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Unit outline_

CIVL3310: Humanitarian Engineering

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Humanitarian Engineering is the application of engineering to meet the needs of communities globally; while maintaining a focus on sustainability and appropriateness. This unit will give an introduction to engineers from all disciplines about the unique skills and knowledge needed to tackle challenges in; developing countries, during all stages of disasters and indigenous communities. Achieving global sustainability is a consistent theme through-out the subject. The unit will develop skills in intra-disciplinary teamwork and cross-cultural competence. The subject is taught through a series of lectures based on real case studies and engaging guest seminars. Seminars presenters are all people who are currently working in the field of humanitarian engineering with representatives from industry, government, multi-lateral organisations and non-government organisations. This unit of study is the first lecture based subject in the Humanitarian Engineering major. The unit aligns as a 3rd year elective and is a prerequisite for 4th year subject in the Humanitarian Engineering major CIVL5320 Engineering for Sustainable Development.

Unit details and rules

Academic unit Civil Engineering
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Jacqueline Thomas, jacqueline.thomas@sydney.edu.au
Lecturer(s) Jacqueline Thomas, jacqueline.thomas@sydney.edu.au
The census date for this unit availability is 2 April 2024
Type Description Weight Due Length
Assignment Analysis report (data and scenario)
Analysis of a solution to a scenario problem using data evidence
30% Formal exam period
Due date: 09 Jun 2024 at 23:59
Page limit will be provided
Outcomes assessed: LO1 LO3 LO4 LO5 LO6 LO7
Participation Tutorial participation
Full attendance and participation in tutorials
10% Multiple weeks 12 weeks of scheduled tutorials
Outcomes assessed: LO1 LO3 LO2
Assignment group assignment Sustainable Development Goal (SDG) Presentation
In small groups you will be assigned an SDG and complete a rapid task
10% Week 04
Due date: 13 Mar 2024 at 12:00

Closing date: 13 Mar 2024
Workshop #1 task - 2 hours
Outcomes assessed: LO2 LO4 LO5 LO7
Small test Quiz #1 (open book)
Quiz with short and long answer questions covering 1st half of lectures.
15% Week 08
Due date: 17 Apr 2024 at 14:00

Closing date: 17 Apr 2024
1 hour in workshop # 2
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3
Assignment group assignment Disaster planning refugee camp report
Using guidelines plan a refugee camp
20% Week 11
Due date: 12 May 2024 at 23:59
Group work assignment
Outcomes assessed: LO2 LO7 LO6 LO5 LO3
Small test Quiz #2 (open book)
Quiz with short and long answer questions covering 2nd half of lectures.
15% Week 12
Due date: 15 May 2024 at 14:00

Closing date: 15 May 2024
1 hour in Workshop #3
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3
group assignment = group assignment ?

Assessment summary

Task 1. Tutorial Participation 

Task 2. SDG group presentation 

Task 3. Quiz #1

Task 4. Refugee camp planning report

Task 5. Quiz #2

Task 6. Scenario analysis assignment

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard as outlined in the marking rubrics

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard as outlined in the marking rubrics

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard as outlined in the marking rubrics

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard as outlined in the marking rubrics

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Standard university penalties apply: > 5 % penalty per day up until 10 days > After 10 days a zero mark is awarded

