This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit, 18-week module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. Students will learn observational, data compilation, and presentation skills. Modes of delivery include lectures, tutorials, and self-directed study. Assessment includes class participation, assignments, and a final presentation. The module focuses on developing students' critical thinking, problem solving, communication and digital literacy skills.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different environmental elements, describe their characteristics, analyze relationships between nature and development, and communicate their understanding using various media. Assessment includes class participation, assignments, and a final presentation. A student-centered learning approach is used to facilitate an active, self-directed learning process.
This document provides information about a module called Foundation in Natural and Built Environments (FNBE 0115) including its objectives, learning outcomes, modes of delivery, and general rules. The module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. It will be delivered through lectures, tutorials and self-study over 18 weeks for a total of 5 credit hours. Students will learn to recognize different elements of natural and built environments, describe their characteristics, analyze their development and relationships, and communicate their findings using various media.
This document provides information about an introductory design module taken place in July 2015. The 5-credit module will be delivered over 18 weeks through lectures, tutorials, and self-directed study. It will introduce students to basic design elements and principles, and have them apply these concepts through 2-dimensional and 3-dimensional design projects. Students will be assessed through individual and group assignments, a design process journal, and an e-portfolio. The module aims to help students recognize and apply design fundamentals and develop their visual communication skills.
This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills to assignments, recognizing characteristics of critical and creative thinking, and developing ability to express opinions. The module will be delivered over 18 weeks using various teaching methods and assessments.
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 through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
This document provides information for the INTRO TO DESIGN module. It outlines the module synopsis, teaching objectives, learning outcomes, delivery methods and assessment components. The module is a 5-credit course that introduces students to basic design elements, principles and processes through lectures, tutorials, study trips and design projects. Students will complete exercises and 2 projects to demonstrate their understanding and skills. They will be assessed through individual and group work, design journals, presentations and an ePortfolio. The module aims to equip students with foundational knowledge and skills in design.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit, 18-week module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. Students will learn observational, data compilation, and presentation skills. Modes of delivery include lectures, tutorials, and self-directed study. Assessment includes class participation, assignments, and a final presentation. The module focuses on developing students' critical thinking, problem solving, communication and digital literacy skills.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different environmental elements, describe their characteristics, analyze relationships between nature and development, and communicate their understanding using various media. Assessment includes class participation, assignments, and a final presentation. A student-centered learning approach is used to facilitate an active, self-directed learning process.
This document provides information about a module called Foundation in Natural and Built Environments (FNBE 0115) including its objectives, learning outcomes, modes of delivery, and general rules. The module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. It will be delivered through lectures, tutorials and self-study over 18 weeks for a total of 5 credit hours. Students will learn to recognize different elements of natural and built environments, describe their characteristics, analyze their development and relationships, and communicate their findings using various media.
This document provides information about an introductory design module taken place in July 2015. The 5-credit module will be delivered over 18 weeks through lectures, tutorials, and self-directed study. It will introduce students to basic design elements and principles, and have them apply these concepts through 2-dimensional and 3-dimensional design projects. Students will be assessed through individual and group assignments, a design process journal, and an e-portfolio. The module aims to help students recognize and apply design fundamentals and develop their visual communication skills.
This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills to assignments, recognizing characteristics of critical and creative thinking, and developing ability to express opinions. The module will be delivered over 18 weeks using various teaching methods and assessments.
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 through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
This document provides information for the INTRO TO DESIGN module. It outlines the module synopsis, teaching objectives, learning outcomes, delivery methods and assessment components. The module is a 5-credit course that introduces students to basic design elements, principles and processes through lectures, tutorials, study trips and design projects. Students will complete exercises and 2 projects to demonstrate their understanding and skills. They will be assessed through individual and group work, design journals, presentations and an ePortfolio. The module aims to equip students with foundational knowledge and skills in design.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and take measurements to generate orthographic drawings, including a top view, three elevations, one section, and two details. Additionally, students must include one perspective rendering as the cover of their accordion-style submission booklet. The project aims to develop students' observation, measurement, and technical drawing skills through producing clear 2D representations of 3D objects using proper drawing conventions. Submissions will be evaluated based on demonstrated understanding of techniques, clarity of drawings, and creative presentation.
This document provides a 6-step summary of the process for obtaining approval for a proposed indoor badminton court construction project in Malaysia. It outlines consulting with local authorities and staff, submitting a complete application, the authority's review and decision-making process, potential appeals, and typical next steps. The indoor court is proposed to address a lack of nearby sports facilities and promote a healthier lifestyle for local residents and workers.
