Careers with the School of Creative Arts

“In my past research, I have confronted how aspects of Australian history, such as Indigenous genocide and racist immigration laws, are evidenced through architectural drawings. I have also analysed how immigrant encounters of the Australian suburban house are communicated through models by the architect and artist Alex Selenitsch.”

“My ongoing research disentangles, from the peripheries of architectural discourse, non-Occidentalised techniques of architectural representation – such as in Chinese grave goods, East Asian handscrolls, and Indian miniatures – and advances their integration into current architectural pedagogy and practice.”

“I apprise my students of the uniquely twenty-first-century context in which we operate – with myriad people and places, with cultures ancestral and emerging, with sites on our doorstep and on the other side of the planet. The world is a dazzling babel of opportunities. Hence, it demands commensurately compassionate, reflective, and sustained colloquy, and my goal is for students to become adaptive, cognizant, and ethical professionals – for, without such underpinning, even the finest scholarship is meaningless.”

“I teach with an awareness of minority knowledges and marginalised voices. For example, in Australian architecture, I refer to the histories of Indigenous Australians, convicts, and women, which are frequently circumvented and perverted. And I broaden the curriculum to engage with art, architecture, and urbanism on a global scale – I can confidently declare that my teaching embraces every continent except for Antarctica.”

“Equity and safety are embedded into my practices and maintained as standards in my classroom. This empowers students, particularly those from origins that preclude them from being heard, such as female students from patriarchal societies and students from censorial regimes.”

“Giving each student a voice nurtures their sense of self and is an immediate and rich demonstration of the human-centered values to which we aspire. I believe that equity – affording us the right to be heard – unlocks the door to freedom of expression, but it is safety – assuring us we can speak without fear – that opens it.”

“I was able to learn about how two indigenous communities have adapted to extreme climatic environments in one very wet and one very dry area of the world in order to think about more hopeful adaptations in light of the climate emergency through my practice-based research in both locations.”

“This research forms a key part of my PhD and the fundng has alowed for disseminated to date at conferences in the UK, Sweden, Portugal and Latvia and through exhibitions in Chile, Panama and around the UK. It will also be disseminated in a journal article to be published this year in the Folklore Society Special Edition, in Collaboration with Dan Keech from the CCRI. ”

“These opportunities also directly enhance our students’ employability, meaning each year the vast majority of our students either have a creative job lined up in their second or third year of study, ready for when they graduate, or are employed within a few months of finishing the course.”

“The task assigned to students was to conceptualize a cultural pavilion adjacent to Cheltenham’s oldest architectural landmark, Minster St. Mary’s. Recognizing the site’s importance, I arranged for Councillor Rowena Hay to participate in a class session, providing students with direct feedback and sharing insights from the design, planning, and construction phases of a real project.”

“This engagement proved invaluable for our first-semester architecture students and marks the initiation of several real-life project experiences integrated into their studies.”

“In the field of architecture, our responsibility extends beyond environmental stewardship to include a social commitment to our designs and constructions.”

“With my guidance, members of the architecture society from UoG collaborated with a local schoolhouse cafe, tasked with generating low-cost design ideas to enhance the space’s appeal, acoustics, and community engagement.”

“Through productive meetings with cafe staff, our student team developed three compelling options, encouraging community involvement in effecting positive change within their neighborhood. ”

“Having previously resided in NYC where I founded my architecture and design firm, I also taught at Parsons University. My enduring connections with experts from NYC and around the world remain robust, with frequent guest lectures conducted via Zoom featuring industry leaders.”

“We have experimented with Zoom critics, connecting our students with another architecture class from University of Colorado. Additionally, we organized a week-long charette where students collaborated to create an eight-meter-long section comprised of 49 different building sections, seamlessly connected at the edges of each student’s drawing. ”