Outline

Overview

This course will provide students broader knowledge in timber design and structural rehabilitation. In the first section of the subject, students will learn the engineering properties of timber and requirements to be met for specification of the design, installation and maintenance of timber structures. It includes grading and structural properties; design actions; design of timber columns, beams, tension members and connections; principles of limit state design and serviceability; methods of testing; quality standards and maintenance of timber structures based on AS 1720. 1-2010 timber structures-design methods, and AS NZS 4063. 1-2010 characterization of structural timber-test methods. The second part covers monitoring, rehabilitation and strengthening techniques of existing structures (concrete/steel/timber/masonry). Students will be introduced to structural inspection and evaluation; durability and deterioration; destructive and non-destructive testing; and design of strengthening systems including advanced fibre reinforced polymer (FRP) materials, epoxy injection, steel plate bonding, and post tensioning according to relevant Australian, ACI and European guidelines.

Unit details and rules

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

Teaching staff

Coordinator	Mani Khezri, mani.khezri@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam	Final Examination Written examination covering structural rehabilitation, strengthening and timber design	50%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
Research analysis	Structural Rehabilitation and Timber Research Investigation Investigative report on a selected research article	5%	Week 03 Due date: 21 Aug 2026 at 23:59 Closing date: 04 Sep 2026	800–1000 words	AI allowed
Outcomes assessed:
Practical skill	Assignment 1: Structural Condition Assessment and Strengthening Individual engineering report on condition assessment and strengthening	22.5%	Week 07 Due date: 18 Sep 2026 at 23:55 Closing date: 02 Oct 2026	Engineering report	AI allowed
Outcomes assessed:
Practical skill	Assignment 2: Timber Design Project Individual design report on timber members, systems, connections and serviceability	22.5%	Week 13 Due date: 06 Nov 2026 at 23:55 Closing date: 20 Nov 2026	Design report	AI allowed
Outcomes assessed:
= early feedback task ?

Assessment summary

The assessments are designed to evaluate students’ ability to achieve the unit learning outcomes, including understanding of structural assessment, rehabilitation and strengthening design, and timber structure design. Workshops will provide targeted support to help students complete the individual assignments and prepare for the final examination.

Structural Rehabilitation and Timber Research Investigation: Students will complete an individual early feedback task based on a selected research or technical article related to structural rehabilitation, structural health monitoring, FRP strengthening, timber structures or sustainable structural design. Students will summarise the problem, method, key findings and relevance to CIVL5277.
Assignment 1: Structural Condition Assessment and Strengthening: Students will complete an individual engineering report based on a provided case study of an existing structure or structural element. Students will assess defects and deterioration mechanisms, interpret their structural significance, recommend suitable repair or strengthening strategies, and complete selected preliminary design calculations.
Assignment 2: Timber Design Project: Students will complete an individual timber design report. Students will apply timber design principles and relevant Australian Standards to practical design scenarios, including member design, serviceability checks, connection design and durability considerations where appropriate.
Final Examination: Students will complete an individual written examination covering the main technical content of the unit, including structural condition assessment, rehabilitation and strengthening, FRP design, timber member design, timber connections, CLT, durability and serviceability.

Detailed information for each assessment task, including submission instructions and rubrics, will be published 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
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 written assessments and projects. Written work submitted electronically after 23:59 on the due date will be considered 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. For work submitted after the closing date, a mark of zero will be awarded. The final examination is not subject to late submission penalties. Students who are unable to sit the final examination should apply for Special Consideration in accordance with University procedures.

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.

