11339 Climate Resilience

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Design, Architecture and Building: Architecture
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

Requisite(s): 72 credit points of completed study in spk(s): C10004 Bachelor of Design Architecture OR 72 credit points of completed study in spk(s): C10325 Bachelor of Design Architecture Bachelor of Creative Intelligence and Innovation OR 72 credit points of completed study in spk(s): C10413 Bachelor of Design Architecture Master of Architecture OR 48 credit points of completed study in spk(s): C09079 Bachelor of Landscape Architecture (Honours) OR 48 credit points of completed study in spk(s): C10271 Bachelor of Design Interior Architecture OR 48 credit points of completed study in spk(s): C10423 Bachelor of Design Interior Architecture Bachelor of Languages and Cultures OR 48 credit points of completed study in spk(s): C10272 Bachelor of Design Interior Architecture Bachelor of International Studies OR 48 credit points of completed study in spk(s): C10322 Bachelor of Design Interior Architecture Bachelor of Creative Intelligence and Innovation
These requisites may not apply to students in certain courses. See access conditions.

Description

This elective explores how existing environments may be reimagined to offer adaptive, responsive, resilient, and inclusive urban futures in response to changes in urban populations concurrent with both increasing fluctuations in climatic conditions and an escalating frequency of extreme climatic events. It investigates the means and ways of understanding and designing alternative solutions to configuring the urban fabric and how these alternative configurations might benefit a multi-species ecology of inhabitants in dynamic urban landscapes.

The outputs are design research that is concerned with explorations and observations of digital and physical feedback between the body / bodies and the urban environment as a means of sensing climatic conditions. These feedback systems are examined through observation and the analysis of data collected through wearables and environmental sensors with an aim to develop outcomes that augment current ways of designing responsive landscape systems specific to demographic data. The outcomes are digital and physical design tools and parameters that have been tested through iterative design experiments related to climate and the body in space and atmospheric conditions.

The tools engaged for the research include 3d digital modelling of existing and proposed urban landscapes and objects, 2d and 3d mappings of urban landscapes and explorations of representations of climatic qualities including air, heat and water and other elements that contribute to creating atmospheric qualities.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1.	Demonstrate skills in research and architectural thinking
2.	Develop an informed position relative to the project
3.	Establish a creative response to project brief through an engagement with sub-disciplinary areas of knowledge: history, theory, tectonics and or/practice
4.	Take responsibility for the production of outcomes suitable for the project to be evaluated at undergraduate level
5.	Engage in architectural discourse surrounding topic of area

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

Establish and develop an informed and ethical position towards social, technical and environmental issues and practices (A.1)
Communicate ideas professionally and effectively through a variety of mediums: oral, written, visual, physical and digital (C.2)
Understand and challenge disciplinary conventions through an engagement with emergent forms of architectural practice, technologies and modes of production (P.1)
Position work within an extended and critically reasoned context through the identification, evaluation and application of relevant academic references and architectural case studies (R.1)

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

Forms of subject delivery and learning activities are determined in negotiation with the academic supervisor. This may include inquiry-based studio lectures and related discussion, problem identification and analysis, experiential immersion and practice-oriented sessions. The nature of the learning activities will be determined by the subject context with a view to establishing authentic and relatable links to industry practice or research. Active learning activities will test understanding using higher order skills inherent in analysis, peer and tutor critique, empathetic discussion and artefact output. Students should be aware of the expectations for preparatory work and how this links to activities undertaken in scheduled meetings. Online resources for this subject are located on UTS Online.

Students will have several opportunities to receive feedback during the subject. The feedback provided will vary in form, purpose and in its degree of formality:

Formative feedback will be provided during the learning process, typically provided verbally by the subject's teaching staff. It will address the content of work and a student's approach to learning, both in general and more specific ‘assessment orientated’ terms. It is designed to help students improve their performance in time for the submission of an assessment item. For this to occur students need to respond constructively to the feedback provided. This involves critically reflecting on advice given and in response altering the approach taken to a given assessment. Formative feedback may also, on occasion, be provided by other students. It is delivered informally, either in conversation during a tutorial or in the course of discussion at the scale of the whole class. It is the student’s responsibility to record any feedback given during meetings or studio sessions.

Summative feedback is provided in written form with all assessed work. It is published along with indicative grades online at UTS REVIEW. Summative feedback focuses on assessment outcomes. It is used to indicate how successfully a student has performed in terms of specific assessment criteria.

Content (topics)

The subject content will be arranged in consultation with the supervising academic. Each application of study should be required to outline the core learning objectives of the project, the topics and themes to be studied, provide a timetable for the semester’s work and the types of assessment suitable for the projects. Students will be required to attend at least two group meetings where they will present their findings to others enrolled in the special project.

Assessment

Assessment task 1: Project Framework

Intent:

Project framework:
Students develop collective and critical positions in response to the studio's aims and objectives.

Objective(s):

This task addresses the following subject learning objectives:

2, 4 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.):

A.1 and C.2

Type:

Design/drawing/plan/sketch

Groupwork:

Individual

Weight:

50%

Criteria:

All assessment criteria will be defined within the detailed project description provided by the supervising academic.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
CONCEPT: A clear structure that emerges from the site, its context.	30	5	A.1
METHOD: ideas are defined and described in a clear and logical manner	40	2	A.1
COMMUNICATION: the content and scope of the research is criticallyaligned to the studio�s agenda	30	4	C.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Design

Intent:

Design Project

Building on the work undertaken in Assessment Task 2, students develop a design outcome in alignment with the studio's aims, objectives and methods.