Howard Evans

MArch Studio Tutor

1st Year undergraduate technology module co-ordinator

Director of Architecture and Landscape Architecture Undergraduate & MArch

h.evans@sheffield.ac.uk

+44 114 222 0385

I have a background in both Architecture and Landscape Architecture and have worked in architectural practice since graduating in 2001 and also as a founding member of the bureau – design and research since 2002.

I am director of the dual Architecture and Landscape Architecture course at Undergraduate and MArch level and have established the pioneering Dual MArch course in Architecture and Landscape Architecture [MALA]. I am also a director with RIBA Award winning practice, Chiles Evans + Care Architects. I have led many of the practice’s major building commissions including the award-winning Artemis Barn and the Nottingham Mews House, as featured on Channel 4’s Ugly House to Lovely House.

Prior to becoming a director at CE+CA I was an Associate Director at Prue Chiles Architects for 14 years where I led The Knitter’s House, for which I was named RIBA Yorkshire Architect of the Year 2015. The combination of practice and research has enabled me to work on award winning architecture at both regional and national scales whilst pursuing research interests at national and international levels. This has led to a strong interest in low carbon buildings and highly contextual architecture. I particularly enjoy the deep connection between sharing real world knowledge with students and at the same time learning with them about cutting edge changes and the challenges facing the wider profession and society as a whole.

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

Collaborative production

Towards a new model for sustainable housing in the UK, June 2019

I was approached by a guest editor to submit a paper to Sustainability Journal on the future of sustainable housing. Through the use of desktop research into national white papers and industry led responses combined with case studies I wrote a 5000 word article exploring the nature of house building in the UK today. I used examples from my own practice based work and collaborated with an alumni led practice, Edge Urban Design.Book, Climate Emergency, Placemaking, Howard Evans

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

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