ENBE Project 2 process journal compilationSongKit96
This document is a process journal report by Goh Song Kit for a final project on designing a better city of the future. It includes sections that investigate guidelines for better cities, data collection on ancient, present and future cities, and information about a proposed new city called Pyramount. Key points discussed include the characteristics of ancient cities like Machu Picchu, present sustainable cities in China, and Singapore's efforts to become a green city of the future.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final project 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.
Cl project 2A design process research analysisSongKit96
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop conceptual design solutions or site synthesis diagrams based on their research and analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach systematic design processes and site analysis skills.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. The final submission at the end of the semester must compile all notes and projects into one folder. Students will be assessed on the organization, substance, delivery, and clarity of their visual notes.
This document outlines a group project assignment for a course on the construction industry. The project involves interviewing a professional from the building team of a construction project and creating a magazine highlighting the professional's role. Specifically:
- Students are randomly assigned to interview professionals like architects, engineers, and quantity surveyors. They conduct an interview to learn about the professional and 1-2 projects they worked on.
- Using information from the interview, students create an 8-12 page magazine in PDF and print formats. It includes a company profile, profile of the interviewee, and description of their roles and responsibilities on 1-2 featured projects.
- Students submit a video of the interview and their magazine. They also complete
This document provides information about an English module for students, including the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and schedule. The module focuses on developing academic writing, reading, listening and speaking skills. It will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through essays, an oral presentation, e-portfolio and a final exam. The assessments are aimed at evaluating students' writing, analytical, presentation and language skills.
Project 1 integration january 2015_revisedSongKit96
This document provides instructions for a group project assigning students to research drawings used in different construction professions. The project involves tasks in three modules: Introduction to Drawing, Introduction to Construction Industry, and English I. Students will be assigned to one of eight professions and research the types of drawings used. They will present their findings in a group presentation and individually. The presentation must include an introduction to the drawings and profession. Students will be assessed on their understanding of the brief, content, and creativity and clarity of presentation. They must submit a compiled CD with their presentation, video, and references after the presentation date.
This document provides information on the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to landscape architecture fundamentals including theories, principles, and real-world applications. Students will study landscape concepts, terminology, hardscape and softscape elements, graphics, and basic constructions. The module aims to help students recognize different landscape types, explain landscape's role in sustainability, and apply anatomy principles to landscape projects. Students will be assessed through projects, presentations, and an e-portfolio demonstrating their learning outcomes and graduate capabilities.
This document provides instructions for an Idea Journal assignment where students are asked to imagine themselves as celebrities. They must create a Facebook page for their celebrity persona and complete three Idea Journal entries on topics like their backstory, celebrity award outfits, and merchandise. Idea Journals should include mind maps, sketches, diagrams and other visual elements to demonstrate original ideas. Entries will be uploaded to the celebrity Facebook page albums and assessed based on originality, creativity, communication of ideas, and depth of ideas. Hard copies also need to be compiled and submitted.
This document provides information about two city parks: Merdeka Square in Kuala Lumpur, Malaysia and St. James's Park in London, England. It describes the landscape features, characteristics, historical backgrounds, activities, and locations of each park. Merdeka Square is a 8.2 hectare flat field located in the heart of Kuala Lumpur that contains a plaza and fountains and hosts annual Independence Day celebrations. St. James's Park is a 23 hectare park in London known for its lake, duck island, playgrounds, and role in royal ceremonies, located near Buckingham Palace and government buildings.
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, document the surroundings and activities, and closely observe and record details of their assigned 5x5m site. This information will inform their project work.
Cts project 1 musical performance january 2015SongKit96
1. The document outlines a creative thinking skills project for architecture students that involves turning everyday objects into musical instruments and performing as a group.
2. Students will brainstorm as a group to design a CD cover representing their theme, then perform a 5-8 minute musical using voices and instruments they made from everyday items.
3. They will be assessed on their understanding of the brief, appropriateness and creativity of using everyday objects as instruments, originality of the performance, and team collaboration.
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, compiled in an A4 proposal report. The final drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in graphic communication.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environments through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in construction and different drawing techniques used. Upon completing the module, students will be able to interpret drawing representations used in construction, understand drawing as a communication tool, and apply drawing to express 3D spaces in 2D orthographic drawings. The module will be delivered through lectures, tutorials and self-study over 18 weeks and students will be assessed through projects and presentations.
