15143 Group Project A: Urban Renewal
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Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): ((12535 Property Investment and Development Feasibility OR 15222c Urban Design) AND 17700c Planning and Environmental Law AND 15142c Property Development Process)
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject introduces the practice of planning for large urban redevelopment sites. It involves the development by student groups of a masterplan for a selected urban renewal site. Individual students act as independent consultants to the team, each preparing one of the sections of the masterplan, and the team as a whole develops the project concept and rationale. The subject develops students' understanding of urban renewal goals and challenges, the master-planning process, and effective teamwork. The subject also develops students' professional skills, including applying research to practice. Methods of evaluating alternative masterplans are also outlined.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Develop a masterplan based on effective application of principles of economic, environmental, and social sustainability |
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| 2. | Develop a clear rationale for masterplan proposals based on research |
| 3. | Develop effective written, verbal, and graphic communication strategies |
| 4. | Demonstrate an understanding of how a specific site sits within the metropolitan strategic planning context |
| 5. | Demonstrate a capacity to work professionally and effectively in teams of people with diverse professional and personal backgrounds |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Work effectively in teams of people with diverse professional and personal backgrounds (C.1)
- Communicate with people with a wide variety of cultural, social, economic, and political perspectives using verbal, written, and visual media (C.2)
- Develop creative solutions to complex problems based on research and evaluation (I.1)
- Prepare and critique plans based on a broad understanding of urban and regional and environmental dynamics, and analyse alternatives (P.4)
- Analyse dynamics driving land and property markets and articulate this to planning proposals (P.8)
- Design and conduct a research project to identify and evaluate alternative strategies to resolve a complex problem (R.2)
- Develop coherent and logically structured arguments that use evidence appropriately (R.5)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
The subject is delivered in two main blocks and a one-day tutorial, and includes some lectures on key concepts, presentations relevant to the various case studies and group work. There are also workshop sessions for group work, and presentation sessions for students to make group presentation of their work. Students receive verbal feedback on their work during each workshop session. Workshops are also essential forums in which collaborative learning occurs. For instance, students will work collaboratively in workshops to develop an initial masterplan concept for the site, and in later workshops to develop the concept into a more detailed masterplan, with guidance from the teaching staff. Peer feedback is provided in the second assignment presentation (Development Assessment), and in the form of feedback on teamwork performance through SPARK. Introductory material (provided on UTS Canvas) should be viewed before attending the first teaching block, to ensure students are able to participate at a high level from the beginning. This material includes reading a chapter of a guide to developing masterplans; this will give students an overview of what is involved in preparing a master plan. It also involves visiting and evaluating an urban redevelopment site. Preparatory material providing background about the site options groups will choose from, is also posted on UTS Canvas. Reviewing this material before the first teaching block will explain the challenges posed by the site/s, and will also ensure students are prepared to ask questions during the field trips to the sites during the first teaching block. This background information will be an essential part of the concept plan development during the first teaching block. Students are expected to conduct independent research between teaching blocks (for instance, a market analysis of property trends, and assessment of the site context) to inform masterplan development. As much background research as possible should be completed between the first teaching block and the tutorial day, so that research can inform the finalising of the masterplan by the end of the day. In between the first and second teaching blocks, students will complete the section of the masterplan for which they have taken responsibility (workplans are agreed by the team during the first teaching block), and prepare their section of the draft masterplan report. During the second teaching block, teams will also work collaboratively to assess the proposal of another team (as if they were the Consent Authority for the scheme). Feedback during the second teaching block includes the development assessment by the other team, feedback from the presentation panel, peer feedback from SPARK, and formal written feedback on the draft masterplan proposal. For the final assignment, students will complete their assigned section of the final version of the masterplan, taking all this feedback into account.
