microsoft word - sabd programme guide year 2010 _as of 10 january 2010

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TAYLOR’S UNIVERSITY COLLEGE

SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN PROGRAMME GUIDE 2010

This programme guide is an essential reference for any student pursuing a programme at Taylor's University College. It aims to assist you in adjusting to your new life at Taylor’s and to address any concern and question you may have as a new student. The guide contains important information which you will find useful in your academic life. We suggest you read through it carefully to familiarize yourself with the policies and guidelines of Taylor’s University College and the programme you are enrolled in. If there are any aspects you would like to include in this guide, do share it with us. Do not hesitate to approach any staff for assistance on any concern not dealt with in the guide. You enter Taylor’s University College with many hopes and aspirations. We are here to help you work towards achieving them.

DISCLAIMER This publication contains information which is current as at 11 January 2010. Changes in circumstances after this date may impact upon the accuracy or currency of the information. The University College takes all due care to ensure that the information contained here is accurate, but reserves the right to vary any information described in this publication without notice.

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TABLE OF CONTENTS INTRODUCTION Glossary of Terms 4 SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN History 5 Mission 7 Aims and Objectives 7 The Student Experience 7 Rationale 7 ACADEMIC CALENDAR Academic Calendar 2010 9 PROGRAMME INFORMATION

FOUNDATION IN NATURAL AND BUILT ENVIRONMENTS 11 Objectives 11 Learning Outcomes 12 Programme Structure 13 Subject Synopsis 14 BACHELOR OF SCIENCE (HONOURS) (ARCHITECTURE) 16 Objectives 16 Learning Outcomes 16 Programme Structure 20 Subject Synopsis 23 BACHELOR OF QUANTITY SURVEYING (HONOURS) 31 Objectives 30 Learning Outcomes 30 Programme Structure 33 Subject Synopsis 39 TAYLOR’S GRADUATE CAPABILITIES 44 ACADEMIC PROCEDURES AND POLICIES 46

Academic Principles and Details 46 Assessment Principles 46 Fair Assessment 47 Progress Monitoring and Review: Portfolio Assessment 48 Grading and Standards 48 Assessment Requirements 49 Assessment Plan 49 Feedback to Students 50

General Programme Structure 50 Intakes 50 Duration 50 Activity Week 50 Categories of Subjects 52 Class Code 53

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Moderation Guidelines 53 Subject Outlines 53 Assessment of Student Work 53 Review of Student Work 53 Board of Examiners Meeting 53 Moderation Report 53

Other Policies and Regulations 54 Awareness of Requirements 54 Participation 54 Standard Academic Load 54 Subject Withdrawal 54 Late Submission of Work and Extension of Deadlines 54 Late Submission Penalty 54

Assessment and Grading 55 Calculation of Grade Point Average (GPA) 57 Calculation of Cumulative Grade Point Average (CGPA) 57

General Academic Progression Rules 57 Course Progression 57 Academic Probation 57 Pass and Marginal Pass 58 Resit Examination 58 Repeating Subjects 58 Alternative Examinations 58 Special Considerations 58 Supplementary Examinations 58 Maximum Completion Time 59 Exclusion 59

Award of Foundation or Degree 59 LEARNING, TEACHING AND ASSESSMENT 61 Teaching and Learning Framework 61 Teaching and Learning Philosophy 61 Learning Environments 61 Learning Process 61 Learning Facilitator 63 Assessment Strategy 63 Assessment 63 Modes and Procedures for Assessment 63 ACADEMIC PROGRESSION CHARTS 67 PROFESSIONAL REGISTRATION PATHWAY 69 STAFF DIRECTORY 71 ACADEMIC STAFF DIRECTORY 76 TAYLOR’S UNIVERSITY COLLEGE CONTACTS 80

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Glossary of Terms

Foundation Certificate

: An award granted on successful completion of foundation programme, which normally requires 50 credit hours over a period of two semesters of full-time study.

Bachelor Degree : An award granted on successful completion of an approved undergraduate academic degree, which normally requires 110 or 120 credit hours over a period of three years or three and a half year of full-time study after a pre-university qualification.

Semesters : Foundation programme: An academic year is divided into two semesters, each consisting normally of 22 weeks of academic period. This includes 18 teaching weeks, 1 week of mid-semester break, 1 study week, 2 weeks of examinations. Degree programme: An academic year is divided into two semesters, each consisting normally of 18 weeks of academic period. This includes 14 teaching weeks, 1 week of mid-semester break, 1 study week, 2 weeks of examinations.

Credit Hours : All subjects within the semesters are allocated credit hours as per the Malaysian Qualifications Agency (MQA) guidelines. Credit hours are a measure of the notional amount of study required for a particular subject. Credit hours, accumulated as the student progresses through their programme of study, are earned when a student passes a subject.

Assessment : A generic term for a set of processes that measure the students’ achievement of the intended learning outcomes in terms of knowledge acquired, understanding developed, skills gained and attributes demonstrated. These assessments may include written, aural and oral examinations, essays, class tests, portfolio, dissertations and practical activities.

Prerequisite subject

: Refers to a subject, which a student must take and pass, or be credited with, before proceeding to another specified subject.

Grade Point Average (GPA)

: GPA is calculated for every semester. It is the ratio of the summation of the product of credit hours and grade points of all the subjects in a particular semester to the total number of credit points in the semester.

Cumulative Grade Point Average (CGPA)

: The CGPA gives an overview of the student’s performance over the period of their studies. It is the ratio of the summation of the product of credit hours and grade points of all the subjects from the first to the current semester to the total number of credit hours thus far.

Class of award : A means of distinguishing the differences in achievement by individual students of the intended learning outcomes for the degree programme. The final CGPA, after completion of the total number of credit hours required to graduate from a particular programme, determines the class of degree to be awarded to the student.

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SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN

HISTORY The Taylor’s School of Built Environment (SBE) was established in January 1998 as a tertiary education centre offering programmes of study in the areas of Architectural Technology, Quantity Surveying and Building Technology and Management. The Diploma and Higher Diploma in Building Studies were awarded with a credit transfer arrangement to the University of Brighton for degree studies. The School was located in the heart of the capital of Malaysia, Kuala Lumpur, in a building known as Taylor’s College Kuala Lumpur (TCKL). From the start, the School was abuzz with students and activities ranging from lectures, practical, tutorials, workshops, studio and site visits to construction sites, manufacturing industries and places of historical and cultural interest. The mainstay was always the Studio where students’ ideas flourished and their dreams were nurtured to reality. Sometimes sleep-deprived, the students measured days in terms of hours, minutes and seconds to deadlines when submissions of assignments and projects were due. In February 2000, SBE students successfully transferred to The University of Melbourne to pursue degree studies in Architecture and Quantity Surveying. This proved to be a watershed in the development of the School that would have its effect to the present day. The College’s management instigated a plan to upgrade the quality of the built environment programmes to respond to the government’s call for world-class designs for buildings and international standards of building and infrastructure management. The School was also undergoing expansion and a new partnership was sought through discussions with many universities around the world. In 2001, The University of Melbourne, internationally recognised for its high standards in teaching, learning and research, was unanimously selected to offer degree pathways for Diploma graduates of SBE. A new programme named the Diploma in Building Studies (Architectural Technology/Quantity Surveying) was developed by the staff of SBE and an agreement was signed with the Dean of the Faculty of Architecture, Building and Planning, to provide moderation and quality assurance services. Coinciding with the new partnership and development in education, SBE was relocated to the main campus in 2002 in the affluent district of Subang Jaya with its rich mixture of residential, commercial and industrial facilities. The location was deemed to be more suitable with an increased number and sizes of classrooms, studios, workshop, IT laboratories, library and other support facilities including accommodations surrounding the campus. Links with a consortium of universities in Australia, New Zealand and the United Kingdom for credit transfers were established. On 4th and 5th May 2003, SBE underwent its first national accreditation exercise, jointly conducted by members of the Board of Quantity Surveyors Malaysia and the National Accreditation Board or Lembaga Akreditasi Negara (LAN). The Diploma in Building Studies (Architectural Technology/Quantity Surveying) was approved in principle. In September 2003, SBE was renamed the School of Architecture and Quantity Surveying (SAQS) to pursue the courses offered in greater detail. SAQS produced its first group of architecture and quantity surveying graduands by the year’s end. On 12th January 2004, SAQS embarked on its next phase of expansion at Taylor’s College Petaling Jaya at Leisure Commerce Square. The new location offered students the unique experience of studying in a business setting and achieved the goals of providing fully integrated facilities in one locality and positioning them one step closer to the professional world in a modern building with landscaped courtyard, commercial outlets, ample parking and the latest public amenities. SAQS occupied 1000 sq metres of space comprising studios, classrooms and lecture theatres. Special amenities included a carpentry workshop for model-making and experimental studies of building materials, computer labs equipped with the latest PCs with Revit, AutoCAD 3D, Studio Max, Photoshop, Masterbill software and Internet access.

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On 16th March 2004, SAQS achieved another historical milestone by receiving full LAN accreditation and recognition by the Board of Quantity Surveyors Malaysia for the Diploma in Building Studies (Quantity Surveying). The course now carries the new title Diploma in Quantity Surveying in acknowledgement of this fact. On 8th October 2004, SAQS received approval from LAN to conduct a Diploma in Architectural Technology course. The Diploma in Architectural Technology received full LAN accreditation on 22nd May 2006. The Centre for Modern Architecture Studies in Southeast Asia or MASSA was officially launched on 20th August 2005, in conjunction with the 3rd Architecture Forum on Architecture Education, jointly organized by Taylor’s College and Universiti Teknologi Malaysia. MASSA’s aim is to focus on the documentation of the intellectual and physical heritage of modern architecture in Southeast Asia with the aim to aid the process of planning settlements and the design of buildings which are more suited to the context and continuity of the cultures of Southeast Asia. MASSA organises the annual MASSA Seminar Series that sees the participation of academics, researchers and practitioners in presentations open to the public. In November 2005, SAQS was renamed the School of Architecture, Building and Design (SABD) to expand the scope of built environment courses to be offered in the future. New for 2007 will be Diploma programmes in Construction Management and Interior Design, developed by the staff of SABD. The University of Melbourne will continue to moderate the Diploma in Architectural Technology and Diploma in Quantity Surveying in addition to the Diploma in Construction Management while a new partnership with the Queensland University of Technology was established in 2006 for the moderation of the Diploma in Interior Design. In 2007, SABD offered two new diploma programmes in Construction Management and Interior Design. This initiative is vital towards fulfilling the objective of creating an institution offering a range of built environment programmes. In 2008, SABD marked another milestone by offering the Bachelor of Science (Honours) (Architecture) programme. In 2009, the Foundation in Natural and Built Environments and Bachelor of Quantity Surveying (Honours) were also offered. Among SABD’s notable initiatives are the annual SABD Lecture Series, MASSA Annual Seminar, MASSA Seminar Series, Elemental Cost Analysis (ECA Workshop) and Activity Week. The Lecture Series is a year-long programme of lectures conducted by building and construction professionals. The MASSA Annual Seminar is an annual gathering of academics, researchers and related professionals engaged in presentations and debates on architectural themes. MASSA Seminar Series is a year-long programme of seminars conducted by academicians, professionals and graduate students. Elemental Cost Analysis (ECA Workshop) is conducted twice a year by senior personnel from the Public Works Malaysia (Jabatan Kerja Raya Malaysia) for the Quantity Surveying students. Study visits are held during Activity Week, a programme that supplements formal classroom teaching and learning through visits to various destinations overseas and within the country for students to gain knowledge directly from like-minded professionals and evaluate topics of study through personal visits to cultural, building and construction sites; the broad purpose is to gain a greater understanding of a local issue from an international context. Since its inception, the School of Architecture, Building and Design has transformed the lives of students who have embarked to universities overseas to further their studies. SABD is committed to offering educational instructions in more built environment courses to realise the Malaysian Government's vision of making Malaysia a developed nation by the year 2020. Through its collaboration and assistance from a consortium of partner universities, the School of Architecture, Building and Design is assured of its goal of building excellence in teaching, learning, research and practice in the various fields of built environment.

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MISSION The School of Architecture, Building and Design is an environment for the academic pursuit and professional development of programmes in the built environment, namely architecture, quantity surveying, construction management and interior design. These programmes are supported by seminars, workshops, guest lectures by local and visiting international lecturers, practitioners and industry-related professionals, exhibitions, sponsored travels and excursions.

AIMS AND OBJECTIVES SABD’s aim is to provide an education that satisfies our basic physiological needs and is relevant for the cultural, scientific and technological advancement of society. SABD seeks to create an environment for the staff, students and practitioners to share knowledge and ideas and cultivate heightened sensibilities to realise the full potential of the individual as well as the disciplines of architecture, quantity surveying, construction management and interior design. Of particular importance is the goal of improving the quality, aesthetics, functionality and efficiency of the built environment as a whole.

Artist impression of Taylor’s Lakeside Campus

THE STUDENT EXPERIENCE

A variety of teaching and learning strategies are employed to maximise the student’s learning experience of the courses through lectures, practical training, tutorials, workshops, studio and site visits to construction sites and manufacturing industries. Numerous extra-curricular activities and participation in student clubs complement academic pursuits in preparing our students to take their roles as leaders in the global community. The teaching and learning strategies will ensure that students have sufficient academic rigour to prepare them for degree education at an appropriate level. The programmes of study provide students with a relevant intellectual challenge commensurate to their technical needs and also to develop transferable skills for a lifetime of employment.

RATIONALE The rationale for the School of Architecture, Building and Design is premised on four main objectives:

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� Unity a. Situated in one locality offering the latest resources for the staff and students to share knowledge and ideas. Communal/shared spaces important.

b. Pursue a rich and caring student education termed “The Student Experience”.

� Visibility a. New programme names for Architecture and Quantity Surveying: Old: Diploma in Building Studies (Architectural Technology/Quantity Surveying) New: Diploma in Architectural Technology/Diploma in Quantity Surveying

b. New environment that complements design and creative activities and addresses the primary interests of the programmes.

c. New SABD programmes offered such as Interior Design and Construction Management in 2007, Bachelor of Science (Honours) (Architecture) programme in 2008, Foundation in Natural and Built Environments and Bachelor of Quantity Surveying (Honours) in 2009.

� Community a. Cater to continual interest in the building industry.

b. Contributes to the community through special-interest projects and producing graduates that are in demand in the industry.

� Continuity a. Offering quality programmes that are industry driven and relevant to pave a smooth transition from SABD to the industry.

