Pedagogy

Live projects

Live Projects Instagram, ongoing

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

Live Projects SSOA (@ssoa_liveprojects) • Instagram photos and videos821 Followers, 392 Following, 107 Posts - See Instagram photos and videos from Live Projects SSOA (@ssoa_liveprojects)

Architects Climate Action Network

ACAN Education Working Group, ongoing

Sam volunteers with the Architects Climate Action Network (ACAN), participating in its working group on Education.Event, Climate Emergency, Pedagogy, Sam Brown

Professional organisation

AECB, ongoing

Member of the Association for Environment Conscious Building (AECB), attending annual conference, contributing to discussion groups and participating in continuing professional development.https://aecb.net/Membership, Climate Emergency, Building Performance, Pedagogy, Sam Brown

AdvancedHE teaching award

Collaborative Award for Teaching Excellence, August 2025

The AdvanceHE Collaborative Award for Teaching Excellence (CATE) is a national award that recognises and rewards collaborative work that has had a demonstrable impact on teaching and learning and highlights the key role of teamwork in UK higher education. The winning teams demonstrate innovative approaches to collaborative teaching that have transformed student experiences and outcomes.The winning ELSSA (Engaged Learning at Sheffield School of Architecture) team comprises staff and students who have made substantial contributions to 'live' pedagogy over the last 10 years at Sheffield School of Architecture; Carolyn Butterworth (Team Leader), Leo Care (Deputy Team Leader), Sam Brown, Emre Akbil, Maša Šorn, Tom Moore, Claire Tymon and Rowan Mackay.ELSSA at the University of Sheffield transforms architecture education through engaged learning. Students collaborate with communities on real projects, building vital skills in leadership, communication, and problem-solving. This comprehensive programme of curricular and extra-curricular ‘Liveness’ creates confident, socially conscious architects, impacting both professional practice and global higher education.AdvanceHE Announcement, Sheffield University Announcement (requires Staff login)Accreditation, Event, Inclusivity , Participation, Pedagogy, Carolyn Butterworth, Emre Akbil, Leo Care and Sam Brown

“ELSSA has made a profound impact on the education culture at our University. We are immensely proud of the impact our students, staff and graduates have on their communities and professions; ELSSA typifies this commitment to civic engagement and is a beacon initiative for our university."

Dave Forrest, Deputy Vice-President for Education, The University of Sheffield

Copy of Decolonising Environment and Technology - Rachel Harris_University of Sheffield

Technology teaching

Technica Convention, 9th May 2025

Successful abstract submission and 15 minute presentation given at this annual convention for Technology Subject Leads hosted by Manchester School of Architecture. I presented 'Decolonising the Curriculum: A cross disciplinary initiative - What does this look like for Environment and Technology?'Event, Presentation, Inclusivity , Pedagogy, Rachel Harris

Widening Participation: Making Workshop

Designing for Inclusion, 2025

I designed and delivered a highly effective making workshop as part of the School's Widening Participation efforts with The Sutton Trust. Dialogic principles were embedded within the workshop to engage participants in collaborative design challenges, supporting the development of essential skills and culminating in the construction of a miniature community. This direct engagement has demonstrably enabled students from underrepresented backgrounds in accessing higher education within our school.Workshop, Inclusivity , Participation, Pedagogy, Jennifer Kerr

Book

The Backpacker's Guide to University, 2025

Most recently I have written a book, ‘The Backpackers’ Guide to University, an Undergraduate’s Guide to Travelling Well and Staying the Course’ (Crown House, 2025) in which, with my co-author Martin Griffin, we draw on our 45 years’ experience teaching undergraduates and sixth formers to bring students the ultimate guide to making the most of their time in further education. We demystify the language of university and share guidance on adjusting to university study, campus life and independent learning. The book urges students to embrace the 'backpacker approach', a transformative mindset that will empower them to immerse themselves in the spirit of adventure and seize every opportunity that university life has to offer.Book, Pedagogy, Jo Phillips

