Reflecting with students as partners: wellbeing in architectural education

Abstract

This paper explores the development of Staff Student Partnerships (SSPs) on the undergraduate Architecture degree at Nottingham Trent University (NTU) and reflects on the partnership journey of a particular project: the introduction of curriculum changes relating to wellbeing and sustainability. Architecture degrees have traditionally focused on sustainable design approaches, but tend to dismiss their social aspect, especially in relation to wellbeing. The impact of Covid on students and academics brought to the fore the importance of wellbeing (‘a positive state experienced by individuals and societies’, WHO, 2021), both for our communities and as a design approach to be embraced in our curriculum.

In the institutional context of a course that has not undergone any major curriculum revisions since being professionally accredited in 2006, the authors have been involved in a series of interactions which have supported increasing student autonomy. These have culminated in a partnership project to review the curriculum and make proposals for changes aimed at embedding wellbeing and sustainability more deeply into teaching, pastoral and extra-curricular activities.

The authors’ journeys through these collaborations are presented as a case study, revealing ways in which the process has supported all parties in developing their understanding and practice. Staff have developed the curriculum to give more opportunities for students to engage with wellbeing and sustainability, and their teaching practices to ensure that this engagement is valued in the assessment process and their pastoral practices to support and value mentoring. Students have had the opportunity to engage with the development of their curriculum, and recent graduates have been involved in mentoring and wellbeing projects.

Auto-ethnographic reflection is used as a tool to analyse the participants’ experiences of this journey. This revealed some of the difficulties involved with introducing SSPs to the existing institutional structures, but also some of the potential for student and graduate-led activities aimed at starting a conversation around the issues of wellbeing. In conclusion, the advantage of a protracted journey for staff and students along the route to full partnership status is identified.