An intersectional approach to inclusion, equality and diversity

Inclusive Learning Toolkit, 2023 - current

, e This 'project in development' is being co-produced by students and staff from the Sheffield School of Architecture to support and promote a culture of inclusive learning within and beyond the school as part of our ongoing work as a 'social school of architecture’. We acknowledge that being an inclusive school is very much a ‘work in progress’ and that there is much work still to be done. Taking the format of a googlesite, the toolkit includes our inclusive learning manifesto, which articulates a collective understanding of what inclusive learning means for the Sheffield School of Architecture. The manifesto is structured as a set of values and a forward looking agenda. A library of best practice case studies and downloadable learning templates then serves as a resource to distribute responsibility for Equality, Diversity and Inclusion within the school, empowering staff and students alike with the tools to build and sustain an inclusive learning environment that reflects our values. Our future ambition for the site is for it to become an open platform sharing ideas across schools and this would be the first step in moving towards that.
Toolkit, EDI, Pedagogy, Participation, Wei Chan Chia

Climate Re-assemblies, 2023 - Ongoing

The project aims to rethink how citizen participation is conceived in relation to the formulation, documentation, and continuity of Climate Assemblies. Between October-December 2023, The South Yorkshire Mayoral Combined Authority (SYMCA) is holding a Citizens’ Assembly involving 100 citizens on climate futures, asking participants the following questions: “The way our climate is changing will impact us all. How should we respond, to build a thriving and sustainable future for South Yorkshire?”. Climate Assemblies(https://participedia.net/case/6080) are an emerging form of deliberative democracy employed to provoke conversations around the issues and impacts of climate change within communities. However, there tends to be limited engagement with participants and communities following an assembly, and it is not evident how their recommendations are acted on. For this project, we will specifically explore the potential for innovation in pre event collective agenda-setting, in-event (inclusive, visible, interactive) documentary, and post-event evaluation and progression – and how that, in turn, impacts shared climate future imaginaries, the types of solutions being put forward, and who participates in assemblies. These questions will be explored through a series of workshops on Climate Assemblies and the co-creation of an interactive documentary (idoc) with a diverse range of stakeholders as citizen-researchers, including both academics (from the fields of communication, politics, architecture and art practice) and non-academics from local authorities, community climate-focused organisations as well as communities underrepresented in the climate discourse.
Event, Presentation, Climate Emergency, EDI, Placemaking, Participation, Material Cultures, Emre Akbil and Carolyn Butterworth

TUoS Our People: Inspirational Women Award, 24/06/24

Showcasing and celebrating women from across our University and increasing the number of women represented in portraits and photography around campus.
"Diversity in architecture is so important. We’re all participants in society and have a role to play in making it a place for all. We should design for all, as our world is diverse. From an educational point of view, this translates to the idea that anyone can be an architect. This idea cascades down and supports more student diversity and the materials they’re learning from should reflect that."
"Encouraging diversity, and intersectionality, starts right at the beginning of the education journey. Reaching out to different people from different socioeconomic backgrounds is so important and a core part of the outreach activities we are involved with. We've got a responsibility to provide opportunities and avenues to all young people. The school curriculum can be jam-packed and there isn't always an emphasis on creativity and that's creativity of all varieties. We’ll meet children who haven't had the opportunity to consider design. These events are an opportunity for them to explore avenues that bring them passion."

Exhibition, EDI, Participation, Jennifer Kerr and Dan Jary

Wikipedia Edit-a-thon, 02/07/24

Learning how to update and create Wikipedia pages to shining a light on under-represented academics and research from The University of Sheffield.

Workshop, EDI, Participation, History and Representation, Jennifer Kerr

Castlegate Commons Community Pavilion, February - May 2024

Castlegate Common Manifesto - reduced.pdf

Inspired by the vision developed by students through the Live Project 'Castlegate Commons' in Oct-Nov 2023, Live Works was commissioned by Sheffield City Council to facilitate a co-design process with local stakeholders. This work builds on the last three years of co-production that have developed a clear community-led approach to the development and use of the park and its facilities. Using the 'Castlegate Commons Manifesto' as a foundation, we have worked with local community stakeholders to develop a vision for the design, operation and stewardship of a new pavilion in the Castle park.
Throughout each stage, Live Works has aimed to facilitate a transparent, representative and effective co-production process that delivers meaningful engagement with local stakeholders and the public towards the development of the Castle site. We held two workshops and a study trip to London:
• Workshop #1 Foundations: Sharing knowledge and aspirations, reaching common understanding, establishing good principles of design, developing an initial brief.• Study Trip: Visiting inspiring community/ecology/cultural venues and meeting the people who run them to understand how the projects were developed and are now used and managed sustainably• Workshop #2 Vision: Considering governance & time-scales, developing an initial spatial brief

Local Government Report, EDI, Participation, Placemaking, Carolyn Butterworth and Leo Care

Sheffield Philosophical Society - January, 2024

Sheffield Philosophical Society is a public Facebook Group which provides an intersectional forum in which architects, students of architecture and anybody with a passing interest in architecture, buildings and place can chat and express opinions. Members can share their pictures and experience of place with respect and encouragement and without judgement. Occasionally a meeting is arranged or an urban theme for contributions is suggested. Members are welcome from around the world.
"An intersectional space for lovers of place. Perhaps an opportunity for an informal and inclusive gatherings. Post your own photography of your moments in the urban realm."
Facebook Group:
https://www.facebook.com/groups/825649619246161
Facebook Group, EDI, Participation, Placemaking, History and Representation, Jennifer Kerr

100 Women: Architects in Practice - Book Launch, 21/05/24

Women within architecture have always been underrepresented. This highly illustrated book provides a flagship reference for women's contribution to architecture, offering inspiration to readers through 100 profiles.
At the launch the panellists were asked:
One of the book’s ambitions is to address different worldviews as well as gender equity. What is your world vision and what is your vision that you bring to architecture?
If advancing gender equity and the diversity of perspectives in architecture depends on established knowledge, how should the architectural profession and education expand what is valued as knowledge?
Many architects in the book assert that they are not a woman architect, but simply an architect. How do you think it is possible to promote the positive representation of women's contribution to architecture while also embracing the diversity of perspectives in the profession?

Event, EDI, History and Representation, Participation, Gender Parity, Jennifer Kerr

100 Women - Jennifer Kerr B.pptx

SYHAxSSoA Project Stack Archive 2019 - 2024

Welcome to the SSOAxSHYA Project Stack Archive!
The School of Architecture at the University of Sheffield and South Yorkshire Housing Association have been working together on a number of collaborative projects since 2019. We call this the SYHAxSSoA Project Stack. This archive collects and celebrates all the fantastic work created so far from across the School, including the Y2 Housing Project, PG Live Projects, MArch Dissertations and SAS Case Studies.
The archive is organised in 3 themes:• New Homes: To meet the housing crisis and to meet demand, SYHA have to build new social housing. Through the project stack, SSOA and SYHA are exploring how Modern Methods of Construction (MMC) and other sustainable techniques can be used to deliver fantastic new homes with excellent environmental credentials.• Futureproof Homes: Making our homes ready for the future is a multi-faceted problem, with the two main issues being the climate crisis and an ageing population.• Living Together: Living Together healthily and happily at all scales, from neighborhood level down to communal facilities, is an increasingly important area of study and development.
The work that SYHA and SSOA have done together to asses and design new ways of living together is already having an impact within SYHA, who are now "thinking, more and more about how we can create a sustainable public realm." and are using the tools created by students and researchers to, "influence our our policy and what we do in development going forward"
Website, Climate Emergency, EDI, Building Performance , Participation, Placemaking, Carolyn Butterworth and Sam Brown

Castlegate Co-production Index, September - January 2024

This digital index brings together for the first time all the work that students and academics at the School of Architecture have produced for Castlegate over the last decade.
Castlegate is the historic birthplace of Sheffield, located at the confluence of the Rivers Don and Sheaf. This now dilapidated area of the city centre was once a bustling home to 800 years of market trading, theatres, industry and one of the largest mediaeval castles in England, demolished in 1650.
Since 2014, students, graduates and academics from the School of Architecture at the University of Sheffield have been co-producing design work and participatory research with community groups, local independent businesses, public-sector institutions, Sheffield City Council and colleagues from the Departments of Archaeology and Computer Science, to develop an ambitious shared vision for the future development of the area.
This co-production process is envisioning, campaigning for and supporting the development of a new neighbourhood, accessible to all, that celebrates the rich heritage and social history of Castlegate while creating a viable sustainable future.
The School of Architecture, through its project office Live Works, is acting as an effective mediator between grassroots and the local authority, helping to build capacity towards meaningful co-production at all scales. Our students’ creative engagement activities, research and design ideas have been instrumental in building a vision, shared by all partners, to deliver an ambitious, community-driven, socially, economically and environmentally sustainable new city quarter.

Climate Emergency, EDI, Participation, Placemaking, History and Representation, Carolyn Butterworth and Emre Akbil

Beautiful Monsters: Love and Friendship Poems In Time and Place, 2023 - 2024

Poems and prose on the topics of transbian love, and friendship in time and place as critical commentary on Equality, Diversity and Inclusion in Education, in Institutions, as situated in time and place. 'Friendship is Forged and Trust is Made' was read as part of 'This is Not an Elephant'. Since Jan 2024 I made many public performances as 'Jen X' on the street and in venues at Manchester, Leeds, Huddersfield and Sheffield.
At the moment I collating poems for the theme of 'time and place' ready for publication as a book, and on social media.
Book, EDI, Participation, Jennifer Kerr

TUoS Race Equality Charter, 2023

I am participating as an analyst and committee member in this work representing the school of Architecture. The project stems form the TUoS Race Equality Strategy and Action Plan is ongoing but has surfaced a range of global and specific issues which may be addressed with future inclusion policies at the university. However, the immediate aim is to apply for Bronze Accreditation.
Citizenship, Accreditation, EDI, Participation, Jennifer Kerr

TUoS Athena Swan Silver Award, 2022 - 27/06/2024

I was part of the analytical team supporting the university's successful application for Athena Swan Silver Award. There was an inciteful award event with excellent presentations on good practice for gender parity. Colleagues are invited to share their examples of good practice on the 'Gender Equality and EDI good practice form'.
At the event I also collected our Athena Swan Bronze Award on behalf of SSoA.
Citizenship, Accreditation, EDI, Participation, Jennifer Kerr

FINAL Athena Swan Celebration 2024.pptx

Liveness Charter and Web Resource, 2023-2024

The Liveness Charter has been created as an advocacy tool, to celebrate, connect and support all members of staff involved in live community engaged learning in the School of Architecture.The Charter seeks to share the ethos of Liveness with everyone in the School of Architecture, as well as our external partners, so that they have an understanding of the activities, values and aims of the Liveness approach. It is our aim that this will galvanise our work and articulate the benefits of Liveness to all stakeholders. The Liveness Charter and Web resource has been included in the Elevate Directory of Good Practice at the University of Sheffield.
Website, EDI, Participation, Pedagogy, Placemaking, Leo Care and Carolyn Butterworth

