Practice, feedback, knowledge transfer. The journey of a curriculum

“Radically sustainable!” The Liechtenstein School of Architecture has repositioned itself and aligned its courses with the principles of sustainability. In addition to upcycling, circular construction and life cycle analysis, ethics are now also included – after all, the lecturers are responsible for the students. Daniel Stockhammer answered our questions.

Baumeister: Please introduce yourself briefly.

LIECHTENSTEIN SCHOOL OF ARCHITECTURE: We are the team of the Liechtenstein School of Architecture (LSA) at the University of Liechtenstein in Vaduz. We are committed to teaching and researching design and construction with social, ecological, economic and cultural responsibility. In view of social change and the issues of responsible energy, land and material consumption, we have realigned our degree programs this year and embarked on a radical sustainability course. In research and teaching, we address the most pressing issues and challenges facing architecture and spatial development: from the climate crisis, resource scarcity and urbanization processes to the development of sustainable building materials such as clay or innovative wood applications. All our degree programs are accredited by the Royal Institute of British Architects (RIBA). By collaborating with international partners at the interface between science and practice, we are the leading research and competence center for sustainable architecture and spatial development for Liechtenstein, the Alpine Rhine Valley and the German-speaking four-country region. We see ourselves as an open-minded think tank for critical and creative discussion and action. In doing so, we link global questions and answers with regional challenges.

B : What are you working on at the LSA?

L S A : Together with our students, we want to find out how the built environment is created, why it is designed in this way and how it should be designed in the future. We focus on interdisciplinarity and internationality to enable comparisons with other building cultures, disciplines and methods.

“We equip architects with the skills to meet global and local challenges with innovative and robust solutions.”

B : How do you approach the task practically?

LSA: In three ways:
1. in order to tackle current research topics more effectively and to better integrate young researchers thematically, we have pooled our expertise in interdisciplinary specialist groups (units). This allows us to respond quickly and flexibly to social needs. In the “Urbanism, Architecture & Society” unit, we focus on the connections between people and space and how this knowledge provides tools for tackling urgent social challenges. Our “Urbanism & Spatial Development” unit investigates how low-emission, climate change-adapted, biodiverse and integrative urban landscapes and resilient settlement structures can be created. With the Sustainable Building Unit, we are pioneering a sustainable future by using advanced green technologies and holistic approaches and harmonizing architectural practices with the planetary boundaries of the earth to improve global and local quality of life. In the Heritage & Upcycling Unit, we investigate the tangible and intangible resources of the built environment and develop strategies for their conservation, reuse and transition to circular economies, taking into account both historical values and future aspirations. And – last but not least – the “Craft & Structure” unit deals with the relationship between material, construction and structure with regard to sustainably built and tectonically joined architecture.

2. with pro bono projects: In the “Pro Bono” module, we work across disciplines on specific projects to implement the UN Agenda 2030 and the 17 Sustainable Development Goals. Students look for partners from the field with whom they plan and implement projects for the common good – and thus make a contribution to sustainable development in a regional and international context. Awareness of the social, political, ecological, economic and cultural relevance of the projects is particularly important to us. In this way, we impart skills that go beyond the normal scope of architectural education and equip architects with the skills to meet global and local challenges with innovative and robust solutions.

3. with “hands on” on campus: over the past few years, our students have repeatedly engaged with their campus environment and, for example, converted a seminar room themselves for unusual forms of teaching and learning. The model-making workshop and the interior design of the newest university building were also designed and built by students. The “Solar Tree” landmark in front of the Spoerry site, including photovoltaic systems, and the “Alpine Tower” were also designed by students.

B : Are you confronted with prejudices?

L S A : Recently, it is often said that architects and planners are still trained in such a way that they tear down many existing buildings and replace them with unsustainable or overly extravagant new buildings, thereby contributing significantly to the climate, resource and social crisis. However, this impression, at least at our university, has long since ceased to correspond to the reality of research and teaching. We have already consistently geared our degree courses towards ensuring that students first learn to understand existing buildings and their potential and shortcomings. Building on this, we then jointly develop, test and examine holistic designs for sustainable further development.

B: What was an aha effect in your research work?

LSA: The last time we completely overhauled our degree courses was five years ago. At that time, we made the courses very project-centered. Many minor subjects were integrated directly into the design studios. This teaching approach was very popular at the time. But the concept also had its pitfalls. Students were soon asking for more lectures, exams and a more comprehensive and general transfer of knowledge. This surprised us somewhat, but we took the criticism to heart. This fall, we are now launching a completely revised Bachelor’s degree program that meets this and many other requests. In the first four semesters in particular, the course is once again more strongly characterized by basic lectures. The design studios are designed to build on each other, and there are also many new subjects: circular construction, life cycle analysis, upcycling, urban transformation or ethics and environmental theory will also be part of the basic training in future. We continue to view our Master’s degree program as a “laboratory” where students can choose from a wide range of design studios, seminars and individual electives to tailor their studies to their own interests and deepen their knowledge of specific topics. We also attach great importance to them coming into contact with our research groups. The specializations offered correspond thematically to the specialist groups. After completing the Master’s degree, students have the opportunity to complete a PhD course with one of the specialist groups.