Malaysia Education Blueprint 2015–2025 (Higher
Education).
A course-based, credit-bearing educational experience in which

the student participates in a structured service activity that
meets identified community needs, reflects on the service
activity and experiences to achieve desired learning outcomes,
in such a way as to gain deeper understanding of course content,
a broader appreciation of the discipline, enhanced sense of
personal values and civic responsibility.
SULAM pedagogy supports humanistic and value-driven education

as key to strengthening our education system by integrating
love, happiness and mutual respect.
2 SULAM AS COMMUNITY-ENGAGED PEDAGOGY

SULAM Goal
To frame pedagogical models and research

agendas involving service-learning at the
national and international levels
SULAM as an Experiential Education

...as a form of experiential education in which
students engage in activities that address human
and community needs, together with structured
opportunities for reflection designed to achieve
desired learning outcomes
Jacoby, 1996
SULAM is a form of experiential education that:

1 2 3
Is developed, implemented, and Responds to Attempts to balance the
evaluated in collaboration with community-identified service that is provided and
the community concerns the learning that takes place
4 5
Enhances the curriculum by extending learning Provides
beyond the classroom and allowing students to opportunities for
apply what they’ve learned to real-world situations critical reflection
SULAM PLAYBOOK 3
Role of Academics
…create a learning environment where curricula are

connected to societal issues through civic engagement and
engage students through ―dynamic teaching, active
scholarship, personal attention, and experiential learning...
Widener University, 2004
Why SULAM?
SULAM has potential to transform teaching and
learning in IHLs and help future generation to develop
social responsibility and an ethic of service. Previous
studies worldwide indicated positive student
attributes, such as social responsibility, tolerance of
diversity, develop leadership and gain personal and
social skills. SULAM represents university’s third
mission- university for society.

Definition of SULAM Community Service
SULAM community services are defined as services that are

identified by HLIs through formal or informal consultation with
local non-profit organisations, government, and community-
based organisations, designed to improve the quality of life for
community residents, particularly low-income individuals or to
solve/address particular problems related to their needs.
SULAM PLAYBOOK 5
QUADRUPLE HELIX SULAM
Higher Learning
Institutions
G H
Government:
All government agencies Public and private
universities, colleges,
polytechnics etc.
Community:
Kampung Angkat, OKU, Senior
citizen, B40, Underprivilaged
C I Industry:
communities, NGO etc. Corporates

Key Components of SULAM
Course Critical Student

Content Reflection
SULAM
Meaningful Community
Lecturer
Service Partner
Adapted from Furco, A. (1996)
SULAM PLAYBOOK 7
1.1 Approaches to SULAM
Direct SULAM
1 Person-to-person, face-to-face
service projects
Indirect SULAM
2 Working on broad issues,
environmental projects
Advocacy SULAM
3 Educating others about topics of
public interest
Research-based SULAM
4 Gathering and presenting information
on areas of interest and need

Examples Impact on Skills Practices
Direct SULAM
• Tutoring other students and adults • Caring for others
• Conducting art/music/dance lessons for younger students • Dependability
• Helping other students resolve conflicts • Interpersonal skills
• Creating life reviews for Hospice patients • Problem-solving
• “Big picture” learning
Indirect SULAM
• Compiling a town history • Cooperation
• Restoring historic structures or building low-income housing • Teamwork skills
• Restoring ecosystems • Playing different roles
• Preparing preserve areas for public use • Organising
• Prioritising
• Project-specific skills
Advocacy SULAM
• Planning and putting on public forums on topics of interest in • Understanding rules
the community • Systems
• Conducting public information campaigns on topics of interest • Processes
or local needs • Engaged citizenship
• Working with elected officials to draft legislation to improve • Working with adults
communities
• Training the community in fire safety or disaster preparation
Research-Based SULAM
• Writing a guide on available community services; Translating it • Learn how to learn/get answers/find
into Malay or other languages of new residents information,
• Conducting longitudinal studies of local bodies of water; water • Make discriminating judgments,
testing for local residents; • Work systematically,
• Gathering information and creating brochures or videos for non- • Organizational skills,
profit or government agencies; • How to assess,
• Mapping state lands and monitoring flora and fauna; • Evaluate and test hypotheses
• Conducting surveys, studies, evaluations, experiments,
interviews, etc
SULAM PLAYBOOK 9
Students volunteer in an
underserved clinic
(20 hours average throughout the
semester)
Students keep a reflective journal on their experience
in the form of a blog ( throughout semester)
1 2 3
Identify common Individually Develop informational

ailments/ diseases research and then brochure or display for
treated at the clinic present to team patients at clinic
Distribute brochure or
display to clinics
In-class team discussion Present materials to entire

Reach consensus on one class as an oral presentation
(15 min presentations, requires 1-2
ailment/disease to focus on lecture meetings depending on the
(10-30 min of lecture time) size of group)
An example of protocol of the SULAM project delineating what was expected of students

1.2 How is SULAM Different from Community Service?
Recipient Beneficiary Provider
Service Focus Learning
SULAM
Community Service Field Education
Volunteerism Internship
Distinctions Among Service programmes Source: Furco, (1996)
SULAM is Different from…
Volunteerism Internships
Primary emphasis is on work being provided. Engagement is primarily for the purpose of gaining hands-
Generally not linked to intentional formal or on experiences to enhance learning of a particular filed of
information learning/reflection study. Often not linked to academic learning.
Community Service Field Education/Work
Primary emphasis in on the service being Engagement if the work of a community organization related
provided, some intentional opportunities for to their academic field of study. Not fully integrated into
reflection maybe incorporated, often not their current coursework, limited opportunities for reflection.
SULAM PLAYBOOK 11
SULAM
Benefits the provider and Focus on service Have academic context

recipient of service and learning that ensures
• Service enhances learning
• Learning enhances service
Service, combined with learning, adds

value to each and transforms both.
Porter-Honnet & Poulsen, 1990
Service-learning is based on the assumption that

learning does not necessarily occur as a result of
experience itself, but rather as a result of reflection
designed to achieve specific learning outcomes. In this
sense, service-learning expands on the concepts of
community service and volunteerism
Porter-Honnet & Poulsen, 1990

1.3 SULAM Benefits
Students
• Deeper understanding of course material
• Improved ability to apply material they learn in class to real problems
• Motivation to work harder
• Increased connection to the college experience through stronger ties
to students and faculty
• Improved leadership skills
• Reduction in negative stereotypes and an increase in tolerance for
diversity
• Deeper understanding of the complexity of social issues
• Increased sense of connection to the community
• Greater self-knowledge
Lecturers
• Providing new ways to teach familiar material, thus re-engaging
lecturers
• Offering professional development challenges
• Engaging in meaningful interactions with the community
• Encouraging interactive, mentoring relationships with students
• Giving opportunities to lecturers to see the direct consequences of
their teaching upon society
• Identifying current trends and issues that might inform research
• Engaging lecturers across academic disciplines through a shared
approach to teaching
• Creating new opportunities for research and scholarship
HLIs
• Enhanced teaching, research, and outreach activities
• Lecturers and student engagement in local and state issues
• Opportunities to extend campus resources
• Positive community relationships
• Increased preparation of graduates
SULAM PLAYBOOK 13
SULAM Benefits (Cont’d)
Community
• Creates opportunities for community to participate in student
learning
• Builds community awareness of IHLs programmes and services
• Provides new ideas, energy, and enthusiasm to community
• Provides additional human resources to fulfil community’s mission
and goals
• Expand their base of volunteers
Industry
• Creates opportunities for community to participate in student
learning
• Builds community awareness of IHLs programmes and services
• Provides new ideas, energy, and enthusiasm to community
• Provides additional human resources to fulfil community’s mission
and goals
• Expand their base of volunteers

1.4 Effective Practices in SULAM
What Must be Included in a Project to be Considered SULAM?
1 The project is connected to Student Learning Outcomes (SLOs)
The project is connected to course content and those connections are

2 discussed during class time
The service activities are organized and executed with the community
3 partner, not for or to the community partner
4 The community partner is a non-profit
5 Students and lecturers do not receive payment for their service
6 There is a reflection component included in the assignment
Students conduct a significant number of hours serving the community

7 partner (20 hours over the course of a semester is recommended)
The service activities are a graded required (or in some cases optional)
8 component of the course
SULAM PLAYBOOK 15
1.5 Examples of SULAM
ANTHROPOLOGY ACCOUNTING ART BIOLOGY

A course entitled "Aging: Work with neighborhood Painting community Conduct workshops at
From Biology to Social leadership/advisory mural at flat area elderly resident homes
Policy;" - students are boards to conduct partnering with local on "What’s Happening to
encouraged to volunteer workshops for residents visual arts NGO. My Body." In this way,
in elderly support of low-income areas on students will learn about
organisations providing household finances and Use recycled items to the particular nutritional
students opportunities budgeting. make an art piece needs of the elderly and
to explore the representing physical changes they
applications of course Assist non-profit sustainability. are going through.
content to real world organisation with fund-
events raising efforts (grant Students work as guides,
writing, investments, helpers and animal
budgeting) handlers at a non-profit
nature study center
which provides free
education programmes
and tours for inner-city
youth.

