This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
The document provides details on the planning and design for a new sustainable town called Vert Town. It begins with background research on elements of ancient, present, and future towns. This includes an analysis of Corfu Town in Greece, New York City, and vertical city concepts. The document then proposes Vert Town as the new development, with the aim of creating a sustainable lifestyle focused on agriculture and tourism. Key characteristics and elements of Vert Town are outlined, including a radial grid layout, mountain central attraction, solar and wind energy infrastructure, bicycle and train transportation, and clustering of government, health, and education facilities.
This document outlines the terms and conditions for a rental agreement between John Doe and ABC Properties for the lease of an apartment located at 123 Main St from January 1, 2023 through December 31, 2023. Key details include a monthly rent of $1,000 due on the 1st of each month, a late fee for rent paid after the 5th of the month, and specifications on repairs and maintenance that are the responsibility of the landlord versus the tenant.
This project requires students to research their family's genealogy and culture. Working in groups of two, students must create a graphical timeline with family tree, and an infographic board highlighting their family's culture and traditions. Individually, each student must produce an A5 booklet on their family's culture. The timeline, infographic, and booklet should include images and text to represent the topics. Students will also record an 8-minute interview and research video. All works must be hand drawn or collaged, with sources cited. The final submission is due on August 27th, 2015 at LT 7 at 11am. Late submissions will result in point deductions.
This document outlines the individual assignment requirements for a course on architecture, culture, and civilization. Students must research a selected theme related to Malaysian architecture and religious places, and design a timeline and set of 10 postcards to educate others on the historical, architectural, and social connections. The assignment requires literature research, a timeline, a postcard series with packaging, an eportfolio, and a 1-minute video montage to document the project.
This document is a scanned receipt from a grocery store purchase on January 15th, 2022. It details the items bought which include milk, eggs, bread, bananas, and ground beef. The total for the grocery purchase came to $36.87.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
The document provides details on the planning and design for a new sustainable town called Vert Town. It begins with background research on elements of ancient, present, and future towns. This includes an analysis of Corfu Town in Greece, New York City, and vertical city concepts. The document then proposes Vert Town as the new development, with the aim of creating a sustainable lifestyle focused on agriculture and tourism. Key characteristics and elements of Vert Town are outlined, including a radial grid layout, mountain central attraction, solar and wind energy infrastructure, bicycle and train transportation, and clustering of government, health, and education facilities.
This document outlines the terms and conditions for a rental agreement between John Doe and ABC Properties for the lease of an apartment located at 123 Main St from January 1, 2023 through December 31, 2023. Key details include a monthly rent of $1,000 due on the 1st of each month, a late fee for rent paid after the 5th of the month, and specifications on repairs and maintenance that are the responsibility of the landlord versus the tenant.
This project requires students to research their family's genealogy and culture. Working in groups of two, students must create a graphical timeline with family tree, and an infographic board highlighting their family's culture and traditions. Individually, each student must produce an A5 booklet on their family's culture. The timeline, infographic, and booklet should include images and text to represent the topics. Students will also record an 8-minute interview and research video. All works must be hand drawn or collaged, with sources cited. The final submission is due on August 27th, 2015 at LT 7 at 11am. Late submissions will result in point deductions.
This document outlines the individual assignment requirements for a course on architecture, culture, and civilization. Students must research a selected theme related to Malaysian architecture and religious places, and design a timeline and set of 10 postcards to educate others on the historical, architectural, and social connections. The assignment requires literature research, a timeline, a postcard series with packaging, an eportfolio, and a 1-minute video montage to document the project.
This document is a scanned receipt from a grocery store purchase on January 15th, 2022. It details the items bought which include milk, eggs, bread, bananas, and ground beef. The total for the grocery purchase came to $36.87.
This document outlines the terms and conditions for a rental agreement between John Doe and Jane Smith for the property located at 123 Main St. It specifies the monthly rental rate of $1,000 due on the 1st of each month, the security deposit of $500, and responsibilities of the landlord and tenant regarding repairs, guests, noise, and more. The initial lease term is one year beginning January 1st.
