General Information
Some of the world’s most desirable cities and urban quarters are known for being walkable and bike-friendly. The reputations of cities such as Copenhagen, Amsterdam and central Melbourne are based on decades of efforts to improve conditions for walking and cycling. In a world where obesity rates are skyrocketing, incidental physical activity through active transportation can help to reduce the health impacts of air pollution, congestion and social isolation, while at the same time benefitting economic vitality, lifestyle and community development. This subject examines exemplars in the literature as well as exploring these ideas on the ground through experiential one-day and half-day field trips in Brisbane and the Gold Coast.
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Details
Academic unit: Faculty of Society & Design Subject code: SSUD11-108 Subject title: Walkable and Bikeable: Healthy Lifestyle Cities Subject level: Undergraduate Semester/Year: January 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly forum
- Tutorial: x12 (Total hours: 12) - Weekly tutorial
- Personal Study Hours: x12 (Total hours: 84) - No Description
Attendance and learning activities: This subject uses the urban environment as a laboratory for learning about practical moves towards more walkable and 'bikeable' cities. Day and half-day field trips are a feature of the subject, providing access to best practice examples in Brisbane and the Gold Coast. -
Resources
Prescribed resources: Books
- Melissa Bruntlett,Chris Bruntlett (2018). Building the Cycling City: the Dutch blueprint for urban vitality. n/a, Chicago Island Press 240
- Joanne Dolley,Caryl Bosman (2019). Rethinking Third Places. n/a, Cheltenham, UK Edward Elgar Publishing 240
- Jeff Speck (2018). Walkable City Rules: 101 steps to making better places. n/a, Washington DC Island Press 310
Others
- Pedestrian Council of Australia (2021). Pedestrian Charter (Australia). Sydney Pedestrian Council of Australia Available at: https://www.walk.com.au/pedestriancouncil/page.asp?PageID=107&SiteID=1
- Bicycle Network (2021). Bicycle Network web resources. Melbourne Bicycle Network Available at: https://www.bicyclenetwork.com.au/
- DTMR (2019). Queensland Walking Strategy 2019-2029. Brisbane Queensland Government Available at: https://www.tmr.qld.gov.au/Travel-and-transport/Pedestrians-and-walking/Queensland-Walking-Strategy
- Walk21 (2021). Extensive resources. London & others Walk21 Available at: https://www.walk21.com/
- International Federation of Pedestrians (2006). International Charter for Walking, & other resources. Various cities IFP Available at: https://pedestrians-int.org/en/key-documents
- World Health Organisation (2002). A Physically Active Life through Everyday Transport. Copenhagen WHO Available at: https://www.euro.who.int/__data/assets/pdf_file/0011/87572/E75662.pdf
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | SSUD11-108 |
| Subject title: | Walkable and Bikeable: Healthy Lifestyle Cities |
| Subject level: | Undergraduate |
| Semester/Year: | January 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: | This subject uses the urban environment as a laboratory for learning about practical moves towards more walkable and 'bikeable' cities. Day and half-day field trips are a feature of the subject, providing access to best practice examples in Brisbane and the Gold Coast. |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
- Demonstrate an understanding of the relationship between the pattern of urban development and public health opportunities
- Assess the walkability and bikeability of urban areas using audit tools comprising both observation and experience
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Case Presentation Written and illustrated report appraising the walkability and bikeability of an urban area using criteria developed in class and from reputable audit tools. Includes presentation of progress report in class in Week 4. 50.00% Week 7 1,2,4 Written Report Written and illustrated report critiquing the walkability/bikeability of an urban area, with particularly reference to urban vitallity and human health. 50.00% Week 12 1,2,3 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Case Presentation | Written and illustrated report appraising the walkability and bikeability of an urban area using criteria developed in class and from reputable audit tools. Includes presentation of progress report in class in Week 4. | 50.00% | Week 7 | 1,2,4 |
| Written Report | Written and illustrated report critiquing the walkability/bikeability of an urban area, with particularly reference to urban vitallity and human health. | 50.00% | Week 12 | 1,2,3 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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The rise and fall and rise of active transport in cities
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
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Walking cities, public transport cities, car-dependent cities, future cities
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
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Urban walkability and public health
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
- Demonstrate an understanding of the relationship between the pattern of urban development and public health opportunities
- Assess the walkability and bikeability of urban areas using audit tools comprising both observation and experience
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Field trip
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
- Demonstrate an understanding of the relationship between the pattern of urban development and public health opportunities
- Assess the walkability and bikeability of urban areas using audit tools comprising both observation and experience
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International case studies of walkable cities
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
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International case studies of bikeable cities
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
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Student seminar presentations
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
- Demonstrate an understanding of the relationship between the pattern of urban development and public health opportunities
- Assess the walkability and bikeability of urban areas using audit tools comprising both observation and experience
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Active transport in knowledge precincts and health hubs
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
- Demonstrate an understanding of the relationship between the pattern of urban development and public health opportunities
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Implementing active transport through city planning
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
- Demonstrate an understanding of the relationship between the pattern of urban development and public health opportunities
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Retrofitting cities to be walkable, bikeable, transit-supportive and lively
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
- Demonstrate an understanding of the relationship between the pattern of urban development and public health opportunities
- Assess the walkability and bikeability of urban areas using audit tools comprising both observation and experience
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Public transport stations and vehicles as ‘third places’
n/a
SLOs included
- Understand the concept of active transport and its relevance to the vitality of cities and their citizens
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
- Demonstrate an understanding of the relationship between the pattern of urban development and public health opportunities
- Assess the walkability and bikeability of urban areas using audit tools comprising both observation and experience