Technology teaching

Critical Material Appraisal, ongoing

Sam worked with the Students for Climate Action group at the Sheffield School of Architecture to curate and share a set of resources produced by MArch in Architecture students as part of their ARC554 module, Environment & Technology 1. The work is titled the "Critical Material Appraisal" (CMA) and asks students to work in groups to develop a body of design research relating to the material, technical and environmental themes emerging from their design studio work. The brief for the assignment asks students to develop a resource for use by their studio and, if relevant, by the wider MArch cohort, School of Architecture or external partners and collaborators. The work ranges from in-depth worked examples and critique of embodied carbon calculations, to original research into the production of construction materials using waste or byproducts of bio-remediation, as well as the exploration of the vernacular way of building in particular places around the world. The exhibition aims to make the products of tis research available and accessible to other students and to cultivate reflection on the emerging body of knowledge generated by students in the School.BESCA CMA ArchiveExhibition, Online resource, Climate Emergency, Material Cultures, Pedagogy, Sam Brown

Technica Conference

Teaching Technology in Architecture Conference, May 2024

Technology Leads from UK Arch Schools participated in a full day event, exploring ways to advance teaching and research of technologies subject.ARC207 is under development and a presentation at the conference will inform how embodied carbon can be better incorporated and represented within the module.A full set of conference slides is available from the E+T team.Event, EDI, Building Performance, Pedagogy, Jennifer Kerr, Sam Brown, Yun Wu and Pierangelo Scravaglieri

Technica abstract_the two cultures.pdf

Technology teaching

The two cultures: reconciling the qualitative and quantitative in environmental design, February - May 2024

This conference paper explores, using an undergraduate Environment and Technology module as case study, how curriculum and assessment can be designed to embrace a holistic interpretation of environmental design, recognising the importance of reconciling the qualitative and the quantitative. Presentation, Climate Emergency , Pedagogy, Yun Wu

Technica presentation_the two cultures.pdf

Designing for the Climate Emergency

Reflection on use as a studio teaching tool, 2024 - ongoing

In support of the recent publication by Aidan Hoggard and others titled "Designing for the Climate Emergency", Sam Brown and Rachel Harris have organised sessions with design studio teaching staff at the Sheffield School of Architecture intended to introduce the book to key staff and support its use in studio. The sessions included an overview of the book's structure and content and an invitation to feedback on the experience of using it directly with students, to be compiled into a reflective piece at the end of the academic year. The feedback will be provided to the authors and publishers to inform further editions of the book. A concurrent strand of work aims to promote the use of the book with students so that design studio work explicitly addresses the challenges of the climate emergency in a manageable way aligned with students' progression through the undergraduate and post-graduate courses.Journal Article, Climate Emergency, Pedagogy, Sam Brown, Rachel Harris

(p)ersonalised (VE)ntilation and shading (D)esign for residential elderly (Ca)re environment

pVEDCa, 2024

Ongoing collaboration with academic colleagues, students and a "live" client to simultaneously develop analysis and proposals for a case study sheltered housing project located in Sheffield, together with teaching materials based on the work for use in a variety of academic modules.Climate Emergency, Building Performance, Pedagogy, Sam Brown, Dan Jary

Faculti interview

A Part of and Apart From, 2024

At the 'School Fundamental' Festival in Bauhaus, Dessau, Leo Care and Carolyn Butterworth discussed live educational experiences and student project polariza...faculti.net/a-part-of-and-apart-from

5 Years on from delivering a workshop at the Bauhaus Centenary Festival, an Interview for the Faculti Research Insights Streaming Platform enabled a reflection on the work and the continued development of our teaching around ideas of Live Learning and Speculative design projects. Video Interview, Participation, Pedagogy, Leo Care and Carolyn Butterworth

Higher Education Academy

Principal Fellow of the Higher Education Academy, November 2023 - January 2024

I undertook my application for Principal Fellow of the Higher Education Academy over the last quarter of 2023. The process involved a close examination of my processes and approach to developing and leading the dual architecture and landscape programs over the last 20 years. The submission explored my work to develop both national and international recognition and impact around collaborative, interdisciplinary education. The resulting qualification made me one of only two recipients of PFHEA within the University of Sheffield this year."Your engagement and passion for your work shone through in the discussion, and was complemented well by the clarity of your thinking and the examples you provided to explain your approach to strategic leadership. Given your field and context you made an extremely strong case against the requirements of Descriptor 4, and while your sphere of influence in the institution could be broader, it’s clear that you have extensive influence across your wider profession. Your discussion of how you negotiated and persuaded others to come on board was especially insightful. Similarly, the way you draw on alumni to create a community of practitioner educators who can model your approach in supporting future practitioners nationally and internationally is incredibly powerful, and the fact that this is being adopted elsewhere is testament to your leadership."https://staff.sheffield.ac.uk/news/two-principal-fellows-names-amongst-71-new-fellows-higher-education-academy-heaClimate Emergency, Pedagogy , Howard Evans

