Bachelor of Design

The Bachelor of Design is focused on the life-cycle of the constructed and inhabited world.

Its application is wide ranging, from the macro-level of the metropolis, to the construction of buildings, bridges and landscapes, to the small-scale of systems and micro-structures.Design is the unifying force that ties multiple disciplines together - from Architecture to Civil Systems, Computing, Construction, Digital Technologies, Landscape Architecture, Mechanical Systems, Property, Spatial Systems, Urban Planning through to Visual and Performance Design.

Via completion of majors and minors, electives taken from other disciplines within the degree, double majors, and specialisations, students will encounter design in a transdisciplinary and complementary manner.

Students will be exposed to the spectrum of design – from the creative and imaginative, through to the algorithmic and policy-generated, to iterative and managed problem-solving.Design is the lens through which students will understand the constructed world and explore options for its future.

In achieving this, students will demonstrate understanding of design processes and methods - identifying and analysing problems, synthesising ideas, prototyping and evaluating solutions and communicating outcomes as they apply to aspects of the constructed environments related to particular majors.Students will learn from internationally recognised scholars and industry professionals, and, as graduates, will have a broad understanding of the role of design in the contemporary world.

Graduates will be ready to further their education with a professional Masters degree or be skilled to enter the workforce.

Course structure

Course Rules:

The Bachelor of Design requires the successful completion of 300 points comprising:

• 225 points of Bachelor of Design subjects including:
• At least 62.5 points at Level 1
• At least 62.5 points at Level 2
• At least 75 points at Level 3 (including 50 points of a prescribed Bachelor of Design major at Level 3)
• At least 50 points of breadth subjects including at least 12.5 points at Level 2 or Level 3
• 25 points of breadth and/or elective subjects at Level 1, 2 or 3

Breadth requirements

Bachelor of Design students must complete a minimum of 50 points (four subjects), and a maximum of 75 points (six subjects), of breadth subjects.

At least 12.5 points of breadth must be taken at Level 2 or 3, and no more than 37.5 points may be taken at Level 1.

For information on breadth subjects and for a complete listing, please see: http://breadth.unimelb.edu.au/breadth/info/index.html. The breadth options for Bachelor of Design students are restricted depending on the major that has been selected. Detailed information on these Non-allowed Breadth subjects is available.

Additional requirements:

• No more than 125 points at Level 1
• No more than 37.5 points of breadth at Level 1

Notes:

1. Progression - All students must complete an online plagiarism training module in their first year of enrolment in the Bachelor of Design before being allowed to progress to the second year of enrolment.
2. Students must normally complete 50 points of study at one year level before proceeding to the next subject year level.

To view a sample course plan please visit: http://edsc.unimelb.edu.au/undergraduate/course-planning/bdes

Entry requirements

1. In order to be considered for entry, applicants must have completed: one of (a) the Victorian Certificate of Education including

• VCE Units 3 and 4 - either a study score of at least 25 in one of English, English Language or Literature or a study score of at least 30 in English as an Additional Language;

(b) the International Baccalaureate Diploma including

• at least Grade 4 in English or English B (Standard Level or Higher Level);

(c) a senior secondary program, foundation studies program or equivalent approved by the Academic Board including appropriate English language studies. Except for applicants eligible for Access Melbourne, minimum ATAR or equivalent overall performance rankings apply. Meeting these requirements does not guarantee selection 2. In ranking applications, the Selection Committee will consider:

• prior academic performance.

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board on the use of selection instruments.

4. For applicants who have not completed the Victorian Certificate of Education or the International Baccalaureate Diploma, the undergraduate English language requirements must be met. Note.

• For applications through the Victorian Tertiary Admission Centre, “middle band” selection adjustments are made only on the basis of eligibility for Access Melbourne.
• Mathematical knowledge equivalent to VCE Mathematical Methods (CAS) Units 3 and 4 with a study score of 25 or more is required for the following majors: Construction, Civil Systems, Mechanical Systems, Property, Spatial Systems, Computing and Digital Media.

