C&ENVENG 1013 - Introduction to Architectural Engineering
North Terrace Campus - Semester 1 - 2015
General Course Information
Course Code C&ENVENG 1013 Course Introduction to Architectural Engineering Coordinating Unit School of Civil, Environmental & Mining Eng Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 3 hours per week Available for Study Abroad and Exchange Y Course Description This course is an introduction to the context and practice of architectural engineering. It explores the relationship between the disciplines of architecture and engineering and their differing understanding of what is meant by "design".
The course is structured as an integrated, problem-based learning course wherein students demonstrate their increasing knowledge and skills through the longitudinal development of two main projects; one architectural, one engineering.
The course provides foundational knowledge, skills and understanding in the areas of: design process (architectural and engineering), structure, optimisation (capacity vs demand), construction materials and detailing, and the construction process.
The course also contains the Small Group Discovery Experience project for Level 1 students in the B Eng (Hons) (Civil & Architectural) degree program.
Course Coordinator: Ms Bec Francis
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesThis course is designed to help students develop their knowledge and skills in the areas of:
- Design Process: Apply strategies for making designs (demonstrated in a small site-specific design project)
- Technical studies:
- Apply structural behaviour and construction techniques to the design
- Consider and critique the relationships of site, culture/history and technology, within the making of design projects
- Select materials/materiality based on the behaviour of materials, eg weathering
- Explain the structural scheme/schematics for the design
- Apply optimisation (capacity vs demand) to enhance the structural performance of a design
- Project Management: Distinguish between the roles of professionals
- Apply the conventions used in design representation (eg. floor/site plans, elevation, section, detail, sketch perspective)
- Create physical models (eg topography, and small-scale construction)
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3 & 4 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 2, 3 & 4 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 2, 3 & 4 Skills of a high order in interpersonal understanding, teamwork and communication. 1, 2, 3 & 4 A proficiency in the appropriate use of contemporary technologies. 1, 2 & 4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 3 & 4 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 2, 3 & 4 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 2, 3 & 4
Required ResourcesRefer to the 'List of Required Equipment for Core Courses' issued by the School of Architecture & Built Environment (SABE).
This list is explained and handed out to students during the O-Week activities arranged by SABE.
Recommended ResourcesA reading list is provided in the online resources (MyUni) for this course. There is no single 'textbook' for this course.
Online LearningThis course is structured as a ‘blended’ course or ‘blended learning environment’. The curriculum has been conceived by considering all of the elements that need to be ‘delivered’ (lectures, tutorials, consultations, assignments and presentations) and aligning that element with a mode of delivery that is best suited for your learning (face-to-face, online, large class, small group, physical hand-ins and/or pin-ups or online submissions).
At times students will be required to engage with the content face-to-face, at other times online. The key thing to remember is that this ‘blended’ course is designed for students to be actively engaged in both the online and face-to-face environments. Students who choose not to engage with both will struggle to prosper academically. They may find that they do not have all the pieces of the puzzle!
Email: Check your student email REGULARLY (daily) as course-related announcements are communicated via email. This is the only way of communicating announcements in this course. It is assumed that students will always read their email and course announcements and no such excuse as: “I haven’t read my email” will be accepted. It is YOUR RESPONSIBILITY to always check your email and course announcements.
Discussion Board: Individual e-mail communication with students on course issues WILL NOT be responded to by teaching staff. Students with any questions regarding the course must post these on the Course Discussion Board. This will be monitored by teaching staff and queries responded to within 2-working days (not over weekends).
Wherever possible this course aims to be paperless. All Assignment Handouts with associated Assessment Criteria will be issued electronically. These are accessable through the Course website (MyUni).
Download the relevant information in advance (before the studio/tutorials for the related subject). No other handouts will be given during the lectures or studio/tutorials, except for materials not capable of being up/downloaded from MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThe course is a ‘blended’ course which demands that students engage with a variety of teaching materials in a variety of different teaching modes. The course includes lectures (face-to-face and online), studio/tutorial sessions (with small exercises as well as presentations), and small group consultations (face-to-face with tutor).
The course utilises ‘project-based learning’ for students to understand and integrate the lecture materials within a series of longitudinal assignments.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The University expects full-time students (ie those taking 12 units per semester) to devote at least 48 hours per week to their studies. Full-time students should view their study programme as a full-time job, and expect to spend around 48 hours per week engaged in their studies. This equates to an average of approximately 4 hours per week per unit of study. So for this (3-unit) course each student should devote at least 12 hours/week averaged across the semester. This includes contact hours (3 hours per week) and independent study time (including development of assignment work).
So, your tutor will expect to see development in your work, from one week to the next, which reflects approximately 9 hours of independent study.
Attendance at lectures, studios/tutorials and other related activities is expected. Refer to Access Adelaide for your timetable and enrolment details. (http://www.adelaide.edu.au/access/)
Failure to attend/submit due to medical, compassionate or extenuating circumstances is dealt with the School Policy, administered by the School Office. Submit the appropriate application for supplementary consideration together with the original signed medical or other relevant officer, to the School Office. If you foresee a problem contact the Course Coordinator BEFORE the problem actually occurs. Otherwise, contact the Course Coordinator as soon as possible and submit the appropriate application for supplementary consideration to the School Office.
Learning Activities SummaryA Summary of Assessment Tasks shall be provided via the Course website (MyUni). This will be explained in detail in the first lecture in Week 1.
Small Group Discovery ExperienceA Small Group Discovery Experience (SGDE) is part of the assessment for this course.
Students will work in small groups (6-7 students) and each group shall spend 15-minutes per week in consultation with their Supervising Academic. Across the 12-weeks the group shall undertake a Literature Review from which they shall develop a ‘question’ which identifies a Research Gap, and propose a Research Methodology.
The SGDE project will be explained in further detail in thye Week 1 lecture.
The University'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 SummaryA Summary of Assessment Tasks shall be provided via the Course website (MyUni). This will be explained in detail in the first lecture in Week 1.
Assessment DetailDetails of Assessment Tasks shall be provided via the Course website (MyUni).
No information currently available.
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 Access Adelaide.
The University 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 University 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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