Built Environment Technology 1 (10187.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - University of Canberra College, Bruce
UC - Canberra, Bruce
|0.125||3||Faculty Of Arts And Design|
|Discipline||Study level||HECS Bands|
|School Of Design And The Built Environment||Level 1 - Undergraduate Introductory Unit|| Band 2 2021 (Commenced After 1 Jan 2021)
Band 3 2021 (Commenced Before 1 Jan 2021)
Learning outcomesAfter successful completion of this unit, students will be able to:
1. Define structural properties and characteristics of materials;
2. Describe and discuss structural concepts for simple building systems; and
3. Identify a range of design details fir simple structures and demonstrate an awareness of sources relating to Australian standards and building codes.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - be self-aware
Equivalent units8335 Technology Laboratory.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - University of Canberra College, Bruce||UC College Trimester 1||21 February 2022||On-Campus||Mr James Young|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Dr Hamed Golzad|
No required texts.
Selected books may be placed on Special Reserve in the Library for your reference and listed on the BET1 Canvas website.
Submission of assessment items
Extensions & Late submissions
Good studio practices
The following additional Discipline specific regulations and procedures are designed to ensure equity for students in the submission, feedback and assessment of projects.
Submission requirements and protocols
It is UC policy that students submit ALL written work on Canvas in the appropriate assignment submission link for this unit. You should ensure that your student number, and unit name is provided on a front cover and where possible as a running head on each page.
It is the student's responsibility to ensure that the correct version of any given assignment is submitted by the due date and time as indicated in the unit's Canvas site and unit outline.
CD/DVD/USB/emailed assignment submissions will not be accepted. Submissions that do not meet the specified content, format or other requirements may be penalised through a reduction in marks.
Students will not be required to submit preparatory field notes, visual journals or design studio portfolios, unless specifically required as part of the unit assessment tasks. Students may be asked to provide evidence of these in class at the request of the unit tutor or unit convenor.
Unless otherwise stated in the Unit outline, re-submissions for failed work will not be accepted.
Special assessment requirements
Attendance at all classes is required.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Verbal Studio Critiques - Academic Conduct Guidelines - general comments applicable to Built Environment units.
It is in the RAIA Code of Professional Conduct that all members of the profession have an obligation to uphold the integrity and dignity of the profession, and must in every circumstance conduct themselves in a manner that respects the legitimate rights and interests of others. It is important that this is modelled in the unit. This is particularly important during the conduct of the studio critique, a time when a student often feels at their most vulnerable.
Verbal critiques in the workshop times are conducted to provide iterative feedback to the students on their progress against the assessment criteria of the design brief, as detailed in the unit outline. They are conducted a number of times a semester in front of peers, and during this time students should be encouraged to
- benchmark their work against that of others, and
- enlist the help of a peer to take notes or record the feedback on their behalf during the presentation.
During the final critique academics should make it clear which of the following activities is being conducted (Stuart-Murray 2010):
- to seek information,
- to test an argument,
- to evaluate outcomes, or
- to make contextual and theoretical comparisons.
In return students will be invited to present their own work and to evaluate their level of understanding of the learning outcomes. This two-way process necessarily elicits both positive and negative critique and can lead to misunderstandings about the process and outcomes. However, at all times, all participants can expect to be treated respectfully and ethically by staff, students and visitors, as they work in partnership to better the learning outcomes for all.
Running a critique
The academic leading the critique is at all times responsible for the safe and ethical conduct of that critique. In the process of a critique the academic leading the critique sessions will aim to ensure that:
- prior to the critique
- the content and format of presentations is clearly specified
- students will be advised on how to prepare their verbal presentations
- assessment criteria are clearly identified
- student has been encouraged to have a peer recorder
- during the critique
- clearly communicate their expectations of how the session will unfold
- frame their critique within the context of the brief, thus making connections between the brief expectations and the work presented
- comments will only address the assessment criteria and not the person
- ensure all pre-agreed time limits are upheld
- ensure mutual respect for all present is maintained at all times
- after a critique
- the student understands their results
- the student has been given a suitable opportunity to respond
Resolving a conflict
Should the critique session become unexpectedly heated, or a conflict arise, the academic leader will
- immediately stop the critique;
- call a break to the session;
- speak privately with the student/guest involved to resolve the issue – this may be done at another time, if deemed appropriate to the situation. A later discussion should be held in camera, with another academic present. The student should also bring a support person. This later opportunity should include the option or re-presenting their work if deemed appropriate to the situation, without penalty; and
- address the entire group, confirming that those involved will continue the discussion later, prior to re-commencing the session, with the next student.
At no time should the student, who has been involved with a conflict situation, be asked to continue – this may lead to issues of perceived injustice in the marks, the student may decide that they cannot do their presentation justice, but also may make the student feel unsafe and bullied.
Should the situation remain unresolved at the later meeting then the academic will make the Head of Discipline aware and the Student Grievance Resolution Process should then be followed.
Stuart-Murray, John. 2010. “The Effectiveness of the Traditional Architectural Critique and Explorations of Alternative Methods.” CEBE Transactions 7 (1): 6–19.
Students are required to attend all structured face-to-face and/or online teaching and learning sessions.
Required IT skills
Basic IT skills will be required, including internet browsing and basic web page interactions, email, basic word processing, basic image capture skills, (including placing images in documents).
Use of the virtual room tool for all class activities is required. The use of this tool will be explored in the first lecture.
The prototyping and reporting materials required in this unit are unlikely to cost more than $40 in total.
NOTE: It might be that you may need to budget for an additional $180 or so for training costs to obtain your White Card and or Asbestos Awareness training with the Master Builders Association (if needed).
Work placement, internships or practicums
To repeat a key part from Section 5a: ALL students must provide evidence of having completed the Work Safety in the Construction Industry training ( a "White Card") and formal Asbestos Awareness Training. An opportunity to complete this training for those who need it will be provided as part of this unit. More will be explained in lectures and/or tutorials about how training to obtain this training. You WILL NOT PASS this unit until evidence is provided that you have done the training.
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