Teaching Portfolio Mokrish Ajat

TEACHING PORTFOLIO

MOKRISH AJAT CAND IDATE ANUGER AH FELLOWSHIP NAIB CANSELOR 2019 (HEALTH SCIENCE CLUSTER)

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Contents INTRODUCTION Introduction 5 1 TEACHING AND LEARNING PHILOSOPHY 1.1 - Statement of Teaching and Learning Philosophy

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1.2 - Statement of Teaching Theory or Model

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2 PLANNING AND EXECUTION OF TEACHING, SUPERVISION AND ASSESSMENTS 2.1 - Teaching and Learning Strategies

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2.1.1 - Information on Courses Taught

2.1.2 - Supervision of Students

2.1.3 - Course Synopsis, Learning Outcome and Teaching Plan

2.2 - Assessments strategies

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3 IMPACT OF CREATIVITY AND INNOVATION ON TEACHING AND LEARNING 3.1 - Statement of Innovation and Creativity in Teaching and Learning

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3.2 - Creative and Innovative Approaches in Teaching

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3.3 - Impact of Teaching and Learning Quality

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3.4 - Methods to Stimulate and Nurture Critical Thinking

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3.5 - Impact on Student Achievements

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4 TEACHING ASSESSMENTS AND TESTIMONIALS 4.1 - Teaching assessment by students

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4.2 - Testimonials

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5 IMPROVEMENTS IN TEACHING, SUPERVISION AND PROFESSIONAL DEVELOPMENTS 5.1 - Efforts in Improving Teaching and Learning Through Reflective Practice

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5.2 - Efforts in Improving Teaching and Learning Through Research and Publication

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6 SCHOLARSHIP IN TEACHING, SUPERVISION AND ASSESSMENTS 6.1 - Knowledge and Experience Sharing in Teaching and Learning

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6.2 - Recognition and Awards Related To Teaching and Learning

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CURRICULAR VITAE

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Introduction Dr Mohd Mokrish bin Md Ajat is an alumni of Universiti Putra Malaysia (UPM), graduated with a degree in Bachelor of Science (Honours) Biochemistry from the Faculty of Science in 2004. He joined as a tutor in the field of Veterinary Biochemistry at the Faculty of Veterinary Medicine UPM in 2004. In 2006, he completed his Master of Science degree in Nanobiotecnology from the Faculty of Biotechnology and Biomolecular Sciences, UPM under the supervision of Prof Datin Paduka Dr. Khatijah Mohd Yusoff and Prof Dr. Mohd Zobir Hussein. Upon completing his MSc degree, he enrolled as a doctoral candidate in the Department of Biochemistry and Cell Biology, Faculty of Veterinary Medicine, Utrecht University, the Netherlands. He defended his thesis entitled “Retinol metabolism in hepatic stellate cells: a new vision” in 2015. His doctoral thesis was under the supervision of Prof Dr. Bernd Helms and Dr. Martin Houweling. Currently, he serve as a senior lecturer and researcher at the Department of Veterinary Preclinical Sciences, Faculty of Veterinary Medicine, UPM. He was trained in the field of molecular biology with a special interest in lipid biochemistry and lipidomics while he was pursuing his doctoral training. He is currently involved in multiple research groups within the faculty and UPM ranging from cancer studies to zoonotic diseases. However, his main focus research area is still in the study of lipid metabolism related to metabolic disorder. He supervises a number of postgraduate students in the Biochemistry Research Laboratory of the faculty. He personally trains them in mammalian cell culturing and conducting basic molecular biology techniques in the laboratory. He teaches Veterinary Biochemistry, Veterinary Nutrition, Veterinary Genetics, Veterinary Problem Inspection and Problem Solving in Disease to Doctor of Veterinary Medicine students. Apart from teaching undergraduate courses, he is also involved in teaching postgraduate courses. (next spread) Dr Mokrish in his office at the Department of Veterinary Preclinical Sciences, Faculty of Universiti Putra Malaysia.