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

Workshop

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.Workshop reportBook, Workshop, Climate Emergency, EDI, Pedagogy, Emre Akbil

Equal access to architecture

Collaborative Practice: Designing, Communicating and Diversifying Architecture, September 2023

Key Note Lecture 'Collaborative Practice: Designing, Communicating and Diversifying Architecture. Lecture describing how to improve accessibility to architecture though the design of practice based models, better mediation and improving technology enhanced learning. "An excellent and inspiring talk this morning from Keynote speaker Satwinder Samra. I was privileged to have one of my questions answered which resulted in some great advice." Liz Walkden Learning Technologist Lancaster University"If you want a really great keynote to watch this weekend, personal recommendation is ALTC 23 by Satwinder Samra" Santanu Vasant Head of Education Development and Digital Education, London Metropolitan UniversityPresentation, Digital Learning, Pedagogy, Satwinder Samra

OLD.mp4

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

Inclusion Emergency: Diversity in Architecture

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

ARC554 24-25- Lecture 02 - Gando School Buildings_ISSUED

Technology teaching

Gando School Buildings by Francis Kéré, 29th March 2023

Sam prepared an in-depth case study on the school buildings built at Gando in Burkina Faso, initiated and designed by the Burkinabé architect, Francis Kéré. The case study was used as the basis of new teaching content in the MArch in Architecture module, ARC554 - Environment & Technology 1, in support of efforts to include content situated in climate contexts other than western Europe within a diversified offering to students. Presentation, Climate Emergency, Building Performance, Material Cultures, Pedagogy, Sam Brown

Inclusive co-production

Inclusive Learning Toolkit, 2023 - Present

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 and Cith Skelcher

Podcast

Live Works Student Placement Reflections, 2023 - 2024

Recorded for The Faculty of Social Science’s new ‘Education Edit’ Podcast series, we discuss the experience of graduate Ruth Tay in delivering and coordinating projects for The School of Architecture’s Live Works urban room and project office. Ruth’s role marked the first time that an architecture graduate has been able to undertake their professionally accredited practice experience with Live Works. Podcast, Digital Learning, Climate Emergency, Participation, Pedagogy , Leo Care

Live projects

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, Participatory, Leo Care and Carolyn Butterworth

Teaching resource

Feedback, Assessment and Reflection Guide, 2023 - 2024

This guide has been developed to help anyone involved in: receiving and giving feedback, assessment activities and reflection processes. It is a resource for students, staff and guests. The aim is to give people a better understanding of these fundamental areas of learning and teaching, to ensure that everyone can make the most of their education at the Sheffield School of Architecture. Website, Pedagogy, Leo Care, Ian Hicklin and Stuart McKenzie

Perspectives on teaching architecture and urbanism

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, Pedagogy, Placemaking, Design, Emre Akbil

Copy of TECHNICA_2023_Harris and Brown_Uni of Sheffield_Subject Area Review and Emerging Roles.pdf

Technology teaching

Technica Convention, 2023

Rachel Harris and Sam Brown contributed presentations to the inaugural Manchester School of Architecture Technica Convention - an event designed to bring Technology subject leads together to present work and collaborate on the most relevant issues facing our subject. Rachel presented 'Whole Life Carbon and Comfort: ARC308 final Y3 module case study'. Rachel also jointly presented with Sam Brown: 'Environment & Technology Subject Area review - a work in progress.'Event, Presentation, Climate Emergency, Pedagogy, Sam Brown, Rachel Harris

Downtown Cairo is many things, however, it is not a haven for cyclists.www.aucegypt.edu/news/auc-university-sheffield-students-collaborate-boost-egypts-first-bike-share-program