Students intending to pursue one of these majors should take VCE Mathematical Methods (CAS) Units 3 and 4 or an equivalent subject. A bridging subject will be available for students who have done VCE Mathematical Methods Units 1 and 2 but not VCE Mathematical Methods Units 3 and 4 or students who have received a study score below 25 in VCE Mathematical Methods Units 3 and 4.

Inherent requirements (core participation requirements)

A candidate for the Bachelor of Design degree must have abilities and skills which include the following: observation; communication; motor; conceptual, integrative, and quantitative; and behavioural and social. Adjustments can be provided to minimise the impact of a disability, however students need to be able to participate in the program in an independent manner and with regard to their safety and the safety of others. Observation: A candidate must be able to read text, diagrams, maps, drawings and numerical data. The candidate should be able to observe details at a number of scales and record useful observations of environmental contexts. Communication: A candidate should be able to communicate with fellow students, professional and academic staff, members of relevant professions and the public. A candidate must be able to communicate effectively and sensitively. Communication includes not only speech but also reading and writing. Motor: Candidates should have sufficient motor function to elicit information from external contexts. Off-campus investigations may include visits to construction sites, urban, rural and/or remote environments. Candidates should have sufficient motor ability to prepare documentation of analytic texts, drawings and models of findings and for the preparation of proposals for environmental interventions via digital or other means. A candidate should have the ability to actively participate in appropriate site and/or design studio‐based activities. Intellectual‐Conceptual, Integrative and Quantitative Abilities: These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving, the critical skill demanded of graduates, requires all of these intellectual abilities. In addition, the candidate should be able to comprehend three‐dimensional relationships and to understand the spatial relationships of structures. Behavioural and Social Attributes: A candidate must possess behavioural and social attributes that enable them to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students. Major‐specific core participation requirements Certain Majors employ studio-based learning, which includes the requirement to present work and to receive critique and feedback publically. “Crits” are an integral part of working in the industry and are an inherent requirement of the course. The Bachelor of Design welcomes applications from students with disabilities. It is the University and degree policy to take reasonable steps to make reasonable adjustments so as to enable a student’s participation in the Bachelor of Design. Students who feel their disability will prevent them from meeting the above academic requirements are encouraged to contact Student Equity and Disability Support (SEDS).

Intended learning outcomes

Graduates of a Bachelor of Design will have a broad and coherent body of knowledge of design as a concept, with depth in the underlying principles and concepts of at least one discipline in the areas of built environments, performing and visual arts, engineering, and relevant technologies as a basis for independent lifelong learning.

Graduates of a Bachelor of Design will have:

• cognitive skills to review critically, analyse, consolidate and synthesise knowledge about their discipline;
• cognitive and technical skills to demonstrate a broad understanding of design with depth in at least one discipline;
• cognitive and creative skills to exercise critical thinking and judgement in identifying and solving design problems with intellectual independence; and
• communication skills to present a clear, coherent and independent exposition of knowledge and ideas.

Graduates of a Bachelor Degree will demonstrate the application of knowledge and skills:

• by applying a broad knowledge of design across a range of disciplines with in-depth knowledge in at least one area of study;
• through the application of knowledge of the local and global contexts in which their discipline is practised;
• through the application of project based learning, incorporating critical, analytical and methodological skills relevant to the identification and resolution of problems in practical and creative ways;
• by applying appropriate methods of research and investigation in addressing problems;
• by demonstrating an understanding of the social, professional, historical and theoretical contexts of the appropriate discipline;
• by evaluating the role of design in addressing current issues facing local and global communities;
• through an understanding of principles of sustainability and ethics appropriate to the discipline;
• by demonstrating skills and use of technologies to enable production of designed outcomes appropriate to the relevant discipline; and
• through communicating clearly and convincingly about design, technology, practice and future contributions to expert and non-expert audiences.