Academia 08 01

BERILMU BERBAKTI

ACADEMIA

Bulletin of Deputy Vice Chancellor ( Academic and International ) Office

Towards University of International Repute

ISSUE 1 ( Jul-Dec 2009 )

Contents 3

Message from the Deputy Vice Chancellor (Academic & International) From The Desk Of Chief Editor

4 ic

n

Associate Professor Dr. Samsilah Roslan

5 Student Mobility Program FOCUS

ACADEMIC ENTITITY IN

6& ATECH 7 Putra Learning Management System 8& eature 9 Deklarasi Ilmuan Putra 10 ThenewBasics of Fertigation Plantation TECHNOLOGY FOR ACADEMIA

tropical agriculture

11 A

cademic Development

Quality Assurance of Teaching in UPM

Outcome-Based Education : 12 & The Need to Emphasize on Congruency Curriculum Design, 13 Between Implementation and Assessment Activities Highlight 14 Intellectual Discourse with

Y. Bhg. Prof. Emeritus Tan Sri Dato’ Dr. Syed Jalaluddin Syed Salim Intellectual Discourse with Winners of National Academic Award

15 nfoZone

APP - Anugerah Pengajaran Putra 09

- International Doctoral 16 IDERN Education Research Network

Editorial Board Patron

Prof. Datin Paduka Dr. Aini Ideris

Advisor

Associate Prof. Dr. Aida Suraya Md. Yunus

Chief Editor

Associate Prof. Dr. Zaidan Abdul Wahab

Editor Associate Prof. Dr. Mansor Ahmad

Associate Prof. Dr. Wan Zah Wan Ali Dr. Khamuruddin Mohd Noor

Secretariat

Centre for Academic Development (CADe)

Entities’ Representatives

Prof. Dr. Siti Shapor Siraj Faculty of Agriculture Associate Prof. Dr. Zaidon Ashaari Faculty of Foresty Prof. Dr. Mohd Hair Bejo Faculty of Veterinary Medicine Mr. Nazrul Hisyam Ab. Razak Faculty of Economics & Management Dr. Abd. Rahim Abu Talib Faculty of Engineering Ms. Shaerin Azlin Ab Rahman Faculty of Educational Studies Prof. Dr. Gwendoline Ee Cheng Lian Faculty of Science Prof. Dr. Nazamid Saari Faculty of Food Science & Technology Dr. Sarjit Singh Faculty of Human Ecology Mr. Ahmad Yusoff Buyong Faculty of Modern Languages & Communication Associate Prof. Dr. Noorizan Mohamed Faculty of Design & Architecture Dr. Mohd Nasir Mohd Taib Faculty of Medicine & Health Sciences Dr. Rusli Abdullah Faculty of Computer Science & Information Technology Prof. Dr. Arbakariya Ariff Faculty of Biotechnology & Biomolecular Sciences Associate Prof. Dr. Latifah Abd. Manaf Faculty of Environmental Studies Ms. Rita Anak Bajat Faculty of Agriculture & Food Sciences Mr. Suhaifi Sulaiman School of Graduate Studies Prof. Dr. Zainal Abidin Mohamed Graduate School of Management

ACADEMIA welcomes any contributions of articles/news/announcements/ sharing of experiences and innovations in teaching and learning for the forthcoming issues. Please send/email your contribution to

Mr. Azizi Ismail Academic Division

ACADEMIA Secretariat, Centre for Academic Development (CADe), 4th Floor, Administration Building UPM academia@putra.upm.edu.my

Ms. Chia Su-Ling International Centre

* The editorial board has the right to edit the article before publication.

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ACADEMIA

Mdm. Hasniah Hamid Centre of Foundation Studies for Agriculture Science Mdm. Rosiha Abdul Razak Centre of External Education

Mdm. Hjh. Salbiah Md. Tap University Agriculture Park

Message From

From The Desk Of

Chief Editor

Deputy Vice Chancellor (Academic & International)

ACADEMIA, which will be published quarterly, will present issues, news and articles on activities related to teaching and learning. Contributions from fellow academics to ACADEMIA are most welcome and encouraged. The sharing of news, information and knowledge in many aspects of our activity as educators and researchers would enrich our teaching and learning experiences and hopefully this would translate to us becoming a more caring and effective lecturers.

It gives me great pleasure to present to you this inaugural issue of the makeover of ACADEMIA from the Office of the Deputy Vice Chancellor (Academic & International).

As this is the inaugural issue, allow me to highlight the entities under my portfolio, which include; all Faculties in the University, School of Graduate Studies, Graduate School of Management, Centre for Foundation Studies for Agricultural Sciences, Centre for Academic Development, Centre for External Education, Academic Division, International Centre and the University Agricultural Park. These entities are the fundamental in the development of educational framework and policies that support the University’s teaching and learning strategic goals.

The new contents of ACADEMIA will not only ponder on teaching and learning, but it will also include the activities, current issues and updates on academic policy development, quality assurance processes, and the development & promotion of international affairs of the university.

The higher education scene is changing rapidly. Inevitable as it may be, Higher Education Institutions are driven by economy, technology, and mostly the globalization or internationalization of education. These have created a new market trend that is very globalized and challenging to the educators and administrators. Today, tools in measuring higher education competitiveness include the use of parameters such as;`benchmarking’, `ranking’, and `accreditation’.

The results of the measurement of these parameters would reflect the standard and position of higher education institution in the world ranking.

To date, UPM, as well as three other local research universities and four foreign university branches in Malaysia, have been invited by the Minister of Higher Education to apply for the self-accreditation status.

In order to achieve the status, UPM has to go through an institutional audit, namely the Academic Performance Audit (APA) by the Malaysian Qualifications Agency (MQA), which will take place from 25 to 29 January 2010.

