SCHOOL OF ARCHITECTURE, BUILDING & DESIGN

Centre for Modern Architecture Studies in Southeast Asia (MASSA)

___________________________________________________________________
Foundation in Natural and Built Environments
Module:
Prerequisite:
Credit hours:
Instructor:

Creative Thinking Skills [FDES0213/ ARC30104]

None
4
Sufina Abu Bakar | Sufina.AbuBakar@taylors.edu.my
Wan Muhammad | asasku@ymail.com
Ida Marlina Mazlan | ida.mazlan@gmail.com

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 mindmapping; 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:
Tutorial:
Self-study:

1 hour/week
3 hours/week
3.6 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
TIMeS 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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Taylors Graduate Capabilities(TGC)

The teaching and learning approach at Taylors University is focused on developing the Taylors Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
1.0

TGCs Acquired
Through Module
Learning Outcomes

Discipline Specific Knowledge

1.1

Solid foundational knowledge in relevant subjects

1.2

Understand ethical issues in the context of the field of study

1-3

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

3.2

Define and analyse problems to arrive at effective solutions

1,2
3

Soft Skills
4.0
4.1
5.0
5.1
6.0

Communication Skills
Communicate appropriately in various setting and modes
Interpersonal Skills
Understand team dynamics and work with others in a team
Intrapersonal Skills

6.1

Manage one self and be self-reliant

6.2

Reflect on ones 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
8.1

Digital Literacy
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.
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 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 Taylors University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another persons 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 elses 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.
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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 students 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 todays 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
Project One

Group & Individual

(20%+10%)

Final Project

Group & Individual

(20%+20%)

Idea Journal
E- Portfolio

Individual
IDJ
Individual

Learning
outcomes

1,2
1-3
1-3
1-3

Submission Presentation

Assessment
Weightage

Week 8

Week 8

30%

Week 17

Week 17

40%

20%

10%

Every 2
Weeks
Week 18

TOTAL 100%

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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 ongoing ideation process. Mind maps, sketches, scribbles, magazine/paper cuts are examples of items that
will be placed in the Idea Journal.
4. Taylors 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 Taylors 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

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

Definition

Description

Good

Evidence of grasp of module; critical capacity and analytical

ability, reasonable understanding of relevant issues;
evidence of familiarity with the literature

Pass

Evidence of some understanding of the module matter;

ability to develop solutions to simple problems; benefitting
from his/her university experience

Marginal
Pass

Evidence of minimally acceptable familiarity with module

matter, critical and analytical skills

65 69

3.00

B-

60 64

2.67

C+

55 59

2.33

50 54

2.00

D+

47 49

1.67

44 46

1.33

D-

40 43

1.00

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)

0.00

Fail

IN

Incomplete

Pass

Given for satisfactory completion of practicum

AU

Audit

Given for a module where attendance is for information only

without earning academic credit

Withdrawn after census date, typically mid semester

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

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Weekly Module Schedule

Lecture
Hour

Tutorial
Hour

Blended
Learning

ORIENTATION WEEK

Lecture 1: Introduction to Creativity +Course

Outline+ E-portfolio Briefing
Briefing Project 1

Lecture02: Generating Ideas(6 Thinking Hats,

Mind Mapping, Brainstorming)

3
( On line
discussion/forum)

Week 4
24th-28th
February
Week 5
3rd- 7th March
Week 6
10th-14th
March

Lecture03: Creative Process

IDJ 1 Brief

Lecture 04: Traits of Creative Thinking

Lecture05: Creativity Through Convergent

and Divergent Thinking

Week 7
17th-21st
March

Lecture06:Methods and Techniques

IDJ 2 Brief | Submission IDJ 1
Briefing Final Project

Week/Date
Week 1
3rd-7th
February
Week 2
10th-14th
February
Week 3
17th-21st
February

Week 8
24th-28th
March

Topic

PROJECT 1 PRESENTATION
*Lecture time replace by performance

2
Digital
upload of
IDJ 1
2
Digital
upload of
Project 1

SEMESTER BREAK (31/3-4/4)

Week 9
7th-11th April

Lecture 07: Problem Solving

Week 10
14th-18th April

Lecture08: The Abilities of a Critical Thinker

IDJ 3 Brief | Submission IDJ 2

Week 11
21st-25th April
Week 12
28thApril2nd May

2
Digital
upload of
IDJ 2

Lecture 09: Approach in Selling Ideas

Lecture 10: Creative People and Design

2
2
Digital
upload of
IDJ 3

Week 13
5th -9th May

Discussion/ Class Activity related to Final Project

IDJ 4 Brief | Submission IDJ 3

3
( On line
discussion/forum)

Week 14
12th-16th May

Discussion/ Class Activity related to Final Project

3
( On line
discussion/forum)

Week 15
19th -23rd May

Discussion/ Class Activity related to Final Project

Discussion/ Class Activity related to Final Project

Week 16
26th-30th May

Week 17
2nd -6th June

FINAL PROJECT PRESENTATION

Week 18
9th-13th June

IDJ4-Idea Journal Book Cover Submission

E-Portfolio Submission

Creative Thinking Skills (FDES 0213/ ARC30104): February 2014

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Digital
upload of
Final Project
2
Digital
upload of
E-portfolio
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Week 19

Study Leave
*No final exam for CTS

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 Bonos 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

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