In this course, students are challenged by the provocation of “why make anything for a world already full of stuff”? This requires students to reconcile their design decisions, processes, materials and choice of making in consideration to some of the most important challenges of our time.

Students will be asked to consider the ethics of design and making through the lens our relationship to the environment and ecology. Students will engage in reparative practices and design projects that provide a counter-narrative to the economic concepts of infinite growth and infinite resource. Through this course students will learn and practice design thinking and making skills that enable them to independently and collaboratively understanding and respond to the impacts of resource extraction by developing design-based solutions.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. develop and resolve original design responses and prototypes that critically engage with the environmental impacts of resource extraction and waste in response to assessment tasks;
2. identify and experiment with materials and processes that are appropriate to the functional, aesthetic and conceptual requirements of their project;
3. apply and document incremental refinements of ideas and processes through iterative design and critical reflection; and
4. research and demonstrate an understanding of local, global, historical, and theoretical contexts relevant to production-consumption cycles and their ecological impacts.

Research-Led Teaching

Eriksmoen's Practice-led research involves the recovery and re-use of wasted and salvaged urban timber, and the design of artificial hollows for habitat restoration.

Additional Course Costs

There will be a Materials Fee for this course that goes towards project fabrication. The materials will become part of the student's personal property. Details of the Materials Fee policy and payments can be found here: https://soad.cass.anu.edu.au/required-resources-and-incidental-fees

Examination Material or equipment

While physical projects will be presented in class, documentation of all projects will be uploaded via Wattle.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Course Introduction: Review Class Summary; Workshop WHS and Orientation; Activity: Break & Fix BINGO; Material Skills #1, Darning Textiles: Demo and Supervised Practice; GROUP CLEAN UP 12:40-12:55PM	Minimum independent work outside of class time expected this week to satisfactorily complete the course:~2.25 hrs on Task 1: Forum 1~6.5 hrs on Task 2
2	Transformative Repair: Material Skills #2, Connecting Timber: Demo and Supervised Practice; WHS Orientations on Drill Press and handheld electric drills; Guest Presentation: Object Therapy with Dr Guy Keulemans; GROUP CLEAN UP 12:40-12:55PM	Minimum independent work outside of class time expected this week to satisfactorily complete the course:~2.25 hrs on Task 1: Forum 1~6.5 hrs on Task 2
3	Transformative Repair: Material Skills #3, Forming and Fabricating Plastic Parts: Demo and Supervised Practice; GROUP CLEAN UP 12:40-12:55PM	DUE: Task 1: Forum 1 due by Tuesday 5 August 5:00pm; Minimum independent work outside of class time expected this week to satisfactorily complete the course:~2.25 hrs on Task 1: Forum 2~6.5 hrs on Task 2
4	Presentation: Our Current Economic Model and Life Cycle Analysis (LCA); Group Activity: Analysing obsolete objects and performing LCAs.	Minimum independent work outside of class time expected this week to satisfactorily complete the course:~2.25 hrs on Task 1: Forum 2~6.5 hrs on Task 2
5	Presentation: Circular Economy Models and Systems Analysis;Group Activity: Reimagining Product Design: Considering obsolete objects through Circular Economy (CE) frameworks for re-design;	DUE: Task 1: Forum 2 due by Tuesday 19 August 5:00pm; Minimum independent work outside of class time expected this week to satisfactorily complete the course:~2.25 hrs on Task 1: Forum 3~6.5 hrs on Task 2
6	Transformative Repair: Completed Projects Screening	DUE: Task 2: Presentations uploaded to Canvas by Tuesday 26 August 5:00pm and in-class presentation screening is Wednesday 27 August 9:00am; Minimum independent work outside of class time expected this week to satisfactorily complete the course:~2.25 hrs on Task 1: Forum 3
7	Experts Seminar: Expert Presentations on Habitat Restoration/Replacement; Group Formation;	DUE: Task 1: Forum 3 due by Monday 15 September 5:00pm; Minimum independent work outside of class time (individual contributions for and with your group) expected this week to satisfactorily complete the course:~2.25 hrs on Task 1: Forum 4~7.5 hrs on Task 3
8	Habitecture: Student Groups: Preliminary research findings and rapid prototyping. WHS Orientations on Compound Mitre Saw, Circular Saws and Jigsaw. GROUP CLEAN UP 12:40-12:55PM	Minimum independent work outside of class time (individual contributions for and with your group) expected this week to satisfactorily complete the course:~2.25 hrs on Task 1: Forum 4~7.5 hrs on Task 3
9	Habitecture: Student Groups: Refine prototypes, delegate tasks and commence fabrication. WHS Orientations on Bandsaw and Sanders. GROUP CLEAN UP 12:40-12:55PM	DUE: Task 1: Forum 4 due by Tuesday 30 September 5:00pm; Minimum independent work outside of class time (individual contributions for and with your group) expected this week to satisfactorily complete the course:~2.25 hrs on Task 1: Forum 5~7.5 hrs on Task 3
10	No Class Meeting: Open Studio Access for groups to meet and continue to progress Habitecture Projects.	Minimum independent work outside of class time (individual contributions for and with your group) expected this week to satisfactorily complete the course:~2.25 hrs on Task 1: Forum 5~7.5 hrs on Task 3
11	Habitecture: Student Groups: Progress fabrication; test hanging/attachment systems; delegate tasks for photodocumenting processes, compiling presentation and completing fabrication; Supervised work in bench and machine rooms. GROUP CLEAN UP 12:40-12:55PM	DUE: Task 1: Forum 5 due by Tuesday 14 October 5:00pm; Minimum independent work outside of class time (individual contributions for and with your group) expected this week to satisfactorily complete the course:~7.5 hrs on Task 3
12	Habitecture: Group Presentations	DUE: Task 3: Presentations uploaded to Canvas by Tuesday 21 October 5:00pm and in-class presentations delivered in person on Wednesday 22 October 9:00am.

