UNDERGRADUATE PROSPECTUS 2013/2014

School of Education and Social Development “Education towards Intellectual Development” Nepenthes stenophylla Mast. Family: Nepenthaceae Local Name: Periuk kera Tropical pitcher plant (carnivorous) endemic to Borneo. The species produces attractive funnelshaped pitchers up to 25 cm high.

Photo by, Dr. Berhaman Ahmad Caption by, Dr. Berhaman Ahmad

Background Photo: Wood Cross Section

School of Education and Social Development

Local Name: Kondolon Scientific Name: Alangium spp.

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DEAN

BACHELOR IN EDUCATION WITH HONOURS

B.Fine Art (UiTM), P.G.Dip. (Art & Design) De Monfort,

BPKP CODE

PROGRAMME COURSE

M.A (Art & Design) De Monfort, Ph.D (Fine Art) UMS

HT06

Education with TESL

HT16

Education with Science

HT17

Education with Social Science

HT18

Education with Economy

DEPUTY DEAN (ACADEMIC & STUDENT AFFAIRS)

UNDERGRADUATE PROSPECTUS 2013/2014

ASSOC. PROF. DR. ISMAIL BIN IBRAHIM

DR. SUYANSAH SWANTO B.A (Essex), M.A (Warwick), Ph.D (Nottingham)

BACHELOR IN SPORTS SCIENCE WITH HONOURS

DEPUTY DEAN (RESEARCH AND INNOVATION)

BPKP CODE

PROGRAMME COURSE

HS20

Sports Science

DR. MOHD ZAKI ISHAK B.Sc. Hons, Dip. Ed. (UKM), M.Ed., Ph.D (Waikato)

ASSISTANT REGISTRAR YAZMIN SURAYA YUSOF B.A Hons Bus.Mgmt (Oxford Brookes) AZLAN BIN AWANG B.Ed. Hons (UMS)

HEAD OF PROGRAMME DR. ABDUL SAID AMBOTANG Dip. Applied Sc. B.B.A (UITM), M.Ed. (UTM), Ph.D (UMS) (Education with Economy - HT18) DR. DG MARYAMA AG DAUD B.Sc. (UM), M.Sc. (Essex), Ph.D (UKM) (Sports Science - HS20)

DR. SUHAIDA OMAR B.Ed. (UKM), M.Ed. (USM), Ed.D (Warwirk) (Education with TESL - HT06) ASSOC. PROF. DR. SABARIAH SHARIF Dip Ed, BSc (UKM), MA, Ph.D (Bath)

DR, ROSLEE TALIP B.Ed. Hons (USM), M.Ed. (UMS), Ph.D (UMS) (Education with Social Science - HT17)

For further inquires, please contact: ADMINISTRATION OFFICE SCHOOL OF EDUCATION AND SOCIAL DEVELOPMENT Tel

: 088 - 320000

Ext

: 2506

Fax

: 088 - 320268

School of Education and Social Development

(Education with Science - HT16)

E-mail : [email protected]

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UNDERGRADUATE PROSPECTUS 2013/2014

SCHOOL CORE TT00103 PHILOSOPHY AND EDUCATION IN MALAYSIA

The objective of this course is to provide a platform for student teacher to build up their own understanding on philosophy of teaching in accordance to the Malaysian Teacher’s Code of Ethics. This course is divided into two parts. The first part is to introduce students on brief account of historical development of general philosophies beginning from pre-Socratic era till modern times. This part concerns the role of general philosophies across timeline and its related issues to the development of National Education Philosophy in the 20th century of various cultures particularly in reference Malaysian context. While the second part discuss on brief historical account and the development of Malaysian Educational System prior to British intervention to the present day. Students teacher will also engage with current issues related to the future directions of education in Malaysia as mapped out by Ministry of Education. References Barrow, R. & Woods, R. (1994). An Introduction to philosophy of education. (3rd ed.) London: Routledge. Gutek, Gerald L. (2000). Historical and Philosophical Foundations of Education: Selected Readings. New Jersey: Prentice Hall. Pendidikan, Suatu Kajian Psikologi dan Falsafah, Kuala Lumpur: DBP. Hasan Langgulung (1997). Pengenalan Tamadun Islam dalam Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Husin, Sufean. (2000). Pendidikan di Malaysia: Falsafah dan Sejarah. Kuala Lumpur: Dewan Bahasa dan Pustaka.

TT00203 EDUCATIONAL PSYCHOLOGY APPLICATIONS IN TEACHING AND LEARNING

This course will provide students with an understanding of various ways to apply educational psychology concepts and principles in the classroom. This course will explore theory and practice in the field of educational psychology applications with an emphasis on the role of educational psychology in teaching learning, developmental theories focusing on cognitive, social cultural, social, personal, moral, emotional, behavioristic, the impact of motivation, intelligence, student diversity, student counselling, intelligences, role of effective teachers, and implementation of effective classroom management.

School of Education and Social Development

References Abd Majid dan Rahil. (2000). Psikologi Pendidikan 1: Pertumbuhan dan Perkembangan. Kuala Lumpur: Longman. Biehler, F.F. & Snowman, J. (2000). Psychology Applied to Teaching in Training. USA: Houghton Mifflin. Eggen, P & Kauchak, D. (2001). Educational Psychology: Windows on classroom. (5th Ed). New Jersey: Prentice Hall. Tan Oon Seng, Parsons, R., Hindson, S.L. & Brow, D.S. (2001). Educational Psychology: A Practitioner Researcher Approach (An Asian Edition). Australia: Thomson. (2000). Educational Psychology: Theory and Practice. New York: Allyn Bacon.

TT00303 PEDAGOGICAL THEORIES AND PRACTICES

The course will introduce with general ideas / concepts and definitions of pedagogy, teaching, learning, and major components which are related to teaching and learning. The importance of pedagogy also will be discussed in this course. Teaching and learning process will touch on theory / approach, strategy, methods, techniques, and classroom management. Discussion also will be focused on application of ICT in classroom. Finally the discussion lead to application of basic skills, issues of remedial class and enrichment. References Freiborg, J.H. & J.H. Driscoll, A. (1992). Universal Teaching Strategies. New York: McGraw Hill. Hamilton, R. & Ghotala, E. (1994). Learning and Instruction. New York: McGraw Hill. Kyriachou, C. (1997). Effective Teaching in Schools: Theory and Practice. (2nd. Edition). U.K: Cornwall. Lorber, M.A. (1996). Objectives, Methods and Evaluation for Secondary Teaching. Needham Height: Allyn Bacon. McGraw Hill. 3

TT00503 EVALUATION IN EDUCATION

UNDERGRADUATE PROSPECTUS 2013/2014

This course aims to provide the use and interpretation of qualitative and quantitative data in educational assessment and evaluation. It enables students to acquire theoretical framework and skills for test planning, test item construction, test administration, test scoring and item analysis. Topic discussed in the course include concepts and definitions of testing, assessment and evaluation, basic statistics in educational evaluation, evaluation in cognitive, affective and psychomotor domains, types of tests, test planning and item construction, validity and reliability of test, administration of test, interpretation of testing result, and skills in educational evaluation. References Burgess, R.G. (1993). Educational Research and Evaluation: For Policy and Practice?. London: Falmer. Linn, R.C. & Groundlund, N.E. (1995). Measurement and Assessment in Teaching. Columbus: Charles E. Merrill. Mokhtar Ismail. (1995). Penilaian Di Bilik Darjah. Kuala Lumpur: Dewan Bahasa dan Pustaka. Tan Hui Leng & Ee Ah Meng. (1996). Penilaian Dalam Proses Pendidikan, Kuala Lumpur: Fajar Bakti. Walsh & Bets. (1995). Test and Measurement. Columbus: Charles E. Merrill.

TT01003 INTRODUCTION TO EDUCATIONAL RESEARCH

This course is an overview of the fundamentals of research methods applicable to the broad field of psychology. Topics include research design, quantitative and qualitative forms of analysis, ethical issues in research, and appropriate documentation of research processes and outcomes. Students become critical evaluators of research, with emphasis placed on engaging the students in analytical reading of research literature in psychology and the application of skills in conducting primary behavioral research.. References Mohd. Majid Konting. (1998). Kaedah Penyelidikan Pendidikan. Edisi 4. Kuala Lumpur: Dewan Bahasa dan Pustaka David Dooley. (2001). Social Research Methods. New Jersey: Prentice Hall Jack R. Nation. (1997). Research Methods. New Jersey: Prentice Hall Neil J. Salkind. (2000). Exploring Research. 4th Edition. New Jersey: Prentice Hall Allan G. Bluman. (2001). Elementary Statistics: A Step By Step Approach. 4th Edition. New York: McGraw-Hill.

This course introduces basic infrastructure used in Information and Communication Technology (ICT) and introduction to approriate softwares employed to produce teaching and learning materials in the form of interactive CD used in the classroom. This course includes introduction to the function of ICT infrastructure, word processing, spread sheet, data base, electronic presentation, software development methodology, Internet usage, multimedia in education and ethics towards using information technology. The main focus of the practical assignment is the technology used to create video clip and multimedia authoring to develop an interactive CD. At the end of this course, learners would be able to master the necessary skills to develop technology-based teaching and learning materials to be used at schools. References O’Leary, T.J., O’Leary, L.I. et. al. (2000). Asas Pengkomputeran. McGraw-Hill. O’Leary, T.J. and O’Leary, L.I. (2002). Computer Essentials 2002 - 2003. Complete Edition. McGraw-Hill. Shelly, G.B., Cashman, T.J., Vermaat, M.E. & Walker, T.J. (2002). Discovering Computers 2004. Complete Edition. International Thomson Publishing. Toliver, P.R., Johnson, Y. & Koneman, P.A. (2000). Office 2000. Addison Wesley Longman, Inc. Newby, T.J. et. al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall. Inc. ISBN: 0-13-914052-2. Chap. 1, 2.

TT00803 EDUCATIONAL SOCIOLOGY

Introduce several sociological perspectives in education including theories and fundamental concept in sociology. Discussion will be focused on the contribution and roles of education to the development of the country. Moreover, students will be exposed to the teacher’s role as changing agent as well as socialization agent.

School of Education and Social Development

TT00703 COMPUTER AND MULTIMEDIA IN EDUCATION

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UNDERGRADUATE PROSPECTUS 2013/2014

References Ballantine, J.H. (2001). The Sociology of Education: A Systematic Analysis. (5th ed.). New Jersey: Prentice-Hall. Mohd Salleh Lebar. (1998). Sosiologi Sekolah dan Pendidikan. Kuala Lumpur: Thinker Library. Mulkey, L.M. (1993). Sociology of Education. Fort Worth: Harcourt Brace Jovanovich College. Rohana Yusof. (1996). Asas Sains Sosial dari Perspektif Sosiologi. Kuala Lumpur: DBP. Sadovnik, A.R., Cookson, Jr. P.W. & Semel, S.F. (1994). Exploring Education. Boston: Allyn and Bacon.

TT00903 MALAY LANGUAGE SKILL IN EDUCATION

This course aims to promote and established Malay Language mastery as communication and erudite language among the students in formal context. The mastery of language skill move towards listening, speech, reading and writing bounds by stable effective and efficient critic and creative in reasoning, understanding and the knowledgeable at all situation and condition. References Abdul Aziz Derahman. (2000). Tamadun Melayu dan Pembinaan Bangsa Malaysia. Kuala Lumpur: DBP. Abdul Hamid Mahmood. (2001). Menguasai Bahasa Melayu Tinggi. Kuala Lumpur: Affluent Master. Sdn Bhd. Hassan Ahmad. (2002). Imbasan. Kuala Lumpur: DBP. Juriah Long, Sabran & Sofian Hamid. (1990). Perkaedahan Bahasa Malaysia. Kuala Lumpur: Fajar Bakti. Nik Safiah Karim. (1996). Tatabahasa Dewan. Kuala Lumpur: DBP.

TT01303 EDUCATIONAL MANAGEMENT AND ADMINISTRATION

This course introduces students to the concepts of leadership, management and administration. Students are also exposed to the organizational structure of the Ministry of Education, State Education Department and schools in Malaysia. Various theories and models related to various skills in good governance are discussed. These include motivation, leadership styles, communication skills, human resource management, team work, staff professional development, conflict management, problem solving. Educational development Master Plan (Pelan Induk Pembangunan Pendidikan PIPP 2006-2010) introduces students to the various focuses and strategies initiated by the Ministry of Education so that they can identify their role in the successful implementation of PIPP. References Azman Che Omar. (2001). Pengurusan di Malaysia dari Perspektif Islam. Kuala Lumpur: DBP. Daft, R. L. (1997). Management. Orlando : Dryden Press. Kreitner, R. (1995). Management. Massachusetts : Houghton Mifflin Company. Murgatroyd, S. & Morgan, C. (1994). Total Quality Management and the School. Buckingham: Open University. Razali Mat Zin. (1996). Kepimpinan Dalam Pengurusan. Kuala Lumpur: Utusan.

School of Education and Social Development

PROGRAMME CORE EDUCATION WITH TESL (HT06) TE10103 LITERATURE AND LANGUAGE LEARNING

This course presents an integrated approach to the study of literature and literary appreciation. It aims to provide students with a broad-based exposition and foundation in literary studies. It also attempts to develop critical stance, intellectual judgment and positive response to literature, apart from promoting independent reading of English literary works among students.

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References Barnet, Sylvia, William Burto & William E. Cain (2006). Introduction to Literature: Fiction, Poetry, Drama, fourteenth edition. New York: Pearson Longman. Carter, Ronald & John McRae (1996). The Penguin Guide to English Literature: Britain and Ireland, Middlesex, England: Penguin Books. Collie, Joanne & Stephen Slater (1995). Literature in the Language classroom: A Resource Book of Ideas and Activities, Cambridge: Cambridge Univ. Press. Ganakumaran Subramaniam (ed.) (2003). Teaching of Literature in ESL / EFL Contexts, Petaling Jaya: Sasbadi Sdn. Bhd. Kennedy, X. J., Diana Gioia (2006). Backpack Literature: An Introduction to Fiction, Poetry and Drama, New York; Pearson Longman. Morner, Kathleen & Ralph Rausch (1991). NTC’s Dictionary of Literary Terms, Chicago, Illinois: NTC Publishing Group.

TE10303 TEACHING OF LISTENING & SPEAKING

UNDERGRADUATE PROSPECTUS 2013/2014

This course aims to build on the principles of communicative teaching with particular focus on oral language. The structure of spoken language is examined. The underlying theories of oral communication will be explored including communication theories, ritual and social events, schema theory, and speech acts. It will reinforce the concept of setting criteria for successful language learning. The teaching of listening and speaking is central to good language teaching since they are important for both classroom exposure and lifelong language needs. The topics covered include theoretical background to oral communication as well as the teaching methodology for listening and speaking. References Thornbury, S. (2005). How to teach speaking. Essex: Longman. Underwood, M. (1986). Teaching listening. London: Longman.

TE10503 TEACHING WRITING SKILLS

This course aims to develop course participants’ personal as well as professional skills in writing, since they need to be competent writers themselves before they can impart the skills to their learners later on. The course focuses more on the techniques of teaching writing in terms of approaches to teaching writing, planning the writing class, techniques of teaching the different types of writing, and evaluation and feedback on learners’ writing. Thus, while the first part of the course will lay the foundation for participants to be competent in writing, the second part of the course will help them to become competent teachers of writing. References Raimes, A. (1983). Techniques of teaching writing. Oxford: Oxford University Press. Byrne, D. (1991). Teaching writing skills. London: Longman.

TE10003 PHONOLOGY OF ENGLISH

References Roach, P. (1999). English Phonetics and Phonology. A Practical Course. (3rd. Ed.). Cambridge: Cambridge University Press. Carr, P. (1999). English Phonetics and Phonology. An Introduction. Oxford: Blackwell.

TE10203 SECOND LANGUAGE ACQUISITION

This course aims to understand how learners learn and it is not the same as research into language teaching. SLA, in this light, should become an essential point of reference for those involved in educational activities as well as researchers looking at how to facilitate the learning process. By virtue of the fact that language itself is complex, SLA has become a broadly-based field and it now involves studying the complex pragmatic interactions between learners and between learners and native speakers, examining how non-native language ability develops, stabilizes, and undergoes attrition (forgetting, loss), carrying out an analysis and interpretation of all aspects of learner language with the help of current linguistic theory and developing theories that are specific to the field of SLA that aim to account for the many facets of non-native language and behavior. References Ellis, R. (1997). Second Language Acquisition. Oxford: OUP. Brown, H.D. (2000). Principles of Language Learning and Teaching. Englewood Cliffs, NJ: Prentice-Hall. Gass, S. & Selinker, L. (2001). Second Language Acquisition: An introductory course. London: Lawrence Erlbaum. Lightbown, P.M. & Spada, N. (1999). How languages are learned. Oxford. OUP.

School of Education and Social Development

The Phonology of English is a course that explains how English is pronounced in the accent normally chosen as the standard for people learning English spoken in England. This course presents this information in context of a general theory about speech sounds and how they are used in language. This is necessary for anyone who needs to understand the principles regulating the use of sounds in spoken English. Due to the confusing nature of English spelling it is particularly important to learn to think of English pronunciation in terms of phonemes rather than letters of the alphabet and transcribe them using the special symbols to represent them. The course then moves on to look at larger units of speech such as the syllable, and at aspects of speech such as stress and intonation. Students will then be exposed to skills needed to analyse and evaluate speech in English with greater understanding and depth and plan appropriate teaching and learning activities that can be carried out in the classroom.

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TE10403 TEACHING OF READING UNDERGRADUATE PROSPECTUS 2013/2014

This course will enable student teachers to understand the complex processes of reading, and of learning to read in a foreign language. Reading is an important skill in situations where exposure to a language may be limited. It is also a key academic skill. This course is structured into three parts. Part one presents the principles about reading, texts and teaching; part two looks more closely at some of the theoretical issues and how they affect reading teaching; and part three focuses on the importance of extensive reading, the choice of materials and the way courses and lessons are planned, taught and assessed. References Bernhardt, E.B. (1991). Reading Development In A Second Language: Theoretical, Empirical And Classroom Perspectives. Norwood, N.J.: Ablex Publishing Corporation. Beard, R.F. and Oakhill, J. (Eds). (1999). Reading Development and the Teaching of Reading: A Psychological Perspective. Oxford: Blackwell. Chitravelu, N., Sithamparam, S. and Soo Choon, Teh. (1995). Shah Alam: Penerbit Fajar Bakti Sdn. Bhd. Farrell, T.S.C. (2003). Planning Lessons for a Reading Class. Singapore: SEAMEO Regional Language Centre.

TE20103 INTRODUCTION TO SEMANTICS

This course is intended to provide a working understanding of Semantics at an introductory level. The understanding of semantics for the purpose of English Language teaching will be the focus. First the field of semantics and its place in linguistics will be covered at an introductory level. Topics of relevance will then be dealt with in greater depth. The application of an understanding of semantics in classroom TESL will then be looked at in more detail. References Saeed, John I. (1997). Semantics, Oxford: Blackwell. Cruse, D. A. (2000). Meaning in Language: An introduction to Semantics and Pragmatics, Oxford: Oxford. Dixon, R. M. W. (2005). A semantic approach to English Grammar. (Second edition) Oxford: OUP.

TE20303 MATERIALS DEVELOPMENT

School of Education and Social Development

The aim of this course is to demonstrate the close inter-relationship between input materials, teaching & learning. This course covers the preparation and evaluation of EFL / ESL instructional materials. The class will develop critical skills for analyzing materials in accordance with theories of how second languages are learned, while also considering practical classroom issues and differences in the EFL / ESL environment. The course will utilize a practical hands-on approach to adapting current materials and developing new materials, including those which target linguistic features in the context of meaningful learner interaction. The class will focus on materials for the different skills in current use in communicative models including (but not limited to) task- based approaches to teaching, issues in computer-assisted language learning, and content-based instruction. The current trend towards authentic materials will also be explored. References Tomlinson, B. & Matsuda, H. (2004). Developing Language Course Materials. Singapore: SEAMEO Regional Language Centre. Tomlinson, B. (Ed.) (1998). Materials development in language teaching. Cambridge: Cambridge University Press. Nunan, D. (1999). Second Language Teaching and Learning.  Boston:  Heinle and Heinle Publishers. Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Hienemann.

TE20503 DISCOURSE ANALYSIS

The course examines the structure of spoken and written text. The underlying theories of critical discourse analysis approach will be explored including communication theories, ritual and social constraints, schema theory, and speech events and acts. Models of spoken and written texts will be applied to conversation, classroom discourse, and to a range of written texts. The concept of cohesion and coherence will be discussed.

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References Hatch, E.M. (1992). Discourse Analysis for Language Teachers. Cambridge: CUP. Nunan, D. (1993). Introducing Discourse Analysis. Cambridge: OUP. Cortazzi, M. (1993). Narrative Analysis. Cambridge: OUP.

TE20003 APPROACHES TO LANGUAGE TEACHING

UNDERGRADUATE PROSPECTUS 2013/2014

This course aims to introduce student-teachers to various English language teaching approaches. Among them are the Grammar-Translation Approach, Direct Method, the Audio-Lingual Method and the Communicative Language Teaching including Content-based, Task-based and Participatory Approaches. Contentious issues relating to the use of students’ mother tongue, error corrections, teacher control, accuracy and fluency will also be covered. The pedagogical principles and practices underlying language teaching approaches will be considered. In addition, using samples of teaching materials, students are to be actively and critically engaged in discussion examining the benefits and limitations of the approaches considered. References Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd. Edition). Oxford: OUP. Richards, J.C. and Rodgers, T.S. (2001). Approaches and Techniques in Language Teaching. Cambridge: CUP. Brown, H.D. (2000). Principles of Language Learning and Teaching (4th Edition). Longman. Harmer, J. (2001). The Practice of English Language Teaching (3rd Edition). Longman. Celce-Murcia. M. (ed.). (2001). Teaching English as a second or Foreign Language (3rd Edition). Heinle & Heinle.

TE20203 INTRODUCTION TO MORPHOLOGY

This course is based on Generative Grammar Theory which allows students to apply their creativity in generating words in a language within the stipulated rules. This course aims to provide students with exposure and practice in the study of word derivation and formation, and their related components. The activities designed for the course will create students’ awareness of the importance of knowing word derivations and formations, to help them improve their vocabulary and language proficiency. References Katamba, F. (1993). Morphology. London: Macmillan Press Ltd. Matthews, P.H. (1991). Morphology. Second edition. Cambridge: Cambridge University Press.

This course is intended to give participants an overview of some of the ways of looking at syntax and provide a working understanding of English sentence structure at an introductory level. A large part of the course introduces a simple version of the most popular and best known approach to syntactic analysis, transformational syntax. Participants will look at word categories, phrase structure and the rules that govern sentence composition before looking at complement options, co-ordination, modifiers and transformations. These topics will be made clear by the use of tree diagrams. The course then leads briefly into functional grammar, a look at how language achieves different functional and communicational purposes according to the object and context of communication. Many of the same areas are revisited and contrasted between functional and formal grammar. A brief look is then taken into syntax from the semantic viewpoint, to prepare students for an approach to grammar that may become popular in the future. Finally, participants are invited to look at their own understanding of English grammatical structures, and some suggestions for treating grammar in the ESL classroom are proposed. References O’Grady, W., Dobrovolsky, M., Katamba, F. (1996). Contemporary Linguistics: An introduction. London: Longman. Greenbaum, S. (1996). The Oxford English Grammar. Oxford: OUP. Finegan, E. (2008). Language: It’s structure and use. (Fifth edition) California: Thomson-Wadsworth. Dixon, R. M. W. (2005). A semantic approach to English Grammar. (Second edition) Oxford: OUP.

TE20603 EDUCATIONAL TECHNOLOGY AND SCHOOL RESOURCE CENTRE

This course aims to expose students to various principles and to analyse different types of models in instructional design (ID). Apart from raising students’ awareness of the importance of applying ID models in teaching and learning process, this course also enable students to be competent in applying the principles and process of educational technology. The students will discuss the roles of media, graphics, low cost teaching materials, transparency, audio and video. The second part of this course explores the principles in managing school resource centre. The students will implement a project-based learning on managing and improving the quality of school resource centre which will further improve the students’ capabilities and skills in understanding the functions and roles of school resource centre.

School of Education and Social Development

TE20403 ENGLISH SYNTAX AND THE STRUCTURE OF ENGLISH

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UNDERGRADUATE PROSPECTUS 2013/2014

References Poh Swee Hiang, Mokhtar Affandi Amran & Tajuddin Hassan. (1995). Pengurusan Sumber Pengajaran Pembelajaran 1: Sumber Perpustakaan. Kuala Lumpur. Kumpulan Budiman. Kementerian Pendidikan Malaysia. (1990). Dasar Pemilihan dan Panduan Pembinaan Koleksi Bahan Bacaan Pusat Sumber Sekolah. Kuala Lumpur. Bahagian Teknologi. Pendidikan, Kementerian Pendidikan Malaysia. Shelly, G.B., Cashman, T.J., Vermaat, M.E. & Walker, T.J. (2004). Discovering Computers 2005: A Gateway to Information. International Student Edition. Thomas Course. Technology, USA. Newby, T.J. et. al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall. Inc. Chap. 1, 2. Toliver, P.R., Johnson, Y. & Koneman, P.A. (2000). Office 2000. Addison Wesley Longman, Inc.

TE30103 THE SOCIAL CONTEXT OF LANGUAGE LEARNING

This course is intended to provide knowledge of language variation in society resulting from social variation, regional and ethnic differences at an introductory level, as well as the methods used for studying language variation. It ties this knowledge to language acquisition knowledge by describing the development of pidgins and creoles and also intends to create awareness of language bias and the appropriate ways of mitigating associated social bias. Basic analysis of speech situations and discourse structures is also included to assist in providing an undestanding of classroom culture and interaction. From this it is then intended to help students form appropriate approaches to TESL teaching suitable for the social-linguistic environment of the classroom and the methodology requirement of the Malaysian schools English Language curriculum. It is intended that knowledge of the above might help prepare students initiate their own role within the school community at the beginning of their school careers. References Southerland, R.H., Katamba F. (1996). “Language in Social Contexts” in O’Grady, W., Dobrovolsky, M., Katamba, F. Contemporary Linguistics: An introduction. London: Longman. Holmes, J. (2001). “An introduction to sociolinguistics” (2nd edition) Harlow: Pearson Education Limited. Holliday, A. (1994). “Appropriate Methodology and Social Context” Cambridge: CUP.

