Sabd undergraduate pg draft v3

0

SCHOOL OF ARCHITECTURE, BUILDING & DESIGN

PROGRAMME GUIDE 2 0 1 6

Foundation in Natural and Built Environments Bachelor of Science (Honours) in Architecture Bachelor of Quantity Surveying (Honours)

1

TAYLOR’S UNIVERSITY

SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN PROGRAMME GUIDE 2016

This programme guide is an essential reference for any student pursuing a programme at Taylor’s University. 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 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 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 25 July 2016. Changes in circumstances after this date may impact upon the accuracy or currency of the information. The University 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.

2

TABLE OF CONTENTS INTRODUCTION Glossary of Terms 4 SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN History 5 Mission 8 Vision 8 Aims and Objectives 9 The Student Experience 9 ACADEMIC CALENDAR Academic Calendar 2016/ 2017 10 PROGRAMME INFORMATION FOUNDATION IN NATURAL AND BUILT ENVIRONMENTS 13 Objectives 13 Programme Learning Outcomes 14 Entry Requirements 14 Programme Structure 15 Module Synopsis 16 BACHELOR OF SCIENCE (HONOURS) IN ARCHITECTURE 19 Mission 19 Vision 19 Objectives 19 Philosophy 19 Programme Learning Outcomes 20 Entry Requirements 22 Programme Structure 24 Module Synopsis 30 Taylor’s Graduate Capabilities (TGC Portfolio) 43 BACHELOR OF QUANTITY SURVEYING (HONOURS) 48 Objectives 48 Programme Learning Outcomes 49 Entry Requirements 50 Programme Structure 52 Module Synopsis 55 TAYLOR’S GRADUATE CAPABILITIES 68 ACADEMIC PROCEDURES AND POLICIES 70 Academic Principles and Details 70 Assessment Principles 70 Fair Assessment 71 Progress Monitoring and Review: Portfolio Assessment 72 Grading and Standards 72 Assessment Requirements 73 Assessment Plan 74 Feedback to Students 74

General Programme Structure 75 Intakes 75 Duration 75

3

Activity Week 75 Categories of Modules 75 Compulsory Modules for all Diploma and Degree Level Programmes at Taylor’s University 75 Moderation Guidelines 78 Module Outlines 78 Assessment of Student Work 78 Review of Student Work 78 Board of Examiners Meeting 78 Moderation Report 78 Other Policies and Regulations 79 Awareness of Requirements 79 Participation 79 Standard Academic Load 79 Module Add, Drop and Withdrawal 79 Late Submission of Work and Extension of Deadlines 79 Late Submission Penalty 79 Assessment and Grading 80 Calculation of Grade Point Average (GPA) 81 Calculation of Cumulative Grade Point Average (CGPA) 81 General Academic Progression Rules 82 Course Progression 82 Academic Probation 82 Pass and Marginal Fail 82 Resit Assessment 82 Repeating Modules 83 Special Considerations 84 Supplementary Examinations 85 Study Plan 85 Maximum Completion Time 86 Exclusion from a programme 86 Award of Foundation or Degree 87 LEARNING, TEACHING AND ASSESSMENT 89 Teaching and Learning Framework 89 Teaching and Learning Philosophy 89 Learning Environments 89 Learning Process 89 Learning Facilitator 91 Assessment Strategy 92 Assessment 92 Modes and Procedures for Assessment 92 ACADEMIC PROGRESSION CHARTS 96 PROFESSIONAL REGISTRATION PATHWAY 98 STAFF DIRECTORY 100 ACADEMIC STAFF DIRECTORY 104 TAYLOR’S UNIVERSITY CONTACTS 110

4

Glossary of Terms

Foundation Certificate

: An award granted on successful completion of a 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 a minimum of 120 credit hours over a period of three years or three-and-a-half years of full-time study after a pre-university qualification.

Semesters : Foundation: 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: 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 Modules 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 module. Credit hours, accumulated as the student progresses through their programme of study, are earned when a student passes a module.

Assessment : A generic term for a set of processes that measure a student’s 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 Module

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

Co-requisite Module

: Refers to a module, which a student must enrol in at the same time as, or in some cases prior to, enrolling in the desired module.

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 modules in a particular semester to the total number of credit hours in the semester.

Cumulative Grade Point Average (CGPA)

: The CGPA gives an overview of a 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 modules from the first to the current semester to the total number of credit hours accumulated thus far.

Class of award : A means of distinguishing 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 a student.

5

SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN

HISTORY

Taylor’s University has a strong orientation towards professional education. Courses in Architecture, Engineering, Law, Medicine and Quantity Surveying are testimony of this fact. A professional course, besides merely a field for or pursuit of consecutive progressive achievement, is characterized by or conforms to higher standards. The successful differentiation of professional and non-professional courses is an organisational principle of a university and unless that principle is fulfilled, a university simply fails to be itself. 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 with the University of Brighton in the United Kingdom for SBE’s students to complete degree studies. The School was located in the capital city 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. 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 pivotal in the development of the School. 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 launched 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, in 2012 SBE was relocated to the main campus 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, computer 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 further established to promote the strength of the diploma programme. On 4 and 5 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 with a recommendation to offer separate courses in Architecture and Quantity Surveying to cater to specific discipline knowledge, teaching objectives and learning outcomes In September 2003, a plan was initiated to develop courses of specific disciplines and rebrand the school to suit its purpose. The Diploma in Building Studies (Architectural Technology), Diploma in Building Studies (Quantity Surveying) and the School of Architecture and Quantity Surveying (SAQS) were launched. SAQS successfully graduated its first cohort of architecture and quantity surveying graduands by the year’s end.

6

On 12 January 2004, SAQS embarked on its next phase of expansion at Taylor’s College Petaling Jaya, located at the Leisure Commerce Square, a modern building with landscaped courtyard, commercial outlets, ample parking and the latest public amenities. 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. SAQS occupied 1000 square 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. On 16 March 2004, SAQS achieved a milestone when the National Accreditation Board of Malaysia and the Board of Quantity Surveyors Malaysia respectively approved and accredited the Diploma in Building Studies (Quantity Surveying) programme. The name of the programme was upgraded to the Diploma in Quantity Surveying in acknowledgement of that fact. On 8 October 2004, SAQS received approval from the National Accreditation Board of Malaysia to conduct the Diploma in Architectural Technology programme The Diploma in Architectural Technology received full LAN accreditation several years later on 22 May 2006. The Centre for Modern Architecture Studies in Southeast Asia or MASSA was officially launched on 20 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 that are suited to the context and continuity of the cultures of Southeast Asia. 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, and in anticipation of the establishment of a design school. The Faculty of Architecture, Building and Planning of The University of Melbourne that continued to moderate the Diploma in Architectural Technology and Diploma in Quantity Surveying also agreed to jointly develop and moderate a new programme, Diploma in Construction in Construction Management. In addition to The University of Melbourne, a new partnership with the Queensland University of Technology was established in 2006 for the moderation of another programme, Diploma in Interior Design. In 2007, SABD launched diploma programmes in Construction Management and Interior Design. This initiative was vital towards fulfilling the objective of creating an institution offering a range of built environment programmes. On 27 March 2008, SABD marked an important milestone by launching the Bachelor of Science (Honours) (Architecture) programme. A home-grown undergraduate degree programme developed by SABD, the programme leading to the award of the same name is equivalent to an Architecture Part 1 Qualification, subject to validation by the regulatory Majlis Akreditasi dan Pengajian Senibina Malaysia (MAPSM) or Council of Architectural Accreditation and Education Malaysia (CAAEM) of the Board of Architects Malaysia. In rapid succession, SABD launched the Foundation in Natural and Built Environments on 2 March 2009 and, its second home-grown undergraduate degree programme, the Bachelor of Quantity Surveying (Honours) on 3 August 2009 to provide a suite of programmes for students keen on pursuing Architecture and Quantity Surveying studies in Malaysia. Also in 2009, the Diploma in Architectural Technology and Diploma in Quantity Surveying were discontinued to consolidate resources and staffing needs. Due to waning interest, the Diploma in Construction Management was also discontinued. The Diploma in Interior Design was transferred to the Taylor’s Design School, an ancillary arm of the School of Architecture, Building and Design that was established in 2010. On 2 December 2009, an accreditation visit by the Royal Institution of Chartered Surveyors (RICS) took place.

7

In January 2010, SABD commenced full operations in the newly built Taylor’s University, Lakeside Campus. On 5 March 2010, RICS awarded the Bachelor of Quantity Surveying (Hons) programme a three-year accreditation for student intakes of 2009, 2010 and 2011. In July 2011, the Bachelor of Quantity Surveying (Hons) programme was accredited for a period of three years from 2011 to 2013 by the Pacific Association of Chartered Surveyors (PAQS). On 27 and 28 September 2011, the Bachelor of Science (Hons) (Architecture) programme was audited by Majlis Akreditasi dan Pengajian Senibina Malaysia (MAPSM) or the Council of Architectural Accreditation and Education Malaysia (CAAEM). In 2012, developments in the assessment of SABD’s programmes bore fruit:

The Bachelor of Quantity Surveying (Hons) programme was provisionally accredited by the Board of

Quantity Surveyors Malaysia (BQSM).

On 19 March 2012, MAPSM/CAAEM awarded the programme. Conditional Accreditation status for the

duration of two years for the session 2011/2012 to session 2012/2013. In 2013, several developments came to light:

On 1 April 2013, SABD reached a new milestone in its history when it launched the Master of

Architecture programme. The programme leading to the award of the same name is equivalent to an

Architecture Part II Qualification, subject to validation by the regulatory MAPSM/CAAEM of the Board of

Architects Malaysia. The goal of providing a complete educational pathway for architectural education

was finally achieved.

In August 2013, the Bachelor of Science (Hons) (Architecture) programme was renamed Bachelor of

Science (Hons) in Architecture, based on the recommendation of CAAEM.

On 17 and 18 September 2013, MAPSM/CAAEM conducted a re-accreditation visit for the Bachelor of

Science (Hons) (Architecture) programme.

On 24 and 25 October 2013, PAQS conducted its re-accreditation visit for the Bachelor of Quantity

Surveying (Hons) programme. 2014 is a watershed year for SABD, marked by several significant achievements and milestones:

On 10 January 2014, the QS Accreditation Council awarded a five-year Full Accreditation status for the

Bachelor of Quantity Surveying (Hons) programme from 20 January 2011 to 19 January 2016.

On 7 April 2014, MAPSM/CAAEM awarded a five-year Full Accreditation status for the Bachelor of

Science (Hons) (Architecture) programme from 27 September 2011 to 26 September 2016.

On 8 June 2014, the Bachelor of Quantity Surveying (Hons) programme was accorded a five-year Full

Accreditation status from 2014 to 2018 by PAQS during the Pacific Association of Quantity Surveyor

Congress 2014 held in Hong Kong. SABD’s programme achievements of Full Accreditation status garnered the university the distinction of being the first private institution of higher learning to meet the high standards of professional boards. Among SABD’s other notable initiatives are the annual SABD Lecture Series, MASSA Seminar Series, Elemental Cost Analysis (ECA Workshop) and Activity Week. The SABD Lecture Series is a year-long programme of lectures conducted by building and construction professionals. The MASSA Seminar Series promotes discussions amongst academicians, professionals and graduate students on issues of heritage and nation building. Elemental Cost Analysis (ECA) Workshops are conducted twice a year by lecturers including invited practitioners from the industry for Quantity Surveying students. International 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.

8

SABD, and its ancillary The Design School, is currently the third largest school in Taylor’s University, based on the size of its student population that is shy of 2000. Its rapid growth and achievement has set a benchmark for other programmes in the university to aspire to achieve. Another important principle of a university is to build the most talented and creative workforce for the country and the future of humankind. In this regard, a professional is a specialist who has disciplined his or her curiosity to operate largely within a designated area. Institutions of higher learning that cater to professional courses are typically well respected and professional graduands are highly sought after. 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.

MISSION

Since 1998, SABD has been conducting built environment programmes to train architecture and quantity surveying graduates to help realise the government’s vision of making Malaysia a developed nation by the year 2020. SABD has always had a global outlook and mission that is to provide a rich and conducive environment for the academic pursuit and professional development of programmes in the built environment, namely Architecture and Quantity Surveying. The programmes are supported by seminars, workshops, guest lectures by local and visiting international lecturers, practitioners and industry-related professionals, exhibitions and study visits coupled with travels.

VISION

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

Objectives Description

Unity

Situated in one locality offering the latest resources for the staff and students to share

knowledge and ideas. Pursue a rich and caring student education termed ‘The Student

Experience’ whereby a variety of teaching and learning strategies are employed to

maximise the student’s learning experience of the programmes through lectures, tutorials,

studio, practical training, workshops and site visits to construction sites, manufacturing

industries and places of historical and cultural interest. Extra-curricular activities and

participation in student clubs complement academic pursuits in preparing students to take

their roles as leaders in the global community.

Visibility

Offer quality built environment programmes such as Foundation in Natural and Built

Environments, Bachelor of Science (Honours) in Architecture and Bachelor of Quantity

Surveying (Honours).

Community

Cater to continual interest in the building industry and contribute to the community through

special-interest projects and producing graduates that are in demand in the industry. The

programmes of study provide students with relevant intellectual challenges commensurate

to their technical needs and also to develop transferable skills for a lifetime of employment.

9

Continuity Offering quality programmes that are industry driven and relevant to pave a smooth

transition from SABD to the industry.

AIMS AND OBJECTIVES

SABD aims to provide a comprehensive education that satisfies basic physiological needs and is relevant for the cultural, scientific and technological advancement of society. SABD’s students, lecturers and guest practitioners share knowledge, ideas and cultivate heightened sensibilities to realise the goal of developing the full potential of the individual and their programme of study. Through its collaboration and assistance from a consortium of partner universities, SABD is assured of its goal of building excellence in teaching, learning and practice in the various fields of built environment.

THE STUDENT EXPERIENCE

A variety of teaching and learning strategies are employed to maximise students ’ learning experience of the programmes 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.

10

ACADEMIC CALENDAR 2016 / 2017 FOUNDATION IN NATURAL AND BUILT ENVIRONMENTS

January 2016 Intake March 2016 Intake

July 2016 Intake

Semester 1

Orientation day Wed 20 Jan 16 Wed 23 Mar 16 Wed 27 Jul 16

Classes commence Mon 25 Jan 16 Mon 28 Mar 16 Mon 1 Aug 16

Final day to add and/drop modules Fri 5 Feb 16 Fri 8 Apr 16 Fri 12 Aug 16

Final date to withdraw from module(s) with a Withdrawn (WD) notation in the transcript

Fri 18 Mar 16 Fri 13 May 16 Fri 16 Sept 16

Final date to withdraw from module(s) with a Fail F(W) notation in the transcript

Fri 10 Jun 16 Fri 12 Aug 16 Fri 9 Dec 16

Mid-semester break Sun 3 Apr – Sun 10 Apr 16 Sun 15 May – Sun 22 May 16 Sun 30 Oct – Sun 6 Nov 16

Classes recommence Mon 11 Apr 16 Mon 23 May 16 Mon 7 Nov 16

Provisional final examination timetable published

Mon 23 May 16 Mon 18 Jul 16 Mon 21 Nov 16

Final examination timetable published Mon 6 Jun 16 Mon 1 Aug 16 Mon 5 Dec 16

Study leave NA NA Mon 12 Dec – Tue 13 Dec 16

Final examination Mon 13 Jun – Sat 25 Jun 16* Mon 15 Aug – Sat 22 Aug 16* Wed 14 Dec – Sat 24 Dec 16*

Release of results Fri 15 Jul 16* Fri 2 Sept 16* Mon 9 Jan 17*

Semester break Sun 26 Jun – Sun 31 Jul 16* Sun 23 Aug – Sun 18 Sept 16* Sun 25 Dec 16 – Sun 15 Jan

17*

Resit examination Mon 1 Aug – Sat 6 Aug 15* Mon 19 – Sat 24 Sept 16* Mon 16 Jan – Sat 21 Jan 17*

Release of resit results Fri 12 Aug 16* Fri 30 Sept 16* Fri 27 Jan 17*

Semester 2

Classes commence Mon 1 Aug 16 Mon 19 Sept 16 Mon 16 Jan 17

Final day to add and/drop modules Fri 12 Aug 16 Fri 30 Sept 16 Fri 27 Jan 17

Final date to withdraw from module(s) with a Withdrawn (WD) notation in the transcript

Fri 16 Sept 16 Fri 11 Nov 16 Fri 10 Mar 17

Final date to withdraw from module(s) with a Fail F(W) notation in the transcript

