{"id":757173,"date":"2024-10-02T10:00:36","date_gmt":"2024-10-02T09:00:36","guid":{"rendered":"https:\/\/www.architectsjournal.co.uk\/?p=757173"},"modified":"2024-10-03T09:27:15","modified_gmt":"2024-10-03T08:27:15","slug":"then-and-now-tutors-reflect-on-a-changing-architectural-education","status":"publish","type":"post","link":"https:\/\/www.architectsjournal.co.uk\/news\/then-and-now-tutors-reflect-on-a-changing-architectural-education","title":{"rendered":"\u2018I was asked if I had come to architecture school to find a husband\u2019: Tutors reflect on how education has changed"},"content":{"rendered":"

Pippa Nissen: former unit lead at London Metropolitan University; senior tutor at Kingston University; design fellow at Cambridge University; director of Nissen Richards Studio<\/h4>\n

\"\"<\/b><\/h4>\n

How does your own architectural education compare with the experience of those you now teach?<\/b><\/p>\n

When I studied, education was paid for \u2013 fully and generously so. Studying now is a huge financial investment and every moment needs to count. Along with this commitment comes a lot more stress and a mental health toll, with students often working almost full-time to live in London.\u00a0<\/span><\/p>\n

The biggest difference is the amount of \u2018contact time\u2019 between students and tutors. I remember long tutorials that sometimes went on for hours, and tutors who would stay long into the night.\u00a0<\/span><\/p>\n

There was a drive to be intense and meaningful. I definitely don\u2019t advocate this way of working now but, as a student in the 1980s and 90s, it felt exciting.<\/p>\n

What do you think was better then? And what is better now?<\/b><\/p>\n

I like that studying seems more professional now and caters for more people and different life experiences. Education then was \u2018get on with it\u2019 or \u2018tough\u2019, which discounted any complex needs from individuals.<\/p>\n

However, the time we have with students is now down to minutes. Perhaps we don\u2019t need the leisurely amounts of time we had in the 80s and 90s but a bit of space would be good to allow time for students to take risks, make mistakes and learn from them. Now everyone [just] wants to be able to get a result.<\/p>\n

How has the way education is paid for affected the way it is delivered?<\/b><\/p>\n

I remember a big shift around 18 years ago when I came back from maternity leave. Suddenly it felt like the students were consumers and we entered the time of student feedback and accountability.<\/p>\n

Student unit trips are a good example of this shift. When I started teaching, they were completely paid for \u2013 both for students and tutors. I remember when my manager started telling me that paying for myself to take students on a trip was \u2018like taking a holiday\u2019. Really? Why should I sacrifice time with my family as well as paying for myself to take on the responsibility of going away with students?<\/p>\n

Did the Bartlett \u2018bullying\u2019 scandal come as a shock to you? And what wider effects has that had on architectural\u00a0education?<\/b><\/p>\n

There was never any doubt that there had been a toxic atmosphere in many architecture schools, but it was a shock that it was still happening. This was something I had experienced myself \u2013 a kind of macho hierarchy. It\u2019s good that it came to light but it was definitely not just at the Bartlett. The scandal<\/a> opens the door for a fairer forum, and something to refer to as a line in the\u00a0sand.<\/p>\n

How do you predict architectural education will develop?<\/b><\/p>\n

I welcome the idea of apprenticeships, which in theory support people through university and enable them to avoid running up huge debts. My apprenticeship students are some of the biggest producers as they are grounded in reality in an office so they get on with designing and output.<\/p>\n

\n

Adam Sharr: professor of architecture at Newcastle University. Founder of Design Office, listed in the AJ\u2019s 40 Under 40 in\u00a02020<\/h4>\n

\"\"<\/b><\/p>\n

How does your architectural education compare with that of those you now teach?<\/b><\/p>\n

I had a straightforward Modernist education in the 1990s where the architect was still imagined as some kind of individual hero-genius designer.<\/p>\n

The course was presented as free of ideology and it took me a while afterwards to see how ideological it was. Terms of praise for student work, for example, were \u2018efficient\u2019, \u2018economical\u2019, \u2018well ordered\u2019, \u2018simple\u2019, and \u2013 for exceptional approval \u2013 \u2018timeless\u2019. Terms of criticism included \u2018arbitrary\u2019, \u2018unnecessary\u2019 and\u00a0\u2018complicated\u2019.<\/p>\n

We still work hard to help students learn design through a carefully considered sequence of projects, with lectures alongside studio to inform their imagination. But we\u2019re more attuned to the ethics of practice now, alongside design skills.<\/p>\n

