Interview presentation 24th October 2012

1. Lecturer in Architecture
School of Civil and Building Engineering
Loughborough University
Andrea Wheeler
BA(Hons) Dip Arch (Oxford)
MPhil (Mech. Eng.) PhD (Architecture)
“My past work experience, skills and aspirations of research and
teaching in the School”
24 October 2012

2. Outline
•Qualifications and work experience.
•Research experience and academic achievements
suitable to the position of Lecturer in Architectural
Technology.
•Teaching and learning aspirations for an academic
career.

5. Construction materials researcher
Exploring sustainable construction
Retrofit of traditional buildings

6. Academic Background.
Prize winning student
BA (Hons) Architecture, Second year prize for
outstanding achievement
National Diploma in Art and Design. Fine Art/ Studio
Practice (Distinction)
Graduate Diploma in Architecture – Prizes for Graphics
and Dissertation

7. MPhil (Timber Engineering
Research and Structural
Connection Technology)
Certificate Institute of Wood
Science (Timber Industry
Qualification)
TRADA Technology Ltd.,
Sponsorship – FULL
SCHOLARSHIP
Hutchinson, Allan and Andrea
Wheeler (1998) “Resin Bonded
Repairs to Timber Structures”.
International Journal of
Adhesion and Adhesives, 18, 1-
13.

8. PhD architectural DESIGN THEORY/
ethics in the built environment
through contemporary dialogues
The University of Nottingham –
AHRC Full Scholarship
Wheeler, Andrea (2008) "About
being-two in an architectural
perspective". In Conversations,
Luce Irigaray (ed.) Continuum. pp.
53 – 72
Wheeler, Andrea (2008)
"Architectural Issues in Building
Community through Luce
Irigaray's Perspective on being-
two". In, Teaching Luce Irigaray
(ed.) Continuum. pp. 61- 68

9. Industrial Experience
Architects, Engineers, Planning Consultants and Policy
Defra, London (Policy)
Walker Troup, Architects
Shere Consulting Ltd., (Planning)
Redmak Architects, Nottingham
Derek Latham Architects, Derby
Regeneration East Midlands (Planning)
March and Grochowski, Nottingham (Architects)
Design Group Cambridge (Architects)
Holder and Mathias Alcock, Architects, Cardiff

10. Post Doctoral Research –
Success in Research Funding
Post doctoral UK Energy Research Council/ESRC , 3
year Interdisciplinary Early Careers Fellowship , The
University of Nottingham (£220,000 over 3 years)
Universitas 21 lecture series
UK Energy Research Council “The Meeting Place”
Oxford
Learning and Teaching Coordinator CEDE (Projects
with Simon Austin an Jacqui Glass (HEA Departmental
Award £29, 750) and Megs-KT (JISC £72, 872)

11. Education and sustainable design –
Aims of post doctoral fellowship
• How to engage young people in the problems
of sustainable design and sustainable
lifestyles.
• The role of schools and of education.
• The relationship of architectural design,
theories and policies of participation.

12. Yes but…
Post Doctoral Research Fellowship - Sustainable School Design
Workshops with Children

13. 13

14. School Design Futures Conference
UKERC funded “The Meeting Place” Oxford

15. Academic Secondment/ Research Fellow
Update to Defra’s 2008 Framework for Pro-
Environmental Behaviours
The Sustainable Lifestyles Framework
(2011)

17. POE supporting different ways
of being
POE
supporting
emergent
technologies
But which
is the
most
significant?
17

18. Problem. Why do modern building designed for
energy efficiency, using modern simulation
prediction tools, frequently fail to perform as
intended? Why is the difference between predicted
and actual energy use of schools so high?
Objective. Understand this difference and
determine a way to assess this difference.
Action: Our emergent approach for sustainable
schools. PostOPE (the project) combined different
assessment methods .
IMPACT: POE already making a difference in
schools. The importance of application of whole
school methods for the construction industry.

19. Case Study One Case Study Two Case Study Three
Windows and ventilation systems “We also have this automatic window “In the whole school there are automatic “Sometimes they [the classrooms] are
thing for when it gets too stuffy. When windows that you have to open and really warm and the windows don’t
you produce too much CO2 the close with a key and there are only open. None of the windows open. Only
windows open, it's automatic [...] If you about four keys in the whole school. So the lower ones. In the summer it’s really
talk too much in classroom they open that kind of means that you can’t open hot” (Year 7 pupil.) Researcher 1: “Are
(laughs)”. the windows in some departments there things you think the architect
because you haven’t got a key.” could have done better?” “Just the
windows.”
ICT and computers “All the computers are always on, they “In there [computer room] as well is the “On hot days the IT suites are the best
are never switched off by the power. study centre [full of computers] and it because of the air conditioning.”
They are always on standby. [...] it's just gets very hot and even if the air con is
that the monitor is off. You just logoff on only slight areas get it and it gets
and you don't shut it down”. very hot.”
Attitudes to energy efficiency and “I think we should but we have gotten ““I don't even think we are trying. It “...if no one moves in the classroom
sustainability used to everything and don't want to go feels like they don't even think they care. then the lights go out and so it’s like
back to basics” But they are always banging on about it. when people go out of the room the
They are always telling us to save lights go off and so the bills are lower.
energy but why not them”. So do you think the bills are lower in
this new school? You’re paying less for
your electricity and gas or not? Possibly
not, because it’s bigger.”
Natural and artificial light “It happens [automatic lights switch on] “In the art and music corridor there are “I think we should stop lighting the
when you go in, but when you go out full size windows, they go down the full school in the day as the sun lights it up
everyone turns them off anyway. In PE length of the building, the problem is alot and we’re wasting electricity”
that's what happens as they will go off in that you have to, if you have projectors (Final ‘design’ session, Year 8 pupil).
the changing rooms and in PE you just on in an art department you can’t
have to jump about a bit. In the store actually see because they don’t have
rooms it is straight on. You walk in and blinds so you can’t actually lower the
it just turns on. Cleaners’ cupboards and blinds so the projector can see so then
stuff”. you can’t really see anything.”
19