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ACADEMIC CALENDAR 2010/11 FOUNDATION IN NATURAL AND BUILT ENVIRONMENTS

January 2010 intake March 2010 intake July 2010 intake

Semester 1 Mon 11 Jan - Fri 18 Jun 10 Thu 25 Mar – Fri 27 Aug

10 Mon 26 Jul - Fri 24

Dec 10

Orientation day Mon 11 Jan – Tue 12 Jan

10 Thu 25 Mar – Fri 26 Mar 10

Mon 26 Jul – Tue 27 Jul 10

Classes commence Wed 13 Jan 10 Mon 29 Mar 10 Wed 28 Jul 10

Final day to add and/or withdraw from a subject and (have the fees carried forward) to the next semester (Wk 2)

Fri 22 Jan 10 Fri 9 Apr 10 Fri 6 Aug 10

Final day to withdraw from a subject without a notation on the transcript (Wk 4)

Fri 5 Jan 10 Fri 30 Apr 10 Fri 20 Aug 10

Festive break Mon 15 Feb 10 – Sun 21

Feb 10 - -

Mid-semester break Sat 17 Apr – Sun 25 Apr 10 Sat 17 Apr – Sun 25 Apr 10 Sat 4 Sep 10 –Sun 12

Sep 10

Classes recommence Mon 26 Apr 10 Mon 26 Apr 10 Mon 13 Sep 10

Provisional final examination timetable published (Wk 16)

Mon 10 May 10 Mon 19 Jul 10 Mon 15 Nov 10

Final examination timetable published (Wk 18) Mon 24 May 10 Mon 2 Aug 10 Mon 29 Nov 10

Study leave Mon 31 May - Fri 4 May 10 Mon 9 Aug – Fri 13 Aug 10 Mon 6 Dec – Fri 10

Dec 10

Final examination Mon 7 Jun - Fri 18 Jun 10 Mon 16 Aug – Fri 27 Aug 10 Mon 13 Dec – Fri 24

Dec 10

Release of results Mon 5 Jul 10 Mon 13 Sep 10 Mon 3 Jan 11

Semester break Sat 19 Jun - Sun 25 Jul 10 Sat 28 Aug 10 – Sun 19

Sep 10 Sat 25 Dec 10 –Sun 9

Jan 11

Semester 2 Mon 26 Jul - Fri 24 Dec 10 Mon 20 Sep 10– Fri 18 Feb

11 Mon 10 Jan – Fri 10

Jun 11

Classes commence Mon 26 Jul 10 Mon 20 Sep 10 Mon 10 Jan 11


Fri 6 Aug 10 Fri 1 Oct 10

Fri 21 Jan 11


Fri 20 Aug 10 Fri 15 Oct 10 Fri 4 Feb 11

Mid-semester break Sat 4 Sep 10 –Sun 12 Sep

10 Sat 25 Dec 10 – Sun 2 Jan

11 Sat 16 Apr 11 –Sun 24

Apr 11

Classes recommence Mon 13 Sep 10 Mon 3 Jan 11 Mon 25 Apr 11


Mon 15 Nov 10 Mon 10 Jan 11

Mon 2 May 11

Final examination timetable published (Wk 18) Mon 29 Nov 10 Mon 24 Jan 11 Mon 16 May 11

Study leave Mon 6 Dec – Fri 10 Dec 10 Mon 31 Jan – Fri 4 Feb 11 Mon 23 May 11 – Fri

27 May 11

Final examination Mon 13 Dec – Fri 24 Dec

10 Mon 7 Feb 11 –Fri 18 Feb

11 Mon 30 May 11 –Fri

10 Jun 11

Release of results Mon 3 Jan 11 Mon 28 Feb 11 Mon 20 Jun 11

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BACHELOR OF SCIENCE (HONOURS) (ARCHITECTURE) BACHELOR OF QUANTITY SURVEYING (HONOURS)

February 2010 July 2010 Intake

Semester 1 Mon 01 Mar - Fri 25 Jun 10 Mon 2 Aug - Fri 3 Dec 10

Orientation day Tue 23 Feb – Wed 24 Feb 10 Mon 26 Jul – Tue 27 Jul 10

Classes commence Mon 01 Mar 10 Mon 2 Aug 10


Fri 12 Mar 10 Fri 13 Aug 10


Fri 26 Mar 10 Fri 27 Aug 10

Final date to withdraw from a subject with a Withdraw – Not Fail (WD) notation on the transcript (Wk 7)

Fri 16 Apr 10 Fri 24 Sep 10

Mid-semester break Sat 17 Apr – Sun 25 Apr 10 Sat 4 Sep 10 –Sun 12 Sep 10

Classes recommence Mon 26 Apr 10 Mon 13 Sep 10

Final date to withdraw from a subject with a Withdraw Fail (WF) notation on the transcript (Wk 11)

Fri 21 May 10 Fri 22 Oct 10


Mon 24 May 10 Mon 25 Oct 10

Final examination timetable published (Wk 14) Mon 7 Jun 10 Mon 8 Nov 10

Study leave Mon 14 Jun - Fri 18 Jun 10 Mon 15 Nov – Fri 19 Nov 10

Final examination Mon 21 Jun - Fri 2 Jul 10 Mon 22 Nov – Fri 3 Dec 10

Release of results Mon 19 Jul 10 Mon 20 Dec 10

Semester break Sat 3 Jul - Sun 01 Aug 10 Sat 4 Dec 10 –Sun 27 Feb 11

Semester 2 Mon 2 Aug - Fri 3 Dec 10 Mon 28 Feb - Fri 1 Jul 11

Classes commence Mon 2 Aug 10 Mon 28 Feb 11


Fri 13 Aug 10 Fri 11 Mar 11


Fri 27 Aug 10 Fri 25 Mar 11

Final date to withdraw from a subject with a Withdraw – Not Fail (WD) notation on the transcript (Wk 7)

Fri 24 Sep 10 Fri 15 Apr 11

Mid-semester break Sat 4 Sep 10 –Sun 12 Sep 10 Sat 16 Apr – Sun 24 Apr 11

Classes recommence Mon 13 Sep 10 Mon 25 Apr 11

Final date to withdraw from a subject with a Withdraw Fail (WF) notation on the transcript (Wk 11)

Fri 22 Oct 10 Fri 20 May 11


Mon 25 Oct 10 Mon 23 May 11

Final examination timetable published (Wk 14) Mon 8 Nov 10 Mon 7 Jun 11

Study leave Mon 15 Nov – Fri 19 Nov 10 Mon 13 Jun - Fri 17 Jun 11

Final examination Mon 22 Nov – Fri 3 Dec 10 Mon 20 Jun - Fri 1 Jul 11

Release of results Mon 20 Dec 10 Mon 11 Jul 11

Semester break Sat 4 Dec 10 –Sun 12 Dec 10 Sat 2 Jul 11 - Sun 31 Jul 11

Practicum (for BSc (Hons)(Architecture) Mon 13 Dec 10 – Fri 28 Jan 11 Mon 12 Dec 11 – Fri 27 Jan 12

Classes Commence Mon 13 Dec 10 Mon 12 Dec 11

Release of results Mon 5 Feb 11 Mon 6 Feb 12

Semester break Sat 29 Jan 11–Sun 27 Feb 11 Sat 28 Jan 12 – Sun 1 Apr 12

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FOUNDATION IN NATURAL AND BUILT ENVIRONMENTS The Foundation in Natural and Built Environments is a programme specially catered to post-secondary school students who plan to pursue a career in the field of natural and built environments, as well as provide an opportunity to explore the wide range of opportunities within the natural and built environment disciplines and professions before committing to a particular path or career. Its primary objective is to introduce students to the various field of study in the natural and built environments and instill an appreciation that will lead to degree studies in cognate programmes, such as the Bachelor of Science (Honours) (Architecture) and Bachelor of Quantity Surveying (Honours), currently offered at Taylor’s University College. The Foundation in Natural and Built Environments concerns studies of the environment, the external conditions, resources, stimuli, habitat, etc. with which human beings interact. The programme derives its name from two main areas:

� Natural environment - living and non-living things that occur naturally on earth. � Built environment - constructed surroundings that provide the setting for human activity.

The Foundation in Natural and Built Environments is the basis for further studies that encompass the spectrum of sustainable architecture, engineering and planning, preserving and restoring the balance between natural and built environments with appropriate technology and ecologically sensitive design. Students entering built and natural environment courses such as architecture, landscape architecture, quantity surveying, interior design and construction management often have little experience and knowledge that prepares them for professional study at university. The Foundation in Natural and Built Environments caters to students from a wide range of backgrounds that natural and built environment programmes require. It is envisioned that a liberal curriculum that encourages integration, application and discovery of knowledge within and outside the disciplines of the natural and built environments is needed for students directly from secondary school.

OBJECTIVES Teaching philosophy: The Foundation in Natural and Built Environments at Taylor’s College aims to provide an integrated and interdependent study programme that meets four main objectives:

• Thinking Competencies – knowledge of science and the liberal arts, research, ethics, critical thinking,

i.e. the ability to amass knowledge, analyse, synthesise, integrate and apply, and appreciate to learn.

• People Competencies – grounding in communication, listening, persuasion/sales, diversity

appreciation, collaboration, teaming and conflict management.

• Computational Competencies – knowledge to apply mathematics in everyday application related to the

study of the phenomenal and physical aspects of the built environment.

• Aesthetic Competencies – basic understanding and awareness of the creative arts and aesthetic

expression.

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LEARNING OUTCOMES The Foundation in Natural and Built Environments is a one-year university preparatory programme which prepares students for study at degree level: it provides them with a wide range of general study skills, as well as specific knowledge of subjects related to the degree they wish to pursue in future. Graduates of this programme will have a broad knowledge base, good practical skills, sound educational base for degree-level study, analytical and problem solving skills. The programme is designed to prepare students for the following: � English language, leading to an IELTS assessment

� Multiple packages which allows flexibility in the choice of disciplines

� A choice of electives to allow for the holistic development of an individual

� The style of study at a university

� Critical and independent thinking

� Entry into degree programmes available at Taylor’s University College

The Foundation in Natural and Built Environments has as its objectives that graduates exemplify the following learning outcomes in two areas:

A. Study skills: � Engage in inquiry-based learning in as many courses as possible; � Skills to research, analyse and evaluate material which is relevant to a particular project; � Convey results of their work effectively both orally and in writing. B. Specific knowledge: � Applied knowledge and skills relating to the natural and built environments; � Knowledge of the fine arts, humanities and social sciences as an influence on the quality of architectural design;

� Introductory knowledge of urban design, planning and the skills involved in the planning process; � Understanding of relationship between people and buildings and between buildings and their environments and of the need to relate buildings and the spaces between them to human needs and scale;

� Understanding of the design and construction industry and the roles of professional in their respective fields;

� Basic knowledge of the industries, organisations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning.

Entry Requirements Students need to possess a minimum qualification of the Sijil Pelajaran Malaysia (SPM) or its recognized equivalent. International students will be assessed on a case-by-case basis.

� Sijil Pelajaran Malaysia (SPM) or O Levels: 5 credits including English and Mathematics. � Other equivalent qualifications will also be considered.

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PROGRAMME STRUCTURE

SEMESTER 1

No. Subject Title Code Prerequisite Status Credit Hours

1 Elements of Natural and Built Environments

FNBE 0115 None Core 5

2 Introduction to the Construction Industry

FNBE 0125 None Core 5

3 Creative Thinking Skills FDES 0213 None Core 3

4 English 1 ENGL 0105 None Core 5

5 Malaysia Studies MPW 1133 None Compulsory 3

6 Islamic Studies / Moral Education

MPW 1143 / MPW 1153

None Compulsory 3

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SEMESTER 2

No. Subject Title Code Prerequisite Status Credit Hours

1 Culture and Civilisations or Principles of Economics

FDES 0815/ FNBE 0135

None Core Elective

5

2 Design Visualisation or Basic Accounting

FNBE 0155/ FNBE 0145

None Core Elective

5

3 Social Psychology PSYC0103 None Core 3

4 Introduction to Business or Mathematics

BUSF 0103/ MATH 0103

None Core Elective

3

5 Effective Public Communication

FCOM 0102 None Core 2

6 English 2 ENGL 0205 ENGL 0105 Core 5

7 National Language A/ National Language B

MPW 1113/ MPW 1123

None Compulsory 3

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TOTAL CREDITS HOURS 50

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SUBJECT SYNOPSIS

Subject Name Code Credit Hours

Descriptors

Elements of Natural and Built Environments

FNBE 0115

5

To provide a framework for subject integration and cross-subject analysis and synergy. To introduce the tactile, experiential, and ordering elements of architectural and environmental form as physical responses to specific needs and constraints. To allow students to explore and manipulate ordering elements in the built environment. To critically investigate design process issues, setting design goals and objectives and the creation of spatial settings for human use. To develop an understanding of ordering principles in the design process, the effect of human rituals on design and built form, the importance of perception and psychology in the design process and a historic understanding of architecture and its dialogue with the landscape; and to develop skill in observing the environment and recording these observations in meaningful ways.

Introduction to the Construction Industry

FNBE 0125

5

To introduce the scope of work handled by professionals and sub-professionals in their respective professions both in the public and private sectors in Malaysia. To enable students to develop an understanding of the building team, its organization, duties and inter-relations within which they will seek employment, career progression or further study. To develop an awareness of their professional responsibilities and to appreciate their profession in the construction industry.

Creative Thinking Skills

FDES 0213

3

To develop critical thinking and idea generation skills through the investigation and application of a wide range of thinking skills and techniques. To understand the modes of thinking commonly associated with critical thinking (left-brain), creative thinking (right brain) as well as holistic (whole brain) thinking. To apply divergent and convergent thinking methods in researching, developing and presenting ideas and conclusions in the form of tangible statements.

English 1 ENGL 0105

5 To equip students with the essential language skills necessary for

pursuing different subject areas of the Foundation programme and to follow a course of study at tertiary level.

Malaysian Studies

MPW 1133

3 To bring forth young people who are able to understand their role in society and nation building as well as to instil great patriotism for this nation.

Islamic Studies MPW 1143

3

To produce a generation of Muslim students who understands their obligation as morale and balanced individuals in solving variuos challenges through the practice of Tasawwur Islam as a way of life.

Moral Education

MPW 1153

3 To develop a society that is morally upright and caring. It aims to foster and develop an individual who is morally good and well balanced.

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Descriptors

Culture and Civilisations

FDES 0815

5

The subject examines the role of culture within civilisations and historical epochs. Students study the effects of these two dimensions (culture and civilisation) on human communities as they rise, prosper and decline. Students develop an understanding of the impact of a civilisation’s discoveries, developments and ideas on later communities and the interconnected nature of human development through the ages. Study will focus on important periods of Western and Eastern civilisations and examine the important similarities and differences between the two.

Design Visualisation

FNBE 0135

5

To provide students with an understanding of drawing as a language to visualise and to communicate ideas. To develop visualisation skills in a variety of ways depending on the area of specialisation being pursued with an emphasis on the process of drawing. To assemble a personal and expressive response to visual stimuli. To develop students’ confidence to use drawing as a means of communication. To understand the importance of visual hierarchy.

Social Psychology

FCOM 0103

3

To examine the processes that underline social behaviour and discuss solutions and approaches to a variety of problems and issues. Three levels of analysis will be discussed, namely the individual process, interpersonal process and social influence process.

Introduction to Business

BUSF 0103

3

To provide students with an understanding of the basic concepts of business. It serves to provide an informative background to the business systems and to help students understand the different types of business organizations, the ways to create and conduct business, the importance of ethics and social responsibility of business and the know-hows in managing a business.

Mathematics MATH 0103

3

Covers selective inclusion of basic algebra, limits, continuity, and derivatives of algebraic and trigonometric functions, applications of the derivatives, matrices integration, probabilities and statistics to lay the foundation of mathematical skills that are applicable to the various subjects in the course.

Effective Public Communication

FCOM 0102

2

To aid students to overcome their fear of speaking in public by helping them to organise their thoughts and to control their body language. Also aimed at training students in ways to engage the audience’s attention in public speaking and to provide emphasis to the points contained in presentations.

English 2 ENGL 0205

5 To equip students with sufficient language skills to demonstrate English Language proficiency at both pre-university and tertiary

levels.

National Language A/B

MPW 1113/ 1123

3

To provide opportunities for students to master their communication and linguistic skills at an appropriate intellectual level by verbally communicating their thoughts effectively, formally and creatively.

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BACHELOR OF SCIENCE (HONOURS) (ARCHITECTURE) The Bachelor of Science (Honours) (Architecture) programme comprises of 110 credit units. This consists of 85 credits for Major and Minor subjects, 10 credits for Industrial Training, 6 credits for Elective subjects and 9 credits for Compulsory Subjects. The duration for completion of studies is 3 years, comprised of 6 full and 2 practicum semesters. The Bachelor of Science (Honours) (Architecture) programme is a pre-professional course that provides the academic basis for entry into a professional degree such as the Bachelor of Architecture, Post Graduate Diploma or Master of Architecture, which is equivalent to the Part 2 of LAM-PAM Professional Examination. The course aims to prepare students to complete the second stage architecture education leading to professional registration.

OBJECTIVES The Bachelor of Science (Honours) (Architecture) programme is a high level quality of education which will lead to professional qualifications in Architecture. Students enjoy a unique experience that places emphasis on creativity and rationality. This will help them to develop a heightened sensitivity of the environment, culture and climate of a particular place, whilst exploring contemporary international architecture. The key objectives of the programme are: � The degree is design-oriented and will help students develop the design and communication skills expected in an innovative architecture programme that is relevant to its time and place, its people and its culture.

� Students learn how to use resources, materials and computer technologies as well as acquire a good understanding of architectural history, construction technology and architectural practice to contribute confidently to the improvement of the built environment.

� The programme provides an integrated and interdependent study programme that combines the disciplines of science and art and elevates their conceptual underpinnings to discover key factors in societal, cultural, technological, environmental, ecological, historical, political, economical and artistic developments, leading to the development and application of appropriate solutions to encounter the demand of rigorous shifting paradigms in Malaysia and to embrace the challenges of a dynamic 21st century global society.

LEARNING OUTCOMES The Bachelor of Science (Honours) (Architecture) programme has as its objectives that graduates exemplify the following learning outcomes: 1. Engage in inquiry-based learning, primarily in Architectural Design Studio, where students learn to acquire skills to research, analyse and evaluate material which is relevant to a particular project;

2. Introductory knowledge of urban design, planning and the skills involved in the planning process; 3. Adequate knowledge of the history and theories of architecture and related arts, technologies and human sciences;

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4. Ability to create architectural designs that satisfy both aesthetics and technical requirements and which aim to be environmentally sustainable;

5. Understanding of relationship between people and buildings and between buildings and their environments and of the need to relate buildings and the spaces between them to human needs and scale;

6. Understanding of the structural design, construction and engineering problems associated with building design;

7. Adequate knowledge of physical problems and technologies and of the function of buildings so as to provide them with internal conditions of comfort and protection against climate;

8. Basic knowledge of the industries, organisations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning;

9. Basic knowledge of project management; 10. Convey results of work effectively both orally and in writing. In addition to the expected learning outcomes from the academic curriculum, the following graduate outcomes are also expected to be delivered, as described within each module as an awareness of, knowledge of, understanding of or ability in: Communication and Presentation 1. Write clearly, correctly and concisely for a range of contexts and for different audiences. 2. Make effective oral presentations. 3. Use visual communication methods and appropriate media (including sketching, modelling, digital and electronic techniques).