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His work involvement does not restrict him to teaching and research activities only. He is very much involved in various administrative responsibilities in the faculty, university and ministries. He is one of the committee member for UPM STEM that promotes STEM activities in schools. He is also involved in the strategic committee or "think-tank" for Service Learning University Malaysia (SULAM) for the Minis-

try of Education. At the faculty, he was involved in various students’ activities from industrial training visits, student camps to chaperones to Singapore Zoo. He is a trained tourist guide to the Animal Anatomy Museum under the eDU-PARK UPM. He holds numerous steering committees of conferences and ad-hoc activities in the faculty, university and ministries. In 2016, he was the first recipient from Malaysia to be awarded the prestigious UNESCO Man and Biosphere Young Scientists Award. Recently, Dr Mokrish with his collaborators from the University of Surrey was awarded a grant with a total value of GBP 100,00.00 from the Global Challenge Research fund United Kingdom on a project involving the mitigation of wild macaques in Klang Valley. He works closely in research with his collaborators from various universities in Malaysia and abroad. Currently, He resides in Putrajaya and is an active volunteer for MERCY Malaysia.

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TEACHING AND LEARNING PHILOSOPHY 

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1.1 - Statement of Teaching and Learning Philosophy “ I shall pass through this world but once. Any good therefore that I can do or any kindness that I can show to any human being, let me do it now. Let me not defer or neglect it, for I shall not pass this way again.”

I often quote Stephen Grellet in many talks or sharing sessions with my students and friends. Grellet was a prominent French born American missionary who was sentenced to be executed during the French Revolution, but he escaped and moved to the United states in the late 1700's. He dedicated his life involved in extensive missionary work in prisons and hospitals that eventually lead to the reformation of educational policies in these two institutes.

From his quote, I believe in imparting good values to others around us. I strongly believe that our values makes us who we are and others around us will benefit from what we have offered. Teaching is an art to convey knowledge and the abilty to convey that knowledge will eventually sparks ideas. Ideas may come from the teacher, but with good understanding by the students is when great ideas will come.

The key in any good communication is when both parties are comfortable with each other. It could be the body language, eye contacts or simply the tone of your voice when you address your students. These small elements will

“ I shall pass through this world but once. Any good therefore that I can do or any kindness that I can show to any human being, let me do it now. Let me not defer or neglect it, for I shall not pass this way again.”

- Stephen Grellet -

influence the journey that one teacher will have with his or her students in the coming years. Therefore, it is important for any of us in academia to establish good communication with our students.

I was given the task to teach the first year students for the program Doctor of Veterinary Medicine at the Faculty of Veterinary Medicine, UPM. The first year and first semester students are usually the toughest to deal with as majority of them are not familiar with the university studying system whereby mostly are conducted in a student-centred approached. I took the liberty to guide them the aspects that needs to be understood in a tertiary level education. The term "spoon-fed" is no longer applicable and was constantly reminded to them. They will have to understand that they will need to seek for extra knowledge by putting up efforts by having group discussions, conducting online research and reading articles or textbooks. Many of my students appreciates the guidance that i have given to them in the first semester of their studying years in UPM.

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1.2 - Statements of Teaching Theory or Model "Tell me and i forget, teach me and I may remember, involve me and i learn."

These are the wise words of Benjamin Franklin that i have always believed in.

I believe it is important for us to facilitate students to understand any subject matters that we are entrusted to teach them. It is our responsibility as an educator to ensure the knowledge that we have taught them are truly understood and accepted. You will know whether you have succeeded in disseminating your knowledge when they are able to share what they have acquired to others.

I often conduct my lecture in a two-way communication process. Each students will have different ability and capacity to understand a lecture. Certain topics can be very hard to comprehend or understood. However, employing a discussion-based approached towards conveying information will help the process to understand better a particular topic. I encourage students to ask questions in class and often that i will ask them questions within a topic to challenge their minds. Encouraging students to discuss different topics related to the course in the class or outside the class stimulates their mind.