20. SUMMARY FINDINGS
1. Contradictions between what adults say and what they
tell children to do. A mismatch between designers
intention and teachers ability to manage the
behaviours of pupils – (many examples – dining
biggest issue)
2. Poorly functioning building features (windows, heating
and ventilation systems, circulation, dining spaces)
and either over provision or under provision of space
and facilities, together with teachers prohibiting use of
facilities (toilets locked, .
3. Lack of ownership of PFI buildings
4. Lack of understanding of the ‘sustainable’ design
features of the new school building – solar heating
panels
5. Convoluted facilities management procedures where
prohibitions did nothing towards children establishing
their own “authentic” relationship to the environment
and a deep or lasting critical perspective on the
problems of sustainable development.
20

21. 21

22. Windsor Conference – POSTER
PRESENTATION
April 12th – 15th
2012
The comfort dimension when
evaluating the discrepancy
between predicted and actual
energy performance in new
school buildings
Andrea Wheeler, Dr Masoud
Malekzadeh and
Professor Dino Bouchlaghem

23. Windsor Conference – FULL PAPER
April 12th – 15th
2012
From Agent of Change to Global
Citizen?” Dialogue, drawings,
narratives and performances of
secondary school children
engaged with the design of a
sustainable school.
Andrea Wheeler
The Centre for Engineering & Design Education

24. 2nd International Conference on Geographies of
Education th – 11th 2012
September 10
“The Future We Want?”
Designing a sustainable
school with children as a
place of wellbeing
Andrea Wheeler
The Centre for Engineering & Design Education

25. PUBLICATIONS
Wheeler, Andrea, Dino Bouchlaghem and Masoud Malekzadeh (2013)
“Emerging Technologies and Emerging Ontologies: Developing a POE
method for supporting low carbon living” Architectural Engineering and
Design Management Special Issue the Impact of Occupants Behaviour
on Energy Consumption (forthcoming)
Wheeler, Andrea (2010) “An interview with Harry Shier: Contrasting
children’s participation in the UK Building Schools for the Future programme
with the Nicaraguan context” International Journal of Children’s Rights
Vol. 18/3, 457-474 (translated into Spanish for Nicaraguan readers
available at:
http://www.harryshier.110mb.com/docs/Wheeler_Entrevista_a_Harry_Shier.
pdf ).

26. Summary
• Buildings and behaviour.
• Sustainable design demands both ontological and political interrogation: what does
it mean to be in an ethical or just relation to the environment and to other human
beings?
• The question of a sustainable lifestyle relates directly to the traditions of political
discourse and philosophical discourse and this cannot be absent from teaching in
schools in the context of sustainable development.

27. Engineering Education Conference 2012
September 17th – 20th 2012
E-mentoring for employability
(Higher Education Academy Departmental
Award £29, 750) 15 months
Dr Andrea Wheeler, Professor Simon Austin and
Professor Jacqui Glass
The Centre for Engineering & Design Education, 1st Floor, Keith Green Building
School of Civil and Building Engineering

29. MEGS-KT
(Jisc Funded £72, 872) 12 months
Dr Andrea Wheeler, Dr Paul Rowley and Mandy
King
The Centre for Engineering & Design Education, 1st Floor, Keith Green Building
School of Civil and Building Engineering

30. My aspirations for teaching in
the School?
DESIGN THEORY
ARCHITECTURAL TECHNOLOGY – CONSTRUCTION
DETAILING IN TIMBER
/ STRUCTURAL CONNECTIONS
SUSTAINABLE BUILDING DESIGN – SUSTAINABLE
SCHOOLS
RESEARCH, NETWORK, COLLABORATE AND CONTINUE
TO PUBLISH

31. Previous Teaching experience
Dip.Arch and M.Arch seminars in school
design. Subjects that students are
presenting include: The Spatial, Material
and Tectonic qualities of Hampshire
Schools, The CLASP system, New
Academies, New Technology in the
Classroom.
Studio teaching school design project:
Chilwell School Project, school children
critics in studio and workshops with
children.
PhD student supervision: The Impact of
Modern Interior Design on Kindergarten
Children’s Outputs and Behaviour in the
Middle East Context
St Benedicts School, London
Innovate in the teaching
31
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32. SKILLS SUMMARY
SUCCESS IN WINNING RESEARCH FUNDING , £220,000 UKERC/ESRC over
3 years, £29,750 over 15 months, £72,870 Jisc over 12 months
INTERDISCIPLINARITY – education, social sciences and built environment
COMMUNICATION SKILLS AND TEAM BUILDING– 20 + international
conference presentations. 9 invited conference/ seminar presentations,
organisation of conferences, MEGS-KT series, project management, supervision
of summer internships.
PUBLICATIONS – developed in early career post-doctoral research project and
in teaching and learning research projects.

33. Thank You
a.s.wheeler@lboro.ac.uk