General Information
This subject examines sustainable futures through a Country-centred approach to caring for the health and well-being of our environment. Students will develop an understanding of Australian Aboriginal people's history, culture, practice and knowledge in caring for our environments. Through a decolonised lens, we will explore our contemporary place and position amongst a complex web of ecological systems through the First Nation worldview. Building on this worldview, students will be introduced to mapping analysis techniques using graphic software to produce diagrams and maps to synthesise and extract connections with Country. The subject will introduce design strategies and environmental practices based on circular design thinking at an urban and neighbourhood scale to explore the co-existing relationships between the natural and built environment. A particular area of focus is on the analysis of environmental practice and how we can address Climate Change by understanding how to care for the health and well-being of Country.
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Details
Academic unit: Faculty of Society & Design Subject code: ARCH11-110 Subject title: Designing for Sustainable Futures Subject level: Undergraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 36) - Weekly seminar
- Personal Study Hours: x12 (Total hours: 84) - Recommended study hours
Attendance and learning activities: Team-based activities and exercises are set to take place during class time. -
Resources
Prescribed resources: Books
- Alison Page, Paul Memmott (2021). Design. n/a, Thames & Hudson
- Bill Gammage, Bruce Pascoe, Margo Neale (2021). First Knowledges Country. n/a, Melbourne, Australia Thames & Hudson
- Richard Hyde (2000). Climate Responsive Design. n/a, Taylor & Francis 260
- Rob Thompson (2013). Sustainable Materials, Processes and Production. n/a, Manufacturing Guides
Others
- GANSW Designing with Country. Government Architect NSW Available at: https://www.governmentarchitect.nsw.gov.au/resources/ga/media/files/ga/case-studies/connecting-with-country-framework.pdf?la=en
- Danièle Hromek (2020). Aboriginal Cultural Values: An Approach for Engaging with Country. Available at: https://djinjama.com/engaging-with-country/
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | ARCH11-110 |
| Subject title: | Designing for Sustainable Futures |
| Subject level: | Undergraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Team-based activities and exercises are set to take place during class time. |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate an awareness of Indigenous history and cultural context in Australia.
- Demonstrate an awareness and understanding of environmental, social and cultural challenges through Indigenous knowledge.
- Demonstrate holistic thinking between ecological systems and design approaches through an aspiration to care for Country.
- Demonstrate understanding and application of design strategies and environmental practice based on circular design thinking at an urban and neighbourhood scale through graphical means.
- Display analysis skills through case study and reflective writing in a culturally respectful and appropriate way.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-aided Test (Limited Open) Online Quiz 20.00% Week 4 1,2,3 Case Study Analysis and evaluation of Country as cultural landscapes 30.00% Week 7 1,2,3,4,5 Case Study Analysis and application of Indigenous knowledge in the design and management of Country for climate resilience and adaptation through scenarios. 50.00% Week 12 1,2,3,4,5 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-aided Test (Limited Open) | Online Quiz | 20.00% | Week 4 | 1,2,3 |
| Case Study | Analysis and evaluation of Country as cultural landscapes | 30.00% | Week 7 | 1,2,3,4,5 |
| Case Study | Analysis and application of Indigenous knowledge in the design and management of Country for climate resilience and adaptation through scenarios. | 50.00% | Week 12 | 1,2,3,4,5 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Subject curriculum
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All School Design Charrette
Week 1 _ Tuesday 12:30PM to Wednesday 5PM.
SLOs included
- Demonstrate an awareness of Indigenous history and cultural context in Australia.
- Demonstrate an awareness and understanding of environmental, social and cultural challenges through Indigenous knowledge.
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Indigenous worldview
Indigenous history, culture, practice and knowledge in caring for our environments.
SLOs included
- Demonstrate an awareness of Indigenous history and cultural context in Australia.
- Demonstrate an awareness and understanding of environmental, social and cultural challenges through Indigenous knowledge.
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Care for Country
Introduction to Indigenous holistic approach to creating and caring for the living environment, sustainable thinking and life cycle design.
SLOs included
- Demonstrate an awareness of Indigenous history and cultural context in Australia.
- Demonstrate an awareness and understanding of environmental, social and cultural challenges through Indigenous knowledge.
- Demonstrate holistic thinking between ecological systems and design approaches through an aspiration to care for Country.
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Ecology and Living History
Ecological and living systems, Land management pre-colonisation, cultural disruption and reconciliation.
SLOs included
- Demonstrate an awareness of Indigenous history and cultural context in Australia.
- Demonstrate an awareness and understanding of environmental, social and cultural challenges through Indigenous knowledge.
- Demonstrate holistic thinking between ecological systems and design approaches through an aspiration to care for Country.
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Connection to Country
Seasons, Songlines and Built environments.
SLOs included
- Demonstrate an awareness of Indigenous history and cultural context in Australia.
- Demonstrate an awareness and understanding of environmental, social and cultural challenges through Indigenous knowledge.
- Demonstrate holistic thinking between ecological systems and design approaches through an aspiration to care for Country.
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Mapping
Understanding of maps and graphical techniques.
SLOs included
- Demonstrate understanding and application of design strategies and environmental practice based on circular design thinking at an urban and neighbourhood scale through graphical means.
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Design Strategies
Case study using First Nation knowledge in design and management of Country for Climate resilience and adaptation.
SLOs included
- Demonstrate holistic thinking between ecological systems and design approaches through an aspiration to care for Country.
- Demonstrate understanding and application of design strategies and environmental practice based on circular design thinking at an urban and neighbourhood scale through graphical means.
- Display analysis skills through case study and reflective writing in a culturally respectful and appropriate way.