Examples of SULAM (Cont’d)
LANDSCAPE PUBLIC HEALTH BUSINESS PSYCHOLOGY

ARCHITECTURE Collect food items to be "Management of Plan and conduct a
donated to a local Smaller Organizations"- public forum on
Design and plant a homeless shelter and In this course, students parenting styles for
community garden at an study the existing deficit prepare business plans millennials: “How
old folks home. in food donation and the for small profit-making Millennials are Changing
hunger statistics business and non-profits Parenthood”
agencies.
SULAM PLAYBOOK 17
COMPUTERS ENGINEERING EDUCATION ENVIRONMENTAL

Develop databases for
DESIGN Develop lesson plans for
SCIENCE
non-profit organisations and tutor local
Design and build elementary students, Conduct an energy
Develop an information mechanical devices to preferable at-risk survey and make
system for an assist people with students. recommendations for
organisation’s physical, developmental energy savings in
administrators or learning disabilities Develop a Play & businesses, homes, the
Recreation Program for university, and schools.
Network an Children. Students will
organisation’s computer plan and implement
resources sequentially appropriate
play and recreation
environments in an early
childhood kids’ camp.

ENGLISH MATH MUSIC HISTORY

Prepare newsletters for Create an after-school Gather local musicians Interview local folks to
local NGO and public tutoring program in from diverse background compile the local history
schools. which math students and study the of a town and create
tutor secondary school uniqueness of each and brochure to promote the
Work with NGO to students share with school town
develop hard-hitting children.
brochures for use in Studied childhood
recruitment and obesity statistics and
information. shared information
about making healthy
choices related to food
and exercise with the
school community.
SULAM PLAYBOOK 19
CHAPTER ll
SUL AM COURSE DEVELOPMENT
01 02 03
Overview of SULAM Course Development

Expectation of SULAM Course
Required Components in Developing SULAM Course
Course Learning Outcome
Experiential Learning Activities in SULAM
Critical Reflections in SULAM
Alternative Assessment in SULAM
Credit and Academic Load
Online / e-SULAM
Course Review and CQI
2.0 Overview of SULAM Course Development
Incorporating service learning into a course requires thoughtful

pre-planning and thorough monitoring. It is important to keep in
mind that the service activity is not an additional component,
but rather another way to teach course/discipline concepts and
applications. Successful learning and effective community
contributions depend upon a well-integrated package of syllabus,
orientation, reflection and assessment.
22 SULAM COURSE DEVELOPMENT

2.1 Expectation Of SULAM Course
The SULAM course must be part of the curriculum A course or subject can also be shared by other
of a program that intentionally designed to disciplines to achieve the same outcomes
achieve certain learning outcomes. (bring to without compromising each discipline content
‘finest’ point. (multidisciplinary project)
It should provide clarity and expectation of Community should also be involved in the
students engagement and commitment to the development of outcomes, activities and problem
service project. that need to be solved.
Credited course or subject is the important A good course design will make students aware
blueprint to guide educator and students to of the connection between their discipline and
achieve outcomes of service learning project or the importance of their role in society context.
activities.
Learning outcomes of the course should

explicitly indicate the connection of course
content or discipline with students learning
experiences.
SULAM PLAYBOOK 23
Seven Principles to Facilitate Success in SULAM
Explicit connections between learning

outcomes and SULAM activity
Appropriate time commitment
Faculty commitment
Student input
Ongoing reflection
Perceptible impacts
Industrial involvement
and collaboration is a
Continual Quality
bonus to SULAM activity Improvement
The following questions may assist in the development of

SULAM project
What academic knowledge and skills could be

included in SULAM project?
What values will the SULAM project emphasize?
How much time the SULAM project will take?
How can we obtain permission from the head of

community partner to involve participants in the
project?

SULAM Experience and Students Development
SULAM experiences are designed to promote the development of students’ academic, personal and career.
Personal Development Career Development
• Demonstrating confidence, self- • Demonstrate complex problem-

control; social skills and proper solving and critical thinking skills.
etiquette; and commitment to • Impact of discipline-based solutions
professionalism in future workplace to societal and environmental
Discipline/Academic Development (MQF2.0, 2017) contexts
• Interpersonal development, • Greater academic learning,
• Critical evaluation and particularly the ability to work well leadership skills, and personal
understanding of discipline-based with others, interactive efficacy which lead to greater
knowledge/skills communications; relationships and opportunity:
• Apply discipline knowledge to real- collaborative skills in managing o Increased competence and
life situations relationships in teams and within comfort when interacting with
• Demonstrate skills and knowledge the organisations diverse groups
learned in solving real life issues • Develop leadership and teamwork o Strengthened ethical principles
• Recognize problems and gaps in skills needed for effective and professionalism
resources and envision solutions for engagement o Connections with professionals
the future • Develop greater flexibility and in disciplines and community
• Enhanced ability to engage in self- adaptability in working with members for learning and
assessment and reflection community issues career opportunities
SULAM PLAYBOOK 25
2.2 Required Components in SULAM Course
Course Course Instructor Students Product or Service Community Partner
Course
Course syllabus / proforma • Course learning outcomes
• Course content
• Credit and academic load
• Course schedule / scheme of work
• Textbooks, readings and course materials
• Contact person
Course approach / Learning activities • Introduction to service-learning: description, benefits and objectives.
• Describe the approach e.g., collaborative works, individual and group reflections
Expected products e.g., portfolio, presentations.
Assessment • Application of service-learning into the course e.g., course activities, assignments,
presentations.
• Important dates of course activities, submission and presentations.
• Weightage
• Grading Scale
• Ongoing and critical reflection
Adapted from Clarke University (n.d.)
Course instructor
Structured experience • Provide clear and focused projects for students.
• Make scheduled meetings to ensure students are on track.
Provide support for students • Be responsive to students’ questions and concerns.
• Schedule and provide comprehensive orientation.
• Provide ongoing supervision and constructive feedback.
Assess the effectiveness • Prepare suitable assessments for the effectiveness of the service-learning.
• Consider the impact on students, instructors and community partners.
Adapted from Clarke University (n.d.)

Students
Clear overview of the course • Be sure to get clear picture of the expectations and nature of the service-learning
course from instructors.
Commit to the service-learning project • Allocate time to work on the service-learning projects.
• Be sure to complete the project based on mutually agreed timeline.
Reflect on the experiences • Continuously reflect on the service-learning experiences e.g., what worked and what
not, what can be done differently, what are the impact on the students and the
community they serve.
Be open to cultural diversity • Be open to learn from others from different culture and populations.
Adapted from Oakes (2004)
Product or Service
Deliverables • Identify the product, services and/or specific deliverables expected from the SULAM
project.
Student capabilities • Match the expected product, services and/or specific deliverables with students’
discipline, knowledge, skills and capabilities – course learning outcomes
Liability management • Consider the need for “hold harmless” agreement.