I have full confidence that UPM’s community is ready for the audit and able to face many other challenges ahead, as depicted by our slogan “With Knowledge We Serve”.

With that note, I wish to express sincere appreciation to the Editorial Committee of ACADEMIA led by the Center for Academic Development, for making this inaugural issue successfully published.

Lastly, let us move forward with the transformational plan to be `A World Leader in New Tropical Agriculture’.

PROFESSOR DATIN PADUKA DR.AINI IDERIS Deputy Vice Chancellor (Academic & International)

The launching of PutraLMS early this year perhaps mark the beginning of a new level of inculcation of ICT in teaching and learning among academics and students in UPM. Although the transition to the new learning management system has been going on smoothly, the challenges ahead is for the academics to continually examine their teaching practice in light of new technology and teaching methods.

I shall end this note by bringing to your attention the recipient of this year’s Vice Chancellor Fellowship Award (Excellence in Teaching), Assoc. Prof. Dr. Samsilah Roslan, whose dedication and hard work have inspired students and lecturers alike.

Assoc. Prof. Dr Zaidan Abdul Wahab Chief Editor

Entities under The Office of

Deputy Vice Chancellor

(Academic & International)

• • • • • • • • •

All Faculties School of Graduate Studies Graduate School of Management Centre of Foundation Studies for Agriculture Science Centre for Academic Development Centre for External Education International Centre Academic Division University Agriculture Park

Bulletin of Deputy Vice Chancellor ( Academic and International ) Office Issue 1 ( Jul-Dec 2009 )

3

ic

n Associate Professor Dr. Samsilah Roslan

Winner of 2009 Vice Chancellor Fellowship Award (Excellence in Teaching)

“...I believe that everybody have their roles and tasks to be fulfilled in making this world a better place (termed khalifa), and that whatever we do, will trigger a chain reaction that have short term and long term consequences...If we realize how big an impact the (perceived) small things in life can have, I am sure we will focus on the right things and set our priorities straight.”

ACADEMIA is proud to have Assoc. Prof. Dr. Samsilah Roslan to say something for her achievement.

Q1: As an educator, how do you perceive the award you received?

Assoc. Prof. Dr. Samsilah Roslan received her bachelor degree in Islamic Studies (Syariah) from El-Azhar University, Cairo and Diploma of Education from International Islamic University Malaysia (UIAM). She joined the Faculty of Educational Studies in UPM as a tutor in 1997. She initially pursued her master study in UPM in the field of Educational Psychology and was later upgraded to Ph.D and successfully obtained the degree in 2001.

Dr. Samsilah has been actively involved in numerous research projects, especially those related to education for children with special needs; including gifted children and children with learning disabilities such as dyslexia and autism. She was involved in several IRPA and Fundamental research related to children with special needs. Her role as a researcher with the Children At-Risk in Education Research Group (CARE) has given her the opportunity to collaborate with the Ministry of Higher Education, Ministry of Education, Ministry of Defence, BALKIS and other agencies in conducting various research and consultancy projects. She has also been involved in organizing international conferences to increase the awareness of the importance of providing equal educational opportunities for these children.

Dr. Samsilah has been involved in training lecturers and educators from various institutions and schools.

She is also an active advocator for special educational provisions for gifted students in Malaysia. Her expertise in gifted students and gifted education has earned her positions in various committees set up by the Ministry of Education and the Ministry of Higher Education in planning gifted education in the country.

She has been awarded with Certificate of Excellence for her service from 2001 to 2007.

Dr. Samsilah has recieved several prestigious awards such as “UPM Young Researcher Award 2007”, “Anugerah Pengajar Cemerlang 2008” and the recent UPM Vice Chancellor Fellowship Award.

I believe this award is a form of recognition from UPM to all lecturers and educators who have strived towards providing an effective teaching and learning environment for their students. I have seen my mentors, my teachers and the people I admire and learned from, spent long hours planning and experimenting on various approaches to ensure that they are able to not only depart knowledge and skills to their students, but also develop and nurture the students’ potentials and talents to the fullest. They serve as role models to the students on the virtue of a true academician.

Q2: What is your teaching philosophy?

As a Muslim, I believe that everybody have their roles and tasks to be fulfilled in making this world a better place (termed khalifa), and that whatever we do, will trigger a chain reaction that have short term and long term consequences. For example, simple decisions that we take for granted in life will determine our carbon footprints, which consequently affect the life span of the earth.

Similarly, decisions such as to be early or late to class, attend class fully prepared or with minimum preparation, to be fully committed and dedicated, or not, to our work, all these are “hidden curriculum” that we teach our students, who will later on become “the teachers” of the future generation. If we realize how big an impact the (perceived) small things in life can have, I am sure we will focus on the right things and set our priorities straight.

Q3: What is your future expectation for teaching and learning in UPM? I would like to see more thinking-inducing activities incorporated in our teaching and learning process.

Approaches such as differentiated learning are excellent examples of how we can make learning an intriguing process to the students, by making them explore their abilities to reach the optimum level they are capable of.

Ultimately, the feeling of satisfaction when both lecturer and students work together and successfully overcome challenges and hurdles in learning, for me, is the most priceless award.

Prepared by CADe

4

PROGRAM

by International Centre

FOCUS

The student mobility programme in UPM started in 2006 when the University established the Internship Scheme Fund to provide the opportunity for local undergraduate students to experience studying in foreign institutions of higher learning that have signed Memorandum of Understanding (MOU) with UPM. The objective of the establishment of this internship fund is to provide some form of financial assistance to the students who are interested to participate in the student mobility programme with these foreign institutions. Students from MOU partners of UPM would be entitled to tuition fee waiver and some allowance, based on the terms and conditions of the MOU signed.

International Summer Semester in Sungkyunkwan University, Korea and three students were selected to attend summer programme in Atat端rk University, Turkey.