TE30503 LANGUAGE TESTING & ASSESSMENT

School of Education and Social Development

This course introduces basic concepts in language testing, and emphasizes the distinction between teaching and testing. It aims to enable teachers to prepare in-school tests of various types for their learners, and to help them understand the relationship between teaching and assessment. The course introduces the basic concepts of language testing for teachers. Topics include: relationship between syllabus, learning and testing; different types of tests: diagnostic, achievement, proficiency; formative vs summative testing; norm-referenced testing and criterion-referenced testing; issues of reliability and validity; testing the four language skills and subskills; constructing tests; scoring of tests; interpreting test results; and alternative modes of evaluating learners without testing. References Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. New York: Longman. Hughes, A. (1989). Testing for Language Teachers. Cambridge: Cambridge University Press. Heaton, J. B. (1988). Writing English Language Tests. New Edition. London: Longman. Weir. Cyril J. (1993). Understanding & Developing Language Tests. Hemel Hempstead: Prentice-Hall.

TE30303 ESL METHODOLOGY II (LITERATURE)

This course prepares ESL undergraduates with the appropriate methodology to teach the literature component in the secondary school English language syllabus. In this course, they are exposed to the literary approaches as specified by the curriculum, guided in designing activities for literature lessons, selecting literary materials appropriate to learners’ interest, needs, levels and context, transforming texts from one form into another and critiquing literary texts. In other words, these ESL undergraduates experience literature for themselves first, before translating their experience into their teaching of literature, later on.

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References Lazar, G. (1993). Teaching Literature. Cambridge University Press. Brumfit, C. & Carter, R. (1987). Literature and Language Teaching. Oxford: Oxford University Press. Collie, J. & Slater, S. (1987). Literature in the Language Classroom. Cambridge: Cambridge University Press.

TE30003 SYLLABUS DESIGN

UNDERGRADUATE PROSPECTUS 2013/2014

This course calls for a detailed examination of different curriculum models and syllabus types. It is designed to help teachers consider critically the information they obtain from the course and apply it to their knowledge, experience, and classroom practice. Students will be exposed to the principles involved in selecting, grading, and integrating the various components of a language syllabus, and how they can go about analyzing the syllabuses in use in their own classrooms. References Nunan, David (1988). Syllabus Design. Oxford University Press, (Language Teaching: A Scheme for Teacher Education. Editors: Candlin, C.N. & Widdowson, H.G.) Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge: CUP.

TE30203 TESL METHODOLOGY I (TESL)

The objective of this course is to provide guidelines on the teaching of English as a second Language as students’ specialisation area. An examination of current theories and strategies of TESL with special attention to problems in Malaysia. Basic skills in the teaching of the English language to Malaysia students will be explored. This course allows students to study the different approaches, methods and techniques and formulate interesting and effective language lessons. Students are encouraged to integrate the four language skills for effective communicative language teaching activities in the classroom. Studentcentred approaches encompassing the self-paced, self-access and self-directed elements as emphasised under Smart school is promoted. Topics such as English Language curriculum / syllabus analysis, lesson planning, aim and objective of teaching, assessment and evaluation and School-Based/microteaching. References Doff, A. (1997). Teach English. Cambridge: CUP. Lubelska, D.(1997). Looking at Language Classrooms. Cambridge: CUP. Marianne Celce-Murcia. (2001). 3rd Ed. Teaching English as a Second or Foreign Language. Heinle & Heinle: UK. Richards, J.C. (1997). The Language Teaching Matrix. Cambridge: CUP. The objective of this course is to provide a detailed school based teaching practice program for professional development designed to promote “student teacher growth” and such growth is viewed as student teacher professional growth through a learning process. It is designed to prepare student teachers for actual teaching practice. The course is designed as a stimulus to student teacher growth, where professional growth is seen as a form of learning. New perspectives on teacher change and teacher professional development have learning as their core with views of “teachers as learners” and “schools as learning communities”. Each team (3 - 5 student teachers) was required to establish a Professional Learning Team for ELT. Teams were made up of all Final year student teachers and the lecturers. This course allows students to study the different approaches, methods and techniques and formulate interesting and effective language lessons. Students are encouraged to integrate the four language skills for effective communicative language teaching activities in the classroom. Studentcentred approaches encompassing the self-paced, self-access and self-directed elements as emphasised under Smart school is promoted. Topics such as English Language curriculum / syllabus analysis, lesson planning, aim and objective of teaching, assessment and evaluation and School-Based / microteaching. References Marianne Celce-Murcia. (2001). 3rd Ed. Teaching English as a Second or Foreign Language. Heinle & Heinle: UK. Ur, Penny. (1996). A Course in Language Teaching. Cambridge: CUP Beauregard, F. (1995). Linear Algebra. Addison Wesley, US.

TE40003 COMPARATIVE LITERATURE

This course examines the state of comparative literature world-wide in the 1990s. In the past twenty years a range of new developments in critical theory have changed patterns of reading and approaches to literature: gender based criticism, deconstruction and orientalism have all had a profound impact on work in comparative literature. This course introduces some of those approaches through a series of case studies, and asks questions not only about the current state of comparative literature as a discipline, but also about its future. Since its beginnings in the nineteenth century, comparative literature has been closely associated with the emergence of national cultures, and its present expansion in many parts of the world indicate that this process is again underway, after a period of narrowly Eurocentric research in the field.

School of Education and Social Development

TE30403 TESL METHODOLOGY III (ADVANCED)

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UNDERGRADUATE PROSPECTUS 2013/2014

References Bassnett, S. (1993). Comparative Literature. A Critical Introduction. London: Blackwell. Durant, A. and Fabb, N. (1990). Literary Studies in Action. Interface series. London: Routledge. Fowler, R. (1986). Linguistic Criticism Oxford: Oxford University Press. Jefferson, A. and Robey, D. (eds.) (1986). Modern Literary Theory: A comparative introduction, 2nd. edition, London: Batsford.

TE40203 LANGUAGE AWARENESS

This course has two main aims: to raise awareness of language use in a multi-lingual, multicultural context, and to improve students’ own proficiency in written and spoken English. Modes and forms of language use will be studied by looking at different contexts of language use in education, and different historical and social contexts. However, the overall aim of this course is to let you experience an approach to grammar that is different from the one you know from your own school days. It is not so much rule based and prescriptive, but exploring and probing. References Andrews, Stephen. (2007). Teacher Language Awareness. Cambridge: Cambridge University Press. Arndt, Valerie, Harvey, Paul, Nuttall, John (2000). Alive to Language: Perspectives on Language Awareness for English Language Teachers. Cambridge: Cambridge Teacher Training and Development Garrett, P. & C. James (Eds) (1991). Language Awareness in the Classroom. Harlow, Essex: Longman. Garrett, P. & C. James (1991). Language Awareness: a way ahead. In Garrett, P. & James, C. (Eds). Language Awareness in the Classroom. Harlow, Essex: Longman. pp. 306-318. Hawkins Lee, D. (1992) Competing Discourses. London: Longman. Language Awareness (vol.1:1, 1992; vol. 3:1, 1994; vol. 4:1, 1995). MacAndrew, R. (1991). English Observed. Cambridge: Language Teaching Publications.

TE40503 UNDERGRADUATE PROJECT I

School of Education and Social Development

Prerequisite: TT01003 Introduction To Educational Research This course aims to train a student to carry up qualitative and / or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

TE40008 TEACHING PRACTICE

The role of teacher is the most important role in society. Teachers are responsible for the world’s future. The preparation involved in your becoming a teacher requires commitment, dedication, knowledge, enthusiasm, and responsibility. The way in which you conduct yourself can have a profound impact on students and their families and determine your desirability as a future employee. Practicum is designed to provide support for practicing student teachers. Student teachers will fulfill their field work requirement by volunteering in the classroom of a “cooperating” teacher and will gradually assume teaching responsibilities over the course of the semester. References Cohen, L., Manion, L. and Morrison, K. (1996). A Guide to Teaching Practice. (4tth. Ed) London: Routledge. Freiberg, J. H. (1991). Universal Teaching Strategies. Boston. Allyn and Bacon. McNeely, S. L. (1997). Observing Students and Teachers Through Objective Strategies. Boston: Allyn and Bacon. Ornstein, A. C. (1990). Strategies For Effective Teaching. New York: Harper Colins. Ornstein, A. C. (1995) Teaching : Theory Into Practice. Boston: Allyn Bacon.

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TE40603 UNDERGRADUATE PROJECT II

UNDERGRADUATE PROSPECTUS 2013/2014

Prerequisite: TE40503 Undergraduate Project I This course intended to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

PROGRAMME CORE EDUCATION WITH SCIENCE (HT16) MAJOR BIOLOGY TB10103 BIOLOGY CELL AND STRUCTURE

The course is concerned with a few level of life such as the basic unit of life (the cell), tissue, organ and system for all organisms. It will start with cell biology, cell organization (structural and functional), prokaryotic and eukaryotics cells, the biology of membrane, cell metabolism and energy, and cell division and specialization. The second part of this course involves tissue, organ and system in organism. It will start with the basic of tissues and its differentiation, morphological and functional. Then organs also will be studied with emphasis on its function and care, followed by the systems in plant and animal. References Lewis, R., Gaffin, D., Hoefnagels, M. & Parker, B. (2004). Life. 5th edition. McGraw-Hill. Campbell, N.A. & Reece, J.B. (2002). Biology. 6th edition. Benjamin Cummings. Starr, C. (1997). Cell Biology and Genetics: with infotrac. Wadsworth Pub. Co. Clegg, C.J. & Mckean, D.G. (1994). Advance Biology: Principles & Apllications. John Murray Pub. Campbell, N.A. & Reece, J.B. (2005). Biology. 7th edition. Benjamin Cummings.

This course will discuss the hazard and risk in the chemical laboratory, techniques of handling the chemicals, glassware and equipment, chemical safety and health, management and disposal of chemical, personal safety equipments as well as the emergencies preparedness. Through this course, students will be exposed to the role of health and safety related institution such as Department of Safety and Health (DOSH), and National Institute of Safety and Health (NIOSH). Problem Based-Learning will also be conducted in order to enhance students’ understanding of health and safety of various hazard and risks in the laboratory. References Abdul Khalik Bin Wood, Zaharudin Bib Ahmad & Zulkifli Bin Mohamed Hashim. (2001). Chemical Safety. Malaysia Institute For Nuclear Technology Research, Bangi. Frazier, L. M. & Hage, M. L. (1998). Reproduction Hazards of the Workplace. An International Thomson Publishing Company, USA. Furr, A. Keith. (2000). CRC Handbook of Laboratory Safety. CRC Press LLC, Florida. Halimaton Hamdan & Zaiton Abdul Majid. (1994). Keselamatan Makmal. Dewan Bahasa dan Pustaka, Kuala Lumpur. National Academy of Sciences. (1995). Prudent Practices in the Laboratory. National Academy Press, Washington D. C.

School of Education and Social Development

TB10302 SAFETY IN LABORATORY

12

TB10003 BOTANY UNDERGRADUATE PROSPECTUS 2013/2014

This course aims to provide the field of botany to students, giving emphasis on the biodiversity of the plant kingdom, plant morphology and also their anatomy. This course also covers the distribution and importance of plants to human beings. References Uno, G., Storey, R. & Moore, R. (2001). Principles of Botany. McGraw-Hill Higher Education. New York. Mauseth, J.D. (2003). Introductory Plant Biology. 3rd ed. Jones and Bartlett Pub. Inc. Campbell & Reece. (2002). Biology. 6th ed. Pearson Education, Inc. Stern, K. R. (2006). Introductory Plant Biology. 10th ed. McGraw-Hill Int. Pub.

TB20103 MICROBIOLOGY

This course is about microbes and its diversity. Students are given the foundations of microbiology; the development of microbiology; principles of chemistry and the basic concept of microbiology. With the emphasis on the diversity and ecology of microbes, such as bacteria, virus, fungi, algae and protozoa, this course is geared to students in health-oriented, biodiversity, environmental science, agriculture, medical, education and biological curricula. Laboratory works mainly focusing on the basic techniques used in microbiology. References Tortora, G.I.; Funke, B.R.; Case C.L. (1995). Microbiology: An Introduction. The Benjamin / Cummings Publishing Company Inc. California. Ingrahan, J.L.; Ingrahan, C.A. (2000). Introduction to Microbiology. Second edition. Brooks / Cole USA. Gross, T.; Faull,W.; Ketteridge, S. and Springham, D. (1995). Introductory Microbiology. Chapman & Hall London. Alcamo, I.E. (1994). Fundamentals of Microbiology. 4th ed. The Benjamin / Cummings Publishing Co. NC. New York. Madigan, M.T.; Martinko, J.M. and Parker, J. (2003). Brock Biology of Microorganisms. 10th ed. The Benjamin / Cummings Publishing Co. NC. New York. Thomas, V. (1983). Parasitologi Perubatan, DBP, Kuala Lumpur. Desponmier, D.D.; Gwadz, R.W. & Hotez, P.J. (1994). Parasites Diseases. 3rd Edition. Springer-Verlag: London.

School of Education and Social Development

TB20303 ZOOLOGY

This course is an introduction to the facts and principles of animal biology. It surveys the major taxa of the animal kingdom and provides an introduction to animal anatomy, systematic, physiology, ecology and evolution. It also provides an introduction to the principles, skills, and applications of biology to majors in science education. It includes a review of the molecular basis of life and the organization of cells and tissues and interrelationships of structure and function in living systems as evidenced by the major animal phyla. Laboratory sessions include actual research projects (including data analysis and report writing), lab experiments, examinations of animal anatomy, morphology, and behaviour. References Hickman, Jr., C. P., Roberts, L. S., Keen, S. L., Larson, A., Anson, H. I. and Eisenhour, D. J. (2008). Integrated Principles of Zoology. 14th ed. McGraw-Hill Higher Education. Miller, S. A. and Harley, J. P. (2007). Zoology. 7th ed. McGraw-Hill International Edition. Pough, F. H., Heiser, J. B. and Mc Farland, W. N. (2003). Vertebrate Life. 6th ed. Prentice Hall. New Jersey. Campbell, N. A. (1998). Biology. Addison-Wesley Publishing. Cowen, R. (1995). History of Life. 2nd ed. Blackwell. Massachusetts.

TB20003 GENETIC

This course discusses the basic concept of genetics that includes cell meiosis and mitosis, Mendellian genetics, deviation of Mendellian principles, basic molecule inheritance, gene expression and protein synthesis, technology and application of DNA, mutation, chromosome variation, population genetics and evolution.

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UNDERGRADUATE PROSPECTUS 2013/2014

References Klug, W.S. & Cummings. (2003). Concepts of Genetics. 8th Ed. M.R. Prentice Hall. London. Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V. & Jackson, N.A. (2008). Biology. 8th Ed. Campbell, R.B. Pearson Benjamin Cummings, S.F. Brooker, R.J. Genetics: Analysis & Principles. 3rd Edition. McGraw-Hill, NY. Watson, J.D., Baker, T.A., Bell, S.P., Gann, A., Levine, M. & Losick, R. (2004). Molecular Biology of the Gene. 5th Ed. Pearson Benjamin Cummings, S.F. Karp, G. & Wiley, N.J. Cell & Molecular Biology: Concepts & Experiments. 4th Edition.

TB20203 ECOLOGY

This course aims to expose students to various principles and to analyse different types of models in instructional design (ID). References Miller, G.T. (2005). Essentials of Ecology. 3rd Edition. Thomson. USA. Peters, R.F. (2009). Nota Kuliah. Unpublished. Colinvaux, P. (1993). Ecology 2. John Wiley & Sons. USA. Molles, M.C. Jr. (1999). Ecology, Concepts and Applications. McGraw-Hill, USA. Townsend, C.R., Begon, M. and Harper, J.L. (2002). Essentials of Ecology. Blackwell.

TB20403 BIOCHEMISTRY

This course is designed as an introduction to the organic structure of living systems.  Lecture will address concepts dealing with proteins, enzymes, metabolism, and biosynthesis. An introduction to general biochemistry, including protein structure, enzyme mechanisms and kinetics, coenzymes, thermodynamics, central metabolic pathways, biological membranes, DNA structure and replication, and ribosomal translation. An emphasis is placed on integrating knowledge of fundamental organic chemistry into a biological context. Laboratory work provides practical experience in the topics covered.

TB20603 EDUCATIONAL TECHNOLOGY AND SCHOOL RESOURCE CENTRE

This course aims to expose students to various principles and to analyse different types of models in instructional design (ID). Apart from raising students’ awareness of the importance of applying ID models in teaching and learning process, this course also enable students to be competent in applying the principles and process of educational technology. The students will discuss the roles of media, graphics, low cost teaching materials, transparency, audio and video. The second part of this course explores the principles in managing school resource centre. The students will implement a project-based learning on managing and improving the quality of school resource centre which will further improve the students’ capabilities and skills in understanding the functions and roles of school resource centre. References Poh Swee Hiang, Mokhtar Affandi Amran & Tajuddin Hassan (1995). Pengurusan Sumber Pengajaran Pembelajaran 1: Sumber Perpustakaan. Kuala Lumpur. Kumpulan Budiman Kementerian Pendidikan Malaysia. (1990). Dasar Pemilihan dan Panduan Pembinaan Koleksi Bahan Bacaan Pusat Sumber Sekolah. Kuala Lumpur. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. Shelly, G.B., Cashman, T.J., Vermaat, M.E. & Walker, T.J. (2004). Discovering Computers 2005: A Gateway to Information. International Student Edition. Thomas Course. Technology, USA. Newby, T.J. et. al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall, Inc. Chap. 1, 2. Toliver, P.R., Johnson, Y. & Koneman, P.A. (2000). Office 2000. Addison Wesley Longman, Inc.

School of Education and Social Development

References Alberts, B., Bray, D., Lewis, J., Raff, M.M., Roberts, K., Watson, J. (1994). Molecular Biology of the Cell. 3rd edition. Garland Publishing Inc. Conn, E.E., Stumpf, P.K., Bruening, G., Doi, R.H. (1995). Asas Biokimia. Dewan Bahasa dan pustaka. Kuala Lumpur. Lehninger, A.L., Nelson, D., Cox, M.M. (1993). Principles of Biochemistry. 2nd edition. Wortj Publisher. Voet, D., Voet, J.G. 1997. Biochemistry. John Wiley and Sons. New York. Zubay, G.L., Parson, W.W., Vance, D.E. (1995). Principles of Biochemistry. W.C. Brown Publisher. United Kingdom. McKee, T. and McKeE, J.R. (2003). Biochemistry: the Molecular Basis of Life. 3rd edition. WCB / McGrawHill Press, Boston.

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TB30103 BIOLOGY TEACHING METHOD I UNDERGRADUATE PROSPECTUS 2013/2014

The main aim of this course is to train and equip the trainee teachers with the various and latest Biology teaching methodology. This course will also introduce a recent flow of thoughts in terms of educational development in general and biology education in particular. The introduction of teaching approaches is adapted in relation to the integrated secondary school curriculum. Hence, teacher trainees are required to master the skill of writing a daily lesson plan correctly based on the format given, preparing a daily lesson plan based on active and effective teaching, implementing the lesson plan in the teaching and learning effectively and as well as fostering noble values besides using an effective communication skills in the teaching and learning process. References Aikenhead, G. (1992) The integration of STS into science education. Theory into Practice, 36(1), pp. 27-35. Carin, A.A. (1993) Teaching Science Through Discovery. New York: MacMillan. Carin. A. and Bass, J. (2001) Teaching science as inquiry. Ohio: Prentice Hall. Fensham, P.J., Gunstone, R.F. and White, R.T. (1994) The content of science: a constructivist approach to its teaching and learning. The Falmer Press: London Diana Ang Tiong Joo. (2006). Teaching Biology. Pearson Prentice Hall: Singapore PPK. (2006). Biology Syllabus. PPK. (2006). Biology Curriculum Specification.

TB30503 SYSTEMATICS

General overview of the concepts and methods of the field of systematic will be explained. Students will practice the methods used in taxonomic data collection and do the phenetics classification. This course will also present a foundation of the approach, methods, research goals, evidence, and terminology of plant and animal systematics. The student will be given the information on the most recent knowledge of evolutionary relationships of plants as well as practical information vital to the field. References Simpsom, M. G. (2006). Plant Systematics. Elsevier Academic Press. ms. 590. Mayr, E. & Ashlock, P. D. (1991). Principles of systematic zoology. McGraw-Hill, Inc. ms 475.

School of Education and Social Development

TB30703 BIOTECHNOLOGY

This course provides students basic concept of biotechnology in its broadest term.Basic scientific disciplines of natural sciences that supports field of biotechnology will be taught. In lectures, emphasis will be placed on; 1) Microbial Biotechnology, 2) Biomedical Biotechnology, 3) Agriculture Biotechnology, 4) Genomic Biotechnology, and 5) Environmental Biotechnology. Each of this field of biotechnology will consists of lectures on its fundamental sciences and lectures on the latest developments in its field with the aid of latest scientific publications. Laboratory classes will be conducted in the form of “Mini Projects”, where groups of students will be given task of performing microbial fermentations, drug discovery, environmental biotechnology and molecular biotechnology. In an effort to instill independence in students to search for latest development in biotechnology, students will be exposed to Web of Science to access information and publications in Biotechnology. References Tkacz, Jan S.; Lange, Lene. (2004). Advances in Fungal Biotechnology for Industry, Agriculture, and Medicine Springer  2004.   Mahesh K. Bhalgat, William P. Ridley, and Allan S. Felsot. (2004) Agricultural Biotechnology - Challenges and Prospects OUP.  Gòdia, Francesc; Fussenegger, Martin. (2005). Animal Cell Technology Meets Genomics Springer.  Colin Ratledge and Bjorn Kristiansen. (2006). Basic Biotechnology - 3rd ed Cambridge University Press.

TB30003 ADVANCED BIOLOGY TEACHING METHOD

The main aim of this course is to provide extra input towards the effective way of teaching and learning Biology in the classroom. This content of the course highlighted the important skills such as reflective practice as a guide to classroom research, basic concept of action research in order to solve the problem in the teaching and learning of Biology, communication instructional skills and self management as a Biology teacher in order to inculcate the need of productive pedagogy. Thus, analyzing the current issues of Science will also be emphasized as to fulfill the criteria of becoming a progressive and dynamic teacher. The implementation of scientific process skills, manipulative skills and the teaching and learning based on the form six syllabus will become a major component of the course.

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UNDERGRADUATE PROSPECTUS 2013/2014

References Burden, P. R. & Byrd, D. M. (2007). 4th Edition. Methods for Effective Teaching: Promoting K-12 Student Understanding. Pearson: New York. Goh Swee Chiew. (2005). 2nd Edition. Classroom Management: Creating Positive Learning Environments. Pearson Prentice Hall: Singapore. Manning, M. L. & Bucher, K. T. (2007). 2nd Edition Classroom Management: Models, Application and Cases. Pearson Prentice Hall: New Jersey, USA. McKay, S. L. (2002). The Reflective Teacher: A Guide to Classroom Research. RELC Portfolio Series 3. SEAMEO Regional Language Centre: Singapore. Moore, K. D. (1998). 4th Edition. Classroom Teaching Skills. McGraw-Hill: Boston. Soler, J., Craft, A., & Burgess, H. (2001). Teacher Development: Exploring Our Own Practice. Paul Chapmen Publishing Ltd in association with The Open University: London.

TB30203 PLANT PHYSIOLOGY

Physiology introduces students to the major topics and concepts of plant physiology. It encompasses examination of plant functions ranging from the basic unit- that is cell, down to its complexities of the systems of plant as a whole. It is the study of how plants acquire and utilize essential minerals from their environment. Plants have had to develop mechanisms to concentrate elements from dilute solutions without accumulating toxic amounts of other fixed in photosynthesis for nutrients they need. Plant physiology likewise includes the study of nutrient transformations at the root surface. The course is divided into three sections: (1) Plant Biochemistry and Metabolism, (ii) Water and Solute Transport, and (iii) Plant Growth and Development. References Mohr, H. and Schpfer, P. (1995). Plant physiology, translated by Gudrun and D. W. Lawlor. SpringerVerlag: Berlin, Germany. Ross, C.W. (1994). Plant physiology Laboratory manual. Wadsworth Publishing Company. Belmont, USA Hopkins, W.G. and Huner, N.P.A. (2004). Introduction to plant physiology. 3rd ed. John Wiley & Sons, Inc: New Jersey. Salisbury, Frank B. and Ross, Cleon W. (1992) Plant Physiology, 4th ed. Wadsworth Publishing Co., Belmont, CA. (QK711.2.S23 1992). Taiz, Lincoln and Zeiger, Eduardo. (1998) Plant Physiology, 2nd ed. Sinauer Associates, Inc. Sunderland, MA. (QK711.2.T35 1998). Opik, H. & Rolfe, S.A. (2005). The Physiology of Flowering Plant, 4th Edition. Cambrige Universiti Press, USA. Animal Physiology (TB30403) intends to introduce students to the major topics and concepts of animal physiology. It encompasses examination of an organism’s functions and their main organs’ systems and its relationship with the environment. This course will also study of how animals acquire and utilize essential minerals from their environment and the setbacks when should they been deprived of. This course will be taught in view of how the changing world, i.e. global warming and climate change affect the physiology of animals, and how can physiology of animals impact the environment. References Berne, R. M. & Levy, M. N. (1996). Principles of Physiology. 2nd ed. Mosby, Mossouri. Schmidt-Nielsen, K. (1998). Animal Physiology: Adaptation and Environment. 5th ed. Cambridge University Press, Cambridge Sherwood, L., Klandorf, H. & Yancey, P. H. (2005). Animal Physiology: from Genes to Organisms. Thomson. USA. Moyes, C. D., Schulte, P. M. (2008). Principles of Animal Physiology. 2nd ed. Pearson int’ ed.

