17918 Urban Design Studio 3: Transit Neighbourhoods

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UTS: Design, Architecture and Building: School of the Built Environment
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): 17916 Urban Design Studio 1: Urban Morphology AND 17917 Urban Design Studio 2: Place-making
There are course requisites for this subject. See access conditions.

Description

Urban Design Studio 3 builds on the knowledge of the previous UDSs by concentrating on mobility – integrating road corridor / transit / active mobility. This studio highlights the relationship with planning and design. Students analyse various case studies of transit oriented developments, healthy cities through active movement, and transport-design-green infrastructure integration, to then apply the lessons learnt into an urban design proposal for a given area.

Subject learning objectives (SLOs)

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

1.	Communicate urban design analysis and ideas effectively verbally, in writing and using a variety of visual media
2.	Collaborate with peers in gathering and sharing relevant data that will inform the analysis and proposal
3.	Analyse and explain the characteristics, strengths and weaknesses of the given site by using a wide range of analytical tools
4.	Identify the design and contextual factors underpinning the challenges and opportunities facing particular places
5.	Develop urban design recommendations based on a clear rationale

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 and interests using verbal, written, and visual media (C.2)
Apply urban design principles to develop creative solutions for urban problems (I.2)
Apply a wide array of analytic tools (which may include spreadsheets, geographic information software, three-dimensional simulations, or negotiation tools) to determine constraints and opportunities (P.3)
Develop and apply the principles of urban design to analyse places (P.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

This subject is primarily studio based, including online-interactive content discussing fundamental concepts, self-guided site visits, virtual site visits to a given study area and weekly live in-class studio sessions to discuss the students’ progress. This subject also includes peer discussions and collaboration in developing analytical activities. These will be complemented by self-directed student learning via subject readings guided by discussion points / questions. These different activities involve the provision of formative feedback from the lecturer and the students. Participation in Zoom sessions for this subject is mandatory to foster a collaborative studio environment, enabling feedback from both your instructor and fellow students.

Content (topics)

1. Transit-oriented neighbourhoods

2. Analysis

3. Issues and Opportunities

4. Integrated Design Proposal

5. Developing the Preferred Scenario

6. Finalise the Design Proposal

Assessment

Assessment task 1: Writing an Analytical Report: Evaluation of Framework Policies

Intent:

This assignment aims to encourage critical thinking and analytical skills while helping you gain a thorough understanding of the relevant policies and guiding principles that will inform your design proposal.

Objective(s):

This task addresses the following subject learning objectives:

1, 2 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.1, C.2, P.3 and P.5

Type:

Report

Groupwork:

Individual

Weight:

20%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Demonstrated thorough understanding of the framework documents and the guiding principles they contain for the chosen study area.	25	2	C.1
Effective use of the BEI Matrix to identify the main objectives and vision of the documents	30	1	P.3
Analysis of findings and identification of commonalities is written in a clear and concise summary of the shared vision and objectives of the various documents	30	4	P.5
Demonstrated professionalism in the presentation of the report, including writing style, language use, and overall report layout.	15	1	C.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Analysis of your Study Area across Scales

Intent:

Considering the case study, the document analysis and information given in module 01, you will apply your analytical and drawing skills to assess the site at three different scales: metro/regional, corridor, and precinct scale. The purpose and scope of assignment 02 is to develop design interpretation and assessment skills at various scales. You will use the knowledge gained in module 02 to develop this assignment.

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.1, C.2, P.3 and P.5

Type:

Case study

Groupwork:

Individual

Weight:

40%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Understanding of the site at each of the three scales provided: metro/regional, corridor, and precinct scale	20	2	C.1
Includes a discussion of the unique characteristics and challenges that are present at each scale, providing a comprehensive understanding of the context in which the design proposal will be situated and informing design decisions	20	4	P.3
The analysis outlines the issues and opportunities present at each scale, helping to guide the design approach	20	3	P.5
Written elements are insightful and supported by evidence	15	1	C.2
Appropriate analytical and drawing techniques are used to showcase the findings at each scale	15	1	C.2
The assignment demonstrates a high level of effort and is of high quality	10	1	C.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Development of Integrated Design Solutions and Strategies

Intent:

The intent of this assignment is to provide students with an opportunity to develop solutions and strategies at two different scales: corridor and station precinct, based on the analysis and findings of the previous assignment. The design proposal should show how it impacts the metro/regional scale. At the station precinct scale, two scenarios should be developed.

Through this assignment, students will learn to identify strategic corridors and pulses of activity at the metro/regional scale, prioritise high-quality transit infrastructure, mixed-use development, and pedestrian and bike infrastructure, and develop plans to fully realise the potential for a transit-oriented neighbourhood at the various scales. Students will also learn to consider factors such as existing land use patterns, demographics, and the surrounding transportation network when developing these plans.

Objective(s):

This task addresses the following subject learning objectives:

1 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 and I.2

Type:

Case study

Groupwork:

Individual

Weight:

40%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Evidence of Urban Design and sustainability principles in design proposal	10	5	I.2
Demonstrates alignment with the shared vision and objectives of the framework documents	10	5	I.2
Creatively responds to site issues and opportunities at the three scales, aiming to address	20	5	I.2
Clear and concise justification that outlines reasoning behind decisions and strategies	20	5	I.2
The written report is insightful and clearly explains the elements of the design proposal	15	1	C.2
Appropriate drawing techniques are used to showcase the proposal at each scale	15	1	C.2
The report is well-structured with headings and paragraphs that clearly set out the findings	10	1	C.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must achieve at least 50% of the subject’s total mark.