This document provides instructions for an essay assignment for an English course. Students must write a 5-paragraph expository or argumentative essay on one of three topics: the causes or effects of children playing computer games for long hours, a comparison of two professions, or describing the process of creating a wall mural. The essay must be 600-800 words and include pre-writing, in-text citations using APA style, and a reference list. Essays will be assessed based on understanding the prompt, content, organization, use of references, grammar, and mechanics. A marking rubric is provided. The deadline for submission is April 27th, 2015.
Children play computer games for long hours for several reasons. They may lack love from their busy families, leading to less communication. Peer influence can also encourage playing violent or inappropriate games. Additionally, stress and depression from heavy schoolwork can drive children to games for distraction and comfort.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different natural and built environment elements, describe their characteristics, analyze their relationships, and communicate their observations. The module uses student-centered learning approaches and assessments include class participation, presentations, and a final exam.
This document provides information about a module called Foundation in Natural and Built Environments (FNBE 0115) at the School of Architecture, Building & Design. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, analyze their relationships, and communicate their observations using different media. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning approaches to facilitate an active learning process.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and take measurements to generate orthographic drawings, including a top view, three elevations, one section, and two details. Additionally, students must include one perspective rendering as the cover of their accordion-style submission booklet. The project aims to develop students' observation, measurement, and technical drawing skills through producing clear 2D representations of 3D objects using proper drawing conventions. Submissions will be evaluated based on demonstrated understanding of techniques, clarity of drawings, and creative presentation.
This document provides a 6-step summary of the process for obtaining approval for a proposed indoor badminton court construction project in Malaysia. It outlines consulting with local authorities and staff, submitting a complete application, the authority's review and decision-making process, potential appeals, and typical next steps. The indoor court is proposed to address a lack of nearby sports facilities and promote a healthier lifestyle for local residents and workers.
ENBE Project 2 process journal compilationSongKit96
This document is a process journal report by Goh Song Kit for a final project on designing a better city of the future. It includes sections that investigate guidelines for better cities, data collection on ancient, present and future cities, and information about a proposed new city called Pyramount. Key points discussed include the characteristics of ancient cities like Machu Picchu, present sustainable cities in China, and Singapore's efforts to become a green city of the future.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final project 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.
Cl project 2A design process research analysisSongKit96
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop conceptual design solutions or site synthesis diagrams based on their research and analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach systematic design processes and site analysis skills.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. The final submission at the end of the semester must compile all notes and projects into one folder. Students will be assessed on the organization, substance, delivery, and clarity of their visual notes.
This document outlines a group project assignment for a course on the construction industry. The project involves interviewing a professional from the building team of a construction project and creating a magazine highlighting the professional's role. Specifically:
- Students are randomly assigned to interview professionals like architects, engineers, and quantity surveyors. They conduct an interview to learn about the professional and 1-2 projects they worked on.
- Using information from the interview, students create an 8-12 page magazine in PDF and print formats. It includes a company profile, profile of the interviewee, and description of their roles and responsibilities on 1-2 featured projects.
- Students submit a video of the interview and their magazine. They also complete
This document provides information about an English module for students, including the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and schedule. The module focuses on developing academic writing, reading, listening and speaking skills. It will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through essays, an oral presentation, e-portfolio and a final exam. The assessments are aimed at evaluating students' writing, analytical, presentation and language skills.
Project 1 integration january 2015_revisedSongKit96
This document provides instructions for a group project assigning students to research drawings used in different construction professions. The project involves tasks in three modules: Introduction to Drawing, Introduction to Construction Industry, and English I. Students will be assigned to one of eight professions and research the types of drawings used. They will present their findings in a group presentation and individually. The presentation must include an introduction to the drawings and profession. Students will be assessed on their understanding of the brief, content, and creativity and clarity of presentation. They must submit a compiled CD with their presentation, video, and references after the presentation date.
This document provides information on the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to landscape architecture fundamentals including theories, principles, and real-world applications. Students will study landscape concepts, terminology, hardscape and softscape elements, graphics, and basic constructions. The module aims to help students recognize different landscape types, explain landscape's role in sustainability, and apply anatomy principles to landscape projects. Students will be assessed through projects, presentations, and an e-portfolio demonstrating their learning outcomes and graduate capabilities.