• Identify if permission or ethic clearance are required especially when working with
minors.
• Check university policy on licensing products and services.
• Educate students on getting permissions to use photos, videos etc.
Adapted from Oakes (2004)
Community Partner
Identify suitable community partner • Location of the community partner.
• Contact person.
Identify needs/issues/problem/interest • Identify and discuss community concern
Plan for the project • Discuss about the type, scope and deliverables of the project.
• Discuss expected roles of the community partners e.g., as information providers, co-
designers, mentors, supervisors.
• Assistance needed from community partners.
Adapted from Yusop & Correia (2014)
SULAM PLAYBOOK 27
2.3 Course Learning Outcome
Statements on what a student should know, understand and
can do upon the completion of a period of study (COPPA, 2017).
It must be doable, measurable, observable and assessable. The
learning outcomes may be described in the context of
graduates attributes or competencies (MQF2.0, 2017)
The MQF 2.0 main cluster of learning outcomes cover five
clusters:
1. Knowledge and Understanding
2. Cognitive competency
3. Functional work skills
4. Personal and entrepreneurial skill
5. Ethic and Professionalism
11 Attributes/Learning Outcomes Domain Based on MQF 2.0 that can be measured in SULAM course:
1. Knowledge
2. Problem Solving Scientific Skills
3. Practical skills
4. Interpersonal skills
5. Communication skills
6. Digital skills
7. Numeracy skills
8. Leadership, autonomy and responsibility
9. Personal
10. Entrepreneurial skills
11. Ethics and professionalism

Learning outcomes should be designed explicitly in showing how
students relate their service learning experiences and academic
course content. One or two course learning outcomes can be
incorporating into a SULAM course.
Learning outcomes, types of assessment and SULAM activities

must be constructively aligned and mapped to MQF2.0 domain.
Outcomes of SULAM should be communicated to students,
community and industrial partner (if any).
Focuses on helping students develop the knowledge, skills, values,

and motivation to make a difference in the civic life of communities
Potential Student Learning Outcomes for SULAM

Student Learning Outcome Description
• Enables the learners to relate prior knowledge in their discipline, relate

Knowledge & Understanding
and expand it in related field to serve community
• Improve students' ability to think

• Increase complex problem-solving ability
Problem Solving and Scientific Skills
• Analyse information data and concepts
• Comprehend new information
• Ability to plan, organize, use techniques, skills, necessary for discipline
Practical Skills
practice
• Managing relationships in teams and within the community and
industrial partner (if any)
• Networking with community of different cultures
Interpersonal skills
• Respect and appreciate different perspectives within diverse
populations
• Life-long commitment to social responsibility
• Develop students' oral and/or written communication skills to a range
of audience and different situations
Communication skills • Use variety of ways to articulate information (written, verbal, art,
media, etc)
• Negotiate to resolve conflict
SULAM PLAYBOOK 29
Potential Student Learning Outcomes for SULAM (Cont’d)
Student Learning Outcome Description
• Ability to use information/digital technologies to solve community

Digital skills
problems/ address community needs or concern
• Apply quantitative or qualitative tools to analyze and evaluate numerical

Numeracy skills
and graphical data.
• Joint expertise of all team members to successfully complete the

project
• Demonstrate necessary leadership skills such as those needed to plan,
Leadership, autonomy and responsibility
recruit, orient, train, motivate, evaluate, assess needs and create
budgets
• Develop personal leadership style
• Demonstrate values and attitudes, ethics and beliefs needed for
learning from experience (example: confidence, self-control; social
skills and proper etiquette)
Personal
• Take risks, accept challenges
• Demonstrate independence, autonomy, assertiveness
• Demonstrate perseverance in the face of difficulty
• Innovation and enterprise

• to create and grow businesses through the discovery and exploitation
Entrepreneurial skills
of opportunities
• Generate ideas about business opportunities and their innovativeness
• Contributes to the acquisition of moral and ethical values (students´

capacity of moral judgment)
Ethics and professionalism • Development of a high sense of the professional ethics
• Demonstrate professionals´ understanding of various emerging issues
of ethics

Examples of Course Learning Outcomes for SULAM
• Analyze the impact of (discipline based) solutions in societal and environmental contexts.
• Practice discipline-based knowledge in solving community problem or issues.
• Analyze a variety of problems that call for action.
• Apply digital/numeracy skills in solving community problem.
• Propose ethical principles and professional ethics and responsibilities and norms of
(discipline-based) practice.
• Demonstrate collaborative work with community.
• Demonstrate leadership qualities.
• Demonstrate ability to manage projects in multidisciplinary environments.
The purpose of higher education is to develop in students the

ability to use their deep understanding so that they can identify,
clarify and provide viable solutions to issues that concern the
individual, the workplace, society and the country.
GGP: Assessment, MQA 2013
SULAM PLAYBOOK 31
2.4 Experiential Learning Activities in SULAM
Kolb's Experiential Learning Theory
Experiential learning can be defined as “the

process whereby knowledge is created
through the transformation of experience.
Knowledge results from the combinations of

grasping and transforming the experience”.
Kolb’s Experiential Learning Cycle
ACTIVE EXPERIMENTATION CONCRETE EXPERIENCE

• Testing new ideas • Direct engagement in authentic
• Sharpening skills in a new experience service learning situation: doing and
having in experience
ABSTRACT CONCEPTUALIZATION REFLECTIVE OBSERVATION

• Concluding/learning from the • Relating service learning
experience, synthesizing new experience to past experience
knowledge and perspectives and conceptual understanding

Examples of SULAM Experiential Learning Activities
Need Analysis / Brainstorming Session Presentation to Community Partner / Sponsor

• Determine what kind of service will • Communicate efficiently with community
benefit the community partner and/or funder to accomplish the
• What skills can students learn in this desired project outcome.
context? Relate to learning outcomes.
Critical Reflection Project Planning, Implementation and

• Incorporate challenging reflection Reporting
activities • Involve scheduling, budgeting, task
• Done before, during and after SULAM distribution, teamwork
project • Students must identify what knowledge
• Examine preconception, and relation with they need to execute their plan
theories learnt and social / community • May involve design and innovation
issues. • Learn to prepare for any change in plan
SULAM PLAYBOOK 33
SULAM Teaching Learning Approaches
Discipline-based
The learning outcome is to apply technical expertise to
community needs.
Problem-based
The learning outcome is to solve real, community-based
problems
Capstone course / project

Students draw upon the knowledge they have obtained
throughout their course work and combine it with relevant
service work in the community.
Service internship
Have regular and ongoing reflective opportunities that help
students analyze their new experiences using discipline-
based theories.
Community-based action research

This type of project involves students in research within the
community. Action research projects can be part or as Final
Year Project that address community needs. Action research
and participatory action research can support the ongoing
research of faculty. Community members and students
contribute equally to setting the research agenda and
determining how the results will be used.
Pure/civic based
The learning objective is to promote civic engagement.
Multiple course projects

SULAM projects with one or more partners/ faculties/ disciplines/
courses to achieve the learning outcomes. Lecturer/ person in
charge or SULAM coordinator from different faculties/
disciplines/courses play very important role to ensure the
smoothness of implementation through effective communication.

2.5 Critical Reflections in SULAM
Critical Reflection
Critical reflection is a process of analysing

experience to create a meaning of the experience.
Critical reflection is the key element of SULAM that

connects academic content and SULAM
experiences.
Critical reflection can be articulated in written

Guided prompts are used to assist students to focus on form, orally, or as an artistic expression.
objectives before, during, and after their SULAM experiences,
creating a more meaningful learning.
Critical reflection is important for students to

• Analyze their SULAM experiences,
• Think about their decisions,
• Draw on theory, and
• Adjust their behaviours to newly
constructed conclusions before the next
experience.
SULAM PLAYBOOK 35
4 Steps to Consider in Using Critical Reflection
1 2 3 4
Identify the student learning Design the reflection Engage students in critical Assess their learning using a
outcomes related to the SULAM activities to best reflection before, during, and rubric that outlines the criteria
experience. The learning achieve the outcomes. after the experience. for evaluation and levels of
outcomes should be specified performance for each criterion.
clearly (not too broad).
Think Achieve (2019)
Best Practices for Critical Reflection (4C’s)
1 2 3 4
CONTINUOUS CONNECTED CHALLENGING CONTEXTUALIZED
• Encouraged • Should refer Should challenge • Should be
throughout the directly to students to think consistent and
semester. student’s own critically to relate: complementary to
• -Reflection SULAM experience • SULAM activities other course
BEFORE, DURING • Academic content content
after AFTER SULAM (intended learning
experience outcome)
• Social
responsibility
Eyler, Giles, & Schmiede (1996)

Critical Reflection Models
There are 4 types of critical reflection models that can be adopted in reflection assessment
Rolfe’s Reflective Model
STARR
DEAL
Gibbs
Rolfe’s Reflective Model
Description Examples
What? This is the description and self • What happened?
awareness level and all questions • What did I do?
start with the word what • What did other do?
• What was I trying to achieve?
• What was good or bad about the experiences?
So What? This is the level of analysis and • So what is the importance of this?
evaluation when we look deeper at • So what more do I need to know about this?
what was behind the experience • So what have I learnt about this?
Now What? This is the level of synthesis. Here • Now what could I do?
we build on the previous levels these • Now what do I need to do?
questions to enable us to consider • Now what might I do?
alternative courses of action and • Now what might be the consequences of this action?
choose what we are going to do next
SULAM PLAYBOOK 37
STARR Reflection Method
Situations
Reflection Task
Result Action
Example of a STARR Reflection for SULAM Project
Situation Tasks Actions Results Reflection

In Semester 2, 2018/2019, One of my tasks I studied thoroughly The workshop module was When preparing the workshop module I
I participated in a service was to prepare a relevant literatures used during Magic Waste! learned to search for, collect and
learning project Magic workshop module from websites, Workshop for Mathematics organize relevant information. I learned
Waste! for teaching journal articles and & Science Club members in from the internet on the techniques for
primary school other resources. I SK(A) Ibnu Khaldun. The producing an engaging and effective
children on also did a study teachers and other team workshop module for children. I learned
organic waste visit to a members gave positive the basics of presentation design and
management and community feedback and the module video editing, which I used in preparing
composting. composting site to was once again used for the module. I presented the module
gather relevant Magic Waste! Workshop drafts to group members and school
information. during the school’s STEM representatives to ensure the module is
Carnival, one month later. relevant. I also acquired a new skill - how
to communicate with clients, in this
case the group members and school
representatives during the module
development process.