This is Not an Elephant - July, 2023

A presentation in lieu of a performance of 'Elephant' which is the working title for a chapter in an upcoming book titled 'Inclusion Emergency'. This presentation linked to this narrative through the idea of a teacher's 'equation'. It concerns the value of 'creative inquiry' in informing teaching practice in architecture. it is an overview of my creative practices, my life in design and making as craftsperson and my personal perspective on the principles which underpin and drive my design and how they inform excellence in my teaching practice. The event was organised with the support of James Clarkson who also presented his work as a sculptor - People Want To Run Things, Things Want to Run. This was followed by a discussion on the implications for art, design and education.
Discussion: 04 Discussion.mp4 - Google Drive

Presentation, EDI, Placemaking, Pedagogy, Participation, Material Cultures, History and Representation, Jennifer Kerr

OLD.mp4

03 Some People Want to Run Things - James Clarkeson.mp4

Screen Rights, 2019 - 2023

Screen Rights is a research project by Live Works. It is funded by SIGN (Screen Industries Growth Network) and is exploring spatial and urban barriers to a diverse screen industry in the South Yorkshire region. Currently UK screen industries are less diverse on average than the total UK workforce. This contributes to reduced creative control over narratives, less meaningful representation and exclusion from cultural production and economic opportunities. This project focuses on a placed-based approach to investigate spatial barriers to a diverse screen industry in South Yorkshire and sets the groundwork for inclusive and collaborative place-making strategies for initiating community-led creative clusters.
Report, Book, Event, EDI, Material Cultures, Placemaking, Participation, Emre Akbil and Carolyn Butterworth

Live Works Screen Rights Report_v250923.pdf

Inclusion Emergency: Diversity In Architecture - Out Out Out: The Dilemma, November 2023 - June 2024

Out Out Out: The Dilemma, is my chapter contribution to the book Inclusion Emergency from RIBA Publishing. It is a dialogue between ‘myself’ and my ‘protester self’. The setting is a protest which I had imagined but never enacted in the year 2019. Instead, as ‘Danni’, I have an imaginary conversation with ‘Jennifer’ (my would-have-been protester at the time), to unearth the tensions and story of coming out as a transgender woman.
The Book, Inclusion Emergency: Diversity in Architecture, is a call to action. Capturing insight and experiences from role models in architecture, it provides a voice for the under-recognised to encourage understanding, reflection and meaningful change. Architecture is at a tipping point. If we don’t collectively listen, re-adjust and change our outlook, we risk limiting the relevance of our profession in today’s society and, ultimately, the places we create. Capturing insight from leading voices in the profession, this book addresses critical questions, providing steps towards meaningful change. It will help those who are under-recognised to find the role models, community and tools to feel confident, supported and valued. It will also help those intimidated by change to understand why it’s so important and provoke constructive action.

Book, Report, EDI, History and Representation, Participation, Jennifer Kerr

03 OUT OUT OUT Chapter.pdf

Stories of Situated Pedagogies in Architecture and ... , 3rd-4th October - 2023

This international workshop, which was held in Istanbul on 3-4 October 2023, gathered educators and learners to share their stories of situated pedagogies in architecture and other fields with an interest in critical spatial practices. The open call to the workshop was announced in April 2023 for applicants to respond with their stories of personal experiences in education, together with critical responses to themselves. This call was intended to be the beginning of a playful and productive platform for communication, through pre-workshop peer-to-peer reviews, round-table sessions and post-workshop collaborations for publication. As such, the workshop is envisioned as a manifestation of slow and caring connectivity among educators and learners who have experimented with and experienced transformative pedagogies.
Book, Workshop, Climate Emergency, EDI, Pedagogy, Emre Akbil

Stories-of-Situated-Pedagogies-in-Architecture-and_Report_web-res.pdf

Stories-of-Situated-Pedagogies-Proceedings-Book.pdf

URBAN DESIGN PEDAGOGIES FOR STAYING WITH A BROKEN PLANET - 2023

The book chapter aims to position the Masters in Urban Design programme of University of Sheffield School of Architecture, within the broken world pedagogies and reflect on the thematic framework that nurtures common tools and methods to endure, encounter, and co-exist with emerging uncertainties facing urban environments on a broken planet. We use ‘Ecologies of Care’ as a reflexive framework that critically repositions urban design pedagogies within three theoretical registers – the planetary as an image of interdependent worlds and source of disruption for the image of the globe as a colonial artefact; radical unknowability as a process-oriented approach to knowledge co-production that embraces incompleteness of urban life with gaps, margins, and interstices as central to knowledge resources; and cosmopolitical localism that reimagines urban ecologies as real-life laboratories for prefiguring just urban transitions that pays attention to shared vulnerabilities through mutual care amongst urban actors.
Book, Climate Emergency, EDI, History and Representation, Pedagogy, Placemaking, Emre Akbil

(Not Just) A Skin-Deep Image Problem, 2019

field-108-akbil.pdf

This provocation asks, in this age of image saturation: how can we represent people in our architectural designs that are specific, appropriate, representative and diverse? Using Kimberlé Crenshaw’s notion of intersectionality, the paper explores the potential of an ‘image equality archive’ created in The University of Sheffield's School of Architecture, to act as an interactive resource for students to question, examine and evaluate the representation of peoples in their design projects. The paper explores the minefields that reside in architectural representation of human figures due to colonial structures that remain untouched. The archive then is proposed as a tool to open conversations around these structures that tend to make figures at categorical intersections invisible. Finally the paper ends with future uses of the archive and a speculative institutional framework that could grow around it in order to ensure that conversations remain open and sustainable in terms of its capacity to make structural changes within the architectural pedagogy of design projects across the school.
Journal Article Website: https://www.field-journal.org/article/id/108/
Journal Article, EDI, History and Representation, Pedagogy, Emre Akbil and Leo Care

Future High Streets - 2022

‘Re-learning High Streets’ has been written and compiled to represent the collective endeavour of final year architecture students, staff and collaborators. The publication offers a series of insights into how our global and local high streets might evolve in the future. Re-learning High Streets focuses on the thinking and reflection that goes on before, during and after design projects are developed. The intention here is to show the learning journey that students and staff have been on and the opportunities that they have had to explore high streets globally and locally. There are a range of voices represented within this publication, which we hope evidences the polyphonal nature of the course, and our wish to form dialogues and conversations with people in different geographic places, as well as those from related disciplines and sectors, within and outside the university.
Presentation, Book, Digital Learning, Climate Emergency, EDI, Pedagogy, Leo Care, Rachel Harris and Russel Light

ReLearning High Streets.pdf

Castlegate Futures Urban Room November, 2022

The Castlegate Futures Urban Room ran from 12-20th November 2022 and was set up to facilitate the engagement of stakeholders and local people with Sheffield City Council’s plans for a new public space to be built on the Castle site, and for the future of Castlegate more widely.
Live Works and MArch Studio in Residence worked in partnership with Sheffield City Council and the Castlegate Partnership (a collaboration with local community groups, universities, charities, arts organisations and independent businesses) to facilitate a programme of exhibitions, discussions, tours and activities to engage people in the past, present and future of this extraordinary part of our city. The previously co-produced Castlegate Common Manifesto, also facilitated by Live Works, informed directly the public engagement programme.
The new public space will open up access to the River Sheaf, provide spaces for arts and community events, and reveal the rich heritage of the area, including the remains of the Castle. It should be a place for people from all over Sheffield of all ages, backgrounds and abilities to feel connected to each other and to their city’s history - where everyone can feel welcome. It is hoped that this will catalyse further regeneration of Castlegate that places people, heritage and the environment at its heart.

Presentation, Event, EDI, Placemaking, Participation, History and Representation, Carolyn Butterworth and Emre Akbil

Castlegate Urban Room Public Engagement Report.pdf

"Since securing Levelling Up funding in October 2021, Carolyn has facilitated an inclusive co-production process, including running stakeholder workshops in November 2021 and June 2022 with a variety of stakeholders, occupiers, and the Council, to support the detailed design of the Castle site development."
"She supported a public engagement programme in November 2022 which led to planning approval in May 2023. As part of this, Carolyn set up and promoted the Castlegate Futures Urban Room and ran a variety of public workshops which were invaluable." Lucia Lorente-Arnau, Principal Development Officer, Sheffield City Council

The SSoA Voices Survey - November, 2021

211213 The SSoA Voices Survey: A means to support knowledge-based progressive policy making to drive forward positive change at the Sheffield School of Architecture

The Sheffield School of Architecture has a positive and proactive culture which may obscure the fact that abuse and exclusion do occur.
In the summer of 2020, a group of students from across the Sheffield School of Architecture (SSoA) advocated for change through proactive anti-racist activity. As a product of their conversations, they wrote "Anti-Racism at SSoA: A Call to Action", This open letter argued that ‘our school has been and remains complicit in the structures that perpetuate systemic racism within architecture’ and demanded ‘immediate action and concrete change’.
The letter, and in particular its powerful testimonials, made for hard reading, asking some serious questions of the school’s claim to be a ‘Social School of Architecture’. Despite actively fostering a pedagogy and culture around ‘gender equality and feminism’, conversations on race had been either minimised or excluded altogether from the discourse.
The letter had a powerful impact, with many students and staff adding their signatures, and the momentum generated has stimulated a strong desire and mandate for change within the school. We have seen in response the rejuvenation of the Equality, Diversity, and Inclusion committee of which the pro-active Student Action Group is an essential component. For those of us involved in EDI at SSoA, the ‘Call to Action had revealed the provocative power of testimonials for progressive change. In particular, it prompted the realisation that individual narratives and the lived experience of members of our school’s community can lead to and inform action.
‘A Call to Action’ declared both the necessity and the urgency of change, impressing upon us that the school must keep these conversations alive and relevant, to continue to tackle racism and other aspects of inclusion as they impact on the whole of the school community and that this needs to happen together with our agendas to decolonise the curriculum, to promote gender-equality and to tackle climate change. As a necessary action in response to ‘A Call to Action’, the Voices Survey was initiated.
Report, EDI, Pedagogy, History and Representation, Participation, Jennifer Kerr and Catherine Skelcher

Urban Commons Handbook, 2019-2022

The commons are regarded as a means to generate social processes that can maintain, reproduce, and reinvent our lives in times of uncertainty. This handbook is a compilation of definitions, experiences and references around some of the key questions that arise when thinking about commoning the city. It aims to contribute to an emerging field of practice, help to recognise the work of existing experiences, and provide material to support a variety of learning environments that operate between practice and research, dissemination and pedagogy, production and reproduction, concepts and artefacts, resources and desires, present possibilities and future needs.
The handbook was curated by the Urban Commons Research Collective comprised of Emre Akbil, Alex Axinte, Esra Can, Beatrice De Carli, Melissa Harrison, Ana Mendez De Andes Aldama, Katharina Moebus, Thomas Moore and Doina Petrescu, with the contribution of Eleni Katrini and Julia Udall.
The handbook was made possible with support and funding from institutions sharing the ambitions of the group. We acknowledge the generous support from the Sheffield School of Architecture for providing the space for gatherings of such diverse people and practices and for their research support that funded the design and copy-editing of the handbook. We also acknowledge contributions from the School of Art, Architecture and Design of London Metropolitan University for hosting the research seminar On the Commons and contributing with funding to the publication.
Book, Event, EDI, Placemaking, Pedagogy, Participation, Emre Akbil