Live projects

Cairo Bike Project, 26th September - 4th November 2022

The Cairo Bike Live Project took place in Cairo, Egypt as part of the University of Sheffield School of Architecture's Live Projects Programme 2022-23. It explored the ongoing initiative by the Cairo Governorate and UN-Habitat to establish a bike-sharing scheme within wider efforts to decarbonise the Downtown area of the city. The Live Project was set within a longer-term collaboration between the Architecture Department at the American University in Cairo and the Egyptian office of UN-Habitat, with Egyptian architecture students undertaking analysis of the bike sharing scheme as part of a course in urban design. The Live Project itself invited students from the UK to visit Cairo and collaborate with local students to develop a period of fieldwork designed to understand how the bike scheme's pilot phase is perceived by residents and citizens in order to offer insight and proposals for future phases. The Live Project was funded by the University of Sheffield School of Architecture and made possible by local facilitation in the field by Momen El-Husseiny, Associate Professor of Architecture and Urbanization at the American University in Cairo.Journal Article, Film, Climate Emergency, Pedagogy, Participation, Sam Brown

Summer exhibition

SSoA London Exhibition, 4-6th July 2022

The London Exhibition takes place annually in Spitalfields Market. It is an opportunity for the School of Architecture to showcase the wonderful talent of our students within a vibrant venue in central London. Students, staff, alumni and prospective employers are invited to attend a series of events that celebrate the achievement of our students and help them to make connections with design practitioners. Event, Exhibition, Pedagogy, Participation, Simon Chadwick

Architectural education

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

Architectural education

ARB CPD Focus Group, 20th June 2022

The Architects Registration Board (ARB) is developing a scheme for monitoring continuing professional development (CPD) that will encourage architects to maintain and develop their competence to practise. Sam was invited to participate in a focus group designed to develop the detail of ARB's proposed CPD scheme, ahead of a public consultation later in 2022.Event, Pedagogy, Sam Brown

Book chapter contribution

Collaborative Design and Practice: A New Future for Architecture Together, April 2022

Invited to contribute to a book chapter Authored by Fielden Clegg Bradley Studios detailing my collaboration with them in incorporating FCBS Carbon calculator into my Y3 E&T module teaching and assignment. Chapter titled: 'Getting to Grips with Embodied Carbon: How a Collaborative approach made FCBS Carbon more resilient, easier to use and more relevant to the climate crisis.'Book, Climate Emergency, Building Performance, Pedagogy, Rachel Harris

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

Layered Concepts of 'Design' and 'Design Research' in Architecture

The Pavilion as ‘Research by Design’ Method, Spring 2022

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'.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.htmlJournal Article, EDI, Pedagogy, Material Cultures, Jennifer Kerr

Professional gathering

International Cohousing Summit, 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."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.SSoA News: OpHouse group at international cohousing summitPresentation, EDI, Pedagogy, Participation, Sam Brown

Student resource

ASCA Climate Resources Hub, 2022 - 2024

Within the School of Architecture we place significant emphasis on supporting and facilitating student led learning. As a Department we have embraced the emergence of ASCA and valued the role they have played as a critical friend. I secured an Education Grant in 2022 in partnership with the group that has helped to invigorate and enhance their activities over the course of the year and beyond.Recognised the long-standing challenge in universities of sharing and disseminating the exceptional work, often laden with specialised knowledge, particularly in light of the climate crisis both with and beyond the school I supported ASCA facilitated by the Education Fund to established a virtual platform called the "Climate Resource Hub." Using the widely accessible Miro platform, commonly used in the school of architecture, this hub initially became a centralised repository for all things climate-related. It featured an extensive, organised reading list, showcases master's level works on critical material appraisals for a deeper understanding of climate-conscious materials, provides an active events calendar, links to talks we hosted, climate-related articles, and fosters collaboration and suggestions from fellow students. Over the summer, the platform continued to evolve into a Climate resource website.Event, Website, Toolkit, Climate Emergency, Building Performance, Pedagogy, Participation, Material Cultures, History and Representation, John Sampson

"The response to the Climate Emergency has developed into a real strength of the programme. I was amazed how the school had stepped forward in response to the Climate Emergency over the past 2 years."