DEAL Model (Describe, Examine, and Articulate Learning)
Engage in Service 1. DESCRIBE: Engage in service and

Experience objectively. What? test learning and/or
Where? Who? When? Why? implement goals
2. EXAMINE:
Experience per reflection
prompts by category of
learning goal
Personal Growth Category Civic Engagement Category Academic Enhancement Category

Sample prompt excerpts: Sample prompt excerpts: Sample prompt excerpts:
• Your assumptions, strengths, • Trying to accomplish what? • Your assumptions, strengths,
weakness, etc that emerged • Approaches taken? weakness, etc that emerged
• Effect on service/others • Need to change more • Effect on service/others
• Need to change? How? systemic approach? How? • Need to change? How?
3. ARTICULATE:
What did I learn? How did I
learn? Why is it important?
What will I do because of it?
Ash & Clayton (2009)
SULAM PLAYBOOK 39
Gibbs’ Model of Reflection
Description:
What happened?
Action Plan:
What were you
What would you do
thinking and feeling?
differently next time?
Conclusion: Evaluation:
What else could you What was good or bad
Gibbs’ Reflective Cycle
have done? about the experience?
(1988)
Analysis:
What sense can you
make of the situation?
Gibbs (1988)

2.6 Alternative Assessment in SULAM Course
Sometimes it is difficult to monitor individual effort
and contributions towards a SULAM project
especially in large classes. Thus, alternative
assessments are encouraged in SULAM courses.
With proper assessment rubrics alternative
assessment could give a better assessment on
student’s ability to do, instead of testing only their
knowledge.
Examples of alternative assessment in SULAM course:
A B C D
Presentation Portfolio Based Assessment Performance Exhibition
• Providing information - • Students to create a • SULAM project can include • SULAM project in which
conducting e-waste portfolio containing their student assessment based student are assessed
management campaign, SULAM project related on students’ performance based on their exhibition of
cybersafe awareness items/artifacts that are related to SULAM project. their work.
programme created and collected over
• Teaching a skill – E.g. the SULAM project period.
training for marketing and • Students create a portfolio
branding of local product, of their SULAM related
conducting composting written work (drafts of
workshop letters/memos/emails/rep
• Reporting progress – E.g. ort) that shows how they
weekly presentation to have progressed from the
community beginning to the end of
partners/faculty on current their SULAM project.
progress of SULAM project
• Persuading others – E.g. Note: Reflections may be
legal clinics, health included in student portfolios
screening campaign, in which students reflect on
reduce single use of plastic their growth based on the
campaign items in their portfolio.
SULAM PLAYBOOK 41
Common Assessment Tools
• Conduct interview • Exhibition/Demonstration
• Documentary • Reflection Journal
• Training module • Product/service design
• Portfolio • Pitching session
• Peer Observation
Example of Course Learning Outcomes and Assessment

(Course: Environmental Chemistry)
ASSESSMENT METHOD (%)

Course Learning Outcomes Poster
MQF LOD Delivery Method Coaching Community
(CLO) Presentatio Final Test
session feedback
n
Apply the concept of Mini Lecture, Case Study,
pharmaceutical care in community Blended Learning, Group
Interpersonal 30 10
pharmacy including its legal Project, group coaching
requirement. session
Mini Lecture, Case Study,
Explain verbally and through poster
Blended Learning, Group
presentation to public/community Communication 30
Project, group coaching
in promoting healthcare
session
Mini Lecture, Case Study,
Apply the knowledge of drug use
Blended Learning, Group
and supplements for healthy Cognitive 30
Project, group coaching
lifestyle
session

2.7 Credit and Academic Load
ASSESSMENT METHOD (%)
Course Learning Outcomes (CLO) MQF LOD Delivery Method Coaching Poster Community
Final Test
session Presentation feedback
Didactic
Organize appropriate exercise and sports
Interpersonal, approach, Case
program according to specific conditions
ethic and Study, Blended 10 20
of the disability among participants
professionalism Learning, Group
(community)
Project
How much time is required to effectively serve the community?

Minimum of 20 hours for SULAM per
semester. Examples of the break down of
the hours:
One hour each week, or
2 to 3 hours per week, or
8-16 hour on site/field work, or
20 hours of SULAM engagement activities
SULAM PLAYBOOK 43
2.8 Online / e- SULAM
• Online learning is a rapidly growing • Community can be reached through online or
pedagogical reality in higher education. face-to-face approach.
• It occurs when the instructional component, • Online community service might include
the service component, or both are regional, national, or even global partners for
conducted online. service projects
• It can be fully online or partially onsite- • For effective e-SULAM, communication
partially online depending on the learning expectations should be clearly established
outcomes of the SULAM course. between or among parties.
• Online community engagement frees service- • Therefore it is vital to have structured
learning from place-based access or reflection and dialogue via asynchronous
geographical constraints. online blogs or text discussions, and via
synchronous audio or video conferencing.
• Online or e-SULAM based project should be
designed accordingly so that the students do
not miss out on critical networking,
organizational dynamics, and other learning
experiences available to students conducting
their service physically on site.
Examples of e-SULAM project:
• Example 1: Help the community to solve

social and technical issues contributing to
successful online communities.
• Example 2: Develop crowdsourcing platform

to increase socio economic status of a
community.
• Example 3: Online marketing class in which

undergraduate students developed marketing
materials for a community.

Beginner Steps for Planning & Implementing a SULAM Course
(if your institution does not have any SULAM committee/unit)
Discuss the SULAM course plans with your Head of Department and identify how SULAM can
1 be implemented to achieved the course learning outcomes.
2 Determine or revise the course learning outcomes for your SULAM course, if necessary.
Identify the type of SULAM Project suitable for your course. For example, awareness
3 programme, health campaign/screening, training, consultation, environmental conservation.
Identify one or more possible community partners who can provide experiences to students in
4 line with your intended learning outcomes for the course.
Contact relevant organization to find out more about whether there is a good match. For
example:
5 • To involve school, contact the District Education Office
• To involve village, contact the District Office
Arrange to meet the community partner in person to discuss the objectives and details of the
project. Some examples on record the collaboration with community partner are:
6 • Letter of intent from the community
• Letter/memorandum of collaboration
• Community participation certification form (Borang Pengesahan Penyertaan SULAM)
Be familiar with relevant risk management procedures related to SULAM course in your
7 institution.
Develop structured deep reflection activities and assessments that align intended learning
8 outcomes.
9 Design a process for evaluating and improving the partnership with the community partner.
SULAM PLAYBOOK 45
2.9 Course Review and Continual Quality Improvement (CQI)
Assessing the effectiveness and doing
reflection at course level are the important
elements in continuous quality improvement
which stated in Area 7, Code of Practice for Course Review & CQI
Programme Accreditation (COPPA).
This is to ensure continual effectiveness and

suitability of a course/project or activities and
attainment of learning outcomes.
Plan
CQI CQI
Improve Implement
CQI CQI
Monitor & Review

Continual Quality Improvement Cycle

Course Monitoring and Review
• Course review and monitoring should look into the impact of SULAM on students learning outcomes,
community, and sustainability of a project.
• SULAM course can be assessed in two perspectives:
o student achievement as it relates to the service experience and
o instructor’s overall evaluation of the program itself.
• Any assessment measure must take into consideration course learning outcomes.
• Effective SULAM is when students can greatly assist any community in serving their constituency and
working towards their goals.
Effective service learning is when students can

greatly assist any community in serving their
constituency and working towards their goals.
Students’ performance Delivery methods Assessment

