16266 Sustainable Urban Design and Development
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.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
This subject provides an introduction to the environmental impact of building construction and urban development and the roles and responsibilities that professionals in the built environment have in reducing environmental problems. The subject commences with an overview of the major global environmental and energy problems and how the building construction and the built environment have contributed to these problems. Applications of sustainability in building construction management are then discussed in both residential and commercial building context and sustainability ratings are reviewed. The life cycle concept and environmental impact assessment are then explored in conjunction with the sustainability metrics and also principles of sustainable urban development, planning and design. This subject also provides the basis for understanding the processes that shape the built environment particularly in relation to the development and redevelopment of current and future cities. Students are exposed to the history of the city and factors that shape city development as well as a general understanding of the environmental, social and economical impacts of urban design and development. It further shows how technological solutions can play a vital role in resolving some of the current environmental challenges facing the built environment.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Recognise the environmental impacts of urban development, how it has contributed to global environmental problems and discuss the ethical issues involved |
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| 2. | Communicate the main principles of sustainable urban development, planning and design in a variety of professional contexts |
| 3. | Explain the processes that have shaped towns and cities throughout history and discuss current policies and initiatives in the redevelopment of cities |
| 4. | Demonstrate awareness of the environmental aspects of design in buildings and construction, sites and subdivisions, including an understanding of energy efficient design and controls to reduce impacts on water, land and air systems and biodiversity |
| 5. | Identify quality urban design principles, and assess the extent to which they are or have been applied in both planned and completed development projects |
| 6. | Evaluate contemporary trends and rating systems in building construction and urban planning and development in response to concerns for better design and ecologically sustainable development |
| 7. | Identify and discuss issues in life cycle environmentally sympathetic design, including problems/barriers, solutions, costs, and applicability |
| 8. | Explain the importance of environmental considerations and appropriate design responses in development projects |
| 9. | Discover the relationship between economical, societal and environmental values in the sustainable built environment |
| 10. | Discuss the broader built environmental issues and potential technological solutions |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Identify ethical issues and apply informed ethical judgements in professional Contexts. (A.1)
- Work effectively in multidisciplinary and culturally diverse contexts. (A.2)
- Apply a variety of communication skills and technologies in professional contexts. (C.1)
- Adaptability to changing processes, developments, methodologies and technologies in built environment contexts. (I.2)
- Operate effectively within the social, legal and technical framework of the design and construction process. (P.1)
- Apply the body of knowledge underpinning construction project management practice. (P.2)
- Effectively manage the interface between design and construction processes for projects. (P.3)
- Identify efficiencies in the sustainable deployment and management of resources. (P.6)
- Analyse and advise on alternative design solutions to promote the achievement of value on projects. (P.7)
- Advise on appropriate procurement options and effectively manage contracts. (P.8)
- Source evaluate and use information to approach new projects/problems. (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
Weekly on campus: 2-3 hr interactive lecture/workshop format.
This subject uses blended learning by supplementing face-to-face teaching with additional online practices. The weekly in-class sessions are designed for active learning and students prepare for this by completing in-class tasks, exercises and discussions. Optional readings of extra materials and contents will also provide online along with the lecture slides for students to explore more on the discussed topics. Notification of in-class tasks, quizzes and assignments (and supplementary readings) occurs weekly through Canvas. Timely completion of these learning tasks allows full participation and more in-depth discussion of topics in class.
The in-class sessions are structured in a lecture/workshop format to encourage active learning. Workshop activities involve both individual reflection, partner work and collaborative learning in groups through brainstorming, discussion, and scenario based activities using a range of case studies.
The assessment tasks are designed around the Subject Learning Objectives (SLOs) and the Course Intended Learning Outcomes (CILOs) that relate to this subject. 5 online quizes throughout the semester along with two major tutorial assignments (dates provided in advance) assess and indicate the level of understanding of basic concepts and the readings. The final assessment is a formal (online) examination that brings together the wide range of sustainable built environment topics and issues covered throughout the subject.