Scientific knowledge is continously progressing with the advancement of technology and time. Theories are always challenged and sometimes revoked depending on recent discoveries. UPM as a pioneering Malaysian research institute in agriculture, provides a great platform to allow lecturer and students to discuss research findings during lectures.

My teaching strategy mainly involves the usage of various online tools or platforms as these methods of teaching and learning plays an important role to encourage self-centered learning activities. I believe that such approach will also help to prepare students for the global fourth industrial revolution. Trainings provided by CADE UPM to improve my teaching skills facilitates the teaching and learning experience that i use for my lecture. Hands on activities during laboratory exercises or PBL activities also helps to illustrate better certain topics taught in lecture. I believe that students will appreciate more the knowledge conveyed once a lecturer involves them in such activities.

“ Tell me and i forget, teach me and I may remember, involve me and i learn�

- Benjamin Franklin -

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PLANNING AND EXECUTION OF TEACHING, SUPERVISION AND ASSESSMENTS



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2.1 – Teaching and Learning Strategies Aristotle used to say "Those that know, do. Those that understand, teach".

I believe that it is important for a teacher to have a well planned out strategy to ensure students to master a certain topic or knowledge. My teaching strategy depends on the topic and the outcome expected from the lecture. The approach i used for my teaching strategy combines both conventional classroom and flipped classroom concept.

As i have mentioned earlier that communication is the most important aspect in any teaching and learning process, i will usually establish the first contact with my students especially the first year students for the course Veterinary Biochemistry. Usually the first year students will be busy during the first week of the semester and they have no idea what to expect. I will inform the university facilitators to distribute QR codes to a video link on Youtube to provide them with informations about the course that they will be attending on the first week of the

“ Those that know, do. Those that understand, teach.”

- Aristotle -

semester. I have noticed with such approach, students tends to be excited and prepared for their first lecture either by asking from their seniors about the course or looking up on the internet about the topics that will be covered in the course.

My teaching strategies or approach are usually similar in courses that i taught and usually following these steps: •

I will ask them whether they have heard of the topic that i will teach them. Some may have heard of it or studied about it during secondary school or pre-university. From there i will try and gauge the depthness of knowledge that they have acquired earlier.

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I will highlight the learning outcomes at the beginning of each lecture and inform the students the topics that they must know or understand in depth.

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I will always end my lecture of a certain topic by giving a conclusion using a mind map. Students will be asked to highlight topics or informations that they have studied in the topic. They will have to contribute in the discussion.

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I will sometime conduct short quizzes in the middle of a certain topic to assess their understanding.

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Inclusion of flipped classroom and conducting SCL activities will help to connect the knowledge they have acquired from lecture to an applied understanding. This means that there will be less lecture slides and more group-work activities.



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2.1.1 - Information on Courses Taught

For the past 5 years, i was assigned to teach and involved in a number

of courses at the Faculty of Veterinary Medicine. I taught undergraduate students for the program Doctor of Veterinary Medicine and also postgraduate courses for Master of Science or PhD candidates.

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2.1.2 - Supervision of Students I was entrusted to supervise a number of students at different capacities for the past 5 years in the Faculty of Veterinary Medicine. Ranging from academic advisor for undergraduate students to postgraduate supervision. Supervising students requires a lot of patience and i have always belived that it is my responsibilty to guide them in their coming years as a student of this university. Trust and hoensty are a few important aspects in supervising students. Students may come to us to seek for advices in their studies, research or even personal problems.

Nowadays, academicians will have to prepare to face great challenges in supervising students for example checking on their mental health status. The role of academicians is no longer just to teach in lectures and marking exam papers, it goes beyond that.