Whether students achieved Face to face and/or digital; Assessments – suitability of
intended learning outcomes of effectiveness in relation to assessments in relation to
the project/activities student cohorts; in achieving learning outcomes
learning outcomes
Curriculum content:
To what extend knowledge and
Impact of SULAM
Impact on community and
skill contributed on the project
sustainability of project
SULAM PLAYBOOK 47
CHAPTER lll
C O M M U N I T Y P A R T N E R M AT C H I N G
01 02 03
Definition
Stakeholders
Management of SULAM
Flowchart to Develop Project / Program (Coordination)
Challenges
SULAM-Net
3.0 Definition of SULAM Community Partnership
Community partnership involves a collaborative effort between

stakeholders to achieve a common community goals and for the
students to achieve learning outcomes of the course.
50 COMMUNITY PARTNER MATCHING

Principles of Partnership
Specific purpose and agreed upon mission, values,

goals, measurable outcomes and accountability
Mutual trust, respect, genuineness and commitment
Build on strengths and assets, builds capacity and

also address needs
Balance power and share resources
Clear, open and accessible communication
Agree upon roles, norms and procedures
Ensure feedback among all stakeholders
Share the credit
Partnerships evolve and can dissolve
Adapted from Sarena D Seifer and Kara Connors
SULAM PLAYBOOK 51
Forming SULAM Partnership
Identify your partners and know your community
Examine history of relationship between institution

and community (Eg : UCTC) *of applicable
community and industry relationship unit
“Get to know” your partners
Involve key decisions makers in the partnership
Pre-planning Activities for SULAM Partnership
Identify each partner’s skills and assets
Identify roles of partnership members
Foster leadership and skill development among

partners
Identify resources
Develop a partnership agreement or memorandum

A SULAM Partnership Planning Committee
Form a planning committee and once has been

formed, the committee recommended:
Establish and agenda with special focus on the

development of goals, objectives, and strategies.
Establish governance, shared leadership and

decision making structures
Establish a place for your planning committee to

meet
Establish useful methods of note taking
Establish systems to evaluate the meetings
Establish methods of communication
Determine and design the partnership’s planning

process
Identify methods of accountability
Develop a risk management plan
SULAM PLAYBOOK 53
3.1 Stakeholders
Stakeholders Roles
HLIs • Higher Learning Institutions (HLIs) • Provide students with structure, knowledge and guidance
• Colleges to process and reflect upon service-learning experiences
• Polytechnics • Facilitate students in connecting them with the
community and course learning objectives
• Assess students
• Provide a one stop center to receive community issues
etc.
Community • Local community • Respective community seeking for assistance or
(kampong/residential area) guidance provides service-learning opportunities that are
• Special needs (elderly/single significant and/or challenging to the students, relevant
parents/OKU/orang asli) to the course learning objectives and address the
• Animal shelters community problems/goals
• Different social background (factory • Provide sufficient information, responsibility in executing
workers) task, funding’s (if there is any)
• Homeless • Provide feedbacks and participate in evaluation process
• School children • To provide: Logistic (if possible)
(kindergarten/primary/secondary)
• Refugees
Government Government ministries/agencies • Facilitate the process of conducting SULAM activities by
institutions by providing contact person and facilities
• Finance
NGO • Yayasan SALAM • Project partners
• CIMB Foundation • Funder
• WWF
• IDEAS
Local district Majlis Perbandaran/ Majlis Daerah/ • To ensure the service-learning activities is in line with
council district officers local development strategies and infrastructures
• Facilitate assistance in approvals, contacts, funding’s
and facilities
Industry GLC, SME • Provide guidance, knowledge, partnership and funding’s

3.2 Flowchart to Develop Project / Program
SULAM initiatives can be conducted in any Higher Learning Institutions with the establishment of a SULAM
unit to facilitate the course coordinator to engage with the community. SULAM unit will be the focal point
for communities to approach and to seek for assistance in solving problems or improving the well-being of
the society.
Community raise
HLI’s SULAM Unit
Dean to ensure at least issues or problems
one SULAM activities in W0
one course per year
Course coordinator to prepare
teaching plan and identify
communities to be approached
W1 – W2
Students approach communities

Reflections W2 – W8
Faculty/University
Partner matching Government agencies
• Identify needs of the community
• Common goals to be achieved NGO’s
Industry
Reflections W9 – W12
Transfer of knowledge
• Clinics W13 – W14
• Seminars Presentation
Reflections
• Campaigns
• Problem solutions
SULAM PLAYBOOK 55
Industry Point of View
How to engage or establish partnership with the industry?

• Prepare list of prospect partners
1 •
•
Invite prospect partners to SULAM activities
Briefing given to partners, engage partners in SULAM activities
• Value added: tax-exemption to fund donor, logo appearance in publicity
material, internship, prospect staff
2 What can the industry offer?

•
•
Funding
Knowledge and skills
• In kind sponsorship
• Networking

Example Of Working Model From UTM (CCSL)
How to engage or establish partnership with the community?
MEETING
(WK1-2) Beginning
1 • Preliminary discussion
• Introduction of program SL
(WK2-6) Project paper
• Lecture start
• Set theme/community – Form committee, fill in form SL, approval form CCSL
• Site visit/meeting with community
2
• Draft project paper – Prepare project paper, checking
• Sign by lecturer/ assistant lecturer
• Submission of project paper to CCSL
(WK7-8) Approval
• Review of project paper CCSL – Suitability of program/location/community, fund allocation
• Approval letter of project –
3 o Approve – Transportation booking, offer letter
o Not approve – Revise project paper, resubmission
• Changes/cancellation of project – Fill in form of changes, discuss with CCSL
(WK9-13) Implementation
4 • Start project – Preparation indoor/outdoor, role of committee
• Implement project – Questionnaire, form of community participation, form of feedback
(WK14-16) Report
• Report XTVT – Financial report, Report SL
5 • Reflection/post-mortem
• Presentation in seminar – Financial report, receipts
• Submission of report to CCSL – Signature of lecturer | Hardcopy/softcopy according to format
The End- Mark entry/OBE
Implementation of SULAM initiatives can be conducted once courses or programmes have been
identified by respective HLI’s. The figure is a working model from CCSL UTM that can be adapted
depending on suitability and availability of resources in each HLI's within a semester timeframe.
SULAM PLAYBOOK 57
Games
Important
Introduction Ice-breaking Special session
Slide/video or previous project

date
Syllabus proposal
Lesson plan project paper

Academic Procedure online bas booking
CO-PO
equipment booking
Evaluation
Minutes
Meeting
Meeting notice
management
MEETING 1 & 2 Format
Minutes
Agenda
Meeting notice
Google Drive
Formal letter
Project paper
Presentation Final report
Dress code Ethics

Ceremony protocol
Ministry
Format Local authority
Formal
Due date Report PPD
Feedback/post-mortem
letter/email Invitation
Protocol
The first and second week in a SULAM initiative embedded course will begin with a list of
teaching activities listed below. These activities are essential to ensure students to acquire
knowledge on working with communities, planning, team work and understanding procedures.

Examples of Documentation
1 2 3
UTM Proposal KHIND’s Proposal KHiND’s Survey Form

Template (CCSL) Template
4 5 6
KHIND’s Final Report Format Laporan Projek Community

Pembelajaran Servis Engagement (CE)
SULAM PLAYBOOK 59
3.3 Management of SULAM
Each institution is to establish a SULAM unit/committee (a coordinator, a

1
finance officer, an admin officer)
HLIs to establish a one stop centre (OSC) for community and industry linkages
2
to provide SULAM projects – Community partner information form
3 OSC to provide information to SULAM unit/committee
4 SULAM unit to facilitate course coordinators to plan for SULAM projects
5 Students to enrol for the course
6 Students to engage with community and industry with the guide of SULAM unit
7 SULAM project with community to take place
8 Evaluation of students and community

3.4 Challenges
Challenges Strategies
No funding’s or financial support • Institutions to allocate certain amount for SULAM courses taken from
Fundings student fees
• Encourage industry and NGO’s partnership to take part in funding
Difficulties to provide Training of Trainers

experienced instructor
Time • Careful planning, research and preparation prior to the opening of the
new semester
• Identify communities issues from one stop center
Integration with course content. • Careful planning and preparation. This includes clearly outlining project
Faculty are concerned that goals and outcomes.
incorporating service-learning • Use SULAM activity to enhance rather than to replace course/discipline
into the curriculum will diminish content
Instructor the academic content covered
in the course
Design delivery or activities and • Help students connect through ideas, service, reflection.
alternative assessment. • Emphasize real world applicability to students
Project size (time constraints • Design a long term project to ensure sustainability and give impact to
for project) community. But intended outcomes can be achieved within a short term
in one semester.
• Combination of face-to-face non face-to-face.
• Calculate SLT correctly to avoid burden to students
Time constraint Project needs to be feasible to be achievable within the timeframe allocated
(within 14 weeks)
Ensuring student learning Check with students on regular basis (updates/status of the project)
Connections to learning or • Clear explanation by instructor or coordinator on the structure,