TB40503 UNDERGRADUATE PROJECT I

Prerequisite: TT01003 Introduction To Educational Research This course aims to train a student to carry up qualitative and / or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process.

School of Education and Social Development

TB30403 ANIMAL PHYSIOLOGY

16

UNDERGRADUATE PROSPECTUS 2013/2014

References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

TB40008 TEACHING PRACTICE

The role of teacher is the most important role in society. Teachers are responsible for the world’s future. The preparation involved in your becoming a teacher requires commitment, dedication, knowledge, enthusiasm, and responsibility. The way in which you conduct yourself can have a profound impact on students and their families and determine your desirability as a future employee. Practicum is designed to provide support for practicing student teachers. Student teachers will fulfill their field work requirement by volunteering in the classroom of a “cooperating” teacher and will gradually assume teaching responsibilities over the course of the semester. References Cohen, L., Manion, L. and Morrison, K. (1996). A Guide to Teaching Practice. (4th. Ed) London: Routledge. Freiberg, J. H. (1991). Universal Teaching Strategies. Boston. Allyn and Bacon. McNeely, S. L. (1997). Observing Students and Teachers Through Objective Strategies. Boston: Allyn and Bacon. Ornstein, A. C. (1990). Strategies For Effective Teaching. New York: Harper Colins. Ornstein, A. C. (1995) Teaching : Theory Into Practice. Boston: Allyn Bacon.

TB40603 UNDERGRADUATE PROJECT II

School of Education and Social Development

Prerequisite: TB40503 Undergraduate Project I This course intended to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

MAJOR CHEMISTRY TK10302 BASIC CHEMISTRY

The course discusses the concepts and fundamental principles of chemistry. These will cover analytical chemistry, physical chemistry, organic chemistry, and inorganic chemistry. The topics are atoms, molecules, and compounds; quantitative measurement in chemistry; solution; solids, liquid and gases; chemical and aqueous equilibrium; kinetic chemistry; electrochemistry; hydrocarbon compounds and organic functional groups, polymers; petroleum; periodic table; metallic compounds; non-metal and transitional metals; and nuclear chemistry.

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UNDERGRADUATE PROSPECTUS 2013/2014

References Brown, T.L., Lemay, H.E. Jr & Bursten, B.E. (1996). Chemistry: The Central Science. 6th Edition. Printice Hall, Englewood Cliffs, N.J., Lewis, R. & Evans, W. (2006). Chemistry. 3rd Ed. Palgrave Macmillan, New York. McMurry, J. & Fay, R.C. (2001). Chemistry. 3rd Edition. Prentice Hall, New Jersey. Myers, R. (2003). Basic Chemistry. Greenwood Press, Westport. Withen, K.W., Davis, R.A. & Peck, M.R. (1996). General Chemistry With Quantitative Analysis. 5th Edition. Saunders College Publishing, Orlando, Florida Brady, J.E. & Holum, J.R. (1996). Chemistry: The Study Of Matter and Its Changes. 2nd Edition. John Wiley & Sons, Inc., New York. Brown, W.H. (1995). Organic Chemistry. Saunders College Publishing, Orlando, Florida. Hill, J.W. & Petrucci, R.H. (1999). General Chemistry: An Integrated Approach. 2nd Edition. Prentice Hall, New York.

TK10502 SAFETY IN LABORATORY

This course will discuss the hazard and risk in the chemical laboratory, techniques of handling the chemicals, glassware and equipment, chemical safety and health, management and disposal of chemical, personal safety equipments as well as the emergencies preparedness. Through this course, students will be exposed to the role of health and safety related institution such as Department of Safety and Health (DOSH), and National Institute of Safety and Health (NIOSH). Problem Based-Learning will also be conducted in order to enhance students’ understanding of health and safety of various hazard and risks in the laboratory. References Abdul Khalik Bin Wood, Zaharudin Bib Ahmad & Zulkifli Bin Mohamed Hashim. (2001). Chemical Safety. Malaysia Institute For Nuclear Technology Research, Bangi. Frazier, L. M. & Hage, M. L. (1998). Reproduction Hazards of the Workplace. An International Thomson Publishing Company, USA. Furr, A. Keith. (2000). CRC Handbook of Laboratory Safety. CRC Press LLC, Florida. Halimaton Hamdan & Zaiton Abdul Majid. (1994). Keselamatan Makmal. Dewan Bahasa dan Pustaka, Kuala Lumpur.

TK10203 PHYSICAL CHEMISTRY I

References Engel, Thomas. & Reid, Philip. (2006). Physical Chemistry. San Francisco: Pearson Education Inc. Lim You Sie & Yip Kim Hong (2006). Pre-U Text STPM Physical Chemistry. Selangor Darul Ehsan: Pearson Malaysia Sdn. Bhd. Mortimer, R.G. (2008). Physical Chemistry 3rd Edition. San Diego: Elsevier Inc. Silbey, R.J., Alberty, R.A. & Bawendi, M.G. (2005). Physical Chemistry 4th Edition. Massachusetts: John Wiley & Sons Inc.

TK10403 ORGANIC CHEMISTRY I

This course aims to equip students with the appropriate knowledge and skills in organic chemistry. The ultimate goal of this course is to consolidate students’ knowledge and skills in organic chemistry. The scope of this course encompasses: Carbon chemistry, alkanes, alkenes, benzene, alcohols and ethers, carbonyl compounds, carboxylic acids, and polymers. References Ho Hon Yoon (2007). Pre-U Text STPM Organic Chemistry. Selangor Darul Ehsan: Pearson Malaysia Sdn. Bhd. Wade, L.G. Jr. (2003). Organic Chemistry 5th Edition. New Jersey: Pearson Prentice Hall. Wade, L.G. Jr. (2010). Organic Chemistry 7th Edition. New Jersey: Pearson Prentice Hall.

School of Education and Social Development

This course aims to equip students with the appropriate knowledge and skills in physical chemistry. The ultimate goal of this course is to consolidate students’ knowledge and skills in physical chemistry. The scope of this course encompasses: Matter, states of matter: gas, liquids and solids, reaction kinetics, chemistry equilibrium, ionic equilibrium, and thermochemistry.

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TK20101 CHEMISTRY LABORATORY II UNDERGRADUATE PROSPECTUS 2013/2014

This laboratory course is to accompany TK20503 (Analytical Chemistry I) and TK20303 (Inorganic Chemistry I). It is based on practical experiments dealing with most of the topics discussed in TK20503 and TK20303, including solution preparation and concentration, stoichiometric calculations, volumetric and gravimetric analyses, oxidation-reduction reaction of halogens, reactions of metals, analysis of cation mixture, and the chemistry of chromium. References Skoog, D.A., West, D.M., Holler, F.J. & Crouch, S.R. (2004). Fundamentals of Analytical Chemistry. 8th edition Brooke / Cole, Thompson Learning Inc. Christian, G.D. (2004). Analytical Chemistry. 6th edition. John Wiley and Sons, NJ Shriver, D.F. and Atkins, P.W. (2009) Inorganic Chemistry. 5th ed. Oxford University Press, Oxford. Cotton, F.A., Wilkinson, G. and Gaus, P.S. (1995). Basic Inorganic Chemistry. 3rd ed. Wiley-Interscience. New York.

TK20303 INORGANIC CHEMISTRY I

This course aims to equip students with the appropriate knowledge and skills of inorganic chemistry. The ultimate goal of this course is to consolidate students’ knowledge and skills in periodic table and periodicity. The scope of this course encompasses: The periodic table and periodicity, Group 2 elements, Group 13: Aluminium, Group 14, Nitrogen, Group 17, and d-Block elements (transition elements). References Lim You Sie & Yip Kim Hong (2009). Pre-U Text STPM Inorganic Chemistry. Selangor Darul Ehsan: Pearson Malaysia Sdn. Bhd. Miessler, G.L. & Tarr, D.A. (2004). Inorganic Chemistry 3rd. Edition. New Jersey: Pearson Prentice Hall. Pooja Bhagwan (2005). A Handbook of Inorganic Chemistry. New Delhi: International Scientific Publishing Academy. Sharma, R.K. (2007). Introductory Inorganic Chemistry. New Delhi: Discovery Publishing House.

TK20503 ANALYTICAL CHEMISTRY I

School of Education and Social Development

This course focuses on the basic procedures and practices in an analytical laboratory and chemical analyses, data handling, presentation and analysis, laboratory quality assurance, chemical and solubility equilibria, and principles and techniques of volumetric and gravimetric analyses. References Skoog, D.A., West, D.M., Holler, F.J. & Crouch, S.R. (2004). Fundamentals of Analytical Chemistry. 8th edition Brooke / Cole, Thompson Learning Inc. Christian, G.D. (2004). Analytical Chemistry. 6th edition. John Wiley and Sons, NJ. Harris, D.C. (2003). Quantitative Chemical Analysis. 6th edition. W.H. Freeman & Company. Harvey, D. (2000). Modern Analytical Chemistry. McGraw Hill, Boston.

TK20402 PHYSICAL CHEMISTRY II

According to the quantum mechanics, state of motion and dynamics of electron are represented by the wave function that is determined by Schrodinger equation and stationary state can be treated by solving time-independent Schrodinger equation (eigenvalue problem of Hamiltonian operator). Introduction of the origins of quantum mechanics, quantum mechanical principles, translational motion, vibrational motion, rotational motion, atomic structure and atomic spectra, molecular structure and magnetic resonance, are described. Meaning of the first law of thermodynamics will be understood by learning the relation between thermal energy coming in and out of a system and its mechanical energy, and study its mathematical treatment. Second and third laws of thermodynamics will be understood through the study of entropy, which represents the sense of spontaneous change in equilibrium reaction, the techniques to apply the concept of entropy and calculate them. References Atkins, P. and de Paula, J. 2010. Physical Chemistry. 9th ed. Oxford University Press, Oxford. Engel, T., Drobny, G. and Reid, P. 2008. Physical Chemistry for the Life Sciences. Pearson Education, USA.

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TK20603 ORGANIC CHEMISTRY II

UNDERGRADUATE PROSPECTUS 2013/2014

The course discusses further about mechanism of organic reactions and advanced methods in organic synthesis. It covers the strategy and method of synthesis; functional group chemistry; formation of carboncarbon and carbon-heteroatoms bonds; ring closure and opening; reduction and oxidation; protective groups and combinatorial chemistry. Emphasis is also given to the synthesis of industrial organic bulk chemicals (C1-C6). References Mackie, R. K.; Smith, D.; Aitken, R. A. (2000). Guidebook to Organic Synthesis; 3rd ed.; Prentice Hall: USA. (Textbook) (Note: This is an important book, no new edition yet) Bruice, P. Y. (2010). Organic Chemistry; 6th ed.; Pearson Prentice Hall, NJ. (Textbook) Clayden, J.; Greeves, N.; Warren, S.; Wothers, P. (2001). Organic Chemistry; Oxford University Press, Inc., New York. Sundberg, R. J.; Carey, F. A. (2001). Advanced Organic Chemistry: Part B; 4th ed.; Plenum: USA. Warren, S. (1984). Organic Synthesis: The Disconnection Approach; John Wiley & Son, Ltd.: GB. (This is an important book, no new edition yet) Weissermel, K.; Arpe, H.-J. (2003). Industrial Organic Chemistry; 4th ed.; WIley-VCH: Germany.

TK20603 EDUCATIONAL TECHNOLOGY AND SCHOOL RESOURCE CENTRE

References Poh Swee Hiang, Mokhtar Affandi Amran & Tajuddin Hassan (1995). Pengurusan Sumber Pengajaran Pembelajaran 1: Sumber Perpustakaan. Kuala Lumpur. Kumpulan Budiman. Kementerian Pendidikan Malaysia. (1990). Dasar Pemilihan dan Panduan Pembinaan Koleksi Bahan Bacaan Pusat Sumber Sekolah. Kuala Lumpur. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. Shelly, G.B., Cashman, T.J., Vermaat, M.E. & Walker, T.J. (2004). Discovering Computers 2005: A Gateway to Information. International Student Edition. Thomas Course Technology, USA. Newby, T.J. et. al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall. Inc. Chap. 1, 2. Toliver, P.R., Johnson, Y. & Koneman, P.A. (2000). Office 2000. Addison Wesley Longman, Inc.

TK30103 TEACHING METHODS I (CHEMISTRY)

This course aims to equip students with the appropriate knowledge, skills, and attitude of chemistry teaching at secondary school level. The ultimate goal of this course is to enable students to plan and apply the appropriate teaching and learning approaches of chemistry as stipulated in the Integrated Curriculum for Secondary School (ICSS) Chemistry Curriculum Specification developed by the Curriculum Development Division, Ministry of Education, Malaysia. The scope of this course encompasses: Syllabus and curriculum specification of ICSS Chemistry, concept mapping, learning theories and implication for chemistry teaching, critical and creative thinking, individual differences in learning and implication for chemistry teaching, lesson planning, micro / macro teaching and reflections.

School of Education and Social Development

This course aims to expose students to various principles and to analyse different types of models in instructional design (ID). Apart from raising students’ awareness of the importance of applying ID models in teaching and learning process, this course also enable students to be competent in applying the principles and process of educational technology. The students will discuss the roles of media, graphics, low cost teaching materials, transparency, audio and video. The second part of this course explores the principles in managing school resource centre. The students will implement a project-based learning on managing and improving the quality of school resource centre which will further improve the students’ capabilities and skills in understanding the functions and roles of school resource centre.

20

UNDERGRADUATE PROSPECTUS 2013/2014

References Fraser, B.J., & Tobin, K.G. (eds) (1998). International Handbook of Science Education: Part One. Kluwer International Handbooks of Education Series: Volume1, London: Kluwer Academic. Fraser, B.J., & Tobin, K.G. (eds) (1998). International Handbook of Science Education: Part Two. Kluwer International Handbooks of Education Series: Volume 2, London: Kluwer Academic. Hodson, D. (1998). Teaching and Learning Science: Towards a Personalised Approach. Guildford: Biddles. Ministry of Education Malaysia (2005). Curriculum Specification for Integrated Curriculum for Secondary Schools (ICSS) Chemistry Form 4. Kuala Lumpur: Curriculum Development Centre. Ministry of Education Malaysia (2005). Syllabus for Integrated Curriculum for Secondary Schools (ICSS) Chemistry Form 4. Kuala Lumpur: Curriculum Development Centre. Poh, Swee Hiang (1997). Pedagogi Sains 1: Kurikulum Sains: Kuala Lumpur: Kumpulan Budiman. Poh, Swee Hiang (1997). Pedagogi Sains 2: Strategi Pengajaran Pembelajaran Sains: Kuala Lumpur: Kumpulan Budiman. Poh, Swee Hiang (1997). Pedagogi Sains 3: Kemahiran Proses Sains: Kuala Lumpur: Kumpulan Budiman. Poh, Swee Hiang (1998). Pedagogi Sains 4: Pengurusan Makmal & Sumber Sains: Kuala Lumpur: Kumpulan Budiman. Poh, Swee Hiang (2005). Pedagogy of Science Volume 1 for Post Graduate Diploma in Teaching (KPLI). Kuala Lumpur: Kumpulan Budiman. Poh, Swee Hiang. (2003). Pedagogy of Science 2: Science Teaching and Learning Strategies. Kuala Lumpur: Kumpulan Budiman. Turner, T., & DiMarco, W. (1998). Learning to teach science in the secondary school: A companion to school experience. London: Routledge Zurida Ismail, Syarifah Norhaidah Syed Idros & Mohd. Ali Samsudin (2006) Kaedah Mengajar Sains. Kuala Lumpur: PTS Professional.

TK30303 TEACHING METHOD II (BIOLOGY)

School of Education and Social Development

The main aim of this course is to train and equip the trainee teachers with the various and latest Biology teaching methodology. This course will also introduce a recent flow of thoughts in terms of educational development in general and biology education in particular. The introduction of teaching approaches is adapted in relation to the integrated secondary school curriculum. Hence, teacher trainees are required to master the skill of writing a daily lesson plan correctly based on the format given, preparing a daily lesson plan based on active and effective teaching, implementing the lesson plan in the teaching and learning effectively and as well as fostering noble values besides using an effective communication skills in the teaching and learning process. References Aikenhead, G. (1992) The integration of STS into science education. Theory into Practice, 36(1), pp. 27-35. Carin, A. A. (1993) Teaching Science Through Discovery. New York: MacMillan. Carin, A. and Bass, J. (2001) Teaching science as inquiry. Ohio: Prentice Hall. Fensham, P.J., Gunstone, R.F. and White, R.T. (1994) The content of science: a constructivist approach to its teaching and learning. The Falmer Press: London Diana Ang Tiong Joo. (2006). Teaching Biology. Pearson Prentice Hall: Singapore PPK. (2006). Biology Syllabus. PPK. (2006). Biology Curriculum Specification.

TK30902 INORGANIC CHEMISTRY 2

The course will be an advanced aspects of inorganic chemistry covering topics such as chemistry of d-block elements (transition metals) and its coordination complexes; d-block metal chemistry and f-block metals; coordination chemistry: historical and nomenclature, structures in coordination compounds, bonding theories, rates and mechanisms and applications; and also introduction homogeneous and heterogenous catalysis. References Shriver, D.F. and Atkins, P.W. (2006). Inorganic Chemistry. 4th ed. Oxford University Press, Oxford. Housecroft, C.E. and Sharpe, A.G. (2005). Inorganic Chemistry. 2nd ed. Pearson Education Limited, U.K. Silberberg, M.S. (2006). Chemistry : The Molecular Nature of Matter and Change. 4th ed. McGraw Hill Education (Asia). Rodgers, G.E. (2002). Descriptive Inorganic, Coordination and Solid-state Chemistry. 2nd ed. Brooks / Cole Thomson Learning, Canada.

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TK30003 ADVANCED TEACHING METHODS III (CHEMISTRY)

UNDERGRADUATE PROSPECTUS 2013/2014

This course aims to provide students with the extended foundation on the appropriate knowledge, skills, and attitudes of chemistry teaching. Students will be exposed to some of the current movements and research efforts in chemical education worldwide. The scope of this course encompasses: The operationalization of science process skills in chemistry teaching; the assessment of the acquisition of scientific skills, scientific attitudes and noble values in chemistry teaching; the diagnosis and analysis of alternative frameworks in chemistry; the importance of environment-oriented (green) chemistry curriculum and environmental literacy in chemical education; the views of the Nature of Science (NOS); the importance of chemistry learning environments; the use of micro-scale chemistry experimentations in chemical education; the globalization in chemical education; and the current research efforts in chemical education.

TK30203 NATURAL RESOURCES CHEMISTRY

This course is focused on the chemistry aspect of natural resources covering classification, chemical contents and functions / applications. The topics cover introduction to natural resources, soil, water and atmosphere, mineral resources, fossil fuels, plant resources, marine resources and microbe resources. The sustainability uses of these resources are also discussed. References Bhat, S. V., Nagasampagi, B. A. and Sivakumar, M. (2005). Chemistry of Natural Product, Springer, New York. Brady, N. C., R. Weil, R. R. (2007). Nature and Properties of Soil, Prentice Hall. Corley, R. H. V. and Tinker, P. B. H. (2003). The Oil Palm, 4th Edition, Wiley and Blackwell. Perman, R., Common, M., Ma, Y., McGilyrev, J. (2004). Natural Resources and Environmental Economics, Addison-Wesley Venugopal, V. (2009). Marine Products for Healthcare: Functional and Bioactive Nutraceutical Compounds from the Ocean CRC Press, Boca Raton. Vertes, A., Qureshi, N., Yukawa, H. and Blaschek, H. (2010). Biomass to Biofuels: Strategies for Global Industries. Wiley & Sons, Wilshire.

School of Education and Social Development

References Fraser, B.J. & Tobin, K.G. (eds) (1998). International Handbook of Science Education: Part One. Kluwer International Handbooks of Education Series: Volume1, London: Kluwer Academic. Fraser, B.J. & Tobin, K.G. (eds) (1998). International Handbook of Science Education: Part Two. Kluwer International Handbooks of Education Series: Volume 2, London: Kluwer Academic. Hodson, D. (1998). Teaching and Learning Science: Towards a Personalised Approach. Guildford: Biddles. Ministry of Education Malaysia (2005). Curriculum Specification for Integrated Curriculum for Secondary Schools (ICSS) Chemistry Form 4. Kuala Lumpur: Curriculum Development Centre. Ministry of Education Malaysia (2005). Syllabus for Integrated Curriculum for Secondary Schools (ICSS) Chemistry Form 4. Kuala Lumpur: Curriculum Development Centre. Poh, Swee Hiang (1997). Pedagogi Sains 1: Kurikulum Sains: Kuala Lumpur: Kumpulan Budiman. Poh, Swee Hiang (1997). Pedagogi Sains 2: Strategi Pengajaran Pembelajaran Sains: Kuala Lumpur: Kumpulan Budiman. Poh, Swee Hiang (1997). Pedagogi Sains 3: Kemahiran Proses Sains: Kuala Lumpur: Kumpulan Budiman. Poh, Swee Hiang (1998). Pedagogi Sains 4: Pengurusan Makmal & Sumber Sains: Kuala Lumpur: Kumpulan Budiman. Poh, Swee Hiang (2005). Pedagogy of Science Volume 1 for Post Graduate Diploma in Teaching (KPLI). Kuala Lumpur: Kumpulan Budiman. Poh, Swee Hiang. (2003). Pedagogy of Science 2: Science Teaching and Learning Strategies. Kuala Lumpur: Kumpulan Budiman. Turner, T. & DiMarco, W. (1998). Learning to teach science in the secondary school: A companion to school experience. London: Routledge Zurida Ismail, Syarifah Norhaidah Syed Idros & Mohd. Ali Samsudin (2006) Kaedah Mengajar Sains. Kuala Lumpur: PTS Professional. Barke, H.-D., Hazari, A. & Sileshi Yitbarek. (2009). Misconceptions in chemistry: Addressing perceptions in chemical education. Springer-Verlag.

22

TK40503 UNDERGRADUATE PROJECT I UNDERGRADUATE PROSPECTUS 2013/2014

Prerequisite: TT01003 Introduction To Educational Research This course aims to train a student to carry up qualitative and / or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

TK40008 TEACHING PRACTICE

The role of teacher is the most important role in society. Teachers are responsible for the world’s future. The preparation involved in your becoming a teacher requires commitment, dedication, knowledge, enthusiasm, and responsibility. The way in which you conduct yourself can have a profound impact on students and their families and determine your desirability as a future employee. Practicum is designed to provide support for practicing student teachers. Student teachers will fulfill their field work requirement by volunteering in the classroom of a “cooperating” teacher and will gradually assume teaching responsibilities over the course of the semester. References Cohen, L., Manion, L. and Morrison, K. (1996). A Guide to Teaching Practice. (4th. Ed) London: Routledge. Freiberg, J. H. (1991). Universal Teaching Strategies. Boston. Allyn and Bacon. McNeely, S. L. (1997). Observing Students and Teachers Through Objective Strategies. Boston: Allyn and Bacon. Ornstein, A. C. (1990). Strategies For Effective Teaching. New York: Harper Colins. Ornstein, A. C. (1995) Teaching : Theory Into Practice. Boston: Allyn Bacon.

School of Education and Social Development

TK40603 UNDERGRADUATE PROJECT II

Prerequisite: TK40503 Undergraduate Project I This course intended to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

23

MAJOR MATHEMATICS UNDERGRADUATE PROSPECTUS 2013/2014

TM10103 MATHEMATICS I

This course contains basic concepts of several topics such as introduction to the logic theory which must be understood by students before taking more advance subjects such as Advance Calculus. This course also covers basic mathematics in calculus which comprises of topics such as: set, number, inequalities, complex number, relation, function, limits, continuity, differentiation and integration. References Verberg D., Purcell E. J. & Rigdon S. E. (2007). Calculus ninth edition. Pearson. United State of America. Smith R.T, Minton R.B. (2007). Calculus. McGraw-Hill: New York. Peter Kuhfitting. (2006). Technical Calculus with Analytic Geometry. Thomson: Australia. Rosen H.K. (2003). Discrete Mathematics and Its Applications. McGraw-Hill: New York. Ho Chong Mun & Yeo Kiam Beng. (2004). Complex Number. UMS. Sabah.

TM10003 MATHEMATICS II

This course contains basic concepts of several topics which must be understood by students before taking more advance subjects such as Advance Calculus. This course covers basic mathematics in calculus which comprises of topics such as: inequalities, relation and function, limits and continuity, differentiation and integration. References Verberg D., Purcell E. J. & Rigdon S. E. (2007). Calculus ninth edition. Pearson. United State of America. Smith R.T. & Minton R.B. (2007). Calculus. McGraw-Hill: New York. Stewart J., Redlin L. & Watson S. (2006). Precalculus Fifth Edition, Mathematics for Calculus. Thomson: United State of America. Peter Kuhfitting. (2006). Technical Calculus with Analytic Geometry. Thomson: Australia. Strauss M.J., Bardley G.L. & Smith K.J. (2002). Calculus. Prentice Hall: New Jersey. Finney, Weir & Giordano. (2001). Thomas’ Calculus. Addison-Wesley Publishing Company. USA.

TM10203 MATHEMATICS III

References Johnsonbaugh, R. (2009). Discrete Mathematics. 7th Ed., New Jersey: Pearson Prentice Hall. Kelley, W.M. (2009). The Humongous Book of Geometry Problems. New York: Penguin Group. Smith, R.T. and Minto, R.B. (2009). Calculus: Early Transcendental Functions. 3rd Ed., New York: McGraw-Hill. Winston, W.L. (2004). Operations Research: Applications and Algorithms. 4th Ed., California: Brooks / Cole Thomson Learning. Goldstein, L.J., Lay, D.C., Schneider, D.I. and Asmar, N.H. (2010). Calculus & Its Applications. 12th Ed., New Jersey: Pearson Prentice Hall. Taha, H.A. (2007). Operations Research: An Introduction. 8th Ed., New Jersey: Pearson Prentice Hall.