The document compares and contrasts two cafes: Cheong Foh Cafe and Geographer Cafe. Cheong Foh Cafe was founded in 1954 in Klang, Malaysia and has 10 employees serving 500-600 customers daily, including loyal long-time patrons. Geographer Cafe was founded more recently in 1999 in Melaka, Malaysia and has 15 employees serving a similar number of daily customers, primarily tourists. Both cafes face competition from other cafes and bistros in their areas. They employ various strategies around pricing, advertising, food and service quality, and atmosphere to compete effectively.
This document discusses gun control and gun violence. It begins by providing background on the 2007 Virginia Tech shooting where a student killed 32 people. It then discusses gun control policies in Switzerland, Jamaica, and the US. While concealed carry laws are passed in the US to reduce crime, they can increase deaths from suicide, domestic violence, and accidents. The document also argues that developing countries spend too much on defense. It concludes by proposing campaigns, treaties, and enforcement of arms laws to address gun violence.
Taylor's University Lakeside Campus
School of Architecture, Building and Design
Foundation of Natural and Built Environments
April Intake 2013
Creative Thinking Skills
This document contains summaries from 5 journal entries by Phua Jing Sern for a social psychology class. The first journal discusses how the student's personality has changed over time from introverted to more extroverted and confident with the help of friends. The second journal covers how self-serving bias can be both positive and negative for leaders. The third journal describes an interactive class about visual illusions and how perception can be deceived. The fourth journal summarizes theories of attraction, close relationships, and factors that influence liking. The fifth journal discusses a class on conformity and group behavior that included a classroom experiment on conformity.
This individual research proposal hypothesizes that bystanders are less likely to help when they are in a larger group. It plans to test this through scene plays on campus that will be recorded on video. Face-to-face surveys will also be conducted to get honest feedback from participants. Data will be recorded during the experiment and interviews will be voice recorded for analysis. The proposal outlines the procedure, which includes formulating a hypothesis, collecting data, analyzing results, and reporting findings. It notes that ethics will be followed by informing participants, concealing identities, and stopping if any conflict occurs to avoid harm.
This document is a compare and contrast essay analyzing the animated films Despicable Me and Megamind. It summarizes that both main characters, Gru from Despicable Me and Megamind, are initially ruthless super villains who create chaos, but ultimately turn good for the sake of their loved ones. When their loved ones are kidnapped by their arch-enemies, they use their weapons and machines to rescue them, fighting heroically. Both films have the villains turn good and find acceptance, with Gru becoming a great father and Megamind accepted as a hero. The essay concludes that sometimes villains deserve spotlight and people can change for the better.
The document describes a study on the bystander effect conducted at Taylor's University. The study involved staging a laptop theft in public areas on campus and observing 127 participants' reactions. The results showed that females and individuals alone were more likely to notice the theft, with two females taking action. Those in groups were less likely to notice or help. The study supports the hypothesis that people are less likely to help when in a group than alone.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The module aims to expose students to natural and built environments by establishing a symbiotic relationship between the two. It will be delivered over 18 weeks through lectures, tutorials and self-directed study. Students will complete two projects - the first on nature and the second on the built environment. They must also maintain a journal and ePortfolio capturing their learning. Assessment includes individual and group work, with grades given according to Taylor's marking scale.
This document is a student assignment submission for a course on Culture and Civilization. It discusses the student's research project on the culture of Pulau Ketam, a small fishing island in Selangor, Malaysia. The student's initial theme was on fishing villages but they decided to focus solely on Pulau Ketam due to its unique bicycle culture. Over three visits totalling 21 hours, the student researched the island's transportation, architecture, religious practices, and lifestyle. The document outlines the student's findings and includes photos taken on the island. It proposes designing an illustrated book in the style of National Geographic to showcase Pulau Ketam's culture.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
This document provides instructions for a final project in an Introduction to Drawing course. Students will work in groups to select a site on campus and produce orthographic drawings of the space including a key plan, location plan, site plan, floor plan, two elevations, two sections, and two detail drawings. The drawings must use proper drawing conventions, scales, and annotations. Students will submit preliminary drawings for review and final presentation drawings compiled on A2 boards by July 25th. The project aims to develop students' observation, documentation, and visual communication skills for architectural drawing.