Fri 9 Dec 16 Fri 10 Feb 17 Fri 3 Jul 17

Mid-semester break Sun 30 Oct – Sun 6 Nov 16 Sun 30 Oct – Sun 6 Nov 16 Sun 2 Apr – Sun 9 Apr 17

Classes recommence Mon 7 Nov 16 Mon 7 Nov 16 Mon 10 Apr 17

Provisional final examination timetable published

Mon 21 Nov 16 Mon 16 Jan 17 Mon 15 May 17

Final examination timetable published Mon 5 Dec 16 Mon 6 Feb 17 Mon 29 May 17

Study leave Mon 12 Dec – Tue 13 Dec 16 NA NA

Final examination Wed 14 Dec – Thu 22 Dec 16* Mon 13 Feb – Tue 21 Feb 17* Mon 5 Jun – Sat 17 Jun 17*

Release of results Mon 9 Jan 17* Mon 6 Mar 17* Fri 14 Jul 17*

Resit examination Mon 16 Jan – Fri 20 Jan 17* Mon 20 Mar – Fri 24 Mar 17* Mon 24 Jul – Sat 29 Jul 17*

Release of resit results Fri 27 Jan 17* Fri 31 Mar 17* Fri 4 Aug 17*

* Dates are subject to change without prior notice

11

BACHELOR OF SCIENCE (HONOURS) IN ARCHITECTURE March 2016 Semester

Orientation day (for March 2016 intake students) Wed 23 Mar 16

Classes commence Mon 28 Mar 16

Final day to add and/drop modules Fri 8 Apr 16

Final date to withdraw from module(s) with a Withdrawn (WD) notation in the transcript Fri 13 May 16

Final date to withdraw from module(s) with a Fail F(W) notation in the transcript Fri 15 Jul 16

Mid-semester break Sun 15 May – Sun 22 May 16

Classes recommence Mon 23 May 16

Provisional final examination timetable published Mon 20 Jun 16 *

Final examination timetable published Mon 27 Jun 16 *

Study leave Mon 18 Jul – Tue 19 Jul 16

Final examination Wed 20 Jul – Sat 30 Jul 16*

Release of results Fri 12 Aug 16 *

Semester break Sun 31 Jul – Sun 28 Aug 16

Resit examination Mon 22 Aug – Sat 27 Aug 16*

Release of resit results Mon 5 Sep 16 *

August 2016 Semester

Orientation day (for August 2016 intake students) Wed 24 Aug 16

Classes commence Mon 29 Aug 16

Final day to add and/drop modules Fri 9 Sep 16

Final date to withdraw from module(s) with a Withdrawn (WD) notation in the transcript Fri 14 Oct 16 *

Final date to withdraw from module(s) with a Fail F(W) notation in the transcript Fri 9 Dec 16 *

Mid-semester break Sun 30 Oct – Sun 6 Nov 16

Classes recommence Mon 7 Nov 16

Provisional final examination timetable published Mon 14 Nov 16 *

Final examination timetable published Mon 28 Nov 16 *

Study leave Mon 12 Dec – Tue 13 Dec 16

Final examination Wed 14 Dec – Sat 24 Dec 16*

Release of results Fri 6 Jan 17*

Semester break Sun 25 Dec 16 – Sun 26 Mar 17

Resit examination Mon 16 Jan – Sat 21 Jan 17

Release of resit results Wed 25 Jan 17 *

Short Semester (Applicable to March intake students / Students entitled to enrol for practicum)

Classes commence Mon 9 Jan 17

Final day to add and/drop modules Fri 20 Jan 17

Final date to withdraw from module(s) with a Withdrawn (WD) notation in the transcript Fri 17 Feb 17

Final date to withdraw from module(s) with a Fail F(W) notation in the transcript Fri 10 Mar 17

Final examination Thu 9 Mar – Sat 11 Mar 17*

Release of results Tue 21 Mar 17 *

Semester break Sun 12 Mar – Sun 26 Mar 17

Resit examination Wed 29 Mar 17- Sat 1 April 2017*

Release of resit results Tue 4 Apr 17 *


12

BACHELOR OF QUANTITY SURVEYING (HONOURS)

March 2016 Semester

Orientation day (for March 2016 intake students) Wed 23 Mar 16

Classes commence Mon 28 Mar 16

Final day to add and/drop modules Fri 8 Apr 16

Final date to withdraw from module(s) with a Withdrawn (WD) notation in the transcript Fri 13 May 16

Final date to withdraw from module(s) with a Fail F(W) notation in the transcript Fri 15 Jul 16

Mid-semester break Sun 15 May – Sun 22 May 16

Classes recommence Mon 23 May 16

Provisional final examination timetable published Mon 20 Jun 16 *

Final examination timetable published Mon 27 Jun 16 *

Study leave Mon 18 Jul – Tue 19 Jul 16

Final examination Wed 20 Jul – Sat 30 Jul 16

Release of results Fri 12 Aug 16 *

Semester break Sun 31 Jul – Sun 28 Aug 16

Resit examination Mon 22 Aug – Sat 27 Aug 16

Release of resit results Mon 5 Sep 16 *

August 2016 Semester

Orientation day (for August 2016 intake students) Wed 24 Aug 16

Classes commence Mon 29 Aug 16

Final day to add and/drop modules Fri 9 Sep 16

Final date to withdraw from module(s) with a Withdrawn (WD) notation in the transcript Fri 14 Oct 16

Final date to withdraw from module(s) with a Fail F(W) notation in the transcript Fri 9 Dec 16 *

Mid-semester break Sun 30 Oct – Sun 6 Nov 16

Classes recommence Mon 7 Nov 16

Provisional final examination timetable published Mon 14 Nov 16 *

Final examination timetable published Mon 28 Nov 16 *

Study leave Mon 12 Dec – Tue 13 Dec 16

Final examination Wed 14 Dec – Sat 24 Dec 16*

Release of results Fri 6 Jan 17*

Semester break Sun 25 Dec 16 – Sun 26 Mar 17

Resit examination Mon 16 Jan – Sat 21 Jan 17

Release of resit results Wed 25 Jan 17 *


13

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) in Architecture and Bachelor of Quantity Surveying (Honours), currently offered at Taylor’s University. 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.

OBJECTIVES

Teaching philosophy: The Foundation in Natural and Built Environments at Taylor’s University 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.

http://www.answers.com/topic/natural-environment

http://www.answers.com/topic/built-environment

14

PROGRAMME 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. 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. The programme is designed to prepare students for the following:

English language, ability to demonstrate English Language Proficiency at both the pre-university and tertiary

level.

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

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; and 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; and

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 Sijil Pelajaran Malaysia (SPM) with minimum five (5) credits, including English and Mathematics, or its recognized equivalent. International students will be assessed on a case-by-case basis.

15

PROGRAMME STRUCTURE

SEMESTER 1 (18 WEEKS)

No Module Title Module Code Prerequisite Module

Category Credit Hours

1 Elements of Natural and Built Environments

ARC30105 None Core 5

2 Creative Thinking Skills DST30205 None Core 5

3 English I ELG31305 None Core 5

4 Introducation to the Construction Industry QSB30105 None Core 5

5

Choose one (1): Business Enterprise

BUS30105 None

Core Elective 1

5

Principle of Economics ECN30105

25

SEMESTER 2 (18 WEEKS)

No Module Title Module Code Prerequisite Module

Category Credit Hours

1 Constructed Landscape ARC30405 None Core 5

2 Introduction to Drawing ARC30305 None Core 5

3 English II ELG31405 ELG31305 Core 5

4

Choose one (1): Culture and Civilisations, or

CLS30105 None

Core Elective 2

5

Public Speaking Skills COM30505

5

Choose one (1): Introduction to Design, or

ARC30205 None

Core Elective 3

5

Quantitative Techniques STA30105

25

TOTAL CREDITS HOURS 50

16

MODULE SYNOPSIS

Core and Modules

Module Title Module Code

Credit Hours

Description

Elements of Natural and Built Environments

ARC 30105

5

The module is an overview and introduction to the Built Environment and seeks to give students an overview different environment and elements from within. It exposes students to act of perceiving and conceiving, analysing materials and designing various forms and functions. Students are introduced to basic examples within the context of three-dimensional designs leading to architecture. A variety of techniques are explored throughout the module including problem solving of functional, formal and expressive issues. Students are encouraged to think and explore ‘outside the box’ of the two major components that are the natural and built environments. Students undergo a series of lectures, study trips and studio-based exercises governed by the Built Environment.

Introduction to the Construction Industry

QSB

30105 5

The module introduces students to the organizations and issues within the construction process. It provides an understanding of the inter-relationship between stakeholders and the mechanics of communication between them. It will also introduce public and private authorities and their roles and responsibilities in the construction process.

Creative Thinking Skills

DST 30205

5

The module equip students with the theory and techniques that enable them to understand a range of thinking abilities and how enhancing these can result in a higher quality of design work. Students are encouraged to explore or broaden their own ideas and thought processes with techniques such as mind-mapping; expand, twist or synthesize ideas with techniques such as random association; and translate their ideas into a tangible form which can be interactive, presentable, entertaining or a form of visual design statement. They will also learn techniques to manage and develop ideas in collaborative efforts or as design teams, in all its advantages.

English I ELG

31305 5

The module prepare students for pre-university as well as tertiary studies. The course provides instruction and practice in, and assessment of English language skills and the discipline required for such study.

Introduction to Drawing

ARC 30305

5

The module introduces the comprehension and skills in basic drawings of the built and natural environment. The module will be presented in the form of a studio with lectures, workshops, tutorials, student presentations and class discussion.

17

Constructed Landscape

ARC 30405

5

The module introduces basic fundamentals of landscape architecture through theories and constructions. Students will explore various landscape theories, plant palette, landscape graphics and conceptual ideas through investigation of case studies. The module will be presented in the form of lectures, tutorials, student presentations, site visits and class discussion.

Culture and Civilisations

CLS 30105

5

The module introduces the two dimensions (culture and civilisation) on human communities as they rise, prosper and decline. Students develop an understanding of a civilization’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 civilizations and examine similarities and differences between the two.

Principle of Economics

ECN3 0105

5

The module explains and analyzes the central issues in economic societies via understanding the behaviour of consumers and producers and the role of factors of production. An understanding of these individual decision-making units will become the foundation for understanding the macro issues of national output, international trade and the various economic policies.

Introduction to Design

ARC 30205

5

The module introduces the basic elements of design. Students will become familiar with the use of design principle in developing their design projects. Students will be given 2 and 3 dimensional design projects to develop their skills and understanding of the subject matter.

Business Enterprise

BUS 30105

5

The module provides current and thorough overview of the functional areas of business- management, marketing, accounting, finance and information technology in different types of business organisations. Students will discover how businesses interact with the domestic and global environment in adding value for their customers and society through products and services.

Principle of Economics

ECN 30105

5

The module looks at the central problems of economic societies at the micro level by first understanding the behavior of consumers and producers and the role of factors of production. An understanding of these individual decision making units will be the foundation for the macro issues of national output, international trade and the various economic policies.

Public Speaking Skills

COM 30505

5

This module takes the students through a series of reading, application, and speaking assignments that build systematically upon one another. Students are exposed to all the major skills of speechmaking to strengthen their command of presentation skills.

Quantitative Techniques

STA 30105

5

The module is designed to provide the candidate with sound basic mathematical and statistical knowledge on the important aspects relevant to career in quantitative field in humanities and sciences.

18

English II ELG

31405 5

The module is specifically designed to equip students with advanced language skills for tertiary studies by enhancing the

essential language skills for academic purposes. The emphasis of this module is on the development of academic reading and writing skills, as well as techniques to engage in interactive

discussions with the on-going development of listening and speaking skills. Emphasis is also placed on critical thinking and academic integrity

19

BACHELOR OF SCIENCE (HONOURS) IN ARCHITECTURE The Bachelor of Science (Honours) in Architecture programme is a pre-professional programme 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 programme aims to prepare students to complete a second stage architecture education leading to professional registration. The Bachelor of Science (Honours) in Architecture programme comprises a minimum of 120 credit units. This consists of 98 credits of Core modules which include 10 credits of Practicum (5 credits of Methods of Documentation and Measured Drawing and 5 credits for Internship Training and Report), 9 credits of Core Elective modules and a minimum of 13 credits of MPU/UCM modules. The standard duration for completion of studies is 3 years, comprised of 6 full and 2 practicum semesters.

MISSION

The Bachelor of Science (Honours) in Architecture programme aims to provide an academic education and practical experience that will lead to professional education in architecture. The programme 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.

VISION

Architectural education at Taylor’s University ensures that all graduates have knowledge and ability in architectural design, including technical systems and requirements as well as consideration of health, safety and ecological balance; that they understand the societal, cultural, technological, environmental, historical, political, economic and artistic context for architecture, and that they comprehend thoroughly the architect’s role and responsibilities in society, which depend on a cultivated, analytical and creative mind.

OBJECTIVE

To produce graduates with highly developed skills relating to architectural design, science, technology, philosophy and practice for further scholarship by academic studying pursuit of higher degrees at postgraduate level, or for employment in practice in the private or public sectors of the architecture profession or allied professions.

PHILOSOPHY

The Bachelor of Science (Honours) in Architecture programme is an integrated and interdependent study programme that combines the disciplines of science and arts with the aim to elevate conceptual underpinnings of science and arts to discover key factors in societal, cultural, technological, environmental, ecological, historical, political, economic 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.

20


The objectives of the Bachelor of Science (Honours) in Architecture programme are translated into a number of learning outcomes. These outcomes are directly related to the requirements for a Basic First Stage Architectural Education, as classified by the Union of International Architects; namely to establish core principles and basic architectural knowledge to develop awareness of, and aptitude to, design, coordinate and carry out projects. The Bachelor of Science (Honours) in Architecture programme has as its objectives that graduates exemplify the following programme 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; 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 the following areas:

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.

21

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.

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.

22

Year 1: Bachelor of Science (Honours) in Architecture

To demonstrate a knowledge and understanding of the basic elements and techniques of architectural design, science, technology, philosophy and practice through physical and perceptual criteria, form, function and environment including the communication of two or three dimensional space and form.

To demonstrate an ability to incorporate science, technology, philosophy and practice in the architectural design of buildings of small scale or simple disposition in relation to prescribed programmes and specific contexts.


To demonstrate a knowledge and understanding of the systems and methodology of architectural design, science, technology, philosophy and practice through precedent, prototype or performance, form, function, structural enclosure and internal environments including the communication of spatial and material qualities.

To demonstrate an ability to integrate science, technology, philosophy and practice in the architectural design of buildings of modest scale and complexity in relation to prescribed and thematic programmes, social and contextual identity


To demonstrate a knowledge and understanding of the composite and interdisciplinary nature of architectural design, science, technology, philosophy and practice through integration of intentions from general to specific issues, form and environment including communication using multi-media techniques with rationale and rigorous application in terms of written and oral presentation of design attributes.

To demonstrate an ability to assimilate science, technology, philosophy and practice in the architectural design of buildings of relatively large scale or complexity in relation to prescribed and thematic programmes, cultural identity and contextual intervention.

