Seeing Growth Through Service Learning: My Journey with Separation Processes

Abstract

This narrative inquiry explores the integration of service learning into the undergraduate Separation Processes course at the Faculty of Chemical and Energy Engineering, Universiti Teknologi Malaysia (UTM), from its inception in 2019 to its current implementation in 2024. Through personal reflection and pedagogical documentation, the paper traces the evolution of teaching practices, student engagement, and institutional response to service learning - a component now contributing 10% of the course’s total assessment. Drawing from experiential learning theory, the study illustrates how service learning activities - ranging from school outreach programs and video production to public exhibitions - cultivate not only technical understanding but also communication, leadership, and organizational skills among chemical engineering students. The paper also reflects on the author's first year as course coordinator, revealing insights into curriculum management, staff development, and the broader impact of reflective practice in engineering education. By situating service learning within the scholarship of teaching and learning, the paper advocates for its continued growth as both a pedagogical tool and a catalyst for holistic student development.