Semester Learning Plan (SLP) is a learning planning document for one semester, prepared as a guide for students in conducting academic activities during that semester to achieve the predetermined learning outcomes. An SLP is determined and developed independently or collaboratively by lecturers in a particular field of science and/or technology within a department. The SLP can be periodically adjusted to follow developments in science and technology.The SLP contains several pieces of information, such as:Name of the study program, course name and code, semester, credit units (SKS), and the name of the course instructor;Graduate learning outcomes associated with the course;Final competencies planned for each stage of learning;Study materials related to the competencies to be achieved;Learning methods;Allocated time;Description of assignments to be completed by students throughout the semester;Assessment criteria, indicators, and weighting;List of references used.Based on the results of monitoring and evaluation previously conducted by each study program, as well as the audit results by university auditors, it was found that several SLPs still do not meet the requirements in terms of either format or content. To address this, on Tuesday, October 10, 2023, the two study programs under the Faculty of Pharmacy held a refresher workshop on SLP writing. The event was organized under the coordination of the Faculty and facilitated by the Heads of the Bachelor of Pharmacy and Professional Pharmacist Study Programs.The outcome of this workshop was the production of SLPs that meet the required standards for all courses in both study programs, thereby ensuring that the learning process can run optimally in accordance with the established curriculum.In addition to the SLP refresher, the workshop also included a socialization of the integration of research and community service results into teaching. This session was delivered by the Head of Research for the Bachelor of Pharmacy Study Program, apt. Ria Afrianti, M.Farm. Integrating research, community service, and teaching is crucial, as these three elements—teaching, research, and community service (PkM)—are interconnected processes in higher education. Ideally, teaching should be based on PkM outcomes obtained from community mentoring activities in the field. PkM is also the application of research results, and lecturer research should be based on learning outcome achievements.(EF)

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