Scratching the Surface, Getting Under the Skin: Portland Works, 2018-2020

Reflecting back on first year projects by students at the Sheffield School of Architecture from 2018 - 2020 created for Portland Works 2021 May Heritage Open Days Festival Website and Learning Resource. The student's projects explores a range of methods to begin to understand, measure, record and develop both orthographic “objective” methods and perceptual “subjective” methods of representing space. The project culminates in a student led and curated exhibition of their work.
Zine, Digital Learning, Climate Emergency, EDI, Material Cultures, Pedagogy, History and Representation, Wei Chan Chia

210506_Portland Works_final_v1.pdf

Community-Led Homes - Accredited Advisor - ongoing

Sam is an accredited Community-Led Housing Advisor, having earned accreditation through demonstrable project experience and training provided by Community-Led Homes and the Confederation of Co-operative Housing (CCH).
Consultancy, EDI, Participation, Sam Brown

https://www.communityledhomes.org.uk/

Elephant - 26th February, 2023

"Architecture is at a tipping point. Over the last few years voices of the under-represented in education and practice have been increasing in volume and are agitated for change. If we don’t collectively listen, re-adjust and change our future outlook, we limit the potential relevance of the profession in today’s society and ultimately the places we create. This book will capture insight from leading voices, both academic and in practice, aiming to encourage understanding, reflection and address critical questions, providing practical steps towards meaningful change. Our universities begin as places of diversity, with visible and invisible differences. But as individuals progress in architecture, representation diminishes, particularly at senior levels of practice to a profession dominated by white heteronormative, able bodied men. Disparities between the cultures and identities of the profession as opposed to the broader population are significant and manifest themselves in important ways, both obvious and insidious. It is critical that we address this, as a profession.
Who enters the profession, and progresses on into positions of power, determines not only who writes our history, but who feels accepted in the profession, who designs our built environments and how inclusive they are." RIBA Publishing
This piece which also includes graphics produced from a performance art as been described as essential for Queer representation at the Sheffield School of Architecture.
Book, EDI, History and Representation, Participation, Jennifer Kerr

Live Projects - Instagram - ongoing

www.instagram.com/ssoa_liveprojects/

Sam curates the @ssoa_liveprojects Instagram account, which documents the projects completed as part of each years' Live Projects Programme. The account complements the www.liveprojects.org web archive and offers a two-way channel of communication with potential clients and collaborators, scholars and prospective students.
Event, EDI, Participation, Pedagogy, Sam Brown

@ssoa_liveprojects

Urban Rooms Toolkit - January-September, 2022

The Urban Rooms Toolkit is a public resource to be used, downloaded and shared by anyone interested in situated creative community engagement in placemaking. Here you will find all you need to know about setting up an Urban Room. In this Toolkit you can read the STORIES, get the KNOWHOW and discover the METHODS that have been tried and tested by the Urban Rooms Network.
The Toolkit consists of a website with links to download the whole Toolkit, or individual sections:■ Urban Rooms?: introducing the Urban Room as a tool for place-based community engagement - its ethos, the forms it can take and who might benefit from setting one up.■ Stories: case studies of Urban Rooms across the UK - how they were set up, their aims, challenges, activities and the impact they had on their place.■ Knowhow: how to make the case, set up, resource and operate an Urban Room - based on real experience from the Urban Rooms Network.■ Methods: the activities, techniques and tools that have been tried and tested in UrbanRooms to foster inclusive and creative engagement.
The project was funded via HEIF Knowledge Exchange funding by The University of Sheffield. The Toolkit was produced by Live Works, co-created with the Urban Rooms Network, in partnership with The Place Alliance, UR Folkestone and the Greater London Authority. The project also included the redesign of the Urban Rooms Network website.
"The Place Alliance set up the Urban Rooms Network as one of its working groups in 2015 because urban rooms can play a vital part in working with communities in helping them to appreciate and improve the quality of their places. The Toolkit will play a valuable and integral role in continuing the Place Alliance’s campaign for improving place quality nationally by encouraging the establishment of more urban rooms." - Prof. Matthew Carmona, Chair of Place Alliance, UCL Bartlett School of Planning
"We are pleased to have partnered the University of Sheffield on the UR Toolkit project which holds immense value to individuals and groups in helping them to develop civic participation in planning and architecture, and the built environment more generally." - Diane Dever, Chair of Urban Rooms Network
Website, Book, EDI, Participation, Placemaking, Carolyn Butterworth

URN Canvas for Community Engagement.pdf

The Pavilion as ‘Research by Design’ Method: Layered concepts of ‘design’ and ‘design research’ in architecture - Spring, 2022

Doctoral Times - Research Methodologies, Issue 22, Spring 22 - Page 10 - Danni Kerr:

https://www.flipsnack.com/tuostimes/doctoral-times-research-methodologies-issue-22-spring-20.html

220411a The Pavilion as ‘Research by Design’ Method: Layered concepts of ‘design’ and ‘design research’ in architecture.pdf

My research interests in the field of ‘architecture and time’ have a fundamental nature seeking common or universal patterns that may be true throughout architecture and perhaps even throughout all design disciplines. To approach this research I have needed to consider what would constitute a suitable research platform or vehicle. In this article passage I discuss the merits of the 'architectural pavilion' in 'design research'.
Journal Article, EDI, Pedagogy, Material Cultures, Jennifer Kerr

Remember to Forget - March, 2022

220316 Remember to Forget: Into Eternity and Deep Time Reckoning.pptx

'Remember to Forget' is review of two sources investigating the issues and implications of long term nuclear waste disposal. Both 'Into Eternity' a Film Documentary by Michael Madsen and 'Deep Time Reckoning' by Vincent Ialenti are narratives in 'vast time' of the Onkalo Nuclear Waste Repository in Finland, which consider the practicalities and implications of the belief that we can extend design thinking over 100,000 years.
This scholarship was untaken as part of the year 2 undergraduate tutor group CPD. This represented an opportunity to discuss my reading on 'extreme temporality' which is a component of my PhD thesis on Architecture and Time. An argument in the thesis is that time is an ever present and interactive context in which architecture and its actors must exist. It is through rich scenarios such as those presented by Madsen and Ialenti that we can appreciate aspects of this relationship.
The presentation was made in the context of a UG tutor CPD presentation session following which the ensuing discussion acknowledging temporality as way to understand how particular types of interaction in the built environment makes that built environment over time.
Presentation, EDI, Placemaking, History and Representation, Jennifer Kerr

International Cohousing Summit - A Gathering of Professionals - 13th-15th January 2022

"Sam Brown is an architect and coordinates the Live Projects Programme at the University of Sheffield School of Architecture. Together with young professionals participating in the programme, he will talk about their unique collaboration with OpHouse to provide pre-design services for forming groups and developing project briefs, which can otherwise present a barrier for new groups starting out. Originating as a ‘live’ element of an academic programme, the Live Projects Programme has evolved into Live Works, an off-campus project office offering ongoing services to groups as they acquire land and move into the development phase. In focusing on participatory process and continuing community engagement, the model offers a means to support the community-led housing sector in a context of uncertain and short-term government support."
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Conference presentation on a case study of a Live Project carried out in collaboration with a community-led housing group, OpHouse, and facilitated by a regional community land trust, YorSpace, both based in York. The presentation was delivered jointly by the University of Sheffield School of Architecture’s Live Projects Coordinator, Sam Brown, together with students from the project, Laurie Hampson, Scott McKenzie, Thomas Ruff and Elle Clemens.
The aim of the project is to renovate Morrell House, a former care home, into residential space via self-building and related community intervention. The Live Projects team’s role was to help engage the local community and potential residents with the design of the renovated building.
The conference contribution was to a session exploring alternative means of initiating or progressing a project when compared to conventional client-professional relationships in housing delivery.
Presentation, EDI, Pedagogy, Participation, Sam Brown

https://www.sheffield.ac.uk/architecture/news/ophouse-group-present-international-cohousing-summit.

RIBA Future of Architectural Education Roundtable - 29th June, 2022

Sam was an invited participant in a roundtable discussion organised by the Royal Institute of British Architects (RIBA) and titled "The Future of Architectural Education".
With the early outcomes emerging from the Architects Registration Board (ARB) consultation on the Initial Education and Training of Architects, the event was designed to inform the RIBA's developing position on the reform of architectural education. The discussion centred on three key topics: (1) Accessibility to the profession; (2) Accessibility to the Register and Routes to Registration; (3) Standards and Competences, Validation and Prescription; and (4) Conduct, Agency and Responsibility.
As a key stakeholder in reform of the regulation of the architectural profession, the RIBA is working closely with ARB on many key topics including alternative routes to registration, the stage at which the ARB should accredit qualifications, how students can best get good quality professional practical experience, apprenticeships and funding models.
Event, EDI, Pedagogy, Sam Brown

The SSoA Voices Survey - November, 2021

211213 The SSoA Voices Survey: A means to support knowledge-based progressive policy making to drive forward positive change at the Sheffield School of Architecture

Castlegate Common Manifesto - November, 2021

Castlegate Common Manifesto - reduced.pdf

Live Works was commissioned by Sheffield City Council to deliver a series of workshops with local stakeholders to inform and enhance the regeneration of the Castle Site in Castlegate, building on 8 years of research, visioning and engagement by the School of Architecture in the area. This co-production process aimed to support the development of the new public realm so that it benefits as much as possible from the extraordinary potential of this unique site and its rich community context. The workshops engaged existing members of the Castlegate Partnership and other local stakeholders to ensure representation of the diversity of the area's population and grassroots activities. The workshop themes were:• Revealing the Outdoor City• Revealing Innovation• Revealing Arts and Culture• Revealing Heritage
The award of Levelling Up funding required meaningful community engagement to inform directly the project design. 13 co-produced recommendations from the workshops were presented in the 'Castlegate Common Manifesto' and these recommendations informed directly the planning application that was submitted by Sheffield City Council in February 2023. Beyond the stakeholder workshops, Live Works ran the 'Castlegate Futures Urban Room' in November 2022 that gathered public feedback on the Manifesto recommendations, further informing the Council's plans.
EDI, Participation, Placemaking, Carolyn Butterworth and Emre Akbil

SYHA / SSoA Housing Exhibition - June, 2021-ongoing

The exhibition is designed to celebrate two years of student work developed through the School's collaboration with South Yorkshire Housing Association, showcasing design projects, dissertation material and Live Projects.
The exhibition is designed to be deployed indoors or externally to reach as wide an audience as possible.
The exhibition would expose the excellent work of over 300 students from across the School to the general public, providing an engaging forum for discussion around topical housing issues. It is intended that several students would be involved as key members of the curatorial team.
Event, Presentation, EDI, Climate Emergency, Participation, Placemaking, Material Cultures, Building Performance, Carolyn Butterworth and Leo Care

Nubia Way: a story of black-led self building in Lewisham - July 2021-July 2022*

*Sam Brown's contribution to this project was relatively minimal, as part of the background research carried out by the main production team.