These two summer programmes proved to be an eye opener for the students who were involved. These

Many local undergraduate students often find that they were not able to participate in student mobility programmes due to financial constraints. However, with the establishment of this Internship Scheme Fund, local undergraduate students are encouraged to seek for the opportunity to participate in the student mobility programme with the MOU partners of the University.

Recently, Ministry of Higher Education provided a funding of RM 2 million to UPM to facilitate the student mobility programme. Ministry of Higher Education hopes to be able to increase the employability of public university graduates with the move of facilitating student mobility programme. All faculties were requested to nominate qualified students to participate in a two-week visit to MOU partner institutions. It is hoped that when more local undergraduate students are provided with the opportunity to participate in the student mobility programme, these students would be able to increase their employability and market value when they graduate from UPM.

Most local undergraduate students who participated in the student mobility programme were students who needed to complete the internship component required by their respective fields of study. Other students who participated in this programme aimed to gain the experience of studying in a foreign institution. Many of these students find that high costs of participating in the student mobility programme is the main reason they were not able to consider student mobility programme as an integral part of their academic activities.

ACADEMIC ENTITITY IN

Student Mobility

students were able to experience first hand for themselves the academic environment of foreign institutions of higher learning as well as the local culture of the host country. These students shared with their lecturers and fellow students about the experience they have gained from the summer programmes upon their return to UPM.

Local students are encouraged to look out for student mobility programme opportunities that sometimes may come their way as what happened to a few students during the recent semester break in the months of June and July 2009. Four students, including a student from UPM Bintulu Campus were selected to attend

Bulletin of Deputy Vice Chancellor ( Academic and International ) Office Issue 1 ( Jul-Dec 2009 )

5

ATECH

experience

TECHNOLOGY FOR ACADEMIA

refreshing eLearning

PUTRA LEARNING MANAGEMENT SYSTEM

P u t raLMS Admin istra tor C e nt re for Aca de mic De ve lopm ent T : 03-8946 6 13 5 / 6 04 2 / 8001 / 03- 8947 2079 F : 03-8946 6 04 3 E : lms@putra .up m.ed u.my

l m s. upm . ed u . my

UP M G O E S WI R E D ! are you ready? a c om put er wit h int e r n e t c o n n e c t i o n us er nam e & pas s wo r d

P u tr a LM S is t he lat e s t U P M l e a rn i n g managem ent s y s t em d e p l o y e d to fa c i l i ta te a l l a s p ects of e- lear ning a c ti v i ti e s i n th e u n i v e rs i ty.

Putra LM S enables t he d e l i v e ry, ma n a g e me n t, a nd a dmi ni st r at ion of univ e rs i ty -w i d e c o u rs e s . It a ll o ws a c our s e adm in i s tra to r to c e n tra l i z e content, s t udent m ana g e me n t, a n d re p o rti n g i n o ne co nv enient int er f a c e a n d te c h n o l o g y p ackage.

T h e Uni v er s it y M anag e m e n t h a s ma n d a te d th e C entre for A c adem ic D e v e l o p m e n t (C A D e ) to p lan, des ign and dev e l o p a fu l l fe a tu re , SC OR M comp ati b le and v is ual l y a ttra c ti v e e -l e a rn i n g p latform; t he P ut r aLM S. P u tra L M S l e a rn i n g managem ent s y s t em w a s d e v e l o p e d a n d d epl o ye d t o f ullf ill t he fo l l o w i n g o b j e c ti v e s : 1. To enhanc e t he eff e c ti v e n e s s o f te a c h i n g a n d l e arn ing ac t iv it ies t h ro u g h th e u s e o f a co mm on e- lear ning p l a tfo rm.

2. A si ngle int egr at ed d a ta b a s e s o f l e a rn i n g co ntent s whic h ar e s h a re a b l e a m o n g U P M ’s educa t or s and ex pe rts .

3. To fac ilit at e eff ec t iv e a n d s y s te ma ti c s y s te m ma i n tenanc e and im p ro v e me n t o f th e l e a rn i n g ma nagem ent s y s t em ru n n i n g o n a c o m m o n e-l ear ning palt f or m .

4. To ful l f il t he Univ er s i ty ’s v i s i o n o f p ro d u c i n g qual i ty gr aduat es w h o a re c o m p e ta ti v e , e th i c a l and has t he abilit y to p ro g re s s a n d e x c e l thro ugh lif e long le a rn i n g .

L a unc h e d

Q

uick Facts

b y Deputy M inis t er of H i g h e r E d u c a ti o n , Y. B. Dato’ S aif uddin A b d u l l a h o n 2 8 th A p ri l 2 0 0 9 .

Re a d y t o b e use d f r om J uly 20 0 9

Ful l y u sed in y e ar 2 010

6

ACADEMIA

PutraLMS

What you need?

Ranki ng of Usage for 1st Semester 2009/2010

To p 5 F a c u lt ie s 1.

2.

3.

4.

Facul ty of H uman E col ogy Facul ty of S ci ence Facul ty of E ducati onal S tudi es Facul ty of C omputer S ci ence and Infor m at ion Technol ogy 5. Facul ty of A gri cul ture

To p 5 Ac t iv e In s t ru c t o rs 1.

2.

3.

4.

5.

D r. Mohd. Ibrani S hahri mi n A dam A ssim D r. H abi bah A b. Jal i l A ssoc. P rof. D r. Zai dan A bdul Wahab P rof. D r. S i dek A b. A zi z D r. Zeenathul N azari ah A l l audi n

To p 5 Ac t iv e St u d e n t s 1.

2.

3.

4.

5.