TM20103 ELEMENTARY STATISTICS

This course aims to provide an introductory course in statistics for math education students, incorporating practical examples of the research processes for quantitative research. It emphasizes the importance of statistical analysis and provides grounding in descriptive and inferential statistics, including simple hypothesis testing. Students will develop competence in the use of a statistical package and develop the ability to write a simple formal research report as related to topics in education. Introduction to the course will begin with basic concepts and procedures in descriptive and inferential statistics, which will prepare students for subsequent statistical courses in Statistical Methods (TM30703) and beyond. The course begins with methods for describing and summarizing single-variable (frequency) distributions followed by methods for describing relationships between two (or more) variables. The course then introduces probability theory as a background for understanding inferential statistics. Next, methods for drawing inferences from research samples to populations from which the samples were drawn are presented. Finally, the course covers basic statistical tests such as z-tests, t-tests, and analysis of variances. Topics include data collection and description, probability distributions for discrete and random variables, sampling distributions, confidence intervals and hypothesis testing, correlation and regression, the analysis of variance, and contingency tables.

School of Education and Social Development

This course will explore and study the methods of traditional co-ordinate geometry as applied to lines, circles, conics in real 2-dimensional space and a brief extension to 3-dimensions. Other topics that will be covered in this course are permutations & combinations, logic, linear programming, vector algebra and analysis. Students will also be introduced to and become familiar with computer packages such as Google Sketchpad to aid in the visualization of curves defined algebraically.

24

UNDERGRADUATE PROSPECTUS 2013/2014

References Agresti, A. And Franklin, C. (2009). Statistics: The Art and Science of Learning from Data. New Jersey: Pearson Prentice-Hall. Norusis, M. (2008). SPPS 16.0 Guide to Data Analysis. New Jersey: Pearson Prentice-Hall. Bluman, A. (2008). Elementary Statistics: A Step by Step Approach, 6th Ed., New York: McGraw-Hill Education (Asia). Freud, J. and Perles, B. (2007). Modern Elementary Statistics, 12th Ed., New Jersey: Pearson PrenticeHall. Weiss, N. A. (2008). Elementary Statistics, 7th Ed., New York: Pearson Addison-Wesley.

TM20003 HISTORY OF MATHEMATICS

An overview development in mathematics from the prehistoric era, civilization era of Greek, Babylon, Egypt, Hindu, China, Islam and Europe. Various discipline and philosophy in mathematics will be studied with attention given on the historical aspect of every mathematical topic such as numeral systems, symbol, algebra, geometry, trigonometry, calculus, and statistics. Emphasize is also given on the famous mathematicians and their contributions. References Abdul Latif Samian. (1992). Sejarah Matematik, DBP: Kuala Lumpur. Eves, Howard. (1983). An Introduction to the History of Mathematics, 6th ed. Sauders College Publishing, Philadelphia, U.S.A. Mat Rofa Ismail. (1995). Sejarah Aritmetik dan Aljabar Islam. Universiti Pertanian Malaysia. Pier, J.P. (1994). Development of Mathematics 1900-1950. Birkhauser, Boston. Shaharir Mohamad Zain. (1986). Matematik dan Tamadun Islam: Pembinaan Sistem Angka. Badr Kubra, Kuala Lumpur.

TM20603 EDUCATIONAL TECHNOLOGY AND SCHOOL RESOURCE CENTRE

School of Education and Social Development

This course aims to expose students to various principles and to analyse different types of models in instructional design (ID). Apart from raising students’ awareness of the importance of applying ID models in teaching and learning process, this course also enable students to be competent in applying the principles and process of educational technology. The students will discuss the roles of media, graphics, low cost teaching materials, transparency, audio and video. The second part of this course explores the principles in managing school resource centre. The students will implement a project-based learning on managing and improving the quality of school resource centre which will further improve the students’ capabilities and skills in understanding the functions and roles of school resource centre. References Poh Swee Hiang, Mokhtar Affandi Amran & Tajuddin Hassan (1995). Pengurusan Sumber Pengajaran Pembelajaran 1: Sumber Perpustakaan. Kuala Lumpur. Kumpulan Budiman. Kementerian Pendidikan Malaysia. (1990). Dasar Pemilihan dan Panduan Pembinaan Koleksi Bahan Bacaan Pusat Sumber Sekolah. Kuala Lumpur. Bahagian Teknologi. Pendidikan, Kementerian Pendidikan Malaysia. Shelly, G.B., Cashman, T.J., Vermaat, M.E. & Walker, T.J. (2004). Discovering Computers 2005: A Gateway to Information. International Student Edition. Thomas Course. Technology, USA. Newby, T.J. et. al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall. Inc. Chap. 1, 2. Toliver, P.R., Johnson, Y. & Koneman, P.A. (2000). Office 2000. Addison Wesley Longman, Inc.

TM30103 TEACHING METHOD I (MATHEMATICS)

The main aim of this course is to train and equip the trainee teacher with the various and latest Mathematics teaching methodology. This course will also introduce a recent flow of thoughts in terms of educational development in general and mathematics education in particular. The introduction of teaching approaches is adapted in relation to the integrated secondary school curriculum. Hence, teacher trainees are required to master the skills such as critical and creative thinking, scientific values and as well as fostering noble values in the teaching and learning process.

25

UNDERGRADUATE PROSPECTUS 2013/2014

References Baker, D., Clay, J. & Fox, C. (1996). Challenging Ways of Knowing in English, Mathematics and Science. London: Falmer. Brahier, D.J. (2005). Teaching Secondary and Middle School Mathematics. New York: Pearson. Ernest, P. (1994). Mathematics, Education and Philosophy: An International Perspective. London: Falmer. Nik Aziz Nik Pa. (1999). Pendekatan Konstruktivisme Radikal dalam Pendidikan Matematik. Kuala Lumpur: Universiti Malaya. Noor Shah Saad. (2002). Teori dan Perkaedahan Pendidikan Matematik. Siri I. Petaling Jaya: Prentice Hall. Posamentier, A.S. & Stepelman, J. (2002). Teaching Secondary Mathematics: Techniques and Enrichment Units. Upper Saddle River, New Jersey: Merrill Prentice Hall. Professional Handbook for Teachers, Geometry Explorations and Applications, McDougal Littell Inc.

TM20203 DIFFERENTIAL EQUATIONS

A course in the standard types and solutions of linear and nonlinear ordinary differential equations, include Laplace transform techniques. Power series methods will be applied to ordinary linear differential equations. Systems of linear differential equations and numerical solutions of ordinary differential equations will be studied. References Zill, D.G. (2005). A First Course in Differential Equations with Modeling Applications. 8th Ed., Boston: Thomson Brooks / Cole Publishing Co. Boyce, W.E. (2008). Elementary Differential Equations and Boundary Value Problems. Hoboken, New Jersey. John Wiley. Bronson, R. (2006). Schaum’s Outline of Theory and Problems of Differential Equations. New York: McGraw-Hill. Kohler, W. and Johnson, L. (2006). Elementary Differential Equations with Boundary Value Problems, 2nd Ed., Boston: Pearson Addison Wesley.

TM30303 TEACHING METHODS II (PHYSICS)

References Aikenhead, G. (1992). The integration of STS into science education. Theory into Practice, 36(1), pp. 27-35. Carin, A. A. (1993). Teaching science through discovery. New York: MacMillan. Carin, A. and Bass, J. (2001). Teaching science as inquiry. Ohio: Prentice Hall. Fensham, P. J., Gunstone, R. F. and White, R. T. (1994). The content of science: a constructivist approach to its teaching and learning. London: The Falmer Press: Hewitt, P. G. (1997). Conceptual physics. Reading, MA : Addison-Wesley Hewitt, P. G. (2004). Conceptual physics: Teacher’s edition. USA: Prentice Hall Zeichner, K. M. & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah: Erlbaum.

TM30503 ADVANCED MATHEMATICS I

This course extends the method of single-variable differential calculus to functions of two and more variables. This course contains basic calculus for functions of several variables with topics such as: limit and continuity, partial derivative, tangent planes, linear approximations, differentiability, chain rule and implicit differentiation, directional derivative and the gradient, extrema of function of several variables and Lagrange multiplier. References Smith R.T. & Minton R.B. (2007). Calculus. McGraw-Hill: New York. Verberg D., Purcell E.J. & Rigdon S.E. (2007). Calculus ninth edition. Pearson. United State of America Fitzpatrick P. 2006. Advanced Calculus. New York: PWS Publishing Co. Beerends R.J., Morsche H.G., Berg J.C. & Vrie E.M. (2003). Fourier and Laplace Transforms. New York. Kaplan W. (2003). Advance Calculus. New York : Addison-Wesley.

School of Education and Social Development

The aim of this course is to train pre-service physics teachers. They will be trained using various methods and teaching strategies at the secondary school level. The introduction of teaching approaches is adapted in relation to the integrated secondary school physics curriculum. Pre-service physics teachers are required to acquire the skills such as critical and creative thinking as well as fostering values in their teaching and learning process.

26

TM30703 STATISTICAL METHODS UNDERGRADUATE PROSPECTUS 2013/2014

This course gives the exposure on intermediate statistics methods using formulate and statistical package approach. It covers several statistical methods and its applications such as comparison means, regression analysis and categorical data analysis. Statistical package usage (SPSS) will be introduced in every statistical method discussed. Emphasize will be given on the correct technique usage and output interpretation. References Ahmad Syukri Y., Amran A., Darmesah G. & Chin Su Na. Problems & Solutions in Statistics for Engineers & Scientists. (2008). Petaling Jaya: Prentice Hall. Miller, I. & Miller, M. (2004). Mathematical Statistics with Applications Seventh Edition. New Jersey: Prentice-Hall. Wackerly, D.D., Mendenhall, W. & Sceaffer, R.L. (2002). Mathematical Statistics with Applications Sixth Edition. Thomson. Norusis, M.J. & SPSS Inc. (1994). SPSS Advanced Statistics 6.1. Chicago: SPSS Inc. Walpole, R.E., Myers, R.H. & Myers, S.L. (1998). Probability and Statistics for Engineers and Scientist. 6th ed. New Jersey: Prentice Hall.

TM30203 LINEAR ALGEBRA

The course starts off from basic concepts on matrices, continues with systems of linear equations and their involvement with matrices, their inverses and determinants. Finally the discussion lead to the idea of linear independence, thus paving the way to the next stage of development, which is the study of vector spaces in a subsequent course. References Ho, C.M., Toh, K.H. & Amran, A. (2007). Linear Algebra. Penerbit Universiti Malaysia Sabah, Kota Kinabalu. Anton, H. & Busby, R. (2003). Contemporary Linear Algebra, John Wiley & Sons, New York. Beauregard, F. (1995). Linear Algebra. Addison Wesley, US. Lim Voon Ka. (1983). Algebra Linear Permulaan, DBP, Kuala Lumpur. Serge Lang. (1986). Introduction to Linear Algebra Second Edition, Springer-Verlag, New York.

TM30403 REAL ANALYSIS

School of Education and Social Development

This course covers some properties of rational numbers and the properties of real numbers which include the real field, the order properties, some properties of absolute value, principle of mathematical induction, inequalities, upper and lower bound, completeness axiom, cardinal numbers, finite, countable and uncountable sets, cardinal number and the algebraic properties of cardinal numbers, numerical sequences which include convergent, divergent, bounded, monotone sequences, Cauchy sequence, Cauchy’s Criterion and series which include convergence or divergence of infinite series, some basic properties of series, the comparison test, the root test, the ratio test, the integral test, the Leibnitz test, converges absolutely and converges conditionally and the Raabe’s test. References Bartle, G.R. and Sherbert, R.D. (1992). Introduction to Real Analysis 2nd Edition, John Wiley & Son, New York. Davidson, R.K. and Donsig, P.A. (2002). Real Analysis with Real Applications. Prentice Hall, NJ. Ho,C.M., Amran, A. and Rozaini, R. (2009). Lecture Notes on Real Analysis. School of Science & Technology, UMS, Sabah. Rudin, W. (1976). Principles of Mathematical Analysis, 3rd Edition. McGraw Hill, New York. Stoll, M. (2001). Introduction to Real Analysis 2nd Edition. Addison Wesley, New York.

TM30603 NUMERICAL METHODS

This course will be discussing the various topics on numerical methods in solving mathematical problems. Some of the problems to be discussed will include non-linear equations, system of linear equations, interpolation, differentiation and integration, ordinary and partial differential equations with boundary-value problems. References Faires, J.D. and Burden, R. (2003). Numerical Methods. 3rd Ed. Thomson, Brooks / Cole : USA. Matthews, J.H. and Fink, K.D. (2004). Numerical Methods Using Matlab. (Int. Ed.). Prentice Hall: USA. Bradie, B. (2006). A Friendly Introduction to Numerical Analysis. Prentice Hall : USA. Gerald, C.F. and Wheatley, P.O. (2004). Applied Numerical Analysis. (Int. Ed.) Pearson Addison Wesley. Kincaid, D. & Cheney, W. (2002). Numerical Analysis: Mathematics of Scientific Computing. Brooks/Cole.

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TM40503 UNDERGRADUATE PROJECT I

UNDERGRADUATE PROSPECTUS 2013/2014

Prerequisite: TT01003 Introduction To Educational Research This course aims to train a student to carry up qualitative and / or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

TM40008 TEACHING PRACTICE

The role of teacher is the most important role in society. Teachers are responsible for the world’s future. The preparation involved in your becoming a teacher requires commitment, dedication, knowledge, enthusiasm, and responsibility. The way in which you conduct yourself can have a profound impact on students and their families and determine your desirability as a future employee. Practicum is designed to provide support for practicing student teachers. Student teachers will fulfill their field work requirement by volunteering in the classroom of a “cooperating” teacher and will gradually assume teaching responsibilities over the course of the semester. References Cohen, L., Manion, L. and Morrison, K. (1996). A Guide to Teaching Practice. (4th. Ed) London: Routledge. Freiberg, J. H. (1991). Universal Teaching Strategies. Boston. Allyn and Bacon. McNeely, S. L. (1997). Observing Students and Teachers Through Objective Strategies. Boston: Allyn and Bacon. Ornstein, A. C. (1990). Strategies For Effective Teaching. New York: Harper Colins. Ornstein, A. C. (1995) Teaching : Theory Into Practice. Boston: Allyn Bacon.

Prerequisite: TM40503 Undergraduate Project I This course intended to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L., and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

School of Education and Social Development

TM40603 UNDERGRADUATE PROJECT II

28

MAJOR PHYSICS UNDERGRADUATE PROSPECTUS 2013/2014

TF10103 PHYSICS I

To provide physics education students the basic ideas and knowledge of mechanics: Measurement; Kinematics; Dynamics; Work and Energy; Collisions; Rotational Motion; and Newtonian Gravitation. References Halliday, F. & Resnick (2008). Fundamentals of Physics, 8th Ed., John Wiley & Sons, Inc. Giambattista & Richardson (2004). College Physics, 1st Ed., McGraw Hill. Faufgn & Serway (2007). Serway’s College Physics, 8th Ed., Thomson.

TF10303 PHYSICS II

To give the physics education students the basic idea and knowledge what is mechanics, equilibrium elasticity, fluid, also give some information about the oscillation. Waves (either transversal or Longitudinal) and also the applications in our life. It will then develop the basic mathematical and conceptual tools to solve simple but important classical physics problems. References Fundamentals of Physics, Halliday & Resnick, 8th Ed. (2008). John Wiley & Sons, Inc. College Physics, Giambattista & Richardson, 1st Ed. (2004). McGraw Hill. Serway’s College Physics, Faufgn & Serway, 8th Ed. (2007). Thomson.

TF20103 MATHEMATICS METHOD IN PHYSICS

This course discusses the mathematical methods used in physic’s problems. These include infinite series by emphasizing convergence and accuracy in calculations. Differential methods such as partial differential and ordinary differential equations are also discussed. Solution of linear equation, matrices and its operation, line and plane equations, and vector are also included. Finally multiple integral methods and vector analysis will be introduced at the end of this course.

School of Education and Social Development

References Arfken, G.B. and Weber, H.J. (2003). Essential Mathematical Methods for Physicists. Academic Press, San Diego. Boas, M.L. (2006). Mathematical in the Physical Sciences (3rd Edition), John Wiley and Sons, New York Gaylord, R.J. and Wellin, P.R. (1994). Computer simulation with mathematics, Springer-Verlag, Santa Clare. Riley, K.F., Hobson, M.P. & Bence, S.J. (2002). Mathematical Methods for Physics and engineering, CUP. Tinker, M. & Lambourne, R. (2000). Further for the physical sciences, Wiley.

TF20303 ELECTRICITY AND MAGNETISM PHYSICS

This course is designed to convey the basic knowledge of Electric and Magnet. The course will begin with an introduction on the basic properties of electric charges and charging by induction, and the electric force that exists between charged objects. This Followed by the concept of electric field and the electric flux, the application of Gauss’s Law, the concept of electrics potential energy, the capasitance, and the effect of dielectrics to the capasitance will also be considered. Circuit analysis began with the concept of current, the emf, the resistance and Ohm’s Law. This Followed with the Kirchoff’s Rules to d.c circuit containing more than one loop. Magnetism begins with the concept of magnetic field, and the forces on charges moving in them. This followed by the discrition of the force exerted on the current carrying conductor place in magnetics field, Eddy Current and Hall Effect The operation of a d.c motor will also considered here. Electromagnetic Induction and Inductance will also be discussed, as well as the examine of RC, RL, LC and RLC circuit. Emphasis is also given to the electromagnetism wave and the Maxwell’s equation that govern them. References Halliday, D., Resnick, R. and Walker, J. (2007). Fundamental of Physics, 7th Edition. McGraw Hill. John Wiley & Son. Jones, E. & Childers, R. (2001). Contemporary College Physics, 3th Edition. McGraw Hill. Cutnell, J.D. & Johnson, K.W. (2007). Physics. John Wiley.

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TF20003 OPTIC AND MODERN PHYSICS

UNDERGRADUATE PROSPECTUS 2013/2014

The course studies the establishment of the ideas and institutions of modern physics, covering the evolution of the discipline over roughly the last century and a half. This period has witnessed some of the field’s most dramatic developments, both intellectual and structural. The courses begin with the nineteenth-century organization of the discipline and the debates over the classical world picture (mechanics, electromagnetism and optics, thermodynamics and statistical mechanics). Then follow the dramatic changes that undid the classical picture, from the discovery of radioactivity and x-rays, through Einstein’s theories of relativity, on to the the creation of quantum mechanics and accompanying philosophical disputes. We consider the elucidation of atomic structure, the exploration of the nucleus, and the establishment of the field-theoretic description of natural phenomena. Alongside these conceptual upheavals in addition, applications including nuclear, particle physics and condensed matter will be covered. References Beiser, A. (2000). Concept Of Modern Physics. 6th ed, McGraw-Hill. Halliday, D., Resnick, R. & Walker, J. (2007). Fundamental of Physics. 8ed. John Wiley.

TF30103 TEACHING METHODS I (PHYSICS)

The aim of this course is to train pre-service physics teachers. They will be trained using various methods and teaching strategies at the secondary school level. The introduction of teaching approaches is adapted in relation to the integrated secondary school physics curriculum. Pre-service physics teachers are required to acquire the skills such as critical and creative thinking as well as fostering values in their teaching and learning process. References Aikenhead, G. (1992). The integration of STS into science education. Theory into Practice, 36(1), pp. 27-35. Carin, A. A. (1993). Teaching science through discovery. New York: MacMillan. Carin, A. and Bass, J. (2001). Teaching science as inquiry. Ohio: Prentice Hall. Fensham, P. J., Gunstone, R. F. and White, R. T. (1994). The content of science: a constructivist approach to its teaching and learning. London: The Falmer Press: Hewitt, P. G. (1997). Conceptual physics. Reading, MA : Addison-Wesley Hewitt, P. G. (2004). Conceptual physics: Teacher’s edition. USA: Prentice Hall Zeichner, K. M. & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah: Erlbaum.

This course is aimed to introduce any phenomena occurred in solid state. This will be started with an introduction to bonding types in solid state such as covalent bond, hydrogen, van der Waals and ionic. Later on, discussions will be continued on crystal structures, symmetrical points, crystal classifications and simple structures and also refraction of periodic structures. Dynamic properties of crystal and properties of heat in crystal will also be given. Principle of free electron, band structure in solid state, electron motion in magnetism and mobility phenomenon describe a real explanation in solid state followed by superconductors. Dielectric properties in solid state, semiconductor solid state and superconductor will also be discussed. References Kittle, C. (2005). Introduction to Solid State Physics (8th ed.). Addison Wesley, New York, ISBN 0-47141526-X. Dan Wei. (2008). Solid State Physics. Cengage Learning Asia Pte. Ltd., Singapore, ISBN-10:981-422797-8.

TF30703 DIGITAL ELECTRONICS AND COMMUNICATIONS

This course introduces the basic concepts of digital electronics and application in the communication network system. In this course, digital number systems and codes, logic circuits, Boolean algebra, combinational and sequential circuit analysis and design are also introduced. Simplification of logic circuits using Boolean algebra and Karnaugh map method are exposed to the students. On the communication applications, this course has been designed to provide the knowledge and understanding of techniques used in digital communications with particular emphasis placed on optical and mobile communications. Topic such as amplitude and frequency modulation, multiplexing, radio wave propagation, satellite communication and fiber optic communication among the topics to be covered in this course.

School of Education and Social Development

TF30503 SOLID STATE PHYSICS

30

UNDERGRADUATE PROSPECTUS 2013/2014

References Bruce Carlson, Paul B. Crilly and Janet C. Rutledge. (2002). Communication System. 4th ed. McGraw Hill. Couch II, L.W. (1996). Modern Communication Systems : Principles and Applications. Prentice Hall. Forouzan, B.A. (2003). Data Communications and Networking. 3rd ed.McGraw Hill. Frenzel, L.E. (2000). Communication Electronics: Principles and Applications. 3rd ed. McGraw Hill. Sklar, B. (1994). Digital Communication, Fundamental and Application. Prentice Hall. Wayne Tomasi. (2001). Electronic Communication Systems: Fundamentals Through Advanced. Prentice Hall.

TF30003 PHYSICS TEACHING METHODS III (ADVANCED)

This course is a follow-up to TF30103 / TM30303. Subsequently, its emphasis is a more in-depth to those components of teaching methods previously addressed, that is the emphasis on enhancing a variety of specific content knowledge of school physics and becoming a reflective physics teacher. The contexts of specific content knowledge enhance pre-service physics teachers’ understanding of specific pedagogical content knowledge.These include the skills of solving quantitative problems, qualitative reasoning, verbal explanations, constructing models, interpreting formalism (diagrams. graphs, etc). References Aikenhead, G. (1992). The integration of STS into science education. Theory into Practice, 36 (1), pp. 27-35. Carin, A. A. (1993). Teaching science through discovery. New York: MacMillan. Carin, A. and Bass, J. (2001). Teaching science as inquiry. Ohio: Prentice Hall. Fensham, P. J., Gunstone, R. F. and White, R. T. (1994). The content of science: a constructivist approach to its teaching and learning. London: The Falmer Press: Hewitt, P. G. (1997). Conceptual physics. Reading, MA : Addison-Wesley Hewitt, P. G. (2004). Conceptual physics: Teacher’s edition. USA: Prentice Hall Zeichner, K. M. & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah: Erlbaum.

TF20603 EDUCATIONAL TECHNOLOGY AND SCHOOL RESOURCE CENTRE

School of Education and Social Development

This course aims to expose students to various principles and to analyse different types of models in instructional design (ID). Apart from raising students’ awareness of the importance of applying ID models in teaching and learning process, this course also enable students to be competent in applying the principles and process of educational technology. The students will discuss the roles of media, graphics, low cost teaching materials, transparency, audio and video. The second part of this course explores the principles in managing school resource centre. The students will implement a project-based learning on managing and improving the quality of school resource centre which will further improve the students’ capabilities and skills in understanding the functions and roles of school resource centre. References Poh Swee Hiang, Mokhtar Affandi Amran & Tajuddin Hassan (1995). Pengurusan Sumber Pengajaran Pembelajaran 1: Sumber Perpustakaan. Kuala Lumpur. Kumpulan Budiman. Kementerian Pendidikan Malaysia. (1990). Dasar Pemilihan dan Panduan Pembinaan Koleksi Bahan Bacaan Pusat Sumber Sekolah. Kuala Lumpur. Bahagian Teknologi Pendidikan, Kementerian Pendidikan Malaysia. Shelly, G.B., Cashman, T.J., Vermaat, M.E. & Walker, T.J. (2004). Discovering Computers 2005: A Gateway to Information. International Student Edition. Thomas Course Technology, USA. Newby, T.J. et. al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall,. Inc. Chap. 1, 2. Toliver, P.R., Johnson, Y. & Koneman, P.A. (2000). Office 2000. Addison Wesley Longman, Inc.

TF30203 BASIC ELECTRONICS

This course provides students basic electronics with basic circuits, circuit laws, Ohm’s law, and resistor circuit analysis. RL and RC transience circuits follow. Alternating current circuit begins with identifying signal forms, complex numbers, phasor and impedance diagrams. Then, ac circuit analysis including RLC circuits and simple filters are discussed. This course also touches on devices such as vacuum tubes and semiconductors. Discussion of semiconductors devices begins with pn junction, pn diodes, zener diodes, varactors, thyristors, and their circuits. Optoelectronics devices which are based on semiconductors such as LED, photodiodes and solar cells. This follows with transistor, bias, and its configuration. Simple amplifier and its characteristics such as gain and bandwidth are given emphasis. Digital electronics begins with Boolean mathematics and its theorem, logic gates, and simple combination logic gates.