Learning support

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 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. 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

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to structural rehabilitation and retrofitting	Lecture (2 hr)
Week 01	Introduction to research task and structural condition assessment assignment	Workshop (2 hr)
Week 02	Structural condition assessment and health monitoring	Lecture (2 hr)
Week 02	Condition assessment of structures and material defects	Workshop (2 hr)
Week 03	Fibre optic sensing for SHM	Lecture (2 hr)
Week 03	Condition assessment methods and evaluation of structural elements	Workshop (2 hr)
Week 04	Structural repair, strengthening and FRP applications	Lecture (2 hr)
Week 04	AS5100.8, ASCE 11-99 and SHM bridge applications	Workshop (2 hr)
Week 05	Structural design of FRP-strengthened members subjected to bending	Lecture (2 hr)
Week 05	FRP strengthening of structures: flexural design	Workshop (2 hr)
Week 06	Structural design of FRP-strengthened members subjected to shear	Lecture (2 hr)
Week 06	FRP strengthening of structures: shear design	Workshop (2 hr)
Week 07	Introduction to timber structures, properties, systems and design fundamentals	Lecture (2 hr)
Week 07	Introduction to timber structures and timber design assignment	Workshop (2 hr)
Week 08	Timber structures: design of tension and compression members	Lecture (2 hr)
Week 08	Structural design of timber members subjected to tension and compression	Workshop (2 hr)
Week 09	Timber structures: design of flexural members	Lecture (2 hr)
Week 09	Structural design of timber members subjected to bending	Workshop (2 hr)
Week 10	Cross-laminated timber: loading conditions and flexural design	Lecture (2 hr)
Week 10	Structural design of cross-laminated timber members	Workshop (2 hr)
Week 11	Cross-laminated timber: tension, compression and fire design	Lecture (2 hr)
Week 11	Structural design of CLT members for combined actions and fire	Workshop (2 hr)
Week 12	Timber connections	Lecture (2 hr)
Week 12	Structural design of connections in timber structures	Workshop (2 hr)
Week 13	Timber structures: durability and service life	Lecture (2 hr)
Week 13	Final exam review and integrated design wrap-up	Workshop (2 hr)

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.

Required readings

- ACI 440 Guide for the design and construction of externally bonded FRP systems for strengthening concrete structures
- AS 1720-2010 Timber structures
- AS 5100-2017 Bridge design
- HB 305-2008 Design handbook for RC structures retrofitted with FRP and metal plates: beams and slabs
- SA HB 108-2013 Timber design handbook
- SEI/ASCE 11-99 Guideline for Structural Condition Assessment of Existing Buildings

- AS 1170 2002 Structural design actions
- AS 1720.3-2016 Timber structures - Design criteria for timber-framed residential buildings
- AS 3600-2018 Concrete structures

- Course Lecture Notes

Learning outcomes

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 and graphical communication skills at a professional engineering standard, including the capacity to justify an engineering assessment or design position.
LO2. Demonstrate professional and inclusive engineering practice when engaging with design problems, case studies, feedback and technical discussions.
LO3. Communicate complex structural rehabilitation and timber design issues clearly to specialist and non-specialist audiences.
LO4. Evaluate and synthesise technical literature, standards, guidelines and other resources to support engineering judgement and research-informed design.
LO5. Apply relevant strengthening standards and guidelines to the assessment and preliminary design of structural strengthening schemes.
LO6. Explain and apply the engineering design process for timber structures using limit-state and serviceability design principles.
LO7. Design and justify strengthening schemes for existing structural elements, including concrete, steel and timber structures where appropriate.
LO8. Explain the principles of structural inspection, condition assessment, deterioration mechanisms and service-life evaluation.
LO9. Apply knowledge of timber design and structural strengthening to practical engineering design problems.
LO10. Explain the advantages, limitations and appropriate applications of timber as a construction material.
LO11. Identify, analyse and justify suitable repair and strengthening techniques for a given structural condition.
LO12. Address complex structural engineering problems requiring integration of condition assessment, rehabilitation, strengthening and timber design knowledge.
LO13. Apply relevant timber design and testing standards, including AS 1720.1 and AS/NZS 4063.1, to the design and assessment of timber structures and components.

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.

Responding to student feedback

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

In response to student feedback, we revised the assignments and adjusted their weightings accordingly.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

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, 2026 [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