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Undergraduate Final Year Project Supervision

Undergraduate Supervision as Academic Advisor

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Undergraduate Internship Supervision

Postgraduate Supervision

2.1.3 - Course Synopsis, Learning Outcome and Teaching Plan

Below are list of courses i taught in the Faculty of Veterinary Medicine,

UPM for undergraduate courses and postgraduate courses. Detailed of each course synopsis can be viewed at this link below https://issuu.com/mokrish/docs/sinopsis_kursus_mokrish_ajat

QR Code Detailed course synopis for all courses taught by Dr. Mokrish Ajat

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Course Synopsis and Learning Outcomes for VPP3021 Veterinary Biochemistry

I am the course coordinator for VPP 3021 (Veterinary Biochemistry) which is offered during Semes-

ter 1 of DVM 1. Below is the course synopsis distributed during Week 1. Students are evaluated based on the learning outcomes predetermined for the course. 60% of the course marks comes from continuous assessment which includes tests, reflections, student-centred learning, laboratory reports and online activities (Padlet/forums/assignments). Students were informed early in the semester via PutraBLAST on how they will be graded and be reminded again throughout the whole semester during lecture especially after each test. Below you may find the course synopsis for VPP3021 (Veterinary Biochemistry).

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A detailed teaching plan was also distributed (hard copy) and uploaded into PutraBLAST so that students will know ahead of time topics to be

Teaching Plan for VPP3021 Veterinary Biochemistry

discussed and the lecturer involved. Below you may find the lecture and laboratory exercise schedule for course VPP3021 (Veterinary Biochemistry).

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Teaching Materials for VPP3021 Veterinary Biochemistry (Lecture Notes)

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Teaching Materials for VPP3021 Veterinary Biochemistry (Laboratory Exercise Manual)

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Teaching Materials for VPP3021 Veterinary Biochemistry (SCL activities)

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2.1 – Assessments Strategies Several methods are used as course assessments. This includes the traditional multiple choice questions (MCQ), short questions, and essays. Newer forms of assessments include online quizzes, reflections, reports via YouTube, Padlets, reflections, student-centred learning, and group discussions. Students in my courses were informed early in the semester via PutraBLAST on how they will be graded.

2.1.1 - Example of Test Questions Assessment of student’s performance in courses taught by me can be divided into a few types of questions. Questions are prepared in multiple choices of questions, short questions and essay questions for finals. The level of difficulty of questions prepared is according to the syllabus and depth of topics covered.

Below you may find examples of questions from the course VPP3021 (Veterinary

Multiple Choices Questions



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Short Questions

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Essay Questions (Finals)



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2.1.2 - Example of Assignments Flipped Classroom with Padlet

Certain topics will be selected and discussed in the Padlet platform. Students will have to discuss

and post it online via Padlet. They will be given a timeline of up to a week to discuss on that particular topic. Postings can be done in a group of three or single postings.

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Online SCL

I am one of the lecturers for the course VPD4970 (Veterinary Problem Investigation). I have been

assigned to discuss cases related to Biochemistry. Topics covers various types of diseases associated to metabolism disorder or nutrition related illness. Triggers were distributed online via Edmodo each week. Students will have to upload their discussions via Edmodo in the form of videos, padlets or mind maps. After all triggers being distributed and all groups managed to conclude their findings, a conclusion session was conducted by having game based learning activity. For this session, I have decided to adapt Kahoot. Online quizzes on Edmodo was also conducted to assess their knowledge.

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Students Lab Report

For the course VPP3021 (Veterinary Biochemistry), I am the lecturer and also conducted labora-

tory exercises covering various topics in biochemistry. Below you may find an example of a lab report from one of the student’s.

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Mind Maps



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IMPACT OF TEACHING AND LEARNING ON LEARNING QUALITY 

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3.1 – Statement of Innovation and Creativity in Teaching and Learning

The main objective in any lecture is to ensure students understands the topic that is to be delivered. Various

approach can be used to facilitate the process of understanding a particular topic. Advancement of technology and having a "tech-savvy" generation as your students will require lecturers nowadays to be up to date with technology. Conducting lessons entirely in a conventional classroom lecture approach does not allow students to explore the concept of a particular topic in depth. Many tends not to visit the library to look for extra reading materials via textbooks or journals. Delivering concept contents of a particular topic by adapting unconventional teaching approaches for example group discussions, case studies, role play activities and debates helps students to appreciate more the knowledge that is to be delivered. Technology made available in campus and various E-learning tools facilitates the teaching and learning process in all the courses i am involved in. Workshops or trainings on the enhancement of teaching and learning activities by CADE UPM has helped to improve my teaching skills for the past few years.