Prof. Sussanne Hoffman, MArch External Examiner 2023

ReLearning High Streets.pdf

Project catalogue

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

Student resource

MArch Internal Exhibition, 2021 - 2024

Alongside Cith Skelcher I developed an internal exhibition to share, celebrate and disseminate the MArch Studio Projects within the cohort. The resource replicates the physical internal exhibition that used to take place within the Arts Tower prior to the switch to digital assessment. For students the resource provides the opportunity to reflect on their own work within the context of their peers. For staff the resources helps to support their teaching practice by providing an archive of student work which they can draw upon within their own teaching.2024 Internal Exhibition2023 Internal Exhibition2022 Internal Exhibition2021 Internal ExhibitionExhibition, Digital Learning, Pedagogy, John Sampson and Catherine Skelcher

Walkley Festival & Walkley Library Exhibition, 2021 - 2022

This project 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."Last Thursday we had a visit of Y3, Y4 and Y5 pupils from St Mary’s Academy, Walkley to look at their artwork of Walkley Library, St Mary’s and Ebenezer Churches, St Mary’s School and a number of pubs and restaurants. The Y4 teacher Michelle Grant talks every year about what architects do, and they were all thrilled to look at your students sketches and drawings. The previous Friday, in Ruskin Park, just under 20 Y5 pupils had been really helpful marking out the houses in Harworth Street which was demolished in the slum clearance in the 1970s. The Walkley history tent proved to be very popular at the Fun Day on the Sunday." Chris Reece, Chair of Walkley Carnegie LibraryExhibition, Pedagogy, Participation, History and Representation, Wei Chan Chia

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

Inclusion at SSoA

The SSoA Voices Survey, November 2021

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 Theory, Participation, Jennifer Kerr and Catherine Skelcher

Sam Brown - Certificate of Attendance Masterclass Net Zero.pdf

Knowledge sharing

Getting to Net Zero: Masterclass, 14th July 2021

The increased focus on the Climate Emergency has led to a stream of declarations to achieve Net Zero. But what does that actually mean to the built environment? Do we really know how to design and deliver a true net-zero building? This masterclass was undertaken collectively by design studio teaching staff, module leaders and programme leaders in the undergraduate and MArch programmes at the University of Sheffield School of Architecture as a way to enhance our teaching practice.The event explored the issues around net zero, providing practical illustrations of what it takes to achieve both net-zero operational energy and net-zero embodied energy and highlighting what can be done at design stage to achieve the biggest impact.Event, Climate Emergency, Pedagogy, Building Performance, Sam Brown, Simon Baker

ribabooks.com/Designing-for-the-Climate-Emergency-A-Guide-for-Architecture-Students_9781859469644

Climate emergency curriculum

Designing for the Climate Emergency, 2021

RIBA publication. Part 1 of a 3 part series.Part 1: Climate emergency curriculum for architects – Bachelor studentsPart 2: Climate emergency curriculum for architects – Masters students and Part 3: Climate emergency curriculum for architects in practice – TBC (may not be needed pending other publications) This book proposal is set against the background of the climate crisis and countries’ targets of achieving climate neutrality by 2050, with the Nordic region aiming for carbon neutrality sooner (e.g. Norway by 2030, Finland by 2035 etc.). These ambitious carbon neutral goals can only be unlocked through well-planned, and executed designs of new buildings, neighbourhoods, and cities, and the careful and effective (re)design of the built environment we have created thus far. This will mean a significant shift in how we practice architecture, and by extension a radical re-thinking of the curriculum for the next generation of architects is needed. Yet, in built environment education and practice a significant skills and competency gap exists to address this crisis, highlighted, for example, by the architecture profession’s own ‘architects declare' and similar 'architectural education declares’ announcing a biodiversity and climate emergency (e.g. in the UK and Denmark). Another example is the formation of ACAN (Architects Climate Action Network), and architecture students collectively forming the ‘Anthropocene Architecture School’ to conduct ‘crisis studios’ and ‘crisis crits’ to plug the design and knowledge gap in architecture education (all in the UK).Book, Climate Emergency, Pedagogy, Building Performance, Aidan Hoggard

Case Study 04 - Woodland Community Hall at Hill Holt Wood - Worksheet 21-22.pdf

Technology teaching

Woodland Community Hall at Hill Holt Wood, 7th December 2020

Sam prepared an in-depth case study on the Woodland Community Hall at Hill Holt Wood, an ancient woodland located on the border of Lincolnshire and Nottinghamshire in the UK. The hall is constructed of rammed earth and native UK timber used "in the round" and has been the recipient of a number of awards in recognition of the innovative means of construction and process of design. The work involved extensive original interviews with a wide range of people involved in the building's construction and use. The case study was used as the basis of new teaching content in the MArch in Architecture module, ARC554 - Environment & Technology 1, in support of efforts to include content on low impact construction techniques within a diversified offering to students. Presentation, Climate Emergency, Building Performance, Material Cultures, Pedagogy, Participation, Sam Brown