This document provides instructions for an Idea Journal assignment where students are asked to imagine themselves as celebrities. They must create a Facebook page for their celebrity persona and complete three Idea Journal entries on topics like their backstory, celebrity award outfits, and merchandise. Idea Journals should include mind maps, sketches, diagrams and other visual elements to demonstrate original ideas. Entries will be uploaded to the celebrity Facebook page albums and assessed based on originality, creativity, communication of ideas, and depth of ideas. Hard copies also need to be compiled and submitted.
This document provides information about two city parks: Merdeka Square in Kuala Lumpur, Malaysia and St. James's Park in London, England. It describes the landscape features, characteristics, historical backgrounds, activities, and locations of each park. Merdeka Square is a 8.2 hectare flat field located in the heart of Kuala Lumpur that contains a plaza and fountains and hosts annual Independence Day celebrations. St. James's Park is a 23 hectare park in London known for its lake, duck island, playgrounds, and role in royal ceremonies, located near Buckingham Palace and government buildings.
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, document the surroundings and activities, and closely observe and record details of their assigned 5x5m site. This information will inform their project work.
Cts project 1 musical performance january 2015SongKit96
1. The document outlines a creative thinking skills project for architecture students that involves turning everyday objects into musical instruments and performing as a group.
2. Students will brainstorm as a group to design a CD cover representing their theme, then perform a 5-8 minute musical using voices and instruments they made from everyday items.
3. They will be assessed on their understanding of the brief, appropriateness and creativity of using everyday objects as instruments, originality of the performance, and team collaboration.
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, compiled in an A4 proposal report. The final drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in graphic communication.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environments through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in construction and different drawing techniques used. Upon completing the module, students will be able to interpret drawing representations used in construction, understand drawing as a communication tool, and apply drawing to express 3D spaces in 2D orthographic drawings. The module will be delivered through lectures, tutorials and self-study over 18 weeks and students will be assessed through projects and presentations.
This document provides instructions for an essay assignment for an English course. Students must write a 5-paragraph expository or argumentative essay on one of three topics: the causes or effects of children playing computer games for long hours, a comparison of two professions, or describing the process of creating a wall mural. The essay must be 600-800 words and include pre-writing, in-text citations using APA style, and a reference list. Essays will be assessed based on understanding the prompt, content, organization, use of references, grammar, and mechanics. A marking rubric is provided. The deadline for submission is April 27th, 2015.
Children play computer games for long hours for several reasons. They may lack love from their busy families, leading to less communication. Peer influence can also encourage playing violent or inappropriate games. Additionally, stress and depression from heavy schoolwork can drive children to games for distraction and comfort.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different natural and built environment elements, describe their characteristics, analyze their relationships, and communicate their observations. The module uses student-centered learning approaches and assessments include class participation, presentations, and a final exam.
This document provides information about a module called Foundation in Natural and Built Environments (FNBE 0115) at the School of Architecture, Building & Design. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, analyze their relationships, and communicate their observations using different media. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning approaches to facilitate an active learning process.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, ePortfolio and class participation. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with lectures, tutorials and self-directed study. Students will work on two projects - the first on natural environments and the second on built environments. They will also maintain a journal on topics covered. Assessment will include these projects, the journal and an ePortfolio. The module aims to develop students' skills in recognizing environmental elements, describing characteristics, analyzing developments, and communicating ideas.
Enbemoduleoutline 150615071942-lva1-app6891Xying Lee
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments. It will focus on establishing a symbiotic relationship between the two. Students will develop observational skills, compile data, and learn to present information. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will be assessed through two projects, a journal, and an e-portfolio. The first project focuses on nature and the second on proposing a better city. The module aims to help students recognize different environmental elements and understand the relationship between nature and the built environment.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" at the School of Architecture, Building & Design. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits, and self-directed study. Students will learn to recognize different elements, describe characteristics, differentiate developments, and analyze the relationship between natural and built environments. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning approaches to facilitate an active learning process.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
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ENBE Module outline
1. ENBE – JAN 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: ELEMENT OF NATURAL BUILT ENVIRONMENTS ARC30105 (FNBE 0115)
Prerequisite: None
Credit Hours: 5
Instructor: Ms Delliya Mohd Zain (Delliya.MohdZain@taylors.edu.my), Miss Noorul Iffa
(NoorulIffa.MohdNayan@taylors.edu.my), Pn Hasmanira
(Hasmanira.Mokhtar@taylors.edu.my) Mr. Paul (nicksonpaul_zeal@yahoo.com)
Module Synopsis
This module aims to expose students to the two major components; the natural and built environments. The
emphasis will be based on establishing a symbiotic relationship between the two environments. Students will be
introducing to observational skills, data compilation, report preparation and presentation skills. Their learning
experience and exposure extend the class walls. They will experience nature and the built environment through
site visit which will enhance their understanding of the two component of this subject.