Nubia Way was built in the 1990s by Fusions Jameen, London's first black housing co-operative in Downham, Lewisham. Constructed using the principles of Walter Segal, self-builders were offered long-term discounted rents in return for building the homes. Through interviews with the original self-builders, historians, architects and economists, this new documentary from the Architecture Foundation celebrates the legacy of Nubia Way and examines self-building as an act of resistance against the housing discrimination faced by Black British Communities.
Film, EDI, History and Representation, Participation, Sam Brown

Continuity of Community Projects - 4th October, 2021

I was invited to make a presentation on "Group Dynamics" to an event focusing on "Continuity in Community Projects", drawing on my experience of coordinating the Live Projects Programme. The event was designed to facilitate knowledge exchange between participants and PGR students at the University of Sheffield School of Architecture.
Presentation, EDI, Participation, Sam Brown, Carolyn Butterworth

Glass-house Chats - Connecting students and community-led design projects - 12th November, 2021

This edition of Glass-House Chats focused on "Connecting students and community-led design projects". The event sought to explore the increasing practice within built environment degree and qualification courses to link student work with live projects led by local communities. Having some experience of helping to make these connections, and of training and mentoring both the students and the community groups involved, The Glass-House was keen to explore perceptions of other people and organisations in this space. While some of the participants had extensive experience in this space, others were simply curious about it. What emerged was a thoughtful discussion that looked at practice in use, posed questions, and created pause for reflection on approaches and methods in use, and ultimately developed some clear recommendations to those organising them.
"Thanks again for joining the Chat...and for the really interesting conversation. I am really passionate about this space of live projects and hope that we can collaborate more on this in the future." - from Sophia de Sousa, Chief Executive at The Glass-House
Event, EDI, Participation, Sam Brown

2021.11.12_Glass-House Chats takeaways_ Connecting students and community-led design projects.pdf

Image Equality Project and Associated Field Journal Article - 2020-ongoing

Image Equality Project Introduction and Links.docx

Creating images for the archive - Photoshop & Illustrator tips.pdf

The Image Equality Project has the simple aim of creating a more diverse range of source images of people, for students to use in their design work. The initiative was established in 2020, to create an open access resource for the School that offers png and CAD/vector line images of people that are more diverse in their: ethnicity, ability, activity and social grouping. It is hoped that this will enable students to inhabit their work with people that are more specific and relevant to context, programme, location, brief, agenda and approach. ‘intersectionality’ was used as a critical framework to develop the inclusive archive of bodies that could otherwise disappear in intersectional margins. Intersectionality is a Black feminist concept introduced by Kimberle Crenshaw and was initially used for critiquing discrimination and/or exclusion of black women in feminist and anti-racist politics. Thus it is important to produce embodied representations at different intersections: black+women, asian+disabled, non-binary+white. By introducing 2nd Year undergraduate students to Crenshaw's work and in enabling them to reconsider how we categorise and discriminate by the representation of peoples in their design work, students started to collect a more diverse set of representative people and consider in more depth the implications of their decisions. It also provoked students to consider how the representation of people in their work conveyed a socio-ethical position about their values as an architect. The archive of source images is a live resource that students are encouraged to contribute to, in order to keep it diverse, relevant and useful.
Journal Article, EDI, History and Representation, Pedagogy, Emre Akbil and Leo Care

Community: Housing Newspaper - 2020

Community is a design project undertaken by 2nd Year undergraduate students in collaboration with South Yorkshire Housing Association (SYHA), and forms a key part of an architecture school-wide initiative. The Housing Newspaper is a compilation and reflection on the student design projects that is thematically organised into different approaches to the design of social housing.
The Newspaper format was chosen to make the work accessible to a wide range of readers and for easy distribution. The newspaper is a limited print run, but a digital version is also available online.
Booklet, EDI, Climate Emergency, Placemaking, Participation, Leo Care

https://issuu.com/ssoa/docs/y2_housing_newspaper_digital_only

Y2 Housing Newspaper DIGITAL ONLY.pdf

Superstudio’s lost project for Sheffield

In my recent research, I have discovered a previously unknown project by the Italian architectural theorists Superstudio for Sheffield, which was part of their Continuous Monument project of 1969. In Superstudio’s presentation of the project one of the montages is entitled 'Coketown Revisited’, without any reference to a specific location. I have identified the background as a photograph of a street in Sheffield taken by Roger Mayne. I have also identified the location of the street (demolished in the 1970s). From this information it has been possible to reconstruct the full plan and extent of the project. At over 2 miles long and 67m high, it dwarfs all of the other major architectural projects for Sheffield that were being carried out in the 1960s, including Park Hill, Hyde Park, Kelvin and the Tinsley Viaduct. I have already produced plans and new photomontages showing the scale and impact of the structure on the city.
So far, I have given two talks on this research, the first to accompany the S1 Love Among the Ruins exhibition and the second at the Sheffield Modern Architecture Weekender. I would now like to develop a journal article about the topic.
Journal Article, Presentation, EDI, History and Representation, Building Performance, Placemaking, Russel Light

SSoA Feminist Library - May, 2020-ongoing

In March 2020 SSoA staff and students organised a Feminist Teach Out to explore feminist foundations, fields and futures and celebrate 20 years of feminist activity at SSoA. Many participants at the event expressed interest in having access to the work produced in the school over the years under this banner. During the last decades, numerous students have produced design and theoretical projects addressing feminist topics and methodologies which remained invisible to the wider School community. Much of the feminist work in the School took more intangible forms such as conferences, events and discussions which remained fully or partially unrecorded. The Feminist Library at SSoA will include an archive, in which previous outputs (dissertations, publications, theses, design projects, event recordings and testimonials) will be documented and stored, and a live part in which new events, activities, and debates will be posted in real time. The Feminist Library will be launched during a special event in November and disseminated across UK and international HE institutions. This will be a key resource for students and staff and will ensure that SSoA continues to set the agenda in feminist pedagogy and research.
Website, EDI, History and Representation, Pedagogy, Participation, Carolyn Butterworth and Catherine Skelcher

Feminist School of Architecture Teach Out - 5th March, 2020

20 years ago SSoA staged a 'Feminist School of Architecture take over', where organisers and collaborators took over the tower for a day, running a series of events exploring gender, politics, power and space.
This year's strike provided the opportunity for teaching staff and students alike to come together this time out in the city to restage this event 20 years on and to explore what a 'Feminist School of Architecture' might mean. The tone of the event was both critical and celebratory, with a range of discussions on topics from intersectionality and housing through to feminist pedagogy and more interactive/performative pieces including testimonials and a feminist activity mapping exercise. The event captured a growing resurgence of feminist activity within the school and has planted ideas for further events and initiatives, such as the SSoA Feminist Library.
'We have been teaching online for a week now and I had the chance to talk to some of the students who were at the teach-out. During the tutorials they express with enthusiasm how the event was a transformative experience for them and explain how this influenced their manifestos and positioning. These are brief but powerful moments that show how the Feminist School of Architecture have created alternative routes of thinking for students.I wanted to share with you the invisible consequences of our collective experience that I think is as powerful as the invisible virus intruding in our collective bodies' -Emre Akbil
Event, EDI, Pedagogy, Placemaking, Catherine Skelcher

How Engaged Learning Can Educate Professionals For A Sustainable Future - February, 2020

The presentation aimed to explore the relationship between engaged learning and employability, using examples from both Architecture and Law Schools. The collaboration enabled a discussion and comparison between pedagogical approaches in the two Schools, and explained how engaged learning introduces the complexity of real-life issues into students' learning, as well as the enhanced value of engaged learning in a research-led context. The presentation also focused on sustainable employability skills for professional courses that are at the centre of the two Schools.
Presentation to the University of Sheffield Learning and Teaching Conference.
Presentation, EDI, Pedagogy, Carolyn Butterworth and Leo Care

‘Everyday Reflexivity, Tacit Dimension and Contemporary Relevance: research-led teaching in Master’s written dissertation at the Sheffield School of Architecture - 2020

https://www.researchgate.net/publication/340175738_Everyday_Reflexivity_Tacit_Dimension_and_Contemporary_Relevance_Research-led_Teaching_in_Master

‘Everyday Reflexivity, Tacit Dimension and Contemporary Relevance: research-led teaching in Master’s written dissertation at the Sheffield School of Architecture’, Contemporary Architecture
Journal Article, EDI, History and Representation, Satwinder Samra

Pedagogies of Inclusion - 2019

From 2017-2019 my MArch studio Arrival City collaborated with Designing Inclusion, an Erasmus Plus project focusing on the capacity of current and future urban practitioners to make a meaningful contribution to the reception of international migrants and refugees in local urban areas. The studio was included as a Case Study in Pedagogies of inclusion Vol.1 A review of spatial design education in Europe ISBN: 978-1-9160049-2-4
Book, EDI, Pedagogy, Participation, John Sampson

issuu.com/asf-uk/docs/839713_6793cfb3c7b14a34bef8f7fda1b96294

Empowering Design Practices: Live Projects Box - November, 2019- March, 2020

EDP Live: celebrating community-led design in historic places of worshippost by Sophia de Sousa and Katerina Alexiou

Empowering Design Practices is a 5 year funded research project, in collaboration with The Open University and The GlassHouse. The Live Projects Box was designed and assembled by a Live Works team and showcased at the EDP Live event. The Box marks the culmination of the wider research project and highlights the importance of the Live Projects to the overall success of the research work.
The Live Projects Box comprises a pair of interactive units, designed to travel around the country and installed in Historic places of worship. Once opened, the boxes provide an interactive guide to the Live Projects, providing inspiration and advice for groups aiming to open their building up for wider community use. The Live Project Box also enables people to consider key issues that they may need to address in their buildings, and begin to consider how these might be addressed in the future.
Event, Presentation, EDI, Participation, Leo Care

Standing at the Sky’s Edge: the Stories Behind the Park Hill Musical - October, 2019

Standing at the Sky’s Edge: the Stories Behind the Park Hill Musical Charing discussion with Chris Bush, Sarah Wigglesworth and Jeremy Till.
Evening event at Crucible Theatre. Exploring the musical development and depiction of Park Hill flats and associated histories.
'Just a short note to say thank you for taking part in Sheffield Modern this year. We had around 1700 people through the doors of our events this weekend which is double the number for last year so we’re over the moon. Your hosting skills were fantastic, as ever!' -Claire Thornley Sheffield Modern
Event, EDI, History and Representation

A Part of and Apart From - March (event) + September (presentation), 2019

A Part of and Apart From - Published.pdf

A workshop delivered in March 2019 by the authors and MArch students at the ‘School Fundamental’ Festival, Bauhaus, Dessau. The event marked 100 years of the Bauhaus and 20 years of SSoA Live Projects, providing an excellent opportunity to reflect upon our live pedagogical experience within the context of the Bauhaus legacy. The workshop addressed the polarisation that can occur when discussing different types of student projects, using a matrix of four, commonly used terms: real, deliverable, speculative, abstract. Outcomes revealed how a student project can have value as both ‘a part of, and apart from’ the external world. A paper reflecting on the findings of the workshop was presented at the AAE 2019 conference at University of Westminster April 2019 and submitted to the AAE peer-reviewed journal Charette (pending).
Event, Journal Article, Presentation, EDI, History and Representation, Pedagogy, Participation, Carolyn Butterworth and Leo Care

