Monthly Archives: January 2026

My Action Research Project involved substantial qualitative data collection: two focus group sessions, one group semi-structured interview and six individual semi-structured interviews, totalling over five hours of recorded dialogue. Given the compressed timeline of this ARP, I made the pragmatic … Continue reading →

This action research project began with a troubling observation documented in Blog 1: my first-year architecture students dismissed accessible design features as elements that “ruined” their designs, revealing a fundamental consciousness gap between the BA Architecture course’s stated commitment to … Continue reading →

Following two focus group workshops, six semi-structured interviews with first-year students, and an exploratory conversation with my previous-year students, I engaged in reflexive thematic analysis (Braun and Clarke, 2022): coding transcripts for moments when students articulated shifts in understanding, expressed … Continue reading →

Following the facilitation of two focus group workshops (10th and 17th November 2025), I hosted individual semi-structured interviews on 24th November 2025. This post examines how students engaged with different pedagogical methods by analysing multiple data sources: audio recordings and … Continue reading →

Focus Group workshop 2 (17th November 2025) returned to the same six students, building on workshop 1 through structured debate and role play. This workshop tested whether perspective-taking activities could deepen critical engagement with tensions inherent in designing inclusively within … Continue reading →

Building on the methodological research documented in Blog 3, this post outlines the practical implementation of data collection tools in Focus Group workshop 1, hosted on 10th November 2025. I examine how I designed the session structure, deployed specific tools, and positioned … Continue reading →

Translating Observation into Methodological Choices Observing students in lectures and studio sessions crystallised a critical insight: developing empathy and critical consciousness around inclusive design cannot be achieved through passive information transmission. My students’ challenge of accessible design features revealed not … Continue reading →

Observing Colleague Teaching: Practising Ethics To better understand how ethics and critical thinking around social justice are taught within the BA Architecture course, I observed my colleague Adriana Cobo Corey deliver a session on Tuesday, 14th October 2025 (10 am–1 … Continue reading →

As an Associate Lecturer teaching first-year BA Architecture students at Central Saint Martins (CSM), I continually strive to engage my studio of 13/14 students within the constraints of my teaching hours and prescribed project briefs. Last year, I noticed that … Continue reading →