Remarks from the President
Dear DISTED Community,
Time flies and the Lunar New Year of the Horse is upon us.
We gallop towards the New Year with more celebrations to come. We had our staff CNY lunch to celebrate our unity.
We are also very pleased to announce that DISTED College is now formally on Google Workspace for Education and Canva Pro for Education. Both these platforms have AI integrated into them and are free for our students. Exciting opportunities await our students to develop their AI skills.
We wish everyone Gong Xi Fa Cai. We look forward to a galloping new year.
President
Dato’ Dr (h.c) Lim Si Boon
DISTED College Director Ms Evelyn Chen Pledges Support for Star Education Fund 2026
DISTED College Director Ms Evelyn Chen joined education leaders at Menara Star for the official launch of the Star Education Fund 2026 Scholarship Awards. The event marked another year of DISTED College’s ongoing commitment to supporting accessible and high-quality tertiary education for deserving Malaysian students aged 17 to 25.
Established in 1994, the Star Education Fund has supported 4,601 students through collaborations with leading private institutions. Representing DISTED College, Ms Chen pledged five scholarship awards for the 2026 academic year across key disciplines, including Business, Accounting, Information Technology, and Mass Communication.
As a pioneer in private education since 1987, DISTED College continues to support students by helping to bridge the gap between academic potential and financial need. Through initiatives such as the Star Education Fund, the College aims to ensure that more young Malaysians have opportunities to pursue higher education and develop skills relevant to an increasingly globalised environment.
Applications for DISTED College’s April 2026 intake are now open.
Key dates:
- Orientation: 2 April 2026
- Class commencement: 6 April 2026
Prospective students are encouraged to visit the DISTED College campus or website to learn more about available programmes and the application process for the Star Education Fund scholarships.
Evelyn Chen
Director, DISTED College
Learning to “Learn How to Learn”: A Harvard Case Method Workshop
A two-day workshop titled Teaching with Cases, conducted by Professor V.G. Narayanan from Harvard Business School, provided participants with practical insights into the use of the case study method as an active and student-centred approach to learning. The workshop brought together educators from Indonesia, Brunei, and Malaysia, creating a rich environment for shared perspectives and discussion.
The case method has its roots in the early 20th century, emerging from dissatisfaction with teaching business subjects solely through lectures and theory. This approach marked a shift away from passive learning towards active engagement, where students analyse real-world situations, make decisions, and defend their viewpoints.
During the workshop, participants explored whether the case method could be applied across disciplines. Discussions revealed that it is adaptable to most fields, including Art and Design. For example, students in a drawing class might study an artist’s techniques and conceptual approaches as a case, learning through analysis and reflection rather than instruction alone.
At Harvard Business School, cases are used to stimulate discussion rather than to illustrate theory after the fact. Students are expected to prepare in advance, while lecturers facilitate dialogue, challenge assumptions, and guide learning. When applied to subjects such as marketing, human resource management, accounting, and finance, the method goes beyond content mastery to develop critical thinking, problem-solving, teamwork, and communication skills.
Implementing this approach within the Malaysian education context presents challenges, particularly for students accustomed to lecturer-led instruction. Supporting a successful transition requires clear guidance, motivation, and ongoing training for both students and educators. When effectively implemented, the case method enables students to truly “learn how to learn”, preparing them for continuous learning throughout their careers.
Tan Pei Shi
Lecturer, School of Business and Hospitality
DISTED Welcomes Internal Speaker for LinkedIn Career Development Session
The PSY330 Career Development and Planning course recently welcomed internal speaker Ms Syinie for an interactive lecture on LinkedIn and professional digital presence. The session was designed to support students as they prepare for the transition from academic life to the professional workplace.
Aligned with the course’s learning objectives, the session focused on career readiness, industry awareness, and employability skills beyond traditional classroom learning. Ms Syinie shared insights into the growing role of LinkedIn as a platform for networking, job searching, and professional branding, particularly in today’s digital hiring environment.
During the session, she explained how recruiters and employers increasingly rely on online platforms to identify potential candidates, assess professional backgrounds, and gain insight into individuals’ interests and achievements. By introducing LinkedIn at the bachelor’s degree level, the session encouraged students to begin shaping their professional identity early rather than waiting until after graduation.
Students were also guided on how to present themselves professionally online and how a well-managed digital profile can support internship applications, future employment, and long-term career development.
Overall, the session provided valuable exposure to practical career development tools and reinforced the importance of proactive career planning. Through initiatives such as this, DISTED College continues to support the development of career-ready graduates equipped with the skills and awareness needed to succeed in a competitive job market.
Chew Yong Peng
Lecturer, School of Psychology
AI Pictionary: Learning Through Creativity and Human–AI Collaboration
DISTED College recently incorporated interactive and technology-enhanced activities into its student orientation programme to introduce learners to contemporary and student-centred learning practices. One of the key activities was AI Pictionary, a collaborative exercise designed to familiarise students with the practical use of Artificial Intelligence (AI) tools in an engaging and supportive environment.
During the activity, students worked in small groups to visualise given prompts through turn-based drawing under time constraints. Each group produced two drawings, which were submitted digitally via Microsoft Teams. The non-verbal and time-bound nature of the task encouraged creativity, teamwork, and shared problem-solving among participants.
Following the drawing phase, students used Microsoft Copilot to generate interpretations of the visual artefacts created by their peers. A facilitated discussion then allowed groups to confirm or clarify the AI-generated responses and briefly explain their intended meanings. This reflective process helped students develop a more critical understanding of AI, highlighting both its potential and its limitations in interpreting human-created content.
