Campus
Adelaide City Campus East
Course Code
ENGV2001
Study Period
Semester 2 2026
Study Mode
On campus
Course Coordinator
Prof Holger Maier
Unit Value
6
Subject Area
Environmental Engineering
Course Overview
Aim
This course will enable students to quantify and communicate natural hazard risk and assess the effectiveness of risk reduction strategies. Spatial modelling and mapping is used in the context of a range of natural hazards (e.g. bushfire, sea level rise), exposed assets (e.g. physical, social, environmental), risk reduction strategies (e.g. land use planning, structural measures) and drivers of change (e.g. climate change, population growth). By working on a single project throughout the course, students develop the ability to work on complex engineering problems in a professional and motivating context, aligning with the program’s intent to prepare students for professional practice.
Learning Outcomes
Course Learning Outcomes (CLO)
| No. | Course Learning Outcome |
|---|---|
| No. 1 | Course Learning Outcome Quantify, critically assess and communicate the spatial variability in the severity and likelihood of different natural hazards (e.g. bushfire, riverine flooding, coastal inundation and flooding) based on the spatial modelling and mapping performed as part of this course |
| No. 2 | Course Learning Outcome Quantify, critically assess and communicate the spatial variability in the exposure, vulnerability, impact and resultant natural hazard risk to different types of “assets” (e.g. buildings, critical infrastructure, people, environment) based on the spatial modelling and mapping performed as part of this course |
| No. 3 | Course Learning Outcome Quantify, critically assess and communicate the impact of different drivers of change (e.g. climate change and socio-economic development) and resulting plausible future conditions on changes in impact and risk based on the spatial modelling and mapping performed as part of this course |
| No. 4 | Course Learning Outcome Quantify, critically assess and communicate the advantages, disadvantages and relative effectiveness of different risk reduction options (e.g. land use planning, land management, structural measures, asset hardening) based on the spatial modelling and mapping performed as part of this course |
| No. 5 | Course Learning Outcome Critically assess and discuss different approaches and mechanisms for increasing the chances of implementing adaptive risk management plans for the course project based on literature and information provided in the course lectures |
| No. 6 | Course Learning Outcome Gain a basic level of proficiency in spatial modelling and mapping for natural hazard risk management based on the quality of modelling and mapping produced in the course project |
Learning Resources
No learning resources are required.
Assessments
Academic Integrity
Academic integrity is essential to Adelaide University’s reputation and the credibility of its academic community. It reflects a commitment to honesty, fairness, respect, and responsibility. Students must demonstrate authentic learning and ensure their work reflects their own understanding, with proper acknowledgment of others’ ideas. Failure to do so is considered Academic Misconduct.
Legislation: In Australia, providing academic cheating services is illegal, including completing significant parts of assessments for others (TEQSA Amendment Act 2020).
University Policy: The University maintains policies to support academic integrity and address breaches. See the Academic Integrity Policy for details.
Course Guidance: Instructors may set rules on using tools such as AI or translation software.
Use of Generative Artificial Intelligence
The assessment tasks for this course are designed for you to demonstrate your learning against the Course Learning Outcomes. It is important to recognise that information generated by artificial intelligence tools can sometimes be unreliable, inaccurate, and incorrect, potentially hindering your achievement of the Learning Outcomes. You are responsible for complying with the conditions outlined for each assessment task as detailed in the assessment description. Any use of artificial intelligence tools must be ethical, responsible and adhere to the assessment conditions. Using artificial intelligence tools that go beyond the stated assessment conditions will be considered a breach of academic conduct, as per the Academic Integrity Policy.
Important information about all assessment
All students must adhere to Adelaide University's Assessment Policy and Procedures.
Deferred Arrangements
Students who are unable to complete a time-bound assignment that is not eligible for an extension, such as an examination, test or oral presentation, may apply for their assignment to be deferred to a later point in time in accordance with the criteria and process outlined in the Variations to Assessment Procedure.
Late Submission
Students who submit their assignment after the published deadline, without an approved extension as described in the Variations to Assessment Procedure, will have 5% of the total assessment mark deducted for every day (or part thereof) the assignment is overdue, for a maximum of 7 calendar days. After 7 calendar days, the assignment will not be accepted for marking.