This document provides details about a 3 day, 2 night trip for first year FNBE students to experience nature at the Kuala Selangor Nature Park. Key details include:
- Dates of the trip are February 8-10, 2015 with pick up and drop off from Taylor's University.
- The itinerary includes activities like mangrove tree planting, group activities related to an ENBE assignment, a firefly boat ride, morning exercise, and a group bonding session at the hotel pool.
- The total cost per student is RM335 but Taylor's University will sponsor RM60, so students pay RM275. This covers transportation, accommodations with meals, and entrance/activity fees.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are required to:
1. Sketch and take measurements of two objects with at least three different geometric surfaces. This will be submitted on May 28th.
2. Use the measurements and drawing conventions references to generate a set of architectural drawings for each object including one plan, two elevations, two sections, and one detail drawing. These drawings must be properly labeled and scaled and will be submitted on June 11th.
3. The drawings will be evaluated based on accurately depicting the 3D objects, including proper titles, scales, and annotations. Reference books are recommended to aid learning of drawing conventions. Plagiarism will result
This document provides information for an assignment in an Introduction to Drawing course. Students will work in groups to research and present on one type of drawing used in construction industries. The types of drawings included architectural, interior, planning, product design, quantity surveying, landscape architecture, engineering, and mechanical/electrical drawings. Groups will have 10 minutes to present their findings on presentation day and are advised to keep their presentation concise using a creative medium. After presentations, each group must submit a video recording of their presentation on a compiled CD for assessment.
This document is a student's narrative essay submission for an English course. It describes the student discovering and using an unfamiliar "mysterious object" given to them by their mother after returning home dirty from a football match. Through touch and smell, the student determines it is a soap bar and enjoys its ability to create foam and a pleasant aroma when used in the shower, ultimately watching it diminish completely over the long shower.
This report summarizes and compares three restaurants in the Klang Valley: JC Pancakes, Coliseum 1921, and Yummy Yummy Duck. JC Pancakes focuses on serving affordable meals to university students. Coliseum 1921 is an almost century-old restaurant known for its colonial-era atmosphere and cuisine appealing to both local and foreign customers. Yummy Yummy Duck specializes in cheap duck meat dishes. Each restaurant has different pricing models, atmospheres, and customer service approaches suited to their respective target markets and environments.
This document provides information about a module called "Foundation in Natural and Built Environments" offered at Taylor's University. The 5-credit, 18-week module introduces Western and Eastern culture and civilizations from prehistoric times to the present through lectures, tutorials, and self-study. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies and achievements of great leaders. Assessment includes formative and summative assessments to provide feedback and guide students' research. The module aims to describe the development of human civilizations in the East and West.
In the village of Pulau Ketam, cycling is a common mode of transportation unlike in urban environments. Bicycles coated with dirt and rust line the streets, telling stories of the village. Tourists can rent bicycles for as little as RM5 per day, providing a cheap way to explore and escape from the pollution and traffic of the city.
This document provides information about a course called "Foundation in Natural and Built Environments" including the module synopsis, objectives, learning outcomes, assessment details, and schedule. The 5-credit course introduces Western and Eastern culture and civilizations through lectures, tutorials and self-study. It will assess students through 3 projects, a portfolio and participation, examining their understanding of historical developments and civilizations in different regions. The course aims to enhance students' research, presentation and teamwork skills.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through coursework, presentations, and a final exam to assess their understanding and application of these thinking skills.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through assignments, presentations, and a portfolio to assess their skills in applying practical and innovative thinking.
This document outlines the terms and conditions for a rental agreement between John Doe and Jane Smith for the property located at 123 Main St. It specifies the monthly rental rate of $1,000 due on the 1st of each month, the security deposit of $500, and responsibilities of the landlord and tenant regarding repairs, guests, noise, and more. The initial lease term is one year beginning January 1st.
The document compares and contrasts two cafes: Cheong Foh Cafe and Geographer Cafe. Cheong Foh Cafe was founded in 1954 in Klang, Malaysia and has 10 employees serving 500-600 customers daily, including loyal long-time patrons. Geographer Cafe was founded more recently in 1999 in Melaka, Malaysia and has 15 employees serving a similar number of daily customers, primarily tourists. Both cafes face competition from other cafes and bistros in their areas. They employ various strategies around pricing, advertising, food and service quality, and atmosphere to compete effectively.