Student discipline outcomes and expectation
• Instructor explains transferrable skills students will learn
• Explain the connection, application and contribution of discipline based
in addressing community problems or issues.
Reflection (potentially not • Peer to peer/former student experiences o Idea exchange

understanding how to do it) • Make reflection meaningful and regular and on-going reflection
SULAM PLAYBOOK 61
Challenges Strategies
Do not know where to seek for • Institutions to establish one stop center for community and industry
help (service learning context) • Promoting Strategy
Community no longer proactive New ideas or projects after assessment/survey from institutions
Community
or no longer interested
Sustainability of community Motivation

project
Bureaucracy Provide flexibility or online system, fast feedback

Government agencies
Contact person Provide list of personnel that can assist (emails/contact numbers
Political/religion/racial As a higher institution, we should remain neutral and professional

NGO’s
sentiment
Industry Lack of interest SULAM will have to provide information on the benefits of engaging in SULAM
activities (win-win situation/CSR)
• Creating a service contract that all participants agree to. The service contract will ensure that all
parties have mutually agreeable expectations and are clear on the goals of the project.
• SULAM guide students to function outside of the classroom and put theory into practice, gaining “real
world” experience.

3.5 SULAM-Net
SULAM-Net is a consortium of educators, community partners, civic leaders, industries and non-profit
organizations that offers consultation, provides resources, hosts events and more as a means of support
in the SULAM community.
The purpose of SULAM-Net is to promote the common interests and networks of student exchanges,
faculty research, curriculum development and program evaluation among colleges and universities
interested in Service-Learning in Muslim countries.
OBJECTIVE
Collaborate in carrying out
service learning activities
in Malaysia.
Facilitate change of
ideas and information for
effective service learning
implementation.
Network of higher institutions,
professionals, non-governmental
agencies and students in carrying
out SULAM activities
FUNCTIONS
SULAM-Net intends to:
Act as a Coordinate resources from Organize discussions

Secretariat various HLIs in the and conferences on
of SULAM. implementation of SULAM. SULAM.
Coordinate activities Support

among HLIs for effective communities
SULAM in community. through SULAM.
SULAM PLAYBOOK 63
F R E Q U E N T LY A S K E D Q U E S T I O N S ( F A Q s )
1
What is the difference between SULAM and other volunteerism programmes?
Volunteerism comprise activities where the primary emphasis is on the service
being provided and the primary intended beneﬁciary is clearly the service
recipient.
On the other hand, SULAM is part of a university class and a form of experiential
education in which students engage in activities that address human and
community needs together with structured opportunities intentionally designed
to promote student learning and development.
2
Can other volunteerism programmes be converted to SULAM Project?
YES if the activities are related to specific learning
outcomes of a course.
With properly designed intended course learning outcomes (combined with

service) that engage student in critical reflection, any volunteerism
programmes can be converted into SULAM project.
66 FREQUENTLY ASKED QUESTIONS (FAQs)

3
Is SULAM compulsory to be implemented in every IHLs?
SULAM is an extension of Service Learning pedagogy mandated by the
MOHE/MOE since January 2015 under the HIEPS (High Impact Educational
Practices) initiatives. Each undergraduate programme must embed or create at
least one designated course for SULAM.
4
How can HLIs engage with community to organize SULAM project?
It’s best/ideal to involve community partners in the course design, such as
sharing a draft of the syllabus with them to get their input on learning
outcomes. Study the community needs and all the logistical issues.
The designated SULAM Office can develop relationships with community

organizations and the local government.
SULAM PLAYBOOK 67
5
Who is the person in-charge and/or coordinator for SULAM in HLIs?
There’s a need to establish a unit or a one-stop center at HLIs to coordinate
SULAM. The unit serves as a bridge with the outside agencies in identifying
community needs and matching with suitable SULAM partners. Eventually, the
unit will be able to generate a database for SULAM projects.
Is there any allocation provided / What are sources of funding available for
lecturer and student to run SULAM project?
If carefully crafted, SULAM should be able to attract industry partnership as well
as local agencies. However, HLIs can calibrate SULAM fee into tuition fee.

7
Can SULAM be included in any course?
Students at any level can have successful and rich SULAM experiences. The key
is to carefully select SULAM placements where students are given levels of
responsibility that are appropriate to their skill levels. The SULAM program can
help you identify community opportunities that should work well for your
students.
What are some of the challenges encountered by lecturers doing SULAM? 8

Some of the challenges lecturers have to manage in doing SULAM:
• How to reduce other parts of the course workload to accommodate SULAM

• How to create new assignments to facilitate students' reflections on what
they learn in the community
• How to assess students' performance on those assignments
• How to build flexibility into the curriculum, so students can discuss and
explore unexpected experiences in the community
• How to answer students' SULAM questions when you don't have ready
answers
SULAM PLAYBOOK 69
9 What happened to students’ grade if the SULAM project carried out
was not successful?
Although the benefits to the community partner are an important component,
the primary goal of SULAM is to enhance student learning.
What is more important is the learning experience & how students prepare their
critical reflection on their journey. Failure should be seen as part of learning.
SULAM class should require students to discuss what they're learning from
their community work, and how that connects with other course texts,
lectures, and discussions.
10
How do I make sure SULAM is well integrated into my class?
First, ensure that SULAM isn't an "add-on" to the course. For it to be as

effective as possible, it should be woven into the curriculum throughout the
semester. Reflection assignments are the most effective way to integrate
SULAM into your course. Reflection helps students connect their community
work to the course content.

11 Can students choose the community partner for SULAM?
There are pros and cons on this topic.
The pros
• Students may be more likely to have a genuine interest in the project if they self-select.
• Students less resistant to SULAM because they can find a service site that fits into
their schedules.
The cons
• Run the risk of service sites that are not consistent with teaching course objectives.
• Lecturers have a lot less control over quality of the learning.
• Run the risk that the focus becomes more about service, less about learning.
12
How can universities support SULAM implementation?
• Provide opportunities for the community to interact with lecturers

• Train and prepare lecturers, administrators, and students
• Offer resources to support lecturers’ efforts, such as a dedicated office and
staff, a database of community agencies and their needs, logistical support,
policy and procedural guidance, transportation, and assessment tools.
SULAM PLAYBOOK 71
13
In a SULAM course, should all assessments dedicated to SULAM activities?
Not compulsory. Constructive alignment mapping depends on the intended
learning outcome.

SULAM PLAYBOOK 73
APPENDICES
Appendix I
Example of Course Assessment Plan
Course Learning Outcomes Attribute to MQF Assessment Student Learning Time

2.0 Component (SLT)
Apply their knowledge and skills

Proposal/Reflective
gained in the classroom and extend Practical skills Lecture (20 hours)
Journal (20%)
it to the community
Excel academically, have admirable Leadership,

character and leadership qualities autonomy and Group Presentation
Field works (30 hours)
responsibility (20%)
Perform practical tasks through Preparation of

Ethics &
community service and attachment reflective journal,
Professionalism Report/Portfolio (60%)
presentation & report
(30 hours)
100% 80 hours
76 APPENDICES
Examples of Lesson Plan/ Scheme of Work
Scheme of work / Lesson Plan Community Engagement Activity (20 Hours)
Week Topic Teaching and Learning Activity Hour(s)
1 • Briefing on the course outline, assessment Lecture 1

breakdown and important dates
• Formation of students’ group
2 Preparation of Proposal - date, venue, community, • Lecture 1

committee, objective, activity/event, problem • Group discussion
3 • Pre-event preparation • Students submit their proposal to their 1

• Submission of proposal respective instructor
• Liaise with targeted
community/school/faculty
4 Pre-event preparation • Students do the preparation for their 2

event/project
• Liaise with targeted
community/school/faculty
5 Project/Activity Students conduct project/event with 3

selected community

selected community

selected community
8 Preparation of report and presentation Students prepare for group presentation, 2

report and reflective journal
9 Oral presentation Students present on their event/project 2
10 Submission of report/portfolio Students submit their report/portfolio/ 2