Throughout the session, step-by-step guidance was provided to ensure all students were able to engage confidently with the AI tools. The activity also encouraged students to see AI as a learning partner rather than a replacement for human creativity and judgement.
The AI Pictionary activity aligns with DISTED College’s emphasis on innovative, student-centred teaching approaches. By integrating AI literacy, collaboration, and creative thinking into orientation activities, the College continues to support the development of essential 21st-century skills and responsible engagement with digital technologies throughout students’ academic journeys.
Kaushalya A/P Tinakaran
Lecturer, School of Computing and Engineering
Why Do People Still Observe Chinese New Year Traditions?
As Chinese New Year approaches, homes are decorated in red, reunion dinners are planned, and familiar reminders from elders often resurface. Avoid sweeping the floor on the first day, refrain from wearing black, and choose words carefully. These traditions, commonly referred to as pantang larang, have been passed down through generations and continue to shape how the festival is celebrated today.
Many Chinese New Year traditions are rooted in symbolism rather than literal belief. For example, avoiding sweeping on the first day represents the idea of holding on to good fortune, while using positive language is linked to starting the year on a hopeful note. Bright colours such as red are traditionally associated with happiness, prosperity, and celebration. Even when individuals do not fully believe in these ideas, the practices are often maintained out of respect for family traditions and shared cultural values.
Among younger generations, attitudes have naturally evolved. While many do not believe that small actions directly affect luck, certain traditions are still observed, especially during family gatherings. For many, it is less about superstition and more about belonging, respect, and maintaining connections. Wearing festive colours, exchanging greetings on social media, and keeping conversations positive show how traditions adapt to contemporary lifestyles.
At their core, Chinese New Year traditions are a form of cultural communication. Colours, words, and actions express messages of hope, harmony, and new beginnings. In a multicultural society such as Malaysia, understanding these cultural expressions helps foster mutual respect and awareness.
Although these traditions may not be followed as strictly as before, their meaning continues to connect generations and reminds us that communication goes beyond words alone.
Happy Chinese New Year to all my colleagues and students!
Nadia Jefri
Head, School of Communication, Arts and Multimedia
ICS Thaipusam 2026
The Indian Culture Society (ICS), DISTED College, successfully hosted its Thaipusam 2026 celebration at the DISTED College panthal, bringing together devotion, service, and community spirit. The event saw the distribution of food and drinks to more than 3,000 devotees throughout the day, making it a meaningful and impactful occasion.
Thaipusam at DISTED went beyond a religious observance. It became a powerful expression of unity and cultural pride, reflecting the values of compassion and service upheld by the campus community. Through teamwork and dedication, the celebration created a welcoming space for all who visited the panthal, leaving a lasting impression on both participants and visitors.
ICS extends its heartfelt gratitude to all students, parents, and families whose support and contributions helped make this event possible. The society also expresses sincere appreciation to its committed members who worked tirelessly behind the scenes. Special recognition goes to Miss Latha, Sanjineswari, Sharvina, Kishern Raaj, Yasothai, Shoviien, Abirhami, Khirtyesvary, Keerthigah, Ammar, Lehari, Mirnahlini, Liniesha, and Moshigan Jothem Servai, as well as Dr Kam Yew Chee, Ms Indra, Ms Seethai, Ms Felecia, Mr Lee Tiam Poh, Ms Tan Jia Huey, and Mr Bhaiju for their invaluable guidance and support.
Special appreciation is also extended to Koshilya and Calvin for their dedication from the earliest stages, from arranging the canopy to ensuring smooth food distribution.
Above all, ICS acknowledges Ms Kesvhinee, whose exceptional leadership, careful planning, and perseverance were the cornerstone of this successful celebration.
Kuuhen Kumaran
President, Indian Culture Society
Mathematics as the Fundamental Paper for Foundation Studies
Mathematics is often seen as a subject of numbers and calculations, but its true value lies in developing logical thinking, problem‑solving skills, and analytical reasoning. In foundation programmes, Mathematics is considered a fundamental paper because it provides students with the essential skills needed to succeed in higher education, regardless of their chosen field of study.
Foundation students come from diverse academic backgrounds and pursue various future pathways. Recognising this, Mathematics at DISTED College is carefully structured to meet different learning needs. Students enrolled in the Foundation in Arts programme complete one Mathematics paper, ensuring they acquire core quantitative and reasoning skills while maintaining focus on creative and humanities‑based disciplines.
Meanwhile, the Foundation in Science programme places greater emphasis on Mathematics to support students preparing for scientific and technical degrees. This programme includes four Mathematics papers, offering a strong academic foundation. Within Foundation in Science, students follow one of two specialised pathways: the Biological Pathway, which requires three Mathematics papers, and the Engineering Pathway, which includes all four Mathematics papers due to its more rigorous and calculation‑heavy nature.
This structured and differentiated approach ensures that every student receives the appropriate level of mathematical preparation. As the backbone of foundation studies, Mathematics empowers students to think critically, analyse information effectively, and approach future academic challenges with confidence.
Lee Lei Yong
Programme Leader, School of Pre-University
As we celebrate the Chinese New Year, DISTED Discourse will be taking a short festive break. There will be no issue published on 20 February. We will resume publication as usual after the celebrations.
We wish all our readers, colleagues and students a joyful Chinese New Year filled with good health, happiness, and cheerful moments with loved ones.
