The past few months have marked an inspiring new chapter in my professional journey — stepping into a lecturer role at the University Centre, Leeds College of Building. It’s a unique environment where further education, higher education, and apprenticeship learning come together.
Teaching groups ranging from 17- and 18-year-olds just starting their careers to experienced professionals in their 30s and 40s has been a rewarding challenge. Their determination to study while working in the construction industry is genuinely impressive. They’re developing the skills, discipline, and mindset our sector needs — and it’s a privilege to support that growth.
As a Professional Assessor for CIAT, I’ve always been struck by how many Chartered Architectural Technologists begin their journeys with qualifications such as the BTEC Level 3 Extended Diploma in the Built Environment, HNC in Architectural Technology, or similar pathways in Construction, Building Studies, and Engineering. To now be lecturing on those very same programmes feels deeply meaningful — a full-circle moment.
Teaching has always been something I’ve deeply enjoyed, and finding a part-time academic role that complements my CIAT Chartered Practice, GB Atelier, felt like a natural progression. With projects now expanding across several counties in the Republic of Ireland, the past two months have been a real test of balance — lecturing three days a week to around 100 students while continuing to lead live projects — but an incredibly fulfilling one.
I prefer to build each lecture from scratch, grounding every session in the BTEC specifications and shaping it through real-world project experience. This term, my teaching has covered construction design projects, digital applications for construction information, building regulations and control, quality management, and site supervision. Seeing students connect technical concepts with live industry practice — and watching those links deepen over time — is what makes this work truly worthwhile.
Education and professional practice are strongest when they inform each other — that’s where the real learning happens.