Module Teaching Objectives
The objectives of this module are to encourage the student:
1. To create awareness of the elements of the natural and built environment
2. To expose the elements of the natural and built environment in their basic unit, form and function
3. To show symbiotic relationship of the elements of the natural and built environment
4. To question, analyze and articulate the impact between natural and built environment
Module Learning Outcomes
Upon successful completion of this module, students will be able to:
1. To recognise and identify the different elements of the natural and built environment
2. To describe the different characteristics of the natural and built environment by exploring the basic elements
such as natural topography, landscape, space, building and infrastructure.
3. To differentiate and compare the different development of the built environment by looking at the natural
topography, landscape, space, building and infrastructure
4. To analyse and evaluate the different development of the built environment by looking at the natural
topography, landscape, space, building and infrastructure
5. Understand how to communicate ideas through observation and using different media/tools/techniques to
present information of the study of natural and built environment
Modes of Delivery
This is a 5 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: 2 hours per week
Tutorial: 3 hours per week
Self-directed study: 7 hours per 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.
TIMeS
Times and FB group will be used as a communication tool and information portal for students to access module
materials, project briefs, assignments and announcements.
2. ENBE – JAN 2015 2 | P a g e
Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft
skills of its graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1
Solid foundational knowledge in relevant subjects.
-
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.
1,2,3,4
3.2
Define and analyse problems to arrive at effective solutions.
1,2,3,4
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes. 1,2,3,4
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. -
6.2 Reflect on one’s actions and learning. -
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.
1,2,3,4
3. ENBE – JAN 2015 3 | 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 one (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 presentation 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. The lectures and tutorials will assist you in expanding your ideas and your assessments. A minimum of
80% attendance is required to pass the module and/or be eligible for the final examination and/or presentation.
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. 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 all assessment components, including
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.
1. 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 also refers to materials obtained from the
Internet too.
4. ENBE – JAN 2015 4 | P a g e
2. 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 that are very similar in tone and content, both are likely to be
penalized.
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 team.
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
Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weight age
Project 1 - Nature
Group 20% +
Individual 10%
1,2, 5
Week 5&9 Week 9 30%
Project 2 – Build
Environment
Group 20% +
Individual 20%
3,4,5 Week 14 &
18
Week 18 40%
The Journal Note Individual
2 Every 5
weeks
- 20%
E-Portfolio Individual 1 Study Week - 10%
100%
5. ENBE – JAN 2015 5 | P a g e
Assessment Components
1. Project One (NATURAL) – Info graphic pop up poster & Documentary Video (Group + Individual)
This is an introduction project is created for the students to explore, experience and appreciate nature.
Through site visit the students will have to represent their findings and information as an Info graphic “pop
up” poster and their experiences through a simple documentary video. This project will not just benefit the
students in this class, but it will spark awareness and inspiration to others around the world once they share it
on YouTube and on their online TGC Portfolio. Individually students are required to produce a Scrap Book
Journal.
2. Project Two (BUILT) – Better City (Group + Individual)
The aim of Project Two is for the students to plan and propose a better city applying the basic knowledge that
has been delivered through lectures and through their investigation. Students will also need to do a report on
an existing city to help them understand the structure of the city as a case study. In the second part students
are required to make the physical model and prepare presentation boards about the city.
3. The Journal Note – The ENBE Notes (Individual)
The aim of the “The Journal” is as a medium for students to record notes, ideas, information, their
investigation and references referring to the lecture given each week. Mind maps, sketches, `scribbles,
magazine/paper cuts are examples of items that will be placed in The Journal Note.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an ePortfolio, a web-based portfolio in the form of a personal academic blog. The
ePortfolio is developed progressively for all modules taken throughout Semesters 1 AND 2, and must
encapsulates the acquisition of Module Learning Outcome, Programme Learning Outcomes and Taylor’s
Graduate Capabilities, and showcase the distinctiveness and identity of the student as a graduate of the
programme.
6. ENBE – JAN 2015 6 | P a g e
Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given 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 matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 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 Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in 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.
