Unit Synopsis
In this unit, you will explore the roles and responsibilities of the building design professional in relation to the design and planning of the built environment. In this unit you will: Provide an introduction to the development of both urban and regional Australia in terms of infrastructure provision and built environment outcomes; Develop an understanding of how the application of social innovation in the decision-making process can positively affect outcomes for both urban and regional environments; Provide background to the need for triple bottom line decision making in the planning and design process; Develop an understanding of the impact of how current trends can reduce the environmental footprint associated with the development of the built environment. N.B. Students are strongly advised to attempt this unit within their final year of equivalent full-time study to ensure an adequate level of entry knowledge.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 3 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Prerequisites: BLAR11045 Built Environment 1 and BLAR12036 Building Design 1 and BLAR12050 Contract Documentation 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 3 - 2024
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).
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. Presentation and Written Assessment | 70% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 3 - 2024 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 14.29% 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: SUTE feedback
The unit is comprehensive, demanding and engaging. Inclusion of industry professionals contributes to depth of understanding.
Industry professionals will continue to engage with students in this unit.
A mentor program was offered so that students could engage with industry professionals and deepen their learning.
Source: SUTE feedback
The assessments and feedback provide a "real world" experience that is useful to prepare for work as an industry professional. There is significant time commitment, engagement and research involved to do well in this unit.
The unit will continue to be structured to support students prepare for work as an industry professional. It is recommended that students manage their time and participate in the research and engage in the mentoring activities that form part of this unit.
The unit was structured to provide a "real world" experience and prepare students for work as an industry professional. students were required to manage their time and participate in related research and mentoring activities.
Source: Student Feedback
Students reported that the feedback forums are helpful to progress and develop their design work.
The feedback forums will continue to be offered to support students with their design development.
In Progress
Source: Student Feedback
Students reported that the social innovation aspect was challenging and allowed them to express creative ideas to address design problems.
Social Innovation will remain a focus for this unit and the assessment strategy.
In Progress
On successful completion of this unit, you will be able to:
- Develop project proposals based on the optimum use of the site for a parcel of land which are compliant with a local authority's development plan
- Prepare a project feasibility study incorporating 'triple bottom line (TBL)', social innovation and sustainability principles and the use of these metrics to justifying the preferred design option
- Select building materials and construction techniques which have a low impact on the natural environment
- Solve independently routine and unfamiliar problems using information, technology, logic and ethical decision making
- Use appropriate modes of communication and practice personal and interpersonal skills to effectively communicate project proposals and design outcomes.
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | • | • | |
| 2 - Presentation and Written Assessment | • | • | • | • | • |
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | • | • | • | • | |
| 2 - Problem Solving | • | • | • | • | • |
| 3 - Critical Thinking | • | • | • | • | • |
| 4 - Information Literacy | • | • | • | • | |
| 6 - Information Technology Competence | • | • | • | • | • |
| 7 - Cross Cultural Competence | • | ||||
| 8 - Ethical practice | • | • | • | • | • |
| 9 - Social Innovation | • | • | |||
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Written Assessment | • | • | • | • | • | • | |||||
| 2 - Presentation and Written Assessment | • | • | • | • | • | • | |||||