Content (topics)
- Overview of global environmental problems and the impact of the built environment
- Principles of sustainable urban development, planning and design
- Buildings (residential/commercial) and sustainability
- The role of built environment professionals in sustainable urban development
- Sustainable city forms and urban design
- Social and economical values in sustainability
- Life cycle thinking and Life Cycle Assessment (LCA)
- Urban spatial management and redevelopment
- Sustainability challenges and technological solutions
- Case studies
Assessment
Assessment task 1: Tutorial Assignments
| Intent: | This assessment task includes two individual tutorial-based assignments and is designed to promote critical and reflective thinking about sustainability performance in buildings and life cycle analysis of buildings through hands-on practices and analytical discussions. Students use concepts discussed in class and tutorial materials and various other resources to answer the questions as instructed. Students will need to develop and submit a report discussing their findings and associated recomendations and critiques. | ||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 10, 4, 5, 6 and 7 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, P.1, P.6, P.7 and R.1 | ||||||||||||||||||||||||
| Type: | Exercises | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||||||
| Criteria: | This is a two-part assessment that is designed to cover a number of Subject Objectives and Course Intended Learning Outcomes. Through completion of the tasks, the students should collectively:
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| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Online Quizzes
| Intent: | The aim of this assessment task is to provide early feedback to students regarding their understanding of the concepts as we progress in the subject. This assessment will be conducted in weeks 2, 4, 7, 9 and 11. | ||||||||||||||||||||||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 10, 2, 3, 4, 5, 6, 7, 8 and 9 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, A.2, C.1, I.2, P.1, P.3, P.7, P.8 and R.1 | ||||||||||||||||||||||||||||||||||||||||||||
| Type: | Quiz/test | ||||||||||||||||||||||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||||||||||||||||||||||||||
| Criteria: | Students will be assessed on their understanding of the lecture content from the previous weeks (exact weeks will be clarified in class) using online quizzes through Canvas. | ||||||||||||||||||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Final Exam
| Intent: | The final examination is designed for students to demonstrate their understanding of the wide range of built environment topics and issues covered during the subject. | ||||||||||||||||||||||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 10, 2, 3, 4, 5, 6, 7, 8 and 9 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, A.2, C.1, I.2, P.2, P.3, P.7, P.8 and R.1 | ||||||||||||||||||||||||||||||||||||||||||||
| Type: | Examination | ||||||||||||||||||||||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||||||||||||||||||||||||||
| Criteria: | Students will have the opportunity to demonstrate their understanding of the subject resources,learning experiences and lecture content. Knowledge of the concepts will be demonstrated by responding to a range of question formats that relate to the CILOs and specific SLOs for this subject. | ||||||||||||||||||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
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.
Students must complete all assessments and achieve a fifty (50) percent final mark to pass this subject.
Required texts
The required readings and resources will be available on Canvas. Students are expected to read a selection of
online resources that will be provided weekly.
Recommended texts
Blewitt, J., 2018 Understanding Sustainable Development. Routledge, New York
Lindgreen, A. et al 2019 Measuring and Controlling Sustainabilty, Routledge, New York
Rauscher, R. & Momtaz, S., 2015, Sustainable Neighbourhoods in Australia: City of Sydney Urban Planning, Springer, Sydney
Curran, M.A. ed., 2012. Life cycle assessment handbook: a guide for environmentally sustainable products. John Wiley & Sons.
Trubiano, F., 2013. Design and construction of high-performance homes: Building envelopes, renewable energies and integrated practice. Routledge.
Other resources
Coffin, C. J., & Young, J. 2017, Making Places for People: 12 questions every designer should ask. Routledge. New York
Jackson, S., Porter, L., & Johnson, L.C. 2018, Planning in Indigenous Australia: from imperial foundations to postcolonial futures. Routledge, New York
Sanderson, D., Kayden, J. S., & Leis, J. 2016, Urban Disaster Resilience: New Dimensions from International Practice in the Built Environment, Routledge, New York
Willis, K. S., & Aurigi, A., 2018, Digital and Smart Cities, Routledge. New York