This document discusses gun control and gun violence. It begins by providing background on the 2007 Virginia Tech shooting where a student killed 32 people. It then discusses gun control policies in Switzerland, Jamaica, and the US. While concealed carry laws are passed in the US to reduce crime, they can increase deaths from suicide, domestic violence, and accidents. The document also argues that developing countries spend too much on defense. It concludes by proposing campaigns, treaties, and enforcement of arms laws to address gun violence.
Taylor's University Lakeside Campus
School of Architecture, Building and Design
Foundation of Natural and Built Environments
April Intake 2013
Creative Thinking Skills
This document contains summaries from 5 journal entries by Phua Jing Sern for a social psychology class. The first journal discusses how the student's personality has changed over time from introverted to more extroverted and confident with the help of friends. The second journal covers how self-serving bias can be both positive and negative for leaders. The third journal describes an interactive class about visual illusions and how perception can be deceived. The fourth journal summarizes theories of attraction, close relationships, and factors that influence liking. The fifth journal discusses a class on conformity and group behavior that included a classroom experiment on conformity.
This individual research proposal hypothesizes that bystanders are less likely to help when they are in a larger group. It plans to test this through scene plays on campus that will be recorded on video. Face-to-face surveys will also be conducted to get honest feedback from participants. Data will be recorded during the experiment and interviews will be voice recorded for analysis. The proposal outlines the procedure, which includes formulating a hypothesis, collecting data, analyzing results, and reporting findings. It notes that ethics will be followed by informing participants, concealing identities, and stopping if any conflict occurs to avoid harm.
This document is a compare and contrast essay analyzing the animated films Despicable Me and Megamind. It summarizes that both main characters, Gru from Despicable Me and Megamind, are initially ruthless super villains who create chaos, but ultimately turn good for the sake of their loved ones. When their loved ones are kidnapped by their arch-enemies, they use their weapons and machines to rescue them, fighting heroically. Both films have the villains turn good and find acceptance, with Gru becoming a great father and Megamind accepted as a hero. The essay concludes that sometimes villains deserve spotlight and people can change for the better.
The document describes a study on the bystander effect conducted at Taylor's University. The study involved staging a laptop theft in public areas on campus and observing 127 participants' reactions. The results showed that females and individuals alone were more likely to notice the theft, with two females taking action. Those in groups were less likely to notice or help. The study supports the hypothesis that people are less likely to help when in a group than alone.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The module aims to expose students to natural and built environments by establishing a symbiotic relationship between the two. It will be delivered over 18 weeks through lectures, tutorials and self-directed study. Students will complete two projects - the first on nature and the second on the built environment. They must also maintain a journal and ePortfolio capturing their learning. Assessment includes individual and group work, with grades given according to Taylor's marking scale.
This document is a student assignment submission for a course on Culture and Civilization. It discusses the student's research project on the culture of Pulau Ketam, a small fishing island in Selangor, Malaysia. The student's initial theme was on fishing villages but they decided to focus solely on Pulau Ketam due to its unique bicycle culture. Over three visits totalling 21 hours, the student researched the island's transportation, architecture, religious practices, and lifestyle. The document outlines the student's findings and includes photos taken on the island. It proposes designing an illustrated book in the style of National Geographic to showcase Pulau Ketam's culture.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
This document provides instructions for a final project in an Introduction to Drawing course. Students will work in groups to select a site on campus and produce orthographic drawings of the space including a key plan, location plan, site plan, floor plan, two elevations, two sections, and two detail drawings. The drawings must use proper drawing conventions, scales, and annotations. Students will submit preliminary drawings for review and final presentation drawings compiled on A2 boards by July 25th. The project aims to develop students' observation, documentation, and visual communication skills for architectural drawing.
This document provides details about a 3 day, 2 night trip for first year FNBE students to experience nature at the Kuala Selangor Nature Park. Key details include:
- Dates of the trip are February 8-10, 2015 with pick up and drop off from Taylor's University.