S i ti A i shah S haharudi n C hen S ook Fun A ri ffi n A bas Tay P oh S hya Foong Lai Yi ng

Faculty of Science

Ma s ter Traine r s

P rof. D r. S i dek H j . A bd A zi z P rof. D r. U mi K al sum Yusuf P rof. D r. Zul karnai n Zai nal A ssc. P rof. D r. A bdul H al i m A bdul l ah A ssc. P rof. D r. S i di k S i l ong A ssc. P rof. D r. Zai nal A bi di n Tal i b D r. A l vi n H ee K ah Wei D r. C hen S oo K i en D r. H al i mah Mohamed K amari D r. K hami rul A mri Matori D r. Mohamed Ibrahi m Mohamed Tahi r D r. R osi mah N ul i t D r. Tan K ar B an@ B ernard Mdm. H al i za R osal i Mr. R osri zal Mohd Zai n

of PutraLMS Faculty of Agricuture

Assc. Prof . Dr. Halim a tu n Ya a k u b Assc. Prof . Dr. J am al Ta l i b Assc. Prof . Dr. Roos S a a d Assc. Prof . Dr. Um a R a n i S i n a h D r. N ori da M az lan Mr. Md. E us of A bdul J a ma k Mr. R ozi han M oham ed Mr. Za ka r ia S idek Mr. Ikhwan I s m ail Mr. H am dan M ohd A li

Faculty of Foresty D r.

D r.

D r.

Mr.

Kamz iah A bd K udu s Manohar M ar iapan Moham ad Ros lan M . Ka s i m Ah ma d K us hair y A h m a d M o u th i e

Faculty of Modern Language & Communication

Faculty of Veterinary Medicine

Assc. Prof . Dr. Has s a n H j . M o h d D a u d Assc. Prof . Dr. Wahid H a ro n D r. Wa n M as t ur a B int i Sh a i k Mo h a me d Mo s s a d eq Mr. Kri sh nan a/ l M ar ia p p a n

Faculty of Economics & Management D r. Azma wani A bdul R a h ma n D r. Mohd. F uaad S aad D r. Te e K eng K ok Mr. Ah ma d Raz m an A b d . L a ti ff Mr. Ami r Ham z ah J ant a n Md m. Juneewat y Ngati j o Md m. R af idah Hus ain

Fa i ruz I z z udin Rom l i In tan S alwani A hm a d Makh f udz ah M ok h ta r Mohd. S ham s ul A n u a r N ura ini A bdul A z iz R ai zal S aif ulnaz M u h a m m a d R a s h i d Si ti K hair unniz a B e j o Suhaidi S haf iee Shahr il I s k andar Ami r Wa n Haf iz i Wan U ma r

Faculty of Educational Studies Assc. Prof . Dr. Wong S u L u a n D r. Ah ma d F auz i M oh d Ay o b D r. Fa dz ilah A bdul Ra h ma n D r. H abibah A bdul J al i l D r. N oor een Noor din D r. N or Wahiz a A bdul Wa h a b D r. R osn aini M ahm ud D r. Shaff e M ohd. Dau d D r. Te ngk u F adilah D r. Wa n M ar z uk i Wan J a a fa r Md m. Jur idah M d Ras h i d Ms. Fati mah S ur ia M o h d S h a fi e

D r. Mohamad Fakri Zaky Ja' afar Mr. A bd.A zi z Othman Mr. Mohami zzam Mohammad Mr. Mohd N asi r B aharuddi n Ms. S i ti H adi j ah A . R ahi m A ssc. P rof. D r. S abri na S ukardi D r. H uda Zai nudi n D r. R osl i da A bd. H ami d Ms. Zuri ati Ibrahi m Mdm. N or A zl i na Zai nal A bi di n

Faculty of Food Science & technology A ssc. P rof. D r. Tan C hi n P i ng D r. B oo H uey C hern D r. Fari dah A bas D r. Muhamad S hahri m A bdul K ari m Mr. S yed Izharudden S yed Isa

Faculty of Biotechnology & Biomolecular Sciences A ssc. P rof. D r. Muhaj i r H ami d A ssc. P rof. D r. S urai ni A bd. A zi z Ms. N urul Fati hah Md Marham

Faculty of Human Ecology

A ssc. P rof. D r. A kmal H ari za H ashi m A ssc. P rof. D r. S hari fah A zi zah H aron D r. Mohd Ibrani S hahri mi n A dam A ssi m D r. N obaya A hmad D r. Yeoh P ei S ze Mdm. R ozi ta P uasa

Faculty of Environmental Studies

A ssc. P rof. D r. A hmad Makmom H j A bdul l ah D r. A hmad Zahari n A ri s D r. N ormal a H al i moon Mdm. N or H ani sah H ashi m Mdm. R osta H arun Ms. S i ti Zurai nah S al amat

Faculty of Computer Science & Information Technology D r.

D r.

D r.

D r.

D r.

Mr. Mr.

Faculty of Design & Architecture

Faculty of Medicine & Health Sciences

Faculty of Engineering D r.

D r.

D r.

D r.

D r.

D r.

D r.

D r.

Mr. Mr.

A ssc. P rof. D r. A rba' i e S uj ud A ssc. P rof. D r. N oor A i na B t D ani D r. Jusang B ol ong D r. Vi j ayal etchumy a/p S ubramani am Mdm. Wan Muna R ozanna Wan Muhamad Mr. S abdi n @ Zahar A bdul Wahab

Marz anah A . J aba r R aza li Yaak ob R usl i A bdullah Shya m ala C. Dor a i s a my Yusm adi Yah J us o h Azi zol A bdullah Ah ri S ogok

Faculty of Agriculture & Food Sciences D r. Wal ter C harl es P ri mus Mr. John K een ak C hubo Mr. A bdul Mohammad Omar

Centre of Foundation Studies for Agriculture Science

* Name of System Administrator for Faculty indicated in orange colour.