Some assignment types, such as test or group assignments, are not eligible for late submission. Course Coordinators will identify these assignments on the relevant myLearning page.
Variations to Assessment
Students who believe they have extenuating circumstances that may require a variation to their assignment may apply for a variation in accordance with the criteria and process outlined in the Variations to Assessment Procedure.
Assessment Descriptions
| Title | Weighting | Hurdle | Re-submission allowed | Re-marking allowed | Learning Outcomes |
|---|---|---|---|---|---|
| Title Project Stage 1: Quantification & Communiation of Current Impact and Risk | Weighting 33% | Hurdle | Re-submission allowed No | Re-marking allowed No | Learning Outcomes 1,6 |
| Title Project Stage 2: Quantification & Communication of (i) Future Impact & Risk and (ii) Effectivness of Risk Reduction Options | Weighting 33% | Hurdle | Re-submission allowed No | Re-marking allowed No | Learning Outcomes 1,2,3,4,6 |
| Title Project Stage 3: Development & Communication of the Most Appropriate Adaptation Pathways to Mitigate Future Risk | Weighting 34% | Hurdle | Re-submission allowed No | Re-marking allowed No | Learning Outcomes 1,2,3,4,5 |
Please refer to myLearning for assignment due dates.
For a detailed explanation of Hurdle, please refer to the Assessment Procedure.
Further Information
Use of Recorded Material
This course will involve the production of audio and/or video recordings of students. To protect student privacy, you must not at any time disclose, reproduce or publish these recordings, or related material, in the public domain including online, unless the videoed students give consent for reproduction, disclosure or publication.
Student Recording of Learning Activities
Students must seek permission prior to recording any Adelaide University learning activity.
Students with disabilities or medical conditions
Students with disabilities (including mental health), medical conditions, or caring responsibilities may be eligible for reasonable adjustments to assessments or course access. Refer to the Variations to Assessment Procedure and Reasonable Adjustments Procedure for details.
Contact the Access & Inclusion Service early to allow time for adjustments. Students requiring an Access Plan should book an appointment with an Access & Inclusion Adviser via Student Assist or the Online Booking System in the Student Portal. See the Access & Inclusion webpage for details.
Once approved, students must notify their Course Coordinator promptly so supports can be arranged. Note: deadlines apply to finalising Access Plans before exams.
Student Support
Our Support for Students Procedure supports students to succeed and complete their higher education studies. We achieve this through early identification, communication and an integrated network of academic and non-academic support services, interventions and processes specific to students’ needs. We take steps to help students recognise when they may be at risk of not succeeding in one or more of their courses, and to inform them of services and support available.
For information about the broad range of support services available, please contact Student Support Services.
Unplanned myLearning Outages
The alteration to assignment due dates is designed to minimise the impact of major unplanned myLearning system service outages on students and staff. They should only be considered when an unplanned outage occurs within 3 days of an assignment activity due date. Any alterations are at the discretion of the Online Course Facilitator or Course Co-ordinator.
| Outage Duration | Alteration to due date | Alteration to examination |
|---|---|---|
| Less than 1 hour | No impact | No impact |
| Between 1 and 4 hours | Consider extension | No impact |
| Between 4 and 24 hours | 24 hour extension | Consider when marking |
| Longer than 24 hours | 48 hour extension | Consider when marking |
Student Feedback
The University regularly reviews courses to uphold academic excellence, foster innovation, and ensure the curriculum remains current, relevant, and sustainable. This process includes learning analytics, feedback, performance data, peer review, benchmarking, and alignment with learning outcomes and graduate qualities.
Students are valued contributors and may provide confidential feedback via FLEX (Feedback on Learning Experience) and the national Student Experience Survey (SES).
Feedback informs curriculum development and supports staff in reflecting on teaching practice. Where appropriate, course review outcomes—such as FLEX summaries and resulting improvements—will be shared with students. For details on giving feedback or lodging a complaint, visit Current Student Support.