BLAR11045 - Built Environment 1

General Information

Unit Synopsis

This unit is an introduction to the impacts of the building design and construction sectors on the environment viz: Natural ecosystems including climate, hydrological cycle, basic thermodynamics, consequences of modification; ecosystem interdependency, capacity of the environment to assimilate changes; background to greenhouse concerns from the Rio Summit through to current global negotiations: social, legislative and political issues associated with modification of the natural and developed environments including environmental impact assessments; and environmental impact of development-mining and mineral processing, materials and manufacturing industries as related to the building and construction sector. This unit then provides an introduction to current activity to minimise impacts through shift to service rather than consumption based economy in the building and construction sector. This unit also requires the student to develop an understanding of requirements for regional and urban development including the legislative framework for planning control, feasibility studies, consultation and communication processes.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2024

Term 2 - 2024 Profile
Online
Term 2 - 2025 Profile
Online
Term 2 - 2026 Profile
Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 30%
2. Written Assessment 35%
3. Presentation and Written Assessment 35%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2024 : The overall satisfaction for students in the last offering of this course was 75.00% (`Agree` and `Strongly Agree` responses), based on a 29.27% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Student feedback
Feedback
The unit was structured very well. The pacing was manageable, and the sequence of assessments built into each other, creating a very linear and concise learning experience.
Recommendation
The redesign of assignments being reliant on the previous assignments increased student understanding. This approach will be expanded upon through the study guide refresh.
Action Taken
The assignments remained linked and built upon each other. The questions adopted a stronger linkage to industry to help students see the benefits of the studies.
Source: Student feedback
Feedback
Incorporate other assessment forms such as quizzes or weekly workbooks (or something of the sort) rather than only three report format assignments. It can be difficult to manage and learn the content adequately and to keep up with the assessments.
Recommendation
The reliance on professional report format assignment submissions will remain as they are an essential transferable professional skill. A video will be expanded to explain further time management of assignments and the supportive report structure, providing a logical template.
Action Taken
Time management was included in the tutorials and MS Team.
Source: Lecturer
Feedback
The low attendance rate for the tutorials and resistance to becoming engaged through the MS Team remains a major weakness of many students. This manifests itself in poor performance.
Recommendation
There is little that has improved attendance and engagement over the past five years. It is now clear that attendance should be connected to a student's overall mark. It is suggested that 10% of the unit mark be awarded for tutorial attendance.
Action Taken
Attendance at tutorials and overall engagement were encouraged by emails and concentrating on the assignments in tutorials.
Source: Staff feedback
Feedback
Low attendance rate in tutorials
Recommendation
Tutorial content should be reviewed to ensure it is closely aligned with assessment tasks and learning outcomes, thereby reinforcing its relevance to student success. Additionally, incorporating more interactive and applied learning activities or collaborative problem-solving activities during the tutorial may enhance student engagement and motivation to attend.
Action Taken
In Progress
Source: Staff feedback
Feedback
Assessment tasks need an update
Recommendation
Assessment tasks should be reviewed to incorporate real-world scenarios or current policy frameworks, and where possible, utilise live data or recent documents from local councils and government bodies.
Action Taken
In Progress
Source: Staff feedback
Feedback
Leverage digital platforms
Recommendation
Interactive content such as videos, podcasts, or webinars from reputable sources such as the Green Building Council of Australia, Infrastructure Australia, etc., should be embedded into tutorials while also using the discussion forums to encourage students to share and critique recent developments in the field.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Propose methods for improving the environmental and social sustainability of the built environment.
  2. Explain the basic theoretical and practical concepts used in urban planning.
  3. Choose appropriate design responses for particular Australian climate zones.
  4. Select building materials on an environmentally preferred basis with particular reference to embodied energy, usage and waste.
  5. Solve routine and unfamiliar problems using information, technology, logic and ethical decision making.
  6. Practice personal and interpersonal skills.
  7. Use effectively appropriate modes of communication.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment • • • •
2 - Written Assessment • • • • •
3 - Presentation and Written Assessment • • • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Communication • • • • • •
2 - Problem Solving • • • • •
3 - Critical Thinking • •
4 - Information Literacy • • • •
6 - Information Technology Competence • • •
8 - Ethical practice • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Written Assessment • • • •
2 - Written Assessment • • • • •
3 - Presentation and Written Assessment • • • • •