Feminist pedagogy

SSoA Feminist Library, May 2020 - Present

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 pedagogy

Feminist School of Architecture Teachout, 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 AkbilEvent, EDI, Pedagogy, Placemaking, Catherine Skelcher

UoS Learning and Teaching Conference

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

Image Equality Project Introduction and Links.docx

Student resource and research

Image Equality Project, 2020 - ongoing

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

MArch project archive

Studio Learning Culture archive, 2020

The Studio Learning Culture web resource disseminates a collated and collective body of student work from 2015-2019. Organised into 8 thematic areas, each is a lense through which learning has been explored; revealing a series of crucial contemporary societal, spatial and environmental challenges. Projects exhibited here have formulated innovative approaches and critical design responses to these challenges; raising many questions as well as solutions.Since 2015 Studio Learning Culture has explored what it means to learn; to acquire skills or gain knowledge, to study or be taught, to educate or engage in a pedagogical process.Studio Learning Culture comprises a group of Masters Architecture students based in Sheffield School of Architecture at the University of Sheffield. Led by Leo Care the studio has collaborated with a range of stakeholders from academia, local authorities, charities, interest groups and schools.Based in South Yorkshire and the Sheffield City Region, this body of work forms a collective set of ideas and visions to transform learning in the region and transform the region through learning.Website, Digital Learning, Climate Emergency, Pedagogy, Placemaking, Leo Care

FINAL - Pelsmakers et al.docx.pdf

Digital teaching and learning

Architecture design studio in uncertain times, 2020

Traditionally, much architecture teaching and learning takes place face-face between tutor and individual students in design tutorials, where tutors actively demonstrate architectural design-thinking and ‘reflection in action', often by improvisational drawing with the student. Design tutorials traditionally also take place in an architectural design studio, which is both a physical space (where students have their own desk), as well as a community space where peer-peer learning, and an architectural dialogue and culture is established. Students also regularly ‘pin up’ their design work in (semi-)public for face-face feedback on design development from tutors, guests and peers. For a host of reasons, there has been an increasing shift in reduction of studio spaces, reduced hours for design studio teaching and an increase in digital education, further exacerbated by the current health pandemic. The question is, How can this improvisational drawing, reflection in action and peer-peer learning still be achieved in this digital environment? Journal Article, Digital Learning, Pedagogy, Aidan Hoggard

A Part of and Apart From - Published.pdf

Reflections on student projects

A Part of and Apart From, March & September 2019

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

"I was so pleased to meet you in Dessau at the Fundamental school festival a few weeks ago. I’m still impressed by the work you and your students did and the inspiring talk we had."

Hanna Petruschat, University of Art and Design, Halle, Germany

Research-led teaching at SSoA

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

Urban Commons - HandbookUrban Commons Research Collective presents the Urban Commons Handbook 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

Co-production resource

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.https://dpr-barcelona.com/urban-commons-handbook/Book, Event, EDI, Placemaking, Pedagogy, Participation, Emre Akbil

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

Designing inclusion

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

field-108-akbil.pdf

Image equality project

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

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

TUOS L+T 2019 Co-created Video Feedback AH .pptx

UoS Learning and Teaching Conference

Co-created Video Feedback, 2019

"We argue that screencast video feedback serves as a better vehicle for in-depth explanatory feedback that creates rapport and a sense of support for the writer than traditional written comments." -Thompson and Lee, 2012 Presentation, Digital Learning, Pedagogy, Aidan Hoggard

Dissertation submission for MEd programme

Do you see what I see? 2019

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

Pedagogy

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

Student project catalogue

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

"The students' work is intriguing and I am sure those familiar with the Works and those who are dropping by for the first time will find something both interesting and beautiful in the students' representations"

- Stella Howe, Outreach and Education Officer, Portland Works

Campus development

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.