4. Analyse numerical information (e.g. scale, volume) and communicate in meaning. Problem-solving 1. Use strategies for achieving creative solutions to a range of problem types. 2. Research and manage a wide range of information. 3. Identify key issues and questions. 4. Select and adopt effective methods of analysis. 5. Recognise patterns and trends and relationships in data. 6. Establish connections between various strands of a project to engender novel perspectives. 7. Draw logical conclusions. 8. Use strategies and tactics for generating novel ideas. 9. Develop novel ideas to their logical conclusions. 10. Develop design development skills. Information Gathering and Processing 1. Use word processing. 2. Make use of communication techniques (e.g. Internet, email). 3. Use appropriate software (e.g. spreadsheets, CAD, image manipulation). 4. Use on-line bibliographic search facilities. 5. Use information resources knowledgeably and creatively. 6. Provide relevant citations or references to materials used.

18

Teamwork/Collaboration 1. Contribute to the achievement of consensus within a group. 2. Collaborate in learning and sharing information. 3. Show respect towards, and interest in, the views of others. 4. Perform agreed tasks or roles positively. 5. Co-ordinate and take learning roles in tasks. 6. Assess own work and that of others. 7. Critically debate and negotiate in a simulated professional context. Project Planning and Organising 1. Develop a project brief. 2. Design and manage project timetable. 3. Recognise potential ‘spin offs’ from projects and develop them. 4. Show consistency of commitment. 5. Make decisions on an auditable basis. 6. Carry out a risk assessment. Personal Development 1. Work on own initiative. 2. Learn independently. 3. Reflect on, and record, own work, skills and knowledge. 4. Manage time and meet deadlines. 5. Take an ethical approach in actions, considering implications for humankind and the environment. Entry Requirements* Sijil Tinggi Pelajaran Malaysia (STPM) CGPA of 2.67 for 3 subjects (Note: Education for architects leading to the professional award shall be of no less than 5 years duration after STPM or equivalent) Cambridge ‘A’ Levels 3 principals, minimum grades CDD South Australian Matriculation (SAM) Overall 65% International Canadian Pre-University (ICPU) Overall 65% Unified Examination Certificate (UEC) Minimum grade of B6 for 5 subjects, including credits for English and Mathematics Taylor’s Foundation in Natural and Built Environments Average C+, equivalent to 60%/CGPA of 2.33 Taylor’s Diploma in Architectural Technology Overall 60% or B grade, equivalent to overall Merit achievement

19

Other Qualifications Students with other qualifications will be considered on a case-by-case basis * Pre-condition SPM or O Levels, minimum 5 credits Pass in Art in SPM or pass SABD’s Visual Aptitude Assessment English Entry Requirements IELTS 6.0 TOEFL 550 (paper-based), 213 (computer-based) STPM MUET 4.0 ‘A’ Levels Completion of ‘A’ Levels (SPM 1119: Minimum C6) SAM ESL: Minimum 10 ICPU ENG 4C: Pass UEC Minimum A2 Foundation or equivalent Pass in English, equivalent to 50%

20

PROGRAMME STRUCTURE YEAR 1 SEMESTER 1 (14 WEEKS)

CODE SUBJECT PREREQUISITE STATUS CREDIT HOURS

ARC 1115 Architectural Design Studio 1 None Major 5

ARC 1313 Architecture Culture and History 1 None Major 3

ARC 1512 Building Materials None Minor 2

ARC 1713 Design Communication None Major 3

MPW 2133 Malaysian Studies None Compulsory 3

16

YEAR 1 SEMESTER 2 (14 WEEKS)


ARC 1125 Architectural Design Studio 2 ARC 1115 Major 5

ARC 1323 Architecture Culture and History 2 ARC 1313 Major 3

ARC 1412 Environmental Sustainable Design None Minor 2

ARC 1523 Building Construction 1 ARC 1512 Major 3

ARC 1723 Computer Applications 1 None Major 3

16

YEAR 1 PRACTICUM 1 (7 WEEKS)


ARC 1212 Methods of Documentation None Minor 2

ARC 1223 Measured Drawing None Major 3

5




ARC 2213 Asian Architecture None Major 3

ARC 2412 Building Science 1 None Minor 2

ARC 2513 Building Construction 2 ARC 1523 Major 3

ARC 2713 Computer Applications 2 ARC 1723 Major 3

17




ARC 2224 Theories of Architecture and Urbanism None Major 4

ARC 2423 Building Services None Major 3

ARC 2522 Building Structures ARC 2513 Minor 2

Elective None Elective 2

17

21

YEAR 2 PRACTICUM 2 (7 WEEKS)


ARC 2613 Working Drawings: Detailing ARC 2513 Major 3

ARC 2622 Working Drawings: Documentation ARC 2513 Minor 2

5




ARC 3413 Building Science 2 None Major 3

ARC 3512 Building Technology 1 ARC 2513 Major 2

MPW 2113/2123

National Language A/B None Compulsory 3


17



ARC 3127 Architectural Design Project ARC 3117 Major 7

ARC 3523 Building Technology 2 ARC 3512 Major 3

ARC 3612 Project Management None Minor 2

MPW 2143/2153

Islamic Studies / Moral Education None Compulsory 3


17


Assessment for all subjects is based on the following components: Continuous Assessment 50% - 60% Final Assessment 30% - 40% Portfolio Assessment 10% Industrial Training Industrial training is offered during the two short semesters, known as Practicums. Typically, industrial training is left to the student’s ability and resources to engage in work placement in an office. Subjects Semester Methods of Documentation Practicum 1 Measured Drawing Practicum 1 Working Drawings: Detailing Practicum 2 Working Drawings: Documentation Practicum 2 A total of 14 weeks of industrial training will be expected in this programme to suitably prepare students for the industry.

22

Companies that our students have completed industrial training: � Archicentre Sdn. Bhd. � Yap Hock Seong Architect � Perunding Alam Bina Sdn. Bhd. � Hijjas Kasturi Associates Sdn. Bhd. � SN Low & Associated Chartered Architects � TR Hamzah & Yeang Sdn. Bhd. � AMRO Associates Sdn. Bhd. � DP Architects � Ho & Associates / Nesa Arkitek � A & I Konsult � Innotech Design Architects (IDEAS) Sdn. Bhd. � Veritas Architects � DMP Architects Sdn. Bhd. � Pakatan Reka Arkitek Sdn. Bhd. � Arkitek OMA Sdn. Bhd. � Arkitek TM � Gedor Architecture, Maldives � Element Design � Cipta Teguh Architects Sdn. Bhd. � Arkitek Bilings Leong & Tan Sdn. Bhd.

23

SUBJECT SYNOPSIS

YEAR 1

Semester 1 (14 weeks)


Descriptors

Architectural Design Studio 1

ARC 1115

5

The studio introduces architectural design as an expression of the individual perception of ‘self’. Students will undertake a series of studio based exercises and assignments that introduce the principles and methods in design thinking through the design of a basic object to a full-size space for their own habitation. The first project deals with the interpretation of the ‘self’ through the making of an object; the second project explores the expression of the ‘self’ through personal experiences which informs the modification of an existing simple architectural space; and the third project involves the design of an individual space which explores the idea of the individual perception of the self in relation to the site. It takes into account basic awareness of program, materials, structure, construction, and the site.

Architecture Culture and History 1

ARC 1313

3

A chronological survey of the developments of Western Architecture from the beginning of time to the period of Enlightenment, with consideration of the intellectual, aesthetic, technological, political, and economic factors which have influenced the design of buildings. These issues are explored with reference to major contemporary examples and the work and philosophy of significant exponents.

Building Materials

ARC 1512

2

The subject will inform students about the relevant visual and physical properties of a wide range of building materials. It also encompass the broad environmental debate by including energy saving and recycled materials. For each material, the subject describes the manufacturing process, salient properties and typical uses of these materials, with the aim of ensuring their appropriate application within the awareness of the suitability of the physical and chemical properties as well as its ecological impact.

Design Communication

ARC 1713

3

The subject introduces fundamental skills for the appropriate communication of architectural design. It engages different means of visualization and expression of space and spatial ideas through architectural drawings and modeling to prepare students with the skills required in Design projects. These skills are taught through a series of freehand, constructed drawing, and architectural modeling held both outdoors and in the studio.

Malaysian Studies

MPW 2133

3

To bring forth young people who are able to understand their role in society and nation building as well as to instil great patriotism for this nation.

24

YEAR 1



Descriptors


ARC 1125

5

Students undertake a studio-based exercise, beginning from a simple object to a small free standing building, which emphasizes the process of prototyping space through making and drawing. The first project requires the exploration of solids, planes, lines and frames in the form of a cube. In the second project, students are required to translate the cube into a simple single-function space for individual habitation. They are required to explore the surfaces, openings, and partitions of this space through the process of drawing and model making, with considerations given to design principles such as scale, proportion and anthropometrics. Subsequently in the final project, through vigorous prototyping, students are required to design a small free standing building (which has one significant room) for a particular group of user (other than themselves) in a simple context. Emphasis is given to the interpretation of user, site and functions.

Architecture Culture and History 2

ARC 1323

3

The subject will provide a further investigation on the historical development of architecture through a detailed account of the principal developments in the Western world from the revolutionary period to the present day. It will be explored with reference to major contemporary examples and the work and philosophy of significant exponents.

Environmental Sustainable Design

ARC 1412

2

The subject introduces students to environmental issues and provides some in-depth understanding of the complexities and interactions that the design and construction professions have to deal with to contain some of the irreversible damage that human settlement causes to the environment.

Building Construction 1

ARC 1523

3

The subject is the first part of building construction. It develops an understanding of the principles and practices of construction technology in relation to site, plants, soil mechanics, building envelope, and building components “below ground”, basement and foundation, “on ground”; floor and staircase, beam and column, wall and opening and “above ground”, roof and ceiling.

Computer Applications 1

ARC 1723

3

The subject will aid students to become familiar with the main components of a CAD system, master the basic skills of a computer operating system and become familiar with common terminology used in computing. Student will be given a good understanding of basics of AutoCAD thus enabling them to produce accurate, fully dimensioned drawing. Assignments will be on using AutoCAD to produce detail drawings, covering orthographic projection, dimensioning principles, sectioning, auxiliary view, assembly drawing and text.

25

Practicum 1 (7 weeks)


Descriptors

Methods of Documentation

ARC 1212

2

The subject aims to develop an understanding of the principles of building preservation and the method of recording it in three documentation methods, which are measured drawing, written documentation and photographic documentation. The ideas of application and management of architectural historic documentation will be presented as part of the overall knowledge of building preservation.

Measured Drawing

ARC 1223

3

The subject is to document historical and architectural significant buildings in the form of as-built drawings. The task comprises 5 to 6 students per group that involve field works consisting measuring technique such as photographing, sketches, use of theodolite and measuring tape. The outcomes of the subject are collections of plans, sections, elevations, details and axonometric, complemented with a report that explains about the background, history, concept, style, construction and ornamentation of buildings.

YEAR 2



Descriptors


ARC 2116

6

Students are introduced to, firstly, an exploration of spatial typologies in architecture; and secondly, the concept of neighbourhood and community. In their preliminary design work, students engage with studies and design of different spatial typologies (i.e. linear, spiral, spine, centric, etc) for a simple dwelling space which explores the idea of architectural tectonics and experiences. Subsequently, the major project involves the design of a small scale community building (e.g. gallery, small library) in the open landscape/suburban condition which engages with the spirit of place inherent within the site, the site topography, history and socio-cultural events. The design work explores the plan-section integration to achieve architectural form that is tectonically expressive, functional and responsive to its site.

Asian Architecture

ARC 2213

3

The subject explores the history of South, Southeast and East Asian architecture as a whole within a systematic treatment of architectural design and construction, building science and technology, garden design and city planning through three key themes: tradition, modernity and globalization. These themes will guide the organization of weekly lecture and seminar sessions, which will proceed from the establishment of a basic theoretical apparatus to the examination of specific cases. Students will develop a written synopsis of a designated reading, an oral seminar presentation of a specific discussion in relation to the designated reading, and an in-depth and analytical research paper on the designated topic.

26

Building Science 1

ARC 2412

2

The subject is an introduction to the factors that affect the thermal performance of buildings. Its aim is to facilitate students to create acceptable designs which are sustainable (minimizing the use of mechanical cooling systems) and comfortable. The emphasis is on creating acceptable indoor thermal conditions thus minimizing the use of space heating and cooling. Students will also be introduced to MS1525 which provides guidelines to creating a more sustainable design in Malaysia.

Building Construction 2

ARC 2513

3

The subject aims to introduce structures as architecture by developing an understanding of the structural systems in construction technology in a unique way in relation to historical and innovative buildings. Solid, skeletal and surface construction systems are discussed and analyzed in terms of load and forces in a general term.

Computer Applications 2

ARC 2713

3

The subject integrates computing into design studio teaching. Students will be taught to use 3D modelling skills in communicating their design ideas in studio design projects. Computer modelling will be the essential communication skills for all stages of the design process, from conceptual to final design presentation.

YEAR 2



Descriptors


ARC 2126

6

Students explore various environmental sustainability issues with two projects. The first project involves the design of a small space in a suburban/open landscape to focus and explore the environmental poetics of the building enclosure that responds to the basic natural context such as the sun, wind, heat, cold, energy issue, and the existing building context. Subsequently, students explore a larger project (simple public building) with higher complexity. This includes the complexity of site topography and vegetation, socio-cultural events, and variety of strategies for sustainable design. Students explore design solutions that reduce environmental impact and use of fossil fuel related energy. The design work should contribute to and merge harmoniously with nature and the site, and provide the best of experiences for the users.

27

Theories of Architecture and Urbanism

ARC 2224

4

Thematic inquiry into architectural theory in the broader context of philosophical schools of thought and cultural and social conditions, which includes modernism, postmodernism, phenomenology, semiotics, post-structuralism, and deconstruction. These themes will guide the organization of weekly lecture and seminar sessions, which will proceed from the establishment of a basic theoretical apparatus to the examination of specific cases. These will supply us with tools for the analysis of specific architectural situations. Students will develop a written synopsis of a designated reading, an oral seminar presentation of a specific discussion in relation to the designated reading, and an in-depth and analytical research paper on the designated topic.

Building Services

ARC 2423

3

Students are provided with an introduction to services that are commonly provided in a building, primarily cold water treatment and supply, sewerage disposal and treatment, storm water management, electrical supply in medium rise buildings, fire protection in buildings (active and passive), mechanical ventilation, air-conditioning systems and vertical transportation systems (elevator, escalator and travelator). Students are also made familiar with basics requirements, Uniform Building By-Law (UBBL), planning, coordination and installation of these services.

Building Structures

ARC 2522

2

The subject covers principles of selecting appropriate structural systems and designing elements and structures, an introduction to structural analysis, deflections, structural design as well as the application of structural design codes including loading codes. The subject also covers soil mechanics, including the characteristics and physical properties of rocks and soils as well as their influence on the design of building footings and building behaviour.

Elective

2

Practicum 2 (7 weeks)


Descriptors

Working Drawings: Detailing

ARC 2613

3

The subject introduces the various aspects of technical drawings required by a typical architectural practice. Learning methods will be based on studio work where students are required to prepare a complete set of working drawings.

Working Drawings: Documentation

ARC 2622

2

Students are exposed to a variety of drawing submissions required by authorities/by-laws, before a project can be executed. Learning methods will be based on studio work where students are required to prepare a complete set of working drawings.

28

YEAR 3



Descriptors


ARC 3117

7

Students will undertake an exercise which deals with urban issues within a dense urban environment. The first project involves an urban infill within an interstitial space. It requires students to identify a dormant interstitial space and to propose a new program to re-activate the site. The small scale of the project allows students to focus and explore the urban issues and the development of the elevation as part of the design process. The second project engages with issues of living and working in the city. Students present a formal architectural design strategy developed from the urban response. The intended complexity of the design studio will enable students to begin to explore their own architectural position.

Building Science 2

ARC 3413

3

Students are provided an understanding of building acoustics in relation to building design and construction. Students are introduced to acoustic history, practical measurements, sound insulation, reverberation, and internal and external building noise. Students learn to use lux and sound pressure level meters to measure luminance and sound level, understand day lighting strategies, permanent and supplementary artificial lighting of interiors, various types of artificial light sources, Colour Rendering Index (CRI) and techniques to determine uniform lighting for interiors.

