More-than a Feeling
Pedagogy
Teaching Philosophy
At its core, my teaching centres on preparing students to become reflective, creative, and critical thinkers capable of navigating the complexities of contemporary architectural practice. I prioritise process over product - encouraging students to actively document their decision-making, explore alternatives, and develop the metacognitive skills essential for lifelong learning.
Rather than positioning myself as the "sage-on-the-stage," I work as a "guide-on-the-side," fostering learning environments grounded in Manaakitanga (care and support) and Whanaungatanga (building relationships). This approach creates non-hierarchical spaces where open communication, collaboration, and mutual respect thrive.
Drawing on learning science principles from texts like Make It Stick, I design courses that emphasise retrieval practice, spaced repetition, and interleaving - techniques proven to enhance retention and transfer of knowledge. More critically, I focus on developing students' evaluative judgements: the capacity to assess the quality of their own work and that of others. In an age where AI can generate competent architectural outputs in seconds, the ability to critically evaluate, refine, and discern quality becomes paramount. Students must learn not just to produce work, but to judge work - understanding what makes a design response compelling, appropriate, or innovative beyond algorithmic optimisation.
Courses and Responsibilities
Key Teaching:
HTC237 (Architectural History, Theory and Criticism) – 120-140 students annually; comprehensive redevelopment implementing flipped classroom models, blended learning with interactive H5P modules, and the innovative Visual Portfolio assessment
Design Studios (undergraduate and postgraduate) – embedding reflective practices, iterative assessment, and scaffolded learning objectives across programme years
MArch(Prof) Thesis and Doctoral Supervisions – supervising thesis students and doctoral candidates, emphasising collaborative mentorship and structured guidance
AI Teaching and Learning Sub-Committee Co-Chair – leading faculty-wide integration of AI tools and ethical frameworks
Previous Roles: Associate Director of Design, MArch(prof) Thesis Coordinator
Theory in Practice
My pedagogical approach reflects my research interests in embodied experience and emerging technologies. The Semester 2, 2024 AI design studio exemplifies this integration: students were required to engage directly with AI tools, critically evaluating their implications for creative processes. Rather than accepting AI-generated outputs uncritically, students learned to discern where these tools supported efficiency and where human judgement and creativity remained irreplaceable. This studio's outcomes were featured in ArchitectureNZ (January 2025), highlighting both the opportunities and challenges posed by emerging technologies in architectural pedagogy.
I've also embedded principles of Mātauranga Māori throughout my teaching, redesigning assessments to recognise diverse forms of knowledge expression - including oratory communication and collaborative discussions alongside traditional visual presentations.
The emphasis on process manifests practically through iterative, low-stakes assessments and structured peer reviews. Critical feedback - both giving and receiving it - is central to my studios. Students maintain process journals documenting their decision-making, engage in regular peer critique sessions, and develop self-reflection practices that foster independence and resilience. These aren't just academic exercises - they're the competencies contemporary practice demands, particularly as AI tools reshape what "design work" means. The capacity for critical self-assessment and ongoing refinement becomes more valuable than ever when algorithms can handle routine tasks but cannot make nuanced judgements about appropriateness, context, or meaning.