Outline

Overview

Humanitarian Engineering is the application of engineering to meet the needs of communities globally; while maintaining a focus on sustainability and appropriateness. This unit will give an introduction to engineers from all disciplines about the unique skills and knowledge needed to tackle challenges in; developing countries, during all stages of disasters and indigenous communities. Achieving global sustainability is a consistent theme through-out the subject. The unit will develop skills in intra-disciplinary teamwork and cross-cultural competence. The subject is taught through a series of lectures based on real case studies and engaging guest seminars. Seminars presenters are all people who are currently working in the field of humanitarian engineering with representatives from industry, government, multi-lateral organisations and non-government organisations. This unit of study is the first lecture based subject in the Humanitarian Engineering major. The unit is an elective for postgraduates and a prerequisite for Humanitarian Engineering major CIVL5320 Engineering for Sustainable Development.

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	Yes

Teaching staff

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

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Scenario analysis report Analysis of a solution to a scenario problem using data evidence	20%	Formal exam period Due date: 14 Jun 2026 at 23:59	Page limit to be provided	AI allowed
Outcomes assessed:
Contribution	Tutorial participation Full attendance and participation in tutorials	10%	Multiple weeks	11 weeks of scheduled tutorials	AI allowed
Outcomes assessed:
Presentation	Sustainable Development Goal (SDG) Presentation In assigned groups students will complete a rapid SDG presentation task.	10%	Week 04 Due date: 18 Mar 2026 at 14:00	2 hours in Workshop #1	AI allowed
Outcomes assessed:
Written test	Quiz # 1 (open book) Quiz with short and long answers questions covering first half of lecture contents.	20%	Week 08 Due date: 22 Apr 2026 at 14:00	1 hour	AI prohibited
Outcomes assessed:
Written work	Disaster planning refugee camp report Group work using the Sphere Handbook to plan a refugee camp	20%	Week 11 Due date: 17 May 2026 at 23:59	Report page limit to be provided	AI allowed
Outcomes assessed:
Written test	Quiz #2 (open book) Quiz with short and long answer questions covering second half of the lecture contents.	20%	Week 12 Due date: 20 May 2026 at 14:00	1 hour	AI prohibited
Outcomes assessed:
= group assignment ?

Assessment summary

Task 1. Tutorial Participation

Task 2 - SDG presentations (group in class)

Task 3. Quiz #1

Task 4. Refugee camp planning report

Task 5. Quiz #2

Task 6. Scenario analysis assignment

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

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard as per the marking rubrics

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard as per the marking rubrics

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard as per the marking rubrics

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard as per the marking rubrics

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard as per the marking rubrics

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:

Standard University late penalities apply. 5% per day over due. If the assignment is later than 10 days it will be awarded 0.

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	Workshops provide the main content delivery and interactive activities. There are 10 content-focused workshops, which alternate with the 3 assessment-focused workshops.	Workshop (2 hr)
Week 02	Workshops provide the main content delivery and interactive activities. There are 10 content-focused workshops, which alternate with the 3 assessment-focused workshops.	Workshop (2 hr)
Week 02	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 03	Workshops provide the main content delivery and interactive activities. There are 10 content-focused workshops, which alternate with the 3 assessment-focused workshops.	Workshop (2 hr)
Week 03	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 04	Workshops are held during Week 4, 8 and 12 in the same timeslot as the lectures. Hence workshops and lectures combined fill the 13 weeks of teaching. Workshops allow for assessment, hands on activities and whole group learning. Workshops are compulsory.	Workshop (2 hr)
Week 04	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 05	Workshops provide the main content delivery and interactive activities. There are 10 content-focused workshops, which alternate with the 3 assessment-focused workshops.	Workshop (2 hr)
Week 05	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 06	Workshops provide the main content delivery and interactive activities. There are 10 content-focused workshops, which alternate with the 3 assessment-focused workshops.	Workshop (2 hr)
Week 06	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 07	Workshops provide the main content delivery and interactive activities. There are 10 content-focused workshops, which alternate with the 3 assessment-focused workshops.	Workshop (2 hr)
Week 07	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 08	Workshops are held during Week 4, 8 and 12 in the same timeslot as the lectures. Hence workshops and lectures combined fill the 13 weeks of teaching. Workshops allow for assessment, hands on activities and whole group learning. Workshops are compulsory.	Workshop (2 hr)
Week 08	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 09	Workshops provide the main content delivery and interactive activities. There are 10 content-focused workshops, which alternate with the 3 assessment-focused workshops.	Workshop (2 hr)
Week 09	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 10	Workshops provide the main content delivery and interactive activities. There are 10 content-focused workshops, which alternate with the 3 assessment-focused workshops.	Workshop (2 hr)
Week 10	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 11	Workshops provide the main content delivery and interactive activities. There are 10 content-focused workshops, which alternate with the 3 assessment-focused workshops.	Workshop (2 hr)
Week 11	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 12	Workshops are held during Week 4, 8 and 12 in the same timeslot as the lectures. Hence workshops and lectures combined fill the 13 weeks of teaching. Workshops allow for assessment, hands on activities and whole group learning. Workshops are compulsory.	Workshop (2 hr)
Week 12	Tutorials (two hours each) will commence in Week 2. Activities are designed to allow students to apply the lecture material. In set weeks the tutorials will be held in the Immersive Learning Laboratory.	Tutorial (2 hr)
Week 13	Workshops provide the main content delivery and interactive activities. There are 10 content-focused workshops, which alternate with the 3 assessment-focused workshops.	Workshop (2 hr)

Attendance and class requirements

Attending the lectures are highly recommended to gain the most from the course. Workshops are compulsory as it involves group work and in-class assessments. Tutorial attendance is required and linked to participation marks.

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.

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. Explain the professional roles and ethical considerations of engineers working in the context of humanitarian engineering (developing countries, disasters and remote areas)
LO2. Work in a small team with different engineering disciplines to solve an engineering challenge while displaying effective team membership and team leadership.
LO3. Use analytical and evaluation skills to present the theoretical and practical considerations for project success and failure in humanitarian engineering.
LO4. Explain how engineers contribute to the Sustainable Development Goals.
LO5. Understanding the scope, principles, norms, accountabilities and bounds of contemporary humanitarian engineering practice
LO6. Application of established humanitarian engineering methods to solve engineering problems in developing countries, post disaster and first nations communities
LO7. Develop oral presentation and written skills to professionally and accurately communicate humanitarian engineering principles

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. 2.4. 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 - 3.1. An ability to communicate with the engineering team and the community at large. 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. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
	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. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 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.
	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. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria.
	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. 4.6. Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business.

Responding to student feedback

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

Assessment tasks have been redesigned to incorporate feedback from previous students.

Additional information

Work, health and safety

There are WHS considerations for tutorials in the Immersive Learning Laboratory and they will be briefed prior to these sessions.

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

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

CIVL9310: Humanitarian Engineering

Semester 1, 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

Attendance and class requirements

Study commitment

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