P rof. D r. P ati mah Ismai l Mr. Ya' akob b. Mansor Mr. Imran Izudi n Ibrahi m

Bulletin of Deputy Vice Chancellor ( Academic and International ) Office Issue 1 ( Jul-Dec 2009 )

7

eature

Ikrar

Pegawai Akademik

Bahawasanya kami, pegawai akademikberiltizam untuk menjadikan Universiti Putra Malaysiasebuah universiti yang unggul berteraskan penyelidikan. Demi mencapai hasrat ini, kami berikrar:

1 melaksanakan tugas pengajaran, penyelidikan dan

perkhidmatan profesional dengan penuh dedikasi, beretika, berintegriti, telus, adil dan saksama;

2

meneroka, menjana dan menyebar luas ilmu secara kreatif dan inovatif bagi pembangunan negara dan kesejahteraan manusia sejagat selaras dengan tuntutan universiti berteraskan penyelidikan; dan

3

melaksanakan tanggungjawab yang diamanahkan dengan mematuhi perlembagaan, statut, peraturan dan arahan yang ditetapkan serta akur terhadap dasar negara.

Piagam Perkhidmatan Pegawai Akademik

Kami beriltizam untuk memberikan perkhidmatan berkualiti kepada pelanggan dengan penuh tanggungjawab, ikhlas dan prihatin dalam melaksanakan:

1 pengajaran dan penyeliaan mengikut rancangan yang ditetapkan.

2 penilaian aktiviti akademik mengikut kaedah dan tempoh

DEKLARASI ILMUAN PUTRA

yang ditetapkan.

8

ACADEMIA

3 penyelidikan, perundingan dan perkhidmatan profesional mengikut terma yang ditentukan atau yang dijanjikan.

4 Sistem Penasihatan Akademik mengikut kerangka rujukan yang disediakan.

Tugas

Pegawai Akademik

1

2

3

dalam Pengajaran

Menyediakan rancangan pengajaran berpandukan rangka kursus dan melaksanakan kaedah pengajaran berdasarkan hasil dan taksonomi pembelajaran serta kemahiran insaniah.

Tugas

Pegawai Akademik

dalam Penyelidikan

1

Melaksanakan pengajaran secara profesional dan melestarikan budaya kesarjanaan.

Mendapatkan dana untuk menjalankan penyelidikan.

2

Menilai hasil pembelajaran termasuk menyediakan soalan dan skema jawapan, tugasan, memeriksa kertas jawapan dan memaklumkan keputusan penilaian.

Melaksanakan dan menyempurnakan penyelidikan mengikut rancangan yang ditentukan.

3

Menghasilkan penerbitan ilmiah dan produk penyelidikan lain termasuk harta intelek, produk yang boleh dikomersilkan atau penulisan akademik dalam tempoh yang ditetapkan.

4

Menyebarkan hasil penyelidikan melalui pembentangan dalam persidangan dan pelbagai wahana.

5

Mewujudkan jaringan kerjasama penyelidikan.

4

Menyelia dan/atau menilai projek ilmiah dan latihan industri.

5

Melaksanakan penasihatan akademik secara profesional dan membantu pembangunan sahsiah pelajar.

Tugas

Pegawai Akademik

dalam Perkhidmatan Profesional dan Pentadbiran

1

Melaksanakan tugas pentadbiran yang diamanahkan.

2

Memberikan perkhidmatan kepada industri dan masyarakat secara profesional.

DEKLARASI ILMUAN PUTRA Bulletin of Deputy Vice Chancellor ( Academic and International ) Office Issue 1 ( Jul-Dec 2009 )

9

new

The Basic of Fertigation Plantation

by Salbiah Mohd Tap

University Agriculture Park

The term FERTIGATION = FERTILIZER + IRRIGATION. Fertigation is a method of plantation in which fertilizers (in liquid form) are channelled to the plantation roots zone through a droplet-type irrigation system.

THE MAIN BASICS OF FERTIGATION • Fertilizer (In liquid form) • Irrigation system The plant containers as well as the type of medium are alternatives for overcoming plantation problems.

Non-soil mediums such as sand, coal and husk ashes are used to overcome problems relating to soil suitability or diseases.

The media is filled into a container such as a poly-bag or a pot of a certain size to fulfil the space requirements for the plantation roots zone.

The progress of the plant is also very much influenced by the quality of the nutrients it receives (balanced nutrients, pH concentration, quantity), water quality and other inputs which are provided.

THE BENEFITS OF USING FERTIGATION METHOD • Provides complete and controlled nutrition in accordance to the needs of the plants based on the type and stage of its growth.

• The growth and environmental medium guarantee cleanliness and prevents diseases.

• Overcomes soil problems (soil infertility, parasites, diseases and pests) • Increases the yield per unit area with high density.

• No weeding problems – the grounds are cemented and are covered with plastic.

10

ACADEMIA

tropical agriculture

INTRODUCTION

• The quality of yield is also much better – taste, structure and long storage life.

• Usage of efficient fertilizer – reaches 85% in comparison to the free distribution method, which is only 30%.

•

Reduces the usage of insecticides when insect nets are employed.

•

Higher volume of produce (is able to reach 700% or 7 times more produce)

BASIC NEEDS • Protected home (against the rain) • Irrigation system (centre for nutrition control, farm pipes, droplet etc) • Fertilizer (special) for fertigation • Clean source of water, tool to measure pH and the EC metre, poly-bag and a nursery pot, the plantation medium and selected seeds.

CARE During plant growth, pruning must be done several times and plant must also be given the necessary support. Plants which have been planted in containers containing coal husk medium or cocoa peat are unable to grow straight.