Judge for Ginger Bread City - December, 2019

Exhibitions and EventsWe run a regular series of public exhibitions, competitions, and workshops aiming to introduce the world of architecture to a wider audience and teach everyone that attends something new about the…

Astragal: A miniature doughy metropolisTo Somerset House for the Museum of Architecture’s Gingerbread City 2019, where more than 100 architects have come together to make a miniature doughy metropolis (masterplanned by Tibbalds).

https://www.museumofarchitecture.org/exhibitions.html

The Gingerbread City® 2019 was in the Lancaster Rooms at Somerset House and brought together over 100 architects, designers and engineers to create an entire city made of gingerbread and sweets. The masterplan developed by Tibbalds Planning and Urban Design explored the theme: 'The Future of Transport'.
"Our big thank you to all the visitors and participants for making this exhibition a success! Over 31,000 visited and more than 10,000 votes were cast during the Gingerbread City 2019 exhibition at the Somerset House." -Melissa Woodford Director Museum of Architecture
Event, EDI, History and Representation, Satwinder Samra

Collaborative Practice: Practice Based Learning - October 2019

The publication is aimed at practitioners interested in shaping the future of architectural education alongside prospective students considering their options for completing their Part II qualification, current students of architecture interested in reflecting on their own education and future practice, educators looking at alternative methods of learning and practices engaged with developing engaged and reflective practitioners.
Funding:The book will be published by 5th Man Publishing (a publishing arm of AHMM, one of the founding CP practices). The book will be funded via sponsorship by the Collaborative Practice partners and if possible funding through the university. We currently are unclear how we might tap into university funding.
Format:The publication will be A5 and circa 48 pages.Structure + ContentForeword [Paul Monaghan or Helen Roberts]1. Introduction [SS+JS]- Changing nature of architectural education Architectural education has not changed for 25 years. Our current model has set up a polarised debate- Challenge for educators- Challenge for students
2. The Story- 2015 – Fees- School Ethos- Gap / Opportunity- What we did- Students / Practices
3. CP Voices A student voice plus a practice voice1. Money [Toby]2. Learning [?] Learning in Practice / Learning in University3. Location [?] - Where do you sit - Sharing / Digital learning4. Working methods [Yanni + Mark] - How I used to work previously / now / future - Being a reflective Practitioner5. Cultures of Practice [? + RMA] - Revealing - Work Relations - Analysing Collaboration / Hierarchical mirroring - Taking a look behind closed doors6. Experience [Louise] - Whats it really like - What kind of architect do you want to be?4. CP Revelations [SS+JS] - Teaching in Practice - Being Objective / Less Precious - Currency of Communication5. What next6. SSoA
Report, EDI, Pedagogy, History and Representation, Participation, John Sampson and Satwinder Samra

Stephen Lawrence 19th Annual Memorial Lecture - September, 2019

https://www.stephenlawrence.org.uk/slctnews/full-house-at-last-weeks-memorial-lecture/

Guest speaker and Panelist.
Event, EDI, History and Representation

The Ordinary Field and Tacit Dimension in Written-based Dissertation at School of Architecture - January, 2019

This work-in-process paper presents the strange necessity and strategic role of dissertation writing within professional architectural education in the UK, through analysing two selected M.Arch dissertations from Sheffield School of Architecture. The paper proposes an alternative direction for the written-based dissertation project which links research at Master’s level back to the ordinary field of architectural profession and pedagogy, and engages with more down-to-earth, cross-disciplinary, and tacit issues and dimensions in architecture.
This will build upon the previous paper by Ren, Kiang and Samra ‘Design Investigation, Design Illustatration and Design Intervention in Reserch Led Design’, published in Urban and Architecture Magazine Sept 2017. Authors already have commitment from this journal for publication of new output.
Journal Article, EDI, Pedagogy, Satwinder Samra

Do you see what I see? - 2019

Dissertation submission for MEd programme
Much has been written about assessment in higher education.Some has been written about assessment in architectural education.Some has been written about what goes on in the mind of a tutor when assessing in higher education (e.g. Sue Bloxham, Sergio Altomonte).Not much has been written about what goes on in the mind of an architecture tutor when assessing studio design work; that is what I propose to do.This project builds in some respects on the work of Prof Bryan Lawson and his studies of ‘What designers know’.
The aim is to better understand what we do and how we do it, so that through that understanding, we might do it better, or at least be better able to explain what we do to students so that assessment is not considered to be a mystery withheld by us.
The heart of the study is about how students understand what we do when we assess their work or talk about architecture with them in tutorials.
Presentation, EDI, Pedagogy, Ian Hicklin

arrivalcity.studio - August 2019

Over the last 2 years I have asked students upload their projects to a wordpress site so that we have an archive of the studio work. Each student has a blog entry and has uploaded the work. Alongside uploading this years work I would like to work with a 2-3 students to edit and refine the site and the uploaded work, introduce critical reflective analysis of the findings of the studio alongside links to resources that the studio’s have collated over the years.
This year Leo has secured funding for 3 studios to produce a publication of the studio work. Arrival City is one of the studios to have access to the funding. I propose to use the funding to pay students to assist developing the site, new content and the criticalreflection. I will also use the money to pay for hosting over the next 3 years.
Presentation, EDI, Placemaking, History and Representation, John Sampson

Study Material: increasing its effectiveness - 2018-ongoing

Reading lists (sometimes called study or reference material) are often long, non hierarchical, lists presented to students with no context, and usually as full book titles at the end of project briefs. Anecdotally, or at least through marking submitted papers over the last 8 years, I have seen papers submitted regularly that make no reference to the reading lists. This scholarship aims to test if this really is the case and to look at best practice examples, through action research, of how reading lists could be presented more effectively. In addition, this project looks critically at instances of 'male, pale and stale'.
Journal Article, EDI, Pedagogy, History and Representation, Stuart McKenzie

CBBC ' The Dengineers' - 2018-2019

The Dengineers - Series 1: 1. Survival DenThe Dengineers build 11-year-old Ben a camouflaged adventure bunker.

The Dengineers is a CBBC TV where children build their very own dream den. Satwinder works as on screen designer with the children to both design and build their unique creations. Two 28 min TV shows to be broadcast on CBBC and BBC2.
"I just wanted to say a big THANK YOU for all of your help, hard work and AMAZING dens on The Dengineers this year! I have watched all of your episodes, thoroughly enjoyed them and am so happy and impressed that we have managed to raise the bar even higher, on this series!" -Annette Williams Genre Lead Factual Formats BBC
"A massive thank you for another wonderful bunch of dens. And also a sincere, personal thank you for being so fantastic to work with over these last few series. I have thoroughly enjoyed working with you both, getting to know you and particularly watching you work – I’ve learned a lot" -Jennifer Morrison Series Producer
TV Show, EDI, History and Representation, Participation, Satwinder Samra

Remapping the Learning Landscape Across Campus - 2018-2020

The 'remapping learning landscapes' project was an interdisciplinary research project exploring how students and staff used and perceive learning spaces around the University of Sheffield Campus.
Our aims:• To capture narratives of learning linked to different spaces among students and staff• To explore potential differences by discipline, nationality, social background, and gender• To experiment creatively with different ways of using spaces for learning• To draw out implications for student learning strategies, staff pedagogy and spatial design and management.
Our approach:• conducted 30 walk-with interviews with students from Architecture, Education, Chemistry, Psychology and the Information School to learn more about how students currently experience the campus as a learning landscape.• Interviews with members of staff from each department Experiment phase:• build on what we have learned about what students and staff do, to more creatively engage participants in experimental methods in different spaces around campus.
Journal Article, Event, Presentation, EDI, Pedagogy, Leo Care

The Dreams of Sleeping beauty - December, 2018

Our current third year is the fifth cohort of students to be working on design projects for Scarborough. By December 2018 we will have a repository of over 500 different projects for the town. The projects are based on a variety of briefs which engage with different aspects of the rich history of town and located on many different sites that explore its unique topography. The proposal is to take the best of this work and develop an exhibition and/or catalogue, showing how these sites could be used and new facilities that could be proposed. The intention is to present an optimistic future for the town, developing themes of the urban design framework document ‘Kissing Sleeping Beauty’ produced by West 8 in 2003, which so far has largely remained unrealised.
In addition to student work, we could also include staff projects in the town (Markets - Group Ginger, Woodend - P Testa, W McFadden). The aim would also be to provide a didactic commentary to the projects, with input from the Y3 team and our external examiners.
Event, Booklet, EDI, History and Representation, Participation, Building Performance, Material Cultures, Placemaking, Russel Light

Experiments in Living Debate Chair - September, 2018

Love Among the Ruins review – beauty and brilliance on the high-rises of SheffieldS1 Artspace, SheffieldThis exhibition – which movingly captures day-to-day life on a Sheffield estate from the 60s to the 80s – tells a compelling story about changing Britain

Debate as part of ‘Love amongst the Ruins. A romance of the Near Future’ organised by S1 Art space. Speakers included Lyndsay Hanley and Elaine Harwood.
Event, EDI, History and Representation, Satwinder Samra

How power of communities can break the Broken Windows effect with HubBub UK - June 2018

Interviewed as Architectural Expert discussing the role of design in developing communities.
"Thanks so much for the interview today – it was fantastic!" -Sarah Divall HubBub Uk
Film, EDI, Participation, Placemaking, Satwinder Samra

Interview about the Arts Tower and the Paternoster lift - February, 2018

Speaking as architectural expert for BBC Look North feature. Interviewed by Mark Ansell.
Event, EDI, History and Representation, Satwinder Samra

Inspirational Academics - January, 2018

How to be an inspirational academic: Satwinder Samra describes his teaching approach at at Sheffield University.
Film, EDI, Pedagogy, Placemaking, Satwinder Samra

Experience Castlegate - September, 2018

FoTM Speigel Latest .pptx

Experience Castlegate is a research project funded by the Arts and Humanities Research Council. Partners in the project are UoS academics from Archaeology, Architecture and Computer Science with creative industry and community partners, Human VR and Friends of Sheffield Castle.
Outputs from the research were showcased in the Futurecade (Millennium Galleries) for 10 days during the Festival of the Mind 2018. The exhibit was visited by 1000s of people and featured in local and regional press and TV. The project looks at Castlegate in Sheffield as a testbed to explore how immersive digital technologies can engage people in local heritage while involving them in the processes of urban regeneration.
In the Futurecade visitors experienced a 3D digital model of Sheffield’s Castle, through Augmented Reality (AR). This was the first public view of a new model of the Castle based on recent archaeological research on this hidden, yet incredibly important, piece of Sheffield’s history. The AR overlaid upon a physical model at 1:150 scale and showing the site of the Castle, and of Castle Markets, as it is now. When the model is viewed through ipads the Castle springs into view, overlaid upon the contemporary site.
Alongside the model was a film showing the digital model of the Castle, excerpts from recent archaeological archival research and future visions of the site by architecture students. This exhibit led to a lecture by Carolyn Butterworth, John Moreland and Nick Bax in the Speigeltent to 200 members of the public. Carolyn also gave a lecture to 120 members of the alumni Heritage Circle in Firth Hall on the project.
The Experience Castlegate model and AR is due to be shown at the National Videogame Museum in Castlegate for several weeks in spring 2019