- The itinerary includes activities like mangrove tree planting, group activities related to an ENBE assignment, a firefly boat ride, morning exercise, and a group bonding session at the hotel pool.
- The total cost per student is RM335 but Taylor's University will sponsor RM60, so students pay RM275. This covers transportation, accommodations with meals, and entrance/activity fees.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are required to:
1. Sketch and take measurements of two objects with at least three different geometric surfaces. This will be submitted on May 28th.
2. Use the measurements and drawing conventions references to generate a set of architectural drawings for each object including one plan, two elevations, two sections, and one detail drawing. These drawings must be properly labeled and scaled and will be submitted on June 11th.
3. The drawings will be evaluated based on accurately depicting the 3D objects, including proper titles, scales, and annotations. Reference books are recommended to aid learning of drawing conventions. Plagiarism will result
This document provides information for an assignment in an Introduction to Drawing course. Students will work in groups to research and present on one type of drawing used in construction industries. The types of drawings included architectural, interior, planning, product design, quantity surveying, landscape architecture, engineering, and mechanical/electrical drawings. Groups will have 10 minutes to present their findings on presentation day and are advised to keep their presentation concise using a creative medium. After presentations, each group must submit a video recording of their presentation on a compiled CD for assessment.
This document is a student's narrative essay submission for an English course. It describes the student discovering and using an unfamiliar "mysterious object" given to them by their mother after returning home dirty from a football match. Through touch and smell, the student determines it is a soap bar and enjoys its ability to create foam and a pleasant aroma when used in the shower, ultimately watching it diminish completely over the long shower.
This report summarizes and compares three restaurants in the Klang Valley: JC Pancakes, Coliseum 1921, and Yummy Yummy Duck. JC Pancakes focuses on serving affordable meals to university students. Coliseum 1921 is an almost century-old restaurant known for its colonial-era atmosphere and cuisine appealing to both local and foreign customers. Yummy Yummy Duck specializes in cheap duck meat dishes. Each restaurant has different pricing models, atmospheres, and customer service approaches suited to their respective target markets and environments.
This document provides information about a module called "Foundation in Natural and Built Environments" offered at Taylor's University. The 5-credit, 18-week module introduces Western and Eastern culture and civilizations from prehistoric times to the present through lectures, tutorials, and self-study. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies and achievements of great leaders. Assessment includes formative and summative assessments to provide feedback and guide students' research. The module aims to describe the development of human civilizations in the East and West.
In the village of Pulau Ketam, cycling is a common mode of transportation unlike in urban environments. Bicycles coated with dirt and rust line the streets, telling stories of the village. Tourists can rent bicycles for as little as RM5 per day, providing a cheap way to explore and escape from the pollution and traffic of the city.
This document provides information about a course called "Foundation in Natural and Built Environments" including the module synopsis, objectives, learning outcomes, assessment details, and schedule. The 5-credit course introduces Western and Eastern culture and civilizations through lectures, tutorials and self-study. It will assess students through 3 projects, a portfolio and participation, examining their understanding of historical developments and civilizations in different regions. The course aims to enhance students' research, presentation and teamwork skills.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through coursework, presentations, and a final exam to assess their understanding and application of these thinking skills.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through assignments, presentations, and a portfolio to assess their skills in applying practical and innovative thinking.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as individual and group projects exploring ideas and a portfolio, and it provides the weekly schedule and topics that will be covered in the 18-week module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including through portfolios and presentations, and emphasizes participation through activities like discussions and site visits. The module uses a student-centered learning approach to actively engage students in driving their own learning.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity for the module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional environments.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional success.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills that will help students apply critical and creative thinking approaches. It details the module objectives, learning outcomes, assessment components including projects, journals and portfolios, and weekly topics that will equip students with theory and techniques to enhance their design work. The module uses student-centered learning and aims to develop students' lifelong learning and problem-solving skills.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
Cts module outline april 2014_ revised date_22.4.2104Joe Onn Lim
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This document provides information about a module on creative thinking skills taught at Taylor's University. The module aims to help students develop critical and creative thinking abilities to improve design work. It will cover techniques like mind mapping, random association, and translating ideas into visual forms. The module is worth 4 credits over 18 weeks, with lectures, tutorials and self-study. Students will be assessed through projects and are expected to apply practical and creative thinking skills and recognize characteristics of different thinking types.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will learn to apply thinking skills to assignments and recognize characteristics of critical and creative thinking. Upon completing the module, students will be able to apply thinking skills, recognize critical and creative thinking, and develop opinions through academic work.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module seeks to develop students' cognitive capabilities and help them apply thinking skills to academic work and life.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. It includes details such as instructors, module synopsis, teaching objectives, learning outcomes, assessment components and schedule. The module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and problem solving. Students will complete two projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and focuses on developing Taylor's Graduate Capabilities in students.
