ProfessorRichard Tucker

I spent around five years in Teaching & Learning and then Research leadership roles in the School of Architecture and Built Environment, during which time we experienced dramatic improvements in school-wide SET scores and research outputs.

I teach design from 2nd to 5th year, with a focus on sustainable design and the teaching of teamwork skills.

I’ve been acknowledged for my teaching excellence, thanks for which resides in my innovation through research in the areas of teamwork, multidisciplinary collaboration, assessment, studio-based problem-based learning, flexible delivery, environmental and ‘sustainable’ design, Work Integrated Learning (WiL), and universal design. In 2007 I was awarded the WJC Banks Award for Distinguished Contributions to Teaching and Learning by Deakin University, and in 2011 I became only the second teacher in the discipline of Architecture to be awarded the prestigious Australian Learning and Teaching Council Award for Teaching Excellence.

This work emphasises the importance of integrating teamwork skills into the architecture curriculum to enhance students' learning experiences and prepare them for professional practice.

In "Teaching Teamwork in Design: A Framework for Understanding Effectiveness in Student Teams," I propose an Input-Process-Output framework. This framework helps design educators integrate teamwork into their courses and evaluate the effectiveness of student collaboration. It includes 22 factors that impact team effectiveness, derived from literature on team performance across various contexts. The framework aims to provide a structured approach for teaching and assessing teamwork, ensuring that students develop essential collaborative skills needed in their professional careers.

My work in this area also addresses the challenges and attitudes of design students towards teamwork. In my research, I found that students often have mixed feelings about group work. Factors influencing their attitudes include past experiences, the design of team assignments, and the support provided by instructors. By understanding these factors, educators can design better team assignments and support structures, leading to more positive teamwork experiences for students.

Furthermore, my work highlights the importance of scaffolding teamwork learning across the curriculum. This involves embedding teamwork skills in various courses and providing discipline-specific contexts to help students apply these skills effectively. I also underscores the need for continuous assessment and feedback to improve teamwork capabilities among students.

I have also supervised twelve PhD students to completion.