Dean, S, Williams, C, Donnelly, S & Levett-Jones, T 2017, 'Designing a Women's Refuge: An Interdisciplinary Health, Architectureand Landscape Collaboration', International Journal of Higher Education, vol. 6, no. 6, pp. 139-148.View/Download from: UTS OPUS or Publisher's site
University programs are currently faced with a number of challenges: how to engage students as active learners, how to ensure graduates are 'work ready' with broad and relevant professional skills, and how to support students to see their potential as agents of social change and contributors to social good. This paper presents the findings from a
study that explored the impact of an authentic, interdisciplinary project with health, architecture and landscape students. This project facilitated students' entrée into the lived experience of women and children requiring refuge services as a result of homelessness and/or domestic violence. Students collaborated with stakeholders from the refuge sector, visiting sites, undertaking individual research, exchanging ideas and problem-solving, to develop a design guide for a women's refuge. Focus groups were conducted at the conclusion of the activity to gauge students' perceptions of the value of the activity. Results indicated that the 'hands-on' and collaborative nature of the learning experience in a real-world context was valued, primarily due to its direct relevance to professional practice. Architecture and landscape participants reported an increase in their understanding and knowledge of refuge clients, and many expressed a commitment to further learning and contribution to the sector. Nursing students felt that the authentic learning experience helped prepare them for the 'real world' of practice and that it aided the development of their professional identities and capacity to effect real-world change. The learning activity had a positive impact on knowledge acquisition and students' confidence to act as agents of social change.
Donnelly, S 2016, 'From Post-Nineties Neglect To Contemporary Community Social Hub: Embedding The Curriculum In The Community', NiTRO: Non Traditional Research Outcomes, no. 4, pp. 10-13.View/Download from: UTS OPUS
Embedding community projects in a curriculum for Interior Architecture Design coursework.
This paper explores the role of the design studio tutor in three first-year architectural design studio courses that currently exist in the inner suburbs of Sydney, Australia. This is based on the experience of a casual academic who has taught concurrently in all 3 courses in these institutions for over 10 years. It investigates the curriculum structures which drive each of the three studio settings and questions the role of the transient teacher in the maintenance of each university's respective reputation and the studio outcomes. It also reveals unspoken rules and expectations, which casual academics take on with each contract, and how these affect learning outcomes in the studio. By examining the curricula of each course, this paper questions whether transient teaching can positively enhance the education of architecture students who are physically so close, yet apparently distant in terms of methodology.