ENTRY REQUIREMENTS*

(Note: Education for architects leading to the professional award shall be of no less than 5 years duration after STPM or equivalent) Sijil Tinggi Pelajaran Malaysia (STPM) Minimum CGPA of 2.67 for 3 subjects Cambridge ‘A’ Levels 3 principals, minimum grades CDD excluding general paper or studies in student’s first language South Australian Matriculation (SAM) ATAR 70 International Canadian Pre-University (ICPU) Minimum 65% average in six (6) subjects Unified Examination Certificate (UEC) Minimum grade of B6 for 5 modules, including credits for English and Mathematics Taylor’s Foundation in Natural and Built Environments Average C+ grade, equivalent to CGPA of 2.33

23

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 Pass an Interview and Aptitude Assessment (AA) English Entry Requirements IELTS 6.0 TOEFL 550 (paper-based), 213 (computer-based), 79 (internet-based) STPM MUET 4.0 ‘A’ Levels Completion of ‘A’ Levels (SPM or O levels: Minimum C6 or Grade C) SAM Completion of SAM (SPM or O Levels: Minimum C6 or Grade C) ICPU Completion of ICPU (SPM or O Levels: Minimum C6 or Grade C) UEC Minimum B4 Foundation or equivalent Pass in English, equivalent to 50%

24

PROGRAMME STRUCTURE l MARCH INTAKE

YEAR 1: SEMESTER 1 (14 WEEKS)

MODULE CODE

MODULE TITLE PREREQUISITE MODULE

CATEGORY CREDIT HOURS

ARC60105 Architectural Design Studio I None Core 5

ARC60103 Architecture Culture and History I None Core 3

BLD60103 Building Materials None Core 3

ARC60303 Design Communication None Core 3

*MPU3173 **MPU3123

Malaysian Studies 3, or Tamadun Islam dan Tamadun Asia

None MPU1 3

17


MODULE CODE



ARC60205 Architectural Design Studio II ARC60105 Core 5

ARC60203 Architecture Culture and History II ARC60103 Core 3

BLD60203 Environmental Sustainable Design None Core 3

BLD60303 Building Construction I BLD60103 Core 3

*MPU3143 **MPU3113

Bahasa Melayu Komunikasi 2, or Hubungan Etnik

None MPU1 3

UCM60202U2 UCM60402U2

***MPU3213

Information Literacy, or Leading in the 21st Century, or None MPU2

2

Bahasa Kebangsaan A 3

19 / 20

YEAR 1: PRACTICUM 1 (8 WEEKS)

MODULE CODE



ARC60305 Methods of Documentation and Measured Drawing ARC60303 Core 5

5


MODULE CODE



ARC60106 Architectural Design Studio III ARC60205 Core 6

BLD60803 Building Science I None Core 3

BLD60703 Building Construction II BLD60303 Core 3

CSC60503 Computer Applications None Core 3

UCM60303U3

UCM60403U3

UCM60203U3

UCM60503U3

People Dynamics in Malaysian Organizations, or

Malaysian Legal System, or

Biodiversity in Malaysia, or

Malaysian Studies 3

None MPU3 3

18

* For International students ** For Malaysian students *** For Malaysian students who do not have a credit in SPM Bahasa Melayu

25


MODULE CODE



ARC60206 Architectural Design Studio IV ARC60106 Core 6

ARC60403 Asian Architecture None Core 3

BLD60903 Building Services None Core 3

BLD61003 Building Structures BLD60703 Core 3

Elective None Core

Elective 3

18


MODULE CODE



INT60105 Internship Training and Report BLD60703 & ARC60206

Core 5

5


MODULE CODE



ARC60306 Architectural Design Studio V ARC60206 Core 6

BLD61303 Building Science II BLD60803 Core 3

BLD61403 Building Technology I BLD60703 Core 3

ARC61303 Theories of Architecture and Urbanism None Core 3

Elective None Core

Elective 3

UCM60102U4 Community Service Initiative MPU2 MPU4 2

20


MODULE CODE



ARC60108 Architectural Design Project

ARC60306 & BLD61303

(Co-requisite: BLD60404)

Core 8

BLD60404 Building Technology II

BLD61403

(Co-requisite: ARC60108)

Core 4

MGT60403 Project Management None Core 3

Core Elective None Core

Elective 3

18

TOTAL CREDITS HOURS 120 / 121

26

CORE ELECTIVES

MODULE CODE

MODULE TITLE PREREQUISITE CREDIT HOURS

ARC61503 Aesthetic Components and Effects None 3

ARC60703 Architectural Conservation None 3

ARC60903 Architecture and Comics: The Visual Narrative None 3

ARC60503 Architecture and Nation Building None 3

ARC61703 Architecture and Tourism None 3

ARC61203 Architecture in the Humanities None 3

GRA60103 Architecture Techniques None 3

ARC61603 Costing in Architecture None 3

ARC61103 Design and Making None 3

CLS60203 Food and Culture None 3

ARC60803 Islamic Architecture None 3

BLD61903 junk=ed None 3

ARC61403 Landscape Architecture None 3

BLD61703 Nature and Architecture None 3

VSA60103 Photography None 3

ARC61003 Tales of Three Cities None 3

CLS60103 Re-presenting Place None 3

BLD61603 Technology in Architecture None 3

ARC60603 Thinking Architecture None 3

GRA60203 Architectural Portfolio None 3

ARC61803 In Adaptation None 3

ARC62003 Theory in Malaysian Architecture None 3

ARC61903 Shape Grammar None 3

Note: The offering of Core Elective and Mata Pelajaran Umum (MPU) modules are subject to change. Student

will be informed via student portal during Online Subject Registration (OSR). Assessment for exam-based modules is based on the following components: Continuous Assessment 70% Final Assessment 30% Portfolio Assessment Pass/Fail Assessment for coursework-based modules is based on the following components: Continuous Assessment 30-50% Final Assessment 50-70% Portfolio Assessment Pass/Fail

27

PROGRAMME STRUCTURE l AUGUST INTAKE YEAR 1: SEMESTER 1 (14 WEEKS)

MODULE CODE



ARC60105 Architectural Design Studio I None Core 5

ARC60103 Architecture Culture and History I None Core 3


ARC60303 Design Communication None Core 3

*MPU3173 **MPU3123

Malaysian Studies 3, or Tamadun Islam dan Tamadun Asia

None MPU1 3

17


MODULE CODE



ARC60205 Architectural Design Studio II ARC60105 Core 5

ARC60203 Architecture Culture and History II ARC60103 Core 3

BLD60203 Environmental Sustainable Design None Core 3

BLD60303 Building Construction I BLD60103 Core 3

*MPU3143 **MPU3113


None MPU1 3

UCM60202U2 UCM60402U2

***MPU3213

Information Literacy, or Leading in the 21st Century, or None MPU2

2

Bahasa Kebangsaan A 3

19 / 20


MODULE CODE



ARC60106 Architectural Design Studio III ARC60205 Core 6

BLD60803 Building Science I None Core 3

BLD60703 Building Construction II BLD60303 Core 3

CSC60503 Computer Applications None Core 3

UCM60303U3

UCM60403U3

UCM60203U3

UCM60503U3

People Dynamics in Malaysian Organizations, or

Malaysian Legal System, or

Biodiversity in Malaysia, or

Malaysian Studies 3

None MPU3 3

18


MODULE CODE



ARC60305 Methods of Documentation and Measured Drawing ARC60303 Core 5

5

* For International students ** For Malaysian students *** For Malaysian students who do not have a credit in SPM Bahasa Melayu

28


MODULE

CODE MODULE TITLE PREREQUISITE

MODULE CATEGORY

CREDIT HOURS

ARC60206 Architectural Design Studio IV ARC60106 Core 6

ARC60403 Asian Architecture None Core 3

BLD60903 Building Services None Core 3

BLD61003 Building Structures BLD60703 Core 3

Elective None Core

Elective 3

18


MODULE CODE



ARC60306 Architectural Design Studio V ARC60206 Core 6

BLD61303 Building Science II BLD60803 Core 3

BLD61403 Building Technology I BLD60703 Core 3

ARC61303 Theories of Architecture and Urbanism None Core 3

Elective None Core

Elective 3


20


MODULE CODE



INT60105 Internship Training and Report BLD60703 & ARC60206

Core 5

5


MODULE CODE



ARC60108 Architectural Design Project

ARC60306 & BLD61303

(Co-requisite: BLD60404)

Core 8

BLD60404 Building Technology II

BLD61403

(Co-requisite: ARC60108)

Core 4


Core Elective None Core

Elective 3

18


29

CORE ELECTIVES

MODULE CODE


ARC61503 Aesthetic Components and Effects None 3

ARC60703 Architectural Conservation None 3

ARC60903 Architecture and Comics: The Visual Narrative None 3

ARC60503 Architecture and Nation Building None 3

ARC61703 Architecture and Tourism None 3

ARC61203 Architecture in the Humanities None 3

GRA60103 Architecture Techniques None 3

ARC61603 Costing in Architecture None 3

ARC61103 Design and Making None 3

CLS60203 Food and Culture None 3

ARC60803 Islamic Architecture None 3

BLD61903 junk=ed None 3

ARC61403 Landscape Architecture None 3

BLD61703 Nature and Architecture None 3

VSA60103 Photography None 3

ARC61003 Tales of Three Cities None 3

CLS60103 Re-presenting Place None 3

BLD61603 Technology in Architecture None 3

ARC60603 Thinking Architecture None 3

GRA60203 Architectural Portfolio None 3

ARC61803 In Adaptation None 3

ARC62003 Theory in Malaysian Architecture None 3

ARC61903 Shape Grammar None 3


will be informed via student portal during Online Subject Registration (OSR). Assessment for exam-based modules is based on the following components: Continuous Assessment 70% Final Assessment 30% Portfolio Assessment Pass/Fail Assessment for coursework-based modules is based on the following components: Continuous Assessment 30-50% Final Assessment 50-70% Portfolio Assessment Pass/Fail

30

MODULE SYNOPSIS

Core and MPU Modules

YEAR 1

Semester 1 (14 weeks)


Credit Hours

Description

Architectural Design Studio I

ARC 60105

5

The module is a design studio which introduces the concept of ‘Body and Space’. This studio introduces the basic understanding of human anthropometric and its relationship in space making. Students will undertake a series of studio-based exercises and assignments that introduce the basic principles and methods in design thinking through the design a basic object to a full-size personal space. The first project deals with the interpretation of the ‘self’ and an introduction to design through the process of making an object; the second project grapples with the issue of scale, space and basic awareness of assembly through a collaborative exploration of study models and the construction of a 1:1 space; and the third project involves the design of an individual space grafted into an existing simple architectural space. This final project explores the perceptual qualities of space, and the considerations of scale, proportion and anthropometrics. It takes into account basic awareness of program, materials, structure and construction. This module is integrated with Building Materials which requires students to explore material selection in their design work.

Architecture Culture and History I

ARC 60103

3

The module introduces 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

BLD 60103

3

The module informs 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 module 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 60303

3

The module 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 modelling to prepare students with the skills required in Design projects. These skills are taught through a series of freehand, constructed drawing, and architectural modelling held both outdoors and in the studio.

Malaysian Studies 3

MPU 3173

3 Malaysian Studies encompasses the study of; early history of Malaya up to the formation of Malaysia, administrative system of Malaysia and Malaysian economic, social and foreign policies.

31

Tamadun Islam dan Tamadun Asia

MPU 3123

3

The module focuses on the construction of Islamic civilisation and the development and the civilisation of Asia’s other civilisations which are Malay, Indian and Chinese. The module is introduced in university level with the realization that students must understand the thought, culture and history of the great civilizations. The knowledge is essential to foster a genuine spirit of understanding and mutual respect among people of different religions, races and cultures. The graduates are also expected to have a broad mind and a global view as well embrace universal values.

YEAR 1



Credit Hours

Description

Architectural Design Studio II

ARC 60205

5

The module is a design studio that emphasizes the theme of ‘user and its context’. Students will undertake a series of studio-based exercises, beginning from prototype studies to a small free standing building through the process of making and drawing. The first project requires students to ‘learn from precedents’ by interpretation and exploration of solids, planes, lines and frames in architectural design. Subsequently, students are required to design a small free standing dwelling (which has one significant room) for a particular user in an open site context. They are required to explore the surfaces, openings, and partitions of this space through the process of drawing and model making, with considerations of scale, proportion and anthropometrics. Emphasis is given to the interpretation and synthesis of the user, simple site and function in architectural design. This module is integrated with Building Construction 1 to instill awareness of buildability in design.

Architecture Culture and History II

ARC 60203

3

The module 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

BLD 60203

3

The module 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 I

BLD 60303

3

The module 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.

Bahasa Melayu Komunikasi 2

MPU 3143

3

The module is designed to expose international students to simple communication skills that needed in their daily life while staying in Malaysia. The topics in this module will include simple conversation that they can have with local people.

32

Hubungan Etnik MPU 3113

3

The module focuses on discussion of the concepts of basic ethnic relations, examines ethnic relations development in Malaysia, creating moulded Malaysian community and the relationship between religions, understand and deal with global challenges in cultural and ethnic relations in Malaysia.

Information Literacy

UCM 60202U2

2

The practice-based module is designed to provide students with knowledge and a practical understanding of the concepts and theories of information searching and ethical use of information for academic purposes. The module aims to equip students working with information literacy skills essential for their academic work and for their future professional roles in any industry. Workshops will provide the theoretical basis, instruction and hands on practice sessions, while on-line activities will stand as an assessment of the knowledge and skills gained throughout the sessions. The knowledge and training gained in this module will help develop key skills necessary for life-long learning.

Leading in the 21st Century

UCM 60402U2

2

At the end of the programme, students will be able to avoid common leadership pitfalls by mastering relevant skills set such as decision-making, goal-setting, motivation, conflict management and teamwork.

Bahasa Kebangsaan A

MPU 3213

3

The module emphasizes on Malay language learning in detail specifically on how to apply correct grammar in writing and speaking. Based on its learning outcomes, students will be able to deliver the language skills they learned to communicate with others using the Malay language more effectively.

Practicum 1 (8 weeks)


Credit Hours

Description

Methods of Documentation and Measured Drawing

ARC 60305

5

The module introduces students to several methods of documenting historic structures to preserve an accurate record of historic properties that can be used in research and other preservation activities. It also introduces basic preparation of measured drawings of an approved building or structure to prescribed standards.

33

YEAR 2



Credit Hours

Description

Architectural Design Studio III

ARC 60106

6

The module is a design studio which emphasizes on ‘experiencing space and place’ in architecture. In the subject, students are introduced to, firstly, an exploration of spatial typologies and poetics 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. This studio is integrated with Building Science 1 to instill awareness of considerations of thermal comfort by exploring strategies that reflect the climate and context of the building.

Building Science I

BLD 60803

3

The module 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 and Green Building Index (GBI) which provides guidelines to creating a more sustainable design in Malaysia.

Building Construction II

BLD 60703

3

The module 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

CSC 60503

3

The module introduces students to the world of Computer Generated 3-Dimensional drawings. They are encouraged to carry out self-research with regards to the other capabilities and more complicated features of 3D Studio Max and Rhinoceros. Students will also be taught the potential of “cross breeding” different softwares, in order to garner the necessary desired results for their visualisation work.

People Dynamics in Malaysian Organizations

UCM 60303U3

3

The module is designed to provide the candidate with an introduction to psychological and behavioural approaches to the study of work and organisations. It introduces some of the basic analytical tools and concepts from the field of organisation behaviour and work psychology that encourage an understanding of the behaviour of individuals and groups in the workplace.

34

Malaysian Legal System

UCM 60403U3

3

The module aims to provide non-law students with an understanding of the categorization of law, the sources of law, methods used to interpret the law and how the secular and legal systems are organized in Malaysia. It provides an overview and appreciation of the structure and complexities of the Malaysian Legal System through classroom seminars and discussions.

Biodiversity in Malaysia

UCM 60203U3

3

The module introduces the basic knowledge in the topic of biodiversity which cover all living organisms on earth. It provides students with an overview in the areas related to biodiversity and its conservation. Students will be able to have an understanding of the processes involved in depletion and conservation of natural resources especially in Malaysia context. Students will be equipped with basic understanding of biological diversity and the related processes, so that they can play an important role in protecting and conserving biodiversity in Malaysia.

Malaysian Studies 3

UCM 60503U3

3 The module encompasses the study of; early history of Malaya up to the formation of Malaysia, administrative system of Malaysia and Malaysian economic, social and foreign policies.

YEAR 2



Credit Hours

Description

Architectural Design Studio IV

ARC 60206

6

The module is a design studio which emphasizes on the theme of ‘sustainable communities and environments. In this studio, students explore design by harnessing environmental qualities and conditions for sustainability within the given contexts with two projects. The first project involves precedent studies on appropriate and interesting design projects which are responsive to the environmental conditions and sustainable issues, leading to the design of small community space in a suburban/open landscape. This small space will allow students to focus and explore the environmental poetics of the building enclosure that respond to the basic natural context such as the sun, wind, heat, cold, energy issue, and the existing building context. Using the ideas and studies in Project 1, students then explore a larger project (which has clustered built forms) for a specific community of users. This includes the complexity of the programme, site topography and vegetation, socio-cultural events, and variety of passive strategies for sustainable design. The design work should contribute to and merge harmoniously with nature and the site, and provide the best of experiences for the community of users. Students are required to demonstrate applications of knowledge gained from Environmentally Sustainable Design and Building Science 1.

35

Asian Architecture

ARC

60403 3

The module 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.

Building Services

BLD 60903

3

The module is 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 travellator). Students are also made familiar with basics requirements, Uniform Building By-Law (UBBL), planning, coordination and installation of these services.

Building Structures

BLD 61003

3

The module 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 module 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.

Practicum 2 (8 weeks)


Credit Hours

Description

Internship Training and Report

INT 60105

5

The module aims to facilitate the involvement of students in professional attachments to architectural design companies / departments in order to develop an understanding of the general nature, principles and procedure of law and legislation as applied to architectural drawings, especially the Uniform Building by-Laws. It will allow students to familiarise themselves with the general requirements of working as a consultant in the construction industry. Students will be exposed to the process of authority submission for various drawings from an architectural practice, and will appreciate the range of contract documentation produced to support the drawings of a typical practice. Students will further appreciate the documentation and report-writing skills required of an employee in a typical architect’s firm/department.

