In this instalment of our Constructive Failure series, we delve into how a lecturer’s first full teaching experience – met with harsh student feedback – sparked a bold reimagining of his approach to education.
When Dr Anthony Brand, now a senior lecturer in Architecture and Planning, took over ‘ARCHHTC 235/236/237: Postmodern and Contemporary Architecture and Urbanism’ in 2019, he was stepping into unfamiliar territory. Accustomed to the intimate, practice-based design studio teaching format—where close collaboration with students was the norm—he now faced the challenge of delivering content to a large lecture theatre. The course, recently expanded from 10 to 15 points, demanded not only more material but also new strategies for engaging students in this less personal setting.
Photo © supplied
When student feedback stings
End-of-semester student evaluations painted a sobering picture. As Anthony recalls, “There were a lot of insights into how students were perceiving my character being up on the stage and doing this thing. And, apparently, I’m not particularly hospitable or approachable or engaging.”
The feedback was unvarnished:
“I would appreciate it if Anthony was more engaging in his lectures. I also find that he is not seem very approachable, I find him less flexible/adaptable and would appreciate it if he was more .. hospitable.”
“I know you try your best to hold our attention during the long lectures. Maybe include what is most necessary or more breaks but shorter?”
These comments struck a chord with Anthony. “It was really frustrating for me because I don’t perceive myself as that sort of person, and it was contrary to all of the positive feedback I had been receiving in my studio teaching,” he reflected. “It felt like there was something about the way I was presenting or the environment in which that was taking place that was problematic,” he explained, continuing – “There was a very obvious barrier between me and the students, and a very clear link between the impression I was giving and how inspired they were to engage”.
Feedback from Summative Evaluation Tool (SET), 2019
Set feedback in 2019 showing bar chart responses to statement “i found the teacher approachable”, 45.9% of students strongly agree, 16.2% agree, 32.4% neutral, 2.7% disagree and 2.7% strongly disagree Responses to statement “the teacher inspired me to learn” are as follows; 40.6% strongly agree, 21.6% agree, 32.4% neutral, 5.4% disagree and 0% strongly disagree.
Figure 1. SET feedback from 2019, showing low student satisfaction rates with teacher’s approachability and ability to inspire learning.
Blueprinting a new approach
The candid feedback became a turning point. Anthony realised the traditional lecture model wasn’t working for him or his students. Determined to rethink his approach, he applied for a SEED Grant for innovation in teaching, centred on ‘designing for learning.’ Though he didn’t secure the funding, the process of crafting the application helped him envision a radically different way forward. With the support of his summer research students, Maddie and Rebekah, Anthony began sketching out a new framework that prioritised flexibility and engagement over rigid lecture formats. He incorporated blended and flipped learning strategies, including:
- Pre-recorded video lectures: Bite-sized, 10-15 minute videos students could watch at their own pace before class.
- Interactive elements: Quizzes, links, and supplementary videos using H5P to keep students engaged.
- Redesigned in-person seminars: Lecture time was reimagined as small-group sessions focused on discussion and applied learning.
- Low-stakes mini-assignments: Weekly tasks worth less than 3% each, designed to develop skills without creating undue stress.
He also updated the course content, moving away from what he called the “dead white guy history of architecture”—a curriculum dominated by Westernised, male-centric architectural landmarks and theories. Instead, he broadened the scope to include diverse perspectives, offering students a more inclusive and contemporary understanding of architectural history.
The courses have since merged and are now known as ARCHHTC 237 : Postmodern and Contemporary Architecture and Urbanism.
Building under pressure: Unexpected challenges and opportunities
The COVID-19 lockdown in 2020 brought both disruption and opportunity. With his wife working as an essential healthcare worker, Anthony juggled childcare while adapting his course for remote delivery. Pre-recording lectures became the only viable option, but Anthony was determined not to let the course become just another MOOC. “Content is content,” he reflected, “but a course should be more than that. It needs interaction, engagement, and a sense of community.”
To achieve this, he designed pre-recorded videos that were concise and interactive, ensuring students could engage with the material at their own pace. He also began rethinking how to use in-person time effectively once restrictions eased. His vision was clear: online components would prepare students for active participation in seminars, where they could discuss ideas, collaborate on tasks, and apply what they had learned. The lockdown became an unexpected accelerator for this blended approach, pushing him to refine how online and face-to-face teaching could complement each other.
Lessons learned
After teaching the redesigned course for a few semesters, Anthony reflected on its successes and shortcomings, uncovering what worked and what still needed refinement:
- Balancing structure and flexibility. While students appreciated the freedom to explore topics, they also needed clear guidelines to channel their efforts productively.
- Maintaining presence in virtual spaces. Anthony discovered that including his video presence in pre-recorded content helped maintain a personal connection with students.
- Leveraging technology thoughtfully. Digital tools like Slido, Figma, and Padlet enhanced collaboration but required careful integration to avoid overwhelming students.
- Fostering engagement through low-stakes assignments. The mini-assignments, each worth less than 3% of the total grade, encouraged participation without inducing anxiety.
Impressive transformed results
While the grades in the course remained steady in the coming years, compared to 2019, it was clear that the redesigned course had transformed into a vibrant space where students actively and enthusiastically engaged with the material. The results of Anthony’s efforts were remarkable.
Student feedback transformed from critical to overwhelmingly positive:
“Anthony oozes genuine passion and curiosity for the topics he teaches. This can’t help but be contagious for us students”.
“I really enjoyed the seminars and the choices of topics, they were engaging and interesting. I appreciated the pre-seminar videos as they were insightful and easy to watch”.
Feedback from Summative Evaluation Tool (SET), 2023
Set feedback in 2023 showing bar chart responses to statement “overall Anthony’s teaching was effective”, 62.5% of students strongly agree, 30% agree, 7.5% neutral, 0% disagree and 0% strongly disagree. A large improvement.
Figure 2. SET evaluations from revamped course in 2023, showing high student satisfaction levels with Anthony’s teaching style.
Feedback from Summative Evaluation Tool (SET), 2024
Set feedback in 2024 showing bar chart responses to statement “overall Anthony’s teaching was effective”, 52.9% of students strongly agree, 47.1% agree,0% neutral, 0% disagree and 0% strongly disagree. A large improvement.
Figure 3. SET evaluations from 2024.
Reflections on a pedagogical journey
Anthony’s story illustrates that embracing even the harshest feedback can catalyse profound change in educational practice. By confronting his shortcomings and rethinking his pedagogy, he transformed the course into a rich student learning experience, strengthened his professional resilience, and rediscovered his enthusiasm for teaching.
His willingness to deconstruct his teaching persona and rebuild it with empathy and creativity serves as an inspiring example for educators facing similar challenges. It demonstrates that with reflection, innovation, and a student-centred approach, even the most daunting teaching challenges can be overcome.
Want to learn more?
Watch Anthony present his journey of pedagogical transformation at CAI Teaching Grant Symposium in November 2024.
Video hosted in Panopto. Staff login required.
Resources
Visit Anthony’s staff profile page.
Page updated 16/01/2025 (minor update)