For the last year I have been on a BILT fellowship looking into learning space. I have travelled far and wide to see different teaching spaces, I have read numerous papers and I have written a few blog posts on the way. But also over the last year I have been planning and plotting and on Thursday this hard work all comes to fruition. Over the next ten weeks I plan on writing regular updates but let’s rewind back to the beginning.
Before I started in academia, before I did a PhD, I worked for an engineering firm designing buildings. And this work took place in an office.
Now, for many years people have learnt to do things in an authentic environment.
I learnt to drive a car in a car not in a classroom.
I have taken my children to multiple swimming lessons that occur in a swimming pool and not in a classroom.
We take our engineering students out into the field to measure and set out because you really can’t learn this just in a classroom.
And yet for many years I have taught practical subjects, like the design of buildings, in a classroom and not where they actually occur, in an office.
No more. This week, in just three more days, 40 students will walk into my new engineering practice, called Just Timber, where they will learn about Timber Engineering (a fourth year engineering option). To make this possible I will be transforming a flatbed classroom into an office.
To understand what I will need to make this space feel like an office I went back to my old practice, Integral Engineering Design, and took a look around. I made a note of what they had, the photos of projects on the wall, the office plants, the meeting table and chairs, the library of useful books which you reach for when stuck, the comfortable waiting space, the architecture and engineering magazines which were in racks on the walls.
Over the last year, I have been collecting up the necessary items, my office now more like a storage room than an office. I contacted old colleagues for images to put on the walls (in time I hope to add to these with students own designs). I have secured the loan of large pot plants for a day a week, will be donating my own comfortable chairs and coffee table. I have also created a library of information that each group of 4 students will have access to, this has included writing two books to fill gaps in what’s currently available and I have subscribed to engineering and architecture magazines.
Over the summer I had a trial run, moving tables and chairs around to make it feel more like an office. The typical teaching space lectern and screen hidden behind a screen along with excess tables and chairs. Pictures were spread around the space (although I didn’t attach them to the wall at the time). Plants will be brought in. And students will be encouraged to personalise their spaces, making their desk and their team space their own.
Of course one of the things I have learnt in my last 12 months as a BILT fellow is I can’t just have an idea and do it, there needs to be a purpose, a research question. And so I wrote out what I was trying to achieve. I iterated it, discussed it with my BILT mentor (Jane Pritchard) and eventually I came up with:
‘In what ways does simulating a professional design office influence students approach to their learning in Timber Engineering 4?’
I then tried to work out what I was hoping it would achieve. I looked back over the last three years of feedback I had had on my Timber Engineering Unit. What had worked well, where were their concerns. And I came up with a number of desired outcomes. I subdivided these into learning outcomes and professional outcomes.
1. Students to take ownership of their own learning
2. Students to more directly input what they are learning into what they are doing
3. Students to take ownership of feedback
4. Students to work sensible (office) hours and not work more hours than necessary
5. That both learning and assessment will be integrated so students co-learn and co-create
6. That students produce outstanding projects which totally blow me away. Projects which look amazing, have clearly used the problems/constraints of timber to lead to a solution and can articulate this.
7. That students will be able to speak to their experience in a professional context such as an interview and that it would add value for them in this situation
Over the next few weeks I will let you know how it’s going, talk about ‘authentic learning’, identity, feedforward and flipped teaching. I hope to learn a lot along the way and more importantly I hope that my students both learn a lot and really enjoy it.
Associate Professor in Sustainable Design