UTS Faculty of Design Architecture and Building – Peter Johnson Building (B6)

The staged Refurbishment and Fitout of the UTS Faculty of Design Architecture and Building – Peter Johnson Building (6) to progressively create contemporary teaching environments based on a collaboratively developed philosophy to accommodate new teaching pedagogies.

Project Details

Architects
Gardner Wetherill & Associates Pty Ltd

Address
Faculty of Design, Architecture & Building Peter Johnson Building (UTS Building 6) 702-730 Harris St. Ultimo NSW 2007

Submitter
Gardner Wetherill & Associates Pty Ltd

Cost
$27,275,000.00 including GST

Photographer
Simon Wood – Simon Wood Photography; Marcus Enno – Studio Commercial

Project Overview

These series of fitouts and refurbishment projects within in the Peter Johnson Building and Podium (for the Faculty of Design, Architecture + Building/Teaching + Learning) have provided Gardner Wetherill with the vehicles to design modern, innovative learning environments that recognise changing teaching pedagogies in tertiary education. The endeavour to provide a “future-proof” design consisting of flexible teaching spaces that can be combined and converted to maximise their full potential as well as the capacity of the users that in turn encourage exploration, collaboration and discussion. Whilst the original “sophisticated industrial” design philosophy has remained consistent for each stage, the systems and processes supporting each stage have evolved during the implementation. Environment: The architecture responds to and respects the way students like to study, with ubiquitous Internet access, contemporary furniture, lounges, abundant daylight, various sizes of study spaces, and bright, warm and visually inviting colours and materials. The design aesthetic has captured UTS’s brand ideals and is a new benchmark in UTS’s educational offer. ESD principals have been employed throughout in the creation of “healthy” learning environments. Increased engagement: Because the studios foster a direct conversational relationship between the Users, and provide easy access to technology, they avoid the passivity and isolation associated with traditional classrooms and instead engender active student engagement. Lowered barriers to participation: The adaptable studios foster collaboration in various group sizes and create a lively, dynamic environment that encourages participation. In many instances, the spaces have become shop windows to academic communication going beyond the physical and visual connectivity of spaces. Flexibility: The Facilities are easily customised to reflect differing teaching styles, learning preferences and different social dynamics. The abundant access to technology further erodes barriers. Support of Self-Directed Learning: The Learning Studios encourage greater participation in group activities and give students ready access to the Internet to fulfil their quests for more information. Ownership of the Faculty Extensive user involvement and assessment were central to the studios’ initial design, evolution and therefore ultimate success.