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Discussion Forum	25 %	*	3, 4
Transformative Repair	35 %	26/08/2025	1, 2, 4
Habitecture Project	40 %	21/10/2025	1-4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Canvas’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation in the weekly classes is essential to fulfilling the learning outcomes of this course. Students are expected to attend all classes and to be active participants. Many of the class meetings will involve studio-based practices that are hands-on, involve tools and equipment, and require in-class WHS training. If you are enrolling in this course, commit to being present for all scheduled class meetings.

Examination(s)

Final assessment will be during the ANU Exam Period.

Assessment Task 1

Discussion Forum

This task is worth 25% of total course mark, therefore each of the 5 forums requires a minimum input of ~4.5 hours fortnightly over a 10 week period (23.5 hours total) in order to satisfactorily complete (aka Pass) this task.

Students will respond to each of the five forum prompts by posting their own observations and reflections, as well as providing substantive responses to posts uploaded by their peers. The task consists of 5 forums with deadlines in Weeks 3, 5, 7, 9 and 11.

Rubric

CRITERIA	HD (20-25)	D (18-19)	CR (17-15)	P (13-14)	F (0-12)
Engagement with Prompt and Application of Course Ideas (LO4)	Clearly addresses all parts of the prompt (225–275 words). Demonstrates cognitive richness by synthesising ideas from multiple course materials and at least one independently sourced reference. Introduces new perspectives or connects ideas beyond class discussion.	Fully addresses the prompt with clarity. Draws on course materials and makes one conceptual or contextual connection. Shows some evidence of synthesis or comparative thinking.	Addresses the prompt clearly. Refers to at least one relevant course concept or reading. Demonstrates basic understanding of course content.	Responds only in part. May be vague or descriptive. Reference to course content is limited. Word count may be outside range.	Incomplete, off-topic, or lacking relevant content and conceptual engagement.
Peer Engagement and Reflective Communication (LO3, LO4)	Main post is submitted at least 6 days before the deadline (e.g., by the previous Wednesday). Demonstrates dialogic engagement across the forum by posting multiple timely and substantive replies over several days. Replies show responsiveness, questioning, or synthesis of peer ideas.	Main post is submitted at least 3 days before the deadline (e.g., by Saturday). Posts at least one thoughtful reply and optionally a second. Shows engagement over time with evidence of reflection.	Main post is submitted on time. Posts one meaningful reply that refers to a peer’s idea or course content.	Main post is on time. Posts one brief, late, or superficial reply.	Post or reply is late or not submitted. Reply absent or irrelevant.

Assessment Task 2

Transformative Repair

This task is worth 35% of total course mark, therefore will require a minimum input of ~6.5 hours weekly across a 5 week period (33 hours total) in order to satisfactorily complete (aka Pass) this task.

Students will individually engage in projects applying the concept of Transformative Repair to broken/discarded objects. Projects will be presented in tutorial for critique Week 6. Details of task will be published on Wattle.