As such, a trellis will be required to tie it with and the plant is then trained to grow around the trellis rope. Examples are tomato, watermelon and cucumber plants. Pruning works such as removing the water buds are done continuously each week beginning from the third week without the use of tools such as knife or scissors to prevent infections (from viruses/bacteria). Insecticides are sprayed after the pruning work is completed.

The optimum number of leaves are about 20-25 leaves per tree. Avoid unnecessary pruning as this may shorten the lifespan of the plant. Pruning is best done in stages by skipping a row in a particular plant.

FARM SANITATION It involves the cleaning of farms and the area surrounding the plantation area.

Plantation waste, diseased branches, rotten fruits, insecticide/poisonous containers and others should be destroyed either by being thrown away or buried away from the area or burnt.

POST HARVEST Collecting yields, grading and packaging must be done exactly on time according to the maturity index, type of vegetable, market distance and consumers.

The duration for the maturity of yield and the lifespan of a plant differs with each type of plant. If managed properly, the average seasonal lifespan are: Type of plantation

Season Duration

Tomato 5 – 6 months Chilli 5 – 6 months Brinjal 5 – 6 months Round Cabbage 80 – 90 days Japanese 60 – 80 days Cucumber Watermelon 65 – 80 days

Yield/hectare (tonne metrics) 120 – 180 35 – 45 40 – 50 35 – 45 70 - 80 35 - 45

A cademic

Quality Assurance

Development

of Teaching in UPM 5.00 SATISFACTION LEVEL (MEAN)

Quality Assurance in Teaching and Learning at various Malaysian varsities has been a major topic of interest, consideration, and is much debated on in the recent years. Quality in Higher Education can best be defined as the giving of positive impact of various university experiences on its students. Most colleges and universities have obtained important assessment information on the effectiveness of their teaching from their students through their own programme performance evaluation. At the outset of various assessment programmes that are currently in place, student surveys and exit interviews have also been identified as useful instruments in assessing students’ achievements and their level of satisfaction in schools, colleges and other departments. Observations about the strengths and weaknesses of a particular programme from a student’s point of view, whether during and/or near completion of certain academic programmes, can also provide essential feedback in recognising programmatic problems and thereby, in making specific curricular enhancements. The feedback that is generated from surveys often produces valuable information of the level of students’ satisfaction on the teaching and learning processes as well as the facilities provided by the administration.

3.87

4.00

3.80 3.45 3.47

3.46 3.53

3.46 3.51

FACILITIES

ADMINISTRATION

3.00

2.00

1.00

CURRICULUM

CO-CURRICULUM ASPECTS

SEM 1 08/09

SEM 2 08/09

Curriculum 1. Involvement of Academic Counsellors in aiding the choice of a student’s course/programme.

Co-curriculum 1. Ensure that the facilities for co-curricular activities are suitable, sufficient and maintained regularly.

2. Ensure that the co-curricular activities are coordinated well.

In Universiti Putra Malaysia (UPM), an annual exit survey is carried out by the Centre for Academic Development (CADe) on its final year students.

The aim is to assess the quality of the services that are offered by UPM. The level of satisfaction is measured through their opinions on curriculum, co-curriculum, facilities and administration being offered at the various faculties or colleges of UPM.

3. Provide emphasis on co-curriculum courses in an effort to increase students’ soft skills.

The exit survey was conducted amongst the final year students in Semesters 1 and 2 of year 2008/09. Overall, the satisfaction level towards the services provided by UPM amongst the final year students of Semester 2 2008/09 was moderately high on facilities (mean=3.53) and administration aspects (mean=3.51) on a five point likert scale compared to the satisfaction level of the final year students in Semester 1 of year 2008/09, as represented and indicated in the following figure.

3. Provide suitable facilities for disabled students.

As a whole, the students were generally satisfied with the services that are offered by UPM. However, attention probably needs to be drawn especially to co-curriculum and administration aspects in UPM, in order to ensure that the highest quality services are provided to students and also in providing the highest level of satisfaction to UPM’s own stakeholders.

Based on the results of the above survey, a few suggestions to improve and ameliorate the university / faculty have been made, in order to increase the level of services offered by the university, faculty and college, especially in the aspects of curriculum, co-curriculum, facilities and administration. Some of the suggestions that have been made are as follows:

Facilities 1. Ensure that the food quality offered in the cafeteria is at a satisfactory level and that the prices set are reasonable.

2. Increase transportation services to students within the campus.

4. Provide a channel or an area for students to give their views or make complaints.

5. Provide career guidelines in order to give students the exposure they need.

Administration 1.

Increase quality of administration in colleges, especially at counter services and registration process.

2.

Ensure satisfactory spread of information at the faculty via its notice board and electronic media.

3.

Ensure that the administrative/ service provided to students especially those at the counters, University Security Division and Undergraduate Student Affairs are at a satisfactory level.

.

Prepared by CADe

Bulletin of Deputy Vice Chancellor ( Academic and International ) Office Issue 1 ( Jul-Dec 2009 )

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A cademic Development

Outcome-Based Education : The Need to Emphasize on Congruency Between Curriculum Design, Implementation and Assessment

Introduction Graduate employability has been one of the major areas emphasized by the Ministry of Higher Education (MOHE), over the past years. This can be seen from various initiatives taken by the ministry, among which was a study conducted to look into the attributes and traits perceived by the employers as the ‘must have’ components by the graduates. One of the major findings on the study commissioned by the MOHE was that many employers expected the students to acquire a respectable level of soft skills through the university academic programmes.

In 2006, UPM has made a decision to adopt the Outcome-Based Education (OBE) approach in the curriculum design and teaching in the classroom. OBE has been the accepted approach in Engineering Education, and its effectiveness in ensuring the success of outcomes of the academic programme is viewed as a solution to other programmes. Thus, UPM became the first Malaysian university to adopt OBE for all academic programmes.

