Overview
Building Design 1 will introduce you to creative design as a process of investigation, critical observation and experimentation. You will be introduced to the client briefing process as well as to basic aesthetic and sustainable design principles and their application to the design of low rise residential and commercial buildings. By engaging in a series of short design-based projects that involve critiquing, listening consciously, researching and creatively solving design problems, you will learn how to create spatial environments that are conducive to human well-being and that meet stakeholder requirements.
Details
Pre-requisites or Co-requisites
Pre-requisites: BLAR11049: Built Environment Communications and Skills or ENEG11005: Fundamentals of Professional Engineering
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).
Offerings For Term 2 - 2022
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.
Class Timetable
Assessment Overview
Assessment Grading
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.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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.
Feedback from Student evaluations
Challenging assessments were engaging and fun, with each one building on knowledge and skills learnt in the previous assessment.
Challenging assessments that build on and expand previous learning will continue to be offered.
Feedback from Student evaluations
Well-paced unit with very engaging lectures, good materials and helpful resources to develop knowledge and skills.
The unit materials are continuously reviewed and updated to ensure that they remain helpful and relevant.
Feedback from Student evaluations
Powerpoint templates and self-assessment checklists provided are very helpful. They allow students to know exactly what is required for the assessment submission and provide the opportunity to check work before submission.
Powerpoint templates and self-assessment checklists will continue to be offered to ensure that assessment requirements are clear.
Feedback from Student evaluations
The feedback forums and interactive feedback sessions are a good way to really look at other designs and try and understand them. Seeing and hearing how others interpret a design problem provides really useful insights and learning.
Feedback forums and interactive feedback sessions will continue to be offered to support students with the design process.
Feedback from Student evaluations
The weekly forum activities help stay on track and are like a communal answer to a question. Even though most of them don't take much time, reading through the different responses provides a lot of detail and information.
The weekly forum activities will continue to be offered and reviewed to ensure that they don't take more than the allotted time.
Feedback from Student evaluations
Drawing to scale for the first time is a lot of work, having a CAD unit will benefit future students.
ArchiStar is offered to support students acquire CAD skills and a CAD unit is currently being developed to support students learning to draft.
- Develop spatial environments that are conducive to human well-being demonstrating experimentation and self-reflection
- Critique designs through the lens of building design processes demonstrating research abilities, conscious communication skills and critical, creative insight into related thought and design processes
- Design environmentally sustainable low rise residential and commercial buildings
- Create aesthetic low rise residential and commercial buildings
- Creatively solve design problems to meet stakeholder requirements.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Portfolio - 20% | |||||
| 2 - Portfolio - 40% | |||||
| 3 - Portfolio - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Portfolio - 20% | ||||||||||
| 2 - Portfolio - 40% | ||||||||||
| 3 - Portfolio - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microphone and camera for use with Zoom
- ArchiStar is recommended (free access provided by CQU - contact the Unit Coordinator if you don't have access yet)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
s.flowers@cqu.edu.au
Module/Topic
What is the role of the building designer and what is the design process?
Chapter
Events and Submissions/Topic
Module/Topic
How do I design approach, entrance and circulation within the building?
Chapter
Events and Submissions/Topic
Module/Topic
Review: Spatial relationships within a building
Chapter
Events and Submissions/Topic
Module/Topic
How does the site influence the design of a building?
Chapter
Events and Submissions/Topic
Module/Topic
How do I find a concept and form for a building?
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
How do I design the exterior of a building?
Chapter
Events and Submissions/Topic
Module/Topic
Review: How do I apply all the theory to my design?
Chapter
Events and Submissions/Topic
Module/Topic
Introduction to commercial building design.
Chapter
Events and Submissions/Topic
Module/Topic
Concept, circulation and spatial design for commercial buildings
Chapter
Events and Submissions/Topic
Module/Topic
Spatial relationships within the context of the built environment
Chapter
Events and Submissions/Topic
Module/Topic
Review: How do I apply all the theory to my design?
Chapter
Events and Submissions/Topic
Module/Topic
End of Term Review
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
This assessment item will address the Unit Learning Outcomes 1 and 5.
You will develop a spatial environment that is conducive to human well-being to meet prescribed stakeholder requirements as per an interactive client briefing.
There will be opportunities for you to present your sketches and plans for feedback - it is strongly recommended that you attend these live feedback sessions.
Your submission will be a Portfolio document containing sketches and plans of your design and written responses to the assessment tasks, the focus of which will relate directly to Topics 1, 2, and 3.
Weekly topic tasks will be available on the Weekly Activity Forum and are to be submitted as part of this assignment via the Moodle portal.