Building Technology 1

ARC 3512

2

Students collect data, analyze and evaluate a residential or small scale commercial construction. The documentation process covers the building’s construction principles, materials, techniques, codes of practice, process of assembly and detailing.


MPW 2113/ 2123

3 To provide opportunities for students to master their communication and linguistic skills at an appropriate intellectual level by verbally communicating their thoughts effectively, formally and creatively.

Elective

2

YEAR 3



Descriptors

Architectural Design Project

ARC 3127

7

The design studio is an integrated project which emphasizes the considerations of building performance, feasibility and cost, building technology in architectural design. Students are required to develop the design produced in Architecture Design Studio 5 (ARC 3117), leading to the production of working drawings.

29

Building Technology 2

ARC 3523

3

The subject provides an opportunity for students to apply the principles, practices and details of construction technology in the process of documenting their design project. Students are exposed to the variety of drawing submissions required by authorities/by laws, before a project can be executed.

Project Management

ARC 3612

2

The subject introduces students to the principle, techniques and managerial issues, which form the process of project management. The area of study will focus in particular on project management in a construction context but will also make considerable reference to the activity in other fields of commercial and business activity to emphasise the broad applicability of the principle.

Islamic Studies/ Moral Education

MPW 2143/ 2153

3

To produce a generation of Muslim students who understands their obligation as morale and balanced individuals in solving variuos challenges through the practice of Tasawwur Islam as a way of life. To develop a society that is morally upright and caring. It aims to foster and develop an individual who is morally good and well balanced.

Elective

2

30

BACHELOR OF QUANTITY SURVEYING (HONOURS) The Bachelor of Quantity Surveying (Honours) programme comprises of 120 credit units. This consists of 96 credits for Major and Minor subjects, 12 credits for Industrial Training, 3 credits for Elective subjects and 9 credits for Compulsory subjects. The duration for completion of studies is 3-½ years, comprised of 6 full semesters and 6 months of industrial training. The Bachelor of Quantity Surveying (Honours) programme is a course that provides the academic basis for entry into a post-graduate degree. It also provides a pathway to pursue professionalism in the Quantity Surveying discipline and towards becoming a registered Quantity Surveyor. Industrial training provides students with real-life experience in an actual working environment. The students will acquire additional knowledge and develop an understanding of the professional skills related to the disciplines of study in order to complement academic learning for preparation of final year studies and for subsequent industry attachment. Students are able to build relationships with their companies during the industrial training period which lead to excellent job prospects and career development opportunities both in training and after graduation. The programme is expected to meet standards of quality comparable with international benchmarks established for professional first degrees in the built environment professions, as required and assured by processes of accreditation conducted by the Royal Institution of Chartered Surveyors (represented in all Commonwealth member countries) and the Board of Quantity Surveyors Malaysia.

OBJECTIVES The Bachelor of Quantity Surveying (Honours) programme aims to provide a pathway for students to pursue professionalism towards becoming a registered Quantity Surveyor. The key objectives of the programme include: � The programme focuses on the teaching of measurement of building elements, the core skill in Quantity Surveying education and practice. Measurement is a multi-disciplinary subject supported by numerical proficiency and construction knowledge.

� Students learn how to use resources, materials and computer technologies as well as acquire a good understanding of construction technology and how the interrelationship between economics, technology, management and law can be used to add value to the financial and procurement management of construction projects.

� The programme adopts a student-centered teaching and learning approach which places emphasis on creativity, rationality and innovation with the aim to build a talented and creative workforce for the future.

LEARNING OUTCOMES The Bachelor of Quantity Surveying (Honours) programme has as its objectives that graduates exemplify the following graduate outcomes: Knowledge and Understanding 1. To demonstrate an awareness of the scope and complexity of development and construction processes and an understanding of the economic, political and social factors that shape these processes.

2. To recognise the roles and values of participants involved in the development and construction process.

31

3. To enter the quantity surveying profession with an understanding of the challenges of opportunities offered by the professional work of the quantity surveyor at operational, tactical and strategic levels.

4. To demonstrate technical and commercial awareness of the construction industry and the resources it uses together with an appreciation of construction design and its impact on the built environment.

5. To demonstrate an understanding of the legal principles that applies to commercial law together with a critical knowledge of the principles of procurement and contract administration and their application in practice.

6. To demonstrate an understanding of the roles of all participants in the development process throughout its life cycle.

Intellectual Skills 1. To identify and analyse the requirements of the clients in the construction industry and recognise the importance of cost, time, quality and value throughout the whole of the life cycle of projects.

2. To analyse with confidence business and legal documentation affecting construction projects. 3. To undertake research, critically evaluating business and construction information sources to support innovation and decision making.

4. To bring a broad and ethically informed perspective, including environmental and social awareness, to bear on issues relating to their subject.

5. To exercise ethical judgement based on a reflection and a synthesis of information and concepts. Subject, Professional and Practical Skills 1. To identify, manage and integrate construction and project information sources effectively and interpret, analyse and communicate qualitative and quantitative data.

2. To demonstrate competence in the economic and financial management of construction projects and in the techniques which support quantity surveying and commercial management functions.

3. To observe, describe and record accurately. 4. To apply health and safety principles. Transferable Skills and Other Personal Attributes 1. To communicate ideas professionally, clearly and concisely in writing and orally in order to influence people's view and actions.

2. To use management and interpersonal skills to deal with tensions, resolve conflict, negotiate tasks and build teams and an ability to communicate and negotiate effectively with clients, other professionals and commercial organisations.

3. To demonstrate a high level of expertise in the application of ICT in the context of the construction industry. 4. To engage in deep learning through rigorous research.

32

5. To work independently and as a member of a team. 6. To work effectively with others in a range of contexts and with a broad awareness of equal opportunities issues.

7. To develop the ability to apply the accumulated knowledge and skills on contracts and procurement techniques for successful contract completion.

Entry Requirements* Sijil Tinggi Pelajaran Malaysia (STPM) CGPA of 2.67 for 3 subjects Cambridge ‘A’ Levels 3 principals, minimum grades CDD South Australian Matriculation (SAM) Overall 65% International Canadian Pre-University (ICPU) Overall 65% Unified Examination Certificate (UEC) Maximum 30 points for 6 subjects, including credits for English and Mathematics Taylor’s Foundation in Natural and Built Environments Average C+, equivalent to 60%/CGPA of 2.33 Taylor’s Diploma in Quantity Surveying Overall 60% or B grade, equivalent to overall Merit achievement Other Qualifications Students with other qualifications will be considered on a case-by-case basis * Pre-condition SPM or O Levels, minimum 5 credits, including English and Mathematics English Entry Requirements IELTS 6.0 TOEFL 550 (paper-based), 213 (computer-based) STPM MUET 4.0 ‘A’ Levels Completion of ‘A’ Levels (SPM 1119: Minimum C6) SAM ESL: Minimum 10 ICPU ENG 4C: Pass UEC Minimum A2 Foundation or equivalent Pass in English, equivalent to 50%

33

PROGRAMME STRUCTURE YEAR 1 SEMESTER 1 (14 WEEKS)


QSB 1114 Measurement 1 None Major 4

QSB 1414 Introduction to Law None Major 4

ARC 1513 Building Materials None Minor 3

QSB 1514 Construction Technology 1 None Major 4

QSB 1813 Site Surveying None Minor 3

18



QSB 1124 Measurement 2 QSB 1114 Major 4

QSB 1523 Structures None Minor 3

QSB 1524 Construction Technology 2 QSB 1514 Major 4

QSB 1714 Building Services 1 ARC 1513 Major 4

MPW 2133 Malaysian Studies None Compulsory 3

18




QSB 2413 Management Science None Minor 3

QSB 2514 Construction Technology 3 QSB 1524 Major 4

QSB 2714 Building Services 2 QSB 1714 Major 4

QSB 2813 Software Application for Quantity Surveying

None Minor 3

18




QSB 2134 Estimating None Major 4

QSB 2423 Project Management None Minor 3

QSB 2614 Professional Practice 1 None Major 4

MPW 2113/2123

National Language A/B None Compulsory 3

18

34

INDUSTRIAL TRAINING (24 WEEKS)


QSB 3916 Industrial Training and Report None Major 6

QSB 3926 Practical Tasks None Major 6

12




QSB 3214 Building Economics None Major 4

QSB 3413 Financial Management None Minor 3

QSB 3614 Professional Practice 2 QSB 2614 Major 4

MPW 2143 MPW 2153

Islamic Studies / Moral Education

None Compulsory 3

12



QSB 4214 Cost Value Engineering QSB 3214 Major 4

QSB 4223 Development Economics QSB 3214 Minor 3

QSB 4414 Construction Law None Major 4

QSB 4914 Research Dissertation None Major 4


12


ELECTIVES (CHOOSE ONE)


QSB 4713 Building Maintenance None Minor 3

QSB 4423 Health & Safety Management None Minor 3

ARC 1423 Computer Applications 1 None Minor 3

ARC 2613 Working Drawings: Detailing None Minor 3

Assessment for all subjects is based on the following components: Continuous Assessment 60% - 50% Final Assessment 40% - 30% Portfolio Assessment 10%

35

Industrial Training Industrial training is offered during the 3-½ year programme. Typically, industrial training is left to the student’s ability and resources to engage in work placement in an office. The objectives of Industrial Training are: � To expose students to the various aspects of Quantity Surveying practice, including writing technical reports and technical evaluations.

� To introduce students to the ethics of Quantity Surveying practice and responsibilities of personnel involved. � To create an awareness and understanding of the interaction and needs of the building team, to recognize their significance and contributions to the success of construction projects and the ability to work as part of a team.

� To develop knowledge of the requirements of office practice and job responsibilities including managing and administering of construction contracts and the ability to seek out and evaluate information, consider alternatives and make well reasoned recommendations.

� To acquire additional knowledge and development of understanding and professional skills related to the disciplines of study in order to complement academic learning for preparation for final year studies and for subsequent industry attachment.

� To provide a learning experience which encourages an independent critical approach as the basis for continuing professional development (CPD).

� To use student and employer feedbacks to influence continuous improvement in the Quantity Surveying programme offered by the School.

Duration The duration of the industrial training is 6 calendar months after Semester 4 of Year 2. Responsibilities The training organisation that the students could undergo industrial training must be able to meet the following conditions: � The principals must be registered Quantity Surveyors.

� Is relevant to student’s course of studies so that the students can experience working life and apply their knowledge and skills in practical situations.

� Is able to provide opportunities for students to get hands-on exposures and appreciate the differences between theory/classroom studies and real-life cases.

It is at the sole discretion of the training organisation to decide on the amount of training allowance to be paid to the students. All transportation and accommodation expenses shall be arranged and borne by the trainees. During the duration of the training, the host organization shall be fully responsible for the students. The students’ conduct and behavior must be in accordance with the organisation’s working scheme, rules and regulations.

36

The student is required to secure their own industrial placement but the School can assist if required. A confirmation letter will be issued by the School to the training organisation upon acceptance of student by the training organisation. It is therefore the sole responsibility of the student to ensure that the confirmation letter is timely received by the training organisation before the beginning of the industrial training. The student shall forward an Industrial Training Registration Form (Training Form A) to the Divisional Office within seven (7) days from the commencement date of the industrial training. The assessment of the training will be made by both the training organisation and the School. The student must be placed under a supervisor to be appointed by the training organisation. Evaluation At the end of the training period, the training organization will be required to evaluate and assess the student’s conduct and performance during the training. To ensure uniformity of assessment, an Industrial Training Evaluation Form (Training Form B) will be sent in advance to the training organisation concurrently with the confirmation letter. The evaluation of the training is divided into three parts, each of which is graded as follows: Item Assessment Marks a. Supervisor’s Report 40% b. Student’s Report Submission 40% c. Student’s Report Presentation 20% In order to get a PASS for the industrial training, student must obtain at least a pass in each part/item. Methods of Evaluation Assessment Report by the Supervisor The Supervisor appointed by the training organization is responsible to assess the student’s performance using a standard form and marking scheme set by the School. In addition, an assessment will also be made by the Programme Director. This assessment will be based on an interview with the supervisor, student and other staff such as the director, manager and other relevant personnel of the host organization. Amongst the areas to be appraised are learning attitudes, cooperation, behaviour, quality, organization of work, responsibility, knowledge, communication capability, teamwork, and etc. Student’s Report Submission At the end of the training session, the student is required to submit a Report to the College not later than one (1) week after the training. This Report must be prepared by the student himself outlining the experience (based on records in the Log Book and Work Diary) that has been obtained during that period. The report must be certified by the student’s Supervisor as being the student’s own unaided work and is a true reflection of the student’s experience and training as recorded in the Log Book and Work Diary. The report must be presentable and properly typed (not less than 1500 words) with Industrial Training Submission Form (Training Form C) attached in front. The content of report shall include: a. Acknowledgement b. Company’s Profile c. Explanation of assignments or tasks undertaken

37

d. Work Diary e. Log Book f. List of References g. Appendices Two (2) copies of the report, one original and one photocopy, are to be submitted. These reports will be retained by the college which reserves the right to use it in any manner it so desires. As these reports will not be returned, students are advised to make one copy for their own records. Work Diary All students will be required to keep a Work Diary in accordance with the following rules:

a. Entries in the Work Diary should be clear and concise as the student will be required to analyse the work carried out during each month for summarising in their Log Book and then into the Report. Similarly all entries for the work carried out in any one week should appear only on the page relating to that week. In the event the student undertakes different sub-areas of training for a particular work day, he/she must indicate clearly the time spent on each sub-area in quarter fractions of a day.

b. The Work Diary must be signed by the student and his Supervisor at the end of every week. c. If the Work Diary and/or Log Book are lost, the student must notify the College immediately and request for replacement/s.

Log Book All students will be required to keep a Log Book. The purpose of this Log Book is to enable all students to present an analysis of their professional experience in chronological order based on entries in the Diary, which will enable the College to determine if their professional experience is adequate and properly balanced. It will also provide an easy reference to any particular aspect of the experience set out in the Diary. The Log Book should be maintained according to the following rules:

a. The Log Book should consist of Analysis of Diary Sheets covering six (6) months of training, outlining terms of days spent by the students on each area of approved professional experience.

b. The details required for the Analysis of Diary Sheets should be drawn from the Diary at the end of each month. The experience acquired during that month must be analysed and entered in day or part of a day under the area and monthly heading of the analysis sheet. At the end of the six (6) months, it must be signed by the student and his Supervisor.

c. On completion of the six (6) months, the time spent on each area of experience must be totaled both vertically and horizontally on the Analysis of the Diary Sheets.

The completed Log Book must be submitted with the Diary and Report.

Student Report Presentation The student is required to present on various aspects of his/her industrial training. The presentation will be assessed by a panel appointed by the Course Leader. Assessments will be based on: a. The content of the presentation.

b. Style of presentation.

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c. Ability to answer questions. The presentation shall take about 10 minutes and followed by 10 minutes question and answer session. Miscellaneous Matters The School provides insurance coverage for its students. The student may also choose to take up his/her own personal accident or life insurance. Quantity Surveying Organisations The following is a list of well-established organisation that students can complete their industrial training: 1. PCM Kos Perunding 2. MQS Consult 3. BEQS Consultants 4. Jub Utara Sdn Bhd 5. DL QS Consult 6. Jurukur Bahan FPS Sdn Bhd 7. Perunding Senikos 8. SQ QS Consult Sdn Bhd 9. Jurukur Bahan Perdana 10. Jurukur Bahan Konsultant Sabah

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SUBJECT SYNOPSIS

YEAR 1



Descriptors

Measurement 1

QSB 1114 4

The subject covers the principles, purpose and function of Standard Method of Measurement (SMM) including measurement principles, descriptions and standard phraseology. It also covers the measurement of simple excavation trenches, pits, foundations, pile caps, reinforced concrete frame and floors including roof slabs. The students are also introduced to the principles of specification writing, form of specification and their uses in the various trades.

Introduction to Law

QSB 1414 4

The subject introduces students to Malaysian legal system, which focus on the sources and branches of law in Malaysia as well as its administration. It will also emphasize on Law of Torts, general principles of tortuous liability, negligence, trespassing, nuisance (public and private), strict liability, breach of statutory duty, vicarious liability and general defences. The area of study will also include the Law on Contracts and the special types of contracts and its contractual remedies, misinterpretation, duress and undue influence, discharge from contractual obligations and Privity of Contract.

Building Materials

ARC 1513

3

The subject will inform students about the relevant visual and physical properties of a wide range of building materials. It also encompasses the broad environmental debate by including energy saving and recycled materials. For each material, the subject describes the manufacturing process, salient properties and typical uses of these materials, with the aim of ensuring their appropriate application within the awareness of the suitability of the physical and chemical properties as well as its ecological impact.