This is in line with MOHE’s introduction of the Learning Outcome and Soft Skills mapping into the documentation of new and review of university academic programmes in 2006. It promotes extensive engagement of soft skills in academic curriculum in all universities.

In UPM, OBE is simply referred to as LOKI. In OBE@LOKI, the development of the programme is based on learning outcomes (LO), which is the foundation of OBE. The soft skills (Kemahiran Insaniah – KI) are embedded in the curriculum as warranted by the Ministry of Higher Education

(MOHE) and as part of our continuous efforts to ensure successful graduates who can adapt to any economic situations and seek for by employers. The MOHE’s learning outcomes is the base of our programme’s outcome (PO).

To ensure that the PO is achieved, each course that makes up the programme must contribute to the achievement of the PO. It was the decision of the curriculum planners that specified learning outcomes of each course (course LO) comprise of three specific domains; cognitive, psychomotor and affective. On top of that, between one to three KIs must be embedded in each course.

To ensure that the specific course LOs and the POs are achieved, appropriate teaching approach must be used in the conduct of classes. Gone were the days of lecturers manipulating the whole lecture time, standing at the rostrum, and delivering what seems to be a structured content of the topic. Universities world-wide are moving towards student-centred learning (SCL), where the learning sessions are planned to allow students to be active players in the classroom towards a more meaningful learning.

To ensure that the course designed is able to produce the desired outputs, there must be congruency between the design, implementation and assessment. The assessment is the tool to gain feedback on the LOs that are achieved, and that the students have gained competencies in the specified KIs. The following diagram illustrates the contributing elements in an effective course design.

EFFECTIVE COURSE DESIGN PROGRAM OUTCOMES • Cognitive Taxonomy • Affective Taxonomy • Psychomotor Taxonomy • Social Taxonomy Technology Student-centered Learning Approaches

COURSE LEARNING OUTCOMES

STUDENTS

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ACADEMIA

Labs

Classroom Assessment Techniques

ASSESSMENT

INSTRUCTION Lectures

Soft Skills

Other Learning Experiences

Tests

Other Measurements surveys, inventories

Students’ competencies in non-cognitive aspects of learning are termed as generic students attributes (GSA) by MOHE. In the National Higher Education Strategic Plan, MOHE had drawn strategic objectives for Teaching and Learning to ensure that the additional attributes acquired by the students were according to Generic Student Attributes (GSA). In fact, the soft skills or GSA is so important that the Minister of Higher Education had specifically addressed and continued to place it as a focused agenda in his 2010 Early Year Mandates to the Ministry.

UPM has reviewed and introduced many academic programmes using the new guidelines provided by MOHE, which include development of GSA which are specified in the learning outcomes of the courses in the academic programme. While many courses had successfully identified appropriate GSA which are related to various course’s learning outcomes (LO) and programme’s outcomes (PO), how successful have the courses been in the development of the desired GSA amongst the students? Or to be more precise, how well has the programmes addressed the GSA?

What is GSA? Generic Student Attributes (GSA) are qualities, skills, and abilities that are valued in study, social situations and employment. The GSA defined by MOHE and adapted by UPM are as follows:

While the first three of the measures are surveys that can only gather students’ perception of their skills, the fourth approach is more objective and will provide evidence on the attributes achieved by the student from a course.

1.

2.

3.

4.

5.

6.

7.

8.

9.

GSA Assessment by Lecturers:

knowledge of the profession; technical skill/practical/psychomotor; critical thinking and problem solving (CTPS); communication skills (CS); social skill, team work and responsibilities (TS); professionalism, value, attitude and ethics (EM); lifelong learning and information management (LL); management and entrepreneurship skill (KK); and leadership skill (LS).

The first two elements have always been a focus in any curriculum and students' achievement in these areas can easily be assessed by means of tests, lab reports and assignments. However, the other seven requirements are a "major concern" because the teaching of these skills is integrated into the curriculum without particular emphasis, and it can be difficult to determine whether they are acquired or developed.

How is the GSA Assessments Conducted in UPM? Through concerted efforts between CADe, education experts and the faculties, few modes of GSA assessments have been developed and tried out in UPM. There is no measure that is truly objective in determining students’ GSA because some of these attributes cannot be evaluated based on one or even a few observations or interactions with the students.

Thus, CADe implements a few types of measures: Preliminary Soft Skill Survey (KI Awalan) – conducted during the Orientation Week for new students.

Intermediate Soft Skill Survey – conducted at end of second year.

(KI

Pertengahan)

Final Soft Skill Survey (KI Akhiran) – conducted during the final semester.

Assessment of GSA by the lecturers for each course.

•

Assessments are made on courses with soft skills specified in the LOs.

• The lecturers are required to measure all the softskills declared for the course.

• The level of soft skills to be measured is based on the level declared in the soft skills matrix of the approved programme.

• The lecturers are required to do the assessment by

sampling students according to the following criteria: The sample should by randomly chosen to cover 30% of the class population if the class enrolment is more than 10.

In the case where the enrolment is less than or equal to 10, the assessment should be done on the whole class.

• The soft skills assessment are to be made using the rubric provided by CADe.

• The final score of the assessments are to be transfered to

the Assessment Forms and to be submitted to CADe through the Deputy Dean (Academic and International) of the respective faculties by the end of semester.

What does the GSA Assessment Means to UPM? GSA assessment is very important to UPM. It is not merely conducted to accommodate to MOHE’s directives or to fulfill the requirements of the Academic Performance Audit (APA), but more so, it provides a significant reality check on our core business, that is teaching and learning. The curriculum was designed to achieve specific goals which include preparing students for “rest of their life” and the GSA assessments will provide the feedback on what is lacking, what still needs to be improved on, and what effective intervention can be planned by the course instructor, advisors and faculties to enhance students’ GSA. Prepared by CADe

Bulletin of Deputy Vice Chancellor ( Academic and International ) Office Issue 1 ( Jul-Dec 2009 )

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Activities Highlight

Intellectual Discourse with

Prof. Emeritus Tan Sri Dr. Syed Jalaluddin Syed Salim Recipient of National Academic Personality 2007 Award / Chairman of UPM’s Board of Directors

“In a university, the staff should embrace the idea of wise time management, must be highly motivated, informative and constantly willing to learn.”

