DESST 1508EX - Environment I
External - Quadmester 4 - 2020
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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 Quota 50 Course Staff
Course Coordinator: Associate Professor Katharine Bartsch
Associate Head of School
Program Director, Bachelor of Architectural Design
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.
AskECMS: https://ecms.adelaide.edu.au/study-with-us/student-support/ask-ecms
If you’re a Faculty of Engineering, Computer and Mathematical Sciences (ECMS) student, our Ask ECMS team can help you with just about any study-related matter that could possibly arise.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.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)
1,2,3,4 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
4, 5 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
4-6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-5 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
1-2 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
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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). Australian Planting Design. Second Edition. Victoria, Australia: 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 成人大片 via the MyUni Digital Platform. Students are also required to conduct independent critical research via the 成人大片, 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.Small Group Discovery Experience
Assignment 3 offers a small group discovery experience. -
Assessment
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 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 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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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.
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