The field of High Impact Education Practices (HIEPs) advocates the use of Community-based Learning (CBL), an immersive pedagogical method that has shown promising results. This project investigates the practical application of CBL within a Social Psychology course, facilitated through the innovative "Humans of Malaysia Project." In this venture, students were required to integrate with various communities, adopting roles as amateur street photographers. This experiential learning method provided students with a platform to apply essential social psychology concepts such as intergroup relations, contact theory, attribution, and attitude change in authentic, real-world environments. The strategic application of structured interviews and the sharing of experiences via social media platforms enhanced students' understanding of underprivileged communities. The process served to bridge the existing divide between the theoretical teachings of academia and the reality of the general public by creating a holistic learning experience. One noteworthy outcome of this project was the significant elicitation of empathy from the students, and a consequent reduction in prejudice and stereotypes towards unfamiliar social groups. This fostered interpersonal skills, cultural competence, and a heightened sense of social responsibility among the participants. The project also yielded direct, impactful results in the form of funds raised for individuals encountered during the interviews, demonstrating the tangible social impact of this teaching strategy. In conclusion, the implementation of CBL through the "Humans of Malaysia Project" showcased the transformative potential of experiential learning methods. The project played an instrumental role in shaping students' attitudes and fostering community connections, thereby establishing CBL as a valuable and effective strategy within HIEPs.
Alam, A. (2022). Investigating sustainable education and positive psychology interventions in schools towards achievement of sustainable happiness and wellbeing for 21st century pedagogy and curriculum. ECS Transactions, 107(1), 19481.
Allport, G. W. (1954). The nature of prejudice. Reading, MA: Addison-Wesley.
Andrade, M., & Westover, J. H. (2020). Engaging Millennial Students through Community-Engaged Experiential Learning. Experiential Learning & Teaching in Higher Education, 2(2), 21-44.
Andrande, M. S., Workman, L., Westover, J. (2022). Current practices for community-based learning in schools of business, The International Journal of Management Education, 20(1), 1 -14.
Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Higher Education, 39, 251-263.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21-71). Yarmouth, ME: Intercultural Press.
Butin, D. W. (2010). Service-learning in theory and practice: The future of community engagement in higher education. Palgrave Macmillan.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Dewey, J. (1938). Experience and education. New York: Macmillan.
Di Bernardo, G. A., Vezzali, L., Birtel, M. D., Stathi, S., Ferrari, B., Giovannini, D., & Pettigrew, T. F. (2022). The role of optimal conditions and intergroup contact in promoting positive intergroup relations in and out of the workplace: A study with ethnic majority and minority workers. Group Processes & Intergroup Relations, 25(6), 1516-1533.
Dixon, J., Durrheim, K., & Tredoux, C. (2005). Beyond the optimal contact strategy: A reality check for the contact hypothesis. American Psychologist, 60(7), 697.
Dovidio, J. F., Gaertner, S. L., & Kawakami, K. (2003). Intergroup contact: The past, present, and the future. Group Processes & Intergroup Relations, 6(1), 5-21.
Dovidio, J. F., Schellhaas, F. M., & Pearson, A. R. (2018). The role of attitudes in intergroup relations. In Handbook of Attitudes, Volume 2: Applications (pp. 419-454). Routledge.
Eyler, J., & Giles Jr, D. E. (1999). Where's the Learning in Service-Learning? Jossey-Bass Higher and Adult Education Series. Jossey-Bass, Inc., 350 Sansome St., San Francisco, CA 94104.
Furco, A. (1996). Service-learning: A balanced approach to experiential education. Expanding Boundaries: Serving and Learning, 2(1), 2-6.
Goering, A. E., Resnick, C. E., Bradford, K. D., & Othus?Gault, S. M. (2022). Diversity by design: Broadening participation through inclusive teaching. New Directions for Community Colleges, 2022(199), 77-91.
Ilie, O. A. (2019). The intercultural competence. Developing effective intercultural communication skills. In International conference Knowledge-based organization, 25(2). 264-268.
Jacoby, B. (2014). Service-learning essentials: Questions, answers, and lessons learned. Jossey-Bass.
Jokikokko, K. (2021). Challenges and possibilities for creating genuinely intercultural higher education learning communities. Journal of Praxis in Higher Education, 3(2), 26-51.
Joseph, C., Said, R. (2020). Community-Based Education: A Participatory Approach to Achieve the Sustainable Development Goal. In: Leal Filho, W., Azul, A.M., Brandli, L., Özuyar, P.G., Wall, T. (eds) Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
McKeachie, W. J. (2002). Teaching tips: Strategies, research, and theory for college and university teachers. Houghton Mifflin.
Moll, L. C. (2019). Elaborating funds of knowledge: Community-oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130-138.
Palmer, D. H. (2016). A motivational view of constructivist-informed teaching. International Journal of Science Education, 38(5), 784-797.
Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751.
Stanton, B. (2013). Humans of New York. New York: St. Martin's Press.
Stephan, W. G., & Stephan, C. W. (1985). Intergroup anxiety. Journal of Social Issues, 41(3), 157-175.
Vorauer, J. D., & Sasaki, S. J. (2009). Helpful only in the abstract? Ironic effects of empathy in intergroup interaction. Psychological Science, 20(2), 191-197.
Xhomara, N., Gusho, L., & Mucaj, A. (2023). Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students' Course Outcomes. Research in Education and Learning Innovation Archives, (30), 19-38.
Zembylas, M. (2007). The politics of trauma: Empathy, reconciliation and peace education. Journal of Peace Education, 4(2), 207-224.
Zhou, S., Page-Gould, E., Aron, A., Moyer, A., & Hewstone, M. (2019). The extended contact hypothesis: A meta-analysis on 20 years of research. Personality and Social Psychology Review, 23(2), 132-160.
