Outline

Academic unit	Civil Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	(CIVL2201 and CIVL3205 and CIVL3206) or (CIVL9201 and CIVL9205 and CIVL9206)
Available to study abroad and exchange students	Yes

Coordinator	Ali Hadigheh, ali.hadigheh@sydney.edu.au

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Research analysis	Bridge condition assessment project Written report	20%	Week 05 Due date: 05 Sep 2025 at 23:59	n/a	AI allowed
Outcomes assessed:
Research analysis	Bridge strengthening project Written report	30%	Week 09 Due date: 10 Oct 2025 at 23:59	n/a	AI allowed
Outcomes assessed:
Research analysis	Timber design project Written report	50%	Week 13 Due date: 07 Nov 2025 at 23:59	n/a	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

The projects are designed to evaluate students' ability to achieve the subject's learning objectives, including a solid understanding of structural assessment, strengthening design, and timber structure design.

Workshops will provide targeted support to help students successfully complete their projects.

1. Bridge assessment project: Students are tasked with structural condition assessments of structures within the Sydney region. Students are encouraged to reflect on their experiences and develop a deeper understanding of condition assessment practices. As part of the learning process, students will engage in small group discussions to share their evaluations and insights. Each group will submit a report detailing their bridge assessment findings and propose appropriate rehabilitation or strengthening strategies.

2. Bridge strengthening project: This project aims to develop students’ analytical and problem-solving skills in the context of bridge rehabilitation.
Working with selected real-world case studies, students will apply theoretical concepts introduced in class to evaluate and propose effective strengthening solutions.

3. Timber Design Project: This project is designed to enhance students’ analytical and problem-solving skills in the design of timber structures.
Students will be assessed on their understanding of timber design principles and will apply the theoretical concepts covered in class to practical design scenarios.

- Full details on your assessment tasks are posted on Canvas.

- All assessment tasks are compulsory and should be submitted by the due date. Students who do not complete all the tasks (individual/group tasks) will receive a FINAL maximum grade of 45FA. All assessments tasks are non reweightable.

- There may be statistically and educationally defensible methods used when combining the marks from each component to ensure consistency of marking between markers, and alignment of final grades with grade descriptors.

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
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
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.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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:

Penalties will apply to late submissions for assessments and projects: - Written work submitted electronically after 23:59 pm on the due date will be considered to have been submitted late. - For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. - The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. - For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

WK	Topic	Learning activity
Week 01	Introduction to structural rehabilitation & retrofitting	Lecture (2 hr)
Introduction to the structural assessment project	Workshop (2 hr)
Week 02	Structural condition assessment & health monitoring	Lecture (2 hr)
Condition assessment of structures - Material defects	Workshop (2 hr)
Week 03	Fibre optic sensing for SHM	Lecture (2 hr)
Condition assessment methods & evaluation of structural elements	Workshop (2 hr)
Week 04	Structural repair and strengthening Fibre-reinforced polymer (FRP) strengthening of structures - Properties, manufacturing and applications	Lecture (2 hr)
Investigating AS5100.8 & ASCE 11-99 SHM bridge application of Fibre Optic Sensing	Workshop (2 hr)
Week 05	Structural design of FRP-strengthened members subjected to bending	Lecture (2 hr)
FRP strengthening of structures - Flexural design	Workshop (2 hr)
Week 06	Structural design of FRP-strengthened members subjected to shear	Lecture (2 hr)
FRP strengthening of structures - Shear design	Workshop (2 hr)
Week 07	Introduction to timber structures - Properties, structural systems & fundamentals of design	Lecture (2 hr)
Introduction to timber structures - Properties, structural systems & fundamentals of design	Workshop (2 hr)
Week 08	Timber structures - Design of tension & compression members	Lecture (2 hr)
Structural design of timber members subjected to tension & compression	Workshop (2 hr)
Week 09	Timber structures - Design of flexural members	Lecture (2 hr)
Structural design of timber members subjected to bending	Workshop (2 hr)
Week 10	Cross-laminated timber (CLT)- Flexural design	Lecture (2 hr)
Structural design of cross-laminated timber members	Workshop (2 hr)
Week 11	Cross-laminated timber (CLT)- Tension, compression and fire design	Lecture (2 hr)
Structural design of cross-laminated timber members	Workshop (2 hr)
Week 12	Timber connections	Lecture (2 hr)
Structural design of connections in timber structures	Workshop (2 hr)
Week 13	Timber structures - durability and service life	Lecture (2 hr)
Review & wrap-up	Workshop (2 hr)

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. Demonstrate written, oral and graphical communication skills at a professional engineering standard including the capacity to debate, negotiate, and justify an engineering position
LO2. Manage mature team relationships through inclusive work practices, respecting cultural diversity
LO3. Communicate about complex issues with novices, address team issues through conflict resolution and use a network to connect with others
LO4. Evaluate & synthesise a wide range of resources demonstrating research skills & ability to work across disciplines
LO5. Apply available strengthening standards/guidelines
LO6. Understand the engineering design process of timber structures based on principles of limit state and serviceability
LO7. Design a strengthening scheme for concrete, steel, and timber structures
LO8. Understand the basics on structural inspection and assessment
LO9. Relate the knowledge of timber and strengthening design to practical design problems in a problem-based learning environment
LO10. Understand the advantages of using timber as construction material
LO11. Identify and analyse suitable strengthening techniques for a specific structural condition
LO12. Competently addresses complex problems requiring interdisciplinary knowledge, under some supervision
LO13. Have a sound knowledge of AS 1720.1-2010 timber structures-design methods, and AS NZS 4063.1-2010 characterisation of structural timber-test methods.

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 1.2. Tackling technically challenging problems from first principles. 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. 3.2. Information literacy and the ability to manage information and documentation. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 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. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 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;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 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. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.6. Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business.
	Engineers Australia Curriculum Performance Indicators - 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. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 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. 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. 3.1. 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. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 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. 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. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;.
	Engineers Australia Curriculum Performance Indicators - 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. 2.4. 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. 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. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 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;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 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. 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. 3.2. Information literacy and the ability to manage information and documentation. 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. 5.2. A commitment to safe and sustainable practices. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 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. 3.1. 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. 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. 5.2. A commitment to safe and sustainable practices. 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;. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 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. 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. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 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. 5.2. A commitment to safe and sustainable practices. 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;. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 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. 2.4. 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. 3.2. Information literacy and the ability to manage information and documentation. 3.3. Creativity and innovation. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.6. Skills in the design and conduct of experiments and measurements. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 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. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 5.2. A commitment to safe and sustainable practices. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 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. 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. 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. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 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;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 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.
	Engineers Australia Curriculum Performance Indicators - 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. 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. 3.2. Information literacy and the ability to manage information and documentation. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 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;. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.

Engineers Australia Curriculum Performance Indicators -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice.
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.
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.
3.1		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.
3.3		Creativity and innovation.
3.4		An understanding of and commitment to ethical and professional responsibilities.
3.6		An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
3.7		A capacity for lifelong learning and professional development and appropriate professional attitudes.
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.
4.3		Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria.
4.4		Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements.
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.
5.1		An appreciation of the scientific method, the need for rigour and a sound theoretical basis.
5.2		A commitment to safe and sustainable practices.
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;.
5.5		Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
5.6		Skills in the design and conduct of experiments and measurements.
5.8		Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering.
5.9		Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

CIVL5277: Structural Rehabilitation and Timber Design

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links