Full and detailed tasks for this assignment and the assignment rubric will be available from the Assessment Block in Moodle.
Further information regarding the assessment will be available on the unit Moodle site.
Week 4 Thursday (4 Aug 2022) 11:45 pm AEST
Submission via Moodle portal.
Week 6 Thursday (25 Aug 2022)
Students will be advised of any adverse circumstances that might delay this.
- creative resolution of design problems to meet stakeholder requirements
- critical thinking and problem solving employing experimentation and self reflection
- Develop spatial environments that are conducive to human well-being demonstrating experimentation and self-reflection
- Creatively solve design problems to meet stakeholder requirements.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
2 Portfolio
This assessment item will address the Unit Learning Outcomes 1, 2, 3, and 4.
You will develop a spatial environment that is conducive to human well-being with a focus on both aesthetic and environmentally sustainable design as per an interactive client briefing. You will provide feedback to fellow students on draft versions of their designs and gain feedback on your draft versions via the assignment forum. There will also be opportunities for you to present your sketches and plans for feedback in Week 7 - it is strongly recommended that you attend the live feedback sessions.
Your submission will be a Portfolio document containing sketches and plans of your design and written responses to the assessment tasks. This assessment builds on what you have learnt in Topics 1 - 3 and relates directly to Topics 4, 5, 6 and 7. Full and detailed tasks for this assignment and the assignment rubric will be available from the Assessment Block in Moodle.
Weekly topic tasks will be available on the Weekly Activity Forum and are to be be submitted as part of this assignment via the Moodle portal.
Further information regarding the assessment will be available on the unit Moodle site.
Week 8 Thursday (8 Sept 2022) 11:45 pm AEST
Submission via Moodle portal.
Week 10 Thursday (22 Sept 2022)
Students will be advised of any adverse circumstances that might delay this.
- identification and creative resolution of design problems to develop spatial environments conducive to human well-being
- research and evaluation of site constraints in order
to develop an environmentally sustainable building
- critical thinking and problem solving employing experimentation and self reflection to design an environmentally sustainable and aesthetic building
- constructive engagement in online discussion forums using a structured communication process when required
- use of conscious communication skills and critical, creative insight into related thought and design processes (demonstrated in plans, report and online presentation)
- Develop spatial environments that are conducive to human well-being demonstrating experimentation and self-reflection
- Critique designs through the lens of building design processes demonstrating research abilities, conscious communication skills and critical, creative insight into related thought and design processes
- Design environmentally sustainable low rise residential and commercial buildings
- Create aesthetic low rise residential and commercial buildings
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
- Social Innovation
3 Portfolio
This assessment item will address the Unit Learning Outcomes 2, 3, 4 and 5.
You will develop a spatial environment that meets stakeholder requirements with a focus on both aesthetic and environmentally sustainable design. You will provide feedback to fellow students on draft versions of their designs and gain feedback on your draft versions via the assignment forum. There will also be opportunities for you to present your sketches and plans for feedback in Week 11 - it is strongly recommended that you attend the live feedback sessions.
Your submission will be a Portfolio document containing sketches and plans of your design and written responses to the assessment tasks. This assessment builds on what you have learnt in Topics 1-7 and relates directly to Topics 8, 9, 10 and 11. Full and detailed tasks for this assignment and the assignment rubric will be available from the Assessment Block in Moodle.
Weekly topic tasks will be available on the Weekly Activity Forum and are to be be submitted as part of this assignment via the Moodle portal.
Further information regarding the assessment will be available on the unit Moodle site.
Week 12 Thursday (6 Oct 2022) 11:45 pm AEST
Submission via Moodle portal.
Exam Week Thursday (20 Oct 2022)
Students will be advised of any adverse circumstances that might delay this.
Marks will be allocated as specified in the assignment brief in the Assessment Block in Moodle.
Assessment Criteria are based on demonstration of the following:
- identification and creative resolution of design problems to develop spatial environments that meet stakeholder requirements
- research and evaluation of site constraints in order
to develop an environmentally sustainable building
- critical
thinking and problem solving to design an environmentally sustainable and aesthetic
building
- constructive engagement in online discussion forums using a structured communication process when required
- use of conscious communication skills and critical, creative insight into related thought and design processes
- Critique designs through the lens of building design processes demonstrating research abilities, conscious communication skills and critical, creative insight into related thought and design processes
- Design environmentally sustainable low rise residential and commercial buildings
- Create aesthetic low rise residential and commercial buildings
- Creatively solve design problems to meet stakeholder requirements.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
- Social Innovation
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