3.2 – Creative and Innovative Approaches in Teaching

UPM teaching and learning activities are mostly uploaded on an online platform called Putrablast. Apart from

using Putrablast, I have also adapted various E-learning tools in my courses for undergraduate and postgraduate programs in the Faculty of Veterinary Medicine. Both platforms from UPM and other E-learning tools available online complements each other to facilitate students teaching learning experience. Social media applications were also used to allow students to have access to the latest updates or informations related to the course.

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"Getting to know you"

I am one of the first few lecturers that will meet the first year students

for the program Doctor of Veterinary Medicine. The approach that i use to get to know them is what i called as "Getting to know you". This phrase is actually a title of a song from an old classic movie "The King and I", which i find rather fitting for the first time meeting new students judging from the lyrics.

Lyrics to this song focuses on three elements "Know", "Like" and "Trust".

All these are important elements for both students and lecturers to have in the 14 weeks of the course. It is important for lecturer and students to know the subject matter. Both lecturer and students must like the subject matter. Finally, the stu-

It's a very ancient saying

But a true and honest thought That if you become a teacher By your pupils you'll be taught

As a teacher I've been learning You'll forgive me if I boast And I've now become an expert On the subject I like most

Getting to know you

- The King and I dents must trust the lecturer who will deliver such knowledge pertaining the subject matter.

The approach begins during the week of orientation after their registra-

tion in UPM or Minggu Perkasa Putra. I will assign a number of facilitators who are usually the second year students of the same program to distribute a poster handout giving them instructions on what to do. They will scan QR codes that leads them to a welcoming video for the course VPP3021 Veterinary Biochemistry. From there onwards, they will have to sign up a number of E-Learning tools that i will be using throuhout the 14 weeks of the academic semester.

Usually on the first few days of the semester, new students do not have

the access to the Putrablast system. To ensure the students have access to learning materials for the course before i begin with my lecture, they can download from my Issuu page online. They will also be asked to post on Padlet their expectations of the course.

During my first lecture with them, i will ask them questions pertaining

the course. What do they know? Where did you studied earlier? These questions are to assessed their knowledge before i begin with my lecture. This approach is important as many of them tends to forget basic biology, physics and chemistry knowledge. I will emphasize over and over again that it is important for them to remember all those basic science knowledge they have acquired during secondary school, pre-university or diploma.

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Course Expectations on Padlet



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Course Materials on Issuu

The Centre - Putrablast

I will always refer Putrablast as the centre for all my teaching activities.

Once students have activated their account, they will have the access to all teaching and learning activities for the coming 14 weeks.

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Youtube Channel

I have created a Youtube channel so that i can share videos that are rela-

ted to the topics that i will be teaching. These videos are sometimes viewed during lecture to facilitate or enhance students understanding on certain topics. Students will have the oppurtunity to explore more videos and this will help the process of self-study.

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Social Media is Here To Stay

In this era of globalisation and digital world, we cannot deny that social

media brings more benefits than harm though some may disagree with my opinion. Instagram and Facebooks are great platforms for me to share any informations pertaining a topic or some trivia postings. Like it or not, academicians will have to embrace such technology.

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3.3 – Impact of Teaching and Learning Quality

Studying a new topic can sometime be difficult or "scary" to some stu-

dents. Transition period from school studying system to a tertiary education system can be a very delicate period for some. Either they make it or perish. It is the responsibility of a lecturer to ensure that their students progress well during this transition period.

All the approaches i have adapted as mentioned in the previous sec-

tion managed to facilitate my students learning experience. I always believe that it is important to make your students excited coming for your lecture. Postings on social media topics or informations about a partiuclar topic makes them alert of the topic to be discussed in the next lecture.

