Outline

Overview

Students will understand the basic principles for the design of composite steel-concrete structures. In particular, they will develop an understanding of the procedures required for the design of composite beams, slabs and columns. Design guidelines will reflect requirements of the Australian Standards and international codes.

Unit details and rules

Academic unit	Civil Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	CIVL5264
Assumed knowledge ?	None
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 Exam Final exam	50%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
Research analysis	Composite Structures 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 Design of composite beams, slabs and floor systems	22.5%	Week 07 Due date: 18 Sep 2026 at 23:59 Closing date: 02 Oct 2026	Design report	AI allowed
Outcomes assessed:
Practical skill	Assignment 2 Design of composite columns, connections and systems	22.5%	Week 13 Due date: 04 Nov 2026 at 23:59 Closing date: 18 Nov 2026	Design report	AI allowed
Outcomes assessed:
= early feedback task ?

Assessment summary

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 sydney.edu.au/students/guide-to-grades.

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:

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	Introduction to composite steel–concrete structures, composite action, applications and design philosophy	Lecture (2 hr)
Week 01	Introduction to composite action through worked examples and discussion of real composite building and bridge systems	Tutorial (2 hr)
Week 02	Composite design framework in accordance with AS/NZS 2327 and relevant Australian Standards	Lecture (2 hr)
Week 02	Interpreting AS/NZS 2327 design requirements and setting up composite design calculations	Tutorial (2 hr)
Week 03	Composite beam design for strength: flexural resistance, shear resistance and construction-stage design	Lecture (2 hr)
Week 03	Worked design example: composite beam strength checks and construction-stage design	Tutorial (2 hr)
Week 04	Composite beam design for serviceability: deflection, cracking, creep, shrinkage and long-term effects	Lecture (2 hr)
Week 04	Worked design example: composite beam serviceability, deflection and long-term effects	Tutorial (2 hr)
Week 05	Composite structural connections: behaviour, design principles and detailing of composite beam-to-column connections	Lecture (2 hr)
Week 05	Design exercise on composite beam-to-column connections, including force transfer, connection components, detailing and design assumptions	Tutorial (2 hr)
Week 06	Composite slabs and floor systems: system selection, structural efficiency, constructability and design integration	Lecture (2 hr)
Week 06	Floor system comparison exercise: structural efficiency, constructability and engineering justification	Tutorial (2 hr)
Week 07	Composite column design for strength in accordance with Australian design guidelines	Lecture (2 hr)
Week 07	Worked design example: composite column strength and cross-sectional resistance	Tutorial (2 hr)
Week 08	Composite column serviceability, stability, cross-sectional behaviour and member-level modelling	Lecture (2 hr)
Week 08	Composite column analysis and modelling exercise: assumptions, limitations and interpretation of results	Tutorial (2 hr)
Week 09	Composite frames, joints, walls and structural systems: load paths, interaction and practical design considerations	Lecture (2 hr)
Week 09	Composite frame and system design discussion: load paths, system behaviour and practical design choices	Tutorial (2 hr)
Week 10	Fire design of composite steel–concrete structures and introduction to structural fire engineering principles	Lecture (2 hr)
Week 10	Fire design exercise: interpreting fire resistance requirements and simplified design checks	Tutorial (2 hr)
Week 11	Vibration, dynamic and earthquake considerations for composite structures and floor systems	Lecture (2 hr)
Week 11	Floor vibration and dynamic design exercise, with introduction to earthquake design considerations	Tutorial (2 hr)
Week 12	Current and future trends in composite construction, including sustainability, prefabrication and emerging design methods	Lecture (2 hr)
Week 12	Case study discussion: current and future composite construction trends and sustainability considerations	Tutorial (2 hr)
Week 13	Integrated revision: design synthesis, standards application, modelling assumptions and exam preparation	Lecture (2 hr)
Week 13	Revision tutorial: integrated design problem, feedback, Q&A and exam preparation	Tutorial (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

Standards Australia (2020) AS/NZS 2327:2017 Amd 1:2020, Composite structures - Composite steel-concrete construction in buildings.

Johnson, Roger P. (2019) Composite Structures of Steel and Concrete, Beams, Slabs, Columns and Frames for Buildings (4th edition) , Newark: John Wiley & Sons, ISBN: 9781119401438

Uy, B. and Liew, J.Y.R. (2002) Composite steel-concrete structures, Chapter 51 Civil Engineering Handbook, CRC Press, ISBN 0-8493-0958-1, (edited by W.F. Chen and J.Y. Richard Liew).

Oehlers, D.J. and Bradford M.A. (1995), Composite Steel and Concrete Structural Members (Fundamental Behaviour), ISBN: 978-0-08-041919-0, DOI: https://doi.org/10.1016/C2009-0-08012-X

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. Analyse and design composite steel–concrete beams, slabs, columns and floor systems for strength and serviceability in accordance with relevant Australian Standards and design guidelines.
LO2. Evaluate alternative composite structural systems and justify design choices based on structural efficiency, constructability, serviceability and practical engineering constraints.
LO3. Undertake cross-sectional and member-level analysis of composite steel–concrete elements, including composite action, shear connection, effective section properties and steel–concrete interaction.
LO4. Assess fire, vibration, dynamic and long-term serviceability considerations and incorporate these considerations into composite structural design.
LO5. Communicate professional engineering design calculations, assumptions, modelling outcomes and recommendations for composite steel–concrete structures.

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. 2.1. 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. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 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 - 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 3.3. Creativity and innovation. 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. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials.
	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. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 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.

Responding to student feedback

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

New reference books are added for further studies.

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

CIVL6264: Composite Steel-Concrete Structures

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