Construction Technology 1

QSB 1514

4 The subject explains the fundamental of earth works, site setting-out, foundations, walls, columns, beams, floors, windows, doors, ceilings, stairs, roof structure and roof coverings.

Site Surveying

QSB 1813

3 The subject explains the fundamentals of site surveying, linear surveying, levelling, traversing and tacheometry, areas and volume, curve ranging, setting-out and Electronic Distance Measurement (EDM).

YEAR 1


Subject Name

Code Credit Hours

Descriptors

Measurement 2

QSB 1124

4

The subject covers the measurement of precast concrete piling, measurement of brickwork and block work of internal and external walls, timber floors and stud partitions, staircase structure and staircase balustrading, floor, wall, ceiling and staircase finishes including painting, form of specification writing and their uses for the above trades.

Structures

QSB 1523

3

The subject covers the qualitative appreciation of determinate and indeterminate structures, rudimentary structural analysis, deflections, understanding structural design and the role of the consultant engineer and the application of structural design codes including loading codes.

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QSB 1524

4 The subject explains the fundamentals of piled foundations, formworks, scaffoldings, shoring and underpinning, partition and suspended ceilings, portal frames, precast concrete and steel roof trusses.

Building Services 1

QSB 1714

4

The subject introduces students to services that are commonly provided in a building, primarily cold water treatment and supply, sewerage disposal and treatment, storm water management, telecommunication services and ventilation systems. Students are also made familiar with basics requirements, Uniform Building By-Law (UBBL), planning, coordination and installation of these services.

Malaysia Studies

MPW 2133

3 To bring forth young people who are able to understand their role in society and nation building as well as to instil great patriotism for this nation.

YEAR 2


Subject Name

Code Credit Hours

Descriptors

Measurement 3

QSB 2114

4 The subject covers the measurement of doors, windows, roof structure, roof finishes, roof drainage and structural steel and metal works, form of specification writing and their uses for the above trades.

Management Science

QSB 2413

3

The subject provides the history, background, theories, concepts and principles of management. It also explores the various organisational characteristics, structure, behaviour and effectiveness of an organisation.


QSB 2514

4

The subject progresses through the stages of dewatering, excavation of deep trenches and basement construction, structural steelwork frames, curtain walls, prestressing, plants and equipment used at site and for material handling in construction sites and tension membrane roof construction.

Building Services 2

QSB 2714

4

The subject introduces students to services that are commonly provided in a building, such as mechanical air conditioning, electricity generation and supply, building fire safety and vertical transportation systems. Students are also made familiar with basic requirements, Uniform Building By-Law (UBBL), planning, coordination and installation of these services.

Software Application for Quantity Surveying

QSB 2813 3

The subject integrates computing into their discipline of study by teaching the students to use relevant computer software programs to prepare Bills of Quantities including measurement, comprehensive pricing including build-up rates, mark-up profits, resource reports showing the resource quantities and rates for the whole projects, budget and cost control, tendering, tender analysis and evaluation and elemental cost planning.

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YEAR 2


Subject Name

Code Credit Hours

Descriptors

Measurement 4

QSB 2124

4

The subject covers the measurement of bored piles, timber piles and steel piles, renovation and demolition works, various elements of external works and landscaping works, form of specification writing and their uses for the above trades.

Estimating QSB 2134 4

The subject provides an introduction on the principle of estimating and components prices such as material, plant, wastage, profit and labour.

Project Management

QSB 2423

3

The subject introduces students to the principles, techniques and managerial issues, which form the process of project management. The area of study will focus in particular on project management in a construction context but will also make considerable reference to the activity in other fields of commercial and business activities to emphasize the broad applicability of the principle.

Professional Practice 1

QSB 2614

4

The subject provides an overview of professional and contractual responsibilities of a quantity surveyor from the design stage to the final account stage. It will focus on the importance of a clear understanding of the organisation and administration of the quantity surveyor and construction management practices and the legal and contractual procedures in relation to building procurement.


MPW 2113/ 2123

3 To provide opportunities for students to master their communication and linguistic skills at an appropriate intellectual level by verbally communicating their thoughts effectively, formally and creatively.

Industrial Training (24 weeks) Subject Name

Code Credit Hours

Short Description

Industrial Training and Report

QSB 3916

6

Industrial training provides students with real-life experience in an actual working environment. Students are required to secure their own industrial placements. It is conducted after Semester 4 and before Semester 5. Students are required to fulfil six (6) months of approved working experience with a registered practitioner. Students will receive a visit from a member of the academic staff during their training and the employer is required to monitor and report on their progress and performance. At the completion of the training period, a training report is required (together with a Log Book and Diary) outlining the experience that has been obtained during that period. The report must be certified by the students’ supervisors as being the students’ own unaided work and is a true reflection of the students’ experience and training as recorded in the Log Book and Diary. Proof of working experience is required in the form of a letter from the employer.

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Practical Tasks

QSB 3926

6

Students are required to prepare and submit Elemental Cost Analyses for two (2) projects. It should be accompanied by A3 sized plans or sketch plans of Floor/s, Sections, Elevations and Roof. It is conducted after Semester 4 and before Semester 5. The students will use all the necessary ECA forms of Jabatan Kerja Raya (JKR) and the forms must be certified by the students’ supervisors as being the student’s own unaided work and is a true reflection of the students’ experience and training. All ECA submitted will be retained by the School which reserves the right to use it in any manner it so desires. For this purpose, the students shall obtain the permission of the employers and other related consultants, for e.g. architects, engineers etc. in respect of the copyright of technical drawings used in their submissions.

YEAR 3


Subject Name

Code Credit Hours

Descriptors

Measurement 5

QSB 3114 4

The subject covers the measurement of cold and hot water plumbing works, soil and waste plumbing and sanitary appliances, mechanical and electrical works and various civil engineering works using CESMM, form of specification writing and their uses for the above trades.

Building Economics

QSB 3214

4

The subject provides an overview of the Quantity Surveyor’s role during the pre-tender stage of a development. Students will be introduced to practical situations of the various methods of controlling the cost of buildings at the design stage. Students will also be introduced to the relationship between building morphology, design variables and life cycle costing of a building and are also given the opportunity to learn and apply information technology in cost planning and resources management.

Financial Management

QSB 3413

3

The subject introduces students to the management of financial management which covers both financial and organization structure in relation to construction projects. The subject will emphasize on the examination of resource use systems particularly the finance related to construction project as well as the management of important resource in ensuring the quality project performance i.e. the staff. Students will be exposed to various terms of finance, which cover the financial information systems and capital investment.

Professional Practice 2

QSB 3614

4

The subject introduces a detailed examination of the administration of construction contracts and sub-contracts including the roles and responsibilities of the parties to a contract in particular the Quantity Surveyor, main contractor and sub-contractors from the design stage to the final account stage. It will also focus on the importance of a clear understanding of the legal and contractual procedures in relation to interpretation of particular clauses in contracts and sub-contracts.

Islamic Studies/ Moral

Education

MPW 2143/ 2153

3

To produce a generation of Muslim students who understands their obligation as morale and balanced individuals in solving variuos challenges through the practice of Tasawwur Islam as a way of life. To develop a society that is morally upright and caring. It aims to foster and develop an individual who is morally good and well balanced.

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YEAR 3


Subject Name

Code Credit Hours

Descriptors

Cost Value Engineering

QSB 4214

4

The subject provides the history, background, theories, concepts and principles of value engineering/value management in decision-making process. It also introduces the idea of unnecessary cost and cost cutting exercise in the cost planning and control stage. It covers area of implementation of value engineering and the key person involved – the facilitator. The subject concludes with a series of discussion on the problems and constraints in the implementation stage based on some significant case studies.

Development Economics

QSB 4223

3

The subject will introduce students to the development, roles and contribution of construction industry to national economy. It is initiated with the introduction of the process in a property development and factors that influence the development process. The subject also covers various techniques of development appraisal and sources of finance available. It then concludes with the importance of market research to the overall development process and its impact of research to the development.

Construction Law

QSB 4414

4

The subject will concentrate on the exploration of the different relationships within the construction process as well as the legal, economic and contractual constraint imposed upon it in construction contract, particularly the Building Contract. It will focus on the importance of a clear understanding of the administration and obligations of architects, quantity surveyors and construction managers whilst review legal and contractual procedures of the dispute resolution available in practices in relation to construction contract and related problems.

Research Dissertation

QSB 4914

4

Students are required to undertake and submit a substantiated piece of independent research work that gives them an understanding of research methodology. This research may consist of both recording and analysing of data or the summary of published material on the topic supplemented by opinion gathered through interviews or questionnaires. In exceptional cases original ideas and innovative applications may be developed. Students are to negotiate a project title and specification with their supervisor. After an initial period of background work, they carry out the necessary work to complete their dissertation. The dissertation should be a demonstration of effective research combined with clear and concise presentation of between 10,000 to 12,000 words.

Elective

3

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TAYLOR’S GRADUATE CAPABILITIES TAYLOR’S GRADUATE CAPABILITIES The teaching and learning approach at Taylor’s University College is focused on developing the Taylor’s Graduate Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills of our graduates. A unique feature is the Graduate Capabilities Portfolio, which maps a student’s personal development during the course of study and ensures that the individual is industry-ready upon graduation. Personal development is woven into the curriculum through teaching method and assessment. All students will be required to keep a journal throughout the programme to record their personal and academic experiences, as well as a portfolio that showcases their quality of work and progress. A Taylor’s graduate has proven ability and is capable in the following areas: Discipline-specific knowledge Sound understanding of foundational concepts and theories in subject area. Cognitive capabilities � Foundations and skills for lifelong learning � Learns autonomously � Able to acquire and manage information � Ability to comprehend a wide variety of literature � Awareness of contemporary global issues Problem-solving skills � Defines issues or problems well � Analyses problems comprehensively � Applies knowledge effectively and applies theory to practise � Able to arrive at workable and effective solutions Soft skills � Communication skills Ability to speak and write well Able to organise, synthesise and present information effectively

� Intrapersonal skills - Understands team dynamics, power of teams and teamwork - Works with others in a team - Able to assume leadership in small and/or big groups

� Interpersonal skills - Ability to manage time effectively - Understands the role of personal image and professionalism at work - Works independently in context of tasks to be completed

� Cosmopolitan thinking and intercultural competence - Forms opinions and articulates views from a global perspective - Awareness of and sensitivity to cross-cultural differences

� Technology savvy - Executive keyboarding - Effective use of ICT and related technologies

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The Portfolio is a device to map a student’s personal development of Taylor’s Graduate Capability during his or her course of study. All students will be expected to keep a Journal as a private record of their experiences, both personal and academic. All students are required retain the following: � All studio and class work (current/previous session) � Academic transcript � Journal (extracts as appropriate) � Calendar � Specific ‘Reflections’ exercises � Peer assessment/feedback sheets (associated with calendar) � Records from Portfolio Interview with Year Convener � Records of Personal Achievement � CV The learning environment at Taylor’s is further geared towards nurturing the Taylor’s Core Values: the personal attributes of excellence, integrity, passion for work, interpersonal respect and care, openness in communication and a healthy balance between professional and personal life.

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ACADEMIC PROCEDURES AND POLICIES This section outlines the academic procedures and policies that enable students to achieve academic excellence and award of the degree/foundation.

ASSESSMENT PRINCIPLES AND DETAILS

Assessment Principles

The overall goal of assessment is to improve student learning, providing valid information on student progress and student achievement of curricular learning outcomes. To do this, the following principles apply to assessment at Taylor’s University College (TUC): a) All assessment tasks, both formative and summative, are aligned with subject learning outcomes and the Taylor’s Graduate Capabilities.

b) Assessment tasks are developmental to ensure incremental achievement of the programme learning outcomes which are derived from Taylor’s Graduate Capabilities.

c) Evaluations of overall student progress are based on multiple and diverse sources of evidence gathered from formative and summative assessment tasks.

� Baseline assessment establishes the starting point of the student's understanding.

� Formative assessment provides information to help guide the instruction throughout the unit.

� Summative assessment informs both the student and the teacher about the level of conceptual understanding and performance capabilities that the student has achieved.

d) All assessment strategies are aligned with the TUC Teaching and Learning Framework. The authentic assessment model is adopted, where the same authentic task used to measure the students’ ability to apply knowledge or skills is also used as a task for learning. Student assessment includes student works, observations, and points of view, as well as tests, with the process being as important as the product. Students are thus assessed in terms of both the knowledge dimension as well as the cognitive process dimension. The feedback from student assessments is aimed at improving student learning.

e) The modes of assessment used throughout TUC are diverse and consistent with the TUC Teaching and Learning Framework. The following table briefs different modes of assessment the lecturers might use to achieve the learning goals for the subject concerned and Taylor’s Graduate Capabilities.

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Mode Nature/Purpose Stage

Baseline Assessments

Oral and written responses based on individual experience; assess prior knowledge

Baseline

Written Tests Multiple choice, short answer, essay, constructed response, written reports; assess students’ acquisition of knowledge and concepts

Formative

Embedded Assessments

Assess an aspect of student learning in the context of the learning experience

Formative

Oral Reports Require communication by the student that demonstrates conceptual understanding

Formative

Interviews Assess individual and group performance before, during, and after a learning experience

Formative

Performance Tasks

Require students to create or take an action related to a problem, issue, or conceptual concept

Formative and Summative

Checklists Monitor and record anecdotal information


Investigative Projects

Require students to explore a problem or concern stated either by the lecturer or the students

Summative

Extended or Unit Projects

Require the application of knowledge and skills in an open-ended setting

Summative

Portfolios Students’ acquisition of generic skills is mapped through the use of a cumulative student portfolio, which is verified by TUC against the set of expectations for each subject, program and co-curricular (optional) activity


f) The frequency, methods and criteria of student assessment – including the grading criteria – will be documented in the subject outline and made clear to students from the outset. Student achievement of the learning outcomes as specified in the syllabus is the chief determinant of final results.

Fair Assessment a) The following is done at the School to ensure fair assessment:

i. Whatever the entry levels or pathways, all subjects offered at multiple locations will have equivalent assessment to ensure that TUC’s academic standards are maintained and assured. Equivalence of assessment tasks means that assessment tasks may be adapted to suit the needs of campuses or modes of study, but they must be of equivalent complexity and nature, and they must always directly assess the subject learning outcomes.

ii. Marking and grading in accordance with clearly communicated criteria. iii. Appropriate internal and external moderation procedures, wherever applicable. iv. An appropriate range of types and modes of assessment. v. Reasonable accommodations for students with a verified disability, medical or other condition. vi. Consistency in assessments through cooperative planning.

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Progress Monitoring and Review: Portfolio Assessment Portfolio assessment is a comprehensive predetermined and systematic authentic assessment tool that is used to monitor progress by documenting the process of learning as it occurs and is instrumental at TUC in tracking each student’s acquisition of the Taylor’s Graduate Capabilities (TGC). a) Portfolios document the evidence of TGC gained measured against subject learning outcomes:

� Each subject will generate one final portfolio besides one final academic mark and grade

� Each program will generate one final “portfolio of portfolios”

b) Portfolios ensure that students continually review their own learning and acquisition of knowledge and skills;

c) Students are given clear instructions on how to design and maintain their own portfolios which are used for

personal review and monitoring as well as for assessment by TUC;

d) Criteria of portfolio evaluation includes:

� Evidence of meta-cognitive reflection;

� Evidence of incremental acquisition of curricular learning outcomes;

� Completeness, correctness and appropriateness of products and processes presented in the portfolio.

a) Validation of information presented in a portfolio is through its consistency with:

� Objective data from other concurrent assessments;

� The judgment of the subject lecturer;

� The relationship of decisions made using the portfolio information with subsequent student

performance.

Grading and Standards

a) Assessment standards are specified in terms of both the knowledge dimension as well as the cognitive processes dimension;

b) Knowledge standards are determined by test and/or examination scores and assigned marks and grades. There are two general categories of test and examination items:

� Objective items require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement. Objective items include multiple-choice, true-false, matching and completion;

� Subjective or essay items permit the student to organize and present an original answer. Subjective items include short-answer essay, extended-response essay, and problem solving and performance test items.

c) Process standards may also be assigned marks and grades, typically using rubrics:

� Authentic assessments typically are criterion-referenced measures. To measure student performance against a pre-determined set of criteria, a rubric, or scoring scale, is created which contains the essential criteria for the task and appropriate levels of performance for each criterion.

d) The final grade for each subject will be derived from a combination of all assessment marks and, if applicable, the final examination mark.

e) Students will be notified of their grades and related grade points, not the actual percentage scores, in each subject undertaken during the semester.

f) Standards for grading, GPA and CGPA calculations, and class of degrees awarded are given in the next section.

