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 provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
CL Project 2 design process research & analysis mac 2015Carol Tang
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features to demonstrate graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research quality, graphic skills and collaboration.
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
This document summarizes a working paper about deliberate learning and the evolution of dynamic capabilities. It defines dynamic capabilities as patterns of collective activity that systematically generate and modify operating routines to improve effectiveness. It presents a framework showing how learning mechanisms shape operating routines directly and also indirectly through dynamic capabilities. It discusses three learning mechanisms - experience accumulation, knowledge articulation, and knowledge codification - and how their effectiveness depends on features of the organizational task, like frequency and ambiguity. It aims to understand how capabilities develop and change over time through these different learning processes.
Rajesh Chander Sharma has over 31 years of experience in mechanical engineering, project execution, sourcing and procurement. He currently works as Head of Commercial for Smiths Detection Veecon Systems, where he is responsible for vendor development and procurement. Previously he has held roles such as General Manager of Projects, Assistant General Manager, Technical Manager of Operations, and Sales and Project Manager for various engineering companies. He received a Bachelor's degree in Mechanical Engineering in 1984.
This document outlines a group project assignment for a class on the construction industry. The objectives are to understand construction team roles and responsibilities, and the career paths within the industry. Students are assigned to interview a professional from the construction field about their role, responsibilities, and involvement in projects. They then create a magazine profiling the interviewee and the projects discussed. The assignment tasks, learning outcomes, and submission requirements are provided, including a peer assessment form to evaluate individual contributions to the group work.
The document proposes a city plan located in Balik Pulau, Penang. The city is designed with a symmetrical shape for simplicity and ease of management. It aims to accommodate international affairs like business, trade, tourism, and managing immigrants/refugees by providing education, employment opportunities, and incentives. The population would consist of 20% migrants/refugees and 80% locals, with plans to relocate additional immigrants if needed. The proposal includes models of the city with different bases highlighting zoning, transportation, and piping systems. Presentation boards further explain zoning, solar/waste infrastructure, and amenities for migrants.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
CL Project 2 design process research & analysis mac 2015Carol Tang
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features to demonstrate graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research quality, graphic skills and collaboration.
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
This document summarizes a working paper about deliberate learning and the evolution of dynamic capabilities. It defines dynamic capabilities as patterns of collective activity that systematically generate and modify operating routines to improve effectiveness. It presents a framework showing how learning mechanisms shape operating routines directly and also indirectly through dynamic capabilities. It discusses three learning mechanisms - experience accumulation, knowledge articulation, and knowledge codification - and how their effectiveness depends on features of the organizational task, like frequency and ambiguity. It aims to understand how capabilities develop and change over time through these different learning processes.
Rajesh Chander Sharma has over 31 years of experience in mechanical engineering, project execution, sourcing and procurement. He currently works as Head of Commercial for Smiths Detection Veecon Systems, where he is responsible for vendor development and procurement. Previously he has held roles such as General Manager of Projects, Assistant General Manager, Technical Manager of Operations, and Sales and Project Manager for various engineering companies. He received a Bachelor's degree in Mechanical Engineering in 1984.
This document outlines a group project assignment for a class on the construction industry. The objectives are to understand construction team roles and responsibilities, and the career paths within the industry. Students are assigned to interview a professional from the construction field about their role, responsibilities, and involvement in projects. They then create a magazine profiling the interviewee and the projects discussed. The assignment tasks, learning outcomes, and submission requirements are provided, including a peer assessment form to evaluate individual contributions to the group work.
