ABN461 Regenerative Design Studio
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | ABN461 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Semester 1 2027, Gardens Point, Internal
| Unit code: | ABN461 |
|---|---|
| Credit points: | 12 |
Overview
This unit positions design as a powerful tool for ecological and cultural renewal. You will explore regenerative design as a practice that not only minimises harm but actively contributes to the healing and flourishing of natural systems and communities. Central to the unit is the principle of reciprocity - a respectful, mutual relationship between people and place, informed by First Nations’ knowledge systems and ways of caring for Country.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically evaluate site‑specific cultural, ecological, climatic, and First Nations contexts, including relationships to Country, through immersive and respectful engagement to inform regenerative design approaches.
- Formulate a regenerative design brief that is informed by First Nations knowledges and perspectives, stakeholder insights, and more‑than‑human considerations, demonstrating an understanding of custodianship, sovereignty, and place‑based responsibility.
- Develop conceptual architectural design propositions that support the regeneration of ecological systems and cultural continuities on Country, using spatial, material, and formal strategies grounded in Indigenous and non‑Indigenous knowledge systems.
- Apply principles of respect, reciprocity, and care for Country, as articulated by First Nations worldviews, to architectural design processes, demonstrating ethical, reflective, and culturally attuned decision‑making.
- Communicate regenerative design concepts and stakeholder‑informed strategies using culturally responsive and respectful methods, acknowledging First Nations perspectives and adapting communication approaches for diverse audiences and knowledge traditions.
- Collaborate effectively within teams to co‑create regenerative design briefs and propositions, demonstrating inclusive and culturally respectful collaboration, shared decision‑making, and critical reflection on positionality, process, and outcomes in working on Country.
Content
Through case studies, collaborative projects, and critical reflection, you will engage with design strategies that support biodiversity, restore ecosystems, and honour cultural landscapes. The unit invites you to consider more-than-human futures, acknowledging the agency of non-human life and the interconnectedness of all living systems. Emphasis is placed on co-creation with communities, ensuring that design processes are inclusive, responsive, and grounded in local knowledge and values. You will be encouraged to challenge conventional design paradigms and develop regenerative approaches that are culturally attuned, ecologically sound, and socially just.
Learning Approaches
This unit uses a studio-based, experiential learning model that integrates:
- Immersive site engagement to foster deep listening and connection with Country, climate, and community.
- Collaborative design processes with peers and stakeholders to support co-creation and reciprocal relationships.
- Design-led inquiry combining theory, precedent, and critical reflection to develop regenerative architectural responses.
- Culturally responsive communication to present ideas across diverse audiences and contexts.
These approaches support the development of ethical, ecologically attuned, and culturally grounded design practices.
Feedback on Learning and Assessment
You will receive feedback through a combination of peer and self-assessment, collaborative critique, and academic guidance. Assessment One is completed in groups, with structured peer and self-reflection to support collaborative learning. Assessment Two is completed individually, with formative and summative feedback provided by academic staff. Feedback will focus on the development of regenerative design thinking, responsiveness to Country and community, and clarity of architectural communication.
Assessment
Overview
Assessment in this unit is designed to support collaborative and individual learning through two key tasks. Assessment One involves group work to develop a regenerative design brief informed by immersive site engagement and stakeholder input. Assessment Two is completed individually, requiring students to translate the brief into a regenerative architectural design proposition. Feedback is provided through peer, self, and academic review, supporting reflection, refinement, and professional growth.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Regenerative Design Proposal
You will develop a design proposal grounded in an immersive site visit and meaningful engagement with community stakeholders. The brief will be shaped by practices of deep listening - to Country, culture, climate, and community - and reflect a commitment to reciprocity in design.
You will be expected to synthesise insights from First Nations knowledge holders, local residents, and environmental cues to articulate a design response that is culturally respectful, ecologically attuned, and socially inclusive. The proposal should demonstrate an understanding of place-based values, more-than-human relationships, and the potential for co-created futures.