36

YEAR 3



Credit Hours

Description

Architectural Design Studio V

ARC 60306

6

The module is a design studio which emphasizes on the idea of ‘place making for the urban communities’. Students will undertake a studio-based exercise which deals with urban infill within a dense urban environment. The two major parts of the studio are a) urban contextual study and b) architectural design development. The final outcome is an architectural design that is responsive to its urban character. In their preliminary design work, students engage with urban studies and strategy/concept development to develop an appropriate programme and massing studies responding to the urban conditions. Subsequently, the major project involves the development of a design scheme which engages with the spirit of urban place and the everyday life of the urban community. The design work explores the plan-section-elevation relationship to achieve an architecture that acts as a vibrant infill exploring the maximum potential of the urban space. This module is integrated with Building Science 2 where students are required to consider lighting in their design. Students will be required to develop a set of Working Drawings for the final project of their design work in Building Technology 2 the following semester.

Building Science II

BLD 61303

3

The module introduces building acoustics in relation to building design and construction. Students are introduced to the field through acoustic history, practical measurements, sound insulation, reverberation, and noise, internal and external to the building. Students are also given the opportunity to use lux meter and sound pressure level meters to experience illuminance and sound level. Students are exposed to day lighting strategies, permanent and supplementary artificial lighting of interior, various types of artificial light sources, the importance of Colour Rendering Index (CRI) and simple calculation to determine uniform lighting for interiors.

Building Technology I

BLD 61403

3

The module introduces principles, practices and details of construction technology in the process of documentation. Students collect data, analyse and evaluate one selected architect designed residential or a small scale commercial construction. The documentation process covers the construction principles, materials, techniques, codes of practice, process of assembly, and detailing of the selected project.

37

Theories of Architecture and Urbanism

ARC

61303 3

The The module introduces 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.

Community Service Initiative

UCM

60102U4 2

The module is designed to help foster a sense of care and concern among students for their community, environment and the world at large. This module will help develop your personal and social responsibility. You will learn through participating in a service experience and will have the opportunity to use your skills and knowledge in real-life situations.

YEAR 3



Credit Hours

Description

Architectural Design Project

ARC 60108

8

Architectural Design Project is a studio that forms the cap stone project for the B Sc. (Honours) (Architecture) programme, emphasizing on (1) the broad theme of sustaining humanities and (2) resolution of architectural design. It focuses on the development of students’ ability to integrate considerations of technology, environment and cultural context in architectural design, and offers a platform for students to develop their own position in developing their individual project. This is a thematic studio based on the theme of ‘sustaining humanities’’—architecture for people, place and time. Students are required to propose and develop a programme that address the needs of the required user group, as well as provide spaces that invite interaction with the surrounding contextual conditions. Subsequently, students are to produce detailed design of a selected portion of design. The design work is to be supported by a comprehensive written design report of approximately 5000 words. This module is integrated with Building Technology 2 and Project Management.

Building Technology II

BLD 60404

4

The module 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.

38

Project Management

MGT 60403

3

The module 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 other fields of commercial and business activity to emphasise the broad applicability of the principles.

Core Elective Modules


Credit Hours

Description

Aesthetic Components and Effects

ARC 61503

3

The module interrogates the possibilities that evolve around abstracted boundaries. Transcending into mindsets, thinking and imagination(s) of avant-garde and contemporary arts/philosophy, students confront architectural envelope conceptions. Facade design should be as much an art as much as a technical science as much a building proponent.

Architectural Conservation

ARC 60703

3

The module introduces to the students the history, theory and current issues of conservation practice in Malaysia and beyond. Exploration of theories of what, how and why we conserve will be emphasize in order for students to understand current conservation practise and issues. Students will undergo a series of continuous assessments such as discussion, seminars, field trips and projects to ascertain the objective and outcome of the module is achieved.

Architecture and Comics: The Visual Narrative

ARC 60903

3

The overlap of Architecture and Comics is not immediate, but obvious: the design process up until presentation and all form of 2D documentation for the building industry holds identical tenets common in all sequential art, otherwise known as comics. These are composition, clarity, conveyance of ideas or information in black and white. Although the formats may differ, in both mediums of comics and architectural presentations, similar rules of hatching, line weights, positive/negative paper space and recurring visual themes are important. Bjarke Ingel’s architectural monograph in comic book format “Yes is More” is only one recent culmination of the two arts. The module intends to highlight the similarities between two forms – architecture and comics. Through an understanding and exploration of one (comics), common skill sets can be honed, benefiting the other.

Architecture and Nation Building

ARC 60503

3

The module intends to present to the students the idea of the new Malaysian Architecture identity. It is based on the humanistic, cultural and political values of multi-cultural Malaysia. It will present modernists architectural values as well as post-modernist reconstruction of history and architectural vocabulary to transfer the value into built form. Students will undergo a series of continuous assessments such as seminar, project, and discussion to ascertain the objective and outcome of the module is achieved.

39

Architecture and Tourism

ARC 61703

3

The module intends to highlight the inter-dependence between two large industries – architecture and tourism. It will showcase how tourism is sometimes vital for the preservation of historic architecture and places, the innovative re-use of buildings as well as the construction of new, “iconic” structures. At the same time, it will also highlight the balance that is necessary to achieve a long-term sustainable environment for memorable architecture to survive and flourish in the era of mass tourism.

Architecture in the Humanities

ARC 61203

3

The module focuses on the aspect of architecture which fosters a poetic imagination in the viewer’s mind; the class will examine the ways a building’s design contributes to the “world” of literature, film, theatre, or painting. The exploration is intended to benefit the students of architecture, literature, theatre, history and arts in their professional development, and also to help the future general public understand architecture’s potential contribution to their lives.

Architecture Techniques

GRA 60103

3

The module extends on myriad of architectural representation techniques. Emphasis is given to analysis and representation of design through methods of modelling and analysis/interpretation, drawing and diagramming. The first project involves an analysis of a selected architectural work through writing and diagramming. Subsequently, students re-present the analysis by using a selected architectural technique. Finally, students are required to conceptualize and construct a model which forms an interpretation of the building communicating key ideas derived from the analysis. The module will enhance the analytical and visual presentation skills of students in the architectural design modules.

Costing in Architecture

ARC 61603

3

The module provides an overview of the development, application and essential role of cost management during design stage of a project. It aims to develop students’ ability to associate budget costs with designs. Through discussion, practical tasks and application of new knowledge, students will gain a deeper understanding of the importance of creating a value for money design and explore the process of design management within the changing environment.

Design and Making

ARC 61103

3

The module is about the aspect of making in design. Design is a continuous learning and solution-seeking process that evolves constantly over time, around people and with innovation and technology. And most of the time, the act of designing itself is only a small portion of the overall process. Here, we are not only interested in design, but the execution of the design. Students will work in trios to produce a piece of furniture alongside real crafts and tradesmen (i.e. carpenters, etc) for a client. Thus students will be working to produce a design with real limitations such as budgets, materials, briefs, and deadlines. The beauty in this lies in learning to understand the potential within these constraints. The module is also about collaboration, coordination and communication. And of course, at the end of it all: creating a product of high integrity and quality – designing for a cause.

40

Food and Culture

CLS 60203

3

The module which aims to examine and explore how the act of food preparing and consuming influences space and place making in architecture through the act of research and on site experiences. It emphasizes on the processes of experiencing, capturing, diagramming, and identifying the spatial relationship of food culture within community that shape its identity of their built environment.

Islamic Architecture

ARC 60803

3

The module explores the chronology of architectural history as it advances over Islamic periods from the Prophet Muhammad to Ottoman. It also tracks the Islamic influences on architecture of various part of the world especially India, China and Malaysia. The study of Islamic architecture will be within the organization of architectural design and construction, building science and technology, and urban design. As the outcomes of the module, students will develop an illustrative chronology poster of Islamic Architecture and interpret the Islamic architectural language through case study, verbal and video presentations.

junk=ed BLD

61903 3

The module is not only interested in design, but the execution of the design. Students will work in trios to produce a piece of furniture alongside real crafts and tradesmen (i.e. carpenters, etc) for a client. Thus students will be working to produce a design with real limitations such as budgets, materials, briefs, and deadlines. The beauty in this lies in learning to understand the potential within these constraints. The module is also about collaboration, coordination and communication. Creating a product of high integrity and quality – designing for a cause.

Landscape Architecture

ARC 61403

3

The module introduces to the students the field of landscape architecture as an integrated and intermediate joint connecting to both the urban design process and the architecture design process. Historical background of what landscape was in the previous times, and how it was developed following the timeline of history will be introduced. Definite examples of previous works will be studied to extract from them the most useful and applicable lessons, techniques, details, and standards.

Nature and Architecture

BLD 61703

3

The module emphasizes the idea of adapting Nature as the design generator- a tool for addressing challenges in sustainability issues in built environment. It emphasizes the process of to studying and understanding nature and the issues of certain geography and mimicking the form, function, systems and process of that nature in generating creative design solutions, products or services that have meet the need in the current industry. Through interactive and dynamic exercises, students will gain a deeper understanding of ecomimicry, practice solving real-world challenges using ecomimicry and explore the emerging science of looking at nature for inspiration.

Photography

VSA 60103

3

The module will introduce the basics of camera operation and exposure techniques thereby allowing students to produce photographic images rich in tonality and depth. Students will be introduced to basic lighting and composition formulas to further enhance their picture making skills.

41

Re-presenting Place

CLS 60103

3

The module aims to examine and explore the urban landscape through the act of research and exhibition. It emphasizes on the processes of experiencing, capturing, interpreting, and re-presenting interesting places within the built environment into three dimensional works.

Tales of Three Cities

ARC 61003

3

In an increasingly urbanized world, there is growing international demand for urban design studies. The module will equip students with the knowledge and skills you need to participate in this rapidly expanding profession and find their position as architects. Urban design involves shaping the physical setting for life in cities. Throughout the module, students will learn the core skills and techniques of urban studies.

Technology in Architecture

BLD 61603

3

The module is a research-oriented study that focuses on architectural technology with a prime importance given to various construction systems from historical and contemporary times. The main objective is to give an early exposure in the field of architectural technology and the art of writing research and thus lay the basis for architecture students whom are thus inspired to do academic and industrial research. The students will be taken to site visits in order to seek the ‘craft’ in architecture whilst case study is major the research method. Throughout the module, students will be guided to enhance their critical thinking, problem solving and research oriented skills. Therefore, the learning will be of two folds, namely, the understanding of architectural technology and the writing of architectural research.

Thinking Architecture

ARC 60603

3

This is a reading/looking/listening/thinking module aimed at raising a student’s consciousness to direct processes to analyze underlying premises, form general philosophical attitudes and promote experience in design which are consistent with personal values and basic worldviews.

Architectural Portfolio

GRA 60203

3

The module will assist students in preparing and presenting their portfolios both verbally and visually. The module will be presented in the form of a studio with lectures, workshops, tutorials, student presentations and critique, and class discussion.

Shape Grammar

ARC 61903

3

Shape grammar is a method used to analyse existing design language or style and subsequently using the design principles to create a number of new and diverse designs in the same language or style. In addition it is also used to produce new and original languages of design as well as to transform an existing language into a new one. In this module students will be introduced to the basic concept of shape grammar as well as a range of the existing shape grammar applications including which were produced using computer programming languages. Various exercises will be given to facilitate the students’ understanding of the concept, from a simple single-rule two-dimensional grammar to the more advanced three-dimensional grammar using manual framework instead of programmed using computer.

42

Theory in Malaysian Architecture

ARC 62093

3

The module introduces the diverse approaches to contemporary Malaysian architecture, and explores the rhetorical questions on Malaysian architecture and identity. It emphasizes on the theoretical and design rigor within the process of design through the documentation, analysis and discussion of Malaysian architecture. The module utilizes the case study approach as a method of inquiry, supported by a series of seminars, field works and lectures.

In Adaptation ARC

61803 3

The module explores techniques and practises methods of creative knowledge-sourcing and critical analysis. When designing, it is commonplace for emphasis to be excessively focused on a singular concept as the be-all, end-all solution to manifold problems. In this module however, the act of designing is more so an act of problem-solving, one that therefore requires the ability to generate multiple ideas of substance rapidly. In order to do so, it is crucial to have a broad range of information and knowledge from which to draw upon, as well as to engage with a subject matter in depth. Through a series of discussion-based workshops, forums, exercises and lectures, the module introduces the process of reading, translating and adapting disparate creative mediums such as film, art, and most importantly, literature in relation to architecture. It is through this critical process that students will begin to build upon their wealth of knowledge as well as exercise discernment in matters related to architectural design such as context, content and cultural relativity and relevance.

Building Information Modelling

BLD 62403

3

This module aims to introduce Building Information Modelling (BIM) as a thriving technology and approach that can be used in Architecture, Engineering and Construction (AEC) industries of different countries. The incorporation of BIM in AEC industries would also produce new opportunities for professionals such as Architects, Engineers, and Quantity Surveyors to increase their efficiency in tedious routines thus they are able to be more focused in their primary role for example design and contract administration respectively. BIM technology is not limited to just a single product as maybe misunderstood by some, however this module will focus on Revit as a learning platform which currently is the most commonly utilized. Students are expected to learn and apply the basic functions of Revit to have a hands-on experience on BIM.

43

Taylor’s Graduate Capabilities [TGC] Portfolio

The purpose of the portfolio is to assess students learning progress and their acquisition of learning outcomes of the programme and the TGC for all modules attempted in each semester. Upon completion of the programme, each student will have a collection of 6 portfolios each documenting a semester of study. For the architectural discipline, the portfolio is a significant document used locally, nationally, and internationally for entry into design/architecture postgraduate studies, accreditation and for entry into the professional practice. Students produce e-portfolio for the continuous semesters which culminates in a published portfolio as follows:

1. e-Portfolio in the form of student blog which includes collation of students’ works and their reflection on learning from Semester 1 to Semester 5 of their studies. The blog would act as a platform to assess students’ acquisition of module learning outcome the TGC for all modules attempted in each semester. To facilitate this, a series of e-Portfolio workshops would be conducted in the ARC60303 Design Communication module for Semester 1 students.

2. Published hard-copy Portfolio (format to be designed by students). This portfolio would be a ‘portfolio of portfolios’ where students’ would produce a published hard copy portfolio that showcases their acquisition of programme learning outcomes and TGC. This portfolio is developed in the Architectural Portfolio [Core Elective module] during the final semester of study. More importantly, the document would showcase the identity of architectural graduate from the Bachelor of Science (Honours) in Architecture.

Internship Training Internship Training is offered during the second “short semester”. Typically, internship training will hone a student’s ability and resources to engage in work placement in an actual office. Modules Semester Internship Training and Report Practicum 2 A total of 8 weeks of industrial training will be expected in this programme. The objectives of Internship Training are to:

Create awareness and understanding among students of the existence and application of the Uniform Building by Laws and similar building regulations existing nationally and internationally.

Generate awareness among students with regards to the different activities that occur within a typical architect’s office.

Introduce students to the requirements of keeping log-books and accurate/informative project

documentation.

Allow students to recognize and recall authorities’ procedures and requirements with regards to Planning Submission and/or Building Submission drawings.

Allow students to appreciate the requirements of a complete set of Planning Submission and/or Building

Submission drawings and the need for compliance with the relevant by-laws.

Introduce the typical format for written specifications in support of a set of working drawings.

44

Familiarize students with a typical set of Client-Consultant Meeting (CCM) minutes.

Allow students to work in small teams for the success of medium-sized projects.

To appreciate the resource planning issues that take place in an architect’s practice or design department.

To produce a complete logbook documenting a student’s experience in a typical architect’s practice.

Duration The duration of the Internship Training is 8 calendar weeks after Semester 4 of Year 2. Pre-requite All students must pass the modules ARC60305 (Methods of Documentation and Measured Drawing) and ARC60206 (Architectural Design Studio IV) before they can commence Internship Training. Responsibilities The company/department that students undergo industrial training with must be able to meet the following conditions:

The company/department must be headed by a registered architect (possessing either a Malaysian or foreign registration) or must engage a registered architect as a signatory for drawing submissions.