In our school in Newcastle, we emphasise research. Architects now have to be specialists as well as generalists, so we try to help all our students identify and develop their specialism, and equip them with research skills they can use throughout their\u00a0careers.\u00a0<\/span><\/p>\n

What do you think was better then? And what is better now?<\/b><\/p>\n

I\u2019m not nostalgic about the past. When I was a student, the staff dial was typically stuck on \u2018transmit\u2019. We\u2019re much better now at \u2018receive\u2019 as well as \u2018transmit\u2019. Teaching is more professional. Staff are more present. We\u2019re more attuned to the ethics of architecture and education. Things are by no means perfect but we\u2019ve come a long way in 25 years.<\/p>\n

How has the way education is paid for affected the way it is\u00a0delivered?<\/b><\/p>\n

Students \u2013 particularly from what universities call \u2018non-traditional backgrounds\u2019 \u2013 now finish with huge debts. Education has lost some of its community feel as a\u00a0result.<\/p>\n

There\u2019s a widespread expectation now that university education is a service provided, more than an experience shared. However, for all we might not like to admit it, the cultural shift driven by bigger fees has been part of architectural education becoming more professional and reflective.<\/p>\n

Did the Bartlett \u2018bullying\u2019 scandal come as a shock to you, and what wider effects has that had on architectural education?<\/b><\/p>\n

Yes, I did find it shocking. There were some very dated assumptions among certain staff when I was a student, and some weird power plays. It\u2019s all too easy to become complacent by thinking things are inherently better now.<\/p>\n

The Bartlett revelations<\/a> should remain an ongoing reminder to keep paying close attention to issues of power, gender, ethnicity and class in architectural education. Being open and kind as a teacher is not incompatible with having the highest ambitions for your students. Praise is an important dimension of criticism.\u00a0<\/span><\/p>\n

\n

Ingrid Schroder: Director of the Architectural Association, previously director of MPhil in architecture and urban design at Cambridge University<\/h4>\n

\"\"<\/b><\/p>\n

How does your architectural education compare with that of those you now teach?<\/b><\/p>\n

When I was educated in the 1990s, information was far more limited and we weren\u2019t overwhelmed by email, online resources, web-based images or social media. In this respect it was bliss, apart from the challenge of finding the correct-sized people in the Sunday supplements to populate our drawings.<\/p>\n

The urgency and anxiety were thankfully less acute. Grants covered fees, making education a much freer space for experimentation. The prospect of failure and, therefore, risk-taking was less\u00a0terrifying.<\/p>\n

What do you think was better then? And what is better now?<\/b><\/p>\n

I am quite a small woman and grew up in an educational culture that privileged the loudest voice in the room. Debate often involved attack, standing one\u2019s ground \u2026 elbows out. Now it feels less personal and aggressive. There is a far greater desire to listen. The presumption of mutual respect rather than opposition or point-scoring is a huge step\u00a0forward.<\/p>\n

How has the way education is paid for affected the way it is\u00a0delivered?<\/b><\/p>\n

Tuition fees may well have turned students into consumers, but I can\u2019t help feeling that this is over emphasised. As a positive, it is a reminder that the money we spend, the budgets we allocate and the teaching we deliver are funded by the considerable sacrifice of students and their families. These students will bear large debt for many years and we should be confident that we\u2019ve spent their money and their time\u00a0wisely.<\/p>\n

The major issue is the huge anxiety over finding adequate employment. This leaves less space for exploration in favour of pure skills acquisition.<\/p>\n

Did the Bartlett \u2018bullying\u2019 scandal come as a shock to you? And what wider effects has that had on architectural education?<\/b><\/p>\n

The details were heartbreaking on many fronts, and alarming to read, but the broader understanding of what students had experienced was unsurprising.<\/p>\n

There is a self-perpetuating tendency to reward unsustainable work ethics. If we bully or intimidate our students, they will bully and intimidate their own. They will create intimidating working environments and the next generation will continue to accept and expect this treatment \u2013 from tutors, from employers and from clients.<\/p>\n

While the Bartlett report<\/a> has been painful, it has also made it possible to look for a way to break this cycle. The younger generation of tutors, the smart ones, have already done so. They don\u2019t need old tactics to be taken seriously.<\/p>\n

How do you predict architectural education will develop?<\/b><\/p>\n

The next developments are really the same developments we have been talking about for decades, just refocused in slightly different ways. We continue to wrestle with the nature of responsibility, the challenge of access and the role of the imagination.<\/p>\n