“The service productivity of an organization can be assured when the workforce are able to forward fine ideas along with innovative and creative end results”

“It takes mutual effort from both parties to improvise the University’s reputation. UPM must ensure that the curriculum introduced remains relevant and companionable to students’ employability.

Intellectual Discourse with

The Winners of National Academic Award for Teaching Prof. Dr. Abd. Karim Alias

School of Industrial Technology, USM Website : http://www.ppti.usm.my/KARIM_WEB_2007/index.html

Prof. Madya Dr. Zainal Ariffin Ahmad

Graduate School of Business, USM

My Teaching philosophy I am a lifelong learner, therefore I believe “learning should be fun, meaningful and lifelong” My 10 Hallmarks of Teaching Innovations (Les Dossier Secrets – Da Zaba Code (Z. A. B. A : Zainal Ariffin B. Ahmad): 1. Practice adult learning principles – adult learner-centered 2. Use movies and literature to illustrate concepts and applicability of theories 3. Students work in diverse teams of 5 – inculcate diversity 4. Highly interactive student-centered classes – lecturette, role-play 5. Problem-based learning – focus on learning issues, evidence-based teaching e.g. Forensic HR. 6. Bundling popular books with textbooks, e.g. “HR Scorecard”, “Blue Ocean Strategy”, “Five Minds of the Future” as frameworks to evaluate HRM 7. HRM in Practice – MBA candidates share their company’s HRM in class 8. HR Shadow – undergraduate shadow an HR executive for a day 9. Use case study development and case analysis – submit to Case Writers Association of Malaysia 10. Future thinking – Angkasawan and future managers, my future classroom

14

ACADEMIA

“My philosophies of teaching, developed from 15 years of teaching experience, are as follows: 1. To teach with the highest commitment, clarity, passion, empathy, honesty, and sincere enthusiasm.

2. To create innovative, positive and conducive learning environment that promote and facilitate delivery of knowledge, exchange of ideas, views, and create sense of accomplishment.

3. To facilitate learning and provide proper guidance. I view my role as a guide and mentor on an intellectual journey, opening and broadening curious minds by exposing them to new thoughts and ideas.

4. To foster creative and critical thinking as well as nurturing innovative, constructive, and inquisitive minds.

5. To treat all students with absolute equality, regardless of age, gender, nationality, intellectual ability or personal appearance.

6. To make it clear that I am always available for help (I always say, “help is always around the corner”), and living up to this by devoting time for individual or group discussion.”

Q

uick Facts

* 3rd APP since 2007. * RM7,000 fellowship grant for “Anugerah Pengajar Cemerlang” winners * RM5,000 fellowship grant for “Anugerah Pengajar Muda” winners. * Total of 32 candidates participate in APP09.

Pengajaran Putra 2009 Anugerah Pengajaran Putra (APP), Universiti Putra Malaysia is a

nfoZone

09

Anugerah

recognition by the university to acknowledge the commitment and initiatives among academics in educating the young generation towards excellence.

The awards are also to identify potential candidates for the National Academic Award (AAN), an annual event organized by the Malaysian Ministry of Higher Education.

Two categories and insentives will be given to winners of the APP09. The ‘’Anugerah Pengajar Cemerlang” winners carries a RM7,000.00 fellowship grant, while winner for the ‘’Anugerah Pengajar Muda” will get a RM5,000.00 fellowship grant.

32 candidates are competing for the APP09, and they were nominated by their faculties. Candidates are grouped according to the AAN’s clusters : Pure Science, Applied Science, Arts and Social Science, Engineering, Health and Applied Arts and Social Science.

9

9

Winners of Anugerah Pengajaran Putra 2008 (APP08)

For further enquiries, please contact Mdm. Lailawati Bakar 03-8946 6182/6135 or visit our website at www.cade.upm.edu.my/app/

Bulletin of Deputy Vice Chancellor ( Academic and International ) Office Issue 1 ( Jul-Dec 2009 )

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nfoZone The 2nd IDERN meeting, will be hosted by the Office of the Deputy Vice Chancellor (Academic and International) and the Faculty of Modern Languages and Communication, Universiti Putra Malaysia.

In April 2007, a group of international researchers held a meeting on doctoral education. The International Doctoral Education Research Network (IDERN) was born out of the Challenging Research Pedagogies Conference held at McGill University in April 2007. This conference brought researchers from a various of countries who work in the field of doctoral education who sought to broaden the field of research into doctoral education by bringing transnational perspectives together under one roof.

Building on the Montreal meeting, the Malaysia meeting will broaden and expand the field of research into doctoral education by providing an opportunity for researchers and practitioners to share knowledge and perspectives in a transnational forums and to work towards future international and regional research collaborations.

Connecting Local, Regional and Global in Doctoral Education Research

IMPORTANT INFO Conference official website : http://www.aosconventions.com/IDERN2010 Last day for abstract submission : 28th February 2010 Conference date : 21st - 23rd April 2010 Format of presentations : Panel Discussion or Poster Presentation For futher information, please contact: idern2010@aosconventions.com or Dr. Vijay Kumar Faculty of Modern Languages and Communcation Universiti Putra Malaysia 43400 UPM Serdang, Selangor, Malaysia vijaymallan@hotmail.com

Bulletin of Deputy Vice Chancellor ( Academic and International ) Office Issue 1 ( Jul-Dec 2009 )

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