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The document provides instructions for a two-part design project. Part 1 involves groups transforming words into 3D geometric artworks through exploration of shapes, forms, and materials. Students will present their best model. Part 2 tasks individuals with creating a hanging mobile display for a Lego miniature using design elements and principles. It outlines objectives, learning outcomes, tasks, submission requirements, assessment criteria, and a marking rubric for both parts of the project.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document contains 7 questions about introductory business and accounting concepts. It asks about the definition of accounting, how accounting is used to evaluate business performance, whether it is acceptable for a business owner to have no accounting knowledge as long as an accountant handles it, what information a bank would need before approving a loan, how a profit and loss statement can be used to make business decisions, how to prepare an income statement using financial data provided, and two solutions for monitoring funds during a charity drive besides keeping receipts.
This document outlines 8 questions for an intro to business exercise covering key marketing concepts like the marketing mix (4Ps), features and benefits of products, consumer buying processes, product lifecycles of the iPhone and iPad, pricing strategies for yoga classes, advantages and disadvantages of non-direct distribution channels, examples of product placement, and concerns for packaging women's lingerie for international markets.
This document contains 7 questions about business concepts including:
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1. Creative Thinking Skills (ARC30104): January 2015 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Creative Thinking Skills [ ARC30104]
Prerequisite: None
Credit hours: 4
Instructor: Sufina Abu Bakar | Sufina.AbuBakar@taylors.edu.my
Syazreene Nurjanna | ShazreeneNurjanna.Shamsuddin@taylors.edu.my
Module Synopsis
This module will equip students with theory and techniques that will help them understand the range of
thinking abilities and how enhancing these can result in a higher quality of design work. Students are
encouraged to explore or broaden their own ideas and thought processes with techniques such as mind-
mapping; expand, twist or synthesize ideas with techniques such as random association; and translate their
ideas into a tangible form which can be interactive, presentable, entertaining or a form of visual design
statement. They will also learn techniques to manage and develop ideas in collaborative efforts or as design
teams, in all its advantages.
Module Teaching Objectives
The teaching objectives of the module are:
1. To identify critical thinking and idea generation skills through the investigation and application of a wide
range of thinking skills and techniques.
2. To understand the modes of thinking commonly associated with critical thinking (left-brain), creative
thinking (right brain) as well as holistic (whole brain) thinking.
3. To implement divergent and convergent thinking methods in researching, developing and presenting
ideas and conclusions in the form of tangible statements.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Apply practical, critical and creative thinking skills within a variety of academic assignments
2. Recognize the characteristics of critical and creative thinking and their applications in studentsโ personal
and working lives
3. Identify the importance of expressing personal opinions as part of academic development and the
systematic journey(s) taken to evolve these statements
Modes of Delivery
This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as
follows:
Lecture: 1 hour/week
Tutorial: 3 hours/week
Self-study: 3.6 hours/week
2. Creative Thinking Skills (ARC30104): January 2015 2 | P a g e
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements
3. Creative Thinking Skills (ARC30104): January 2015 3 | P a g e
Taylorโs Graduate Capabilities(TGC)
The teaching and learning approach at Taylorโs University is focused on developing the Taylorโs Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1-3
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively
2.2 Relate learned knowledge to everyday life
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively 1,2
3.2 Define and analyse problems to arrive at effective solutions 3
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant 2
6.2 Reflect on oneโs actions and learning. 3
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
-
4. Creative Thinking Skills (ARC30104): January 2015 4 | P a g e
General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final
examination. You are expected to attend and participate actively in class. The lectures and tutorials will
assist you in expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including E- Portfolio. Failure to attempt
assessment components worth 20% or more, the student would be required to resubmit or resit an
assessment component, even though the student has achieved more than 50% in the overall assessment.