The company/department must engage in the core business of architectural design. The company/department should be able to provide opportunities for students to gain hands-on

experience with real projects. It is the sole discretion of the respective companies to decide the amount of salary/allowance to be paid to students. Any other (non-salary) benefits will be subject to agreement between the companies and students involved. During the duration of the training, the employer shall be responsible for the welfare of the students as per accepted commercial practice. Students’ conduct and behavior must be in accordance with the employer’s working scheme, rules and regulations. Taylor’s University Career Services Centre (CSC) will assist in placing students for employment. However, students will be given the option to decide on their “own placements” (OP) or the “university placements” (UP). In cases of students opting for “OP”, students are STRICTLY prohibited from working in companies owned/run by immediate family members (i.e. parents) to avoid conflicts of interest. Details of the OP/UP option will be informed to students via internship workshops conducted in the semester prior to the beginning of this module. The evaluation of the student will be conducted by both the employer and the School. Evaluation At the end of the internship period, the employer will be required to evaluate and assess the student’s conduct and performance during the internship. An evaluation form will be sent in advance to the employer to ensure uniformity of assessment.

45

The general assessment criteria (from the employer) are as follows:

Ability to handle project work and drawing tasks satisfactorily. Time management and multi-tasking abilities. Suitability for present and future employment in the construction industry.

Termination (with just cause) by the employer at any time during the internship will automatically result in the award of a FAIL grade for the module. Students will also be required to submit an A4 bound report detailing their contribution to their respective offices during the work attachment period. This report will include a Log Book detailing weekly activities, the format for which will be provided by the School. This report will be assessed by the School using the following criteria:

Able to demonstrate compliance to the relevant by-laws in documentation/drawings output. Basic understanding/involvement in different phases of projects: schematic design, permit application,

contract documentation, tender and construction. Production of a typical set of Client-Consultant Meeting (CCM) minutes. Appreciation of a typical written specification in support of a set of working drawings. Understanding of basic principles and requirements of drawing conventions and hatching. A logbook presented systematically and clearly.

Note however that students will NOT be required to show evidence of fulfilling ALL the criteria stated above. Students will be assessed based on their competence in executing the tasks assigned to them by their employers, but with the expectation that at least some of the categories above will be fulfilled. All work produced by students during the internship period will remain the intellectual and physical property of their EMPLOYER, and thus reproduction of this work for submission as part of a student’s report must be with the agreement of their employer. The following is a list of companies that have employed/agreed to employ SABD students for Internship Training:

ADJ Architecture Sdn Bhd AIB Associates Sdn Bhd AJSR Sdn Bhd A T Goh Architect Akitek Akiprima Sdn Bhd Arkitek Ari Methi Akitek LH Yap Alizar Architect ALM Architects Arnold Kwan Architect AQRS The Building Company Sdn Bhd Archicentre Sdn Bhd Architect Richie Chiam Architect KP Lim Architects Associates Archi-Invent Architect Architectonic Design Architek Daya Seni Sdn Bhd ARC Partnership

46

ARD Design (PT. Antarindo Dimens) Arkitek Alina Choong Arkitek Ding Poi Kooi Arkitek FAA Sdn Bhd Arkitek G Sim Arkitek LLA Sdn Bhd Arkitek OMA Sdn Bhd Arkitek Tressie Yap Arkitek TM Arkitek Wan Jefri Arkitek Zulkifli Ismail Atelier Alan Teh Architect Atelier Riri Atelier Timur Sdn Bhd ATSA Architects BEP Akitek Sdn Bhd BK Ooi Architect BYG Architect CH & I Architecture Sdn Bhd Chee Keong Architect Cipta Teguh Architects Sdn Bhd CK Siew Architect Clement Wong Architect CLSO Architects Sdn Bhd CNC Architect CODA Studios Ltd CP Loi Architect CSY Developments DCA Architects Design Collective Architecture Network Sdn Bhd Design Network Architects Sdn Bhd Design Spirits Co.Ltd Design Tone Sdn Bhd DP Architects Sdn Bhd Dynarch Consulting Services Ltd Eadie Voon Architect Environmental design Practice Sdn Bhd Eowon Designs Sdn Bhd Foshan Shunde Architectural Design Institue Co. Ltd GARIS Architects Gary Chen Architect Gedor Consulting Private Limited GM Ling Architect Hee Wong Architect Hettleton Tribe & Chew Sdn Bhd IDEA Sdn Bhd Ideaconnectors Infinion Architects Intodesign Laboratory JasSaleh Architect JHB Atelier Sdn Bhd Johnny Ooi Architect JN Design

47

KDI Sdn Bhd NWKA Sdn Bhd Kacapuri Architect KW Associate Architects Sdn Bhd Law Kim Chui Architect Lee Soon Hock Architect Loh & Loh Architects LSB Architect MAA Space Sdn Bhd Maju Bina Sdn Bhd Masyerin M. Architect MMN Design Sdn Bhd Michael Ong Chartered Architect NaniZain Architect Nexus Idea Consultancy Sdn Bhd NWKA Chartered Architects Ong Hun Boon Architect Ou Yang Architect Pakatan Reka Architect Paradigm Architects Sdn Bhd Park & Associates Pte Ltd Ping Ng Architect Prisma Athira Architect RSP Architects Sayhan Architect SK Arkitek SN Low Associates Sdn Bhd SWJ & K Architects Sdn Bhd Syed Ahmad Ibrahim Associate Architects Sdn Bhd SY Ong Architect TAHPI Sdn Bhd TETATOWEI Sdn Bhd T.R. Hamzah & Yeang Sdn Bhd TJ Ong Architect UIG Architects Sdn Bhd UOA Sdn Bhd United Consultants Sdn Bhd ZLG Design ZO Architects

48

BACHELOR OF QUANTITY SURVEYING (HONOURS) The Bachelor of Quantity Surveying (Honours) programme is a programme 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. The Bachelor of Quantity Surveying (Honours) programme comprises a minimum of 120 credit hours. This consists of 104 credits of Core modules which include 8 credits of Industrial Training), 3 credits of Core Elective module and a minimum of 13 credits of MPU/UCM modules. The standard duration for completion of studies is three-and-a-half (3½) years, comprised of 6 full semesters and 6 months of industrial training. 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 (RICS), Pacific Association of Quantity Surveyors (PAQS) and the Board of Quantity Surveyors Malaysia (BQSM).

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 module 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.

49


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.

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 module. 5. To exercise ethical judgement based on a reflection and a synthesis of information and concepts. Module, 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.

50

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 Information and Communications Technology

(ICT) in the context of the construction industry. 4. To engage in deep learning through rigorous research.

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) Minimum CGPA of 2.67 for 3 subjects Cambridge ‘A’ Levels 3 principals, minimum grades CDD excluding general paper or studies in student’s first language South Australian Matriculation (SAM) ATAR 70 International Canadian Pre-University (ICPU) Minimum 65% average in 6 subjects Unified Examination Certificate (UEC) Minimum 5Bs including English and Mathematics Taylor’s Foundation in Natural and Built Environments CGPA of 2.67

51

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 Pass Aptitude Assessment (AA) English Entry Requirements IELTS 6.0 TOEFL 550 (paper-based), 213 (computer-based), 79 (internet-based) STPM MUET 4.0 ‘A’ Levels Completion of ‘A’ Levels (SPM or O levels: Minimum C6 or Grade C) SAM Completion of SAM (SPM or O levels: Minimum C6 or Grade C) ICPU Completion of ICPU (SPM or O levels: Minimum C6 or Grade C) UEC Minimum B4 Foundation or equivalent Pass in English, equivalent to 50%

52

PROGRAMME STRUCTURE l MARCH AND AUGUST INTAKE


MODULE CODE



QSB60104 Measurement I None Core 4

LAW63704 Introduction to Law None Core 4


BLD60104 Construction Technology I None Core 4

*MPU3173 **MPU3123

Malaysian Studies 3 or Tamadun Islam dan Tamadun Asia

None MPU1 3

18


MODULE CODE



QSB60204 Measurement II QSB60104 Core 4

QSB60103 Site Surveying None Core 3

BLD60204 Construction Technology II BLD60104 Core 4

BLD60403 Building Services I BLD62003 Core 3

*MPU3143 **MPU313


None MPU1 3

UCM60202U2 UCM60402U2

Information Literacy or, Leading in the 21st Century, or None MPU2

2

***MPU3213 Bahasa Kebangsaan A 3

19 / 20


MODULE CODE



QSB60304 Measurement III QSB60204 Core 4

MGT60203 Management Science None Core 3

BLD60304 Construction Technology III BLD60204 Core 4

BLD60503 Building Services II BLD60403 Core 3

UCM60303U3

UCM60403U3

UCM60103U3

People Dynamics in Malaysian Organizations,

or Malaysian Legal System, or

Rights in Malaysia

None MPU3 3

Core Elective None Core Elective 3

20

* For International students ** For Malaysian students *** For Malaysian students who do not have, credit in SPM Bahasa Melayu.

53


MODULE CODE



QSB60404 Measurement IV QSB60304 Core 4

QSB60504 Estimating None Core 4

BLD61203 Structures None Core 3

QSB60604 Professional Practice I None Core 4

CSC60603 Software Application for Quantity Surveying None Core 3

18

YEAR 3: SEMESTER 5 (24 WEEKS INDUSTRIAL TRAINING)

MODULE CODE



INT60304 Internship Training and Report QSB60404 Core 4

INT60404 Practical Tasks QSB60404 Core 4

8


MODULE CODE



QSB60704 Building Services and Civil Engineering Quantities

QSB60404

Core 4

QSB60804 Building Economics None Core 4

FIN60203 Financial Management None Core 3

QSB60904 Professional Practice II QSB60604 Core 4

RES60103 Research Methodology None Core 3


20


MODULE CODE



QSB60203 Value Management None Core 3

QSB60303 Development Economics QSB60804 Core 3


DIS60103 Dissertation RES60103 Core 3

LAW63804 Construction Law None Core 4

17


54

CORE ELECTIVES

MODULE CODE


BLD61103 Industrialised Building System (IBS) None 3

BLD60603 Sustainable Housing Development None 3

MGT60303 Facility Management None 3

BLD61803 Intelligent Building None 3

CSC60203 AutoCAD None 3

MGT60603 Construction Quantity Surveying None 3

MGT60703 Strategic Management None 3

MGT60803 Construction Supply Chain Management None 3


will be informed via student portal during Online Subject Registration (OSR). Assessment for most modules is based on the following components: Continuous Assessment 50% Final Assessment 50% Portfolio Assessment Pass/Fail

55

MODULE SYNOPSIS

Core and MPU Modules

YEAR 1


Module Name Module Code

Credit Hours

Description

Measurement I

QSB 60104

4

The module 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

LAW 63704

4

The module 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

BLD 62003 3

The module 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 module 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 I

BLD 60104

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

Malaysian Studies 3

MPU 3173

3 The module encompasses the study of; early history of Malaya up to the formation of Malaysia, administrative system of Malaysia and Malaysian economic, social and foreign policies.

Tamadun Islam dan Tamadun Asia

MPU 3123

3

The module focuses on the construction of Islamic civilisation and the development and the civilisations of Asia’s other civilisations which are Malay, Indian and Chinese. The module is introduced in university level with the realization that students must understand the thought, culture and history of the great civilizations. The knowledge is essential to foster a genuine spirit of understanding and mutual respect among people of different religions, races and cultures. The graduates are also expected to have a broad mind and a global view as well embrace universal

values.

56

YEAR 1



Credit Hours

Description

Measurement II

QSB 60204

4

The module 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.

Construction Technology II

BLD

60204 4

The module 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 I

BLD 60403 3

The module 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.

Site Surveying

QSB

60103 3

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

Bahasa Melayu Komunikasi 2

MPU 3143 3

The module is designed to expose international students to simple communication skills that needed in their daily life while staying in Malaysia. The topics in this module will include simple conversation that they can have with local people.

Hubungan Etnik

MPU 3113

3

The module focuses on discussion of the concepts of basic ethnic relations, examines ethnic relations development in Malaysia, creating moulded Malaysian community and the relationship between religions, understand and deal with global challenges in cultural and ethnic relations in Malaysia.

57

Information Literacy

UCM 60202U2 2

The practice-based module is designed to provide students with knowledge and a practical understanding of the concepts and theories of information searching and ethical use of information for academic purposes. The module aims to equip students working with information literacy skills essential for their academic work and for their future professional roles in any industry. Workshops will provide the theoretical basis, instruction and hands on practice sessions, while on-line activities will stand as an assessment of the knowledge and skills gained throughout the sessions. The knowledge and training gained in this course will help develop key skills necessary for life-long learning.

Leading in the 21st Century

UCM

60402U2 2

At the end of the programme, students will be able to avoid common leadership pitfalls by mastering relevant skills set such as decision-making, goal-setting, motivation, conflict management and teamwork.

Bahasa Kebangsaan A

MPU 3213

3

The module emphasizes on Malay language learning in detail specifically on how to apply correct grammar in writing and speaking. Based on its learning outcomes, students will be able to deliver the language skills they learned to communicate with others using the Malay language more effectively.

YEAR 2



Credit Hours

Description

Measurement III

QSB

60304 4

The module 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

MGT 60203 3

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

Construction Technology III

BLD 60304

4

The module 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 II

BLD 60503 3

The module 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.

58

People Dynamics in Malaysian Organizations

UCM 60303U3

3

The module is designed to provide students with an introduction to psychological and behavioural approaches to the study of work and organisations. It introduces some of the basic analytical tools and concepts from the field of organisation behaviour and work psychology that encourage an understanding of the behaviour of individuals and groups in the workplace.

Malaysian Legal System

UCM 60403U3

3

The module aims to provide non-law students with an understanding of the categorization of law, the sources of law, methods used to interpret the law and how the secular and legal systems are organized in Malaysia. It provides an overview and appreciation of the structure and complexities of the Malaysian Legal System through classroom seminars and discussions.

Rights in Malaysia

UCM 60103U3

3 The module focuses on the Malaysian Constitution and keys topics such as Separation of Powers, Rule of Law and Fundamental Rights and Civil Liberties.

YEAR 2



Credit Hours

Description

Measurement IV QSB

60404 4

The module 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

60504 4

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

Structures BLD

61203 3

The module 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.

Professional Practice I

QSB 60604

4

The module 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.

Software Application for Quantity Surveying

CSC 60603

3

The module 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.

59

Industrial Training (24 weeks)


Credit Hours

Description

Internship Training and Report

INT 60304 4

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 Work Diary) outlining the experience that has been obtained during that period. The report must be certified by the student’s supervisors 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. Proof of working experience is required in the form of a letter from the employer.

Practical Tasks

INT 60404

4

Students are required to prepare and submit an Elemental Cost Analysis for one project. It should be accompanied by A3 sized plans or sketch plans of Floor/s, Sections, Elevations and Roof. Students will use all the necessary ECA Forms of the Royal Institution of Surveyors Malaysia (RISM). The forms 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. 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


Module Name

Module Code

Credit Hours

Description

Building Services and Civil Engineering Quantities

QSB 60704

4

The module 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 60804

4

The module 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.

60

Financial Management

FIN 60203

3

The module introduces students to the management of financial management which covers both financial and organization structure in relation to construction projects. The module 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 II

QSB 60904

4

The module 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.

Research Methodology

RES 60103

3

The module examines the characteristics a critical analysis of literature research must possess at graduate level and conduct a synthesis and documentation of the information gathered. Students will understand the present domain specific knowledge and a comparison between different channels of communications and focus on research ethics and regulations for experiments to execute the domain specific research methodology. There will be a forum discussion on sourcing research funding and an explanation of the basic aspects of commercialization.

Community Service Initiative

UCM 60102U4

2

The module is designed to help foster a sense of care and concern among students for their community, environment and the world at large. The module will help develop your personal and social responsibility. You will learn through participating in a service experience and will have the opportunity to use your skills and knowledge in real-life situations.

YEAR 3


Module Name

Module Code

Credit Hours

Description

Value Management

QSB 60203 3

The module 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 module concludes with a series of discussion on the problems and constraints in the implementation stage based on some significant case studies.

61

Development Economics

QSB 60303 3

The module 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 module 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.

Project Management

MGT 60704

4

The module 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.

Dissertation

DIS 60103

3

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.

Construction Law

LAW 63804

4

The module 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.

62

Core Elective Modules

Module Name

Module Code

Credit Hours

Description

Industrialised Building System (IBS)

BLD 61103

3

The module provides an overview of IBS in the construction industry and its implications towards the nation’s economic growth in the aspect of business involvement and costing. Emphasis is placed on independent research, self-developed project plan and the application of existing and new knowledge and skills.

Sustainable Housing Development

BLD 60603

3

The module provides students with the opportunity to apply their understanding of global environmental issues and the principles of ecologically sustainable development to a large-scale housing development. It also creates an understanding of the implications of sustainability principles in construction projects, to identify the principles of ecologically sustainable development to a hypothetical large-scale housing development and to identify and critically engage the links between housing and other forms of sustainable building and development (including integration with transport, services, infrastructure etc.)