Event, Presentation, EDI, History and Representation, Participation, Placemaking, Carolyn Butterworth

Urban Education Live - 2017-2021

https://www.cambridge.org/core/journals/arq-architectural-research-quarterly/article/community-place-initiatives-postausterity-and-how-a-civic-school-of-architecture-might-support-them/6DC2AACE95E698BD868DA7E12BDEBE5B

This paper is by Urban Education Live Sheffield (UEL:SHEF) – Carolyn Butterworth and Maša Šorn from the School of Architecture, University of Sheffield and Tatjana Schneider from the Institute for History and Theory of Architecture and the City (GTAS), Technische Universität Braunschweig in Germany. UEL:SHEF is part of a co-funded multi-disciplinary research project Urban Education Live (UEL), with partners from across Europe funded by JPI Urban Europe’s ERA-NET ‘Smart Urban Futures’. All UEL partners are engaged in developing models of collaboration between universities and communities. Although their situations are different in many ways, they are similar in the lack of effective and meaningful dialogue that occurs between communities and civic decision-makers in the production of the city. The shared aim is to develop methods of creative co-production that can open up the processes of urban production to those who are generally excluded from these conversations, building capacity in those communities to effect change.
This paper focussed on highlighting the challenges faced by Community Place Initiatives in Sheffield (Pitsmoor Adventure Playground, Israac and Heeley Trust) and on their recent collaborations with the University of Sheffield School of Architecture, within the context of the Urban Education Live research project. Through this research we sought to explore ways, beyond these specific cases in a specific city, in which schools of architecture can be more effective in their contribution to local place-based urban capacity building and future resilience.
Journal Article, EDI, Participation, Pedagogy, Placemaking, Carolyn Butterworth

L+T conference - 2018

DJary L+T conference 2018.pdf

Sheffield School of Architecture Curriculum Review:
• A programme level approach in a professional context• Programme level leadership• Introducing a flexible ‘pathways’ approach• Level One foundation year to be undertaken by all students• Opportunities for ‘earn-while-you-learn’ practice based learning• Key challenges - progression and distinctiveness
Event, Presentation, EDI, Pedagogy, Participation, Dan Jary

Around the Toilet: Design Toolkit - 2018

A cross-disciplinary, arts-based research project funded by the AHRC Connected Communities programmearoundthetoilet.wordpress.com/

The Design toolkit was one strand of the Around The Toilet research project, that aimed to create an online resource to help students to understand the importance of toilet design and engage them in the challenges of creating better toilets. The work incorporated gender and disability studies with architectural design and research. The work and outputs from the project were presented at the Disordinary Architecture conference at UCL in March 2018.
The project was AHRC funded.
Journal Article, Website, EDI, History and Representation, Pedagogy, Participation, Building Performance, Leo Care

Studio Collaborative Production - 2017-2018

Studio Collaborative Production 2017-18.pdf

Studio: Collaborative Production is a design studio run as part of the MArch degree course at Sheffield School of Architecture at the University of Sheffield. The studio explores the creation of a built environment which supports the collaborative production of objects, processes and infrastructures; generating an architecturewhich utilises local resources and expertise and is responsive to local needs. The Studio ran over a 20 week period between November 2017 and May 2018, and was attended by 13 students in the 5th and 6th year of their studies, working towards their RIBA Part 2 professional qualification.
Report, Booklet, EDI, Pedagogy, Participation, Dan Jary

HEDQF conference presentation - 2017

HEDQF conference presentation 2017.pdf

Presented at HEDQF conference in 2017.
Event, Presentation, EDI, Pedagogy, Participation, Dan Jary

Mind The Gap - live pedagogy in an era of localism - September, 2017

AAE 2017 Slides Final.pptx

AAE Conference 2017 Extended Abstract CB.docx

A joint-authored presentation given at AAE 2017, Oxford Brookes University with MArch graduate and PhD candidate Tom Moore.
“We present this work as a reflection upon the evolving role of ‘live pedagogy’ as a critical and transformative practice that operates simultaneously in academia and in real urban contexts. The capacity of live pedagogy to empower citizens and build local resilience is apparent now more than ever as the socio-political context shifts towards co-production. This paper will explore the opportunities that our staff and students have ‘to make a difference’ through our engaged teaching and research – to build capacity within local communities, to develop effective design solutions, to open up support networks and access to funding and ultimately to facilitate the production of better quality environments.
We celebrate these opportunities while exploring the ethical and pedagogical challenges that arise from them. The ambition of co-production is to close the gap between local citizens and the structures that produce our built environment. We believe our challenge is not to merely bridge that gap but to transform the nature of service provision in the process. Universities and, in particular, schools of architecture are well-placed to become ‘agents for change’, reconfiguring the gap between communities and traditional structures as a place for innovation and transformation, a place to take care, nurture and be ‘mindful’ of possible local futures.”
This is part of an ongoing ‘live evaluation’ of our live projects and live works partnerships done via interviews with clients. students and alumni focussing on four case-studies:Doncaster, Castlegate, Blackburn & Barnsley/Dearne Valley
Presentation, Journal Article, EDI, Pedagogy, Participation, Placemaking, Carolyn Butterworth

Urban Rooms Network - April, 2017

URN Canvas for Community Engagement.pdf

The Urban Room Network was set up in April 2015 with Carolyn Butterworth as the founding Chair. The network’s aim is to share best practice in place-based creative community engagement and promote the value of Urban Rooms across the UK. Our definition of Urban Rooms:
“Every town and city should have a physical space where people can go to understand, debate and get involved in the past, present and future of where they live, work and play. The purpose of these Urban Rooms is to foster meaningful connections between people and place, using creative methods of engagement to encourage active participation in the future of our buildings, streets and neighbourhoods.”
On the 25th of April 2017, The Big Meet #7: Engaging Communities in Place-Making, organised by a team from Live Works on behalf of the URN, took place in UCL. The ‘Big Meet’ is a bi-annual conference, organised by the Place Alliance, who campaign for place quality along with organisations across the UK who are working in the field of place-based community engagement. 90 delegates including local authorities, housing associations, community groups, regeneration bodies, education and arts organisations attended April’s Big Meet. The event showcased a range of projects from the Urban Room Network including the Sheffield School of Architecture’s Live Works, Blackburn Urban Room and Bristol Architecture Centre. In the afternoon delegates took part in a workshop, using a Canvas for Community Engagement developed by Live Works, to understand the challenges and opportunities in developing their own Urban Room or place-based community engagement project. They were prompted to consider the ethical and practical aspects of the project in order to ensure that the engagement would be locally relevant, sustainable and creative.
Presentation, EDI, Participation, Carolyn Butterworth

Online Chatrooms - 2017

The Use of Online Chatrooms for Participative Student Engagement.pptx

Presented at TUOS L+T conference and TESS conference in 2017.
Contents:
• 7 ‘elephants in the classroom’• Specific module requirements• The online chatroom• Reflections after application in one module
Presentation, Digital Learning, EDI, Pedagogy, Participation, Aidan Hoggard

Reflections on Architectural Education - 2017

aae-2017-proceedings_full-paper-Jary Hodgson Moore.pdf

This paper introduces the work of students on a joint MArch and Masters level module entitled ‘Reflections on Architectural Education’. The module explores innovative approaches to learning and teaching, whilst encouraging students to reflect on their own learning experience. Comparisons are drawn between architectural and non-architectural, UK and international contexts. The module engages students in wider debate about architectural education and ultimately in actively exploring and shaping practice in the School itself. In doing so it asks the students to consider teaching models employed within other disciplines, and the learning which takes place outside the studio.
Journal Article, EDI, Pedagogy, Participation, Dan Jary

The Careers Compendium - 2017

The Careers Compendium is part of a suite of educational resources, created in collaboration with Doncaster Civic Trust. The aim is to offer an accessible and easily digestible series of career information related to Architecture, Planning, Urban Design and Landscape Architecture. The compendium was created to sit alongside a study bursary scheme for Doncaster residents.
Resource for Secondary School Children, EDI, Participation, Leo Care

Four coursework submissions - 2017

Output Type: Coursework submissions for four taught modules of an MEd programme
1 Me as an educator2 Assessment in architectural education3 Technology Enhanced Learning4 Curriculum Design (The map is not the territory)
Presentation, EDI, Pedagogy, Ian Hicklin

Design Investigation, Design Illustration and Design Intervention: Research-led Teaching in M.Arch at the Sheffield School of Architecture - 2017

https://www.researchgate.net/publication/323120370_Design_Investigation_Design_Illustration_and_Design_Intervention_Research-led_Teaching_in_MArch_at_the_Sheffield_School_of_Architecture

‘Design Investigation, Design Illustration and Design Intervention: Research-led Teaching in M.Arch at the Sheffield School of Architecture’, Urbanism and Architecture, No.261, pp.18-23.
Journal Article, EDI, Pedagogy, History and Representation, Satwinder Samra

Studio Collaborative Production - 2016-2017

Studio Collaborative Production 2016-17.pdf

Automation and robotisation are changing the nature of labour and production, and transforming the way people engage with local governance, education and cultural exchange. How can we ensure that the new society which emerges from this changeenriches people’s lives, is socially inclusive and is protective of the environment?
Studio: Collaborative Production is a design studio run as part of the MArch degree course at Sheffield School of Architecture at the University of Sheffield. The Studio ran over a 20 week period between November 2016 and May 2017, and was attended by 12 students in the 5th and 6th year of their studies, working towards their RIBA Part 2 professional qualification. The studio explores the creation of a built environment which supports the collaborative production of objects, processes and infrastructures; generating an architecture which utilises local resources and expertise and is responsive to local needs.
The studio is located within Sheffield’s proposed Advanced Manufacturing Innovation District (AMID) which links the University’s Advanced Manufacturing Research Centre to the city centre along the Don Valley corridor. The project began with an investigation of the AMID study area, carried out alongside a critique of the existing local authority and University-led proposals. This revealed a vision which is primarily commercially driven, and lacking in opportunities for engagement of the local community. The students were keen to explore ways in which AMID can become a more socially diverse, inclusive and vibrantpart of the city.
Report, Booklet, EDI, Pedagogy, Participation, Dan Jary

A Certain Degree Of Uncertainty: Embracing Risk In The Thesis Project Via The ‘creative Survey’ - April, 2016

A Certain Degree of Uncertainty - AAE 2016.pdf

A paper presented at the AAE Conference at UCL in 2016.
“Over the past 10 years I have developed a pedagogical tool in my design studio, the creative survey. In this paper I suggest that this method can help students cope with, and indeed, welcome uncertainty into the design process and I reflect upon the problems, opportunities and consequences associated with this. Referring to interviews with past and present MArch students from my studio I will describe how this way of working has affected their attitude towards uncertainty within their education and within their ongoing careers in practice.I will describe how, in its development, the creative survey has expanded from a single exercise at the beginning of the design process to become the crystallisation of a broader critical methodology for the production of a thesis project that we believe has wider implications on architectural practice.
In the writing of this paper I have found the work of Helga Nowotny around uncertainty in science and social science, culminating in her book The Cunning of Uncertainty (Nowotny 2016), to be very useful and much of this paper’s enquiry is developed through the lens of her theories on the subject.”
In Sept 2016 I presented the paper to colleagues in MArch to help frame a discussion on how we might encourage more risk-taking and experimentation in thesis projects.
Journal Article, EDI, Pedagogy, Placemaking, Participation, History and Representation, Carolyn Butterworth

