C&ENVENG 1013 - Introduction to Architectural Engineering

North Terrace Campus - Semester 1 - 2018

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.

  • General Course Information
    Course Details
    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
    Assessment Assignments 100% (including graphic presentations, model making report and group work)
    Course Staff

    Course Coordinator: Ms Bec Francis

    to be confirmed
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    A weekly timetable will be available to students through MyUni.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1 Interpret and create two-dimensional drawing(s) into three-dimensional form(s) (and
    visa versa), and apply the conventions used in design
    2 Apply strategies for making designs (demonstrated in a small site-specific design
    project) and apply structural behaviour and construction technique;
    3 Recognise the difference between the roles of professionals within the
    construction industry;
    4 Technical: Explain the pragmatic factors involved in the design of details and their
    construction; generate new details;
    5 Technical: Apply and extend concepts introduced in Statics to design a truss bridge, and
    apply optimisation (capacity vs demand) to enhance the
    structural performance;
    6 Critique design projects, longitudinally and
    iteratively to develop design;
    7 Present and communicate written and graphic information using a variety of
    8 Demonstrate the ability to work effectively in problem-solving teams; and
    9 Write and present a given reserch topic and document the processes, understandings, and applications of the research, and respond to given feedback.

    The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
    The course is designed to develop the following Elements of Competency: 1.1   1.2   1.3   1.4   1.5   1.6   2.1   2.2   2.3  3.1   3.2   3.3   3.4   3.5   3.6   

    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    2 & 8
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    2, 6, 8 & 9
  • Learning Resources
    Required Resources
    Refer 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 Resources
    A reading list is provided in the online resources (MyUni) for this course. There is no single 'textbook' for this course.
    Online Learning
    This 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: Students with questions regarding the course (assignments, lectures, studios/tutorials etc) 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). Individual e-mail communication with students on course issues WILL NOT be responded to by teaching staff.
    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 Modes
    The 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.

    Activity     Contact Hours     Independent Study Hours     Total
    Lectures /e-Lectures / Quizzes 12 5 17
    Studio / Tutorials  / Site Visit 22 0 22
    Assignments 0 117 117
    Exam 0 0 0
    Total 34 122 156

    Attendance at lectures, studios/tutorials and other related activities is expected.
    Learning Activities Summary
    The course will explore the following topics:
    • Understanding Architectural Drawings / Expressing Design – ‘Representation’ & Basic Drawing Techniques
    • Architectural Design Thinking
    • Architectural Design Choices: Form / Materiality / Structure / Detailing
    • Truss Bridge Design
    • Quality Assurance in Industry / Verification

    Small Group Discovery Experience
    A 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 time in consultation with their Supervising Academic. Across the semester, 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 the Week 1 lecture.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Weighting (%) Individual/ Group Formative/ Summative
    Due (week)*
    Hurdle criteria Learning outcomes
    (School-wide Engineering Challenge)
    2 Group Summative Weeks 1-2 1. 8.
    Bridge Design
    30 Individual Summative Weeks 1-7 1. 2. 3. 4. 5. 6.
    Bridge Design
    20 Group Summative Weeks 7-11 1. 2. 3. 4. 5. 6. 7.
    Research Project
    20 Group Summative Weeks 5-12 3. 4. 5. 6. 7. 8.
    Detail Diary 20 Individual Summative Weeks 1-9 1. 2. 3. 5. 6.
    Online Quizzes 8 Individual Summative Weeks 1, 2 & 8 1. 2. 3. 4. 5. 6.
    Total 100
    * The specific due date for each assessment task will be available on MyUni.
    This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. i
    Assessment Detail
    Details of Assessment Tasks shall be provided via the Course website (MyUni).
    This will be explained in detail in the first lecture in Week 1.
    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 Access Adelaide.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.