General Information
The pattern of urban development affects fuel use and may impose serious environmental and public health impacts including pollution, congestion and social isolation. Land use and transport integration has the potential to make cities more sustainable in a variety of ways, and more adaptable to changes in needs and resources in the future. The rise of car-based planning as the dominant planning approach of the past century is traced, including the spread of the Radburn Plan and the influence on shopping centres and other development. The subject introduces Active Transport, based on providing opportunities for physical activity through walking, cycling and public transport, and develops a critical understanding of contemporary Urban Design and Planning movements including Transit Oriented Development.
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Details
Academic unit: Faculty of Society & Design Subject code: SSUD13-223 Subject title: Sustainable Transport Planning Subject level: Undergraduate Semester/Year: January 2019 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 36) - Seminar 1
Attendance and learning activities: This subject uses the existing built environment as a living laboratory for learning about walkable cities, transit oriented development (TOD) and the interaction between transport infrastructure and the life of the city and region. This is a hands-on and feet-on subject involving local field trips and assignment work based on actual places. A detailed weekly program will be posted on iLearn by the start of semester. Students will be notified of a range of online references such as policy documents. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture 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: | SSUD13-223 |
| Subject title: | Sustainable Transport Planning |
| Subject level: | Undergraduate |
| Semester/Year: | January 2019 |
| 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 existing built environment as a living laboratory for learning about walkable cities, transit oriented development (TOD) and the interaction between transport infrastructure and the life of the city and region. This is a hands-on and feet-on subject involving local field trips and assignment work based on actual places. A detailed weekly program will be posted on iLearn by the start of semester. Students will be notified of a range of online references such as policy documents. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture 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 |
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| 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:
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- 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
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 Paper-based Examination (Closed) End of semester examination 20.00% Final Examination Period 1,2,3 *Audit Active transport audit of a precinct (Wk 4 submit; Wk 5 present seminar) 30.00% Week 4 2,3 Project§ Group project: analysis & proposal (Wk 11 presentation; Wk 12 submit) 40.00% Week 11 1,2,3 *Class Participation Field trip participation (Weeks 2,3,8) 10.00% Progressive 1,2,3 - § Indicates group/teamwork-based assessment
- * 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 |
|---|---|---|---|---|
| Paper-based Examination (Closed) | End of semester examination | 20.00% | Final Examination Period | 1,2,3 |
| *Audit | Active transport audit of a precinct (Wk 4 submit; Wk 5 present seminar) | 30.00% | Week 4 | 2,3 |
| Project§ | Group project: analysis & proposal (Wk 11 presentation; Wk 12 submit) | 40.00% | Week 11 | 1,2,3 |
| *Class Participation | Field trip participation (Weeks 2,3,8) | 10.00% | Progressive | 1,2,3 |
- § Indicates group/teamwork-based assessment
- * 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 late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
The local field trips may involve some public transport use at the student's cost (usually not more than a total of $20 during the semester). Make sure your Translink Go-Card is endorsed as full-time student.
Subject curriculum
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(Order & details may be subject to minor change and will be notified via the iLearn site in Week 1)
n/a
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Introduction and overview of subject.
Defining Active Transport. Introducing TOD and other useful acronyms . Transport and urban form: the morphological link. Active Transport and public health. Tutorial: Walkscore www.walkscore.com – usefulness and limitations. The role of field trips in learning in this subject (relates to Weeks 2, 3, 8 and assignments). Getting started in Assignment 1.
SLOs included
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- 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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The rise and fall and rise of active transport in cities
Designing cities for cars versus cities for people. A tale of two centres – pre-TOD and TOD non-emergent: Robina and Varsity Station Village. The active transport experience in recently built urban places: guided local field trip (Varsity Lakes, Bermuda Point & Bond Campus). FOR ALL FIELD TRIPS, you will need comfortable walking shoes, hats, sunscreen/rain protection, notebooks, camera.
SLOs included
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
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A tale of two Broadbeaches (field trip)
Guided local field trip (Broadbeach).The effect of urban form on opportunities for active transport: .
SLOs included
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
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International case studies
Exemplars of integration between transport & urban form through effective planning for TOD. Policy and place. Tutorial assistance with Assignment 1 – all students to show work in progress.
SLOs included
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- 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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Assignment 1 student seminar presentations.
Back to the 20th century in the Gold Coast's new northern suburbs. Studio session: getting off the ground with Assignment 2.
SLOs included
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- 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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Active transport in knowledge nodes & health hubs
Active Transport as the key to making successful knowledge nodes for a sustainable city region. Guest speaker (TBC) Assignment 2 work in progress – all groups to present.
SLOs included
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- 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 the city to be walkable, transit-supportive and lively.
Brisbane Field Trip to inform Assignment 2. The role of design for active transport in shaping the relationships between several tertiary campuses and the city; other urban active transport infrastructure initiatives.
SLOs included
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- 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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Putting active transport into practice in Planning
Guest speaker (TBC). Tutorial: Assignment 2 work in progress.
SLOs included
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport
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Key requirements for effective walkability, public transport, cyclability.
Guest speaker (TBC). Tutorial: Assignment 2 work in progress – all groups to present.
SLOs included
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- 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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Public transport stations and vehicles as 'third places'
Recent research. Workshop/tutorial: Completing the final project.
SLOs included
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- 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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Student-led seminar
Presentation of final project to invited guest critics. Hand in final project.
SLOs included
- Demonstrate an understanding of the concept of active transport and its relevance to urban sustainability
- Demonstrate an understanding of the relationship between urban form and the opportunity for active transport