Facility Management

MGT 60303

3

The module provides an overview of facility management and focuses on co-ordinating all business support services and also property management techniques. The coordination emphasizes on adding value towards the business operation and to the society. Facility management plays an important role as a bridge between the gap of business operation and the environment.

AutoCAD CSC

60203 3

The module will aid students to become familiar with the main components of a CAD system and become familiar with common terminology used in CAD drafting. Students will be given a good understanding of basics of AutoCAD thus enabling them to produce accurate, fully dimensioned architectural drawings. Assignments will test students’ ability on using AutoCAD to produce architectural drawings, covering basic drawing commands, layers, dimensioning principles, line weight, title block, plotting and area calculation and measurement.

Construction Quantity Surveying

MGT 6060

3

The module provides students with the opportunity to gain an in-depth knowledge of the global and local construction industry, appreciate the significance and the role of the duties and responsibilities of the QS in the contractor’s organization. The students will also develop a depth of subject knowledge on how to manage the contractor’s supply chain and to familiarize with the laws and regulations governing the construction industry and how the registration requirements effects job procurement.

Strategic Management

MGT 60703

3

The module introduces students to the fundamental concepts of strategic planning and management in the context of the real estate, design, and construction industry. Discusses the basic business relationships among firms in the design and construction value chain. Specific topics include: industry analysis strategic planning models, information technology strategy, and strategy in fragmented industries, negotiation, and macro trends shaping the industry as a whole (such as entrepreneurship, leadership, innovation, knowledge management and sustainable development.)

63

Construction Supply Chain Management

MGT 60803

3

This module is applicable to students who wish to enhance their knowledge of other job opportunities available besides the typical Quantity Surveyor's scope of works. Construction Supply Chain (CSC) is the network of organizations involved in different stages (the upstream and downstream) of processes of delivering goods or services. Construction Supply Chain Management (CSCM) is the coordination of material, information and financial flows between and among all the participating organizations. This module delivers the overview Supply Chain (SC) theory and example of best practices of other industries’ SC which could be applied and adapted by the CSC and focuses on the fundamental tasks within a supply chain cycle such as procurement, sourcing, outsourcing and performance improvement. It also covers the current trends within the CSC such as lean and agile concepts, relationship management and corporate social responsibility (CSR).

Industrial Training Industrial training is offered during the three-and-a-half (3½) 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.

64

Duration The duration of the industrial training is 6 calendar months after Semester 4 of Year 2. All students must pass the module QSB60404 Measurement 4 before they can commence Industrial Training. Responsibilities The training organisation that 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 student can experience working life and apply their

knowledge and skills in practical situations.

Is able to provide opportunities for students to get hands-on exposure 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 training organization shall be fully responsible for the students. A student’s conduct and behavior must be in accordance with the organisation’s working scheme, rules and regulations. The student is required to secure his/her 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 a student by the training organisation. It is 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 assessment of the student will be conducted by both the training organisation and the School. A 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 a student’s conduct and performance during the training. To ensure uniformity of assessment, an Industrial Training Evaluation Form will be sent in advance to the training organisation concurrently with the confirmation letter. The evaluation of the training is divided into two parts, each of which is graded as follows: Industrial Training Report Pass/Fail Practical Tasks Pass/Fail

In order to get a PASS grade for the industrial training, student must obtain at least a pass in each part. Students must pass this module before graduation.

65

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. The 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 and teamwork. Submission of Student’s Industrial Training Report At the end of the training session, the student is required to submit an Industrial Training Report to the University not later than one (1) week after the commencement of Semester 5. The report must be prepared by the student him/herself outlining the experience (based on records in the Log Book and Work Diary) that has been obtained during Industrial Training. 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 Industrial Training Report must be bound and properly typed (not less than 1500 words) with the Industrial Training Submission Form attached in front. The contents of the report shall include:

a. Declaration b. Report Checklist c. Company’s Profile d. Log Book e. Work Diary f. Appendices – Supporting Documents

One (1) copy of the report (original) is to be submitted. This report will be retained by the University which reserves the right to use it in any manner it so desires. As the report 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 Industrial Training 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 or half a day.

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

for replacement/s.

66

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 Work Diary, which will enable the University 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 Work Diary. The Log Book should be maintained according to the following rules:

a. The Log Book should consists 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 Work Diary at the end of each month. The experience acquired during that month must be analysed and entered in day or half 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/her Supervisor.

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

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 Companies The following is a list of companies that students have undertaken and completed their Industrial Training: PCM Kos Perunding MQS Consult JUBM Sdn Bhd KPK Quantity Surveyors Jub Utara Sdn Bhd DL QS Consult Jurukur Bahan FPS Sdn Bhd Jurukur Bahan Antara Perunding Senikos SQ QS Consult Sdn Bhd Jurukur Bahan Perdana Jurukur Bahan Konsultant Sabah Perunding Kos T & K Kumpulan Sepakat Konsult TL Associates Northcroft Lim Perunding VQS Praktis Sdn Bhd Pakatan International PEB Consulting QS Permas

67

PUBM KLT QS Consult JB Consult Jurukos J.B.Bergabung Prokosman Konsultant Basar & Harun Unitech QS Consultancy Sdn Bhd

68

TAYLOR’S GRADUATE CAPABILITIES TAYLOR’S GRADUATE CAPABILITIES The teaching and learning approach at Taylor’s University 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 module 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

69

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.

70

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

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 (TU): a) All assessment tasks, both formative and summative, are aligned with module 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 TU 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 TU are diverse and consistent with the TU Teaching and Learning Framework. The following table briefs different modes of assessment the lecturers might use to achieve the learning goals for the module concerned and Taylor’s Graduate Capabilities.

71

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 TU against the set of expectations for each module, program and co-curricular (optional) activity.


f) The frequency, methods and criteria of student assessment – including the grading criteria – will be

documented in the module 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:

Whatever the entry levels or pathways, all modules offered at multiple locations will have equivalent assessment to ensure that TU’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 module learning outcomes.

Marking and grading in accordance with clearly communicated criteria.

Appropriate internal and external moderation procedures, wherever applicable.

An appropriate range of types and modes of assessment.

Reasonable accommodations for students with a verified disability, medical or other condition.

Consistency in assessments through cooperative planning.

72

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 TU in tracking each student’s acquisition of the Taylor’s Graduate Capabilities (TGC). a) Portfolios document the evidence of TGC gained measured against module learning outcomes:

Each module 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 TU;

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.

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

Objective data from other concurrent assessments;

The judgment of the module 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.

73

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 module 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

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

section. g) Re-assessments may be permitted to provide eligible students with a second chance to demonstrate their

achievement of a module’s learning outcomes. Refer to individual module 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 TU 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 TU policies and procedures

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

Assessment Requirements

a) Students need to refer to the module 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 modules 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.

74

Assessment Plan

a) The final grade for a module 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 module outline. 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 pro-forma 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;

A summary comment; and

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.

75

GENERAL PROGRAMME STRUCTURE

Intakes

Intakes for the Foundation in Natural and Built Environments programme are in January, March/April and July each year. Intakes for the Bachelor of Science (Honours) in Architecture and Bachelor of Quantity Surveying (Honours) degree programmes are in March/April and August/September each year. Duration

Foundation in Natural and Built Environments The duration of the programme is one year, comprised of two semesters. Each semester usually covers 20 to 21 weeks, including 18 full-time teaching weeks. Bachelor of Science (Honours) in Architecture The duration of the programme is three years, comprised of six semesters and two practicum semesters. Each semester usually covers 18 weeks, including 14 full-time teaching weeks, whilst practicums are 8 weeks each. Bachelor of Quantity Surveying (Honours) The duration of the programme is three-and-a-half academic years, comprised of six semesters and six months of industrial training. Each semester covers 18 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. Categories of Modules

All modules in the programme are taught in English, with the exception of some University Core Modules [Mata Pelajaran Pengajian Umum (MPU) modules]. Modules offered in the programme, and their percentages of total credit hours, are grouped under the following categories: Core and Core Elective These modules are modules deemed essential for a comprehensive understanding, knowledge and development of a programme. Certain modules may carry prerequisites and students must meet prerequisites in order to continue enrolment and must pass all Core/Core Elective modules to qualify for the Foundation or Degree. Compulsory Modules for all Diploma and Degree level programmes at Taylor’s University

a) Introduction of Mata Pelajaran Pengajian Umum (MPU)

The Ministry of Higher Education (MOHE) through its notification letter JPT/GS1000-610Jld 1(36) dated 26 November 2012 requires all Mata Pelajaran Wajib (MPW) modules offered by private higher education institutions to be replaced by Mata Pelajaran Pengajian Umum (MPU) modules from 1st September 2013 onwards.

76

MPU is a set of compulsory modules that is mandatory for students who pursue Diploma, Advanced Diploma and Degree programmes.

MPU essentially covers four categories:

U1 – Philosophy, Values and History

U2 – Personal and Skills Developments (Soft Skills)

U3 – Broadening Knowledge about Malaysia

U4 – Community Service and Co-Curriculum

b) Introduction of Taylor’s University Core Modules

Taylor’s University has taken the opportunity to structure the University core modules as part of the MPU modules and introduce these courses to inculcate the Taylor’s Graduate Capabilities (TGC). These Core Modules provide students with a holistic education as well as comply with the MOE requirements. The University Core Modules offered by various Schools within Taylor’s University have been developed and categorised under U2 to U4 accordingly. The University Core Modules have been developed with the intention to:

promote and develop critical thinking cultivate a moral character and civic responsibility serve the world through multiple expressions, styles and practices have a capacity within the student

(i) to see themselves as human beings who are bound to all humans with ties of concern; (ii) for critical self-examination and critical thinking about their own culture and tradition; and (iii) for narrative imagination i.e. the ability to empathise with others.

c) Modules Offered

The modules under U1 are prescribed by MOE and students are required to take two modules from U1 with a total of 6 credits and one module each from U2, U3 and U4 for Degree level programmes while one module each from U1, U2, U3 and U4 for Diploma level programmes.

Students without a credit in SPM Bahasa Melayu must take Bahasa Kebangsaan A under U2 category.

d) Mode of Delivery and Assessment

The University Core Modules play an enabling role in supporting Taylor’s University to realise its aim, the way they are taught and assessed as well as also support in cultivating the four qualities mentioned earlier. The mode of delivery calls for student-centered, collaborative and inquiry-based learning which encompasses problem-based learning, case-based learning, and project-based learning among others. It also follows that in tandem with the aims of University Core Modules and their mode of delivery which target the higher end of the cognitive and affective domains of learning, the mode of assessment that needs be put in place should also be more open-ended and diversified in its orientation, giving greater prominence to alternative assessment encompassing authentic assessment and the use of portfolios and the like instead of confining to traditional assessment involving paper-and-pencil tests only Mode of delivery and assessment details of the respective module will be described in details in the relevant Module Information Booklet.

77

e) Assessment criteria

MPU modules are subject to an assessment and form part of the minimum graduating credits as well as form part of the CGPA calculation. Students are required to pass all the MPU modules.

U1 modules will be excluded from being part of the CGPA calculation

As for U2 to U4, the grade obtained will be computed for the purposes of CGPA.

f) Exemption No exemption will be given to students who have completed their MPU modules in their Diploma or Advanced Diploma studies. Students are required to take the MPU modules as specified in Programme Structure during the course of studies. The MPU modules under the degree level have been designed to achieve different level of learning outcome compared to MPU offered under Diploma and Advanced Diploma programmes. Bachelor of Science (Honours) in Architecture module categories:

Module Categories Credit Hours Percentages (%)

Design and Design Studies 36 30.0%

Cultural, Artistic and Social Studies 17 14.2%

Technical Studies 19 15.8%

Environmental Studies 12 10.0%

Professional Studies, Communication and Documentation Skills

14 11.7%

Core Electives 9 7.5%

University Core Modules 13 10.8%

Bachelor of Quantity Surveying (Honours) module categories:

Module Categories Credit Hours Percentages (%) Measurement Studies 20 17 Technical Studies 24 20 Management Studies 23 19 Financial Studies 17 17 Applied Studies 20 14 Electives 3 2 MPU/UCM modules 13 11

78

MODERATION GUIDELINES

Module Outlines

Lecturers are responsible for compiling module 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 Deputy Dean. The members of the Board of Examiners will comprise Programme Directors, Stream Coordinators, External Examiners, staff from Examination Centre and lecturers. A list of total students and their marks, grades and awards for all modules, 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 Assessment 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 Board of Examiners Meetings. Programme Directors will submit written feedbacks with suitable input by the relevant staff of the Taylor’s School of Architecture, Building and Design.

79

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 module. These requirements are provided in module outlines that are provided to students at the beginning of the semester by the respective module lecturer. Different modules 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 to 21 credit hours (Degree) a semester. Students are also not allowed to register for more than the standard academic load without approval from the Dean, Deputy Dean or Programme Director. Module Add, Drop and Withdrawal

Students may add/drop a module within the first two (2) weeks of the semester. A student who wishes to discontinue a module is advised to first consult the Programme Director. If withdrawal of a module is made within week 3 to week 7 of a semester, a Withdrawn (WD) notation will be recorded in the transcript and no grade point will be included in the calculation of the grade point average. If a withdrawal of a module is carried out within week 8 to week 11 of a semester, a Fail F(W) notation will be recorded in the transcript and the resultant grade point is ‘0’ and will be included in the calculation of the grade point average. 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 Academic Services 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.

80

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 module outlines will indicate the allocation of marks for each component. To complete a module satisfactorily, each student must satisfy the requirements as set out in each module outline. Students seeking a review of assessment on any item of progressive assessment should approach their lecturer directly. Students will be assessed in all modules. Students must attempt all work prescribed in any particular module. 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 module 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 module undertaken during the semester. The possible grades that may appear on official transcripts are indicated below: Foundation in Natural and Built Environments Bachelor of Science (Honours) in 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 apply, analyze synthesize and evaluate information; outstanding grasp of subject matter; evidence of outstanding command of relevant knowledge base.

A- 75 – 79 3.67 Very Good

Evidence of some original thinking; demonstrated very good capacity to apply, analyze, synthesize and evaluate information; very good grasp of subject matter; and evidence of very good command of relevant knowledge base.

B+ 70 – 74 3.33

Good

Demonstrate good capacity to apply, analyze, synthesize and evaluate information, good grasp of subject matter, and evidence of good command of relevant knowledge base.

B 65 – 69 3.00

B- 60 – 64 2.67

Pass

Demonstrate adequate capacity to apply, analyze and synthesize information, adequate grasp of subject matter, and evidence of adequate command of relevant knowledge base.

C+ 55 – 59 2.33

C 50 – 54 2.00

D+ 47 – 49 1.67

Marginal Fail

Demonstrate inadequate capacity to apply and analyze information, insufficient grasp of subject matter, and evidence of limited command of relevant knowledge base.

D 44 – 46 1.33

D- 40 – 43 1.00

81

F 0 – 39 0.00 Fail

Demonstrated very weak capacity to apply and analyze information, very weak grasp of subject matter, and evidence of very weak command of relevant knowledge base.

WD - - Withdrawn Withdrawn from a module before census date, typically mid semester. [please refer to Description 1 below]

F(W) 0 0.00 Fail Withdrawn from a module after census date, typically mid semester. [please refer to Description 2 below]

IN - - Incomplete

An interim notation given for a module where a student has not completed certain requirements with valid reason or it is not possible to finalize the grade by the published deadline.

IP

- -

In Progress

An interim notation used for a module which continued for more than one semester. An "IP" grade carries with it no credit or grade until a regular grade is assigned.

P - - Pass

Given for satisfactory completion of a non-graded module.

Note: Non-graded module is module that is ‘graded’ with ‘pass’ or ‘fail’ without any grades such as Grade A, B C or D

AU - - Audit Given for a module where attendance is for information only without earning academic credit.

Description 1: Week 3 to week 7 (inclusive) for long semester, or week 3 to week 5 (inclusive) for short semester. A short semester is less than 12 weeks. Not applicable for audit and internship. Description 2: After week 7 for long semester, or after week 5 for short semester. A short semester is less than 12 weeks. Not applicable for audit and internship. F(W) will be counted as attempt and shall be included in GPA/CGPA calculation. Calculation of Grade Point Average (GPA)

GPA = Summation of (credits x grade points) for all modules Total credits for the semester Example: A student obtains the following grades

Module Credit Load Grade Grade Points Total Grade Point

QSB 1114 4 B+ 3.33 13.32

QSB 1414 4 A 4.00 16.00

ARC 1513 3 B 3.00 9.00

QSB 1514 4 C+ 2.33 9.32

QSB 1813 3 A 4.00 12.00

Total 18 59.64

Calculation of Cumulative Grade Point Average (CGPA)

CGPA = Summation of (credits x grade points) for all modules 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.

