This photo appeared in the Campus Bulletin, Number 11, October 31 - November 11, 1988. The text was: "Small but innovative One of the University’s smallest and innovative Faculties – Architecture – received a $658,000 boost in July which puts it on to the path to Australia-wide recognition by the building and construction industry. The $658,000, New South Wales Government grant will establish a Bachelor of Building in the Faculty of Architecture from 1989. The new degree course is significant because it reflects and urgent need by Australia’s building industry for improved management skills, and is the first such course offered by a University as an external degree. The Dean of the Faculty, Professor Barry Maitland, said that the industry believed there was a huge market nationally for distance learning in the subject. To be offered first as a normal degree course in the University, it is intended to extend the program after the first year of operation into an external studies mode which would be the first to tap their demand. In a further move to ensure economical provision of the course the Faculty will prepare material and learning packages and it is hoped to offer these in the external degree program in partnership with the University of New England, which has established facilities in this area. Professor Maitland said the Building Degree was aimed at people in the building industry and site managers and would concentrate on subjects such as construction techniques, structural principles, management and contract law. “The Hunter Valley building industry has been pushing for some years for such a course and we were delighted when the New South Wales Minster for Housing, Mr J. Schipp, announced the $658,000 grant at a function in July hosted by the Newcastle Branch of the Master Builders’ Association, ‘Professor Maitland said. The money comes from the New South Wales Building Services Corporation which uses money raised from builders’ licensing to support industry training programs. It will fund the start-up of the Bachelor of Building course and a small building to accommodate it. Professor Maitland expects to recruit four or five additional staff and to build student numbers to about 50 on campus. Since 1984 the Faculty of Architecture at the University of Newcastle has been almost self-consciously innovative – looking for new ways to teach the subject and earning a reputation among the profession and aspirants – for being ‘different’. The changes began in earnest when Professor Barry Maitland became Dean in January 1984 after academic and professional experience in Britain. The Newcastle Faculty was one of the smallest in Australia and was not part of a multi-disciplinary Faculty including, for example, planning and building. Against this background Professor Maitland set about re-examining, with his academic colleagues, the contemporary role of architects, the needs of the profession, and the most effective way to integrate the hot-house practicalities of design studio work and the need for considered reflection and learning of theory and principles. When I came to Newcastle I had heard about this innovative Medical Faculty that was developing new methods of teaching and participation,’ he said. ‘We invited the course development people from the Medical Faculty to advise us and found we had something in common. ‘Part of the dilemma of a professional Faculty such as ours is that there are external professional standards that have to be met and which alter from time-to-time according to society’s needs. ‘We are obliged to meet these changing standards to gain professional accreditation and, at the same time, it is essential to maintain our academic credibility. ‘Research and publication, for example, do not seem to be “naturally” part of the professional Faculty: architects’ publication is the physical building they design, their research is the effort that goes into making the design work. "Problem-based approach ‘Architecture schools are also seen within universities as being a bit eccentric because of those all-night students at their boards in the design studio. ‘Our dilemma was to find a way to better integrate lecture theatre and laboratory learning with the special conditions of the design studio and the need for academic excellence.’ Professor Maitland and his colleagues, guided by the experience of Newcastle’s innovative Medical Faculty, developed a ‘problem-based ‘approach to teaching. This approach sees students taught theory in the context of the actual project (or problems) they are being asked to solve. A year class of say 45 students is broken up into five tutorial groups of nine students, each group with a staff of practitioner tutor who rotates around the groups. The groups work individually on design problems under specialist tutors and are brought together in a common lecture room to discuss design problems, theory and principals. The student

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