Everyone teaches, everyone learns: The mutual benefits of live pedagogy - 2016

Copy of Everyone teaches L&T Workshop Slides.pdf

The School of Architecture has a national & international reputation for live projects. For 16 years our students have collaborated with external partners in the professional MArch curriculum through Live Projects. Recently we have enhanced and expanded our learning and employment opportunities for our students through Live Works, SSoA’s new Urban Room, in Sheffield city centre. Live Works combines graduate employment on projects for external clients with opportunities for students and staff to engage the public in their learning and research. We will showcase two L&T projects that have developed via the combination of the Live Projects and Live Works initiatives. The projects demonstrate a hybrid model of learning where graduates, external clients, students and staff construct projects together. Clients and students engaged in these projects will reflect upon the mutual learning resulting from their involvement. Attendees will be helped to map and develop similar opportunities within their own curricula via a matrix developed for the session.
Presentation, EDI, Pedagogy, Placemaking, Participation, Carolyn Butterworth and Leo Care

Conference Paper 2, UCL, Enhancing Student Learning through Innovative Scholarship - 2016

Live Streamed Interactive Online Lectures in the School of Architecture_One year on..ppt

Conference Paper 2. Reflecting on new lecture approaches with student feedback.
Presentation, Digital Learning, EDI, Pedagogy, Participation, Aidan Hoggard

Little City of Makers - September, 2016

‘Little City of Makers’ was a project by Live Works in partnership with Arbourthorne Community Primary School for the Festival of the Mind. Staff, students and graduates from the University of Sheffield School of Architecture helped 60 ten year olds from Arbourthorne Community Primary School to construct a model of the future Sheffield that they would like to see. We worked with the children at their school and at Live Works using a variety of materials to make the buildings, structures, green spaces and transport systems of their future city. The children suggested the themes of Play City, Working City, Animal City, Night City, Nature City and Moving City. As they build their city they have were encouraged to ask: How will the city be made in the future? What will it be made of? Who will make it? Through the Festival of the Mind the city has been exhibited to the public as it grows. The project aimed to provide a valuable experience to the children, giving them the opportunity to learn new skills and introducing possibilities for their future interests and livelihoods. If our cities of the future are to be vibrant, inclusive and sustainable places to live and work we need to include children in their design. This is a chance to develop imaginative ideas for the challenges of the future including climate change, scarcity of resources and changing demographics. Along the way we also hope to inspire the children to become the architects, planners, engineers, policy-makers and engaged citizens of the future.
Event, EDI, Participation, Pedagogy, Placemaking, Carolyn Butterworth and Leo Care

TEL conference - 2016

New lecture approaches_Creating student directed conten.ppt

Presented at TEL conference in 2016.
Presentation, Digital Learning, EDI, Pedagogy, Participation, Aidan Hoggard

Studio Collaborative Production - 2015-2016

Studio: Collaborative Production is a design studio run as part of the MArch degree course at Sheffield School of Architecture at the University of Sheffield. The Studio ran over a 20 week period between November 2015 and May 2016, and was attended by 11 students in the 5th and 6th year of their studies, working towards their RIBA Part 2 professional qualification.
The educational nature of the Studio requires the students to produce projects of a scale and complexity that goes beyond what is likely to be immediately realisable in the current economic and political context. As a result the proposals are deliberately provocative and aspirational. The ideas and imagination shown hopefully offer a vision of the future which can inspire and empower the next generation.
The starting point for the Studio is a realisation that the prevailing economic model of speculation and market-driven change is broken, and that there is a need for greater recognition of interdependency, social capital and local value. Goldthorpe – a former mining town in South Yorkshire – has been identified as a place marginalised by current economic and social policy, and a rich context in which to explore an alternative approach.
The work of the students explores a future where a sharing economy becomes mainstream, promoting non-market production and social enterprise. Students have been encouraged to develop an architecture which supports the collaborative production of objects, processes and infrastructures; an architecture which utilises local resources and expertise and is responsive to local needs.
Report, Booklet, EDI, Pedagogy, Participation, Dan Jary

Studio Collaborative Production 2015-16.pdf

Collaborative Production; working with marginalised communities - 2015-2016

This presentation explores the work carried out by students from the School of Architecture in Goldthorpe, a former mining village in South Yorkshire, exploring the value of:
• Sustained community engagement• A range of project types and activities• Working across disciplinary boundaries• Working collaboratively to address local needs• Engagement through participation• Research by design
Presentation, EDI, History and Representation, Pedagogy, Participation, Dan Jary

DJary L+T conf slides 2017.pdf

View the students projects at:

https://studiocollaborativeproduction.wordpress.com/

The Value of Civic Engagement in Learning and Teaching - 2015

TESS Senate Award Conversations Presentation
The presentation focused on a collaboration with Doncaster Primary Schools and Doncaster Civic Trust. Looking at the mutual benefits of delivering a design competition for schools that is supported by Architecture and Urban Design students. The students design and deliver a workshop in Primary Schools to help children develop and create their design submission. The presentation also focused on the importance of the ‘virtuous learning circle’ that the project establishes.
Presentation, EDI, History and Representation, Pedagogy, Participation, Leo Care

You Are Here - December 2015

FINAL You Are Here exhibition boards.pdf

LW Project Summary You Are Here.pdf

‘You Are Here’ was delivered in three parts:• the commission of 3 site specific temporary artworks for Sheffield city centre by international artists Sans façon, Leo Fitzmaurice and The Office for Subversive Architecture• a symposium ‘We Are Here’ about art & architecture interdisciplinary practice• an exhibition at Live Works and a publication presenting the outcomes
Aims: To showcase the benefits of artists and architects working collaboratively on sitespecific socially-engaged projects, sited in the local context of Sheffield, but then drawing out lessons for practice on a national level. ‘You Are Here’ was funded by ACE and delivered in collaboration between curator Jane Anderson, Live Works and SSoA students.
Report, EDI, material cultures, participation, placemaking, Carolyn Butterworth

School Building: Key Issues for Contemporary Design - 2015

For some time now, school buildings have represented an important field in architecture, and there is an enduring interest in the challenges this design task presents. This publication explains in eleven chapters the central parameters for this architectural typology: The role of the school in the community or neighbourhood, questions of sustainability, flexible spaces for learning, the role of furniture, participation in the design process, learning outside the classroom, landscape design, opportunities and challenges of special schools, and the role of new pedagogical concepts. Each theme is thoroughly investigated and illustrated with numerous buildings presenting model solutions for specific problems or aspects.
Journal Article, EDI, Pedagogy, Participation, Building Performance, Leo Care and Howard Evans

2Up 2 Down - 2015-2020

Commissioned by Liverpool Biennial and International artist Jeanne Van Heesvijk to co-design and develop a community bakery and retrofit local housing with local young people. The project has been widely published and featured in the Observer and The Guardian. Within my role at URBED I was involved in the design and implementation of both the participartory design process and the bakery fit out. More recently I inputted into an exhibition of the work in at the BAK Gallery in Utrecht running from the 14/09/2019 through to 12/01/2020. I used the experience from the project to create a lecture which I have given regularly as part of the Participation in Architecture and Urban Design Module
Press Article, Built Project, Event, EDI, Placemaking, Participation, John Sampson

http://urbed.coop/projects/trainings-not-yet-exhibition-utrecht

'This is not about gentrification’: the pie shop reviving an Anfield street

Architecture and Resilience - September, 2015

Provocateurs or Consultants.pdf

This paper presents co-production as the means by which dialogue can be fostered and control devolved to communities, by exploring how partnerships between SSoA, SCC and local partners have been formed through recent activities in Castlegate. Opportunities and tensions inherent in this relationship are often manifested through questions about the role a university can and should play in building community resilience. Drawing on interviews with students, academics and local partners in Sheffield, the differing priorities, timescales and expectations inherent in this partnership are examined, and suggestions made, so that it might serve as a model for future co-production in urban regeneration. In doing so, the aim is to explore how work produced in academia can maintain its critical pedagogical position while still fulfilling a useful role in facilitating co-production in local communities with, and even on behalf of, local authorities.
The paper has now been published as an interview in the book ‘Architecture and Resilience’.
Journal Article, EDI, Placemaking, Participation, Pedagogy, Carolyn Butterworth

Castlegate Festival - June 2015

LW Project Summary Castlegate Festival.pdf

Live Works designed and delivered the following for the Festival:• publicity material and map• exhibition in Castle House of student design and research work for sites in Castlegate• engagement activities in Castle House using the ReMake Castlegate (Festival of the Mind) model
Aims:To make a creative contribution to the inaugural Castlegate Festival, 21-22 June 2015. The aims of the Festival were to:• provide family friendly, inclusive activities• increase footfall and engage with the people of Sheffield• promote the area and improve people’s perception of Castlegate• tell the stories of Castlegate’s history and future plans through imaginative art installations, exhibitions and activities
Report, Event, EDI, Participation, Placemaking, History and Representation, Carolyn Butterworth

Imagine Castlegate - September, 2015

Imagine Castlegate.pdf

LW Project Summary Imagine Castlegate.pdf

I edited a 112p book, 750 copies printed, exploring how a mix of vibrancy events and real projects are transforming Castlegate including:• work from SSoA and Dept. of Landscape• ReMake Castlegate• community groups FOTH and FOSC• Castlegate Festival & Sheffield BazaarSept. 15 the book was launched to 100 delegates at the international conference ‘Architecture and Resilience at the Human Scale’ & distributed across TUoS, stakeholders, national and international networks.
Aims: To produce a book that showcased the work done over 12 months by The University of Sheffield in Castlegate, an area of Sheffield city centre in decline. The intention was to demonstrate the value of the teaching and research that had taken place in the area, in collaboration with local organisations and community groups.
Report, Book, EDI, Participation, Placemaking, Carolyn Butterworth

TESS conference - 2015

Presentation, Digital Learning, EDI, Pedagogy, Participation, Aidan Hoggard

Every student a voice every student active using response systems for collaborative teaching.ppt

Show_Tell_07012015_APiekut_final.pptx

Presented at TESS (Teaching Excellence in Social Sciences) conference in 2015.

SHOW&TEL; Teacher-Enhanced Learning for the Faculty of Social Sciences at the University of Sheffield.