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 = 59.64 / 18 = 3.31

82

GENERAL ACADEMIC PROGRESSION RULES

Course Progression

For modules with pre-requisites, students must pass the pre-requisite before proceeding to the higher level module. Under certain circumstances, as approved by the Dean, for modules with pre-requisites, students may enrol for the module while repeating its pre-requisite on condition that students achieve a minimum of a marginal fail (grade D+, D or D-) in the pre-requisite and the total academic load does not exceed the maximum allowed limit. Whenever a timetable clash occurs, students must complete modules from a lower level or semester prior to undertaking a higher level module. A student must obtain a cumulative grade point average of at least 2.00 or passed more than half of all modules taken in a particular semester, except practicum and short semester. Otherwise the student will be placed under Academic Probation. Academic Probation

A student who, for the first time, achieves a cumulative grade point average (CGPA) of less than 2.00 or failed

to pass more than half of all modules taken in a particular semester will be placed on Academic Probation 1.

Students in this category will be assigned to an academic advisor and are required to report for individual

counseling on a regular basis. The academic advisor will review the study plan for the student.

Should a student under Academic Probation 1 obtain a cumulative grade point average (CGPA) of less than 2.00 or failed to pass more than half of all modules in the subsequent semester, he/she will be placed on Academic Probation 2. Students in this category will be assigned to an academic advisor and are required to report for individual counselling on a regular basis. The academic advisor will review the study plan for the student and student will also not be permitted to take the standard academic load.

A student must achieve a cumulative grade point average (CGPA) of at least 2.00 and passed more than half of all modules taken in a particular semester in order to be cleared from Academic probation status. A student who fails to clear Academic Probation 2, meaning that he/ she continue to fail to achieve the minimum academic requirement will be excluded from the programme. Pass and Marginal Fail

A student is considered to have passed a module if and only if the student achieves a minimum of grade C. A student who fails a module with a grade D+ and below (after attempting the re-sit/re-submission where applicable) will have to repeat the module in the following semester. Resit Assessment

Re-sit assessment is permitted to provide eligible students who fail a module with a marginal fail grade with a second chance to demonstrate their achievement of a subject’s learning outcomes at the discretion of the School Board of Examiners (Award). Re-sit assessments may also be given to an eligible student who fails a module with a fail grade (0% - 39%) if

the student is left with only one (1) failed module and is in the graduating semester of the programme. The

decision to grant a re-sit assessment is at the discretion of the School Board of Examiners (Award) during the

SBOE meeting before the re-sit assessment. A student who fails a module after attempting the re-sit

assessment will have to repeat the module.

83

No further re-sit assessment is given to a student after the student has attempted the alternative final

examination, even if the final grade falls within the D range i.e. D, D- & D+, but this is subject to exceptional

cases.

Candidates who fail to attend or register for the alternative / re-sit examination may need to repeat the module.

No further alternative / re-sit examination is granted when a prior alternative / re-sit examination has been

granted to the student, but this is subject to exceptional cases.

Hurdle requirements for Resit Assessment

Foundation in Natural and Built Environments

A student who fails to attempt final examination or fails to submit final assessment, will result in failing the module irrespective of the overall marks earned, even though he/she has achieved 50% or more in the overall assessment. Student will not be allowed for resit examination.

Bachelor of Science (Honours) In Architecture

Coursework Assessments and Final Examination A student who fails to attempt all assessment components worth 20% or more, including final exam and final presentation, will result in failing the module irrespective of the marks earned, even though he/she has achieved 50% or more in the overall assessment. Student will not be allowed to resit the examination (or resubmit an assessment).

Architectural Design Studio Assessment A student must achieve at least 50% for the final assessment of design studio, and a final grade of C to pass the module. A student who obtains a minimum of 40% for final assessment and overall grade of D or higher for the module may be allowed to resubmit, to be determined by the Board of Examiners. The maximum passing grade awarded for the resubmission will be a grade C. A student who obtains 39% and below for the final assessment, will result in failing the module irrespective of the overall marks earned, even though he/she has achieved 50% or more in the overall assessment. He/she will not be allowed to resubmit the final assessment.

Bachelor of Quantity Surveying (Honours)

Final Examination A student must achieve a minimum of 40% for the final examination, and a final grade of C of the overall assessment to pass the module. A student who obtains 39% and below for final examination, and overall D grade or higher for the module, may be allowed to resit; to be determined by the Board of Examiners. The maximum passing grade awarded for the resubmission will be a grade C.

A student who fails to attempt final examination will result in failing the module irrespective of the overall marks earned, even though he/she has achieved 50% or more in the overall assessment. He/she will not be allowed for resit examination.

Repeating Modules

Students who obtain a grade C and above for a module may not repeat the module. However, modules with a grade D+ and below are eligible for a repeat. Students repeating the module(s) will be assessed and given the actual grade achieved.

84

A student is allowed a maximum of 3 attempts per module. A resit examination/assessment is not considered an attempt. Students are not allowed to repeat passed modules for the purpose of upgrading their CGPA. Special Considerations

Students who experience circumstances such as illness or other factors which seriously disrupt their ability to study and/or affect their performance in an assessment may apply for consideration of extenuating circumstances. The University defines Extenuating Circumstances as circumstances which have had an adverse impact on the student’s academic performance in assessment and/or have prevented a student from submitting a coursework assessment and/or attending a scheduled assessment, and:

a) are unforeseen or unavoidable; and b) are severe and exceptional; and c) have prevented the student from performing at his/her usual level in an assessment; and d) are close in time to the affected assessment

Students are responsibility to report extenuating circumstances at the earliest possible opportunity and to provide valid, acceptable and sufficient evidence of the extenuating circumstances. Continuous Assessments

a) For circumstances mentioned below, the student concerned must notify the lecturer teaching the module directly to request for consideration of the extenuating circumstances:

i. A student who will miss a forthcoming assessment due to extenuating circumstances and

would like to request for an alternative assessment. The student should notify soonest possible and no later than three (3) working days before the date of the assessment.

ii. A student who did not attend an assessment due to extenuating circumstances and would like

to request for an alternative assessment. The student should notify soonest possible and no later than three (3) working days after the date of the assessment.

iii. A student who believes that his performance in the assessment was affected by the

extenuating circumstances such as did not complete an assessment before the allocated time expired due to extenuating circumstances. The student should notify soonest possible and no later than three (3) working days after the date of the assessment.

iv. A student who is not able to meet an assignment submission deadline due to extenuating

circumstances and would like to request for an extension of the deadline. The student should notify soonest possible and no later than three (3) working days before the scheduled assignment submission date.

b) If the student is not satisfied with the outcome of the consideration by the lecturer, he may

request for ECC’s consideration of the extenuating circumstances by completing the EC form. The student must submit the form to School Academic Services (SAS) where the student registered the programme no later than three (3) working days after receiving the decision from the module lecturer.

Final Assessment/ Examination

85

a) For circumstances mentioned below, the student concerned must complete and submit the EC Form to the SAS where the student registered the programme to request for consideration of the extenuating circumstances:

i. A student who will miss a forthcoming final assessment due to extenuating circumstances and

would like to request for an alternative assessment. The student should submit the application soonest possible in advance to allow 2 weeks processing time.

ii. A student who did not attend a final assessment due to extenuating circumstances on the day

of the assessment and would like to request for an alternative assessment. The student should submit the application soonest possible and no later than three (3) working days after the affected examination.

iii. A student who believes that his performance in the assessment was affected by the

extenuating circumstances such as being forced to leave a final assessment before the allocated time expired due to extenuating circumstances. The student should submit the application soonest possible and no later than three (3) working days after the affected assessment.

Supplementary Examinations

Supplementary assessments may be given to an eligible student who is left with only one (1) failed module and the module is not being offered in the graduating semester of the programme. This decision must be made during the SBOE meeting before re-sit assessment. The failed module must be from the previous semester and the grade may be marginal fail or fail. The decision to grant a supplementary assessment is at the discretion of the School Board of Examiners

(Award) after considering the likelihood of student passing the supplementary assessment as informed by the

student’s past performance and commitment.

A student who has attempted the supplementary assessment will have the suffix (SU) noted against that

module in the results transcript in the semester where the assessment was conducted. This is not considered

as a repeat attempt.

A student who fails to attend the supplementary assessment will not be granted with any further supplementary

assessment, subject to exceptional cases and may need to repeat the module.

A student who fails a module after attempting the supplementary assessment will not be granted with any

further supplementary assessment and will need to repeat the module. Supplementary assessment is granted

to a student one (1) time only in the duration of study

Study Plan

Students are to take full responsibility to enrol for the correct modules to meet the graduation credits and criteria within the maximum completion time of their enrolled programme; and to manage their own study plan/ pathway as specified in the Programme Structure during their programme of studies.

Therefore, students are advised to read the programme structure in this Programme Guide carefully or to consult the respective Programme Director before performing online module(s) registration (OSR) for the semester via Taylor’s Student Portal.

86

Maximum Completion Time

Except where otherwise provided, the maximum time to complete the Foundation in Natural and Built Environments is 2 years or 4 semesters and the maximum time to complete the Bachelor of Science (Honours) in Architecture is 5 Yeas or 10 semesters (excluding practicum semesters), and Bachelor of Quantity Surveying (Honours) is 5 years or 10 semesters. This shall not include periods of approved leave of absence/deferment from the programme. Exclusion from a Programme

A student will be excluded from the in which they are enrolled under the following circumstances: a) Failing to clear Academic Probation 2 b) Failing to complete the programme within the maximum completion time. c) Failing a core module after three attempts. Students who have been excluded may not be readmitted into the same programme, unless the student can provide evidence of improved capability.

87

AWARD OF FOUNDATION OR DEGREE

Foundation programme:

Students who qualify to graduate must meet the following criteria:

Fulfil the minimum academic requirements as stipulated by Taylor’s University, Fulfil all credit requirements for every component, Obtain a minimum grade C for all modules and Obtain an overall CGPA of 2.00 or higher. The name of the award is: CERTIFICATE IN FOUNDATION IN NATURAL AND BUILT ENVIRONMENTS Foundation conferment is based on Cumulative Grade Point Average (CGPA) results as follows:

Award Classification CGPA required

High Distinction 3.67 to 4.00

Distinction 3.33 to 3.66

Merit 2.67 to 3.32

Pass 2.00 to 2.66

No award Below 2.00

The following special awards are awarded to qualified students according to the criteria given below:

Special Award Criteria

Dean’s List GPA 3.50 and above with typical academic work load and with exemplary attitude

Best Student Best CGPA with minimum CGPA 3.67 within a typical period of study, no module below Grade C and with exemplary attitude

Book Prize Best achievement

Degree programme: Students who qualify to graduate must meet the following criteria:

Fulfil the minimum academic requirement as stipulated by Taylor’s University, Fulfil all credit requirements for every component, Obtain a minimum grade C for all modules, and Obtain an overall CGPA of 2.00 or higher.

88

The names of the award are:

BACHELOR OF SCIENCE (HONOURS) IN ARCHITECTURE BACHELOR OF QUANTITY SURVEYING (HONOURS) Honours conferment is based on Cumulative Grade Point Average (CGPA) results as follows:

Degree Award CGPA required

First class honours 3.67 to 4.00

Second class upper honours 3.00 to 3.66

Second class lower honours 2.67 to 2.99

Third class honours 2.00 to 2.66

The following special awards are awarded to qualified students according to the criteria given below:

Special Award Criteria

Dean’s List GPA 3.50 and above with typical academic work load and with exemplary attitude

Best Student Best CGPA with minimum CGPA 3.67 (First Class) within a typical period of study, no module below Grade C and with exemplary attitude

Book Prize Best achievement

89

LEARNING, TEACHING AND ASSESSMENT

TEACHING AND LEARNING FRAMEWORK

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

a) The TU 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 utilized 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 module’s learning outcomes, ensuring that all levels of the cognitive process are used and that students learn different types of knowledge, while simultaneously ensuring that every module syllabus is aligned to the overall goal of developing the Taylor’s Graduate Capabilities (TGC).

90

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, module, 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

Co

gn

itiv

e P

roce

ss D

imen

sio

n

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

Evaluation

Remember: recall of data

Define, describe, recall, memorize, state, list

Identify, match Label, recognize Select

91

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.

92

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 TU Teaching and Learning Framework, and should not be considered exhaustive. Other suitable models may be adopted by lecturers if deemed appropriate. 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 Module Syllabus. a) Written Tests

TGC Learning Goal: Sound understanding of foundational concepts and theories in module 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 module 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 module. A series of written tests when administered should assess all aspects of the stated learning outcomes of the module. The collated results from a series of written tests are typically used to evaluate a part of the performance grade of a student.

93

b) Embedded Assessments TGC Learning Goal: Sound understanding of foundational concepts and theories in module area; ability

to comprehend a wide variety of literature; applies knowledge effectively and applies theory to practise; executive keyboarding; effective use of Information and Communications Technology 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 module. 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 Information and Communications Technology 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.

Oral reports assess the ability of students to present information verbally pertaining to their knowledge of the module 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 module. 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 module. 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 module. An interview is generally timed. A student may be interviewed by their peers and a panel of examiners.

94

e) 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 module 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 module 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.

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 module 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 module. 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 module 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 Information and Communications Technology and related technologies.

95

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 module. 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 Information and Communications Technology 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 Information and Communications Technology 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 Information and Communications Technology and related technologies to compile and compose their work.

96

ACADEMIC PROGRESSION CHARTS

BACHELOR OF SCIENCE (HONOURS) IN ARCHITECTURE

Taylor’s University Australia Route United Kingdom Route

Master of Architecture Year 2

(AIA Part 2) *


Practical Training of at least Practical Training (optional requirement) 6 months

▲ ▲ ▲

Bachelor of Science (Honours) in Architecture Year 3 (Semesters 5 & 6)

Taylor’s University LAM-PAM Part 1

▲

▲

▲

▲

▲

▲



Master of Architecture (Hons) Year 2

(RIBA Part 2) **

Master of Architecture (Hons) Year 1

Practical Training (Depending on the respective

university)

BA / BSc (Hons) Architecture Year 3

(RIBA Part 1) **

Bachelor of Science (Honours) in Architecture Practicum 2

Taylor’s University



Bachelor of Science (Honours) in Architecture Practicum 1




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

1 Year

SPM / O Levels or equivalent

** Australian Institute of Architects (AIA)

** Royal Institute of British Architects (RIBA)

97

BACHELOR OF QUANTITY SURVEYING (HONOURS)

▲ ▲

Bachelor of Quantity Surveying (Honours) Industrial Training – 6 months


▲

▲

▲

▲

▲

Bachelor of Quantity Surveying (Honours) Year 2 (Semesters 3 & 4)




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

1 Year

SPM / O Levels or equivalent



98

Master of Architecture

Bachelor of Science (Honours) in 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

99

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 Registered Quantity Surveyor Register with RISM 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 Royal Institution of Surveyors, Malaysia (RISM)

100

STAFF DIRECTORY ADMINISTRATION

Vice-Chancellor and President (Taylor’s University) Professor Michael John Driscoll [email protected] Deputy Vice-Chancellor (Taylor’s University) Prof. Dr. Pradeep Kumar Nair [email protected] Registrar (Taylor’s University) Balakrishnan Vassu [email protected] Dean, School of Architecture, Building and Design Tony Liew Voon Fun PAM, 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 Associate Professor Dr. Veronica Ng Foong Peng PAM, PhD in Architecture (Curtin), Bachelor of Architecture (First Class Hons) (Curtin), Bachelor of Applied Science (Architectural Science) (Curtin), Diploma in Architectural Technology (LICT)

[email protected] Associate Dean, Learning and Quality Dr. Kam Kenn Jhun PhD in Building Quality and Assessment (USM), Master of Science, Building Technology (USM), Bachelor of Science, Housing, Building & Planning with Honours, Building Technology (USM) [email protected] Associate Dean, Postgraduate, Research & Innovation Sr Soon Lam Tatt MRISM, Reg. QS, Master of Science (Quantity Surveying) (USM), Bachelor of Science (Housing, Building and Planning) (Hons) (Quantity Surveying) (USM) Associate Dean, Enterprise & Industry Keith Tan Kay Hin ARB (UK), Certificate in Project Management (Association for Project Management, UK), Master of Architecture, Diploma in Architecture, Bachelor of Arts (Hons) (Nottingham) [email protected] Associate Dean, International Relations Ken Tan Siang Chye Master in Design (Massey), Bachelor of Arts in Graphic Design (Kent Institute of Art and Design (Canterbury College) [email protected]