7. ENBE – JAN 2015 7 | P a g e
Module Schedule
Date Topic Lecture
Hours
Tutorial
Hours
Blended
Learning
W1
Date
29/1
Lecture 01: ENBE Introduction
Release Project One Brief + Trip Information
- - -
W2
Date
5/2
Lecture 02: The Planet Earth & Its Resources (DEE)
The Journal Note – Introduction + TJN 01
2
2
2
W3
Date
12/2
NO CLASS
Site Visit : 08/1 – 10/1 Kuala Selangor Nature Park
(DePalma Hotel – 3D 2N)
2 2 2
Chinese New Year Break (16-27th February)
W4
Date
5/3
Lecture 03: Natural Phenomena, Climate, Weather, The
Different Zones and Environment (habitat) (IFFA)
+ TJN 02 E-PORTFOLIO FIRST LINK SUBMISSION
4 4 2
W5
Date
12/3
Lecture 04: The World of Animals & Plants (DEE)
+ TJN 03 – PROJECT ONE A - SUBMISSION 9/3
2 2
2
Digital upload
of P1A
W6
Date
19/3
Lecture 05: The Forest Kingdom + Mountain +
Grassland (IFFA)
+ TJN 04
2 2
2
W7
Date
26/3
Lecture 06: Marine/Ocean + Desert /Savana + Caves &
Underground (DEE)
+ TJN 05 TJN 1-4 - SUBMISSION 26/3
2 2
2
Digital upload
of TJN 1-4
W8
Date
2/4
Lecture 07: Living with Nature + Conserve and
Preserving Nature + Extinction & Evolution (IFFA)
+ TJN 06 + Release Project TWO Brief
2 2 2
Semester Break (6-12th APRIL)
W9
Date
16/4
Project One B – PRESENTATION & SUBMISSION
2 2
2
Digital upload
of P1B
W10
Date
23/4
Lecture 08: Introduction to The Build Environment(DEE)
+ TJN 07
2 2
2
W11
Date
30/4
Lecture 09: Range of Places, Zoning Areas, building
typology and Functions (PAUL)
+ TJN 08
2 2
2
8. ENBE – JAN 2015 8 | P a g e
W12
Date
7/5
Lecture 10: Systems, Infrastructures, Interactions and
Utilities and Amenity (how the city work) (PAUL)
+ TJN 09
2 2 2
W13
Date
14/5
Lecture 11: The History, Concept and Development of a
City – & The 4 City (IFFA) + (DEE)
+ TJN 10 – FINAL PROJECT PART A - SUBMISSION
2 2
2
Digital upload
of FP2A
W14
Date
21/5
Lecture 12: What makes a good City, Green Cities and
Futuristic Cities – (PAUL)
+ TJN 11 + TJN 5-10 - SUBMISSION
2 2
2
Digital upload
of TJN 5-10
W15
Date
28/5
Lecture 13: The Intangible Factors of a City(PAUL)
+ TJN 11
2 2
2
W16
Date
4/6
Lecture 14: Over Populated, Pollution, Development
and issues, Diseases (IFFA)
+ TJN 12
2 2
2
W17
Date
11/6
Lecture 15: Your Duty towards the Natural & Build
Environment (DEE)
+ TJN 13
2 2
2
W18
Date
18/6
Final Project Presentation and Submission
18 or 19th June TBC
+ TJN 5-10 - SUBMISSION
- -
2
EXAM WEEK
Final Exam Week (NO EXAM FOR ENBE)
The Journal Note Compilation
& TGC E-Portfolio Submission
- -
Digital upload
of FP
Digital upload
of ePortfolio
Note: The Module Schedule above is subject to change at short notice.
References
Primary:
1. Ching, Francis D.K., 2002. Architecture: Form, Space and Order, Van Nostrand Reinhold.
2. Ching, Francis D.K., 2000. Drawing: A Creative Process, John Wiley & Sons, Inc, New York.
3. Long, Richard, 1991. Walking in Circles, George Braziller.
4. T.C. Whitmore, 1998. An Introduction to Tropical Rain Forests, Oxford University Press, USA
Secondary:
1. Baker, Geoffrey H., 1996. Le Corbusier – An Analysis of Form, Van Nostrand Reihold, 1996.
2. de Sausmarez, F, 1983. Basic Design: the Dynamics of Visual Form, Rev. ed., London, Herbert.
3. Lawson, Bryan, “How Designer Think: The Process Demystified”, Bryan Lawson, Architectural Press,
London 1980.
4. Unwin, Simon, “ Analysing Architecture”, Routledge, 1997
5. Lawson, Bryan, “Designing Mind”, Butterworth, Oxford, 1994.
6. Khoolhaas, Rem, 1998. “S,M,L,XL”, Monacelli Press