All together now: how to build a social campus - December, 2015

All together now_ how to build a social campus _ Higher Education Network _ The Guardian.pdf

University campuses are intended as social spaces, yet their design often sends out the opposite message. Designers go for unusual shapes in an attempt to portray youth and vibrancy, but these can result in oddly proportioned spaces that are difficult to use. Bright colours, liberally splashed about to make areas seem lively, can feel jarring, and soon date.
Outdoor spaces can be just as problematic: think of all those walkways and squares across which students and staff march on their way somewhere else. Many are devoid of communal activity, overshadowed by buildings and lacking greenery. When budgets are tight, this is an area that often suffers.
For a social space to function well, the inside and the outside need to be considered together during the design and subsequent use. So how can we create truly social campuses?
Journal Article, EDI, Pedagogy, Participation, Building Performance, Satwinder Samra

Liveness in the School of Architecture - 2015

TESS slides LC and DJ 2015.pdf

Presented at TESS (Teaching Excellence in Social Sciences) conference in 2015.
The School of Architecture has pioneered a range of ‘Live’ learning experiences for UG and PG students. The richness and value of such approaches are recognised by staff and students alike, with Live projects firmly at the centre of the School’s identity and student offer. We see Liveness as a central approach to our future teaching, providing a supportive academic environment for students to interact with real people in the real world with real issues to address.
One of the challenges that we face in Live project work is making the assessment process an integral part of the learning experience rather than a tick box exercise. But how can we equitably, accurately and sensitively assess Live work, when processes and outputs are heavily influenced by the vagaries of a real life context, client whims and a myriad of public viewpoints?
Our presentation will be based around the following key themes, which will act as a framework around which various Live projects from UG and PG will be explored. We will aim to reflect on the successes of the projects in terms of Liveness and look at how our approach can be refined for future students, to ensure that a resilient and sustainable model is in place.
Presentation, EDI, Pedagogy, Placemaking, Material Cultures, Building Performance, Participation, Dan Jary and Leo Care

Healthy Design Creative Safety Agenda - 25th March, 2014

Healthy Design Creative Safety Agenda 25 March 2014.pdf

Healthy Design, Creative Safety - Workshop
Event, EDI, Pedagogy, Participation, Material Cultures, Building Performance, Dan Jary and Leo Care

ReMake Castlegate - September, 2014

ReMake Castlegate Culture Consortium.pptx

ReMake Castlegate was a project developed in partnership with Yorkshire Artspace and commissioned artists Simon le Ruez, Anne-Marie Atkinson and Clare McCormak to explore the past, present and future of the Castlegate area of Sheffield. As part of Festival of the Mind 2014 local people were invited to work with a large physical model of Castlegate, to express, record and share memories, opinions and ideas for the area. The project was hosted at Exchange Place Studios, where, over the course of the Festival, we invited local people and businesses to add to and remake parts of a large physical model, capturing what has been lost, what remains, and what could be. Over the week we had 800 visitors and saw Castlegate re-made by many hands, all revealing the area’s diversity and idiosyncrasies. The findings from the project were presented at Urban Design Week and to the Culture Consortium and SCC. The project was the catalyst for years of SSoA working in Castlegate through multiple Live Projects, Live Studios and co-production with SCC and local stakeholders.
Presentation, EDI, Participation, Placemaking, Carolyn Butterworth and Leo Care

Living & Learning - 2014

aae 2014 conference proceedings.pdf

During the AAE conference, Live Works will be based at Union Street, in the City Centre. We aim to offer an event based around a recent research project looking at the cultural value of architecture. There will be an interactive exhibition based on workshops with members of the public looking at how they value architecture. Delegates will also be offered a Spotter’s Guide, to go out and explore some key buildings in the city centre and appraise the value of them. We hope this activity will provide an interesting counter-point and fringe event to the conference; providing a city centre orientation station and showcase how SSoA engages the people of Sheffield in its work.
Presentation, EDI, Placemaking, Participation, History and Representation, Carolyn Butterworth and Leo Care

Blackburn ReMade - 2013

Blackburn Remade Print Final.pdf

(re)create Blackburn was a Live Project by fourteen architecture students from the University of Sheffield. Between September and November of 2013 they collaborated with Blackburn and Darwen Council’s Blackburn is Open programme and the community of Blackburn. The project aimed to revitalise Blackburn town centre through the promotion of the creative industries.

Book, EDI, Placemaking, History and Representation, Participation, Carolyn Butterworth

The Cultural Value of Architecture - June, 2014

AAE LW Workshop.ppt.pptx

Part of an extensive AHRC funded ‘CulturalValue’ research project, ‘The Cultural Value of Architecture’ aimed to develop new ways of evidencing value in the discipline. Live Works were commissioned by Prof. Flora Samuel to run participatory workshops to explore how people perceive different types of value in the built environment and enrich the research through these findings.
Live Works ran two rounds of workshops with schoolchildren from Dearne ALC School.• a guided tour of key spaces and buildings in Sheffield city centre, to explore the decisions affecting the design of buildings and the impact buildings have on us• Live Works visited the school to work further with the children on their own built environment The outcomes of these and workshops with Blackburn College students informed the findings of the research project.
Report, EDI, History and Representation, Participation, Carolyn Butterworth

A Live Currency: introducing The SSoA Live Projects Handbook - 2014

Copy of A Live Currency Journal Article.pdf

At Sheffield School of Architecture, with fifteen years of Live Projects, we are reflecting upon the value that Live Projects bring to our students’ learning, skills and employability. The Live Projects Handbook is central to this, demonstrating to our students the relevance of Live Projects in contemporary education and practice. This paper describes the Live Projects Handbook, highlighting its key role communicating Live Projects as both complement to and critique of the design studio. Our students gain immediate learning from Live Projects, while using them as critical tools to reflect upon architectural education and practice. The Live Projects Handbook is an important addition to the support we offer our students in this reflective and critical process. Featuring past projects and contributions from clients and students, the Live Projects Handbook makes explicit how Live Projects can problematise and expand upon the roles of the design studio, the architecture student and the architect.
Journal Article, EDI, Placemaking, Pedagogy, Participation, Carolyn Butterworth and Leo Care

Live Projects Handbook - 2013

Live Project Handbook small.pdf

The handbook demonstrates the many aspects of Live Projects, combining project case-studies, practical guides to management and assessment, reflection on learning experience and consideration of the wider impact on communities, architectural education and practice. Along the way you will encounter the many voices that collaborate in Live Projects; students, alumni, clients and teaching staff. This handbook seeks to promote a ‘live’ way of learning, practicing and thinking about architecture. Working in response to the complexity of real-life situations enables students to experience the potential of research by design and to reflect simultaneously upon the processes, roles and effects of architecture.
Book, EDI, Pedagogy, Participation, Carolyn Butterworth

Approaches to health and safety teaching and learning in undergraduate schools of architecture - 2013

Healthy design creative safety report 2013.pdf

Key findings of this report:
1. This research has found evidence of innovative and creative ways of teaching health and safety. It has also revealed that such good practice often addresses H&S in indirect ways and knowledge is rarely shared between institutions, resulting in variability of approach and delivery of the subject.
2. Health and safety is an appropriate subject to cover in undergraduate schools of architecture. There is an academic imperative to the subject and it is not just something that should be dealt with in practice. Many interviewees recognised the need for the subject to be creatively addressed.
3. ‘Health and safety’ is sometimes perceived negatively by students and staff. This is largely due to a misconception that the subject is purely concerned with applying a set of rules in practice.
4. Live Projects offer an effective context to learn about risk management and issues of health and safety. Students benefit from working with real clients and scenarios, and from an active engagement with the process of making.
Report, Journal Article, EDI, Pedagogy, Participation, Material Cultures, Building Performance, Dan Jary and Leo Care

Cinema Under the stars; Heritage from below - 2013

Published; 2014Heritage culture and identity, Who Needs Experts, countermapping cultural heritage.Chapter 9 p133-146Edited John Schofield, university of YorkIsbn 978-1-4094-3934-9

This chapter takes as its focus an open-air, ‘pop-up’, site-specific cinema in the car park at Marshall’s Mill, Leeds, a Grade II* listed former flax spinning mill. In the shadow of the official heritage of the mill, this was a Do-It-Yourself event. Counter-mapping heritage, cinema and place. Schofield and Szymanski (2011: 7) suggested that heritage might come alive when “artistic practice connects people to place in imaginative and often unforeseen ways.” This chapter celebrates the sometimes surprising possibilities for counter-mapping cultural heritage involving cinema under the stars and heritage from below. In many respects we had created a, ‘Derive’, simply defined in 1958 as a ‘mode of experimental behaviour linked to the conditions of urban society: a technique of transient passage through varied ambiences.’ ‘’Debord, Guy, ‘’ theory of derive’’ in Andrettotti and Costa, theory of the derive, 1996
Neither of us has much experience in cinema or heritage projects. We started out, for different reasons, simply hoping to enjoy an open air screening of our own making. Brett had grown up during the 1970s with drive-in theatres in the USA; he lectures on youth arts and urban leisure. Simon was planning on showing films in his garden and, as an architect, his practice centres on urban design; he is based in offices at Marshall’s Mill. After weather postponed another small scale back garden attempt we sketched out our initial ideas in the most hallowed traditions on cocktail napkins over pints in pubs. Fuelled in this way our ideas escalated and Simon’s back ground as a practicing architect prompted, ‘Direct action’ not to talk and dream but to act! As our plans for the site-specific cinema grew, we had a series of fortunate windfalls, including a partnership with the UK Green Film Festival. After nine months of planning (and pints), in May 2012 we hosted a screening of the film Happy (2011 Dir. Roko Belic) in the Marshall’s Mill car park. In sum, the event became something far more interesting than we had initially envisioned.
Book, EDI, History and Representation, Placemaking, Simon Baker

What is it like at SSoA? - 2013

A4 - what is it like at SSoA (1).pdf

This project was the result of successful bids to the (no longer available) Faculty Curriculum Development Fund. ‘What is it Like at SSoA?’ is effectively a ‘transitions’ handbook intended to help support students through diverse gateways into, through and out of the School.
Booklet, EDI, Pedagogy, Participation, Ian Hicklin and Leo Care

Fourteen Videos - 2013

This project was the result of successful bids to the (no longer available) Faculty Curriculum Development Fund. Fourteen videos were developed on the back of the ‘What is it Like at SSoA?’ publication to provide contextualisation of architectural education in other forms.
Film, EDI, Pedagogy, Ian Hicklin

Feedback Handbook - 2012

This project was the result of successful bids to the (no longer available) Faculty Curriculum Development Fund. Feedback Handbook was prompted by the School (and University) having dreadful ‘Feedback’ scores in NSS and in-house student satisfaction surveys.
Presentation, EDI, Pedagogy, Ian Hicklin

Brentford Lock West - 2012

A new sustainable neighbourhood in Brentford for ISIS Waterside Regeneration Ltd.
Within my role at URBED I worked in collaboration with Johannes Tovatt Architects, Klas Tham, Tibbalds and Camlins to achieve an outline planning for a 500 home mixed use neighbourhood.
The design process was one of collaboration with the local community based on URBED’s ‘design for change’ technique. This started with workshops run over two evenings at the start of the process in a local café. Residents and stakeholders from the area used the first to develop a shared understanding of the area today. The second evening focused on generating a number of different options for the site through ‘collages’ and plasticine models.
The project was Awarded the Urban Design Group Practice Award 2012. The project continues to win architectural awards as it is built out.
Press Article, Built Project, EDI, Placemaking, Participation, John Sampson

http://urbed.coop/projects/brentford-lock-west

URBAN DESIGN 120 Autumn 2011 | URBAN DESIGN Journal Issue | Urban Design Group