Reflective journal
SULAM PLAYBOOK 77
Appendix II
Example of Assessment and Weightage
Type of Assessment Marks (100%)
Proposal 10
Reflective Journal 15
Presentation 35
Report/Portfolio 40
Example 1
Type of Assessment Marks (100%)
Proposal 15
Reflective Journal 15
Presentation 35
Report/Portfolio 35
Example 2
78 APPENDICES
Appendix III
Examples of SULAM Course by Field of Studies/ Disciplines
Arts Discipline
1. Students apply their knowledge of document photography as a tool for exploring public education in low
income areas
2. Documentary film course focusing on the production of advocacy videos for social change
3. Students apply learned design and sketch techniques to create a wall mural for a local community
4. Music students perfect their craft through academics and provide lessons and free recitals to low income
school aged children
Business Discipline
1. Business students will work to improve communication with a local company and its clients by conducting
a work-flow analyses, collecting data on the production of the company and using business process
reengineering techniques referred to in class.
2. Business students will design an employee handbook and develop an HR framework tailored to meet the
specific needs of a small local boutique
3. Students will conduct a personal money management class for the residents of a local homeless shelter
Education Discipline
1. Students will work in teams to create literacy kits for local childcare centers
2. Students will tutor local grade school and high school students
3. Students will teach classes in an after school program at the local school or nursing home
Health Discipline
1. Business students will work to improve communication with a local company and its clients by conducting
a work-flow analyses, collecting data on the production of the company and using business process
reengineering techniques referred to in class.
2. Business students will design an employee handbook and develop an HR framework tailored to meet the
specific needs of a small local boutique
3. Students will conduct a personal money management class for the residents of a local homeless shelter
SULAM PLAYBOOK 79
Humanities Discipline
1. Art history students serve as a docent at a local art museum
2. History students interview members of the community who participated in the civil rights movement and
create a cohesive document of their experiences which will then be presented to children at the local grade
school as they learn about the civil rights movement
3. English students undergo extensive training and use their applied knowledge to help tutor ESL students in
English
4. Dance majors conduct free classes at the local grade school
Law Discipline
1. Students are introduced to the key theory of practicing human rights. They will utilize this knowledge to put
together an immigration court-ready document for a detainee or asylum seeking being presented by a local
law firm
2. Students learn about the necessary skills for a career in natural resource management and apply their
knowledge to develop a “Conservation and Legal Guidebook” to be published next year
Social Sciences Discipline

1. Students learn about the psychological changes girls undergo as they transition from childhood to
adolescence. Students will apply this knowledge while serving as mentors to local middle school girls.
2. Political science students help with local voter registration for mid-term elections.
3. Sociology students learning about poverty will volunteer at a local soup kitchen 4 hours each week
4. Students in a women’s studies course will volunteer at the local women’s shelter
Science, Technology, Engineering and Math (STEM) Discipline

1. Engineering students help to design safe playgrounds for community parks
2. Math students at Ferris State University used their applied knowledge to gather numerical data from a local
health center to determine the most frequently used services along with their cost and benefits. The report
will be presented to the health center to be used while creating the budget for the upcoming year.
3. Students in the technology course at Siena College created computer animations for a nonprofit
organization to be used on their website
4. Chemistry students will join with community partners in helping to identify neighborhood homes that have
an unsafe level of lead contaminants within them.
80 APPENDICES
Examples of SULAM Project
Example of SULAM Project (UNIMAS)
Course : Technopreneurship
Module : Logo & label design workshop - to improve local product packaging and to promote
local product.
Author : Dr. Fatihah Ramli
SULAM PLAYBOOK 81
Course : Technoprenuership (FCSIT)

SULAM Project : CyberSafe
Community Partner : Kampung Pulau Salak
Author : Dr. Sze San Nah
Participants:
15 adults from Kg Pulau Salak and 35 school children from
SK Salak. The community was provided free WiFi service as
of 2018 from Sacofa Sdn. Bhd.
Objective:
To provide awareness and knowledge to the community on
the threats and danger that comes from the usage of the
Internet.
82 APPENDICES
Course : Environmental Chemistry 2

SULAM Project : Waste Separation Workshop
Community Partner : Kota Samarahan City Council (MPKS),
Worming Up and Farley Supermarket.
Author : Dr. Rafeah Wahi & Dr. Devagi Kanakaraju
Objective of Workshop: To train Farley’s selected staff on

conducting proper organic waste separation from the wet market
section, for the purpose of composting.
This is a part of a long-term community composting project in Kota

Samarahan.
SULAM PLAYBOOK 83
Example of SULAM Project (UTM)
Course : Professional Practice 1 Landscape Architecture and Introduction of Landscape

Architecture
SULAM Project : Sustainable Community Development
Community Partner : Flat Taman Plentong Utama, Johor Bahru
Author : Assoc. Prof. Ts. Dr. Mohd Hisyam bin Rasidi
This is a successive SULAM projects conducted by students from the Faculty of Built Environment and
Survey. The objective of the project is to redesign the unattended flat courtyard with an edible garden
concept. Students and community worked together to select and plant the suitable plants and vegetables
and constructed the walkway. The community together has successfully maintained and looked after the
courtyard even after the project was completed in 2015.
BEFORE 2014 AFTER 2015
MAINTENANCE
WORK 2018
84 APPENDICES
Example of SULAM Project (UTM)
Course : Measured Drawing Architecture

SULAM Project : Jejak Warisan Dato’ Penggawa Timur
Community Partner : Community of Pulau Tanjung Surat, Kota Tinggi
Author : Assoc. Prof. Ts. Dr. Mohd Hisyam bin Rasidi
Pulau Tanjung Surat is an island located at the mouth of the Johor River which was once an important
place during the reign of Sultan Abu Bakar ibn Temenggung Ibrahim. Tanjung Surat became the
administrative centre of Dato' Penggawa Timur, Dato' Wan Jaafar bin Wan Nong Yahya. He became the
Deputy Chief of Sultan Abu Bakar to rule the eastern part of Johor including tax collection. Students and
community were trying to reconstruct the ruin of the Dato’ Penggawa Timur administrative office in order
to make it as an interesting spot for eco-tourism.
SULAM PLAYBOOK 85
Example of SULAM Project (UPM)
Courses Involved:
Pathogenic Microbiology
Sexually Transmitted Disease

Immunology Microbial Genetics
Awareness Campaign
Service Learning in Microbiology
SULAM Project : Putting STD into STDs

Community Partner : Sekolah Berasrama Penuh Integrasi Gombak (INTEGOMB)
Author : Chia Suet Lin, Saila Ismail, Adelene Song Ai Lian, Wan Zuhainis Saad,
Asilah Ahmad Tajuddin, Mohd Termizi Yusof
This is a SULAM projects conducted by students from the Department of Microbiology, Faculty of
Biotechnology and Biomolecular Sciences. This project encouraged holistic learning as students have to
study a common topic combining knowledge from three different subjects and then become teachers
themselves to high school students to enhance learning whilst providing community service by creating
awareness about sexually transmitted disease (STD). This project was aimed to Share, Transform and
Disseminate knowledge.
86 APPENDICES
Example of SULAM Project (Taylor’s University)
Community Service Initiative