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g) Re-assessments may be permitted to provide eligible students with a second chance to demonstrate their achievement of a subject’s learning outcomes. Refer to individual subject outline for eligibility for re-assessment.

h) Teaching staff are trained in methods of assessment and grading standards, including how to set test and examination questions, how to design rubrics, and standards for marking and grading student work.

i) External examiners are appointed to moderate assessments, adjudicate on issues arising, and ensure specified academic standards are met, wherever applicable. Reports from external examiners are used to ensure assessments adhered to the TUC Teaching and Learning Framework.

j) The roles of the external examiners are to ensure that:

� Assessments conducted are comparable in standard to other reputable institutions of higher learning

� Assessment processes, including examinations and for the determining of final marks for awards, are rigorous and have been fairly conducted according to TUC policies and procedures

� Academic standards are appropriate for the programme of study, or part thereof.

Assessment Requirements

a) Students need to refer to the subject outline for:

� Assessment requirements such as expected learning outcomes, objectives, performance standards, duration, weighting, submission dates, provisions for extension and re-submission.

� The expectations of the academic tasks, their relationship to the TGC, and the criteria and standards by which performance is to be judged.

� Additional assessment requirements if any.

b) Students are responsible for ensuring the awareness and understanding of the assessment requirements for the subjects in which they are enrolled.

c) During the course of study, students are expected to develop ideas and express themselves in well

structured, grammatically correct and extended written English. The ability to write clearly and accurately is an important component of the assessment.

Assessment Plan

a) The final grade for a subject comprises of one or a combination of a few assessment tasks, including a final examination, where applicable;

b) Graded academic tasks involve continuous assessments such as assignments, quizzes, tests, learning portfolio assessment, project progress assessment, professional portfolio, report of practicum, final project assessment, final examinations, etc.;

c) The assessment plan with the distribution of weighting will be stated in the subject outline.

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Feedback to Students

a) Feedback on the assessed academic tasks is crucial for the learning process and it serves to enable students make timely judgements about their performance and undertake necessary action to succeed and excel;

b) Academics provide feedback in a variety of ways, which may include:

� Model answer to questions; � Written or oral comments from lecturer to individual students or the whole class; � Emails and online discussion comments.

c) Feedback for summative assessment will be provided on a feedback proforma and will include at least: � An indication of the TGC being assessed by the task; � Marks and/or comments in response to key components of the task; and � A summary comment; � Feedback will be provided within 21 working days.

d) For students undertaking internship, the supervising professionals at the work place will provide the students with regular and constructive feedback about their performance.

GENERAL PROGRAMME STRUCTURE Intakes Intakes for the Foundation in Natural and Built Environments programme are in January, March and July each year. Intakes for the Bachelor of Science (Honours) (Architecture) and Bachelor of Quantity Surveying (Honours) degree programmes are in February and July each year. Duration Foundation in Natural and Built Environments The duration of the programme is two semesters over one academic year. Each semester covers 20 to 21 weeks, including 18 full-time teaching weeks. A student is given a maximum duration of 18 months or 3 semesters to complete the programme. Students must pass a subject that is a prerequisite for another subject before they are allowed to continue their enrolment in the programme. Bachelor of Science (Honours) (Architecture) The duration of the programme is six semesters and two practicum semesters over three academic years or levels. Each semester covers 18 to 19 weeks, including 14 full-time teaching weeks, whilst practicums are 7 weeks each. Bachelor of Quantity Surveying (Honours) The duration of the programme is six semesters and six months of industrial training over three-and-a-half academic years or levels. Each semester covers 18 to 19 weeks, including 14 full-time teaching weeks. Activity Week SABD hosts study visits every year under the banner of Activity Week. Activity Week is a week-long study visit programme that supplements formal classroom teaching and learning. Study visits offer students the chance to experience their choice and topic of study in another country, gain knowledge directly from like-minded professionals and evaluate topics of study through personal visits to cultural, building and construction sites. The broad purpose of any visit is to gain a greater understanding of a local issue from an international context.

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Categories of Subjects All subjects in the programme are taught in English, with the exception of some Malaysian Qualifications Agency (MQA) Compulsory Subjects. Subjects offered in the programme, and their percentages of total credit hours, are grouped under the following categories: Major/Core/Core Elective These subjects are subjects deemed essential for a comprehensive understanding, knowledge and development of a programme. Certain subjects may carry prerequisites and students must meet prerequisites in order to continue enrolment and must pass all Major/Core/Core Elective subjects to qualify for the Foundation or Degree. FNBE Code for Foundation in Natural and Built Environments subjects ARC Code for Bachelor of Science (Honours) (Architecture) subjects QSB Code for Bachelor of Quantity Surveying (Honours) subjects Minor Minor subjects are subjects that cover the secondary area of specialized academic study, requiring fewer credits than a major. Elective Elective subjects are subjects offered in courses other than the chosen field of study. Students choose subjects to develop areas of specialization and enhance professional development. Bachelor of Science (Honours) (Architecture) subject categories:

Subject Categories Credit Hours Percentages (%)

Design and Design Studies 40 37

Cultural, Artistic and Social Studies 9 8

Environmental Studies 10 9

Technical Studies 20 18

Professional Studies 7 6

Communication and Documentation Skills 9 8

Electives 6 6

MQA Compulsory Subjects 9 8

Level of Study 1: Degree, Year 1 2: Degree, Year 2

3: Degree, Year 3

Subject Category 1: Design and Design Studies 2: Cultural and Artistic Studies 3: Social Studies 4: Environmental Studies 5: Technical Studies 6: Professional Studies 7: Communication and Documentation skills

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Bachelor of Quantity Surveying (Honours) subject categories:

Subject Categories Credit Hours Percentages (%)

Measurement 24 20.0

Construction Economics 11 9.2

Legal Studies 8 6.7

Management Studies 9 7.5

Construction Technology 18 15.0

Professional Studies 8 6.7

Building Services 8 6.7

General Studies 9 7.5

Applied Studies 16 13.2

MQA Compulsory Subjects 9 8.0

Malaysian Qualifications Agency (MQA) Compulsory Subjects (Code: MPW) MPW Compulsory Subjects are subjects that deal with areas of personal development, awareness and enhancement of one self for the benefit of the individual, society and country. With effect from 1st January 2006, international students (non-Malaysians) are exempted from all MPW Compulsory Subjects but have the option to sign up for classes should they choose to do so. MPW Compulsory Subjects will be listed as ‘Exempted’ in the transcript and do not count towards the overall cumulative average. Malaysian students must attend and pass the required MPW Compulsory Subjects as a requirement to complete their studies. MPW Compulsory Subjects are credit-bearing and count towards the overall cumulative average and the number of credits required to graduate. MPW 1113/ 2113 National Language A

Compulsory for all Malaysian students who did not achieve a minimum grade of C6 for Sijil Pelajaran Malaysia (SPM) Bahasa Melayu

MPW 1123/2123 National Language B

Optional for international students

MPW 1133/2133 Malaysian Studies

Compulsory for all Malaysian students, optional for international students

MPW 1143/2143 Islamic Studies

Compulsory for all Malaysian Muslim students

MPW 1153/2153 Moral Education

Compulsory for all Malaysian non-Muslim students, optional for international students

Level of Study 1: Degree, Year 1 2: Degree, Year 2

3: Degree, Year 3

Subject Categories 1: Measurement 7: Building Services 2: Construction Economics 8: General Studies 3: Legal Studies 9: Applied Studies 4: Management Studies 5: Construction Technology 6: Professional Studies

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Class Codes Classes are classified according to the stage of enrolment as follows: Example: 10110 10210 – Entry Level (1 – Degree Level) 10210 – July Intake (02 – Feb, 07 – July) 10210 – Intake Year (2010)

MODERATION GUIDELINES

Subject Outlines

Lecturers are responsible for compiling subject outlines that include the assessment structure and criteria, scheme of work, weekly plans, teaching notes, student lists and attendance records. The relevant staff of both institutions review course outlines and agree on any necessary adjustments that may need to be made.

Assessment of Student Work

Student work will be graded clearly with marking sheets with appropriate comments for student feedback.

Review of Student Work

Student work completed during the semester that has been reviewed by Taylor’s School of Architecture, Building and Design lecturers will be retrieved and presented at a scheduled time to external moderators from the industry.

Board of Examiners Meeting

Moderation will conclude with a Board of Examiners Meeting chaired by the Dean. The members of the Board of Examiners will comprise the Head of Registry, Programme Directors, Stream Coordinators, External Examiner, staff from Examination Centre and all full-time and part-time lecturers. A list of total students and their marks, grades and awards for all subjects, will be presented to all members of the Board for deliberation. The Board will pay particular attention to students requiring particular adjudication, for example, marginal failure and recommendation for resit examination or exclusion.

The marks, grades and awards determined and confirmed at the Board of Examiners Meeting are final and can only be changed as a result of a student submitting to the appeals process. Moderation Report

Moderator(s) from the industry shall prepare Moderation Reports after the conclusion of the Board of Examiners Meetings. The Programme Directors will submit a written feedback with suitable input by the relevant staff of the Taylor’s School of Architecture, Building and Design.

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OTHER POLICIES AND REGULATIONS Awareness of Requirements It is the student’s responsibility to ensure they are fully informed of all aspects of the assessment process. Students need to be very clear about what is required in each subject. These requirements are provided in subject outlines that are provided to students at the beginning of the semester. Different subjects have quite different requirements. These may include preparation for classes, class participation, completing an independent learning task or working with other students on a collaborative project. Participation Students are encouraged to participate in classes that are set aside for discussion. Listening to and considering other views and expressing opinions about a topic assist in developing critical and analytical skills. Standard Academic Load The standard academic load is 24 to 26 credit hours (Foundation) and 18 credit hours (Degree) a semester. Subjects cannot be dropped without prior approval from the Divisional Office. Students are also not allowed to register for more than the standard academic load without approval from the Divisional Office. Subject Withdrawal A student who wishes to discontinue a subject is advised to first consult the Dean. If withdrawal of a subject is made within the first 4 weeks of the semester, no notation of the subject will be made on the transcript. If withdrawal of a subject is made between week 5 and week 7 (inclusive) of the semester, a Withdraw – Not Fail (WD) notation will be made in the transcript. If withdrawal of a subject is made between week 8 and week 11 (inclusive) of the semester, a Withdraw Fail (WF) notation will be made in the transcript. (See Add/Drop Subject under General Rules and Regulations and the Academic Calendar with respect to the deadlines and related status for dropping a subject.) Late Submission of Work and Extensions to Deadlines The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical certificate. A student must notify the Divisional Office within 48 hours to ensure that the Board of Examiners is notified of the evidence. The evidence will aid the Board to reach a decision to assess the student by whatever means it sees fit but care will be taken to ensure that the student is not put at an unfair advantage over other students. Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they are satisfied that a student has given good reasons.

Late Submission Penalty

Any work submitted after the deadline (which may have been extended) shall have the percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late. A weekend counts as 1 day.

Lecturers reserve the right to not accept work submitted more than 1 week late.

The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the late submission was with a good reason.

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ASSESSMENT AND GRADING

Assessment in SABD serves a variety of purposes: � to aid student learning by providing expert feedback on performance; � to aid teaching by providing feedback on student learning; � to demonstrate that requirements have been met for the award of the degree; � to provide employers with a basis for judging levels of academic performance. Assessment normally will be in part “progressive” in that marks will be earned for a range of assessments completed during the semester. Individual subject outlines will indicate the allocation of marks for each component. To complete a subject satisfactorily, each student must satisfy the requirements as set out in each subject outline. Students seeking a review of assessment on any item of progressive assessment should approach their lecturer directly. Students will be assessed in all subjects. Students must attempt all work prescribed in any particular subject. A variety of assessment modes are employed such as assignments, coursework, projects, group work and presentation, report, class participation, tutorials, mid-semester tests, quizzes and final semester examinations. The final grade for each subject will be derived from a combination of all assessment marks and, if applicable, the final examination mark. Students will be notified of their grades, not the actual percentage scores in each subject undertaken during the semester. The possible grades that may appear on official transcripts are indicated below: Foundation in Natural & Built Environments

Grade Mark Range (%)

Grade

Points Definition

Description

A 85-100 4.00 Excellent

A- 80-84 3.67 Excellent

Evidence of original thinking; demonstrated outstanding capacity to analyze and synthesize; outstanding grasp of subject matter; evidence of extensive knowledge base.

B+ 75-79 3.33 Very Good Evidence of grasp of subject matter, some evidence of critical capacity and analytical ability, reasonable understanding of relevant issues; evidence of familiarity with the literature.

B 70-74 3.00

B- 65-69 2.67 Good

Evidence of some understanding of the subject matter; ability to develop solutions to simple problems; benefiting from his / her university experience.

C+ 60-64 2.33 Satisfactory

C 50-59 2.00 Fair

D 45-49 1.67 Redeemable

Evidence of minimally acceptable familiarity with subject matter, critical and analytical skills.

D 0-44 0.00 Fail Insufficient evidence of understanding of the subject matter; weakness in critical and analytical skills; limited or irrelevant use of the literature.

I - - Incomplete Given to a student who does not complete certain requirements, including examination / test (excluding practicum), on valid grounds such as medical conditions.

W - - Withdrawn Given to a subject withdrawn after week 4 of the semester.

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Bachelor of Science (Honours)(Architecture) Bachelor of Quantity Surveying (Honours)

Grade Marks Grade Points

Definition Description

A 80 – 100 4.00 Excellent

Evidence of original thinking; demonstrated outstanding capacity to analyze and synthesize; outstanding grasp of subject matter; evidence of extensive knowledge base.

A- 75 – 79 3.67 Very Good

B+ 70 – 74 3.33

B 65 – 69 3.00 Good

Evidence of grasp of subject matter, some evidence of critical capacity and analytical ability, reasonable understanding of relevant issues; evidence of familiarity with the literature.

B- 60 – 64 2.67

C+ 55 – 59 2.33

C 50 – 54 2.00

Acceptable Pass

Evidence of some understanding of the subject matter; ability to develop solutions to simple problems; benefiting from his / her university experience.

D+ 47 - 49 1.67

D 44 - 46 1.33

D- 40 – 43 1.00

Marginal Pass

Evidence of minimally acceptable familiarity with subject matter, critical and analytical skills.

F 0 – 39 0.00 Fail

Evidence of insufficient understanding of the subject matter; weakness in critical and analytical skills; limited or irrelevant use of the literature.

F(A) 0 0.00 Fail Given to a student who does not attend the final examination without valid reasons.

F(X) 0 0.00 Fail

Given to a student who is barred from taking the examination due to attendance of less than 80% or to a student who arrives more than 30 minutes late for the examination without valid grounds.

WD - - Withdrawn Given to a subject withdrawn between week 5 and week 7 (inclusive) of the semester.

WF 0 0.00 Fail Given to a subject withdrawn between week 8 and week 11 (inclusive) of the semester.

IN - - Incomplete

Given to a student who does not complete certain requirements, including examination / test (excluding practicum), on valid grounds such as medical conditions.

P - - Pass Given for satisfactory completion of practicum

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Calculation of Grade Point Average (GPA) GPA = Summation of (credits x grade points) for all subjects Total credits for the semester Example: A student obtains the following grades

Subject Credit Load Grade Grade Points Total Grade Point

QSB 1114 4 B+ 3.67 14.68

QSB 1414 4 A 4.00 16.00

ARC 1513 3 B 3.33 9.99

QSB 1514 4 C+ 2.67 10.68

QSB 1813 3 A 4.00 12.00

Total 18 63.35

Calculation of Cumulative Grade Point Average (CGPA) CGPA = Summation of (credits x grade points) for all subjects thus far Total credits for all semesters The CGPA gives an overview of how well the student is doing so far over the entire duration of his/her study. The final CGPA, after completion of the total number of credits required to graduate from a particular programme, determines the class of degree to be awarded to the student.

GENERAL ACADEMIC PROGRESSION RULES

Course Progression

Students may take a subject only after passing the prerequisite, if any. Whenever a timetable clash occurs, students must complete subjects from a lower level or semester prior to undertaking a higher level subject. A student must obtain a grade point average of at least 2.00 for a semester, except practicum to proceed with a full load the following semester. Otherwise the student will be placed under Academic Probation.

Academic Probation

A student with a grade point average of less than 2.00 in a semester will be placed under Academic Probation. Students in this category would be assigned to an academic advisor and would need to report for individual counseling on a regular basis, as arranged. A student on Academic Probation is not permitted to take a standard academic load.

A student who fails to achieve a grade point average of at least 2.00 or fails 50% of the total subjects taken in that semester for the first time will be placed under Academic Probation 1. Such a student is allowed to take a maximum load of 15 credit hours which should include all failed subjects.