Failure to attempt final exam and final presentation, will result in failing the module irrespective of
the marks earned, even though the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylorโs University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another personโs work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
studentsโ works
a. Published Materials
In general, whenever anything from someone elseโs work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoplesโ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from
the Internet too.
b. Other Studentsโ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
sections. When two students submit papers which are very similar in tone and content, both are likely to be
penalized.
Student Participation
5. Creative Thinking Skills (ARC30104): January 2015 5 | P a g e
Your participation in the module is encouraged. You have the opportunity to participate in the following
ways:
Your ideas and questions are welcomed, valued and encouraged.
Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
You have opportunities to give feedback and issues will be addressed in response to that feedback.
Do reflect on your performance in Portfolios.
Student evaluation on your views and experiences about the module are actively sought and used as
an integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage studentโs participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process.
Various teaching and learning strategies such as experiential learning, problem-based learning, site visits,
group discussions, presentations, working in group and etc. can be employed to facilitate the learning
process. In SCL, students are expected to be:
active in their own learning
self-directed to be responsible to enhance their learning abilities
able to cultivate skills that are useful in todayโs workplace
active knowledge seekers
active players in a teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Submission Presentation Assessment
Weightage
Project One
Individual -10%
Group-20%
1,2
Week 4
Week 8
Week 8 30%
Final Project
Individual -20%
Group-20%
1-3
Week 12
Week 17
Week 17 40%
Idea Journal
Individual
IDJ
1-3
Every 2
Weeks
- 20%
E- Portfolio Individual 1-3 Week 18 - 10%
TOTAL 100%
6. Creative Thinking Skills (ARC30104): January 2015 6 | P a g e
Assessment Components
1. Project One โ (Group + Individual)
This is an introduction project exploring creativity which they will need to extract information from a
particular topic/object/movie/song given to them. They will need to discuss through brainstorming session on
how to translate their idea and research using mind maps, doodles and story-boards. This project aims for
students to work as a team to generate ideas and allow them to express their creativity through
synchronized performance.
2. Final Project - (Group + Individual)
The aim of the Final Project will be a review that illustrates the entire topic learned in this module which will
encourage problem solving, critical thinking and creative thinking through series of exploration,
innovation and creation process. The Final Project will concentrate on the development of ideas through
series of sketches, mind maps and diagrams in creating a new packaging for daily object and effective ways
of marketing these products.
3. Idea Journal - (Individual)
The aim of the idea journal is as a medium for students to express, record ideas, methods, techniques and
process of generating ideas. Students will also be given a topic to be placed in the sketch journal as an on-
going ideation process. Mind maps, sketches, scribbles, magazine/paper cuts are examples of items that
will be placed in the Idea Journal.