Remapping Learning LandscapesJournal Article, Event, Presentation, EDI, Pedagogy, Leo Care

RIBA and ABS Wellbeing research

Mental Health Forum, October 2018

Forum discussing mental health and well being at SSoA. Feedback made as part of ongoing research for RIBA and ABS."Thank you so much for participating on the panel at the Sheffield event last Wednesday evening. I understand we’ve had some excellent feedback already. People found it really informative and interesting and there was good engagement from those that attended. We are pulling a student well-being forum together to address the issues addressed at last week’s event and continue to support the work the RIBA and ABS will be doing next year around student mental health."Anne Cosentino, RIBA Equality, Diversity and Inclusion ManagerEvent, Digital learning, Pedagogy, Participation, Satwinder Samra and Catherine Skelcher

Teaching approaches

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

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

Student resource

Around the Toilet: Design Toolkit, 2018

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, Toolkit, Website, EDI, History and Representation, Pedagogy, Participation, Building Performance, Leo Care

090118samraLTconference .pdf

UoS Learning and Teaching Conference

MArch Collaborative Practice, 2018

Presented at Learning and Teaching Conference in 2018.Event, Presentation, EDI, Pedagogy, Participation

DJary L+T conference 2018.pdf

UoS Learning and Teaching Conference

A flexible pathways approach to curriculum design, 2018

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

TELFest 2018 Curated Third Party Online Content in the Curriculum.pptx

TELFEST Conference

Curated third-party online content in the curriculum, 2018

“Overall really great - I think most people start from YouTube videos (as I did before I heard you had these tutorials) and end up being confused on certain points so it was nice to go back and have a full grounding with it.” -student feedback to online content in the curriculum.Presentation, Digital Learning, Pedagogy, Aidan Hoggard

Professionalism_Pelsmakers_Hoggard_v5.pdf

Book chapter

Defining Contemporary Professionalism, 2018

As a society we are facing accumulated environmental, climatic and resourcing challenges. In response, regulations and standards have tightened in support of better design and building practices, although many would argue not sufficiently. Yet building performance evaluations have highlighted that the majority of buildings do not perform as intended. As a consequence, user’s comfort, health and well-being are jeapordised, in addition to resourcing and pollution issues not being tackled. Regrettably, the architecture profession, against a backdrop of its own declining influence, is struggling to meet these diverse challenges.While architects are well placed to respond creatively to site, client brief and building programme, the architecture profession seems reluctant to apply the same creativity to its own role and its responses to these societal and environmental changes and challenges. Instead many architects treat environmental context as a larger obstacle than other project constraints in creating good architecture. We would suggest however that environmental context can be harnessed to create opportunities for architectural imagination and innovation in design practice and architectural aesthetics, while simultaneously repositioning the architect’s role in society. This chapter specifically sets out how project validation, alongside interdisciplinary collaboration and sharing are essential in creating sustainable architecture and remaining socially relevant.Defining Contemporary Professionalism - RIBA BooksBook Chapter, Climate Emergency, Pedagogy, Participation, Aidan Hoggard

community-place-initiatives-post-austerity-and-how-a-civic-school-of-architecture-might-support-them.pdf

Community place initiatives

Urban Education Live, 2017 - 2021

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.arq: Architectural Research Quarterly, Volume 26, Issue 4Journal Article, EDI, Participation, Pedagogy, Placemaking, Carolyn Butterworth

Studio Collaborative Production 2017-18.pdf

MArch teaching

Studio Collaborative Production, 2017 - 2018

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 architecture which 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

Student wellbeing

Let's talk mental Health, October 2017

Guest speaker at RIBA London. Other speakers included Robert Ball, ABS, and Emmanuel Owusu, Ingelton Wood.Event, Digital learning, Pedagogy, Participation, Satwinder Samra

AAE 2017 Slides Final.pptx

AAE Conference 2017 Extended Abstract CB.docx

AAE Conference 2017

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

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 ValleyPresentation, Journal Article, EDI, Pedagogy, Participation, Placemaking, Carolyn Butterworth

Research-led teaching at SSoA

Design Investigation, Design Illustration and Design Intervention, 2017

‘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

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

MArch teaching

Reflections on Architectural Education, 2017

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

HEDQF conference presentation 2017.pdf

HEDQF Conference

Studio Collaborative Production, 2017

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

Jan 10th_conf_v2.pptx

UoS Learning and Teaching Conference

Research-led Thesis projects, 2017

Content:

Background
Typical thesis module structure
Research-led thesis module structure
Student and supervisor feedback
Benefits and issues
What next – further developments and improvements