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UNDERGRADUATE PROSPECTUS 2013/2014

References Close, K. J. & Yarwood, J. (1979). Experimental Electronics for Students. Chapman and Hall, London. Crecraft, D. I., Gorham, D. A. & Sparkes, J. J. (1992). Electronics. Chapman and Hall, London. Hambley, A. R. (1997). Electrical Engineering: Principles and Application. Prentice Hall. Hughes, E. (1995). Electrical Technology. 7th Edition, Longman. Smith, R. J. (1985). Electronics: Circuits, Devices and Systems. John Wiley.

TF30403 PHYSICS METHODS FOR EXPERIMENT AND MEASUREMENTS

This course allows students to understand measurement problems in electronics from physics’ view when they working in the final year project. Topics will be provided are data acquisition method, hardware and software in measurements and experiments, experimental measurements of physical quantity measurements. References Holman, J.P. (2001). Experimental Methods for Engineers. McGraw-Hill. Helfrick, A.D. & Cooper, W.D. (1990). Modern Electronic Instrumentation and Measurement Techniques. Prentice Hall. Squires, G.L. (2001). Practical Physics. Cambridge University Press. Nor Aini Naim et. al. (2003). Experimental Physics: An Introduction. Prentice Hall.

TF40503 UNDERGRADUATE PROJECT I

Prerequisite: TT01003 Introduction To Educational Research This course aims to train a student to carry up qualitative and / or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process.

TF40008 TEACHING PRACTICE

The role of teacher is the most important role in society. Teachers are responsible for the world’s future. The preparation involved in your becoming a teacher requires commitment, dedication, knowledge, enthusiasm, and responsibility. The way in which you conduct yourself can have a profound impact on students and their families and determine your desirability as a future employee. Practicum is designed to provide support for practicing student teachers. Student teachers will fulfill their field work requirement by volunteering in the classroom of a “cooperating” teacher and will gradually assume teaching responsibilities over the course of the semester. References Cohen, L., Manion, L. and Morrison, K. (1996). A Guide to Teaching Practice. (4th. Ed) London: Routledge. Freiberg, J. H. (1991). Universal Teaching Strategies. Boston. Allyn and Bacon. McNeely, S. L. (1997). Observing Students and Teachers Through Objective Strategies. Boston: Allyn and Bacon. Ornstein, A. C. (1990). Strategies For Effective Teaching. New York: Harper Colins. Ornstein, A. C. (1995) Teaching : Theory Into Practice. Boston: Allyn Bacon.

School of Education and Social Development

References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

32

TF40603 UNDERGRADUATE PROJECT II UNDERGRADUATE PROSPECTUS 2013/2014

Prerequisite: TM40503 Undergraduate Project I This course intended to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

PROGRAMME CORE EDUCATION WITH SOCIAL SCIENCE (HT17) MAJOR HISTORY TH10103 PRINCIPLES, METHODOLOGY AND PHILOSOPHY IN HISTORY

School of Education and Social Development

This course introduces to learners history as an academic discipline. Through this course, learners are exposed to the important aspects in history such as philosophy, concept, theory, method and approach to history. Not only that, learners are given the opportunity to observe “thinking historically” – understanding chronology, exploration, interpretation, imagination and rationalizing historical facts. This knowledge helps learners to develop research skills and writing a neutral historical article. This course hopes to build awareness towards resources and roles of Malay historiography in history. References Abdul Rahman Abdullah. (1994). Pengantar Ilmu Sejarah. Kuala Lumpur: Dewan Bahasa dan Pustaka. Carr, E.H. (1994). (Terj. Ab. Rahman Haji Ismail) Apakah Sejarah? Kuala Lumpur: Dewan Bahasa dan Pustaka. Muhd. Yusof Ibrahim. (1997). Ilmu Sejarah: Falsafah, Pengertian dan Kaedah. Kuala Lumpur: Dewan Bahasa dan Pustaka. Kementerian Pelajaran Malaysia (2003). Sukatan Pelajaran Sejarah KBSM. Kementerian Pelajaran Malaysia. (2003). Huraian Sukatan Pelajaran Sejarah KBSM Tingkatan 1 hingga 5. Majlis Peperiksaan Malaysia. (1999). Sukatan Pelajaran Sejarah Tingkatan 6.

TH10303 SOCIO-ECONOMIC OF MALAYA (1900-1957)

This course discusses the socio-economic background of native society or feudal Malaya before the 20th century, including the social and economic systems, beliefs and art, world view and relationship between leaders and the people. Not only that, the discussion encompasses the increasing British influence in Malaya through the “divide and conquer” policy, the introduction of the resident system, the segregation policy which involves importing Chinese and Indian labourers as well as placement according to economic function. In addition, how the British destroyed the feudal economic system and replacing it with a capitalist economic system based on free market will be discussed. The effect of economic development brought about the creation of plural society in Malaya. Focus will be given on the development of the education, communication and health standard in Malaya as a result of British administrative policies and the creation of plural society. Finally, the socio-economic state of the Malaya population under the Japanese administration and the question of racial relationship in Malaya after the end of World War Two till Independence in 1957 will be discussed.

33

UNDERGRADUATE PROSPECTUS 2013/2014

References Andaya, B. W. dan Leonard, Y. (1982). A History of Malaysia. London and Basingstoke: Macmillan Asian History Series. Cheah Boon Kheng. (2003). Red Star Over Malaya: Resistance and Social Conflict During and After Japanese Occupation, 1941-1945. 3rd Edition. Singapore: Singapore University Press. Emersoin, R. (1979). Malaysia – Satu Kajian Dalam Pemerintahan Langsung dan Tidak Langsung. Kuala Lumpur: Dewan Bahasa dan Pustaka. Kratoska, P. H. (ed). (1995). Malaya and Singapore During The Japanese Occupation. Journal of Southeast Asian Studies Special Publication Series No. 3. Singapore. Singapore University Press. Ongkili, J. P. (1985). Nation Building in Malaysia, 1946-1974. Singapore: Oxford University Press. Azmah Abdul Manaf. (2001). Sejarah Sosial Masyarakat Malaysia. Kuala Lumpur: Utusan Publications & Distributors Sdn. Bhd.

TH10203 MALAYSIAN HISTORY: 20TH CENTURY TO PRE INDEPENDENCE

The course provides knowledge about the political situation in Tanah Melayu in the 20th century to the pre-independent time. The emphasis is given to the British and Japanese occupation in Tanah Melayu and the process of independence. This course also provides opportunity for students to practice the skills of relating the events to their life. References Butcher, J.G. (1979). The British in Malaya, 1880-1941. Kuala Lumpur: Oxford University Press. Mohd. Isa Othman. (2002). Sejarah Malaysia (1800-1963). Kuala Lumpur: Utusan Publications and Distributors Sdn. Bhd. Ramlah Adam (2004). Gerakan Radikalisme di Malaysia (1938-1965). Kuala Lumpur: Dewan Bahasa dan Pustaka. Andaya, B.W. & Andaya, L.Y. (1983). Sejarah Malaysia. Kuala Lumpur: MacMillan. Ibrahim Mahmood (1981). Sejarah Perjuangan Bangsa Melayu. Kuala Lumpur: Pustaka Antara.

TH10403 HISTORY OF SABAH AND SARAWAK (1841-1963)

References Arena Wati. (1978). Pribumi Sabah (Kadazan / Dusun). Kota Kinabalu: Yayasan Sabah. Irwin, G. (1986). Borneo Abad Kesembilan Belas (Ter.). K.L.: DBP. Ismail Yusoff. (1997). Politik dan Agama di Sabah. Bangi: UKM. Leigh, M. B. (1974). The Rising Moon: Political Change in Sarawak. Sydney: Sydney University Press. Ongkili, J. P. (1985). Nation Building in Malaysia 1946-1974. Singapore: OUP. Sabihah Osman. (1985). Pentadbiran Bumiputera Sabah 1881-1941. Bangi: UKM.

TH20103 MALACCA SULTANATE HISTORY

The Malacca Sultanate that began in the 15th century left tremendous impacts in changing the Malaysian government system, which is felt till this day. The original Malay states today are the heritage of the Malacca Sultanate. Thus, the heritage and works from the administration of the Malay states were still accepted and influenced the birth of new Malay states after the fall of the Sultanate. This course exposes the learners to research and evaluate multiple aspects of the Malacca Sultanate heritage. The focus of the discussions centres upon the effect and influence of the Malacca Sultanate after its fall towards change in the Malay states, the existence of law, administrative and political system of the Malacca Sultanate, the Malaccan society’s structure and its relationship with other states.

School of Education and Social Development

This course discusses the historical background of Sabah and Sarawak from the community, sociocultural activities and economic aspect before the conquest of James Brooke and The British North Borneo Chartered Company. Learners will zero in on the Brooke’s family power in Sarawak since 1841 and the administration of The British North Borneo Company in Sabah since 1881 from the political, economical and social aspect until the emergence of political parties and the participation of Sabah and Sarawak in Malaysia. Discussion topics are centred around opposition towards the colonial rule in Sabah and Sarawak, the Japanese occupation and the rise of nationalism.

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UNDERGRADUATE PROSPECTUS 2013/2014

References Andaya, B. W. & Andaya, L. Y. (2001). A History Of Malaysia. London: Palgrave. Bradell, R. (1990). The Study Of Ancient Times In The Malay Peninsula And Straits Of Malacca. Kuala Lumpur: MBRAS No. 17. Haron Daud. (1989). Sejarah Melayu: Satu Kajian Daripada Aspek Pensejarahan Budaya. K.L.: DBP. Khoo Kay Kim. (2001). Malay Society: Transformation & Democratization. K.L.: Pelanduk Publication. Muhammad Yusoff Hashim. (1990). Kesultanan Melayu Melaka. K.L.: DBP.

TH20303 HISTORY OF CONFLICT IN MIDDLE EAST AFTER WORLD WAR II

This course discusses specifically conflicts or contentions of West Asia from a historical context, which takes place between, after World War Two (around 1945) till the 1990s. Among the many aspects, the following will be discussed in depth – the establishment of Israel (1948) and her development, the ArabIsrael conflicts which encompasses a series of war, civil war in Lubnan, the Iraq-Iran war, the rise of the Arabic Islam Nationalism which led to the revolution in Egypt and Iran. Not only that, discussions will be centred on the contribution of the West towards the conflicts and the autonomy issue. Next, important issues impacting the conflicts in West Asia such as resistance within the Palestine society and the issue of minority race in West Asia will be discussed. References Bogle, C. Emory. (1996). The Modern Middle East, From Imperialism to Freedom, 1800-1958. New Jersey: Prentice Hall. Cleveland, L. William. (1994). A History of the Modern Middle East. Bouldeer: Westview Press. Lenczowski, George. (1971). The Middle East in World Affairs. London: Cornerll University Press. Weatherby, N. Joseph. (2002). The Middle East and North Africa: A Political Primer. New York: Longman.

TH20503 TEACHING METHODS 1 (HISTORY)

School of Education and Social Development

This course aims to help teacher trainees master pedagogy skills to teach their option subjects. Mastering these skills must be in parallel with mastering their option subject’s curriculum. Focus will be given towards focus writing and delivery during teaching, preparation of set induction and its purpose, choosing appropriate methods and techniques to deliver content, methods to evaluate focus, ways to strengthen learners’ memory on lesson’s focus, and effective ways to provide lesson closure. These skills are assessed within a group’s micro teaching practice. References Eric Fennie. (1995). Art History and its Method. New York: Amazon Book. Garvey Brian. (1977). Models of History Teaching in the Secondary Schools. London: OUP. Hazri Jamil. (2003). Teknik Mengajar Sejarah. Bentong: PTS Publications & Distributors. Jasbir Sarjit Singh et al. (1986). Pengajaran dan Pembelajaran Sejarah di Sekolah-sekolah Malaysia. K.L. : Utusan Publication & Distributors. Kementerian Pelajaran Malaysia. (2004). Kurikulum KBSM Sejarah Sekolah Menengah. K. L. : Pusat Perkembangan Kurikulum. Kementerian Pelajaran Malaysia. (1990). Teknik Pengajaran dan Pembelajaran Mata Pelajaran Sejarah. K. L.: Pusat Perkembangan Kurikulum. Kementerian Pelajaran Malaysia. (2002). Huraian Sukatan Pelajaran KBSM Sejarah. K. L.: Pusat Perkembangan Kurikulum. Majlis Peperiksaan Malaysia. (1999). Sukatan Pelajaran Sejarah STPM. K. L.: MPM.

TH20203 HISTORY OF MIDDLE EAST: FROM UTHMANIYYAH IMPAIR TO SECOND WORLD WAR

This course discusses Middle Eastern issues from a historical context. This course explains history of the early civilization or government formed in the Middle East. There will be discussion on geography, multiple religions and ethnics, the series of Crusade War and the Eastern issue. Learners will ascertain the history of the Uthmaniyyah Empire in depth especially on the empire’s weakness in the 17th and 18th century and the implementation of renewal and westernization efforts. Discussions will centred on the surroundings and effects faced by the empire during World War One, the Western policy in the Middle East, the Balfour declaration, Arabic nationalism, the Mandate System, the Zionist role, and specific issues regarding the Islam history in the Middle East till World War Two.

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UNDERGRADUATE PROSPECTUS 2013/2014

References Cleveland, L. W. (1994). A History of the Modern Middle East. Boulder: Westview Press. Hourani, A. (1991). A History of the Arab People. London: Faber & Faber Ltd. Lenczowski, H. G. (1971). The Middle East in World Affairs. London: Cornell University Press. Smith, D. C. (2001). Palestine and The Arab-Israeli Conflict. Hampshire: Macmillan Press.

TH20603 EDUCATIONAL TECHNOLOGY AND SCHOOL RESOURCE CENTRE

This course aims to expose students to various principles and to analyse different types of models in instructional design (ID). Apart from raising students’ awareness of the importance of applying ID models in teaching and learning process, this course also enable students to be competent in applying the principles and process of educational technology. The students will discuss the roles of media, graphics, low cost teaching materials, transparency, audio and video. The second part of this course explores the principles in managing school resource centre. The students will implement a project-based learning on managing and improving the quality of school resource centre which will further improve the students’ capabilities and skills in understanding the functions and roles of school resource centre. References Poh Swee Hiang, Mokhtar Affandi Amran & Tajuddin Hassan (1995). Pengurusan Sumber Pengajaran Pembelajaran 1: Sumber Perpustakaan. Kuala Lumpur. Kumpulan Budiman. Kementerian Pendidikan Malaysia. (1990). Dasar Pemilihan dan Panduan Pembinaan Koleksi Bahan Bacaan Pusat Sumber Sekolah. Kuala Lumpur. Bahagian Teknologi. Pendidikan, Kementerian Pendidikan Malaysia. Shelly, G.B., Cashman, T.J., Vermaat, M.E. & Walker, T.J. (2004). Discovering Computers 2005: A Gateway to Information. International Student Edition. Thomas Course Technology, USA. Newby, T.J. & et. al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall. Inc. Chap. 1, 2. Toliver, P.R., Johnson, Y. & Koneman, P.A. (2000). Office 2000. Addison Wesley Longman, Inc.

TH20403 HISTORY OF SOUTH EAST ASIAN MODERNIZATION AND DEVELOPMENT

References Elson, R. E. (1997). The End of Peasantry in Southeast Asia: A Social and Economic History of Peasant Livelihood, 1800-1990s (Modern Economic History of Southeast Asia). Kuala Lumpur: Oxford University Press. Lindblad, J. T. (1998). Foreign Investment in Southeast Asia in the Twentieth Century (Modern Economic History of Southeasrt Asia). London: Macmillan. Owen, N. G. et al. (2004). The Emergence of Modern Southeast Asia: A New History. Hawaii: University of Hawaii Press. Tarling, N. (2001). Southeast Asia: A Modern History. London: Oxford University Press. Wolters, O. W. (1999). History, Culture & Religion in Southeast Asian Perspectives. Studies on Southeast Asia. Vol. 26. Ithaca: Cornell University Southeast Asian Program.

TH30103 HISTORY OF AUSTRALASIA AND OCEANIA

This course discusses the history of countries formation of the Australasia and Oceania region (West and South Pacific) focussing on Australia, New Zealand, Papua New Guinea and Fiji. The topics for this course encompass efforts to gain self-governance or independent movement. Focus will be on postindependent era especially from the aspect of economic changes, social issues, political conflict and regional relationship.

School of Education and Social Development

This course concentrates on the modernization and development of South East Asia in modern history after achieving independence from their colonial masters focusing on Thailand, Myanmar and Philippines. The struggle and route to independence especially the changes during the introduction of political, social and economical after the decolonization process in South East Asia will be discussed. There will be studies on the challenges faced by these new countries during modernization and development efforts. In addition, the efforts of these countries to develop bilateral and multilateral relationships to increase the economic development are analysed.

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UNDERGRADUATE PROSPECTUS 2013/2014

References Dorney, Sean. (2000). Papua New Guinea: People, Politics and History Since 1975. ABC Books. Fischer, S. R. (2002). A History of the Pacific Islands. New York: Palgrave. Scarr, Derek. (1984). Fiji: A Short History. London: Allen & Unwin. King, Michael. (2003). The Penguin History of New Zealand. Auckland: Penguin Books. Welsh, Frank. (2004). Australia: A New History of the Great Southern Land. New York: The Overlook Press.

TH30303 HISTORY OF SOUTH EAST ASIA: COLONIALISME / IMPERIALISME ERA

The course provides knowledge about the era of colonialism in South East Asia. It touches the reasons for the colonialism, influences brought by the colonial to the countries in South East Asia, such as Myanmar, Indochina, Indonesia and the Philippines. The Siamese success in protecting their country will also be studied. It also touches on the social and economy aspects of these societies during the colonialism era. The Japanese occupation and the struggle for independence will also be discussed in this course. References Hobson, J.A. (1983) Imperialism. London : Allyn and Bacon. Owen, N.G. et. al. (2004) The Emergence of Modern Southeast Asia: A new history. Hawaii: University of Hawaii. Osborne, M. (1995) Southeast Asia: An Introductory Illustrated History. 6th edition. Sydney: Allen & Unwin. Tarling, N. (2000) The History of Southeast Asia. Vol 1, Part 2. From c. 1500 to c 1800. Cambridge: Cambridge University Press. Wolters, O.W. (1999) History, Culture & Region in southeast Asian Perspectives (Studies on Southeast Asia, vol. 26) Ithaca: Cornel university.

TH30203 MALAYSIAN HISTORY: POLITICAL DEVELOPMENT (1957-1990)

School of Education and Social Development

This course discusses the Malaysian political development from 1957 till 1990. The discussion takes a look at events leading to the idea of uniting Singapore, Sabah, Sarawak and Brunei into the Federation of Malaysia. The following discussion looks at challenges faced in realising the federation and after the formation of the federation. The following political development in Peninsular Malaysia, Sabah and Sarawak until 1990 will also be discussed in this course. References Kassim Thukiman (2002) Perspektif Sejarah dan Politik Malaysia. Kuala Lumpur: Utusan Publication and Distributors. Mohd. Noor bin Abdullah (1976) Kemasukan Sabah dan Sarawak ke dalam Persekutuan Malaysia. Kuala Lumpur: Dewan Bahasa dan Pustaka. Sabiha Osman (1986) Perubahan dan Pembangunan. Bangi : Universiti Kebangsaan Malaysia. Gullick, J. and Gales, B. (1996) Malaysia: Its political and economic development. Kuala Lumpur : Pelanduk Publication. Ongkili, J.P. (1985) Nation-Building in Malaysia, 1946-1974. Singapore: Oxford University Press.

TH30603 ADVANCED HISTORY TEACHING METHODS

This course intends to increase and strengthen the mastery of future teachers teaching skills in History at secondary education. Learners are exposed to macro teaching practical in a classroom under the observation of a lecturer. Learners are guided to write a comprehensive module on teaching History as a resource to help them in teaching. References Eric Fennie. (1995). Art History and its Method. New York: Amazon Book. Garvey Brian. (1977). Models of History Teaching in the Secondary Schools. London: OUP. Hazri Jamil. (2003). Teknik Mengajar Sejarah. Bentong: PTS Publications & Distributors. Jasbir Sarjit Singh et al. (1986). Pengajaran dan Pembelajaran Sejarah di Sekolah-sekolah Malaysia. K.L. : Utusan Publication & Distributors. Kementerian Pelajaran Malaysia. (2004). Kurikulum KBSM Sejarah Sekolah Menengah. K.L.: Pusat Perkembangan Kurikulum. Kementerian Pelajaran Malaysia. (1990). Teknik Pengajaran dan Pembelajaran Mata Pelajaran Sejarah. K. L.: Pusat Perkembangan Kurikulum. Kementerian Pelajaran Malaysia. (2002). Huraian Sukatan Pelajaran KBSM Sejarah. K.L.: Pusat Perkembangan Kurikulum.

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THTF40503 UNDERGRADUATE PROJECT I

UNDERGRADUATE PROSPECTUS 2013/2014

Prerequisite: TT01003 Introduction to Educational Research This course aims to train a student to carry up qualitative and / or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

TH40008 TEACHING PRACTICE

The role of teacher is the most important role in society. Teachers are responsible for the world’s future. The preparation involved in your becoming a teacher requires commitment, dedication, knowledge, enthusiasm, and responsibility. The way in which you conduct yourself can have a profound impact on students and their families and determine your desirability as a future employee. Practicum is designed to provide support for practicing student teachers. Student teachers will fulfill their field work requirement by volunteering in the classroom of a “cooperating” teacher and will gradually assume teaching responsibilities over the course of the semester. References Cohen, L., Manion, L. and Morrison, K. (1996). A Guide to Teaching Practice. (4th. Ed) London: Routledge. Freiberg, J. H. (1991). Universal Teaching Strategies. Boston. Allyn and Bacon. McNeely, S. L. (1997). Observing Students and Teachers Through Objective Strategies. Boston: Allyn and Bacon. Ornstein, A. C. (1995) Teaching : Theory Into Practice. Boston: Allyn Bacon.

Prerequisite: TH40503 Undergraduate Project I This course intended to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge. Ornstein, A.C. (1990). Strategies For Effective Teaching. New York: Harper Colins.

School of Education and Social Development

TH40603 UNDERGRADUATE PROJECT II

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MAJOR GEOGRAPHY UNDERGRADUATE PROSPECTUS 2013/2014

TG10103 HUMAN GEOGRAPHY

This course introduces learners to basic concepts of human geography. Besides that, learners are exposed to human activities of exploiting the earth and natural resources. Learners are invited to discuss factors and effects of those exploitations. Not only that, the concept of preservation and conservation to ensure man’s well-being, those who exploits, will be discussed. Finally, learners consolidate knowledge and information learnt during lessons and tutorial by executing a research on current issues regarding human geography. References Barker, T.C. & Sutcliffe, A. (1993). Megalopolis: The Giant City in History. St. Martin’s Press. Danial Mohamed. (1993). Pengenalan tinjauan dan analisis lalu lintas. Dewan Bahasa dan Pustaka, Kuala Lumpur. Dutt, A.K., Noble, A.G., Venugopal, G. & Subbiah, S. (2000). Challenges to Asian Urbanization in the 21st Century. Springer. Fuchs, R.J. (1994). Mega-city Growth and the Future. United Nations University Press. Kamarudin Ngah. (1993). Peraturan dan kawalan guna tanah bandar. Dewan Bahasa dan Pustaka, Kuala Lumpur. Nagle, G. (2001). Advanced geography. Oxford University Press, New York. Snedden, R. (2004). The Growth of Cities. Black Rabbit Books.

TG10203 PHYSICAL GEOGRAPHY

School of Education and Social Development

This course introduces learners to basic concepts of earth system and the formation process of various earth shaping through various morphology agents. Besides that, learners are exposed to the atmosphere system and its influences on the distribution of plant form. Not only that, learners are exposed to studies of importance of the earth shape and natural plant life to mankind as well as preservation and conversation concepts. Finally, learners execute fieldwork to analyse changes on the physical geography system and its effects on mankind in the short and long term. References Briggs, J.C. (1987). Biogeography and Plate Tectonics. Elsevier. Dixon, D. (2001). Buku besar tentang bumi. Dewan Bahasa dan Pustaka, Kuala Lumpur. Elam, E. & Milner, J. (2001). A2 in a week: Geography. Letts Educational Ltd, London. Farndon, J. (2006). The complete guide to rocks and minerals. Hermes House, Anness Publishing Ltd, London. Nagle, G. (2001). Advanced geography. Oxford University Press, New York. Thomas, M.F. (1991). Geomorfologi tropika: Kajian mengenai luluhawa dan perkembangan bentuk bumi di kawasan iklim panas. Dewan Bahasa dan Pustaka, Kuala Lumpur.

TG10403 INTRODUCTION TO GIS AND REMOTE SENSING

GIS and remote sensing is the most important field in mapping the physical geography and human distribution aspects. This course introduces learners to remote sensing method in attaining raw data on physical geography and human. Focus will be on the basic GIS principles and GIS data modelling. Learners will learn way to develop simple GIS application in the computer laboratory using data downloaded from satellites. Learners are able to identify basic problems in developing and executing GIS in geography. References Phua, Mui How (2007). Pengenalan Kepada GIS. Penerbitan UMS, Malaysia. Atkinson, P.M. & Tate, N.J. (1999). Advances in remote sensing and GIS analysis. Wiley, Michigan. Chen, Yangbo, Kaoru Takara, Ian Cluckie & F. Hilaire De Smedt. (2004). GIS and Remote Sensing in Hydrology, Water Resources and Environment. International. Association of Hydrological Sciences Lang, Laura (2001). Managing Natural Resources with GIS. ESRI, Inc. Lunetta, R.S. & Lyon, J.G. (2004). Remote sensing and GIS accuracy assessment. CRC Press. Muehrcke, P. & Muehrcke, J.O. (1998). Map Use: Reading, Analysis, and Interpretation. JP Publications.

