A/Prof Lindy Osborne Burton
I was originally educated in South Africa and later moved to Australia, where I commenced working at Cox Rayner Architects in Brisbane. I quickly developed a specialisation in the design of complex public and institutional buildings—my architectural portfolio is extensive and includes over 70 building projects, ranging from the Princess Alexandra Hospital Redevelopment, through to the Southbank Education & Training Precinct.
Following 12 years of practice in architecture, where I registered as an architect and I received 15 professional design awards, I chose to pursue a full-time academic career. Now an Associate Professor in Architecture and the Design for Health program co-leader at Queensland University of Technology, my research interests centre on transformational architectural education, the design of innovative learning environments, the design of innovative environments to support mental health, the integration of biophilic, salutogenic and eudemonic architecture approaches in healthcare design (BaSE Mindset), the interstitial spaces between nature, art and architecture, and gender equity in architecture. My PhD dissertation focussed on the design of transformational pedagogy and space, as experienced from the student’s perspective. I am currently supervising PhD students who are researching health architecture and/or architectural education.
I am appointed as a Board Member of the Board of Architects of Queensland and a Referee for the Queensland Development Tribunal. I am an active member of the AACA Accreditation Standing Panel, the Australian Institute of Architects, the Australian Health Design Council, and the Australian & New Zealand Mental Health Association. I was a jury member for the 2021 UIA Award for Innovation in Architectural Education, and the regional editor for Australia, for the International Journal of Architectural Research. I am a Senior Fellow of the Higher Education Academy and my teaching excellence has been recognised at QUT with Vice-Chancellor’s and Dean’s Performance Awards, and nationally through an Australian Office for Learning and Teaching citation for ‘outstanding contributions to student learning’.
Phone: [07] 3138 4479
Address: Queensland University of Technology
Gardens Point Campus
School of Architecture and Built Environment
Office D315 Level 3 D-Block
2 George Street
Brisbane 4000 Queensland
Australia
Following 12 years of practice in architecture, where I registered as an architect and I received 15 professional design awards, I chose to pursue a full-time academic career. Now an Associate Professor in Architecture and the Design for Health program co-leader at Queensland University of Technology, my research interests centre on transformational architectural education, the design of innovative learning environments, the design of innovative environments to support mental health, the integration of biophilic, salutogenic and eudemonic architecture approaches in healthcare design (BaSE Mindset), the interstitial spaces between nature, art and architecture, and gender equity in architecture. My PhD dissertation focussed on the design of transformational pedagogy and space, as experienced from the student’s perspective. I am currently supervising PhD students who are researching health architecture and/or architectural education.
I am appointed as a Board Member of the Board of Architects of Queensland and a Referee for the Queensland Development Tribunal. I am an active member of the AACA Accreditation Standing Panel, the Australian Institute of Architects, the Australian Health Design Council, and the Australian & New Zealand Mental Health Association. I was a jury member for the 2021 UIA Award for Innovation in Architectural Education, and the regional editor for Australia, for the International Journal of Architectural Research. I am a Senior Fellow of the Higher Education Academy and my teaching excellence has been recognised at QUT with Vice-Chancellor’s and Dean’s Performance Awards, and nationally through an Australian Office for Learning and Teaching citation for ‘outstanding contributions to student learning’.
Phone: [07] 3138 4479
Address: Queensland University of Technology
Gardens Point Campus
School of Architecture and Built Environment
Office D315 Level 3 D-Block
2 George Street
Brisbane 4000 Queensland
Australia
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Papers by A/Prof Lindy Osborne Burton
In traditional architectural pedagogy, architecture students are typically encouraged to engage in site visits and walkthrough the built environment in order to observe different phenomena. Unfortunately however, research indicates that these visits and exercises are simply casual and are not structured in any form of investigation or inquiry. Moreover, in large classes, the proposition of a site visit is often met with logistical difficulties, with little opportunity for individual student mentoring. While architectural educators strive to impart the requisite knowledge necessary for successful practice, the approach to this is often divergent, depending on the priorities and ideals of the educator. What and how knowledge is transmitted therefore, has significant professional and social implications. Two major idiosyncrasies continue to characterize teaching practices of lecture based modules in architecture. These can be labeled as a) science as a body of knowledge versus science as a method of exploration and b) learning theories about the phenomena versus getting the feel of the behavior of the phenomena. Concomitantly, there is an urgent need to confront issues that pertain to the nature of reality (what) and the way in which knowledge about that reality is conveyed (how).
With the ultimate aim of overcoming misconceptions and idiosyncrasies of architectural pedagogy, this paper adopts the premise that fieldwork is a form of critical inquiry that could take place either in a learning setting or in a real-life situation. It advocates the involvement of students towards a more research orientated mindset, by introducing a framework within which experiential learning and assessment research can be incorporated into architectural pedagogy.
This research explores the value of a more rigorous approach to the experiential aspect of field work, which is articulated through the development and implementation of two innovative mechanisms. The first mechanism, ‘Virtual Fieldwork’, brings the field to the learning setting through the introduction of a number of in-class exercises, which foster active and experiential learning in a classroom setting. The second mechanism, ‘Physical Fieldwork’, positions the students in the field by introducing two structured experience based exercises, namely “contemplating settings” and the “walking tour.” The two mechanisms are validated through the implementation of similar exercises in different educational contexts in Australia, the Middle East, and the United Kingdom. The findings suggest an urgent need to incorporate experience-based structured fieldwork into learning, which will help to engage students in a critical approach to fieldwork, while overcoming inherited misconceptions that characterize traditional architectural pedagogy.
The coronavirus disease 2019 (Covid-19) condition has prompted serious questions about the challenges faced by the established two-century-old canons of education in architecture and urbanism. This paper establishes an evolutionary account on how design education in architecture and urbanism has arrived at the pre-Covid-19 condition, explores current challenges, and, in the process of encountering the Covid-19 condition asks the question of what the scope of opportunities is to meet these challenges. A chronological analysis of design pedagogy is undertaken to instigate a debate on its future in a post-pandemic environment. This paper captures the salient characteristics of the legacy model that is inherited from historical schools, demonstrates the influence of, and resistance to, this model (1960s), identifies the qualities of various alternatives including ten ground-breaking alternative pedagogies (1970s–1990s), highlights strengths of further alternative approaches including critical inquiry, the process-based and learning-by-making pedagogies (2000s) and the social construction-based pedagogies (2010s). Scrutinising the consequences of the Covid-19 condition and the associated ‘transitional emergency model’, the analysis articulates the persisting challenges and examines current adaptations while outlining the scope of future opportunities for a responsive design pedagogy in architecture and urbanism for a post-pandemic world.