These are some indicators that i have observed in my students that reflects their progress throughout the 14 weeks of my lecture, in particularly for the course VPP3021 Veterinary Biochemistry:

• responsive to any new postings on social media either by "like" or comments • active participation during lecture if i were to ask for opinions • quality of individual or group work of the assignments given to them • "wanting to know more" attitude that can be observed during laboratory exercises or SCL activities

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3.4 – Methods to Stimulate and Nurture Critical Thinking

Hands-on activities during laboratory exercise is important to stimula-

te students thinking process. I will try my best to form small groups for laboratory exercise with a maximum number of 6 students per group. This allows better impact to them during each laboratory activities.

Central Dogma

In this laboratory exercise for VPP3021 Veterinary Biochemistry, topics

taught during lecture that week will be illustrated better during laboratory exercise session. For this exercise, students are required to identify components that makes DNA and RNA using the model kits provided. There are a number of tasks required to be completed and documented in their lab report. A number of graduate students and i will go to each group to assess their knowledge. We will clarify certain topics and facilitate students process to understand the concept of Central Dogma and mutation.

After completing the tasks for this activity, students are required to read

articles from the internet and scientific journals on mutation or cancer. They are required to read and discuss about those articles in a group. A designated graduate student or myself will be going from one group to another to assess their understanding on those articles given to them. Some may find it difficult to understand a scientific article as they have never read such reading materials before.

However, this is an oppurtunity for graduate students or myself to guide them through the article even it takes to rephrase some sentences in order for them to be able to understand the article.

This exercise of combining both hands-on activity with discussing scien-

tific journals allows active participation of all students. They will have to be critical of each articles given to them and be able to relate to the topic or even the profession they are going to be involved with in the future.

(next page) Clippings and images of this laboratory exercise.

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Who are they?

Text books on Biochemistry and Veterinary Medicine are often made up of scientific discoveries from various reknown

researchers around the world. I often presented some topics from the perspective of the researchers who discovered such subject matter. Sharing a little bit of insight into history tends to make students to be more interested discussing on a certain topic.

Some of those discoveries provides fundamental knowledge for further understanding of a particular topic. Profiles of scientist such as Nobel Laureates and other important figures such as Henrietta Lacks (HeLa cells) creates a sense of curiosity among students to look for more information. Relevant content materials from TedTalks or Science on Youtube were also viewed during lecture to make the teaching and learning experience more exciting.

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CSI Goes Online

One of my colleague in my department calls this course VPD 4990 Ve-

terinary Problem Investigation - CSI (Crime Scene Investigation), named after the famous criminal forensic investigation American TV hit drama. Associate Prof. Dr. Hezmee is the course coordinator for this course. I have been assigned by him to conduct 3-4 weeks of PBL session for this course on topics related to Veterinary Biochemistry and Veterinary Nutrition. Together with Associate Prof. Dr Hasliza Abu Hassim, we have prepared case studies to be discussed by the students.

Topics that we have prepared are mainly discussing cases of metabolic disorders and diseases in animals. Students attending this course are in their third year and will be going through clinical years in the coming few semesters. This course creates a platform to assess Doctor of Veterinary Medicine students knowledge on precinical sciences and some paraclinical sciences.

For the past 3 years, i have decided to use E-learning tools to facilita-

te the process of conducting this course during the duration that was assigned to me. Students are required to sign up into Edmodo accounts and subscribe to the class group for this course that i have prepared.

Each week different groups will be receiving new triggers for the case

they have been assigned to. They will have to discuss within their group the triggers given to them, prepare a mind map and FILA table about the discussion before . The discussion will have to be recorded and uploaded on youtube/ edmodo/google drive. Other students will have the oppurtunity to look at their triggers and discussion as it is uploaded on Edmodo for the whole class to view.