Content (topics)
- Masterplanning for major sites
- Feasibility analysis
Assessment
Assessment task 1: Masterplan and pre-work
| Intent: | Three tasks need to be completed for this assignment. One task will be completed before the first teaching block, to ensure students are prepared for the subject. The pre-class task (Assignment 1a) entails each student completing a required reading and visiting an urban redevelopment site, then preparing a short evaluation of the project outcome, to be discussed during the first teaching block. The second task entails preparing a master plan report as a member of a group. Teams of students will develop a masterplan for a redevelopment site, similar to masterplans developed in real world professional settings, but adapted for the constraints imposed by completing work within a single semester. Each student will act as an independent consultant to the team, preparing a specific section of a masterplan report for their selected site. A masterplan would typically include the following sections:
The Masterplan report should include appropriate maps, diagrams, illustrations and text explaining the proposed development, and demonstrating how it responds to the opportunities provided by the site and the planning controls applying to the site. If the team consider the current planning controls to be inappropriate, they are free to recommend a non-conforming development proposal (eg one with higher FSR’s or different approaches to heritage preservation). The third task entails delivering a formal oral presentation of the master plan report to a jury of expert critics. The presentation is a team effort, but students may play different roles in preparing and delivering the presentation. Team assessed items are identified in the criteria list; each of the remaining tasks will be the responsibility of an individual, acting as a consultant to the team. | ||||||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2, I.1, P.4, R.2 and R.5 | ||||||||||||||||||||||||||||
| Type: | Report | ||||||||||||||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||||||||||||||
| Weight: | 60% | ||||||||||||||||||||||||||||
| Length: | Assignment 1A should be no more than 700 words. There is a recommended length of 10,000 words for the masterplan report (1B). Each group has no more than 20 minutes for the in-class presentation. | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Development Assessment
| Intent: | Each team will act as the consent authority to assess the masterplan of a different team (these responsibilities will be assigned during the first teaching block). Each team is to prepare a short (maximum 5 slides) Powerpoint presentation of their initial assessment of the masterplan which they are assessing. This should cover the following topics :
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| Objective(s): | This task addresses the following subject learning objectives: 2, 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2, P.4, P.8 and R.5 | ||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||
| Groupwork: | Group, group assessed | ||||||||||||||||||||
| Weight: | 10% | ||||||||||||||||||||
| Length: | 5 slides - 10 min presentation | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Amended Masterplan Report
| Intent: | The Amended Masterplan is a revised version of the masterplan submitted for Assignment 1, with each consultant member of the team, and the team as a whole, responding to the concerns, criticisms, and suggestions made during the masterplan report presentation, in the Consent Authority’s assessment of the proposal, and feedback provided by the instructor. A separate letter should explain how concerns raised by the assessing team in the Development Assessment (Assignment 2) have been addressed, and provide a rationale for concerns that are not addressed. Students will also be asked to reflect (in a brief reflective essay) on how the teamwork experience in the subject will contribute to their future professional development, and will assess the teamwork effectiveness of each of their peers in the team (through SPARK). | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 3 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, C.2, I.1 and R.2 | ||||||||||||||||||||
| Type: | Report | ||||||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||
| Length: | No more than 10,000 words for the masterplan report | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must obtain a total mark of at least 50% to pass the subject.
To ensure that groups are able to complete work required during timetabled hours, all students must attend at least 80% of timetabled hours for the subject.
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
Timetabled hours may involve a mix of online participation and face to face activities. If you are unable to participate in face to face activities please consult with a member of the teaching staff to develop a satisfactory alternative approach to participation.
Required texts
Chapter 4 Generating a proposal
Coiacetto, Eddo. (2012). Understanding land development a project-based approach. Collingwood, VIC: CSIRO Publishing
The book is available online in the UTS Library website
Recommended texts
All the other chapters from:
Eddo Coiacetto. (2012). Understanding Land Development: a project-based approach. Collingwood, VIC: CSIRO Publishing
The book is available online in the UTS Library website
References
All learning resources are available on UTS Online and in the UTS Library website