The document proposes a city plan located in Balik Pulau, Penang. The city is designed with a symmetrical shape for simplicity and ease of management. It aims to accommodate international affairs like business, trade, tourism, and managing immigrants/refugees by providing education, employment opportunities, and incentives. The population would consist of 20% migrants/refugees and 80% locals, with plans to relocate additional immigrants if needed. The proposal includes models of the city with different bases highlighting zoning, transportation, and piping systems. Presentation boards further explain zoning, solar/waste infrastructure, and amenities for migrants.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
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 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 document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
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 a wide range of thinking techniques and applying divergent and convergent thinking methods. Students will learn to identify their own thinking abilities and apply practical thinking skills in academic assignments.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
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, office hours, communication tools, assessment details, general rules on attendance and submissions, plagiarism policy, student participation opportunities, student-centered learning approach, and types of assessment and feedback. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
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 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 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 present ideas. Students will learn to apply these skills to assignments and recognize how they can enhance personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and understanding of the material throughout the semester.
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 present 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 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 submissions, 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 document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
Cts module outline april 2014_ revised date_22.4.2104Joe Onn Lim
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.
Fnbe course outline (cts) july 2013 revision 170713yvonneechin
This document provides information about the Creative Thinking Skills module offered at Taylor's University. The 3-credit hour module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and the application of divergent and convergent thinking methods. Assessment includes individual and group projects, an idea journal, and an e-portfolio. Students will be evaluated based on their ability to apply practical thinking skills, recognize characteristics of different thinking types, and effectively communicate ideas. The module will be delivered over 18 weeks through lectures, tutorials, and self-study to help students develop lifelong learning and problem-solving capabilities.
Fnbe course outline CTS July 2013 revision 170713Yvonne Chin
This document provides information about the Creative Thinking Skills module offered at a School of Architecture, Building & Design. The 3-credit module is taught over 18 weeks and aims to equip students with critical and creative thinking skills. It will be delivered through lectures, tutorials and self-study. Students will be assessed through individual and group projects, an idea journal, and an e-portfolio. The module uses student-centered learning and aims to develop skills like problem-solving, divergent thinking, and expressing ideas. Students must complete all assessments and maintain 80% attendance to pass.
Social Psychology Module Outline FNBE Sept 2015Carol Tang
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
Mathematics Final Assignment Statistic Sept 2015Carol Tang
This document contains a survey conducted by a group of students from Taylor's University on the understanding of leukemia among male and female students. The survey included 20 multiple choice questions on topics like the definition of leukemia, its symptoms, risk factors, types and treatments. It then provides a statistical analysis of the answers collected from 143 female and 157 male participants. The analysis includes charts showing the responses to each question and the percentage of students who answered correctly. It aims to assess the awareness of leukemia among the students and identify areas needing more education.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
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 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 document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
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 a wide range of thinking techniques and applying divergent and convergent thinking methods. Students will learn to identify their own thinking abilities and apply practical thinking skills in academic assignments.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
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, office hours, communication tools, assessment details, general rules on attendance and submissions, plagiarism policy, student participation opportunities, student-centered learning approach, and types of assessment and feedback. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
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 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 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 present ideas. Students will learn to apply these skills to assignments and recognize how they can enhance personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and understanding of the material throughout the semester.
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 present 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 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 submissions, 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 document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
Cts module outline april 2014_ revised date_22.4.2104Joe Onn Lim
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.
Fnbe course outline (cts) july 2013 revision 170713yvonneechin
This document provides information about the Creative Thinking Skills module offered at Taylor's University. The 3-credit hour module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and the application of divergent and convergent thinking methods. Assessment includes individual and group projects, an idea journal, and an e-portfolio. Students will be evaluated based on their ability to apply practical thinking skills, recognize characteristics of different thinking types, and effectively communicate ideas. The module will be delivered over 18 weeks through lectures, tutorials, and self-study to help students develop lifelong learning and problem-solving capabilities.
Fnbe course outline CTS July 2013 revision 170713Yvonne Chin
This document provides information about the Creative Thinking Skills module offered at a School of Architecture, Building & Design. The 3-credit module is taught over 18 weeks and aims to equip students with critical and creative thinking skills. It will be delivered through lectures, tutorials and self-study. Students will be assessed through individual and group projects, an idea journal, and an e-portfolio. The module uses student-centered learning and aims to develop skills like problem-solving, divergent thinking, and expressing ideas. Students must complete all assessments and maintain 80% attendance to pass.