101

Academic Services Au Soek San Manager [email protected] Sarryan Cho Shu Yee Senior Administrative Executive [email protected] Ding Ling Ai Administrative Executive [email protected] Nik Nur Adilah Nik Azmi Administrative Executive [email protected] Telagawathi Sambasivam Administrative Officer [email protected] Centre for Modern Architecture Studies in Southeast Asia (MASSA) Nor Hayati binti Hussain PhD in History and Theory of Architecture (In progress), Master of Architecture (Texas), Bachelor of Science in Architecture (Texas) [email protected] Registry Den Shu Chien Deputy Registrar, Registry & University Services [email protected] Angie Ng Sok Ping Manager, Registry Records & Graduation [email protected] Examination Centre Florence Yong Manager [email protected] Library Services Jefrina Jamaluddin Chief Librarian [email protected]

or email to [email protected]

102

Enrolment Advisory Services

Jen Chong Jiayin Manager, Enquiry Management [email protected] Stephanie Chew Swee Pei Manager, Sales Events [email protected] Office of Admission Angie Ng Sok Ping Head, Admission & Graduation [email protected] Kaven Kan Yin Meng Manager, Admissions [email protected]

Student Experience Angela Pok Wei Fun Vice President [email protected] Sandy Tan Ai Yoong Director, Career Services [email protected] Leonard Lim Kok Hiang Director, Student Affairs [email protected]

Denise Loke Suet Yee Manager, International Student Services [email protected] Saw Bee Lian Senior Manager, Student Services [email protected]

Marian Elizabeth Arumugam Head, Counselling & Psychological Services, Health Services [email protected]

Jayvien Lau Head, Global Mobility [email protected]

Adrian Chong Manager, International Student Services [email protected]

103

Li Tak Wing Manager, Sport & Recreation [email protected] Ooi Yek Yen Manager, Career Services [email protected] Izwal Mazlan Manager, Career Services [email protected] Susan Yap Kum Thor Manager, Career Services [email protected] Angeline Chan Manager, Global Mobility [email protected] Joanne Leong Manager, International Office [email protected] Finance & Administration

Yap Sze Hau Financial Controller [email protected] Ching Lee Choo Manager, Finance [email protected] Amir Hamzah Abdullah Senior Manager, Administration (General Admin) [email protected] Transfer to Partner / Other University

Sally Yap Seek Lai Head, University Placement Services

[email protected]

Taylor’s Residences

Yuen Mei Lin Director, Student Residences

[email protected] Rani Kaur A/P Mohinder Singh Manager, Student Relations, Events & Service Learning [email protected]

104

ACADEMIC STAFF DIRECTORY

Programme Director (Bachelor of Quantity Surveying (Hons) Sr Ang Fuey Lin FRISM, MRISM, MRICS, Reg. QS, Bachelor of Science in Quantity Surveying (University of Glamorgan, UK) Programme Director (Bachelor of Science (Hons) in Architecture) Mohd Adib Ramli Master in Architecture (UTM), Bachelor in Architecture (UTM), Diploma in Architecture (UTM) Programme Director (Master of Architecture) Ar Ian Ng Aik Soon Master of Science (Architecture) (University of Malaya), Postgraduate Diploma in Architecture (University of Plymouth, Ex Plymouth Polytechnic), Bachelor of Science Honours (Architecture) (Leeds Metropolitan University, Ex Leeds Polytechnic) Programme Director (Foundation in Natural and Built Environments) Sufina Abu Bakar Master of Architecture (Royal Melbourne Institute of Technology, Australia), Bachelor of Science (Architecture) (UiTM) Angus Lee Ching Hua Stream Coordinator, Professional Studies, Communication and Documentation Skills RBV, Bachelor of Architecture (1st Class Hons) (RMIT), Diploma & Advanced Diploma in Architecture (LICT) Ar Alina Choong Ching Yen LAM, Bachelor of Architecture (USM), Bachelor of Applied Science (Architectural Science) (Curtin), Advanced Diploma in Architectural Science (LICT) Ar Alvin Lim Hai Seah LAM-PAM, Bachelor of Architecture (UNSW), Bachelor of Science (Architecture) (Newcastle) Ar Anand Krishnan Master of Architecture in Urban Design (Harvard), Bachelor of Architecture (UNSW) Sr Andrew Cheong Chee Yuen MRISM Registered QS, BOVAEA, BOVAEA, MSc Construction Project Management, UK Ann See Peng Master of Engineering in Civil-Structure (UTM), Bachelor of Engineering in Civil) (UTM) Ar Anne Foo Mei Mei APAM, Bachelor of Architecture (UM), Bachelor of Science (Housing, Building and Planning) (Architecture) (Hons) (USM) Azrina Md Yaakob Stream Coordinator, Applied Studies Diploma in Quantity Surveyor (UiTM), Bachelor (Hons) in Quantity Surveyor (UiTM), Master in Integrated Construction Management (UiTM) Anita Shoba Magimay Master of Laws (LLM), University Malaya, Bachelor of Laws (LLB)

105

Ar Alice Lim Li Yuen Bachelor of Science (Architecture), Bachelor of Architecture (Hons) (University of Newcastle, Australia) Ahmad Nazmi Anuar The Berlage Masters in Architecture and Urban Design (with distinction), (TU Delft, Netherlands) Bryan Chee Kok Seng Grad. Dip. Architecture (University of East London, UK), Bachelor of Science (Architectural Science) (Curtin University / LUCT) Bashira Mohd Bahar Master of Architecture (UiTM), Bachelor of Science in Architecture (UiTM) Ar Badrul Hisham Bin Mohamad Said Bachelor of Applied Science (Architectural Science) (Western Australian Institute of Techonology, Australia), Bachelor of Archictecture (Honours) (Curtin University of Technology, Australia) Caleb Chan Chow Juan Bachelor of Architecture (University of Adelaide), Bachelor of Science (Housing, Building & Planning) (USM) Ir Chai Voon Chiet BEM, IEM, Master of engineering (Civil Engineering) (UKM), MSc in Construction Contract of Management (UTM), Bachelor of engineering Civil Engineering (UK) Ar Chan Mun Inn Bachelor of Architecture (Hons.) (Curtin), Bachelor of Applied Science in Architectural Science (Curtin), Advanced Diploma in Architecture Science (LICT) Chang Yan Yee Master in Architecture (Curtin University), Bachelor of Architecture (Curtin University), Bachelor of Applied Science (Curtin University), Advance Diploma in Architectural Technology (LICT), Diploma in Architectural Technology (LICT) Ar Cheryl Ngiam Leo Bachelor of Architecture (Curtin), Bachelor of Applied Science (Western Australia Institute of Technology) Chiew Seng Khoon Master of Science (Construction Management) (UTM), Bachelor of Technology (Hons) Education (Civil Engineering (UTM) Ar Chong Sue May LAM, Bachelor of Architecture (Curtin), Bachelor of Applied Science (Architectural Science) (Curtin), Diploma in Architectural Technology (LICT)

Ar Clement Wong Seow Ping LAM, Bachelor of Planning and Design (University of Melbourne, Australia), Bachelor of Architecture (University of Melbourne, Australia) Chuah Hoon Hoon MIP, TPM, Master of Arts in Urban Design (Oxford Polytechnic, England), Bachelor of Planning (Victoria University of Manchester, England), BA (Hons) in Town & Country Planning (Victoria University of Manchester, England)

106

Sr Dianne Kok Hui Wei Stream Coordinator, Management Studies MRISM, Reg. QS, Bachelor of Science (Housing, Building and Planning) (Hons) (Quantity Surveying) (USM) Delliya binti Mohd Zin @ Zain Post Graduate Diploma in Advance Architectural Studies (RIBA PART II) (The Robert Gordon University Aberdeen, Scotland), Bachelor of Science (Hons.) in Architecture (RIBA Part I) (The Robert Gordon University Aberdeen, Scotland), Diploma in Architecture (PAM Part I) (UiTM) Sr Eddie Lim Sek Cheon MRICS, MRISM, ICIOB, Reg. QS, MMIArb, ACIArb, Diploma in Surveying (QS), (College of Estate Management, UK), Diploma in Technology (Building), (TARC) Ar Edward Chew Chin Meng Bachelor of Architecture (Hons.) (Deakin), Bachelor of Applied Science in Architectural Science (Curtin), Advanced Diploma in Architectural Technology (LICT) Ar Eric Chang Bachelor of Architecture (Hons.) (UTM), Diploma of Architecture (Hons.) (UTM) Ar Edwin Chan Yean Liong LAM, PAM, Bachelor of Architecture (Victoria University of Wellington), Bachelor of Architecture (Victoria University if Wellington) Emmanuel O Canlas Bachelor of Science in Architecture (University of Santo Thomas Metro Manila, Philippines; Registered Professional Architect PRC No: 6267 Republic of the Philippines; Graduate Architect PAM No: 2433, LAM No: AG/E38 Ellie Chee Shi Yin Master of Architecture, Bachelor of Environments, Diploma in Architectural Technology Ar Fadzwin Hashim binti Kamal Mohd Hashim APAM, Master of Science in Architecture (UCL), Bachelor of Architecture (Oklahoma State), Dr. Francis Lin Chia-Hui PhD in Architecture (University of Melbourne, Australia), Master of Architecture (National Taiwan University of Science and Technology), Bachelor of Science in Architecture and Urban Design Major (Chinese Culture University, Taiwan), Postgraduate Teaching Fellowship Certificate (University of Melbourne, Australia) Sr Habizah binti Sheikh Ilmi Stream Coordinator, Measurement Studies MRISM, RISM, Reg. QS, Master of Science in Integrated Construction in Project Management (MARA), Bachelor of Science (Hons) in Quantity Surveying (Salford) Ar Hanani binti Md Zain APAM, GBIF, Bachelor of Arts (Hons.) (Architecture) (University of Sheffield, UK), Diploma in Architecture (University of Sheffield, UK) Hasmanira binti Mokhtar Master of Science (Project Management) (USM), Bachelor of Science (Hons.) (Architecture) (USM)

107

Hoi Jung Wai MSc. ISD (Integrated Sustainable Design) (National University of Singapore), The UK – MAch RIBA Part II (Edinburgh University), BSc Architecture (Honour) RIBA Part I (Malaya University, Malaysia) Ida Marlina Mazlan Master in Science in Integrated Construction and Management (UiTM), Bachelor of Architecture (NZ), Bachelor of Science in Architecture (UiTM)

Indrani Esther Vanniasingham PAM, RIBA, MIID (Interior Design), Architectural Association Diploma (Architectural Association School of Architecture, London) Izwan bin Nor Azhar Master of Architecture in Architecture and Urbanism, Architectural Association Diploma (School of Architecture, London), Bachelor of Architecture (Hons.) (UiTM), Diploma in Architecture (UiTM) Ar Jasmi Saleh LAM, RIBA, Master in Environmental Design (Sustainable Architecture) (Lincoln University, UK), Diploma in Architecture (Hull School of Architecture, UK), Bachelor of Arts in Architecture (Hull School of Architecture, UK) Koh Jing Hao Master of Science (Computer Aided Architectural Design & Construction) (University of the West of England, UK), Bachelor of Science (Hons.) Housing, Building and Planning (Architecture) (USM) Ar Lau Kim Too @ Kim Bachelor of Science in Architecture (National Cheng Kung University, Taiwan), Post Graduate Diploma in Architecture (The University of Edinburgh) Lai Chee Kin Master of Commerce (Accounting), Charles Sturt University, Australia; Bachelor of Commerce (Murdoch University, Australia) Leong Boon Tik Stream Coordinator, Technical Studies Master of Science in Construction Engineering and Management (USTM), Bachelor of Science (Hons.) Statistics (UM) Sr Loo Seong King MRISM Registered QS; Bachelor of Science in Quantity Surveying; Malaysia Certificate Education; Higher School Certificate Liu Ngee Song Bachelor of Architecture (RMIT), Graduate Diploma (Property Investment) (City University, London) Louis Tan Yu Teik B.A (Arch) RIBA Part I, Dip. Arch RIBA Part II (Canterbury College of Art, University for Creative Arts, Canterbury, Kent, England, UK) Lam Shen Fei RIBA/ARB II, LAM II, AAdipl (Architectural Association, London, UK) Ar Lee Cherng Yih LAM, A/L 376, Bach of Arch (University of RMIT, Melbourne, Australia)

108

Mariatul Liza binti Meor Gheda Master in Project Management (MARA), Bachelor in Construction Management (MARA), Diploma in Building (MARA) Dr. Myzatul Aishah Kamarazaly Master of Philosophy (Sciences); Bachelor of Quantity Surveying (Hons); Diploma in Quantity Surveying Noorul Fadzlee Khamis Master of Science, Post Graduate Diploma in Architecture, Bachelor of Science (Hons.) (Robert Gordon University), Diploma in Architectural Technology (LimKokWing University) Nik Kadir Shah bin Nik Kanaruddin Bachelor of Architecture (University of Liverpool), Bachelor of Science (Architecture) (UM) Dr. Nor Hayati binti Ramli Master of Architecture (Conservation) (UTM), Bachelor of Science (Hons.) Housing, Building and Planning (USM) Normah Binti Sulaiman Master in Urban Development and Management (UiTM), Bachelor of Landscape Architecture (Hons.) (UIAM) Nicholas Ng Khoon Wu Master of Architecture (Boston Architectural College, Boston, Massachusetts, USA) Norita Johar Master of Science (Built Environment), Bachelor of Science (Architectural Sciences), Bachelor of Architecture (Honours) Nicholas Tan Chi-Hong MSc in Architecture (Scott Sutherland School of Architecture, UK) Nurul Alia Ahamad Master of Architecture (Curtin), Bachelor of Applied Science (Architectural Science) (Curtin) Noorul Iffa Mohd Nayan Master in Science (Built Environment) (IIUM); Bachelor Degree in Landscape Architecture (IIUM) Ar Patmaselvi Paramarajah APAM, Bachelor of Architecture (USM), Bachelor of Science (Hons.) Housing, Building and Planning (Architecture) (USM) Prince Favis Isip MA in Architecture (University of the Philippines, Diliman Philippines), BS Architecture (University of Santo Tomas, Manila Philippines) Raihana Zainuddin Bachelor of Architecture (University of Miami, Florida) Sr Ramar Subramanian MRISM; Registered QS; Bachelor in Quantity Surveying (Honours)

109

Shahrianne Mohamad Shah LAM, Post-Graduate Diploma in Architecture (Hull School of Architecture, UK), Bachelor (Hons) in Architecture (Hull School of Architecture, UK), Diploma in Architecture (ITM) Sivaraman Kuppusamy Master in Environmental Studies (UPM), Bachelor of Science (Hons.) Housing, Building and Planning (Building Economics and Management) (USM), Certificate in Teaching, Certified Construction Manager Dr Sucharita Srirangam IIA, CoA, PhD in Philosophy (Edinburgh College of Art, UK), Master of Architecture (School of Architecture and Planning, Anna University, India), Bachelor of Architecture (Indian Institute of Architects, India) Simon Chee Wai Meng Master of Science in Quantity Surveying; Diploma in Building Sujatavani Gunasagaran Master of Science (Building Technology) (USM), Bachelor of Science (Architecture) (UM) Ar Shahira Shaharuddin APAM, LAM, Advance Diploma in Architecture (UiTM) Shazreene Nurjanna Shamsuddin Bachelor of Architecture (UiTM), Bachelor of Science (Honours) Architecture (UiTM) Ar Teoh Way Keat Bachelor of Architecture (Honours) (The University of Melbourne), Bachelor of Planning & Design (The University of Melbourne), Registered Architect, Architects Registration Board of Victoria (ARBV), Registered Professional Architect, Lembaga Arkitek Malaysia (LAM)

Tan Teik Choon Bachelor of Architecture (University of Oklahoma, USA) Tseng Hsien Shin, Luis Master of Architecture (Architectural Design), Bachelor of Architecture (Hons) Ar Zahari Zubir Master of Science in Heritage and Conservation Management (UiTM), Bach of Arch (University of Oklahoma, Norman, Oklahoma, USA)

110

TAYLOR’S UNIVERSITY CONTACTS Taylor’s University 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 Taylor’s College Sri Hartamas Jaya Campus G1 Ground Floor 62, Jalan Sri Hartamas 1 Sri Hartamas 50480 Kuala Lumpur Wilayah Persekutuan General Line : 603-6203 0168 Fax : 603-6203 0198 Homepage : http://www.taylors.edu.my E-mail : [email protected]

Sabd undergraduate pg draft v3

Art & Photos