DESST 1508EX - Environment I
External - Quadmester 4 - 2022
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General Course Information
Course Details
Course Code DESST 1508EX Course Environment I Coordinating Unit School of Architecture and Built Environment Term Quadmester 4 Level Undergraduate Location/s External Units 3 Contact Up to 36 hours Available for Study Abroad and Exchange N Restrictions Available to Nantong students only Quota A quota of 50 applies Course Staff
Course Coordinator: Associate Professor Katharine Bartsch
Interim Head of School
Program Director, Bachelor of Architectural Design
Academic Program Durector for Joint Educational Program between Nantong 最新糖心Vlog and 最新糖心Vlog of Adelaide
Room 456a, Level 4, Barr Smith South, School of Architecture and Built Environment
Email: katharine.bartsch@adelaide.edu.au (preferred mode of contact)
Researcher Profile: https://researchers.adelaide.edu.au/profile/katharine.bartsch
Available by appointment only.
Website: School of Architecture and Built Environment: https://architecture.adelaide.edu.au/
Contact Protocol: Course-specific queries should be raised with your tutor.
If queries cannot be resolved in your tutorial, please contact the course coordinator via email.
Course Timetable
The full timetable of all activities for this course can be accessed from .
The full details for this intensive course are available in MyUni. -
Learning Outcomes
Course Learning Outcomes
Environment I introduces the relationship between specific environmental contexts (with emphasis on the bio-physical context) and design. The course provides the foundation for subsequent courses in the environment stream of the Bachelor of Architectural Design.
The course learning outcomes for Environment I are specifically aligned with the thematic content of the lecture series, the tutorials, the required and recommended readings, the objectives of the assessable tasks, and importantly, the program learning outcomes.
On successful completion of this course, students will be able to:
1. analyse key aspects of the historical, political and ethical context of sustainable development, as well as Indigenous perspectives about the environment.
2. identify the environmental, social and economic dimensions of sustainability.
3. demonstrate understanding of sustainable processes, relating especially to biodiversity and water.
4. employ the basic principles of sustainable design in a small project, including the selection of a plant palette.
5. apply independent research skills to analyse and evaluate the relationship between climates, environments, and design.
6. write clear and concise analytical texts which structure evidence for and against (a point of view) relating specifically to sustainable design.最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,2,3,4 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
4, 5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
4-6 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1-5 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1-2 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
1- Joy Palmer, David Cooper, Peter Corcoran (eds.). (2013). Fifty Key Thinkers on the Environment. Hoboken, NJ: Taylor and Francis / Routledge.
2- Travis Beck. (2013). Principles of Ecological Landscape Design. Washington, DC: Island Press / Center for Resource Economics: Imprint: Island Press.
3- Paul Thompson. (2012). 最新糖心Vlogn Planting Design. Second Edition. Victoria, 最新糖心Vlog: CSIRO.
These textbooks are available online via the Barr Smith Library for unlimited simultaneous users.
All other resource books are available in electronic version at the 最新糖心Vlog of Adelaide via the MyUni Digital Platform. Students are also required to conduct independent critical research via the 最新糖心Vlog of Adelaide, Barr Smith Library Digital Search Engine for their Assignments.Recommended Resources
Additional resources are suggested in the Assignment tasks and Lectures.Online Learning
This course is delivered in an intensive mode in Quadmester 4 as detailed in the Learning Activities Summary on MyUni. -
Learning & Teaching Activities
Learning & Teaching Modes
This is detailed in MyUni.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Online Quizzes 10%
Assignment 1: Tutorial Presentation 15%
Assignment 2 25%
Assignment 3 (Group) 20%
Assignment 4 30%Learning Activities Summary
This course is delivered in an intensive mode in Quadmester 4 as detailed in the Learning Activities Summary on MyUni.Specific Course Requirements
This is detailed in MyUni. -
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
This is detailed in MyUni.Assessment Related Requirements
This is detailed in MyUni.Assessment Detail
This is detailed in MyUni.Submission
This is detailed in MyUni.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