Presentation, Climate Emergency, Pedagogy, Participation, Aidan Hoggard

The Use of Online Chatrooms for Participative Student Engagement.pptx

UoS Learning and Teaching Conference

Online Chatrooms, 2017

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

TELFest 2017 Aidan Hoggard Kaltura.pptx

TELFEST Conference

Kaltura for Video Feedback, 2017

Presented at TELFEST conference in 2017.Presentation, Digital Learning, Pedagogy, Aidan Hoggard

TELFest 2017 Friday 10_00h Aidan Hoggard Rich media feedback.pptx

TELFEST Conference

Media rich feedback using Explain Everything and MOLE, 2017

Presented at TELFEST conference in 2017.Presentation, Digital Learning, Pedagogy, Aidan Hoggard

Coursework submissions for MEd programme

Four coursework submissions, 2017

Me as an educator
Assessment in architectural education
Technology Enhanced Learning
Curriculum Design (The map is not the territory)

Presentation, EDI, Pedagogy, Ian Hicklin

Participatory design

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, Design, Participation, Pedagogy, Placemaking, Participatory, Carolyn Butterworth and Leo Care

A Certain Degree of Uncertainty - AAE 2016.pdf

AAE Conference 2016

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

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, Design, Pedagogy, Placemaking, Participation, History and Representation, Carolyn Butterworth

Studio Collaborative Production 2016-17.pdf

MArch teaching

Studio Collaborative Production, 2016 - 2017

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 change enriches 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 vibrant part of the city.Report, Booklet, EDI, Pedagogy, Participation, Dan Jary

Copy of Everyone teaches L&T Workshop Slides.pdf

UoS Learning and Teaching Conference

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

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

Drawn and image based digital review and feedback in the Sheffield School of Architecture.ppt

Teaching Excellence in Social Sciences Conference

Drawn and image based digital feedback, 2016

Presented at TESS (Teaching Excellence in Social Sciences) conference in 2016.Presentation, Digital Learning, Pedagogy, Aidan Hoggard

New lecture approaches_Creating student directed conten.ppt

Teaching Excellence in Social Sciences Conference

New lecture approaches, 2016

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

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

UCL Enhanced student learning conference

Live streamed interactive online lectures at SSoA, 2016

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

Drawn and image based digital feedback in the Sheffield School of Architecture.ppt

UCL Enhanced student learning conference

Drawn and image based digital feedback at SSoA, 2016

Conference Paper 1.Presentation, Digital Learning, Pedagogy, Aidan Hoggard

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

Student wellbeing

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

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

Provocateurs or Consultants.pdf

Co-production research

Architecture and Resilience, September 2015

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, Participatory, Carolyn Butterworth

Studio Collaborative Production 2015-16.pdf

MArch teaching

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

DJary L+T conf slides 2017.pdf

MArch teaching

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

https://studiocollaborativeproduction.wordpress.com/Presentation, EDI, History and Representation, Pedagogy, Participation, Dan Jary

TESS slides LC and DJ 2015.pdf

Teaching excellence in social sciences conference

Liveness in the School of Architecture, 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

Teaching excellence in social sciences senate award presentation

The Value of Civic Engagement in Learning and Teaching, 2015

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

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

Teaching Excellence in Social Sciences Conference

Every student a voice, every student active, 2015

SHOW&TEL; Teacher-Enhanced Learning for the Faculty of Social Sciences at the University of Sheffield.Presentation, Digital Learning, EDI, Pedagogy, Participation, Aidan Hoggard

Best practice

Building Schools: 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

Healthy Design Creative Safety Agenda 25 March 2014.pdf

Approaches to health and safety teaching and learning in schools of architecture

Healthy Design Creative Safety Agenda, 25th March 2014

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

Copy of A Live Currency Journal Article.pdf

AAE Conference 2014

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

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

Healthy design creative safety report 2013.pdf

Approaches to health and safety teaching and learning in schools of architecture

Healthy Design, Creative Safety, 2013

Key findings of this report:

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.
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.
‘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.
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

Live Project Handbook small.pdf

Live Projects

Live Projects Handbook, 2013

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

Curriculum development fund

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

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

Curriculum development fund

What is it like at SSoA? 2013

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

Curriculum development fund

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

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