4. Taylorโs Graduate Capabilities Portfolio (Online Portfolio) โ (Individual)
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST
PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and Taylorโs Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
7. Creative Thinking Skills (ARC30104): January 2015 7 | P a g e
Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 โ 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base
A- 75 โ 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature
B+ 70 โ 74 3.33
Good
Evidence of grasp of module; critical capacity and analytical
ability, reasonable understanding of relevant issues;
evidence of familiarity with the literatureB 65 โ 69 3.00
B- 60 โ 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
C+ 55 โ 59 2.33
C 50 โ 54 2.00
D+ 47 โ 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
matter, critical and analytical skills
D 44 โ 46 1.33
D- 40 โ 43 1.00
F 0 โ 39 0.00 Fail
Insufficient evidence of understanding of the module matter;
weakness in critical and analytical skills; limited or irrelevant
use of the literature
WD - - Withdrawn
Withdrawn from a module before census date, typically mid
semester
F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester
IN - - Incomplete
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it is
not possible to finalise the grade by the published deadline
P - - Pass Given for satisfactory completion of practicum
AU - - Audit
Given for a module where attendance is for information only
without earning academic credit
8. Creative Thinking Skills (ARC30104): January 2015 8 | P a g e
WEEKLY MODULE SCHEDULE
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
26th-30th
January
Lecture 1: Introduction to Creativity +Course
Outline
Briefing Project 1
1 3 2
Week 2
2nd -6th
February
Class Activity โProject 1 1 3 2
Week 3
9th -13th
February
Lecture02: Generating Ideas(6 Thinking Hats,
Mind Mapping, Brainstorming)
IDJ 1 Brief
1
3
( On line
discussion)
2
CHINESE NEW YEAR BREAK (16-27TH FEBRUARY)
Week 4
2nd โ 6th
March
Lecture03: Creative Process 1 3 2
Week 5
9th -13th
March
Lecture 04: Traits of Creative Thinking 1 3 2
Week 6
16th -20th
March
Lecture05: Creativity Through Convergent
and Divergent Thinking
IDJ 2 Brief | Submission IDJ 1
1 3 2
Week 7
23rd-27th
March
Lecture06:Methods and Techniques
Briefing Final Project
1 3
2
Digital upload
of IDJ 1
Week 8
30th March-3rd
April
PROJECT 1 PRESENTATION
Project 1( Individual) Submission
1 3
2
Digital upload
of Project 1
SEMESTER BREAK (6-12th APRIL)
Week 9
13th- 17th
April
Lecture 07: Problem Solving
IDJ 3 Brief | Submission IDJ 2
1 3
2
Digital upload of
IDJ 2
Week 10
20th -24th
April
Lecture08: The Abilities of a Critical Thinker
(E-Portfolio briefing)
1 3 2
Week 11
27thApril-
1stMay
PUBLIC HOLIDAY (Labor Day-1/5) 1
3
( On line
discussion)
2
Week 12
4th- 8th May
Lecture 09: Approach in Selling Ideas
Final Project( Individual) Submission 1 3 2
Week 13
11th- 15th May
Lecture 10: Creative People and Design 1 3 2
Week 14
18th โ22nd May
Discussion/ Class Activity related to Final Project
IDJ 4 Brief | Submission IDJ 3
1
3
( On line
discussion)
2
Digital upload of
IDJ 3
Week 15
25th โ 29th May
Discussion/ Class Activity related to Final Project 1
3
( On line
discussion)
2
Week 16
1st โ 5th June
Discussion/ Class Activity related to Final Project 1 3 2
Week 17
8th -12th June
FINAL PROJECT PRESENTATION 1 3
2
Digital upload of
Final Project
Week 18
15th- 19th June
IDJ4-Idea Journal Book Cover Submission
E-Portfolio Submission
1 3
2
Digital upload of
E-portfolio
Week 19
22nd June
Study Leave/Final Exam
*No final exam for CTS
9. Creative Thinking Skills (ARC30104): January 2015 9 | P a g e
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. Buzan, T., Buzan, B., 1996, The Mind Map Book: How to Use Radiant Thinking
to Maximize Your Brain's Untapped Potential, Plume; Reprint Edition.
2. de Bono, Edward, 1994, De Bonoโs Thinking Course, BBC Books.
3. Fisher, A., 2002, Critical Thinking: An Introduction, Cambridge University Press.
4. Michalko, M., 2001, Cracking Creativity: The Secrets of Creative Genius, Ten
Speed Press; New edition
5. Thompson, A., 2003, Critical Reasoning: a Practical Introduction, Routledge,
2nd edition.
Additional
References :
1. Buzan, T., 2001, The Power of Creative Intelligence, Thorsons.
2. Eastaway, R., 2007, Out of The Box: 101 Ideas for Thinking Creatively, Duncan
Baird Publishers.
3. Ryan Ruggiero, V., 2009, The Art of Thinking, Longman; 9th Edition.
4. Robinson, Ken, 2001, Out of Our Minds: Learning to be Creative, Capstone.
5. Pink, Daniel H, 2005, A Whole New Mind: Why Right-Brainers Will Rule the
Future, Riverhead Books
6. Leo, A. M., 2006, On Creativity, Awakening the Creative Mind, Pelanduk
Publications, Malaysia