After all triggers have been released, all students will have to view all

cases and prepare for online game based learning activity via Kahoot. Top 3 students that answered quickly and correctly will be rewarded. Online assessment about all the cases will be conducted on Edmodo and results from here will be used as one of the components for grading by the course coordinator.

One of the advantages conducting this PBL session online is that stu-

dents are not confined to a lecture room style PBL. They are free to arrange their own time to discuss as long as it is within the duration given to them. Students will have to learn to work in a group and be critical with the case given to them. I will conclude the session with all the students either by meeting them in class or via Padlet. It is crucial to have this final session so that students understood each cases given to them. Finally, such approach is very beneficial if you have to con(next page) Clippings and images conducted within 3-4 weeks of this PBL session.

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duct PBL sessions alone and does not require the assistance of facilitators.

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Never Too Early

In this laboratory exercise for VPP3021 Veterinary Biochemistry, stu-

dents were given Biochemistry calculations exercise. Questions are basic calculations involved in any molecular biology experiments and some clinical oriented questions. Postgraduate and the fifth year students of Doctor of Veterinary Medicine were involved to assist students calculation assignment given to them. This is exercise is important to emulate clinical scenarios in the University Veterinary Hospital when it comes to basic calculations in Biochemistry.

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Other Approaches to Enrich Teaching and Learning Experience

Many approaches were used throughout my lecture and laboratory session, it could either

be in VPP3021 Veterinary Biochemistry or other shared courses that i taught in the faculty. Listed below are the approaches that I have adapted or participated in teaching students.

• Zoom session when lecture being cancelled or postponned due to unforeseen circumstances • Gamification in VPP3130 Veterinary Nutrition with Course Coordinator (CC) • Outdoor learning experience by visiting farms in VPP3140 Veterinary Genetics with CC • Debates in VPP3021 Veterinary Biochemistry • PBL in VPD4971 Problem Solving in Veterinary Diseases with CC • Assessment of students at various industrial training sites by testing their knowledge on basic animal husbandry, nutrition and biosecurity • Mind maps in lecture, spot quizzes, peer teaching session, peer assessment • Giving feedbacks from Biochemistry perspective in Veterinary Clinical Rounds

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“ Those that know, do. Those that understand, teach.”

- Aristotle -



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3.5 – Impact on Student Achievements

For the course VPP 3021 (Veterinary Biochemistry) which I am the

course coordinator, this is the analysis of the overall class performance, and performance based on the learning outcomes of the course. Through continuous assessments, 15.6% (15/96) of students attained grade A and none of the students failed. All POs were also achieved through this course.

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TEACHING ASSESSMENTS AND TESTIMONIALS 

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4.1 – Teaching Assessment by Students

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4.2 – Testimonials From International Collaborators

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From Former Students

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Students Appreciation on Messenger and Social Media

Tokens of Appreciation

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IMPROVEMENT OF TEACHING AND LEARNING THROUGH REFLECTION AND RESEARCH 

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5.1 – Efforts in Improving Teaching and Learning Through Reflective

Reflection exercise with students is a very important step to assess their understanding on your teaching materials and methods. From such exercise, i can improve my teaching method based on students feedbacks. Reflections can be conducted in any part of a lecture either in between a lecture or at the end o the semester. Such exrecise can be done on "Post-It" or "Padlet".

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5.1 – Efforts in Improving Teaching and Learning Through Research and Publication

As a lecturer and a scientist in Universiti Putra Malaysia, it is important to combine research discoveries or applications into teaching. This approach enhances the learning experience of undergraduate and postgraduate students. From journal club discussions to hands-on exercise in the laboratory helps to facilitate the process of learning. I have adapted publications or examples of my work and collaborators throughout my lecture depending on the topic. As the only biochemist in the Faculty of Veterinary Medicine, i was often refered to by my colleagues or students to facilitate them in their research especially in the area of molecular biology, mammalian cell culture and cellular metabolism. DVM final year project students under my supervision will be taught on writing proposals, designing experiments, conducting experiments and litterature research.