Should the student obtain a grade point average of less than 2.00 or fails 50% of the total subjects taken in the following semester, he/she will be placed on Academic Probation 2 and the maximum load he/she is allowed to take will be 12 credit hours which should include all failed subjects. However, if the student obtains a grade

Each semester of study will result in a GPA for each student – this sums up how well a student has performed during the entire semester

GPA = 63.35 / 18 = 3.52

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point average of 2.00 and above, then he/she will be reinstated to normal status and may take the maximum academic load.

Pass and Marginal Pass

A minimum grade C is required for a pass in all subjects under the category of Major, Core, Core Electives, Minor, and MQA Compulsory Subjects. A minimum grade D- is required for subjects under the category of Electives. Students need to repeat subjects below the specified pass for the respective categories.

Resit Examination

A student who fails a subject with a final grade of D+, D or D- will be allowed to resit the examination or resubmit an assessment for the failed subject, to be determined by the Board of Examiners, before the commencement of the next semester. The maximum passing grade awarded for the resit examination will be a grade C (RS), irrespective of the actual mark of the resit examination/assessment. Repeating Subjects Students who obtain a grade C and above for a subject may not repeat the subject. However, subjects with a grade D+ and below are eligible for a repeat. Students repeating the subject(s) will be assessed and given the actual grade achieved. A student is allowed a maximum of 3 attempts per subject. A resit examination/assessment is not considered an attempt.

Alternative Examinations

If a student is unable to attend / attempt the final examination with a valid reason, they can be offered an alternative examination at a later time, typically within a week. Students should submit a Request for Alternative Examination (Illness/ Misadventure before Examination) Form to the Examination Unit within 48 hours of the exam. Medical or other relevant evidence issued by a recognised authority must be provided together with a Request for Alternative Examination Form.

Special Considerations

Students who, because of illness or other circumstances beyond their control, experience difficulty in meeting assessment requirements or believe that their performance in an assessment will be affected, must submit a Request for Special Consideration Form to the Divisional Office within 24 hours of, if not before, the assessment or the due date of the assessment task. Applications for extension of the period of submission of assessments shall be lodged with the Divisional Office.

Supplementary Examinations

Supplementary Examinations are given to students who are in the final (graduating) semester of the programme who have failed one subject. The student will be allowed to sit for this examination which will be held within two (2) weeks from the date the results are released.

• Failure to attend or failing a supplementary examination will mean the student will have to repeat the subject in the following semester.

• The Board of Examiners will determine which form of supplementary assessment is to be undertaken by a student that they deem eligible for supplementary assessment: to re-sit the final examination or to resubmit an assignment for the failed subject.

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• The maximum passing grade awarded for the re-assessed subject will be a grade C (RS), irrespective of the actual mark of the re-sit examination / re-submitted assignment.

Maximum Completion Time Except where otherwise provided, the maximum time to complete the Foundation in Natural and Built Environments is 18 months or 3 semesters and the maximum time to complete the Bachelor of Science (Honours) (Architecture) or Bachelor of Quantity Surveying (Honours) is 5 years. This shall not include periods of approved leave of absence from the course. Exclusion A student will be excluded from the programme under the following circumstances: � Failing to obtain a grade point average of at least 2.00 for three consecutive semesters. � Failing to complete the programme within the maximum completion time. � Failing a subject after three attempts. Students who have been excluded may not be readmitted into the same programme.

AWARD OF FOUNDATION OR DEGREE Foundation programme:

Students who qualify to graduate must meet the following criteria:

� Pass all subjects, including Core Elective where appropriate, � Pass all MQA Compulsory Subjects, � Accumulate a minimum of 50 credits within 24 months, � Achieve a minimum ‘C’ grade in all subjects, � Achieve an overall CGPA of 2.00 or higher. The name of the award is: FOUNDATION IN NATURAL AND BUILT ENVIRONMENTS CERTIFICATE Degree programme: Students who qualify to graduate must meet the following criteria:

� Fulfill the minimum academic requirement as stipulated by Taylor’s University College, � Fulfill all credit requirements for every component (Major, Minor, Electives, MQA Compulsory Subjects, where applicable),

� Obtain a minimum grade C for all subjects under the Major and MQA Compulsory Subjects category, � Obtain a minimum of grade D for all subjects under the Elective category, and � Obtain an overall CGPA of 2.00 or higher.

The names of the award are:

BACHELOR OF SCIENCE (HONOURS) (ARCHITECTURE) BACHELOR OF QUANTITY SURVEYING (HONOURS)

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Honours conferment is based on Cumulative Grade Point Average (CGPA) results as follows:

CGPA Classification

3.75 – 4.00 1st Class Honours

3.33 – 3.74 Upper 2nd Class Honours

2.75 – 3.32 Lower 2nd Class Honours

2.33 – 2.74 3rd Class Honours

2.00 – 2.32 General degree (no honours)

Below 2.00 No degree awarded

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LEARNING, TEACHING AND ASSESSMENT

TEACHING AND LEARNING FRAMEWORK

The Taylor’s University College (TUC) Teaching and Learning Framework is the definitive guide to the teaching and learning goals, philosophy, approach and strategies at TUC.

Teaching and Learning Philosophy

a) The TUC teaching and learning philosophy is student-centred and intentional-learning based. b) Student-centred learning focuses on the student's needs, abilities, interests and learning styles, with the teacher as a facilitator of learning.

c) Intentional-learning develops students’ explicit understanding of their own approach to learning as well as confidence in their discipline-specific knowledge-base in order to confidently address generic skills and meta-cognitive functions.

Learning Environments

Authentic learning environments are utilised that simulate situations in which students may ultimately be employed. Authentic learning environments incorporate the following eight mutually interacting standards: a) Active:

� Students consciously process information and are responsible for their own learning; � Students actively manipulate the objects and tools of the trade and learn by reflection; � Skills and knowledge developed are shared with other members of the communities with whom students learned and practiced those skills.

b) Constructive: Students integrate new ideas with prior knowledge to construct new knowledge, building increasingly complex explanations with experience, support and reflection.

c) Collaborative: Students work in mutually beneficial learning and knowledge building communities. d) Intentional: Students are supported in articulating their goals in any learning situation. e) Complex: Students are engaged in solving complex and ill-structured problems that include multiple components and perspectives, besides simplified problems.

f) Contextual: Learning tasks are situated in meaningful real world tasks or simulated in case-based or problem-based learning environments rather than abstracting ideas in rules that are memorized and then applied to other canned problems.

g) Conversational: Learning tasks are designed to promote dialogical exchange among learners, both within the classroom and via external knowledge building communities connected across locations through the use of current technologies.

h) Reflective: Students are required to articulate their reflections on learning.

Learning Process

a) Students are encouraged to use active techniques (experiments as well as real-world problem solving) to create new knowledge and to constantly assess how any learning activity is helping them to gain understanding (constructivist learning process).

b) Learning and student assessment activities employ a variety of strategies that consider different learning styles, and allow students to integrate and apply skills and knowledge and then reflect on the relative success of similar solutions in different situations.

c) Bloom’s revised taxonomy table (below) is used to systematically align each subject’s learning outcomes, ensuring that all levels of the cognitive process are used and that students learn different types of

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knowledge, while simultaneously ensuring that every subject syllabus is aligned to the overall goal of developing the Taylor’s Graduate Capabilities (TGC).

Table 1: Bloom’s Revised Taxonomy Table

Knowledge Dimension

Factual Conceptual Procedural Meta-cognitive

Description Basic knowledge to specific disciplines: essential facts, terminology, details or elements required to understand the discipline or solve a problem in it

Knowledge of classifications, principles, generalizations, theories, models, or structures

Information or knowledge that helps in doing something specific to a discipline, subject, area of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies

Awareness of one’s own cognition and particular cognitive processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks, to include contextual and conditional knowledge and knowledge of self

Synthesis

Create: builds a pattern from diverse elements

Produce, reorder, revise, tell, write

Design, compile, blend, combine

Generate, plan, formulate, build

Create, hypothesize, compose, change, predict, conceive,

Evaluation

Evaluate: judges the value of information

Appraise, defend, referee

Assess, evaluate,

Prioritize, grade, judge, check, reject, select, recommend, choose, conclude, support

Critique, criticize, arbitrate

Analysis

Analyze: separates information into part for better understanding

Differentiate, analyze, diagram, distinguish, outline, point out

Attribute, infer, identify, compare

Organize, sort, illustrate, dissect, separate, subdivide

Select, contrast

Application Apply: applying knowledge to a new situation

Make use of, show, use, demonstrate

Apply, diagram, illustrate, relate

Collect, execute, implement, construct, manipulate, solve

Adopt

Comprehension

Understand: understanding information

Exemplify, explain, summarize

Classify, generalize, review, group, compare

Calculate, convert, translate, predict

Infer, interpret, paraphrase, annotate, change, alter

Cognitive Proce

ss Dim

ension

Evaluation

Remember: recall of data

Define, describe, recall, memorize, state, list

Identify, match Label, recognize Select

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Learning Facilitator

a) Lecturers help students to construct knowledge rather than to reproduce a series of facts, providing tools such as problem-solving and inquiry-based learning activities as well as primary data sources as they encourage the processes of learning and concurrent reflection.

b) Lecturers are one of many resources that the student may learn from, not the primary source of information. c) Lecturers play a constructivist role, different from the traditional lecturer’s role as exemplified in the table below:

Table 2: Comparing Traditional and Constructivist Lecturer Roles

Traditional Lecturer Constructivist Lecturer

Lecturers disseminate information to students; students are recipients of knowledge

Lecturers have a dialogue with students, helping students construct their own knowledge

Lecturer's role is directive, rooted in authority

Lecturer's role is interactive, rooted in negotiation

Lecturer’s main role is telling/talking Lecturer’s main role is mentoring/facilitating

Lecturer strictly follows a fixed curriculum

Pursuit of student questions and interests is valued

Students materials are primarily textbooks, lecture notes and Lecturer handouts

Student materials include primary sources of material and manipulative materials

d) We adopt the “interactive constructivist” form of constructivism where knowledge is perceived as individualistic conceptions that have been verified by the epistemic traditions of a community of learners, recognizing the limitations of people and procedures in attaining an accurate interpretation of the real world and stressing the evaluation of all knowledge claims, requiring that explanations and interpretations are judged against the available data and canonical theories using evidence from nature and scientific warrants to justify claims about reality. The constructivist lecturer’s role is extended to include making sure that students gain an accurate interpretation of the real world.

ASSESSMENT STRATEGY

Assessment

a) Student assessment includes student works, observations, and points of view, as well as tests, with the process being as important as the product.

b) Baseline assessment establishes the starting point of the student's understanding. Formative assessment provides information to help guide the instruction throughout the unit, and summative assessment informs both the student and the lecturer about the level of conceptual understanding and performance capabilities that the student has achieved.

c) All modes and stages of assessment should be considered as teaching and learning opportunities and approached as such.

Modes and Procedures for Assessment

The modes and procedures for assessment given here are examples of those that are consistent with the constructivist principles adopted by the TUC Teaching and Learning Framework, and should not be considered exhaustive. Other suitable models may be adopted by lecturers if deemed appropriate.

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The Learning Goals given for each mode of assessment are identified below and are the basic ones for each mode. Additional TGC Learning Outcomes may be attainable through specific tasks assigned for an assessment using any of the modes below, and may be identified within the specific Subject Syllabus. a) Written Tests

� TGC Learning Goal: Sound understanding of foundational concepts and theories in subject area; analyses problems comprehensively; ability to write well; able to organize, synthesize and present information effectively; ability to manage time effectively.

� Written tests assess the acquisition of knowledge in a gradual manner as the teaching of the subject progresses. It assesses gradually the level of knowledge acquired as well as the application of the knowledge. Relevant problems are usually given to assess how well the students understand the problems and the application of acquired knowledge to solve the problems. Students are expected to be able to resolve a problem within a specific time frame - the duration of the test. The written tests, while constrained by time, should be able to assess the ability of the students to organize, synthesize and present relevant information effectively and correctly. Students are generally expected to be prepared at all times for written tests. The overall performance of a class of students in a written test is used to evaluate the approach to teaching of the subject. A series of written tests when administered should assess all aspects of the stated learning outcomes of the subject. The collated results from a series of written tests are typically used to evaluate a part of the performance grade of a student.

b) Embedded Assessments

� TGC Learning Goal: Sound understanding of foundational concepts and theories in subject area; ability to comprehend a wide variety of literature; applies knowledge effectively and applies theory to practise; executive keyboarding; effective use of ICT and related technologies.

� Embedded assessments assess the ability of students to research for additional information and knowledge, and apply such acquired knowledge to resolve relevant problems. It assesses the ability of students to utilize and comprehend a wide variety of related and supportive literature that contributes toward achieving the learning outcomes of the subject. Students are typically given a specified duration of time, usually in days, to complete embedded assessments. The level of such assessments generally requires students to research for additional and supportive information. Embedded assessments generally require students to use ICT and related technologies to research and compose their work. Embedded assessments may be completed individually or as a small team.

c) Oral Reports

� TGC Learning Goal: Able to acquire and manage information; defines issues or problems well; ability to speak well; able to organize, synthesize and present information effectively; ability to manage time effectively.

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� Oral reports assess the ability of students to present information verbally pertaining to their knowledge of the subject and description of a piece of assessment work. It assesses the ability of the students to organize, synthesize and present relevant information effectively and correctly. The verbal presentation is usually timed. Students are required to demonstrate that they understood the learning outcomes of the subject. Students may be required to answer satisfactorily questions posted by their peers or the examiner at the end of their oral reports. Students may use ICT and related technologies to support their verbal presentation. Oral reports may be delivered individually or as a small team.

d) Interviews

� TGC Learning Goal: Applies knowledge effectively and applies theory to practise; ability to speak well; understands the role of personal image and professionalism at work; awareness of and sensitivity to cross-cultural differences.

� Interviews assess in-depth the ability of students to present information verbally pertaining to their knowledge of the subject. Problems may be given in an interview and students are expected to discuss the resolution of the stated problems. Interviews are constructed in such a manner that assess the students' understanding of the learning outcomes of the subject. An interview is generally timed. A student may be interviewed by their peers and a panel of examiners.

Performance Tasks

� TGC Learning Goal: Defines issues or problems well; analyses problems comprehensively; applies knowledge effectively and applies theory to practise; able to arrive at workable and effective solutions; ability to manage time effectively.

� Performance tasks asses the ability of students to demonstrate the practical application of knowledge. Problems may be given for a performance task and students are expected to resolve the given problems in a practical manner. Performance tasks usually assess the students' understanding of the learning outcomes of the subject in gradual manner. A performance task is generally timed. A performance task may be completed individually or as a small team.

f) Checklists

� TGC Learning Goal: Able to acquire and manage information; applies knowledge effectively and applies theory to practise.

� Checklists assess the ability of students to demonstrate the practical application of knowledge in an objective manner. Problems may be given for a checklist task and students are expected to resolve the given problems satisfactorily according to the checklist. A checklist typically assesses the students' understanding of the learning outcomes of the subject objectively. A checklist task is generally timed. A checklist task may be completed individually or as a small team.

g) Investigative Projects

� TGC Learning Goal: Learns autonomously; able to acquire and manage information; ability to comprehend a wide variety of literature; defines issues or problems well; analyses problems comprehensively; applies knowledge effectively and applies theory to practise; able to organize, synthesize and present information effectively; ability to manage time effectively.

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� Investigative projects assess the ability of students in applying what they learnt particularly in the research and investigation of new material and knowledge. Students are expected to work independently and with minimal supervision. Investigative projects should cover the whole spectrum of the learning outcomes of the subject where possible. The project typically should include a problem statement and the approach to resolution of the problem. Assessment covers the application of theory to practice, the ability to organize, synthesize and present relevant information effectively and correctly, and understanding pertinent problems of the subject. The duration of such projects is normally not less than one (1) week. An investigative project may be completed individually or as a small team.

h) Extended or Unit Projects

• TGC Learning Goal: Sound understanding of foundational concepts and theories in subject area; learns autonomously; able to acquire and manage information; ability to comprehend a wide variety of literature; defines issues or problems well; analyses problems comprehensively; applies knowledge effectively and applies theory to practise; able to organize, synthesize and present information effectively; ability to manage time effectively; works independently in context of tasks to be completed; executive keyboarding; effective use of ICT and related technologies.