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Lectures provide the main content delivery and interactive activities. There are 10 lectures delivered which alternate with the 3 workshops. Lecture (2 hr) LO1 LO3 LO4
Week 02 Lectures provide the main content delivery and interactive activities. There are 10 lectures delivered which alternate with the 3 workshops. Lecture (2 hr) LO1 LO4 LO5
Week 03 Lectures provide the main content delivery and interactive activities. There are 10 lectures delivered which alternate with the 3 workshops. Lecture (2 hr) LO1 LO3 LO5
Week 04 Workshops are held during Week 4, 8 and 12 in the same timeslot as the lectures. Hence workshops and lectures combined fill the 13 weeks of teaching. Workshops allow for hands on activities and whole group learning. Workshop (2 hr) LO1 LO2 LO3 LO4 LO7
Week 05 Lectures provide the main content delivery and interactive activities. There are 10 lectures delivered which alternate with the 3 workshops. Lecture (2 hr) LO1 LO3 LO5
Week 06 Lectures provide the main content delivery and interactive activities. There are 10 lectures delivered which alternate with the 3 workshops. Lecture (2 hr) LO1 LO3 LO5
Week 07 Lectures provide the main content delivery and interactive activities. There are 10 lectures delivered which alternate with the 3 workshops. Lecture (2 hr) LO1 LO3 LO5
Week 08 Workshops are held during Week 4, 8 and 12 in the same timeslot as the lectures. Hence workshops and lectures combined fill the 13 weeks of teaching. Workshops allow for hands on activities and whole group learning. Workshop (2 hr) LO1 LO2 LO3 LO4 LO6 LO7
Week 09 Lectures provide the main content delivery and interactive activities. There are 10 lectures delivered which alternate with the 3 workshops Lecture (2 hr) LO1 LO3 LO5 LO6
Week 10 Lectures provide the main content delivery and interactive activities. There are 10 lectures delivered which alternate with the 3 workshops Lecture (2 hr) LO1 LO3 LO5 LO6
Week 11 Lectures provide the main content delivery and interactive activities. There are 10 lectures delivered which alternate with the 3 workshops Lecture (2 hr) LO1 LO2 LO5 LO6
Week 12 Workshops are held during Week 4, 8 and 12 in the same timeslot as the lectures. Hence workshops and lectures combined fill the 13 weeks of teaching. Workshops allow for hands on activities and whole group learning. Workshop (2 hr) LO1 LO2 LO3 LO6 LO7
Week 13 Lectures provide the main content delivery and interactive activities. There are 10 lectures delivered which alternate with the 3 workshops Lecture (2 hr) LO1 LO3 LO5 LO6
Weekly Tutorials will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory. Tutorial (2 hr) LO2 LO3

Attendance and class requirements

Attending lectures and workshops is highly encouraged to gain the most from the interactive discussions. Tutorial attendance is compulsory to participate in laboratories and group work.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Explain the professional roles and ethical considerations of engineers working in the context of humanitarian engineering (developing countries, disasters and remote areas)
  • LO2. Work in a small team with different engineering disciplines to solve an engineering challenge while displaying effective team membership and team leaderships.
  • LO3. Use analytical and evaluation skills to present the theoretical and practical considerations for project success and failure in humanitarian engineering.
  • LO4. Explain how engineers contribute to achieving the Sustainable Development Goals
  • LO5. Understand the scope, principles, norms, accountabilities and bounds of contemporary humanitarian engineering practice
  • LO6. Application of established humanitarian engineering methods to solve complex engineering problems in developing countries, post disaster and first-nations communities.
  • LO7. Use effective oral presentation skills and written communication in a humanitarian engineering domains

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Engineers Australia Curriculum Performance Indicators - EAPI
1.2. Tackling technically challenging problems from first principles.
2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.3. Meaningful engagement with current technical and professional practices and issues in the designated field.
3.4. An understanding of and commitment to ethical and professional responsibilities.
3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes.
5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials.
5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;.
LO2
Engineers Australia Curriculum Performance Indicators - EAPI
3.1. An ability to communicate with the engineering team and the community at large.
3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
4.2. Ability to use a systems approach to complex problems, and to design and operational performance.
4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements.
LO3
Engineers Australia Curriculum Performance Indicators - EAPI
2.2. Application of enabling skills and knowledge to problem solution in these technical domains.
2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity.
3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
LO4
Engineers Australia Curriculum Performance Indicators - EAPI
1.2. Tackling technically challenging problems from first principles.
2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.2. Application of enabling skills and knowledge to problem solution in these technical domains.
2.3. Meaningful engagement with current technical and professional practices and issues in the designated field.
3.1. An ability to communicate with the engineering team and the community at large.
LO5
Engineers Australia Curriculum Performance Indicators - EAPI
2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.3. Meaningful engagement with current technical and professional practices and issues in the designated field.
4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria.
4.6. Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business.
LO6
Engineers Australia Curriculum Performance Indicators - EAPI
3.1. An ability to communicate with the engineering team and the community at large.
3.4. An understanding of and commitment to ethical and professional responsibilities.
4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
4.2. Ability to use a systems approach to complex problems, and to design and operational performance.
4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
4.6. Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business.
LO7
Engineers Australia Curriculum Performance Indicators - EAPI
3.1. An ability to communicate with the engineering team and the community at large.
3.2. Information literacy and the ability to manage information and documentation.
3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.

This section outlines changes made to this unit following staff and student reviews.

Assessment has been updated based on feedback from students

Work, health and safety

There are specific WHS requirements for the Immersive Learning Laboratory. These will be shared during the laboratory sessions.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.