My teaching approach is based on the importance of student’s engaging people outside the academy in their design projects. I believe that this agenda provides students with the opportunity to respond creatively to real issues and make design propositions that have a tangible impact. This philosophy is underpinned by a range of teaching roles:

I jointly coordinate the Masters Participation in Architecture and Urban Design module. This is an ideal opportunity to integrate my specialist knowledge and experience of engaging a range of communities in architecture projects. One particular area of interest explored within the wider theme of participation is advocating the importance of engaging young people in architectural projects and the benefits that this offers to participants and the wider community.

Until 2010, I taught primarily in 1st year degree level. During this period I jointly created the innovative ‘Matter-Reality’ project that aims to enable students to experience a full architectural process from research, through design development to construction and use. The project culminates in exhibiting student-built installations in the city centre, reinforcing how important it is for architects to understand how their work is perceived and enjoyed by others.

Through the work of the BDR research and consultancy unit, I aim to employ students on projects so that they can gain first-hand experience of undertaking alternative architecture projects in the real world, working with real clients. This provides valuable learning opportunities that often link directly to student’s evolving architectural agenda. The work of the BDR creates a number of Live Project opportunities and a vehicle for projects to continue and develop into on-going professional commissions.

I have recently developed several modules for the taught masters Design of Learning Environments programme. The course is aimed at a wide variety of people engaged in school design and it is hoped that this will create opportunities for a range of stakeholders to make informed decisions about the design of schools.

My current studio teaching in 3rd year degree programme is underpinned by an on-going connection with architectural practice, where built work is characterised by an interest in the use of locally-sourced materials and the importance of contextual architectural responses.

Learning & Teaching Advocate
Special Needs Co-ordinator
Arts Tower User Group Representative

I am interested in creating opportunities for architecture students to undertake experiential learning activities that encompass the full architectural process of research, design, fabrication and construction of projects. This incorporates a wider use of Live Projects in architectural education and establishing systems to support and facilitate this. Recent research into the integrating health and safety into design and making projects for students reinforces this work.

I am also interested in community-led design and participative design approaches at all scales of architectural intervention; from neighbourhood and urban design to detailed architectural design projects. This area of research focuses on the development and delivery of design training and capacity building for community groups and those ordinarily not involved in the design and construction process.

I am also interested in the design of learning environments, with a particular focus on contemporary global practice and policy.

Healthy Design, Creative Safety
A research project looking at innovative ways of teaching Health and Safety in undergraduate architecture courses. January 2010-August 2011. RIBA and HSE. Co-Investigators L Care, H Evans, D Jary, R Parnell.

Community-led Design PhD Studentship. 2011-2014 AHRC Connected Communities Programme. Supervisor P Chiles, 2nd supervisor R Parnell, 2nd Supervisor L Care [to cover maternity leave]. PhD developed in collaboration with The Glass-House.

Afghanistan Schools Project March-November 2010.
Rapid Response Fund, HEIF. PI L Care.

A range of consultancy projects have been undertaken with the BDR. Please follow the link to the BDR website for more information.

Yorkshire and Humberside regional design review panel member

Barnsley Building Schools for the Future design review panel member

Founder Member of PLAYCE (International organisation for Children´s Architectural Education)

Involvement with university of Sheffield outreach programme through, ‘Aim Higher’ and ‘Aim Higher Summer School’

Jointly co-ordinated and delivered the Architecture for Everyone @ CABE Summer School residential course for the Stephen Lawrence Trust, Summer 2010

Joint recipient of the CILASS Inquiry based learning award 2009

RIBA Yorkshire White Rose Award for Architecture, Bronze, for the Hillsborough Park Pavilion, 2008.

Care L, Jary D, Parnell R. Healthy Design, Creative Safety: Approaches to health and safety teaching and learning in undergraduate schools of architecture – RR925 Published by The Health and Safety Executive and the RIBA in 2012.

Cox A, Chiles P, Care L. Exploring students’ group work needs in the
context of internationalisation using a creative visual method. Published in The International Journal of Higher Education, Vol. 1, No. 2, 2012.

Care L, Chiles P, Petrescu D. Live Projects Abroad: Building Networks for Internationalisation – Forthcoming Publication. Published by CEBE in 2011.

Care L, Kemp C, Chiles P, Evans H, Holder A. School Building: Key Issues for Contemporary School Design - forthcoming publication, published by Birkhauser in 2011/2012.

Care L, Kemp C, Chiles P, Evans H, Holder A. (2009) www.imagineschooldesign.org 2009, Open access web-resource funded by for Partnerships for School and Balfour Beatty.

Care L, Kemp C, Chiles P. (2010) ‘Buildings by Design’ and ‘Spaces by Design’ Resource books, Glass-house Community Led Design. Self-published

Chiles P, Care L, (2010) "Not brave enough” Building Schools for the Future - the process and the product. Conference

Peng C, Roberts D, Patlakas P, Basu P, Care L, Evans H, and Powell A (2009) “Visualising Future Learning Spaces in Context: the Sheffield Experiment”, in Proceedings of EDULEARN09, the International Conference on Education and New Learning Technologies, L. Gómez Chova, D. Martí Belenguer, I. Candel Torres (Eds.), Barcelona, Spain, 6-8 July, 2009.

Care L, Chiles P (2009) A long engagement; wider benefits of sustained community-led regeneration. Scratch the surface, Dig a Little Deeper Conference Paper

Care L, Chiles P, Kemp C. (2009) Woodworks: A report on the potential of locally-sourced timber.

Care L. (2008) Cityscape Sheffield; an architecture and photography walking tour, developed for the Sheffield Galleries Youth Forum 2008.

Care L and Trogal K. (2007) ‘A quick conversation about the theory and practice of control, authorship and creativity in architecture’. Field: Journal for Architecture.

Care L. and Chiles P. (2006). ‘Primary Ideas: Projects to Enhance Primary School Environments’. Department for Education and Skills.

Care L. ‘Primary Ideas, Second Thoughts’ (2006). Century 21 Schools Journal: 34-37

Care L. (2005) Text and graphics contributions. ‘Schools for the Future: Sports and P.E. facilities’. Published by the Department for Education and skills.