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TG20503 TEACHING METHODS I (GEOGRAPHY)

UNDERGRADUATE PROSPECTUS 2013/2014

This course allows learner to attain and put into practice teaching and learning (T&L) principals or pedagogy practice in a classroom situation (micro teaching session). It is a required course to allow learners to undergo teaching practice (TG40108) in secondary schools (industrial training). This course discusses teaching methods for geography, strategies to manage T&L from the BBM, time and learner aspect. At the end of the course, learners will carry out micro teaching sessions to gain needed teaching experience for teaching practice (TG40108). References Balderstone, D. (2000). Learning to Teach Geography in the Secondary School: A Companion to School Experience. Publisher: Routledge. Mohd. Ekhwan Hj. Toriman (2007). Geografi Alam Sekitar Fizikal Kertas 1. Oxford Fajar, Selangor. Mohd. Ekhwan Hj. Toriman (2007). Geografi Alam Sekitar Manusia Kertas 2. Oxford Fajar, Selangor.

TG20103 MAPPING AND INTERPRETATION

This course introduces learners to basic mapping and cartography in the geography field. Practical exposures for the learners come in the form of map creation, thematic map and visual aids (graphs and charts). Discussion will cover topics on geographical skill elements such as reading direction, position, calculate scale, distance and height, techniques on producing cross section and creating visual materials to present the geographical data. The main focuses for this course are interpreting topography map and visual materials. At the end of this course, learners would be able to master geographical skills and to apply those skills in the field of interpreting topography map and visual materials e.g. charts, figures and etc. References Foziah Johar. (1992). Pengenalan Kartografi untuk perancang bandar. Dewan Bahasa dan Pustaka, Kuala Lumpur. Lye, Keith. (2002). Raintree atlas of the world. Raintree Steck-Vaughn, USA. Muehrcke, P. & Muehrcke, J.O. (1998). Map Use: Reading, Analysis, and Interpretation. JP Publications. Ruslan Rainis. (2007). Pengenalan kepada Kartografi. Pearson Prentice Hall, Petaling Jaya.

TG10303 CLIMATOLOGY

References Rohli, R.V. & Vega, A.J. (2007). Climatology. Jones & Bartlett Publishers. Blair, T.A. (2007). Climatology: General and Regional. Publisher: READ BOOKS. Chan Ngai Weng (1995). Asas Kaji Iklim. KL: DBP. Polyak, I. (1996). Computational statistics in climatology. Oxford University Press USA. McGregor, G.R. & Nieuwolt, S. (1998). Tropical climatology: an introduction to the climates of the low latitudes. Wiley, University of Michigan.

TG20303 BIOGEOGRAPHY

This course intends to introduce justification and distribution of all life forms (flora and fauna) in the biosphere environment. This course provides basic and distribution life form in the biogeography space theory such as hydrology and ecology systems. Among the important topics include interaction elements between each biogeography system and its effects influencing the environment’s quality. Discussion includes legislation concepts in environment management to ensure sustainable living standards in the biogeography. References Atkinson, J.H. & Bransby, P.L. (1991). Mekanik tanah: Pengenalan mekanik tanah peringkat genting. Dewan Bahasa dan Pustaka, Kuala Lumpur. Cox, C.B. & Moore, P.D. (2000). Biogeography: An Ecological and Evolutionary Approach. Blackwell Publishing. De Santo, R.S. (1990). Konsep ekologi gunaan. Dewan Bahasa dan Pustaka, Kuala Lumpur. James H. Brown, J.H. & Lomolino, M.V. (1998). Biogeography. Sinauer Associates. Nor’Aini Dan. (1992). Memahami ekologi 1. Dewan Bahasa dan Pustaka, Kuala Lumpur.

School of Education and Social Development

This course intends to introduce basic concepts in the studies of climatology field. Besides that, this course will look at the interaction between the concepts for example the atmosphere system with hydrology, ecology and geomorphology. Important topics which will be given more focus are basic components in climatology study, influence of changing climate towards physical environment and mankind’s environment, classification of weather zones, concept or pressure, humidity, precipitation and the usage of meteorology equipment through field work and visitation sessions.

40

TG20403 POPULATION AND RESOURCES UNDERGRADUATE PROSPECTUS 2013/2014

This course exposes learners to basic concept on population and its distribution in a country. Besides that, learners are able to comprehend the migration concept and the migration effects on a country. Attention will be given to the population’s contribution in developing a country. Learners are given the opportunity to execute an external and resource at a micro level research to study current issues regarding the population of a particular area. References Abdul Majid Hassan. (1994), Population Geography. New Delhi. Jowes, H. R. (1990), Population Geography. Paul Champ, London. Rosnah Talib. (1988), Geografi Penduduk dan Negara Membangun, Dewan Bahasa dan Pustaka, Kuala Lumpur.

TG20603 EDUCATIONAL TECHNOLOGY AND SCHOOL RESOURCE CENTRE

This course aims to expose students to various principles and to analyse different types of models in instructional design (ID). Apart from raising students’ awareness of the importance of applying ID models in teaching and learning process, this course also enable students to be competent in applying the principles and process of educational technology. The students will discuss the roles of media, graphics, low cost teaching materials, transparency, audio and video. The second part of this course explores the principles in managing school resource centre. The students will implement a project-based learning on managing and improving the quality of school resource centre which will further improve the students’ capabilities and skills in understanding the functions and roles of school resource centre. References Poh Swee Hiang, Mokhtar Affandi Amran & Tajuddin Hassan (1995). Pengurusan Sumber Pengajaran Pembelajaran 1: Sumber Perpustakaan. Kuala Lumpur. Kumpulan Budiman. Kementerian Pendidikan Malaysia. (1990). Dasar Pemilihan dan Panduan Pembinaan Koleksi Bahan Bacaan Pusat Sumber Sekolah. Kuala Lumpur. Bahagian Teknologi. Pendidikan, Kementerian Pendidikan Malaysia. Shelly, G.B., Cashman, T.J., Vermaat, M.E. & Walker, T.J. (2004). Discovering Computers 2005: A Gateway to Information. International Student Edition. Thomas Course Technology, USA. Newby, T.J. et. al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall. Inc. Chap. 1, 2. Toliver, P.R., Johnson, Y. & Koneman, P.A. (2000). Office 2000. Addison Wesley Longman, Inc.

School of Education and Social Development

TG30103 RIVER BASIN AND MANAGEMENT

The river is the water source and hydro energy for mankind and has to be preserved and conserved with perfect care. Therefore, this course introduces method of integrated drainage management system to develop sustainable areas surrounding the river. Besides that, this course discusses the river’s geomorphology from the corrosion, transportation and deposition aspect. The land use in drainage is studied from the sustainable drainage management perspective. References Gilluly, J., Waters, A.C. & Woodford, A.O. (1989). Prinsip-prinsip geologi: Jilid 2. Dewan Bahasa dan Pustaka, Kuala Lumpur. Mohd. Ekhwan Hj. Toriman (2007). Geografi Alam Sekitar Fizikal Kertas 1. Oxford Fajar, Selangor. Nagle, G. (2001). Advanced geography. Oxford University Press, New York. Naiman, M. (1992). Watershed Management: Balancing Sustainability and Environmental Change. New York: Springer-Verlag Inc. Newson, M. (1997). Land, Water and Development: Sustainable Management of River Basin Systems. 2nd ed. London: Routledge.

TG20203 COASTAL MANAGEMENT

Coastal area is an important physical component in the flora and fauna life. This course teaches the importance of managing physical and human around the coastal area components to sustainably develop the coast. The important topics in this course are the process of physical formation of coastal area and issues pertaining to use of land and management of coastal area. The focus of this course is on the management strategy in a sustainable manner of the coastal area.

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UNDERGRADUATE PROSPECTUS 2013/2014

References Dixon, D. (2001). Buku besar tentang bumi. Dewan Bahasa dan Pustaka, Kuala Lumpur. Elam, E. & Milner, J. (2001). A2 in a week: Geography. Letts Educational Ltd, London. Charlier, R.H. & de Meyer, C.P. (1998). Coastal Erosion: Response and Management. Springer. Mohd. Ekhwan Hj. Toriman (2007). Geografi Alam Sekitar Fizikal Kertas 1. Oxford Fajar, Selangor. Nagle, G. (2001). Advanced geography. Oxford University Press, New York.

TG30303 URBAN AND URBANIZATION

This course introduces the concept of urban and urbanization through case studies towards a few chosen towns and cities. Next, the course intends to delineate hierarchy in urbanization based on its function. A few models and theories specific to this course will be studied and implemented based on the chosen case studies. Future execution of external studies will extend the usefulness of the model, theory and to come to a resolution regarding urban and urbanization issues based on particular research areas. References Barker, T.C. & Sutcliffe, A. (1993). Megalopolis: The Giant City in History. St. Martin’s Press. De Blij, H.J., Murphy, A.B. & Fouberg, E.H. (2007). Human Geography: People, Place and Culture (8th Edition). John Wiley & Sons, Inc. USA. Dutt, A.K., Noble, A.G., Venugopal, G. & Subbiah, S. (2000). Challenges to Asian Urbanization in the 21st Century. Springer. Foziah Johar. (1992). Pengenalan Kartografi untuk perancang bandar. Dewan Bahasa dan Pustaka, Kuala Lumpur. Fuchs, R.J. (1994). Mega-city Growth and the Future. United Nations University Press. Snedden, R. (2004). The Growth of Cities. Black Rabbit Books.

TG30203 ENVIRONMENT AND ECOSYSTEM MANAGEMENT

References Atkinson, J.H. & Bransby, P.L. (1991). Mekanik tanah: Pengenalan mekanik tanah peringkat genting. Dewan Bahasa dan Pustaka, Kuala Lumpur. De Santo, R.S. (1990). Konsep ekologi gunaan. Dewan Bahasa dan Pustaka, Kuala Lumpur. Dickinson, G. & Murphy, K.J. (1998). Ecosystems: A Functional Approach. Routledge Dixon, D. (2001). Buku besar tentang bumi. Dewan Bahasa dan Pustaka, Kuala Lumpur. Nagle, G. (2001). Advanced geography. Oxford University Press, New York. Nor’Aini Dan. (1992). Memahami ekologi 1. Dewan Bahasa dan Pustaka, Kuala Lumpur.

TG30503 GEOGRAPHY TEACHING METHODS II

Since the implementation of the smart school project in 90 secondary schools from 1999 and the SchoolNet project in all school since 2004 as well as the announcement of revitalising the rest of the secondary schools to smart school in 2005, the computer assisted teaching and learning (T&L) method has become an important teaching approach in schools. This course prepares learners to be skilled in T&L methods based on information technology especially Web 2.0 technology. Learners will learner how to implement activities based on the Internet (Web 2.0) and computer to teach Geography. At the end of the course, learners will execute computer-assisted micro teaching in the computer laboratory. References Balderstone, D. (2000). Learning to Teach Geography in the Secondary School: A Companion to School Experience. Publisher: Routledge. Hillman, D. (1997). Multimedia Technology and Applications. Stamford: Delmar. Mohd. Ekhwan Hj. Toriman (2007). Geografi Alam Sekitar Fizikal Kertas 1. Oxford Fajar, Selangor. Mohd. Ekhwan Hj. Toriman (2007). Geografi Alam Sekitar Manusia Kertas 2. Oxford Fajar, Selangor. Newby, T.J. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall, Inc. Chap. 1, 2.

School of Education and Social Development

This course introduces basic concept on ecology and ecosystem of the physical surroundings. An in-depth understanding helps learners to analyse interdependency of the biosphere component. This management concept allows learners to implement legislative system and long-term strategic management in sustaining the physical environment. The topics for this course include basic ecology and ecosystem concept, energy flow in the food chain, concept of water balance and hydrology cycle and methods to preserve and conserve the environment.

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TG40503 UNDERGRADUATE PROJECT I UNDERGRADUATE PROSPECTUS 2013/2014

Prerequisite: TT01003 Introduction To Educational Research This course aims to train a student to carry up qualitative and / or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

TG40008 TEACHING PRACTICE

The role of teacher is the most important role in society. Teachers are responsible for the world’s future. The preparation involved in your becoming a teacher requires commitment, dedication, knowledge, enthusiasm, and responsibility. The way in which you conduct yourself can have a profound impact on students and their families and determine your desirability as a future employee. Practicum is designed to provide support for practicing student teachers. Student teachers will fulfill their field work requirement by volunteering in the classroom of a “cooperating” teacher and will gradually assume teaching responsibilities over the course of the semester. References Cohen, L., Manion, L. and Morrison, K. (1996). A Guide to Teaching Practice. (4th. Ed) London: Routledge. Freiberg, J. H. (1991). Universal Teaching Strategies. Boston. Allyn and Bacon. McNeely, S. L. (1997). Observing Students and Teachers Through Objective Strategies. Boston: Allyn and Bacon. Ornstein, A. C. (1990). Strategies For Effective Teaching. New York: Harper Colins. Ornstein, A. C. (1995) Teaching : Theory Into Practice. Boston: Allyn Bacon.

School of Education and Social Development

TG40603 UNDERGRADUATE PROJECT II

Prerequisite: TG40503 Undergraduate Project I This course intended to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

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UNDERGRADUATE PROSPECTUS 2013/2014

PROGRAMME CORE EDUCATION WITH ECONOMICS (HT18) MAJOR ECONOMICS TY10103 PRINCIPLE OF ECONOMY

This course introduces learners to aspects pertaining to basic microeconomic concepts such as demand and supply, flexibility, consumer and manufacturer behaviour, production cost and market structure. On the other hand, macroeconomy covers national income auditing, balance determination of country’s income, monetary role and macroeconomic issues pertaining to stability policy. References Choo, et. al. (2005). Ekonomi. Singapore: South-Western Thompson Learning. Bade & Parkin. (2002). Foundation of economics (6th ed). Boston: Addison-Wesley Publishing Company. Deviga Vengedasalam & Karunagaran Madhavan (2007). Principles of economics. Shah Alam: Oxford Fajar. McConnell, C.R. & Brue, S.L. (2002). Economics: Principles, Problems and Policies. Singapore: McGrawHill / Irwin.

TY10303 MICROECONOMY I

This course covers basic economic issues, economic system, demand and supply theory, flexibility, consumer behaviour theory, cost and production theory, price and output determination in a perfect competitive market, monopoly, monopolistic, oligopoly and factor of production theory. Learners are exposed to case studies and / or analysing authentic market environment associated with micro economy. References Case, Karl E. & Fair, Ray C. (2004). Principles of economics. (7th ed.). New York: Pearson Prentice Hall. Mankiw, N.G. (2004). Principles of economics (3rd ed). Orlando: Thompson South-Western. McEachern, W.A. (2006). Economics: A contemporary introduction. (7td ed.) Orlando: Thompson SouthWestern. Parkin, M. (2003). Economics. (6th Ed.). Boston: Addison-Wesley Longman. Sullivan & Sheffrin (2001). Microeconomics: Principles and tools. (2nd ed.) New York: Prentice Hall.

TY10503 MACROECONOMIC I

References Case, Fair and Oster. ( 2009). Principles of Macroeconomics. Ninth Edition. Pearson. London. Mankiw, N.Gregory. (2009).Principles of Macroeconomics. Thomson South-Western. Baumol, W.J. and Blinder, A.S. (2005). Macroeconomics: Principles and Policy. 9 Edition. Thomson South-Western. Gordon, R.J. (2002). Macroeconomics. 9 Edition. Addison Wesley Publishing.

TY10203 MACROECONOMIC II

The course provides further macroeconomic issues such as policy timing and Stock market effects, household and firm behavior, long run-growth, monetarism, and new classical theory. Besides that, the course also discusses about the world economy such as international trade, open –economy and economic growth in developing and transitional economies. References Abel, A.B., Bernankle, B.S. & Croushore, D. (2011). Macroeconomics. Seventh Edition. Pearson. Boston. Case, Fair and Oster. (2009). Principles of Macroeconomics. Ninth Edition. Pearson. London. Mankiw, N.Gregory. (2009). Principles of Macroeconomics. Thomson South-Western. Baumol, W.J. and Blinder, A.S. (2005). Macroeconomics: Principles and Policy. 9 Edition. Thomson SouthWestern. Gordon, R.J. (2002). Macroeconomics. 9 Edition. Addison Wesley Publishing.

School of Education and Social Development

This course provide an introduction to macro economy. The syllabus is focus on two parts that is concepts and problems in macroeconomics and the core of macroeconomy theory. Concepts and Problems in macroeconomics including measuring national output, national income, unemployment, inflation and long run growth. The core of macroeconomic Theory covers aggregate expenditure, equilibrium output, the government policy, the money supply, aggregate demand and aggregate supply.

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TY10403 ECONOMIC DEVELOPMENT 1 UNDERGRADUATE PROSPECTUS 2013/2014

This course will debate various economic development and growth theories, issues in implementation of development policies, as well as various government policies to achieve sustainable development and growth. Empirical evidence regarding economic development in developed and developing countries will also be discussed. This course is meant to expose students to principles, objectives, methodologies and various economic institutions to fill development aspirations of various economic institutions. In addition, this course is meant to introduce to students the process of theory and policy development in economic development. It is hoped that the course will provide exposure to students on the rapid economic and social development process the country currently and globally in general. References Michael, P. Todaro, & Stephen, C. Smith., (2008), ‘Economic Development,” 10th Edition, Addison-Wesley Publishing Company, London: United Kingdom. Meier, G.M., & Rauch, J.E., (2005), Leading Issues in Economic Development,” 8th Edition, Oxford University Press, New York: USA. David N. Well., (2009), Economic Growth,” 2nd Edition, Pearson-Addison Wesley, United States of America. Nafziger, W. W., (1997), “The Economics of Developing Countries,” 3rd Edition, Prentice-Hall Inc, New York: United States of America.

TY20303 FISCAL ECONOMICS

The course is designed to provide an introduction to the economic analysis of public policy issues. upon successful completion of this course, the student will be able to evaluate the application of analytical tools to fiscal policy issues relating to expenditure, taxing and financing activities of government. This course also conducted to help students to confront domestic and international economic issues relating to government decision and action. References Harvey S. & Ted Gayer. (2008). Public Finance. International Edition. 8th Edition. Mc Graw Hill. Vickrey, W. (1994). Public Economics. Cambridge. Cambridge University Press James, S. & Nobes, C. (1992). The economics of taxation, 4th Edition. Prentice Hall. Md. Zayadi Md Tahir & Rogayah Mat Zin. (1990). Ekonomi Percukaian. Kuala Lumpur. Dewan Bahasa Dan Pustaka.

School of Education and Social Development

TY20503 INTERNATIONAL ECONOMICS

This course provides students with the understanding of the role of concepts, models and theories of international trade, trade policies and instruments, foreign exchange, and international monetary policy. This course consists two main parts. The first part discusses international trade and The second part discusses international finance. References Krugman, P.R. & Obstfeld, M. (2009) International Economics: Theory and Policy, Eight Edition, Boston: Pearson International Edition. Appleyard, Dennis R., Field, Alfred J. & Cobb, S.L. (2009) International Economics, Seventh Edition, Irwin Professional Pub.

TY20003 HUMAN RESOURCE ECONOMICS

This course is an extension of Human Resource Economics I. In this course, labour mobility and migration, as one form of human capital investment will be discussed. Then we will examine how labour unions, governments and discrimination affect labour markets through either supply or demand. we will discuss the structure of labour movement, Its effects as well as collective bargaining. Further we look at how government expenditure and taxes alter wages and employment. we will also consider the effect of minimum wage and health and safety regulations on employment. Then we explore the impacts of discrimination on the labour market. Finally we look at the macroeconomic aspects and outcomes of the labour market including the distribution of earnings, labour productivity as well as unemployment issues. Apart from theoretical approach, we will also use real-world examples in order to evaluate the theoretical models and relate them to labour issues.

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TY20203 MONETARY ECONOMICS

UNDERGRADUATE PROSPECTUS 2013/2014

This course is designed to provide the students a fundamental of financial economics. Market interest rate is a main focus with respect to its structure which varies with term and risk, various types of payments, and its determination in the loanable funds market. Portfolio theory and asset valuation are other main focuses in which the capital asset pricing model is used as an analytical tool. This course also contains several topics of common financial markets including the money market, the bond market, the equity market, and the foreign exchange market. Apart from that, market efficiency is another concern in which the costs of information will be explored. Meanwhile, the topic of money demand is also included to provide a clearer view of individuals’ portfolio decision-makings. Lastly, this course uses the IS-LM-FE model to explain the linkage between financial system and the real economy. References Hubbard, R. G. (2008). Money, the Financial System, and the Economy (5th ed.). Boston: Addison Wesley. Howells, Peter & Bain, Keith (2005). The Economics of Money, Banking and Finance (3rd ed.). England: Prentice Hall.

TY20403 TEACHING METHODS I (ECONOMY)

This course allows learner to attain and put into practice teaching and learning (T&L) of secondary economics subjects principals or pedagogy practice in a classroom situation (micro teaching session). References Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of Instructional Design. New York: Harcourt Brace Jovanovich College. Salsbury, D. E. & Schoenfeldt, M. (2008). Lesson Planning: A Research-Based Model for K-12 Classrooms. Alexandria, VA: Prentice Hall. Shahabuddin Hashim, Rohizani Yaakub & Md. Zohir Ahmad. (2003). Pedagogi: Strategi dan Teknik Mengajar dengan Berkesan. Pahang: PTS Pub. Sulaiman Ngah Ramli. (2001). Pedagogi: Teori dan Praktik. Kuala Lumpur: Dewan Bahasa dan Pustaka. Tileston, Donna E. Walker. (2003). What Every Teacher Should Know About Instructional Planning Thousand Oaks, CA: Corwin Press.

TY30103 TEACHING METHODS II (COMMERCE / ACCOUNTING)

References Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of Instructional Design. New York: Harcourt Brace Jovanovich College. Salsbury, D. E. & Schoenfeldt, M. (2008). Lesson Planning: A Research-Based Model for K-12 Classrooms. Alexandria, VA: Prentice Hall. Shahabuddin Hashim, Rohizani Yaakub & Md. Zohir Ahmad. (2003). Pedagogi: Strategi dan Teknik Mengajar Dengan Berkesan. Pahang: PTS Pub. Sulaiman Ngah Ramli. (2001). Pedagogi: Teori dan Praktik. Kuala Lumpur: Dewan Bahasa dan Pustaka. Tileston, Donna E. Walker. (2003). What Every Teacher Should Know About Instructional Planning Thousand Oaks, CA: Corwin Press.

TY30003 TEACHING METHODS III (ADVANCED)

This course helps to improve and strengthen future teachers teaching ability for Economy and Business Management subject at the upper secondary level. Learners are guided and exposed to micro teaching in the classroom under lecturer’s supervision.

School of Education and Social Development

This course aims to enable students to plan and design an effective instructional strategy. Through this course, discussion will focus on understanding teaching syllabus, pedagogical approaches and techniques based on psychological framework of teaching (behaviorism, cognitivism and constuctivism), learning styles, teaching objective, learning outcome and designing lesson plan; as well as teaching materials, teaching aids and class control.

46

UNDERGRADUATE PROSPECTUS 2013/2014

References Kementerian Pelajaran Malaysia. (2004). Kurikulum KBSM Ekonomi Sekolah Menengah. K.L.: Pusat Perkembangan Kurikulum. Kementerian Pelajaran Malaysia. (2002). Huraian Sukatan Pelajaran KBSM Ekonomi. K.L.: Pusat Perkembangan Kurikulum. Salsbury, D. E. & Schoenfeldt, M. (2008). Lesson Planning: A Research-Based Model for K-12 Classrooms. Alexandria, VA: Prentice Hall. Shahabuddin Hashim, Rohizani Yaakub & Md. Zohir Ahmad. (2003). Pedagogi: Strategi dan Teknik Mengajar dengan Berkesan. Pahang: PTS Pub. Sulaiman Ngah Ramli. (2001). Pedagogi: Teori dan Praktik. Kuala Lumpur: Dewan Bahasa dan Pustaka.

TY40008 TEACHING PRACTICE

The role of teacher is the most important role in society. Teachers are responsible for the world’s future. The preparation involved in your becoming a teacher requires commitment, dedication, knowledge, enthusiasm, and responsibility. The way in which you conduct yourself can have a profound impact on students and their families and determine your desirability as a future employee. Practicum is designed to provide support for practicing student teachers. Student teachers will fulfill their fieldwork requirement by volunteering in the classroom of a “cooperating” teacher and will gradually assume teaching responsibilities over the course of the semester. References Cohen, L., Manion, L. and Morrison, K. (1996). A Guide to Teaching Practice. (4th. Ed) London: Routledge. Freiberg, J. H. (1991). Universal Teaching Strategies. Boston. Allyn and Bacon. McNeely, S. L. (1997). Observing Students and Teachers Through Objective Strategies. Boston: Allyn and Bacon. Ornstein, A. C. (1990). Strategies For Effective Teaching. New York: Harper Colins. Ornstein, A. C. (1995) Teaching : Theory Into Practice. Boston: Allyn Bacon.

MINOR PENGURUSAN PERNIAGAAN

School of Education and Social Development

TN20603 EDUCATIONAL TECHNOLOGY AND SCHOOL RESOURCE CENTRE

This course aims to expose students to various principles and to analyse different types of models in instructional design (ID). Apart from raising students’ awareness of the importance of applying ID models in teaching and learning process, this course also enable students to be competent in applying the principles and process of educational technology. The students will discuss the roles of media, graphics, low cost teaching materials, transparency, audio and video. The second part of this course explores the principles in managing school resource centre. The students will implement a project-based learning on managing and improving the quality of school resource centre which will further improve the students’ capabilities and skills in understanding the functions and roles of school resource centre. References Poh Swee Hiang, Mokhtar Affandi Amran & Tajuddin Hassan (1995). Pengurusan Sumber Pengajaran Pembelajaran 1: Sumber Perpustakaan. Kuala Lumpur. Kumpulan Budiman. Kementerian Pendidikan Malaysia. (1990). Dasar Pemilihan dan Panduan Pembinaan Koleksi Bahan Bacaan Pusat Sumber Sekolah. Kuala Lumpur. Bahagian Teknologi. Pendidikan, Kementerian Pendidikan Malaysia. Shelly, G.B., Cashman, T.J., Vermaat, M.E. & Walker, T.J. (2004). Discovering Computers 2005: A Gateway to Information. International Student Edition. Thomas Course. Technology, USA. Newby, T.J. et. al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall. Inc. Chap. 1, 2. Toliver, P.R., Johnson, Y. & Koneman, P.A. (2000). Office 2000. Addison Wesley Longman, Inc.

