Overview
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
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).
Offerings For 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.
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 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.
Feedback from 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.
- 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.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 30% | |||||
| 2 - Presentation and Written Assessment - 70% | |||||
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 - Written Assessment - 30% | ||||||||||
| 2 - Presentation and Written Assessment - 70% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microphone and headset
- Webcam
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
Investigate options for your project
Chapter
Events and Submissions/Topic
Module/Topic
The Site - Environmental Constraints
Chapter
Events and Submissions/Topic
Module/Topic
Regulatory Constraints
Chapter
Events and Submissions/Topic
Module/Topic
Preliminary Costings
Chapter
Events and Submissions/Topic
Module/Topic
A1 Presentations
Chapter
Events and Submissions/Topic
Module/Topic
Social Innovation and Implications for Spatial Distribution
Chapter
Events and Submissions/Topic
Module/Topic
Spatial Distribution
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Consider climate appropriate roof type, structure and materials
Chapter
Events and Submissions/Topic
Module/Topic
Finalise form and spatial organisation in floor plan and cross section
Chapter
Events and Submissions/Topic
Module/Topic
Reflect on your design and look for ways to improve the design
Chapter
Events and Submissions/Topic
Module/Topic
Finalise plans and prepare final detailed costings
Chapter
Events and Submissions/Topic
Module/Topic
Submission and Presentation of Final Design
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
The focus of Assignment 1 will be ‘project based’ building design. Please refer the Assessment Block in Moodle for detailed briefing of the assignment.
Week 5 Wednesday (4 Dec 2024) 11:45 pm AEST
via Moodle
Week 7 Thursday (19 Dec 2024)
The marking criteria for this assessment are:
- Develop clear and thoroughly considered project proposals based on the optimum use of the site for a parcel of land which are compliant with the local authority's development plan
- Develop project proposals that are based on Triple Bottom Line principles with a particular focus on social innovation and environmental sustainability
- Depth of research and analysis of design strategies in regards to Social Innovation and Environmental Sustainability
- Effectively and independently solve routine and unfamiliar problems using information, technology, logic and ethical decision making
- Utilise personal and interpersonal communication skills (verbal and non verbal) in a manner that is constructive, respectful and appropriate to the situation
More detailed information available in the Assessment briefing and Marking Rubric available on the Moodle site.
- 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
- 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.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Social Innovation
2 Presentation and Written Assessment
The focus of Assignment 2 is the final development of the project proposal from Assignment 1. Please refer the Assessment Block in Moodle for detailed briefing of the assignment.
Week 12 Wednesday (5 Feb 2025) 11:45 pm AEST
Submit via Moodle submission portal. Presentation to be held via Zoom in Week 12
on or before 1 March 2025
- Develop a clear and thoroughly considered project proposal based on the optimum use of the site for a parcel of land which is compliant with the local authority's development plan
- Develop project proposals that are based on Triple Bottom Line principles with a particular focus on social innovation and environmental sustainability
- Depth of research and analysis of design strategies in regards to social innovation and environmental sustainability
- Application of research and analysis to the design using creativity and constructive problem solving to enhance social innovation and environmentally sustainable design outcomes
- Effectively and independently solve routine and unfamiliar problems using information, technology, logic and ethical decision making
- Utilise personal and interpersonal communication skills (verbal and non verbal) in a manner that is constructive, respectful and appropriate to the situation
More detailed information available in the Assessment briefing and Marking Rubric available on the Moodle site.
- 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.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- 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?