Rubric

Criteria	HD (80–100%)	D (70–79%)	CR (60–69%)	P (50–59%)	F (0–49%)
Transformation as Response to Object Identity How the repair legibly engages the original object’s narrative and functions (LOs 1, 4)	The repair evidences a conceptual and material transformation that thoughtfully retains and reinterprets the object’s identity, memory, or social/cultural meaning. Choices clearly respond to the object’s form, damage, and context.	The repair retains and reflects key aspects of the object’s identity. The transformation is thoughtfully developed with some synthesis of form and meaning.	The repair refers to the object’s identity or origin, and partially retains or reflects that in material or form. Some connection to narrative is apparent.	The repair references the original object superficially but the transformation lacks clarity or does not meaningfully engage its context or narrative.	The original object’s identity is obscured or discarded. Repair is generic or purely formal.
Skill Innovation and Process Documentation Demonstration of learning a new or extended process/material and documenting that process	Evidence of independent skill acquisition or extension specific to the project. Learning is clearly documented (e.g. video watched, mentor consulted, article referenced). Technique is well-applied and integrated into the work.	Skill or material use shows experimentation or adaptation. Learning process is described and connects to project outcomes.	Student attempts a new or extended skill, and gives basic documentation of their learning. Some connection to project outcome.	Limited or unclear attempt at learning new process or skill. Documentation is minimal or absent.	No evidence of new or extended skill, or learning is undocumented.
Life Cycle Analysis & Redesign Reflection How the student maps the object’s current material system and proposes feasible redesign scenarios (LO 4)	The LCA clearly maps all stages of the object’s typical lifecycle. The redesign identifies a specific gap or failure in that system and proposes a feasible and impactful redesign scenario for industry or policy.	LCA covers most key lifecycle stages. The redesign addresses one or more system weaknesses with a reasonable improvement or alternate model.	LCA identifies major lifecycle stages. Redesign is plausible but lacks specificity or feasibility.	LCA or redesign is incomplete or superficial. Ideas are generic or disconnected from object’s real system.	LCA and redesign not attempted or irrelevant.
Documentation and Submission Quality Clarity, completeness, and format of documentation and video (LOs 1, 2)	Submission is complete, clearly structured, and visually engaging. Includes required photographs (including student with object), video (if required), and written documentation.	Submission is complete and well-organised. Minor errors or inconsistencies. Meets all required components.	Submission meets basic requirements, though may be rushed or uneven. Minor omissions or formatting issues.	Submission is difficult to follow, with significant omissions, unclear documentation, or formatting problems.	Submission is incomplete, missing major components, or not submitted.

Assessment Task 3

Habitecture Project

This task is worth 40% of total course mark, therefore will require a minimum input of ~7.5 hours weekly across a 5 week period from each individual in the group (37.5 hours total) in order to satisfactorily complete (aka Pass) this task.

Working individually and in small groups, students will design, prototype, fabricate and install artificial habitat structures. Groups will submit documentation will include evidence of research, critical analysis, reflection and synthesis of knowledge. Each individual student is required to submit an evaluation of the contributions made by themselves and each of their group members as confidential accounting of engagement in design and making of projects by all group members.

Rubric

Criteria	HD (80–100%)	D (70–79%)	CR (60–69%)	P (50–59%)	F (0–49%)
Group Functionality (LOs 1, 2, 3, 4)	Group functions seamlessly with consistent, equitable communication and task-sharing. Collaboration is highly effective and well-coordinated. All members submit peer/self-evaluation.	Group communicates clearly and collaborates effectively. Task distribution and communication are regular. All evaluations submitted.	Group generally communicates and completes tasks. Minor gaps in coordination or follow-through. All evaluations submitted.	Group functions inconsistently. Communication or task completion is uneven. Peer/self-evaluation may be delayed.	Communication or task completion is uneven. Peer/self-evaluation may be delayed.Group is disconnected or dysfunctional. Key work is missed or duplicated. Evaluations not submitted.
Research Rationale (LOs 1, 4)	Demonstrates deep and well-integrated research using multiple credible sources, including scientific and design-based. Synthesises data to strongly justify design decisions.	Solid research base including appropriate scientific/ecological sources. Shows clear rationale behind design. Some synthesis evident.	Adequate research with use of assigned or accessible sources. Research supports most design elements.	Basic research used; minimal source diversity. Weak link between research and design rationale.	Little or no evidence of meaningful research. Key species or context needs not addressed.
Fabrication (LOs 2, 3)	Prototype is highly refined, structurally sound, and clearly reflects an iterative and thoughtful design process. Craftsmanship and innovation are evident.	Prototype is complete, functional, and well-considered. Iteration is documented. Shows sound craftsmanship.	Prototype is mostly complete and functional. Iteration evident but limited. Workmanship adequate.	Prototype meets minimum requirements but lacks refinement. Some features underdeveloped.	Prototype is incomplete, poorly constructed, or missing critical functional features.
Presentation (LOs 1, 2, 3, 4)	Engaging, well-rehearsed 8-minute pitch with strong visuals, coherent narrative, and confident delivery. Articulates the problem, design process, and ecological relevance with clarity. Includes citations. Handles Q&A well.	Clear and professional presentation with structured delivery and visuals. Most required content included. Citations present. Q&A handled competently.	Coherent but may be under-rehearsed or uneven. Covers key content with minor omissions or citation gaps. Q&A handled minimally.	Meets minimum requirements, but presentation lacks structure or polish. Content or citations incomplete.	Disorganised, late, or underdeveloped. Major content gaps or incorrect format.
Documentation (LOs 1, 2, 3, 4)	Extensive, well-organised folio documenting all aspects of the project (research, sketches, models, group process, iteration). Shows rigour and design thinking.	Comprehensive folio covering research, prototyping, and collaboration. Shows effort and process.	Adequate folio with evidence of most project phases. Some documentation may be weak or missing.	Limited documentation or lacks coherence. Shows basic effort but little insight into process.	Incomplete, poorly documented, or missing folio.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students