These process provides them an avenue to nurture critical thinking.

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KNOWLEDGE AND EXPERIENCE SHARING IN TEACHING AND LEARNING 

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6.1 – Knowledge and Experience Sharing in Teaching and Learning

The year was 2010, i was attending a conference in Montana, USA when i saw on CNN a news coverage on Haiti earthquake. I saw a very familiar figure being interviewed, it was Jemilah Mahmood. She was there in the middle of Haiti earthquake explaining the humanitarian crisis and efforts from the UN/WHO to help people of Haiti. Jemilah Mahmood, on the international front and she is a Malaysian. That is when i was inspired to get involved in volunteer work. She was also the founder of MERCY Malaysia, a non-governmental organisation that supports humanitarian activities throughout the world.

I decided to volunteer with MERCY Malaysia in 2014. After the induction program, i was interested to join the Disaster Risk Reduction (DRR) unit. From there onwards, i was involved in countless of MERCY Malaysia activities mainly the "School Preparedness Program" and "Building Resilient Communities Program". I have been assigned as team leaders to conduct awareness programs in schools throughout Malaysia, from Sabah to Johor and many more states in Peninsular Malaysia.

The main focus of the awareness program i have been involved with is more on preparing for a disaster.

“ The best way to find yourself is to lose yourself in the service of others.”

- Mahatma Gandhi Climate change are one of the major factors that leads to many disasters occuring around the world. Human activities such as logging and littering were also highlighted. The importance to reduce CO2 emission was also taught to the school students.

Under "Building Resilient Communities Program", i was assigned to trained local community leaders on the importance to prepare for a disaster. I have been giving talks and trainings within Malaysia and also with a community in Battambang, Cambodia. Getting to know communities from another country was valuable experience for me.

MERCY Malaysia was a great platform for me to nurture my volunteerism skills and i am glad to say that from such experience it gave me ideas to promote volunteerism activities in UPM. It is true when Mahatma Gandhi said that, "The best way to find yourself is to lose yourself in the service of others". As i have experience it myself when i am helping others.

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Promoting STEM education has been the main focus in many quarters of Malaysia for the past few years. There is an alarming decline of interest among school students to venture into science, technology, engineering and mathematics.

I was appointed by UPM to be in a group of lecturers from various faculties in UPM to promote STEM education at many levels. We have been conducting programs for school children and also teachers. Working closely with the Ministry of Education on finding ways to promote STEM education. Together with STEM UPM, we have organised events such as Global I-Lead STEM Camp (GISC) and International STEM Olympiad (ISTEMO) that took place yearly in UPM.

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EDUPARK UPM is an initiatitive by Putrascience Park to promote edutoursim in UPM. I was involved together with Dr Tengku Rinalfi Putra Tengku Azizan to be the curator for the Animal Anatomy Museum at the Faculty of Veterinary Medicine. We hosted many visitors from all walks of life, from kindergarden children to the hearing impaired guests. At this museum, we usually brief guests on the differences of animal anatomy and also highlight the effects of human activities on endangered animals.

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Malaysia One Health University Network is an organisation that promotes the concept of One Health among multidiscplinary researchers within Malaysia. I was involved in various activities organised by MyOHUN from awareness programs with the indigenous community in Temengor Lake, PBL facilitators and attended various trainings. I have contributed together with other researchers or government agencies a chapter on One Health Manual.

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Community engagement is a vital aspect of student and academic life at Malaysian Higher Learning Institutions. I was appointed as one of the members in the steering committee at the Jabatan Pendidikan Tinggi, Kementerian Pendidikan Malaysia to design and conduct trainings for Higher Learning Institutions on Service Learning Learning Malaysia (SULAM). SULAM was launched in 2019 to promote community engagement among students. In this committee, i was involved as a contributor to a chapter on the playbook or reference manual for other institutions to refer to. It is hope with such SULAM approach embeded into courses, students will have an enriched learning experience in their respective programs.

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6.1 – Recognition and Awards Related to Teaching and Learning

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