Outline

Overview

This unit introduces students to fieldwork associated with global engineering projects. This subject is an internationally based intensive program for 28 days funded by the New Colombo Plan. The country locations vary each year based on funding, and previous programs have been run in India, Samoa and the Philippines. Students will learn how to manage the collection of field data as it relates to the planning and design of international development and humanitarian projects. The unit will cover the Sustainable Development Goals (SDGs) and analysis to assess human development needs and inform contextually appropriate engineering solutions. Topics will introduce how to navigate ethical considerations, logistics in complex environments, and working across cultures with partners. Students will learn strategies to support personal resilience while in the field, how to manage risk, and teamwork skills.

Unit details and rules

Academic unit	Civil Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jacqueline Thomas, jacqueline.thomas@sydney.edu.au

Assessment

The census date for this unit availability is 23 January 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person practical or creative task	Questions and Answers during Project presentation Group work - in person practical	15%	Week -02 Due date: 02 Feb 2026 at 09:00 Closing date: 04 Feb 2026	Responses - 5 questions partners/staff	AI prohibited
Outcomes assessed:
Peer or expert observation or supervision	Expert observation Staff expert observation of students - including working with partners, commitment, technical applications, teamwork and cross-cultural competence.	10%	Week -02 Due date: 03 Feb 2026 at 23:59	Over 4 weeks of program	AI prohibited
Outcomes assessed:
Presentation	Final video Create a video of your findings to share your work with partners	10%	Week -02 Due date: 04 Feb 2026 at 23:59	3 - 4 minute video	AI allowed
Outcomes assessed:
Written work	Final placement report Group work	35%	Week -02 Due date: 04 Feb 2026 at 23:59	No word limit (minimum of 4000 words)	AI allowed
Outcomes assessed:
Written work	Background report Submitted work	20%	Week -05 Due date: 08 Jan 2026 at 23:59	2000 words	AI allowed
Outcomes assessed:
Written work	Final reflection Submitted work	10%	Week 01 Due date: 22 Feb 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Background report: Structured assignment covering the background of the fieldwork location.
Expert observation: Staff assessment of working with partners, technical input and cross-cultural competence.
Questions and Answers during Project presentation: Each group will be assessed on groups response to at least 5 questions from partners/staff.
Reflection diary: Essay on the individual’s experience during the fieldwork. Students should keep a reflective diary during the fieldwork to document their thoughts for this essay.
Final project report: This will be a technical report documenting each groups’ project progress, project findings, and future steps for work for partners.
Final project video: A short video of your findings to share with partners.

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
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:

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 more than ten calendar days after the due date 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 -02	Project placement	Fieldwork (37.5 hr)
Week -03	Project placement	Fieldwork (37.5 hr)
Week -04	Project placement	Fieldwork (37.5 hr)
Week -05	Project placement	Fieldwork (37.5 hr)

Attendance and class requirements

Daily in-person attendance to site visits, seminars, and other program activities are mandatory. All students must attend a mandatory pre-departure briefing.

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 will be made available through 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. Understand the application of global humanitarian and development frameworks to locally implemented projects
LO2. Collect field data to identify human development challenges facing communities
LO3. Synthesise and evaluate information and data from a variety of sources to inform sound engineering decisions in resource-constrained settings
LO4. Apply specialised engineering knowledge to propose improvements in the delivery of humanitarian and development projects
LO5. Convey engineering analysis to multi-cultural audiences to inform effective technical solutions and policy recommendations
LO6. Apply ethical and appropriate judgement in development practice while introspectively examining positionality

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 - 2.1. 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. 3.4. An understanding of and commitment to ethical and professional responsibilities.
	Engineers Australia Curriculum Performance Indicators - 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.
	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. 3.2. Information literacy and the ability to manage information and documentation. 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 - 2.4. 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. 4.6. Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business. 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. 3.4. An understanding of and commitment to ethical and professional responsibilities. 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 - 2.4. 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. 3.4. An understanding of and commitment to ethical and professional responsibilities. 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 -

Competency code	Taught, Practiced or Assessed	Competency standard
2.1		Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
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.
3.6		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.
4.4		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.
5.3		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.

Responding to student feedback

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

This unit has adapted to incorporate more structure into the onset of the program to introduce students to the selected context.

Additional information

Work, health and safety

Students are to consult with a doctor prior to departure to ensure that immunisations are up to date and that they are fit for international travel.

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

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

CIVL5330: Global Engineering Field Work

Intensive January, 2026 [Block mode] - 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

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links