This document provides information on the "Effective Public Communication" module, including its objectives, learning outcomes, teaching methods, and policies. The key points are: 1. The module introduces concepts and principles of interpersonal and group communication skills for personal and professional development. 2. Students will learn about communication concepts, analyzing interactions, handling conflicts, and respecting cultural differences. 3. The module is taught through weekly lectures, tutorials, self-study assignments, and group projects to develop students' communication and teamwork skills.

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SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Center for Modern Architecture Studies in Southeast Asia
______________________________________________________________________________________
Foundation in Natural and Built Environments
Module: Effective Public Communication [FCOM 0102]
Prerequisite: None
Credit hours: 2
Instructor: P.Thivilojana (pthivilojana@taylors.edu.my)
Module Synopsis:
The module introduces and delves into the basic concepts and principles in the daily application of
interpersonal and group communication skills both for personal and professional development. Course
components include models and concepts within interpersonal, group and organizational communication
such as perception, listening, group decision making, leadership and conflict.
Module Teaching Objectives
1. To understand the concepts of communication, both verbal and nonverbal, and how people behave and
communicate in different situations.
2. To demonstrate the principles of communication and behaviour in analyzing interaction with others, both
at individual and at group levels
Module Learning Outcomes
Upon successful completion of the subject, students will be able to:
1. Explain the concepts of communication, both verbal and nonverbal, and how people behave and
communicate in different situations.
2. Apply the principles of communication and behaviour in analyzing interaction with others, both at
individual and at group levels.
3. To demonstrate an ability to analyse and response to handling conflict as well as efficient negotiation
skills in dealing with variety of individuals.
4. To be aware of the importance of cultural differences and respect cultural differences as well as to build
healthy and positive relationships with fellow students, co-workers and clients.
Modes of Delivery
This is a 2 credit hour module held over the 18 weeks, 2 hours per session, once a week. As each session
is set to achieve different milestones in the students’ communication skills attendance is compulsory.
Students are to be self-directed in their work and at times will need to work in groups on projects assigned
to them and must be able to display ability to work as a team player , and display effective verbal and
nonverbal communication skills. The breakdown of the contact hours for the module is as follows:
Contact hours
Lecture: 1 hours/week
Tutorial: 1 hours/week
Self-study: 2.5 hours/week

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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
Moodle will be used as a communication tool and information portal for students to access module
materials, project briefs, assignments and announcements.

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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 1-4
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 1 & 2
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively
3.2 Define and analyse problems to arrive at effective solutions
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes 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.
-

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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.
Lecturers reserve the right to not accept any late submission after one (1) week.
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 and Participation
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 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 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
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

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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
penalised.
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 Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weightage
Group Project – Blog
Group 2 & 4
Digital upload
Week 7
30
Class Test Individual 1 Class Test Week 11 20
Oral Presentation Individual 2 & 3
Digital Upload
Week 17 40
Portfolio Individual
ALL
Digital upload Exam Week 10

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Assessment Plan
Assessment Components
This module will be graded in the form of coursework. It consists of a class test, oral presentation as well as
a group project.
1. Class test (Individual)
This test will examine how much the students understanding of chapters covered throughout the semester
in class and test mastery of concepts of communication, both verbal and nonverbal and how people behave
and communicate in different situations
2. Oral Presentation (Individual)
This group work is designed to assess the ability of the students in applying the principles of communication
and behaviour in analyzing interaction with others, both at individual and group levels. Students will be given
four topics and will be required to choose one of them. The format of the assessment will be based on
verbal presentation.
3. Group Project- Blog (Group)
The group project which is in a form of a blog will demonstrate mastery of selected concepts from the
course selected by students. Students will be expected to show application of the principles of
communication at individual and at group levels as well as awareness of the importance of cultural
differences. Mastery of these concepts is manifested by translating the selected concepts into a blog.
Images, drawings, text and so on must be well edited, legible and composed.
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.