AI will likely become part of the toolbox like many other technologies. But if we reach technological singularity, we can hope that we have perpetuated those narratives of hope that will enable us to\u00a0coexist. \u00a0<\/span><\/p>\n

\n

Prue Chiles, Professor of Architectural Design Research at Newcastle University<\/h4>\n

\"\"<\/p>\n

How does your architectural education compare with that of those you now teach?<\/strong><\/p>\n

Quite different. In fact, it\u2019s a different world. As a student (1978-84) I had a full grant and so felt independent and valued my education in a different way. Year numbers were much smaller; the studio was still predominantly male; and tutorials were individual. \u2018Crits\u2019 were more challenging. Students rarely joined the discussion and they often felt very personal. I remember being asked once whether I had come to architecture school to find a husband!<\/p>\n

As universities have become more research active, and the pressure to research greater, cultures have changed a lot. Academic, research-active staff do not teach in the studio in most schools now. Unit culture is ubiquitous and has allowed many staff to develop their research within their own studios, leading to a more research through design<\/em> culture. I teach in small groups, which I find creates a more sociable educational experience and makes students better communicators.<\/p>\n

And a really social and political understanding to developing work is different than when I was a student. However, learning to develop a really well-designed plan and section and a beautifully proportioned and thoughtful sequence of spaces is sometimes more difficult to find. It is obvious that the level of representation and image-making is much higher and more sophisticated today \u2013 but is the architecture better?<\/p>\n

What do you think was better then? And what is better now?<\/b><\/p>\n

Student welfare was unknown. This is better now, but sometimes does not lead the students to be so resilient. Teaching and learning today in my experience is more about collaborative working and participating in a different way, being more socially and politically aware.<\/p>\n

I also think we are far more technically and digitally sophisticated in so many ways, with an amazing array equipment for making. That can be brilliant, but the quick, rough model is becoming a thing of the past. AI, which we are all having to embrace and be aware of, is leading to us having to teach the students why the process of design, sketch, hand-drawing, diagrams and so on are so important.<\/p>\n

How has the way education is paid for affected the way it is\u00a0delivered?<\/b><\/p>\n

Hugely, of course. The university as a business is a ludicrous concept. Fees are destroying our universities generally and the subjects taught. The internationalisation of our student body in architecture is a really positive attribute in our universities, but the balance in some institutions has gone too far, due to chasing the international fees. Both home and international students are not getting the education they should be.<\/p>\n

Many things we took for granted for years \u2013 field trips, for example \u2013 are under threat or are self-funded. Students who have to work a number of days a week are finding it untenable and are always tired, leading to their not being able to engage in studio culture. Student-staff ratios are getting bigger and staff are overwhelmed with impossible workloads.<\/p>\n

The plethora of new schools and more students can feel like a cynical move financially on the part of universities. They know that running architecture courses can be profitable \u2013 but at what cost to students?<\/p>\n

What do you think the next developments in architectural education will be? And which will be the most significant?<\/strong><\/p>\n

All of the above can erode the core skills of an architect and the core raison d\u2019\u00eatre<\/em> of a university \u2013 ie to teach critical thinking. But they don\u2019t have to erode if we work hard to make things work.<\/p>\n

\n

Buy the issue<\/h3>\n

Click here<\/a> to purchase the AJ Student Prize issue from the AJ Shop.<\/p>\n

\"\"<\/a><\/p>\n

Half-price subscription offer<\/h3>\n

Did you know students get 50% off AJ subscriptions? Find out more!<\/a><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Pippa Nissen: former unit lead at London Metropolitan University; senior tutor at Kingston University; design fellow at Cambridge University; director of Nissen Richards Studio How does your own architectural education compare with the experience of those you now teach? When I studied, education was paid for \u2013 fully and generously so. Studying now is a …<\/p>\n","protected":false},"author":138919,"featured_media":757301,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_oasis_is_in_workflow":0,"_oasis_original":0,"ep_exclude_from_search":false},"categories":[681],"tags":[101309,1795,101310,101308],"yoast_head":"\n\u2018I was asked if I had come to architecture school to find a husband\u2019: Tutors reflect on how education has changed<\/title>\n<meta name=\"description\" content=\"Anna Highfield speaks to four leading architecture academics about how education has changed since the turn of the millennium, including the impact of tuition fees and the aftershocks of the Bartlett \u2018bullying\u2019 scandal\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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