41205 Civil Engineering Integrated Design Studio
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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 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): ((144 credit points of completed study in Bachelor's Degree owned by FEIT OR 144 credit points of completed study in Bachelor's Honours Embedded Degree owned by FEIT OR 144 credit points of completed study in Bachelor's Combined Degree owned by FEIT OR 144 credit points of completed study in Bachelor's Combined Honours Degree owned by FEIT OR 144 credit points of completed study in Bachelor's Combined Degree co-owned by FEIT OR 144 credit points of completed study in Bachelor's Combined Honours Degree co-owned by FEIT) AND (48366 Steel and Timber Design OR 48353 Concrete Design) AND 48360 Geotechnical Engineering)
Description
In this Pre-Professional studio students participate in multidisciplinary projects that draw on the various design aspects of Civil and Environmental Engineering, such as structural, geotechnical, environmental and construction aspects. The subject enables students to explore and integrate various civil engineering related disciplines, highlighting the importance of a cohesive approach to solving complex problems. Students are asked to draw on and critically incorporate the ways non-technical factors that influence engineering outcomes such as social, cultural, ethical, legal, political, environmental, and economic contexts on technical engineering designs. By the end of the subject, students will have developed a comprehensive appreciation of the multifaceted nature of civil engineering projects and their impact on communities and the environment.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Assess the proposed design solution for environmental, social and economic impacts. (B.1) |
|---|---|
| 2. | Design a solution to meet client expectations in relation to a civil and environmental engineering project. (C.1) |
| 3. | Apply relevant civil and environmental engineering theories to evaluate integrative design engineering options. (D.1) |
| 4. | Articulate systematic approaches used to evidence the management of integrated design engineering project. (E.1) |
| 5. | Reflect on ways of using feedback to address own professional development in relation to achieving project goals. (F.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, interpret and analyse stakeholder needs and cultural perspectives, establish priorities and goals, and identify constraints, uncertainties and risks (social, ethical, cultural, legislative, environmental, economics etc.) to define the system requirements. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop components, systems and processes to meet specified requirements. (C.1)
- Technically Proficient: FEIT graduates apply abstraction, mathematics and discipline fundamentals, software, tools and techniques to evaluate, implement and operate systems. (D.1)
- Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
- Reflective: FEIT graduates critically self-review their performance to improve themselves, their teams, and the broader community and society. (F.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
This subject contributes to the development of the following Engineers Australia Stage 1 Competencies:
- 1.3 In-depth understanding of specialist bodies of knowledge within the engineering
discipline. - 1.4 Discernment of knowledge development and research directions within the
engineering discipline. - 1.5. Knowledge of engineering design practice and contextual factors impacting the engineering discipline.
- 2.1. Application of established engineering methods to complex engineering problem solving.
- 2.2 Fluent application of engineering techniques, tools and resources.
- 2.3 Application of systematic engineering synthesis and design processes.
- 3.2. Effective oral and written communication in professional and lay domains.
- 3.3 Creative, innovative and pro-active demeanour.
- 3.4 Professional use and management of information.
- 3.5 Orderly management of self, and professional conduct.
- 3.6. Effective team membership and team leadership.
Teaching and learning strategies
The subject runs in a studio format where students work collaboratively on real world challenges and projects under guidance from academic, and/or tutor, community and industry experts.
Students engage in Engineering Design Methods from the outset, in a team context.
All teams will participate in weekly tasks where work targets are set and delivered. This will include scheduled times where the whole team comes together to critique progress and to plan the next submission targets. Expert facilitators and student peers will guide progress and provide constructive feedback on each team’s progress to inform improved performance towards the next sprint. These reviews must be documented in each student´s design portfolio.
In these teams, students will actively and continuously conduct critical self, peer and team review and performance evaluation. The purpose of these reviews is continuous improvement at personal and team level. Each facilitator will specify ways in which individuals and teams engage in review and evaluation of their own and their team’s progress.
Verbal communication and collaboration between students and facilitators are an essential part of any real-world design challenge or project development, particularly during the sprints each week.
Progress, artefacts and reflections on each sprint are to be documented in an individual design portfolio. Outside the scheduled class times, students will continue to work on their projects with each other, accessing the classroom and other facilities as needed.
In this subject, it is recommended that you spend 8 to 10 hours each week. This includes 3 hours of studio workshops, 3 hours of accessing subject resources, and weekly group meetings outside of class, and individual study/project work.
Attendance is expected at each of the face-to-face 3 hours per week. The first session sets the tone and scene for the upcoming 12 weeks. Assessment is designed so that turning up is integral to passing the subject, in that, communication, collaboration, feedback and reflection cannot be completed in isolation of team participation.
Regular formative feedback will be provided verbally at each face-to-face session, particularly each week at the formal reviews of team progress.
All studio participants are expected to engage with or provide feedback during team presentations. Students should include feedback as part of their personal reflections and documented in their design journal.
Individual and team feedback from facilitators, usually in written form, will occur through the five separate submissions.
Students should particularly note feedback in submissions 1-3 and gauge their performance level on the specifications grading rubric to ensure that submission 4 is of a passing standard.
Content (topics)
Topics covered in this subject include:
- Fundamentals of integrated Civil and Environmental Engineering design
- Application of advanced design tools in civil engineering projects.
- Multi-disciplinary design principles, load considerations, and material selection for Civil Engineering structures such as buildings and bridges
- Integrating sustainable design practices and assessing technical and non-technical factors such as environmental impacts through simulations and digital assessments.
- Construction planning and cost estimation of construction
- Engineering drawings and reporting
Assessment
Assessment task 1: Oral presentation: Client brief and design options
| Intent: | To produce a clear persuasive design proposal to the client. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1 and D.1 |
| Type: | Presentation |
| Groupwork: | Group, group and individually assessed |
| Length: | 7-min presentation and 3-min question for each group |
Assessment task 2: Conceptual design report
| Intent: | To evidence how feedback is used to make iterations to project design and to communicate benefits of this approach clearly to client. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1 and E.1 |
| Type: | Portfolio |
| Groupwork: | Group, group and individually assessed |
| Length: | 2500 words |
Assessment task 3: Oral presentation: Detailed design
| Intent: | To incorporate and respond to feedback and specific guidelines to make progress that is both individual professional growth and contribution to team success. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1 and E.1 |
| Type: | Presentation |
| Groupwork: | Group, group and individually assessed |
| Length: | 7-min presentation and 3-min question for each group |
Assessment task 4: Portfolio: Responses to feedback, Final design report, and Personal reflection based on Subject Learning Objectives
| Intent: | Consolidate the project iterations into a final deliverable. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3, 4 and 5 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1, D.1, E.1 and F.1 |
| Type: | Portfolio |
| Groupwork: | Group, individually assessed |
| Weight: | 100% |
| Length: | 6000 words |
Minimum requirements
To achieve a pass grade, students must meet the pass performance level stipulated in the subject’s specification standards for the portfolio.
Students who do not submit all assessment tasks by the due dates may be referred to the Responsible Academic Officer under Student Rule 3.8.2, and a fail result may be recorded for this subject.
Required texts
Textbooks in Steel and Timber Design OR Concrete Design OR Geotechnical Engineering, related design standards
Recommended texts
This will be provided based on the specific project offered in a particular session.