Outline

Overview

This unit introduces students to the principles of designing and implementing engineering projects to address global sustainable development challenges. Students will learn about sustainable development theories, frameworks, and debates positioned against the history and legacy of engineering in international development and humanitarian practice. Modules will equip students to apply participatory tools in the planning, implementation, and evaluation of inclusive engineering projects, while reflecting on the ethical dilemmas that surface in cross-cultural engineering work with marginalised communities. The unit provides a survey of design solutions to address basic needs and presents contemporary issues in global development. Students will explore these topics through an immersive real-world design project to understand the landscape of international development and humanitarian work.

Unit details and rules

Academic unit	Civil Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	CIVL9320
Assumed knowledge ?	CIVL3310 OR CIVL9310
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Emily Nabong, emily.nabong@sydney.edu.au
Lecturer(s)	Jacqueline Thomas, jacqueline.thomas@sydney.edu.au
Lecturer(s)	Emily Nabong, emily.nabong@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person practical, skills, or performance task or test	Weekly quizzes Weekly in-class quizzes will assess knowledge of pre-readings.	30%	Multiple weeks	5-10 minutes	AI prohibited
Outcomes assessed:
Research analysis	Needs assessment Population needs assessment using poverty and spatial data.	15%	Week 04 Due date: 31 Aug 2025 at 23:59 Closing date: 10 Sep 2025	500 - 1,000 words	AI allowed
Outcomes assessed:
Research analysis	Logframe Logical framework for project design.	15%	Week 06 Due date: 14 Sep 2025 at 23:59 Closing date: 24 Sep 2025	500 - 1,000 words	AI allowed
Outcomes assessed:
Written work	Project report Report detailing project approach and design.	30%	Week 13 Due date: 09 Nov 2025 at 23:59 Closing date: 19 Nov 2025	6,000 - 8,000 words	AI allowed
Outcomes assessed:
Presentation	Project presentation Presentation detailing project approach and design.	10%	Week 13 Due date: 05 Nov 2025 at 23:59	15 - 20 minutes	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Weekly quizzes: Short in-class quizzes will test knowledge of pre-lecture readings and other preparation content.
Needs assessment: This assignment will require you to use poverty data and propose activities to assess the needs of a population.
LogFrame: This assignment will require you to develop a logical framework (LogFrame) outlining activities, outputs, outcomes, and goals in response to a sustainable development challenge.
Project presentation: Groups will deliver an oral presentation discussing their approach to the planning and design of a project in response to a sustainable development challenge.
Project report: Groups will write a report discussing their approach to the planning and design of a project in response to a sustainable development challenge.

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	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an exceptional standard as defined by grade descriptors or exemplars established by the faculty.
Distinction	75 - 84	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a very high standard as defined by grade descriptors or exemplars established by the faculty.
Credit	65 - 74	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a good standard as defined by grade descriptors or exemplars established by the faculty.
Pass	50 - 64	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the faculty.
Fail	0 - 49	To be awarded to students who, in their performance in assessment tasks, fail to demonstrate the learning outcomes for the unit at an acceptable standard established by the faculty. This grade, with corresponding mark, should also be used in cases where a student fails to achieve a mandated standard in a compulsory assessment, thereby failing to demonstrate the learning outcomes to a satisfactory standard. In such cases the student will receive the mark awarded by the faculty up to a maximum of 49. demonstration of learning outcomes failing to meet the necessary standards.

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.

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	What is Sustainable Development?	Lecture (2 hr)
Week 02	History and Theories of Development	Lecture and tutorial (4 hr)
Week 03	Poverty Definitions and Dynamics	Lecture and tutorial (4 hr)
Week 04	Needs Assessment and Project Planning	Lecture and tutorial (4 hr)
Week 05	Monitoring, Evaluation, Accountability, and Learning (MEAL)	Lecture and tutorial (4 hr)
Week 06	Participation and Power	Lecture and tutorial (4 hr)
Week 07	Sustainable Cities and Human Settlements	Lecture and tutorial (4 hr)
Week 08	Water, Energy, and Food Nexus	Lecture and tutorial (4 hr)
Week 09	Global and Planetary Health	Lecture and tutorial (4 hr)
Week 10	Disasters and Climate Change	Lecture and tutorial (4 hr)
Week 11	Emerging Topics in Global Development: Part 1	Lecture and tutorial (4 hr)
Week 12	Emerging Topics in Global Development: Part 2	Lecture and tutorial (4 hr)
Week 13	Project Presentations	Presentation (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

All readings for this unit can be accessed Canvas.

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. Converse in, and critically examine sustainable development theories, frameworks, and debates.
LO2. Understand the history and legacy of engineering in international development and humanitarian practice.
LO3. Apply engineering tool-sets to needs assessment, project planning, monitoring, evaluation, and learning (MEAL)
LO4. Develop sustainable engineering solutions using incomplete or limited data from multiple sources to address complex social, economic, and environmental challenges facing communities
LO5. Choose participative approaches and tools in project planning, implementation, and evaluation to inform more inclusive engineering designs
LO6. Convey engineering analysis to multi-cultural audiences to inform effective technical solutions and policy recommendations
LO7. Apply ethical and appropriate engineering judgement while introspectively examining positionality
LO8. Employ appropriate teamwork skills across project phases to address sustainable development challenges

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 - 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field.
	Engineers Australia Curriculum Performance Indicators - 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. 4.5. 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 - 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;.
	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. 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 - 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.
	Engineers Australia Curriculum Performance Indicators - 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. 4.5. 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 - 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.
	Engineers Australia Curriculum Performance Indicators - 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.

Responding to student feedback

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

Modules in the second half of the unit have been updated to introduce contemporary themes and perspectives in global development. Assessments have also been redesigned to more cohesively align with the integrated project.

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.

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

CIVL5320: Engineering for Sustainable Development

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