Highly Immersive Program for English Enhancement Project
Author : Chandra Sakaran Khalid
Highly Immersive Programme (HIP) is the project by Malaysian Ministry of Education and PEMANDU which
aims to enhance students' English proficiency through sharing, learning, and support practices in order to
attain positive behavior change as well as create an immersive English environment.
https://fionakoh98.wixsite.com/mycsisite/blog/community-service-initiative
SULAM PLAYBOOK 87
REFERENCES
• Bringle, R.G., & Hatcher, J. A. (2009). Innovative practices in • Bradley, James. (1995). A Model for Evaluating Student
service learning and curricular engagement. In L. Sandman, A. Learning in Academically Based Service, Connecting Cognition
Jaeger, & C. Thornton (Eds.), New directions in community and Action: Evaluation of Student Performance in Service-
engagement (pp. 37-46). San Francisco, CA: Jossey-Bass Learning Courses, Campus Compacts Project on Integrating
• Cress, C. M., Collier, P. J., & Reitenauer, V. L. & Associates Service with Academic Study.
(Eds.) (2013). Learning through serving: A student guidebook • Clarke University (n.d.). Service learning guide* Clark
for service-learning across academic disciplines and cultural University. Available online at https://www.clarke.edu/wp-
communities. Sterling, VA: Stylus. content/uploads/Service-Learning-Guide.pdf.
• Ellenburg, K. (2015).Community partner guide to service • Eyler, J., Giles, D.E. & Schmiede, A. (1996) A practitioner’s
learning. University of Tennessee Office of Service-Learning guide to reflection in service-learning. Nashville: Vanderbilt
(OSL). University. (Retrieved from https://csl.ku.edu/four-cs-
• Eyler, J. & Giles, D.E. (1999). Where’s the Learning in Service- reflection)
Learning? San Francisco: Jossey-Bass. • Kolb, David A. Experiential Learning: Experience as the Source
• Furco, A. (1996). Service learning: A balanced approach to of Learning and Development. Prentice-Hall, Inc., Englewood
experiential education in B. Taylor, ed., Expanding boundaries: Cliffs, N.J. 1984
Service Learning. Washington, DC: Corporation for National • Leora S. Waldner, Sue Y. McGorry, and Murray C. Widener.
Service. (2012). E-Service-Learning: The Evolution of Service-Learning
• Jacoby, B. & Associates (1996). Service-Learning in higher to Engage a Growing Online Student Population. Journal of
education: Concepts and Practices. San Francisco: Jossey Higher Education Outreach and Engagement, Volume 16,
Bass. Number 2, p. 123.
• Furco, A. (1996). Service-Learning: A Balanced Approach to • Michigan Journal of Community Service Learning Fall
Experiential Education. Expanding Boundaries: Service and 1995,pp.112-122 A Service-Learning Curriculum for Faculty
Learning. Washington DC: Corporation for National Service. Robert G. Bringle and Julie A. Hatcher Indiana University
• Heffernan, K. (2001). Fundamentals of Service-Learning Purdue University Indianapolis
Course Construction. Providence, RT: Campus Compact. • Oakes, W. (2004). Service-Learning in Engineering: A Resource
• Jacoby, B. (1996). Service-Learning in Higher Education: Guidebook. Higher Education. Paper 165.h
Concepts and Practices Chapter One: Service Learning in p://digitalcommons.unomaha.edu/slcehighered/165
Today’s Higher Education pp. 3-25. San Francisco, CA: Jossey- • Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection
Bass. in nursing and the helping professions: a user’s guide.
• Seifer, S. D. (1998). Service-learning: Community-campus Basingstoke: Palgrave Macmillan.
partnership for health professions education. Academic • The Center for Service and Community Engaged Learning
Medicine, 73: 273-277. (2011) JSU Faculty Brown Bag Series, Division of Student
• Service-Learning Course Development (2011). Academic Life, J. L. REDDIX HALL
Leader, 27(6), 2, 6. • Yusop, F.D., & Correia, A.-P. (2014). On being a civic-minded
• Van der Ryn, J., & Wu, E. (2018). Service-Learning Faculty instructional designer: an ethnographic study of an
Handbook: Collected Faculty and Staff Scholarship. 347. instructional design experience. British Journal of Educational
https://scholar.dominican.edu/all-faculty/347 Technology, 45(5). http://dx.doi.org/10.1111/bjet.12112
• Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and • https://csl.ku.edu/reflection-models#deal
documenting learning: The power of critical reflection for • https://www.utc.edu/think-achieve/critical-reflection.php
applied learning. Journal of Applied Learning in Higher • https://www.niu.edu/engagedlearning/_pdfs/service-learning-
Education, 1(1), 25-48. example-courses-syllabi.pdf
• Bandy, J. What is Service Learning or Community • https://www.ttu.ee/students/study-information-2/apel/starr-
Engagement? https://cft.vanderbilt.edu/guides-sub- method/self-analysis-by-the-starr-method/
pages/teaching-through-community-engagement/ • Van der Ryn, Julia and Wu, Emily, "Service-Learning Faculty
• Gibbs, G. (1988) Learning by doing: A guide to teaching and Handbook" (2018).Collected Faculty and Staff Scholarship.
learning methods. Oxford Further Education Unit, Oxford. 347. https://scholar.dominican.edu/all-faculty/347
• Eyler, J. & Giles, D.E. (1999). Where’s the Learning in Service-
Learning? San Francisco: Jossey-Bass.
SULAM PLAYBOOK 91
ACKNOWLEDGEMENT
SPECIAL THANKS
KHIND STARFISH FOUNDATION
PUSAT KURSUS KOKURIKULUM DAN PEMBELAJARAN SERVIS UTM
FAKULTI PERUBATAN VETERINAR UPM
FAKULTI SAINS SUKAN DAN REKREASI UITM
FAKULTI FARMASI UITM
TAYLOR'S UNIVERSITY
UNIVERSITI MALAYSIA SARAWAK
UNIVERSITI MALAYA
UNIVERSITI UTARA MALAYSIA
94
MINISTRY OF EDUCATION
YB DR. MASZLEE BIN MALIK
YBHG DATO' DR. MOHD GAZALI BIN ABAS
YBHG. DATUK IR. DR. SITI HAMISAH BINTI TAPSIR
YBRS. PROF MADYA DR WAN ZUHAINIS SAAD
SULAM STRATEGIC COMMITTEE MEMBER

YBHG. PROF. DR. MOHD ZAKI BIN KAMSAH
YBHG. PROF. DR. ROSNA AWANG HASHIM
YBRS. ENCIK CHENG PING KEAT
YBRS. PROF MADYA DR. KHAIRIL ANUAR
YBRS. PROF MADYA DR. SHARIPAH RUZAINA SYED ARIS
YBRS. DR. FARRAH DINA YUSOP
YBRS. DR. RAFEAH WAHI
YBRS. DR. MOHD. MOKRISH MD. AJAT
ENCIK SERIT ANAK BANYAN
PUAN LOH YIT PHING
SECRETARIAT
PUAN NORFAZILAH BINTI SAPARUDIN
ENCIK WAN ZAINUDDIN BIN ALI ASPAR
ENCIK MUHAMMAD KHAIRULNA'IM BIN AZMI
ENCIK FITRI BAKHTIAR BIN ALI
PUAN NOR ANAH BINTI SALIM
ENCIK BAHZI AZWARA AZMAN
GRAPHIC DESIGNER
ASMAH SHUKRI
95
SULAM PLAYBOOK
9 789833 225262

SULAM Playbook - Ebook

Uploaded by

Copyright:

Available Formats

SULAM Playbook - Ebook

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SULAM Playbook - Ebook

Uploaded by

Copyright:

Available Formats

SERVICE LEARNING MALAYSIA

- UNIVERSITY FOR SOCIETY

Overview of SULAM Course Development 22

SULAM AS COMMUNITY-ENGAGED PEDAGOGY

SULAM stands for Service Learning Malaysia - University for

A course-based, credit-bearing educational experience in which

SULAM pedagogy supports humanistic and value-driven education

2 SULAM AS COMMUNITY-ENGAGED PEDAGOGY

To frame pedagogical models and research

SULAM as an Experiential Education

SULAM is a form of experiential education that:

…create a learning environment where curricula are

4 SULAM AS COMMUNITY-ENGAGED PEDAGOGY

SULAM community services are defined as services that are

6 SULAM AS COMMUNITY-ENGAGED PEDAGOGY

Course Critical Student

Adapted from Furco, A. (1996)

8 SULAM AS COMMUNITY-ENGAGED PEDAGOGY

Identify common Individually Develop informational

In-class team discussion Present materials to entire

10 SULAM AS COMMUNITY-ENGAGED PEDAGOGY

Recipient Beneficiary Provider

Service Focus Learning

Distinctions Among Service programmes Source: Furco, (1996)

SULAM is Different from…

Community Service Field Education/Work

Benefits the provider and Focus on service Have academic context

Service, combined with learning, adds

Service-learning is based on the assumption that

12 SULAM AS COMMUNITY-ENGAGED PEDAGOGY

14 SULAM AS COMMUNITY-ENGAGED PEDAGOGY

1 The project is connected to Student Learning Outcomes (SLOs)

The project is connected to course content and those connections are

4 The community partner is a non-profit

5 Students and lecturers do not receive payment for their service

6 There is a reflection component included in the assignment

Students conduct a significant number of hours serving the community

ANTHROPOLOGY ACCOUNTING ART BIOLOGY

16 SULAM AS COMMUNITY-ENGAGED PEDAGOGY

LANDSCAPE PUBLIC HEALTH BUSINESS PSYCHOLOGY

COMPUTERS ENGINEERING EDUCATION ENVIRONMENTAL

18 SULAM AS COMMUNITY-ENGAGED PEDAGOGY

ENGLISH MATH MUSIC HISTORY

SUL AM COURSE DEVELOPMENT

Overview of SULAM Course Development

Incorporating service learning into a course requires thoughtful

22 SULAM COURSE DEVELOPMENT

Learning outcomes of the course should

Explicit connections between learning

The following questions may assist in the development of

What academic knowledge and skills could be

What values will the SULAM project emphasize?

How much time the SULAM project will take?

How can we obtain permission from the head of

24 SULAM COURSE DEVELOPMENT

Personal Development Career Development

• Demonstrating confidence, self- • Demonstrate complex problem-

Course Course Instructor Students Product or Service Community Partner

26 SULAM COURSE DEVELOPMENT