47

TN30103 PRINCIPLES OF MARKETING

UNDERGRADUATE PROSPECTUS 2013/2014

The course focuses in creating value for customer in order to capture value from customers in return. It also discuss on building and managing strong, value-creating brand. Besides that, it also measures and manages return on marketing and harnessing new marketing technologies. Sustainable marketing around the globe also being discussed in the syllabus. References Kotler, P. and Armstrong, G. (2010). Principles of Marketing.13th Edition. Pearson. Boston Kotler, P., Armstrong,G., Swee Hoon Ang, Siew Meng Leong, Chin Tiong Tan, Oliver Yau Hon-Ming. (2009). Principles of Marketing: A Global Perspective. Pearson.London. Keegan J. Warren.and Green, C.M. Global Marketing. 5th Edition. (2008). Pearson. London.

TN30303 INTRODUCTION TO INFORMATION SYSTEM

Information System (IS) today seen as a catalyst for firm’s success. While heavy investment on I infrastructure development were taken into serious attention by the firms, the demand for knowledgeable human resources on IS is also imperative. This course designed based on the premise that information systems knowledge is essential for creating, successful and competitive business graduates that would add value to any firm that they join. It covers variety of IS important areas with regards to business operations from top management to operational level. This include four r4) major parts that are; management and networked enterprise: information technology infrastructure; organizational and management support systems and managing IS. References Laudon K.C. & Laudon J.P. (2007). Essential of Management Information System. 8th Edition. Pearson Education. Laudon K.C. & Laudon J.P. (2006). Management Information Systems: Managing the Digital Firms. 9th Edition. Pearson Education. Jessup L. & Valacich J. (2006). Information System Today: why IS Matters. 2nd Edition. Pearson. Haag S. & Cummings M. (2006). Information System Essentials. McGraw-Hill. O’Brien J.A. & Marakas G.M. (2006). Enterprise Information Systems. 13th Edition. McGraw-Hill.

TN30003 PRINCIPLE OF ENTREPRENEURSHIP

References Barringer, B.R. & Ireland, R.D. (2006). Entrepreneurship: Successfully Launching New Ventures. New Jersey: Pearson Prentice Hall. Lambing, P.A. & Kuehl, C.R. (2007). Entrepreneurship. 4th. Edition. New Jersey: Pearson Edu, Inc. Norita Deraman, Armanurah Mohamad, Shuhymee Ahmad, Habshah Bakar, Mohamad Yusop Mohd Jani dan Mohd Khairuddin Hashim. (2007). Keusahawanan. McGrawHill: Kuala Lumpur.

TN30203 BASIC FINANCIAL MANAGEMENT

This course is an introduction course in the field of finance, It covers the main idea in finance that starts with a general background, conceptual framework and techniques to assist in managing financial decision. The main focuses are towards fundamental principal, exercises and modern financial management procedures. References Block, S.B. & Hirt, G.A. (2000). Foundations of Financial Management. NY: McGraw-Hill. 13th Ed. Ross, S.A. et al. (2007). Financial Management Fundamentals in Malaysia. Malaysia: McGraw-Hill. 2nd Ed. Brigham, E.F. & Houstan, J.F. (2007). Essentials of Financial Management. FL: Thomson.

School of Education and Social Development

This course introduces the concept and theories of entrepreneurship.  Students will be exposed with basic skill of entrepreneurship such as identify business opportunity, business resource search, and business competitive assessment and preparing new business proposal.  The attributes of successful entrepreneurs will be disclosed to the students.  This will also be expected to give an exposure in creating successful new business and competitive advantage in a global environment.

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TN30403 MONEY AND BANKING UNDERGRADUATE PROSPECTUS 2013/2014

This course aims to provide students with the understanding of the role of money and banking system in an economy. This course consists three main parts. The first part discusses the role of electronic money and payment system in an economy. The second part discusses the banking system in an economy with the focus on banking industry, that is, structure and competition, economic analysis of banking regulation, international banking, banking in Malaysia, Islamic banking, nonbank finance, and conflicts of interest in the financial industry The third part discusses the role of central bank in the financial system. References Mishkin, Frederic S. (2010) The Economics of Money, Banking and Financial Markets, The Ninth Edition, Boston: Pearson International Edition. Cecchetti, S.G. (2008) Money, Banking, and Financial Markets, Second Edition, New York: McGraw-Hill Irwin. Hubbard, R.G. (2008) Money, the Financial System, and the Economy, Fifth Edition, Boston: Addison Wesley. Bank Negara Malaysia (1999) Bank Pusat dan Sistem Kewangan di Malaysia: Satu Dekad Perubahan, Kuala Lumpur: Bank Negara Malaysia. Bank Negara Malaysia (2001) The Financial Sector Master Plan, Kuala Lumpur: Bank Negara Malaysia.

TN40203 MONEY AND CAPITAL MARKETS

This course is design to give exposure to students on the functions and operations of financial system In Malaysia. This course is an extension of financial management course which highlight issues related to money and capital markets. Detail discussion will cover function played by Bank Negara Malaysia (BNM), the role of interest rate in economy, instruments offered in the market and current issues pertaining financial markets. The knowledge sought in this course should prepare students for real market career. References Frederic S. Mishkin & Stanley G. Eakins, Financial Markets and Institutions, 6th Edition, Prentice Hall (2009) Ding Lai Hong, The Foreign Exchange Malaysia, Institut Bank-Bank Malaysia (2007) Bank Negara Malaysia, The Central Bank and Financial System in Malaysia: A decade of Change 19891999. Bank Negara Malaysia 1st edition (1999) Peter S. Rose (2005) Money and Capital Market, McGraw Hall, 7th Edition

TN40403 ORGANIZATIONAL BEHAVIOR

School of Education and Social Development

This course will expose students to the behaviours in organizations. Organizational Behaviour (OB) is closely linked to human behaviour, whether at individual, group or organizational level. The main goal of this course is to enable students as the future manager to understand OB and enable them to increase productivity, reduce negative effects on work and directly increase motivation and job satisfaction in an organization. References Robbins, S. P. & Judge, T. A. (2009). Organizational Behavior. 13th• Ed. New Jersey Pearson Prentice Hall DuBrin, A. J. (2007). Fundamentals 0f organizational behavior. 4e. Mason, OH : Thomson Higher Education. Kinicki, A. & Kreitner, R. (2006). Organizational behavior. Key concepts, skills & best practices. 2nd Edition. Boston: McGraw Hill — Irwin. George, J. M. & Jones, G. R. (2005). Understanding and managing organizational behavior. 4th Edition. New Jersey: Pearson Education International. Nelson, D. L. & Quick, J. C. (2006). Organizational behavior. Foundations, realities & challenge. 5th Edition. Ohio: Thomson / South-Western.

TN40503 UNDERGRADUATE PROJECT I

Prerequisite: TT01003 Introduction to Educational Research This course aims to train a student to carry up qualitative and / or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process.

49

UNDERGRADUATE PROSPECTUS 2013/2014

References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

TN40603 UNDERGRADUATE PROJECT II

Prerequisite: TN40503 Undergraduate Project I This course intended to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

MINOR ACCOUNTING TA20603 EDUCATIONAL TECHNOLOGY AND SCHOOL RESOURCE CENTRE

References Poh Swee Hiang, Mokhtar Affandi Amran & Tajuddin Hassan (1995). Pengurusan Sumber Pengajaran Pembelajaran 1: Sumber Perpustakaan. Kuala Lumpur. Kumpulan Budiman. Kementerian Pendidikan Malaysia. (1990). Dasar Pemilihan dan Panduan Pembinaan Koleksi Bahan Bacaan Pusat Sumber Sekolah. Kuala Lumpur. Bahagian Teknologi. Pendidikan, Kementerian Pendidikan Malaysia. Shelly, G.B., Cashman, T.J., Vermaat, M.E. & Walker, T.J. (2004). Discovering Computers 2005: A Gateway to Information. International Student Edition. Thomas Course. Technology, USA. Newby, T.J. et. al. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers and Using Media. 2nd Edition. Prentice Hall. Inc. Chap.1, 2. Toliver, P.R., Johnson, Y. & Koneman, P.A. (2000). Office 2000. Addison Wesley Longman, Inc.

TA30103 INTRODUCTION TO INFORMATION SYSTEM

Information System (IS) today seen as a catalyst for firm’s success. While heavy investment on IS infrastructure development were taken into serious attention by the firms, the demand for knowledgeable human resources on IS is also imperative. This course designed based on the premise that information systems knowledge is essential for creating, successful and competitive business graduates that would add value to any firm that they join. It covers variety of IS important areas with regards to business operations from top management to operational level. This include four major parts that are; management and networked enterprise: information technology infrastructure; organizational and management support systems and managing IS.

School of Education and Social Development

This course aims to expose students to various principles and to analyse different types of models in instructional design (ID). Apart from raising students’ awareness of the importance of applying ID models in teaching and learning process, this course also enable students to be competent in applying the principles and process of educational technology. The students will discuss the roles of media, graphics, low cost teaching materials, transparency, audio and video. The second part of this course explores the principles in managing school resource centre. The students will implement a project-based learning on managing and improving the quality of school resource centre which will further improve the students’ capabilities and skills in understanding the functions and roles of school resource centre.

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References Laudon K.C. & Laudon J.P. (2007). Essential of Management Information System. 8th Edition. Pearson Education. Laudon K.C. & Laudon J.P. (2006). Management Information Systems: Managing the Digital Firms. 9th Edition. Pearson Education. Jessup L. & Valacich J. (2006). Information System Today: why IS Matters. 2nd Edition. Pearson. Haag S. & Cummings M. (2006). Information System Essentials. McGraw-Hill. O’Brien J.A. & Marakas G.M. (2006). Enterprise Information Systems. 13th Edition. McGraw-Hill.

TA30303 PRINCIPLES OF ACCOUNTING

This course introduces accounting principles and methods to record transactions using the double entry system. It introduces financial statements and discusses their preparation. The types of businesses covered are merchandising and manufacturing. The course also discusses the methods to prepare financial statements and the components of financial statements such as cash, receivables, inventory, long term assets and current liabilities. References Shaari Isa (2006). Accounting Principles (2nd Edition). Prentice Hall. Andrew Leong Fook Chee & Wong Sei Van (2005). Business Accounting (2nd edition). Prentice Hall Frank Wood & Alan Sangster (2005). Frank Wood’s Business Accounting 1 (10th edition). FT Prentice Hall. Eddie McLaney & Peter Atrill (2004). Accounting: An Introduction (3rd Edition). FT Prentice Hall. J.R. Dyson (2004). Accounting for Non-Accounting Students (6th edition). Prentice Hall.

TA30203 BASIC FINANCIAL MANAGEMENT

This course is an introduction course in the field of finance, It covers the main idea in finance that starts with a general background, conceptual framework and techniques to assist in managing financial decision. The main focus are towards fundamental principal, exercises and modern financial management procedures. References Block, S.B. & Hirt, G.A. (2009). Foundations of Financial Management. NY: McGraw-Hill. 13th Ed. Ross, S.A. et al. (2007). Financial Management Fundamentals in Malaysia. Malaysia: McGraw-Hill. 2nd Ed. Brigham, E.F. & Houstan, J.F. (2007). Essentials of Financial Management. FL: Thomson.

School of Education and Social Development

TA30403 MONEY AND BANKING

This course aims to provide students with the understanding of the role of money and banking system in an economy. This course consists three main parts. The first part discusses the role of electronic money and payment system in an economy. The second part discusses the banking system in an economy with the focus on banking industry, that is, structure and competition, economic analysis of banking regulation, international banking, banking in Malaysia, Islamic banking, nonbank finance, and conflicts of interest in the financial industry. The third part discusses the role of central bank in the financial system. References Mishkin, Frederic S. (2010) The Economics of Money, Banking and Financial Markets, The Ninth Edition, Boston: Pearson International Edition. Cecchetti, S.G. (2008) Money, Banking, and Financial Markets, Second Edition, New York: McGraw-Hill Irwin. Hubbard, R.G. (2008) Money, the Financial System, and the Economy, Fifth Edition, Boston: Addison Wesley. Bank Negara Malaysia (1999) Bank Pusat dan Sistem Kewangan di Malaysia: Satu Dekad Perubahan, Kuala Lumpur: Bank Negara Malaysia. Bank Negara Malaysia (2001) The Financial Sector Master Plan, Kuala Lumpur: Bank Negara Malaysia.

TA40203 ADVANCE FINANCIAL MANAGEMENT

The course is conducted with the assumption that participants have acquired principles knowledge of financial management. It aims to investigate the importance for an efficient financial management and how it is applicable in corporate decision making. To further enhance the level of understanding and the analytical skills in making financial decisions, case studies will be conducted extensively so that participants are aware of latest issues and development in the field of corporate finance. It also serves as a tool for the application of financial knowledge and theories as to better equip participants for life after college.

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References Ross, S A, Westerfield, R W, Jaffe and Jordan, B D (2008). Modern Financial Management, McGraw-Hill, 8th Edition Brealey, A B and Myers, S C (2006). Principles of Corporate Finance, McGraw-Hill, 7th Edition Ehrhardt, M C and Brigham, E F (2003) Corporate Finance: A Focused Approach, Thomson Keown, A J, Martin, J D, Petty, J W and Scott, J F (2002). Financial Management: Principles and Applications, Prentice-Hall, Upper Saddle River, New Jersey, 9th Edition. Bodie, Z, Kane, A and Marcus, A J (2002). Investments, McGraw-Hill, 5th Edition

TA40403 FINANCIAL ACCOUNTING

This is an introductory course for accounting majors. The focus is on company accounting. The course covers the regulatory and conceptual framework underlying the preparation and presentation of financial statements. References Shaari Isa (2008), Intermediate Accounting, Pearson-Prentice Hall. Spiceland, J. D., Sepe, J. F. and Tomassini, L. A. (2007), Intermediate Accounting, 4th Ed., McGraw-Hill. Donald E. Kieso, Jerry J. Weygandt, Terry D. Warfield (2004), Intermediate Accounting, 11th Ed., John Wiley & Sons. Tan Liong Tong (2000), Financial Accounting and Reporting in Malaysia, Volume I, 2nd Edition, Professional Advancement Achievement Centre Sdn. Bhd. Tan Liong Tong (2001), Financial Accounting and Reporting in Malaysia, Volume II, 2nd Edition, Professional Advancement Achievement Centre Sdn. Bhd. Jane Lazar and Tan Lay Leng, (2003), Company Accounts and Reporting in Malaysia, 5th Edition, Prentice Hall (Pearson). Earl K. Stice, James D. Stice, K. Fred Skousen (2004), Intermediate Accounting, 5th Ed., Thomson. Wood, F. and Allan Sangster (2002), Business Accounting 1 & 2, 9th Ed., Prentice Hall. Financial Reporting Standards (FRS)

Prerequisite: TT01003 Introduction To Educational Research This course aims to train a student to carry up qualitative and/or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process. References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

TA40603 UNDERGRADUATE PROJECT II

Prerequisite: TA40503 Undergraduate Project I This course intended to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development.

School of Education and Social Development

TA40503 UNDERGRADUATE PROJECT I

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References Babbuem, E. (1990). Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994). Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Hammersley, M. (1993). Educational Research - Current Issues. Liverpool: Paul Chapman Pub. Osnow, R.L. and Rosenthal, R. (1984). Understanding Behavioral Science - Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research - Handbook for Teachers. London: Routledge.

SPORT SCIENCE (HS20) TS10103 HUMAN ANATOMY

Human Anatomy is a lower-level and lecture-laboratory course that introduces basic structures and functions of the human body. This course emphasizes on the concepts and principles that serve as foundation for the understanding of human anatomy. Skeleton system (appendicle and axis skeleton), types of joint (synovial, fibrous, cartilaginous) muscular system (upper and lower muscle), nervous system (centre and peripheral) and human organs (brain, heart, liver, pancreas, stomach, intestine, kidney and etc) and anatomical position (anterior, posterior, medial and etc) will be taught to the sports science students. Sports science students will be trained to apply anatomy knowledge into the field of sports for augmenting sports skill and performance. References Behnke, S.R. (2001). Kinetic anatomy. Champaign, IL: New York: Human Kinetics. Elaine, N.M. (2010). Essentials of human anatomy and physiology. New York: Pearson International Edition. Hillman, S.K. (2003). Interactive functional anatomy. Champaign, IL: Human Kinetics. Mantini, F.H. & Bartholomew, E.F. (2000). Essential of anatomy and physiology. New Jersey: Prentice Hall. Marieb, E.N. (1998). Human anatomy and physiology (4th ed.). California: Benjamin / Cumming Science Publishing. Palastanga, N., Field, D. & Soames, R.W. (2002). Anatomy and human movement. Champaign, IL: Human Kinetics. Ramlah, M. & Tay, M.N. (2010) Anatomi dan Fisiologi. Malaysia: Elsevier.

TS10702 HISTORY AND PHILOSOPHY OF SPORTS

School of Education and Social Development

This course will focus on the origins of sports and games in Physical Education. Famous and well-known people involved directly in the expansion of Physical Education, Games and Sports will be introduced. Students will also be exposed to philosophies related to the course. References Mechikorff, R. A. and Estes, S. G. (2006). A history and philosophy of sport and physical education : From ancient civilizations to the modern world. USA : Mc Graw Hill. Bucher, C. A. and Wuest, D. A. (1999). Foundation of physical education and sport. USA : Mc Graw Hill. Davis, B., Bull, R., J. and Roscoe, D. (1997). Physical education and the study of sport. UK : Mosby Coakley, J. (2001). Sport in society: Issue and controversies. Singapore: Mc Graw Hill.

TS10003 HUMAN PHYSIOLOGY

Human Physiology is a lower-level, lecture-laboratory course that introduces functions and homeostatic mechanisms of the human body. Emphasis is on concepts and principles that serve as a foundation for understanding human physiology. Laboratory experiences demonstrate physiological mechanisms and serve as a basis for understanding clinical applications of physiology. References Gore, J.C.(2000). Physiological tests for elite Athletes. AUS: Human Kinetics Mantini, F.H. & Bartholomew, E.F.(2000). Essential of anatomy and physiology. New Jersey: Prentice Hall. Marieb, E.N.(1998). Human anatomy and physiology (4th ed.). California: Benjamin / Cumming Science Publishing. Seeley, S.T.(1998). Anatomy and physiology. New York: McGraw-Hill. Wilmore, H.J. & Costill, L.D.(2004). Physiology of sport and exercise (3rd ed). Champaign, Il: Human Kinetics.

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TS10402 SPORT SOCIOLOGY

UNDERGRADUATE PROSPECTUS 2013/2014

This course discusses concepts and sports definition from social science perspective especially through social sports discipline. Sports as a social institution is related with other institutions that concerned to country’s development such as family, education, politic, culture, economic and more. References Coakley, J.J. (1998). Sport in Society: Issues and controversies. (6th Ed). New York, New York: McGraw-Hill. Maguire, J.A., Jarvie, G., Mansfield, L. & Bradley, J.M. (2002). Sports World: A Sociological Perspective. London: Human Kinetics. Morgan, J.W., Meier, V.K. & Schneider, J.A. (2001). Ethics in Sport. Champaign, IL: Human Kinetics. Wilson, W. & Derse, E. (2001). Doping in Elite Sport: The Politics of Drugs in the Olympic Movement. Champaign, IL: Human Kinetics. Yiannakis, D. & Melnick, J.M. (2001). Contemporary Issues in Sociology of Sport. Champaign, IL: Human Kinetics.

TS20103 EXERCISE PHYSIOLOGY

The course provides a detailed coverage of the physiological responses to exercise, using both human and animal models. It emphasizes the factors, which are thought to limit exercise capacity in different situations. There will be emphasis on fatigue in high intensity exercise, with a focus on adenine nucleotide depletion, effects of pH on muscle contractility, and electrolyte changes in muscle. The potential limitations to oxygen transport will be discussed. The factors associated with fatigue in prolonged exercise will also be examined. These include: substrate depletion, thermal balance, dehydration. How the body adapts to training and the effects of excessive overload will also be considered. This will include both positive and negative effects of training, which may influence health and performance such as oxidative stress, muscle damage, immune function and diet. In addition, the influence of genotype on performance will be investigated. References Cerny, F.J. (2001). Exercise physiology for health care professionals. NY: Human Kinetics. Ehrman, J.K., Gordon, M.P., Visich, S.P. & Keteyian, J.S. (2003). Clinical Exercise Physiology. NY: Human Kinetics. Hoffman, J. (2002). Physiological Aspects of Sport Training and Performance. Champaign ,IL: Human Kinetics. Mackinnon, L.T. (2002). Exercise Physiology. Champaign, IL: Human Kinetics. Wilmore, H.J. & Costill, L.D. (2004). Physiology of Sport and Exercise (3rd ed.) Champaign ,IL: Human Kinetics. The course aims to provide knowledge and exposure on the basic concepts of sports psychology and framework responsibility of a sport psychologist. It enables the students a clear understanding about basic concepts of psychology and sport psychology which includes introducing the basic psychological skills needed among athletes. References Anshel, MH. (2003). Sport psychology : From theory to practice. San Francisco: Pearson. David, L. et al. (2004). Sport psychology contemporary themes. Sydney: Palgrave. Gill, DL. (2003). Sport and exercise psychology. Champaign, Il: Human Kinetics. Mohd Sofian Omar Fauzee. (2001). Pendekatan sosio-psikologi. Kuala Lumpur: Salafi Pub. Thelma, H. (2000). Advances in sport psychology. Champaign, Il: Human Kinetics. Journal of Sport and Exercise Psychology. Champaign, ILL: Human Kinetics.

TS20503 INTRODUCTION TO SPORTS SCIENCE RESEARCH

The course aims to provide exposure on the basic concepts of sports science research. It enables the students a clear understanding about basic research in sports science which includes introducing the systematic techniques conducting a scientific research where emphasis is to highlight the philosophy, basic concept and different types of research method in sports science; to introduce standard / scientific ethical format preparing a research proposal. Major consideration is for the students to discuss proper method / strategies of conducting a scientific research starting from a problem identification, conducting a review of literature, selecting a proper method of data collecting, basic data analysis and ultimately preparing a complete report of a research project.

School of Education and Social Development

TS20302 SPORTS PSYCHOLOGY

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UNDERGRADUATE PROSPECTUS 2013/2014

References Bartlett, R. (1997) Introduction to sports biomechanics. London: E & FN Spon. Hall, S.J. (2003). Basic biomechanics (4th ed.). St. Louis: McGraw Hill. Kreighbaum, E. & Barthels, K.M. (1996). Biomechanics: A qualitative approach for studying human movement (4th ed.). Boston: Allyn and Bacon. Adrain, M.J. & Cooper, J. M. (1995). Biomechanics of Human Movement. Wm. C. Brown Communications. Dubuque. IA. McGinnis, P.M. (2005). Biomechanics of sport and exercise. Champaign, IL: Human Kinetics.

TS20203 SPORT BIOMECHANICS

The course will focus on equipping students with knowledge in the application of basic biomechanical concepts in evaluating the performer and the athlete’s performance. Students will also be exposed to biomechanical technological advancements that facilitate the improvement of performance. References Bartlett, R. (1997) Introduction to sports biomechanics. London: E & FN Spon. Hall, S.J. (2003). Basic biomechanics (4th ed.). St. Louis: McGraw Hill. Kreighbaum, E. & Barthels, K.M. (1996). Biomechanics: A qualitative approach for studying human movement (4th ed.). Boston: Allyn and Bacon. Adrain, M.J. & Cooper, J.M. (1995). Biomechanics of Human Movement. Wm. C. Brown Communications. Dubuque. IA. McGinnis, P.M. (2005). Biomechanics of sport and exercise. Champaign, IL: Human Kinetics.

TS30102 FIRST AID AND SPORTS INJURIES

This course deals with safety concepts as they relate to responsibility in schools and the community. Students receive training in first aid, and will have the opportunity to complete American Heart Association’s (AHA) Basic Life Support Training. Emphasis is placed on accident prevention, first aid and emergency care, and transportation of the sick and injured.

School of Education and Social Development

References Benjamin, C.L. (1997). Human Biology. International Edition. U.S.A: McGraw-Hill Companies, Inc. Edington, D.W. (1976). The Biology of Physical Activity. U.S.A: Houghton Mifflin company. Houston, M.E. (1995). Biochemistry Primer for Exercise Science. Champaign, IL: Human Kinetics. Mader, S.S. (1995). Human Biology. Student Study Art Notebook. 4th ed. U.S.A: Wm.c.Brown Publishers. Horton, H.R., Moran, L.A., Ochs, R.S., Rawn, J.D. and Scrimgeour, K.G. (1996). Principles of Biochemistry ( 2nd ed). London: Prentice-Hall Inc.

MAJOR COACHING TC10102 HIGH PERFORMANCE SPORTS

The course encompasses both theory and practical aspects in swimming. The basic skills, training principles, rules, officiating, coaching rules of competitions. References AUSTSWIM. (2001). Teaching Swimming and Water Safety. USA: Human Kinetics Pub. Baechle, T.R. (2000). Essentials of Strength Training and Conditioning. (2nd Edi.). USA: Mulleh, M. (2004). Bowling Fundamentals. USA: Human Kinetics. Sweetenham, B. & Atkinson, J. (2003). Championship Swim Training. USA: Human Kinetics. Thomas, D.G. (1996). Swimming: Steps to Success. (2nd. Edi.). USA: Human Kinetics Pub.