Social Psychology Module Outline FNBE Sept 2015Carol Tang
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
Mathematics Final Assignment Statistic Sept 2015Carol Tang
This document contains a survey conducted by a group of students from Taylor's University on the understanding of leukemia among male and female students. The survey included 20 multiple choice questions on topics like the definition of leukemia, its symptoms, risk factors, types and treatments. It then provides a statistical analysis of the answers collected from 143 female and 157 male participants. The analysis includes charts showing the responses to each question and the percentage of students who answered correctly. It aims to assess the awareness of leukemia among the students and identify areas needing more education.
The document provides a comparative analysis of two stationery businesses located in different geographical areas - Vision Art & Stationery Suppliers in Klang Valley, and Pustaka Chiew Sdn Bhd with outlets in Perak. It finds that Vision Art faces more competition with at least 5 competitors nearby, while Pustaka Chiew only has one main competitor in Bidor. Both businesses were founded over 20 years ago and have grown profitable over the past 3-5 years, though Pustaka Chiew has expanded to 15 outlets across West Malaysia. Key competitive factors identified include location, pricing compared to competitors, and range of products and services offered.
This document provides a financial ratio analysis of LBS Bina Group Berhad, a publicly listed Malaysian property developer, for the years 2012-2013. It includes calculations and interpretations of profitability, liquidity, stability, and valuation ratios. The analysis finds that most ratios improved from 2012 to 2013, indicating stronger financial performance. Specifically, return on equity, net profit margin, and gross profit margin all increased significantly. The document also provides background on LBS Bina Group's operations and recent development projects. Finally, it graphs the company's share price against a market index from January to December 2015 to evaluate investment performance.
EPC Individual Oral Presentation Slide - September 2015Carol Tang
- Fujian tulou are large, fortified earth buildings found in southeastern Fujian province, China that were constructed between the 12th-20th centuries. They were built in circular or rectangular shapes using rammed earth walls that are 2-5 stories high.
- Tulou provided defense for communities against threats like bandits, animals, fires and earthquakes. The thick walls, narrow windows, and water defenses provided strong protection.
- Internally, tulou housed up to 100 families and had public areas, ancestral shrines, and bedrooms organized around central courtyards. Wood and stone materials provided structural support and wind/weather resistance.
Henry was a smart but hot-tempered and racist student in high school who only hung out with Chinese friends. In university, his initial impression on others was friendly, but they realized he had a bad temper. After his grades started dropping, his lecturer encouraged him to see a counselor. The counselor motivated Henry to change his attitudes by controlling his anger. With effort, Henry improved his behavior and his friends returned to him.
The document is a group assignment report for a social psychology module. It includes an introduction summarizing the assignment requirements to create a video incorporating 3 concepts and write a report. It then outlines the group members, concepts chosen (prejudice, observation learning, self-handicapping, first impression, persuasion and motivation), and filming process over several sessions. It provides the plot of the video about a girl who changes her unhealthy lifestyle after being persuaded and motivated by her friend. It also includes the script of 8 scenes filmed to tell the story. In under 3 sentences, this document summarizes a group's social psychology assignment to create a video and report on concepts of prejudice, observation learning and motivation through a story about a girl
The document appears to be 3 scanned pages from a magazine or book discussing the history and development of photography. It touches on early pioneers like Daguerre and Fox Talbot who developed early photographic processes in the 1830s and 1840s. The text also discusses the growth of photography through the mid-1800s as the technology advanced and became more widely used and commercialized.
This document provides an assignment for comparing two businesses that produce LED lighting products in different locations. It outlines the group members and their roles for the project. It includes a table of contents and a key summary comparing Nitto Optotronics in Puchong, Selangor and Opto Semiconductor in Taiping, Perak. Both companies aim to produce eco-friendly LED lights to support energy efficiency and reduce carbon emissions. The summary describes their similar advantages while focusing on greener practices.