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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
B 65 – 69 3.00
Good
Evidence of grasp of module matter; critical capacity and analytical
ability, reasonable understanding of relevant issues; evidence of
familiarity with the literature
B- 60 – 64 2.67
C+ 55 – 59 2.33
C 50 – 54 2.00
Pass
Evidence of some understanding of the module matter; ability to
develop solutions to simple problems; benefitting from his/her
university experience
D+ 47 – 49 1.67
D 44 – 46 1.33
D- 40 – 43 1.00
Marginal Fail
Evidence of nearly but not quite acceptable familiarity with subject
matter, weak in critical and analytical skills
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

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Weekly Module Schedule
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
5th – 6th
February
Lecture: Introduction to Effective Public
Communication.
1 1 2.5
Week 2
12th – 13th
February
Process of Human Communication
• Communication models
• Communication contexts
1 1 2.5
Week 3
19th – 20th
February
Perception
• Perception process
• Self in communication
• Barriers in perception
1 1 2.5
Week 4
26th – 27th
February
Verbal Messages
• Words and meaning
• Language and thought
1 1 2.5
Week 5
5th – 6th
March
Verbal Messages
• Words in action
• Language problems
1 1
2.5
(On line
discussion/forum)
Week 6
12th – 13th
March
Nonverbal Messages
• Interpreting nonverbal messages
• Spatial and temporal cues
1 1 2.5
Week 7
19th – 20th
March
Nonverbal Messages
• Time
• Visual and vocal cues
1
Final
submission of
the Group
Project and
presentation
30%
2.5
Week 8
26th – 27th
March
Listening
• Importance of listening
• Types of listening
• Improving listening
1 1
2.5
(On line
discussion/forum)
April 3rd – 4th Mid Term Break
Week 9
9th – 10th
April
Conflict
• Definition
• Levels of conflict
• Conflict resolution
1 1 2.5
Week 10
16th – 17th
Interpersonal Communication
• Bases of human attraction
1 1
2.5
(On line

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April • Characteristics of relationship discussion/forum)
Week 11
23rd-24th
April
Interpersonal Communication
• Theories of relationship development and
dissolution
• Maintaining relationship
• Family communication
1
1
The class test is
conducted for
the whole cohort
- 20%.
2.5
Week 12
30th April & 1st
May
Small Group Communication
• Types of small groups
• Group dynamics
1 1 2.5
Week 13
7th-8th May
Small Group Communication
• Group structure
• Effective groups
1 1 2.5
Week 14
14th–15th May
Discussion/ Class Activity related to Final
Project
1 1 2.5
Week 15
21st –22nd
May
Members in Group Communication
• Members roles
1 1 2.5
Week 16
28th –29th
May
Leaders in Group Communication
•Approaches to leadership
• Styles of leadership
• Functions of leadership
1 1 2.5
Week 17
4th – 5th
June
Intercultural Communication
• Definition of culture
• Obstacles to intercultural definition
• Barriers to intercultural communication
The Group Project is due.
1
Oral
Presentation-
40%
2.5
Week 18
11th – 12th
June
Organization Communication
• Definition
• Organization culture
• Communication in an organization
1 1 2.5
Week 19
16th – 20th
June
Study Leave
*No final exam for EPC
Portfolio
submission 10%
Note: The Module Schedule above is subject to change at short notice.

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Recommended Reading
References
Main References : 1. Pearson, C.P., Nelson, E. N., Scott, T., Harter, H. (2013) Human Communication,
(5th ed.) Boston: McGraw Hill
2. Tubbs,S.L. & Moss, S. (2003) Human Communication: Principles and Contexts,
(11th ed.) Boston: McGraw Hill
Additional
References :
3. Beebe, S.A. & Materson, J.T. (2002) Communication in Small Groups: Principles
and practices, (8th ed.) New York: Harper Collin Publishers
4. Wilson, G.L., Hantz, A.M., and Hanna, M.S. (1995) Interpersonal Growth Through
Communication, (4th ed.) Iowa: William. C. Brown Publishers
5.Wood, J.T. (2002) Interpersonal Communication: Everyday Encounters, (3rd ed.)
Australia: Wadsworth
6. Jandt, F. E. (2010) An Introduction to Intercultural Communication: Identities in a
Global Community, (6th ed.) Los Angeles: SAGE Publications, Inc.
7. Samovar. L. A., Porter. R. E., McDaniel, E. R. (2010) Communication Between
Cultures, (7th ed.) Boston: Wadsworth, Cengage Learning
8. Adams, K. & Galanes, J.G. (2009) Communicating in Groups: Applications and
Skills (8th ed.) New York: McGraw Hill
9. Verderder,K.S., Verderber, R.F., Sellnow D.D. (2008) Communicate! (13th ed.)
Boston: Wadsworth, Cengage Learning
10. de Janasz,S.C., Dowd,K.O., Schneiler B. Z. (2009) Interpersonal Skills in
Organizations (4th ed.) New York: McGraw Hill
11. DeVito, J.E. (2009) The Interpersonal Communication Book (12th ed.) New
York: Pearson Education, Inc.