This assignment is eligible for the 48-hour late submission period and assignment extension.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Assessment: Regenerative Design Proposition: Architecture in Reciprocity
Building on the insights and values articulated in Assessment One, students will develop a regenerative architectural design proposition that responds to the specific needs, stories, and ecologies of the site and its community. This project invites students to translate their design brief into a spatial proposal that embodies principles of reciprocity, care for Country, and more-than-human awareness.
Designs should reflect a deep engagement with place—its climate, cultural narratives, ecological systems, and community aspirations. Students are encouraged to explore innovative, culturally responsive, and ecologically attuned design strategies that regenerate rather than simply sustain. The proposition should demonstrate how architecture can be a medium for healing, connection, and co-creation.
The design must be presented for oral critique to peers and academics at the end of semester for feedback as part of verified identity assessment requirements for this unit.
The late submission period does not apply to the oral critique, and no assignment extensions are available.
The design component is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Costs
This unit may require travel to site for community and stakeholder engagement more than once in the semester. Travel may be to regional areas surrounding Brisbane (within 200kms). Costs for fieldwork will be maintained at less than $200/person for the semester
Resources
Resources for this unit include access to a computer or laptop with graphics or BIM software either at home or use the computers in the D Block labs on campus at QUT. Materials for sketching and drawings, especially for site visits. Access to prescribed text, either purchased or through the library.
Resource Materials
Prescribed text(s)
Page, A., & Memmott, P. (2021). First knowledges design: Building on country. Thames & Hudson Australia.
Risk Assessment Statement
During classes you are expected to comply with all evacuation drills, instructions and other occupational health and safety regulations at QUT. You are advised to avoid construction areas/hazardous zones and to minimise risks to both yourself and other members of the public while at QUT. In this unit, you will undertake lectures and tutorials in traditional classrooms and lecture theatres.
Risk Assessment will be required for the proposed site visit for the assessment task. The site visit will take place during semester as part of a learning and teaching activity. A risk assessment for the latter has identified only low impact risks. A risk assessment will be conducted prior to any organised field trips. You will be provided with relevant safety guidelines prior to any field trip and be required to comply with all guidelines and directions given while attending field trips.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.DE83 Master of Architecture
- Apply advanced design methods informed by history, theory, technologies, and precedents to generate contextually grounded and future‑focused architectural propositions that respond to environmental, cultural, and social systems.
Relates to: Regenerative Design Proposal - Research and integrate emergent knowledge, data, and digital tools to develop innovative, resilient, and regenerative architectural practices, including the application of circular economy and systems‑based design principles.
Relates to: Regenerative Design Proposition: Architecture in Reciprocity - Conceive and collaboratively refine integrated architectural designs through imaginative, iterative, and evidence‑based processes that balance building performance, resource efficiency, and human and environmental wellbeing within professional practice contexts.
Relates to: Regenerative Design Proposal, Regenerative Design Proposition: Architecture in Reciprocity - Exercise critical, evaluative, and ethical judgment in architectural decision‑making using quantitative and qualitative evidence, including social, cultural, and life‑cycle and building performance data, to support responsible professional outcomes.
Relates to: Regenerative Design Proposal - Communicate architectural ideas and outcomes effectively and respectfully across diverse audiences and disciplines, including clients, communities, and industry stakeholders, advancing architecture’s social and environmental value.
Relates to: Regenerative Design Proposal, Regenerative Design Proposition: Architecture in Reciprocity - Demonstrate professional integrity and leadership in relation to Country, climate, and community wellbeing across all aspects of architectural design and documentation.
Relates to: Regenerative Design Proposal, Regenerative Design Proposition: Architecture in Reciprocity - Engage collaboratively with team members and stakeholders using culturally appropriate, respectful, and ethically informed engagement practices when partnering with First Nations communities in the delivery of architectural services that support Country and community wellbeing.
Relates to: Regenerative Design Proposal, Regenerative Design Proposition: Architecture in Reciprocity