English 2 Final Report Presentation slideCarol Tang
This document compares two Malaysian LED lighting businesses - Nitto Optotronics and Optotronics Semiconductor. Both were founded in 2010 and 2000 respectively by consortium groups. Nitto Optotronics has two branches, 500 employees, and 25 customers. Optotronics Semiconductor has three branches, 650 employees, and two customers. They produce similar LED products but Nitto Optotronics faces more competition and aims to expand its product lines. The businesses differ in size, growth, and competitive environment.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify elements of speech, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students throughout the semester.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. Student-centered learning is used to encourage active participation.
This document summarizes key concepts from a student's journal entries on social psychology topics including counterfactual thinking, self-fulfilling prophecies, observational learning, and stereotypes. The student provides examples from their own experiences to illustrate each concept. Counterfactual thinking involves imagining alternative outcomes for events. Self-fulfilling prophecies occur when a belief causes a person to act in a way that confirms the belief. Observational learning is learning through watching others. Stereotypes involve making assumptions about people based on their group memberships.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, geometry, and their applications. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and aims to develop students' problem-solving, communication, and teamwork skills.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between disaster/adventure films or science fiction films, research the genre, watch examples, and write a 6 paragraph essay comparing or contrasting two movies. The essay must be 600-1000 words and follow APA style for citations and references. A draft is due for feedback before the final submission deadline of December 4, 2015. The assignment will be graded based on organization, structure, content, style, and overall presentation.
Social psychology Video Clip Presentation SlideCarol Tang
This document contains a summary of concepts from social psychology applied to a scene depicting Carol and her friends. It includes 6 concepts:
1) Prejudice is shown when Carol prejudges a man as gay based on his clothing without knowledge.
2) Self-handicapping is shown when Carol claims overweight people eat more to avoid responsibility for her health.
3) First impression is shown when Carol initially views Li Ying's friend as healthy based on seeing him at the gym.
4) Persuasion is shown as Li Ying tries to encourage Carol to change unhealthy habits and lifestyle.
5) Observational learning is shown when Carol learns to use the gym facilities by watching CY.
This document provides instructions for Assignment 1 of the Social Psychology course. Students are asked to complete a journal entry reflecting on how the course concepts relate to their personal lives or experiences. They should submit two journal entries per assignment that are 1.5-2 paragraphs each, relating a past life experience to a concept from the lectures. The objectives are to increase awareness of how social psychology applies to daily life and to understand interactions with others. Students will be assessed on demonstrating understanding of course themes, appropriately applying concepts to personal experiences, and following the documentation format and submission requirements.
Maths project brief jan 2015 project - statisticsCarol Tang
This document outlines the requirements for a statistics project assigned to students. It instructs students to form groups of 4-5 members and conduct a survey comparing understanding of a chronic disease between male and female students. The survey must include at least 15 questions and interview a minimum of 200 targets total. Students are assessed based on their understanding of comparative surveys, knowledge and application of statistical analysis, communication skills, and individual contribution. A report summarizing the findings is required to be submitted along with an infographic poster and raw survey data. Peer evaluation of individual contributions to the group project is also included.
This document outlines an assignment for a course on effective public communication. Students must complete an individual oral presentation on one of four topics: traditional dwellings, religious buildings, mural paintings, or parks and gardens from around the world. For their chosen topic, students must describe the historical background, structure/layout, ornamentation, materials used, and other relevant information. Presentations should be 10-15 minutes with references cited. Students will be evaluated on understanding the brief, content organization and relevance, use of references, and grammar. Presentations are to be submitted digitally by the assigned dates.
Both Frozen and Tangled have protagonists born with magical powers - Elsa can create ice and snow, while Rapunzel's hair can restore youth. Though the plots differ, both involve the protagonists struggling with their powers and ultimately finding acceptance. The movies also emphasize positive messages about not judging others and finding happiness through family. While the animation styles differ slightly, both are considered technical achievements that bring their magical worlds to life through vivid details and spectacular scenes like Elsa's ice palace.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
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accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
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changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
1. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 1
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: Shazreene 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 students’ 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
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.
2. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 2
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 (FDES 0213/ ARC30104): March 2015 3
Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
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 one’s 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 (FDES 0213/ ARC30104): March 2015 4
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 Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s 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
students’ works
a. Published Materials
In general, whenever anything from someone else’s 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 peoples’ 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 Students’ 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.
5. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 5
Student Participation
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 student’s 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 today’s 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 8
Week 9
Week 9 30%
Final Project
Individual -20%
Group-20%
1-3
Week 13
Week 17
Week 17 40%
Idea Journal
Individual
IDJ
1-3
Every 3/4
Weeks
- 20%
E- Portfolio Individual 1-3 Week 18 - 10%
TOTAL 100%
6. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 6
Assessment Components
1. Project One – (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 video will be in
the form of an Ad Campaign or a Short Movie This project aims for students to work as a team to generate
ideas and allow them to express their creativity through effective visual communication.
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 game board.
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. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (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 Taylor’s 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 (FDES 0213/ ARC30104): March 2015 7
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 – 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 – 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 – 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 – 69 3.00
B- 60 – 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 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
matter, critical and analytical skills
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 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 (FDES 0213/ ARC30104): March 2015 8
WEEKLY MODULE SCHEDULE
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
2nd April 2015
Introduction to project module + projects
Project 1 Briefing 1 3 2
Week 2
9th April 2015
Lecture 1: Introduction to Creativity
Class Exercise 1 3 2
Week 3
16th April 2015
Lecture02: Generating Ideas (6 Thinking Hats, Mind Mapping,
Brainstorming)
IDJ 1 Briefing
1
3
( On line
discussion)
2
Week 4
23rd April 2015 Lecture03: Creative Process 1 3 2
Week 5
30th April 2015 Lecture 04: Traits of Creative Thinking 1 3 2
Week 6
7th May 2015
Lecture05: Creativity Through Convergent and Divergent
Thinking
1 3 2
Week 7
14th May 2015
Lecture06:Methods and Techniques
Briefing Final Project
Submission IDJ 1 | IDJ 2 Brief
1 3
2
Digital upload of
IDJ 1
SEMESTER BREAK (18th-24th MAY 2015)
Week 8
28th May 2015
Lecture 07: Problem Solvings
Project 1( Individual) Submission 1 3
2
Week 9
4th June 2015
PROJECT 1 PRESENTATION
1 3
2
Digital upload of
Project 1
Week 10
11th June 2015
Lecture08: The Abilities of a Critical Thinker
(E-Portfolio briefing)
1 3 2
Week 11
18th June 2015
Submission IDJ 2 | IDJ 3 Brief
1
3
2
Digital upload of
IDJ 2
Week 12
25th June 2015 Lecture 09: Approach in Selling Ideas 1 3 2
Week 13
2nd July 2015
Lecture 10: Creative People and Design
Final Project( Individual) Submission 1 3 2
Week 14
9th July 2015
Discussion/ Class Activity related to Final Project
1
3
( On line
discussion)
2
Week 15
16th July 2015
Discussion/ Class Activity related to Final Project
Submission IDJ 3 | IDJ 4 Brief
1
3
( On line
discussion)
2
Digital upload of
IDJ 3
HARI RAYA HOLIDAY (20th-26th JULY 2015)
Week 16
30th July 2015
Discussion/ Class Activity related to Final Project
1 3 2
Week 17
6th Aug 2015 FINAL PROJECT PRESENTATION 1 3
2
Digital upload of
Final Project
Week 18
13th Aug 2015
IDJ4-Idea Journal Book Cover Submission
E-Portfolio Submission
1 3
2
Digital upload of
E-portfolio
Week 19
19th Aug 2015
Study Leave/Final Exam
*No final exam for CTS
9. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 9
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 Bono’s 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