TC20103 BIOCHEMISTRY OF SPORTS

This module will expose the students to the physiology and biochemistry of skeletal muscle and exercise including knowledge of types of skeletal muscles and energy sources for muscle contraction. The students will also understand the metabolic processes of different types of fuel used for energy provision and the specific conditions that encompasses the determination of substrate used; and these include lipid, carbohydrate and proteins. Lastly the students will understand the different metabolic responses that occur in the body when exposed to different intensities of exercise; as well as metabolic adaptation to training.

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REFERENCES Astrand, P.O. and Rodahl, K. (1986).Textbook of work physiology (3rd edn).McGraw-Hill, New York Essen, B., Jansson, E., Henriksson, J., Taylor, A.W. and Saltin, B. (1976). Metabolic characteristics of fibre types in human skeletal muscle. Acta. Physiol. Scand., 95, 153-65 Fox, E.L., Bowers, R.W. and Foss, M.L. (1993).The physiological basis for exercise and sport. W.C. Brown, Dubuque, IA. Newsholme, E.A. and Leach, A.R. (1983). Biochemistry for the medical sciences. Wiley. Chichester.

TC20303 EXERCISE REHABILITATION

Therapeutic modalities used to manage athletic injuries and their indications and contraindications. Rationale for and techniques of using thermal and electrical modalities for athletic injuries. This course will cover the physiological and pathological processes of trauma, wound healing and tissue repair and their implications on the selection and application of therapeutic modalities used in a treatment and / or rehabilitation program. The role and function of the common pharmacological agents that are used in conjunction with therapeutic modalities also will be discussed. The student will be taught about how to identify appropriate therapeutic modalities for the treatment and rehabilitation of injuries and illness. The criteria for progression and return to activity based on the level of functional outcomes and methods of assessing progress when using therapeutic modalities and interpreting the results also will be covered. REFERENCES Starkey, C, Third Edition (2004). Therapeutic Modalities. Philadelphia, PA: F.A. Davis Company Prentice, WE, Fifth Edition (2003). Therapeutic Modalities: For Sports Medicine and Athletic Training. Madison, WE: McGraw-Hill Publishing. Prentice, William, Fifth Edition (2003). Therapeutic Modalities For Sports Medicine and Athletic Training: Laboratory Manual. Madison, WE: McGraw-Hill Publishing. Anderson, M.K. & Hall, S.J. (1997). Fundamentals of Sport Injury Management. New Jersey: Williams and Wilkins. Brewer, K.J. & Rootenberg, J.H. In Ray R, Wiese-Bjournstal D.M. (1999). Counseling in Sports Medicine. Champaign, IL: Human Kinetics. Prentice, W. E. (1999). Rehabilitation Techniques in Sports Medicine, 3rd. Edition. St. Louis: WCB McGrawHill. Prentice, W.E. & Arnheim’s. (2002). Principles of Athletic Training. London: McGraw-Hill.

TC20503 MOTOR LEARNING

REFERENCES Jan Piek. (2006). Infant motor development. Champaign, IL: Human Kinetics. Davids, K., Bennett, S., Karl, M. and Newell. (2006). Movement system variability. Champaign, IL: Human Kinetics. Schmidt, R. A. and Tim Lee. (2005). Motor control and learning (4th ed.) a behavioral emphasis. Champaign, IL: Human Kinetics. Schmidt, R.A. and Wrisberg, C.A. (2004). Motor learning and performance (3rd ed). Champaign, IL: Human kinetics. Vickers, J.N. (2007). Perception, cognition and decision training: The Quiet Eye in action. Champaign, IL: Human Kinetics.

TC20003 APPLIED EXERCISE PHYSIOLOGY

This course examines the techniques used to test and evaluate all components of fitness; including cardiorespiratory fitness, muscular fitness, body composition, and muscular flexibility. In addition, stress management techniques are introduced. Guidelines to prescribe exercise based on fitness evaluations and practical use of relevant equipment are discussed. The students will learn how to use relevant fitness testing equipment and prescribe appropriate exercise programs based on fitness evaluations. Students will learn the guidelines and protocols for safe and effective exercise testing for normal and special populations.

School of Education and Social Development

Motor Learning is a course that introduces the conceptual models of motor skill acquisition and human performance. The principles of skill classification‚ motor control‚ designing of practice and the technique of providing feedback are emphasized. Laboratory experiences demonstrate the relationship between the principles of motor learning and the learning process. 

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REFERENCES Cerny, F.J. (2001). Exercise Physiology for Health Care Professionals. New York: Human Kinetics. Ehrman, J.K., Gordon, M.P., Visich, S.P. & Keteyian, J.S. (2003). Clinical Exercise Physiology. New York : Human Kinetics. Hoffman, J. (2002). Physiological Aspects of Sport Training and Performance. Champaign, IL: Human Kinetics. Mackinnon, L.T. (2002). Exercise Physiology. California: Human Kinetics. Wilmore, H.J. & Costill, L.D. (2004). Physiology of Sport and Exercise, 3rd Ed. USA: Human Kinetics.

TC20403 PROJECT I

This course aims to train a student to carry up qualitative and / or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process. REFERENCES Babbuem, E. (1990) Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994) Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Osnow, R.L. and Rosenthal, R. (1984) Understanding Behavioral Science-Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research-Handbook for Teachers. London: Routledge.

TC20203 TALENT IDENTIFICATION AND DEVELOPMENT

School of Education and Social Development

This course will cover the various coaching, sports science, medicine and performance lifestyle disciplines as they relate to the identification and promotion of World Class talent. In addition, the students will also be exposed on the analysis and interpretation of the scientific data and measuring the athlete’s performances. The methodology of test protocols typically used in the identification of elite sporting talent will be discussed. REFERENCES Bompa, T. O. (2000). Total training for young champions. Champaign, IL: Human Kinetics. Brown, J. (2001). Sports talent: How to identify and develop outstanding athletes. Champaign, IL: Human Kinetics. Côté, J., Baker, J. & Abernethy, B. (2007). Practice and play in the development of sport expertise. In R. Eklund & G. Tenenbaum (Eds.), Handbook of sport. psychology (3rd ed.). Hoboken, NJ: Wiley

TC30503 PROJECT II

This course intended to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development. REFERENCES Babbuem, E. (1990) Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994) Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Osnow, R.L. and Rosenthal, R. (1984) Understanding Behavioral Science-Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research-Handbook for Teachers. London: Routledge.

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TC30103 APPLIED SPORTS NUTRITION

UNDERGRADUATE PROSPECTUS 2013/2014

This course aims to train students to apply nutrition knowledge into the field of sports. Students will learn how to advise athletes to take appropriate intake of macronutrient and micronutrient (before, during and after a sport tournament) for enhancing sports performance (aerobic, anaerobic, strength or agility sports). Specific nutrient for vegetarian athlete also will be learned. Students also will learn how to examine athletes’ nutrition status base on Food Diaries, Food Frequency Questionnaires, anthropometry measurements, blood biochemistry reports and Nutrical analysis software. Students also will learn to design a specific menu for an athlete base on types of sports, intensity of sports, duration of exercise, environment condition, fitness level, weight and age of athlete for enhancing sports performance. REFERENCES Berning, J.R. & Steen, S.N. (2009). Nutrition for Sport and Exercise. Gaithersburg, MD.: Aspen Publishing, Inc. Coleman, E.N., & Steen, S.  (1996). The Ultimate Sports Nutrition Handbook. Palo Alto, CA: Bull Publishing Co. Guyton, A.C. (2001). Textbook of Medical Physiology. Philadelphia: W. B. Saund. Manore, M. & Thompson, J. (2009). Sport Nutrition for Health and Performance. Champaign, IL: Human Kinetics. McArdle, W.D., Katch, F.I. & Katch, V.L. (2006).  Exercise Physiology: Energy, nutrition and human performance. Philadelphia: Lea & Febiger. Melvin H. Williams. (2010). Nutrition for Health, Fitness and Sports. London. McGraw Hill International edition. Robert Wildman and Barry Miller. (2010). Sports and Fitness nutrition. United State. Thomson & Wadsworth.

TC30303 TEST AND MEASUREMENT IN SPORTS SCIENCE

REFERENCES Marrow, J.R., Jackson, A.W., Disch, J.G. and Mood, D.P. (2005). Measurement and evaluation inhuman performance, 3rd ed Champaign, IL: Human Kinetics. Adams, G.E. (2002). Exercise Physiology: Laboratory manual. 4th edition. McGraw Hill. New York. American College of Sports Medicine. (2003). Guidelines for Exercise Testing and Prescription. 5th edition. Lippincott Williams & Wilkins American College of Sports Medicine. (2001). Resource Manual for Guidelines for Exercise Testing and Prescription. 4th edition. Lippincott Williams & Wilkins Wassermann, K., Hansen, J.E., Sue, D.Y., Whipp, B.J. & Casaburi, R. (2003). Principles of Exercise Testing and Interpretation. 3rd Ed. Williams & Wilkins Nieman, D.C. (2003). Exercise Testing and Prescription: A Health Related Approach. 5th edition. McGraw Hill. New York.

TC30608 INDUSTRIAL TRAINING

The course aims to provide exposure and hands-on experience the philosophy and purpose of industrial training for students. During the course of the training students being able to plan an action for different and certain situation in sport settings. Students also having the opportunity to explore and identifying different tools and methods of management and communication in this training. Also having the challenge to take an active and proactive role and action during industrial training. Above all, this is the period for students to apply all theoritical foundations they have acquire in the programme during industrial training and critically being able to monitor, evaluate, monitoring and applying critical skills and thinking process skills during the period of the industrial training. REFERENCES Garis Panduan Latihan Industri. Anuar Din, YM Raja Ismail Raja Lope, PM. Dr. Salleh Abd Rashid. 2002. Universiti Malaysia Sabah.

School of Education and Social Development

A study of measurement and evaluation procedures and theories, instruments used for collecting data, and procedures for data analysis specific to exercise and sports. The use of computers for data analysis is included.

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TC30003 METHODOLOGY AND TRAINING PROGRAM UNDERGRADUATE PROSPECTUS 2013/2014

This course focus on the training program technique and design. The students will examine the techniques used for specific training and evaluate all components of training techniques, including resistance training, speed, power, agility, flexibility and mobility. In addition, periodization will be introduced. Guidelines for periodization and selection of relevant training techniques are discussed. The students will learn how to use relevant training techniques and prescribe appropriate training programs based on fitness evaluations and sports specific requirements. Students will learn the guidelines and protocols for safe and effective training program for specific age group and gender. REFERENCES Bompa, T. (1999). Periodization Theory and Methodology of Training. Champaign, IL: Human Kinetics. Bompa, T. (1999). Periodization Training for Sports. Champaign, IL: Human Kinetics Publishers. Brown, L. Ferrigno, V. & Santana, J.C. (2000) . Training for Speed, Agility and Quickness Book. Champaign, IL : Human Kinetics. Dick, F. (2002). Sports Training Programs. London : A and C Black. Foran, B. (2000). High Performance Sports Conditioning. Champaign, IL: Human Kinetics.

TC30203 APPLIED SPORTS PSYCHOLOGY

The course aims to provide exposure on the basic concepts of applied sport psychology and framework responsibility of a sport psychologist. It enables the students a clear understanding about basic concepts of applied sport psychology which includes introducing the basic psychological skills and technique of behavior modification among athletes. Other than introducing the proper techniques conducting a sessions with participants, emphasis is to highlight the philosophy, basic concept and different types of skills for different kind of settings and objectives for different settings and clients. Ethical aspects of conducting a training and the aspects of monitoring progress and evaluation process were also being introduce to the students. REFERENCES Anshel, MH. (2003). Sport Psychology : From Theory to Practice. San Francisco, Pearson. David, L. et. al. (2004). Sport Psychology Contemporary Themes. Sydney, Palgrave. Gill, DL. (2003). Sport and Exercise Psychology. Champaign, ILL, Human Kinetics. Mohd Sofian Omar Fauzee. (2001). Pendekatan Sosio-Psikologi Kuala Lumpur, Salafi Pub. Thelma, H. (2000). Advances in Sport Psychology. Champaign, ILL, Human Kinetics. Journal of Sport and Exercise Psychology. Champaign, ILL, Human Kinetics.

School of Education and Social Development

TC30403 EXERCISE PRESCRIPTION

Human Physiology is a lower-level, lecture-laboratory course that introduces functions and homeostatic mechanisms of the human body. Emphasis is on concepts and principles that serve as a foundation for understanding human physiology. Laboratory experiences demonstrate physiological mechanisms and serve as a basis for understanding clinical applications of physiology. REFERENCES Acevedo, E.O. & Starks, M. (2003). Excercise Testing and Prescription Lab Manual. USA: Human Kinetics. David, P. & Brian, C.L. (2006). Exercise Prescription: A Case Study Approach to the ACSM Guidelines. 2nd Edition. London: Human Kinetics. Heyward, H.V. (2006). Advanced Fitness Assessment And Exercise Prescription. 5th edition. USA: Human Kinetics. William, L. & Kluwer, W.W. (2007). ACSM’s Metabolic Calculations Handbook. USA: American College of Sports Medicine.

MAJOR SPORT MANAGEMENT TP10102 HIGH PERFORMANCE SPORTS

The course encompasses both theory and practical aspects in swimming. The basic skills, training principles, rules, officiating, coaching rules of competitions.

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UNDERGRADUATE PROSPECTUS 2013/2014

REFERENCES AUSTSWIM. (2001). Teaching Swimming and Water Safety. USA: Human Kinetics Pub. Baechle, T.R. (2000). Essentials of Strength Training and Conditioning. (2nd Edi.). USA. Mulleh, M. (2004). Bowling Fundamentals. USA: Human Kinetics. Sweetenham, B. & Atkinson, J. (2003). Championship Swim Training. USA: Human Kinetics. Thomas, D.G. (1996). Swimming: Steps to Success. (2nd. Edi.). USA: Human Kinetics Pub.

TP20103 SPORTS ORGANIZATION AND HUMAN RESOURCE MANAGEMENT

This course explains how a sport organization is organized. Management skill and leadership characteristics will be discussed. Students will be taught with strategies management, objectives of an organization, SWOT analysis, and current issues related to the sports and human management. Students will be trained to analyze and solve any problems faced in the area of sports and human management. REFERENCES Ab Azizi Yusof. (2004). Pengurusan Sumber Manusia: Konsep / isu dan pelaksanaan. Prentice Hall: Petaling Jaya. Chelladurai, P. (1999). Human Resource Management in Sport & Recreation. USA :Human Kinetics Publisher. Ivancevich, J. (2001). Human Resource Management (8th Ed.). Boston:Mc-Graw Hill. 10c. (1998). Sport Administration Manual. London: Hurford Enterprise Ltd. Slack, T. (2000). Understanding Sport Organization: The application of organization theory. Champaign, IL: Human Kinetics.

TP20303 SPORTS AND PUBLIC RELATIONS

This course is to introduce students with public relationship strategies on promoting sports. Students will be exposed with public relationship in sports organization. Students also will be exposed with knowledge and strategies in public relationship to organize a sports and recreation event. REFERENCES Chek Mat. (2001). Pengurusan Rekreasi. Kuala Lumpur: Utusan Publications & Distributors Sdn Bhd. Mohd Salleh Aman. (2004). Sukan Dalam Masyarakat Malaysia. Kuala Lumpur: Universiti Malaya Publisher. Mull, R.F. (1987). Recreation Sport Management Champaign, IL : Human Kinetics. Stier, W.F. (1999). Managing Sport Fitness & Recreation Programs. Boston, Massachussetts: Allyn & Bacon. Watt, C.D. (1998). Event Management in Leisure and Tourism. Addison Wesley Longman.

This course is designed to expose the students with the basic concept of sports tourism, impact / effect of sport tourism on social, economy and physical aspect. Students also will be taught with the skills to identify the sources of tourism and method of promoting awareness on environmental preservation. This course will explains on how to implement an exploration on potential of tourism in general. REFERENCES Ashton P.S. & Ashton R.E. (2004). Ecotourism: Sustainable nature and conservation-based tourism. Florida: Krieger Pub Co. Goeldner C.R. & Brentritchie J.R. (2003). Tourism: Principles, practices, philosophies. New York: John Wiley & Sons. Inc. Roberts. (1997). Sport Leisure: Sport, leisure, hospitality & tourism. New York: Pluto Press. Scarrott G.G. (1999). Sport, Leisure & Tourism Information Sources. USA: Butterworth-Heinemann. Standeven, J. & De Knop, P. (1998). Sport Tourism. Canada: Human Kinetics Publishers.

TP20003 SPORT AND RECREATION

This course will discuss and attention to dig up understanding for sport and recreation. Skill aquisition need in sport and recreation including activity, sociological, psychological, culture mediator, community needs and value dimension. It also to give student to involve practically to organise and run the activity in sport and recreation real situation.

School of Education and Social Development

TP20503 SPORTS AND TOURISM

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UNDERGRADUATE PROSPECTUS 2013/2014

REFERENCES Chek Mat. (2001). Pengurusan Rekreasi. Kuala Lumpur: Utusan Publications & Distributors Sdn Bhd. Mohd Salleh Aman. (2004). Sukan Dalam Masyarakat Malaysia. Kuala Lumpur: Universiti Malaya Publisher. Mull, R. F. (1987). Recreation Sport Management Champaign, IL : Human Kinetics. Stier, W.F. (1999). Managing Sport Fitness & Recreation Programs. Boston, Massachussetts: Allyn & Bacon. Watt, C.D. (1998). Event Management in Leisure and Tourism. Addison Wesley Longman.

TP20203 RECREATIONAL AND SPORT EVENT MANAGEMENT

This course is designed to introduce the student to the administration of any sporting event management. Students will be made aware of the marketing opportunities, bidding process, sponsorship and many more options available to them in organizing sporting event. They will also learn about leadership style available in sporting event management. Case study will be based on the latest sports event. REFERENCES American Sport Education Program (1996). Event Management for Sport Directors : American sport education program. Canada: Human Kinetics Publishers. Byl, J. (1999). Organizations Succesfull Tournaments. Champaign, Illinois: Human Kinetics. Mohd Sofian Omar Fauzee (2000). Panduan Membentuk Format Pertandingan Sukan. Kuala Lumpur: DBP. Parks, J.B. (1998). Contemporary Sport Management. Champaign: IL. Human Kinetics. Solomon, J. (2002). An insider’s guide to managing sporting events. USA: Human Kinetics.

TP20403 PROJECT I

This course aims to train a student to carry up qualitative and / or quantitative research. Students need to propose a research topic to their supervisor. In this course, students need to complete chapter 1 (Introduction), chapter 2 (Literature review) and chapter 3 (Methodology) in the undergraduate project report. Chapter 4 (teaching aid tools) is not a compulsory and it depends to the area of the chosen research. Students need to identify objectives, research questions, hypothesis and research limitations in the chosen research. Students also need to find information and write literature review related to the chosen research topic. Research methodology will be planned to carry up the research. Teaching aid tools will be designed for increasing in teaching and learning process.

School of Education and Social Development

REFERENCES Babbuem, E. (1990) Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994) Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Osnow, R.L. and Rosenthal, R. (1984) Understanding Behavioral Science-Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research-Handbook for Teachers. London: Routledge.

TP30103 SPORTS LEGISLATION AND RISK MANAGEMENT

This course is designed with the assumptions that participants have basic knowledge of managing sports and recreational events. Students may be unaware of aspects related operational risk as well as some legal principles. Therefore, this course covers risk management processes and techniques to deal with any potential problems before they are ballooning into crisis, as well as some guidelines for postcrisis management. Some legal principles and rules of law affecting administration and operation of health, human’s performance, recreation, and sports programmes, resources, areas, and facilities and risk management and legal concepts applied to contracts, human rights, products liability, and torts will also be covered. REFERENCES Gardiner, S. (1998). Sports Law. London: Cavendish Publishing. Rejda, G.E. (2005) Principles of Risk Management and Insurance, Addison Wesley Longman Inc, USA, 9th Edition. Scaros, C.E. (2000). All About Torts. New Jersey: Prentice Hall Inc. Spengler, J.O., Connaughton, D.P. and Pittman, A.T. (2006). Risk Management in Sport and Recreation, Durham, NC: Carolina Academic Press. Wong, M.G. (1994). Essential of Amateur Sports Law. Singapore: Greenwood Publishing Group. Incorporated.

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TP30303 RECREATIONAL AND SPORT INFRASTRUCTURE MANAGEMENT

UNDERGRADUATE PROSPECTUS 2013/2014

This course will be discussing the technical aspects in planning and developing the sports facilities in detail. The trends during managing sports facilities as well as roles and manager’s function will also be included. Besides that, the analysis of the needs for sports facilities, types of facilities, maintenance, staff and box office management also in the syllabus. Further research through visits to existed facilities location as well as the one in the building process. REFERENCES Daly, J. (2000). Recreation and Sport Planning and Design. 2nd Ed. Champaign, IL.: Human Kinetics. Flannery, T. & Swank, M. (1999). Personnel Management of Sport Directors. Champaign, IL: Human Kinetics. Kestner, J.L. (1996). Program Evaluation for Sport Directors. Canada: Human Kinetics. Mull, R.F., Bayless, G.K., Ross, M.C. & Jamieson, M.L. (1997). Recreational Sport Management, 3rd Ed. Champaign, IL: Human Kinetics. Olson, J.R. (1997). Facility and Equipment Management for Sport Directors. Champaign Illinois: Human Kinetics.

TP30503 PROJECT II

This course intends to introduce skills and knowledge in collection and analyze data, write discussion, conclusion and suggestion on the chosen research field. In this course, students need to complete chapter 5 (Results) and chapter 6 (Discussion, summary and suggestion). Statistical Package for Social Science (SPSS) is used to analyze the collected data. Final undergraduate research report needs to be completed and submitted to the School of Education and Social Development. REFERENCES Babbuem, E. (1990) Survey Research Methods, 2nd ed. Belmont, California: Wadsworth Pub. Co. Baker, T.L. (1994) Doing Social Research. 2nd ed. New York: McGraw-Hill, Inc. Osnow, R.L. and Rosenthal, R. (1984) Understanding Behavioral Science-Research Methods for Research Consumers, New York: McGraw-Hill, Inc. Walker, R. (1985). Doing Research-Handbook for Teachers. London: Routledge.

TP30003 FINANCIAL MANAGEMENT IN SPORT

REFERENCES Stewart, B. 2007. Sport funding and Finance. Butterworth-Heinemann. Fried, G., Shapiro, S. J. & DeSchriver, T. D. 2003. Sport Finance. Human Kinetics. Howard, D. R. & Crompton, J. L. 2004. Financing Sport. Fitness Information Technology, Inc. 2nd Edition. Fort, R. 2003. Sports Economics. Pearson Education, Inc Slack, T. 2004. The Commercialisation of Sport: Sport in the Global Society. Routledge.

TP30203 SPORTS MARKETING AND SPONSORSHIP MANAGEMENT

Sports marketing are a prestigious and challenging career. This course will discusses about the sports marketing area from a strategic perspective that covers the framework in sports marketing, planning for market selection decisions and sports marketing mix. In addition, this course will discusses on how to implement and control the strategic process of sports marketing. One of the popular elements in sports marketing area is sponsorship. Thus this course will involve the students’ participation on how to understand and practice the sponsorship management program when student want to organize any sports events.

School of Education and Social Development

This course is designed to prepare the students with the understanding of basic principles of finance and its impact on sports management. Students will be taught with financial management in a sports organization starting with identifying the finance source available to them, financial expenditure and analyzing the financial figures and accountancy. Case study will be based on discussion of analyzing strategic organizational management in an internal and external manner.

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UNDERGRADUATE PROSPECTUS 2013/2014

REFERENCES Dshaad, B., Miller, S. & Turner, R. (1999). Sales Success in Sport Marketing: A philosophical & practical approach. Canada: Events Unlimited. Mullin, B.J., Hardy, S. & Sutton, W.A. (1999). Sport Marketing.Canada: Human Kinetics McDonald, M., Milne, M. & George, R. (1998). Cases in Sport Marketing. London: Jones & Bartlett Pub. Stier, W.F. (2000). Succesfull Sport Fund Raising. Dubuque, IOWA: Wm.C Brown. Stotlar, D.K. (2001). Developing Successful Sport Sponsorship Plans. Morgantown,USA: Fitness Information Tech.

TP30403 SPORT AND MEDIA

Student will be expose the interest of media and its relationship in sport in term of gender, globalization and ethic. Relationship between sport organization and sport media and its role in development for sport. Value and ethic while reporting to media and professionalism in sport media. REFERENCES Bernstein, A. & Blain, N. (2003). Sport, Media, Culture: Global and Local Dimensions. United States: F. Cass Publication. Boyle, R., Flood, P. & Kevin, D. (2004). Sport and the Media: Recent Economic, Legal and Technological Developments. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc. Nicholson, M. (2007). Sport and the Media: Managing Nexus. United States: Butterworth-Heinemann Raney, A.A. & Bryant, J. (2006). Handbook of Sports and Media. Mahwah, New Jersey: Lawrence Erlbaum Associates Inc. Rowe, D. (2004). Critical Readings: Sport, Culture and the Media. Maidenhead, Berkshire: Open University Press.

TP30608 INDUSTRIAL TRAINING

The course aims to provide exposure and hands-on experience the philosophy and purpose of industrial training for students. During the course of the training students being able to plan an action for different and certain situation in sport settings. Students also having the opportunity to explore and identifying different tools and methods of management and communication in this training. Also having the challenge to take an active and proactive role and action during industrial training. Above all, this is the period for students to apply all theoritical foundations they have acquire in the programme during industrial training and critically being able to monitor, evaluate, and apply critical skills and thinking process skills during the period of the industrial training.

School of Education and Social Development

REFERENCES Garis Panduan Latihan Industri. Anuar Din, YM Raja Ismail Raja Lope, PM. Dr. Salleh Abd Rashid. 2002. Universiti Malaysia Sabah.

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