• Extended projects assess the ability of students to synthesize and discern pertinent information in various disciplines, forms and sources. The assessment covers the application of theory to practice, the ability to organize, synthesize and present relevant information effectively and correctly, and to define the problem statement concisely. Students are generally required to work independently and with minimal supervision in extended projects. The project typically should cover the complete set of learning outcomes for the subject. The duration of extended projects is normally completed in not less than two (2) weeks. The presentation of the extended project requires students to use ICT and related technologies to research and compose their work. An extended project may be completed individually or as a small team. The result from an extended project is used to evaluate a part of the performance grade of a student.

i) Portfolios

• TGC Learning Goal: Learns autonomously; able to acquire and manage information; able to organize, synthesize and present information effectively; understands the role of personal image and professionalism at work; works independently in context of tasks to be completed; executive keyboarding; effective use of ICT and related technologies.

• Portfolios normally assess the ability of students to collate information for their own cause. Students are generally required to work independently and with minimal supervision in composing their portfolios. The presentation of the portfolio requires students to use ICT and related technologies to compile and compose their work.

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ACADEMIC PROGRESSION CHARTS

BACHELOR OF SCIENCE (HONOURS) (ARCHITECTURE)

Australia Route United Kingdom Route

Master/Bachelor of Architecture Year 2

(RAIA Part 2) *

Master/Bachelor of Architecture Year 1

Practical Training (optional requirement)

▲ ▲

Bachelor of Science (Honours) (Architecture) Year 3 (Semester 5 & 6) Taylor’s University College

(Equivalent to LAM-PAM Part 1, subject to accreditation by Council of Accreditation and Architectural Education Malaysia)

▲

▲

▲ ▲

▲

▲ ▲

Bachelor of Architecture (Hons) Year 2

(RIBA Part 2) *

Bachelor of Architecture (Hons) Year 1

Practical Training (1 year)

BA / BSc (Hons) Architecture Year 3

(RIBA Part 1) *

Bachelor of Science (Honours) (Architecture) Practicum 2

Taylor’s University College


Bachelor of Science (Honours) (Architecture) Practicum 1

Taylor’s University College


Taylor’s Foundation in Natural and Built Environments

Pre-U / STPM / UEC/ other Diploma / Foundation qualifications

SPM / O Levels or equivalent

Diploma in Architectural Technology

3 Years

* Royal Australian Institute of Architects (RAIA) * Royal Institute of British Architects (RIBA)

* Royal Australian Institute of Architects (RAIA)

* Royal Institute of British Architects (RIBA)

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BACHELOR OF QUANTITY SURVEYING (HONOURS)

▲ ▲

Bachelor of Quantity Surveying (Honours) Industrial Training – 6 months Taylor’s University College

▲

▲

▲

▲

▲ ▲

Bachelor of Quantity Surveying (Honours) Year 2 (Semester 3 & 4) Taylor’s University College


Taylor’s Foundation in Natural and Built Environments Pre-U / STPM / UEC /other Diploma qualifications

1 Year

SPM / O Levels or equivalent

Diploma in Quantity Surveying

3 Years

* Royal Australian Institute of Architects (RAIA) * Royal Architects (RIBA)


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Master of Architecture /

Bachelor of Architecture

Bachelor of Science (Honours) (Architecture)

Foundation in Natural and Built Environments/STPM/

Pre-U/UEC/ Other Diploma or equivalent

PROFESSIONAL REGISTRATION PATHWAY

ARCHITECTURE

Register with LAM as an Architect, that carries the title ‘Ar’ Apply for PAM Corporate Membership

Joint LAM-PAM Part III Examination

2 Years Working Experience with a Registered Architect

Commences from date of registration as a LAM Architectural Graduate

Register as Architectural Graduate

with Lembaga Arkitek Malaysia (LAM) Register as Graduate Member

with Pertubuhan Akitek Malaysia (PAM)

Joint LAM-PAM Part I & II Exemption Examination

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Bachelor of Quantity Surveying (Honours)

Foundation in Natural and Built Environments/ STPM/ Pre-U/ UEC/ Other Diploma or equivalent

QUANTITY SURVEYING

Register with BQSM as a Quantity Surveyor Register with ISM as a Quantity Surveyor

that carries the title ‘Sr’

Test of Professional Competence

2 Years Working Experience with a Registered Quantity Surveyor

Commences from date of registration As a BQSM Graduate Member

Registered as Graduate Member with Board of Quantity Surveyor Malaysia (BQSM) and

The Institution of Surveyors, Malaysia (ISM)

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STAFF DIRECTORY ADMINISTRATION

Vice-Chancellor and President (Taylor’s University College Main Campus) Professor Dato’ Dr. Hassan Said [email protected] Deputy Vice Chancellor (Taylor’s University College) Pradeep Nair [email protected] President (Taylor’s College) Lim Tou Boon [email protected] Registrar (Taylor’s University College) Janice Yew [email protected] Vice-President of Strategic Development and Internationalization (Taylor’s University College) Dr. Patrick Kee Peng Kong PhD (Melbourne), Bachelor of Engineering (Hons) (Melbourne), MIE Australia [email protected] Dean, School of Architecture, Building and Design Tony Liew Voon Fun Master of Architecture (Austin, Texas), Bachelor of Science in Design, Minor in Management (Summa Cum Laude) (Clemson) [email protected] Deputy Dean, School of Architecture, Building and Design Shereen Effendy Lee Bachelor of Architecture (Hons) (Newcastle upon Tyne), Bachelor of Arts (Hons) in Architectural Studies (Liverpool John Moores) [email protected] Deputy Dean, The Design School Ken Tan Siang Chye Master in Design (Massey), Bachelor of Arts in Graphic Design (Kent Institute of Art and Design (Canterbury College)) [email protected] Associate Dean, Teaching and Learning (Division of Engineering, Architecture, Building and Design) Dr. Veronica Ng Foong Peng PhD in Architecture (Curtin), Bachelor of Architecture (First Class Honours) (Curtin), Bachelor of Applied Science (Architectural Science) (Curtin), Diploma in Architectural Technology (LICT) [email protected]

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Associate Dean, Enterprise (Division of Engineering, Architecture, Building and Design) Dr. Edwin Chung Chin Yau PhD in Electrical and Computer Systems Engineering (Monash), Bachelor of Engineering (Electrical and Computer Systems Engineering) (First Class Honours) (Monash), BSc in Computer Science (Honours) (Monash) [email protected] Associate Dean, Research and Development (Division of Engineering, Architecture, Building and Design) Dr. Marwan M. Shamel PhD in Biochemical Engineering (UM), Masters in Separation Technology (UM), Bachelor of Engineering (Chemical Engineering) [email protected] Divisional Office Administration Staff Melissa Ng Kit Yee Manager, Divisional Office [email protected] Connie Goh (School of Architecture, Building and Design) Administrative Executive Divisional Office [email protected] Hilda Edward Untie (The Design School) Administrative Executive Divisional Office [email protected] Centre for Modern Architecture Studies in Southeast Asia (MASSA) Nor Hayati binti Hussain Stream Coordinator, Cultural, Artistic and Social Studies Master of Architecture (Texas), Bachelor of Science in Architecture (Texas) Nooridayu binti Ahmad Yusuf Research Executive Master of Science in Heritage and Conservation Management (UiTM), Bachelor of Architecture (Cardiff), Diploma in Architecture (UiTM) Registry Janice Chee Shu-Hui Manager, Registry, Records & Graduations [email protected] Examination Centre Florence Yong Manager, Examination Centre [email protected]

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Enrolment Services & Admissions Ee Hooi Cheng Director, Enrolment Services and Admissions [email protected] Chen Set Li Manager, Enrolment Services and Admissions [email protected] Andrew Lim Kian Hoe Manager, Enrolment Services [email protected] Kaven Kan Yin Ming Assistant Manager, Admissions [email protected] Student Experience Angela Pok Wei Fun Director, Student Experience [email protected] Jayvien Lau Manager, Student Services [email protected] Alicia Ch’ng Manager, Career and Placement Services [email protected] Dr. Adnan Omar Head, Counselling and Psychological Services [email protected] Saw Bee Lian Assistant Manager, Student Central [email protected] Murali Paramasivam Manager, Sports and Recreation [email protected]

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Institutional Marketing Loy Teik Inn Vice-President, Institutional Marketing [email protected] Evelyn Lee Shian Yee Assistant Manager Marketing and Communications [email protected] Emily Yeap Mei Fong Assistant Manager Marketing and Communications [email protected]

Library Services Jefrina Jamaluddin Chief Librarian [email protected]

or email to [email protected] Information Technology

Bernard Tee

Senior Manager Information and Communication Technologies [email protected] Benjamin Lye Yoon Ling Manager [email protected] Adrian Wong Shuen Yee Senior Executive [email protected] ICT Department Helpdesk Helpdesk: [email protected] Helpdesk extension: 8000, 8001 Finance

Christine Kee Finance and Administration Manager [email protected] Kay Ai Thin Assistant Manager [email protected]

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Transfer to Partner / Other University

Sharleen Tham Head Placement Centre [email protected] Accommodation

Sherlyn Yeo Chia Chih Head, Accommodation Services [email protected] Shirley Teang Assistant Manager, Administration & Marketing [email protected] Sazali bin Udin Head Warden, Hostel Department [email protected]

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ACADEMIC STAFF DIRECTORY Associate Dean, Teaching and Learning (Division of Engineering, Architecture, Building & Design) & Stream Coordinator, Design and Design Studies, School of Architecture, Building & Design Dr. Veronica Ng Foong Peng PhD in Architecture (Curtin), Bachelor of Architecture (First Class Honours) (Curtin), Bachelor of Applied Science (Architectural Science) (Curtin), Diploma in Architectural Technology (LICT) Programme Director (Bachelor of Quantity Surveying (Honours)) Sr Ang Fuey Lin Bachelor of Science in Quantity Surveying (Wales), MISM, MRICS Programme Director (Design Studies) Charles Sharma Naidu Masters in Education Technology (UTM), Bachelors of Art (Hons) Graphic Design (London) Abdul Razak Bin Mohd Kassim Master of Arts (Malay Studies) (UM), Bachelor of Arts (Hons) Malay Studies (UM) Anand Krishnan Master of Architecture (Harvard), Bachelor of Architecture (First Class Honours) (UNSW), Graduate Diploma (Urban Design)(Sydney) Alice Mathew Jacob LLB (Hons) (Wolverhampton), Diploma in Law (RIMA) Alina Choong Ching Yen Bachelor of Architecture (USM), Bachelor of Applied Science (Architectural Science) (Curtin), Advanced Diploma in Architectural Science (LICT) Annie Jaid Parker Bachelor of Arts (Honours) in Interior Architecture (UCSI), Diploma in Interior Design (Saito College) Ar Alvin Lim Hai Seah Bachelor of Architecture (UNSW), Bachelor of Science (Architecture) (Newcastle), LAM-PAM Ar Chan Mun Inn Bachelor of Architecture (Hons) (Curtin), Bachelor of Applied Science in Architectural Science (Curtin), Advanced Diploma in Architecture Science (LICT) Cheah Khai Kid Master of Architecture (UTM), Bachelor of Architecture (Hons) (UTM), Diploma in Architecture (Hons) (UTM) Chee Sze Yin Bachelor of Arts (Hons) in Professional Design (Advertising Major) (LICT) Chang Jau Ho Master in Applied Finance (specialization in Corporate Finance and Funds Management) (Monash), Bachelor in Business (Accounting & Finance) (UTS) Sr. Chang Khong Thong MRICS, MISM, Reg. QS, Diploma in Surveying (QS) (CEM)

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Chiew Seng Khoon Master of Science (Construction Management) (UTM), Bachelor of Technology (Hons) Education, Civil Engineering (UTM) Connie Ng Phooi Chan NCC Diploma in Computer Science (Informatics College) Edward Chew Chin Meng Bachelor of Architecture (Hons) (Deakin), Bachelor of Applied Science in Architectural Science (Curtin), Advanced Diploma in Architectural Technology (LICT) Ernesto Carlos Pujazon Patron Master of Arts in International Contemporary Arts and Design Practice (East London) , Bachelor of Arts of Oil Painting – Drawing (The Autonomous National Schools of Fine Arts of Peru), Bachelor of Arts in Social Science – History (Federico Villarreal, National University)

Ar Fadzwin Hashim Master of Science in Architecture (UCL), Bachelor of Architecture (Oklahoma State), APAM Foo Cherch Kang Master in Design (RGU), Diploma in Interior Design (MIA)

Ar Gerard Sim Lim Ho Bachelor of Architecture (Queensland), Bachelor of Design Studies (Queensland) Habizah binti Sheikh Ilmi Bachelor of Science (Hons) in Quantity Surveying (Salford) Hasmanira binti Mokhtar Master of Science (Project Management) (USM), Bachelor of Science (Hons) Architecture (USM) Ar Ian Ng Aik Soon Diploma in Architecture (Portsmouth), Bachelor of Arts (Hons) Architecture (Leeds Metropolitan) Imran Ariff Yahya Master of Science (Building)(UM), Bachelor of Quantity Surveying (Honours) (Salford) Ira Melita binti Ibrahim Master in Human Sciences (IIUM), Bachelor in Human Sciences (Hons) (IIUM) Jocelyn Loo Gaik Gan Bachelor in Science (with Education) (USM) Joe Chan Wan Hoe Bachelor of Applied Science (Architectural Science) (Curtin), Advanced Diploma in Architectural Technology (LICT) Ar Karlson Goh Kar Sheng Bachelor of Architecture (Adelaide), Bachelor of Design Studies (Adelaide) Keith Tan Kay Hin Stream Coordinator, Communication and Documentation Skills and Professional Studies

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Certificate in Project Management (Association for Project Management, UK), Master of Architecture, Diploma in Architecture, Bachelor of Arts (Hons) (Nottingham) M. Tamil Salvi Mari Stream Coordinator, Environmental Studies Master in Environmental Studies (UPM), Bachelor of Science (Hons) HBP (Building Economics and Management) (USM) Mariatul Liza binti Meor Gheda Master in Project Management (USM), Bachelor in Construction Management (UTM), Diploma in Building (UTM) Nathaniel Woon Wai Cheong Bachelor of Arts (Hons) English (London), Diploma in Translation (DBP-PPM) Nor Hayati binti Hussain Stream Coordinator, Cultural, Artistic and Social Studies Master of Architecture (Texas), Bachelor of Science in Architecture (Texas) Nor Hayati binti Ramli Bachelor of Science (Hons) HBP (USM) Nooridayu binti Ahmad Yusuf Master of Science in Heritage and Conservation Management (UiTM), Bachelor of Architecture (Cardiff), Diploma in Architecture (UiTM) P. Thivilojana d/o S. Perinpasingam Master in Education, Diploma in Education, Bachelor of Arts (Hons) English (UM) Raihana Zainuddin Bachelor of Architecture (University of Miami, Florida) See Kwang Li Bachelor in Architecture (UTM), Diploma in Architecture (UTM) Shamla d/o Ramasamy Master of Arts in Industrial and Organisational Psychology (UKM), Bachelor of Science (Hons) in Quantity Surveying (UTM), Diploma in Quantity Surveying (UTM) Sofia Nor’ Shariza binti Sharifuddin Bachelor of Arts (Hons) Interior Architecture (UITM), Diploma in Interior Design (UITM) Sivaraman Kuppusamy Master in Environmental Studies (UPM), Bachelor of Science (Hons) HBP (Building Economics and Management) (USM), Certificate in Teaching, Certified Construction Manager Sujatavani Gunasagaran Stream Coordinator, Technical Studies Master of Science (Building Technology) (USM), Bachelor of Science (Architecture) (UM) Teong Lay Ming Master of Science (Construction Management) (UTM), Bachelor of Civil Engineering (Kolej Universiti Teknologi Tun Hussein Onn)

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Tan Huey Yee Master of Education (Educational Psychology) (UPM), Bachelor of Science (Psychology)(Bemidji State University) Wallace Imoudu Enegbuma Research Fellow in Quantity Surveying (PhD in view), Master of Science in Construction Contract Management (UTM) and Bachelor of Science in Architecture (University of Jos) Wan Muhammad bin Wan Mahamood Bachelor of Architecture (UTM), Diploma in Architecture (UTM) Yeong Ming Hun Master of Arts (Education Management) (Human Resource)(UM), Bachelor of Arts (Honours) Industrial Design (UMS) Zaim Azizi bin Abu Bakar Bachelor Degree in Human Sciences (IIUM)

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TAYLOR’S UNIVERSITY COLLEGE CONTACTS Taylor’s University College Taylor’s Lakeside Campus No. 1 Jalan Taylor’s, 47500 Subang Jaya, Selangor Darul Ehsan General Line : 603 5629 5000 Fax : 603 5629 5001 Taylor’s College Subang Jaya Campus 1, Jalan SS15/8 47500 Subang Jaya Selangor Darul Ehsan Malaysia General Line : 603-5636 2641 Fax : 603-5634 5209 Homepage : http://www.taylors.edu.my E-mail : [email protected]

microsoft word - sabd programme guide year 2010 _as of 10 january 2010

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