The Future of Education
Peter Marsh
Institution: University of Brighton
Country: United Kingdom
Peter Marsh's initial training at undergraduate level was a BA (hons) in Silversmithing and allied crafts at the John Cass college, London Guildhall University where his interest in the relationship between materials, process and the scope for interpretation these offered was sparked. This interest has continued throughout the career with explorations in stone, wood, ceramics, printing, restoration, and casting amongst others.
Dr. Marsh was self-employed for fifteen years as a professional model maker, where the focus of the practice lay in building historical, architectural models, specializing in recreating buildings or interiors that have been lost or destroyed, often working from photographs or paintings for information. The models were displayed in museums around the world, including the Victoria and Albert Museum, London, UK, the Catherine Palace, St. Petersburg, Russia, and the Ando museum, Naoshima, Japan.
He has a Masters in Fine Arts, where my interest primarily lay with drawing, exploring the surpluses and deficits of meaning produced in phenomenological approaches to quantitative methods;
His PhD cross disciplinary research proposed that the conceptualization of embodied, abstract emotional experiences such as pain, which despite being multi-modal, non-visual and subjective, have the potential to be communicated visually using model making, as it is traditionally understood in the fields of Architecture and Design.
From 2005-2022 he held the role as the model-making technician for the School of Architecture and Design. The responsibilities varied from demonstrating building construction techniques through to guiding students through the creation of atmospheric, conceptual models and teaching how to draw and how to find one’s theoretical position in design practice.
He was a founding member of the University’s Technician Commitment programme, which seeks to establish a stronger career development path for technical and support staff in university education, recognising their roles in the student experience, learning and teaching.
He was a member of the School’s Athena SWAN committee helping to establish a manifesto that would go on to see the University achieve a silver medal in 2021.
He held a 4-year tenure on the Quality and Standards Committee for the school.
He currently sits on the Cross School Research and Ethics Committee that meets to ensure the highest ethical standards are maintained in the University’s research through Masters, Doctoral, post graduate research to professional academic levels.
He has been nominated every year for 10 years and has had the good fortune to win the ‘excellence in facilitating and empowering learning award’, a university wide recognition award based on nomination by students and staff.
Also, as part of a team of four, we were awarded the University’s Technician Commitment award, in recognition for our work with the students during the lockdown and for supporting the NHS by using the workshop during the lockdown to design and make PPE for the local emergency services.
He has been an advisory and support member of the School’s Widening Participation Team for several years. This student led scheme reaches out to younger school children in the outlying district, inviting them to spend time at the University, undertake projects, workshops, and debates to introduce them to the potentials of Higher Education and University life.
Dr. Marsh was self-employed for fifteen years as a professional model maker, where the focus of the practice lay in building historical, architectural models, specializing in recreating buildings or interiors that have been lost or destroyed, often working from photographs or paintings for information. The models were displayed in museums around the world, including the Victoria and Albert Museum, London, UK, the Catherine Palace, St. Petersburg, Russia, and the Ando museum, Naoshima, Japan.
He has a Masters in Fine Arts, where my interest primarily lay with drawing, exploring the surpluses and deficits of meaning produced in phenomenological approaches to quantitative methods;
His PhD cross disciplinary research proposed that the conceptualization of embodied, abstract emotional experiences such as pain, which despite being multi-modal, non-visual and subjective, have the potential to be communicated visually using model making, as it is traditionally understood in the fields of Architecture and Design.
From 2005-2022 he held the role as the model-making technician for the School of Architecture and Design. The responsibilities varied from demonstrating building construction techniques through to guiding students through the creation of atmospheric, conceptual models and teaching how to draw and how to find one’s theoretical position in design practice.
He was a founding member of the University’s Technician Commitment programme, which seeks to establish a stronger career development path for technical and support staff in university education, recognising their roles in the student experience, learning and teaching.
He was a member of the School’s Athena SWAN committee helping to establish a manifesto that would go on to see the University achieve a silver medal in 2021.
He held a 4-year tenure on the Quality and Standards Committee for the school.
He currently sits on the Cross School Research and Ethics Committee that meets to ensure the highest ethical standards are maintained in the University’s research through Masters, Doctoral, post graduate research to professional academic levels.
He has been nominated every year for 10 years and has had the good fortune to win the ‘excellence in facilitating and empowering learning award’, a university wide recognition award based on nomination by students and staff.
Also, as part of a team of four, we were awarded the University’s Technician Commitment award, in recognition for our work with the students during the lockdown and for supporting the NHS by using the workshop during the lockdown to design and make PPE for the local emergency services.
He has been an advisory and support member of the School’s Widening Participation Team for several years. This student led scheme reaches out to younger school children in the outlying district, inviting them to spend time at the University, undertake projects, workshops, and debates to introduce them to the potentials of Higher Education and University life.
