Susan Shannon

Research Interests

Architecture

Dr Susan Shannon

School of Architecture and Built Environment

College of Creative Arts, Design and Humanities

Dr Susan Shannon is an Architect and University Teacher, with a particular professional interest in evaluation of student learning outcomes and graduate hiring. For 25 years prior to joining the University in 2000, she practised architecture for major Australian and South Australian firms, and in her own practice. Her research focus is on women in architecture, broadening the scope to include the factors pertaining to the non-registration of women as architects.Following her retirement in September 2014, Dr Shannon continues her engagement with the University of Adelaide through postgraduate supervision and coordination of an offshore studio in the School of Architecture and Built Environment.

Dr Susan Shannon is an Architect and was for 15 years a University Teacher, with a particular professional interest in evaluation of student learning outcomes.

Her 1996 PhD considered the realm of student learning outcomes both in architecture and more generally. Her expertise in evaluation was developed during this period. Subsequently Dr Shannon has held a range of positions at the University of Adelaide involving that expertise and evaluating student learning outcomes for National Teaching Development Grants and the Learning and Teaching Development Unit and Online Learning and Teaching Unit as well as Manager of the Evaluation Program, Spencer Gulf Rural Health School from 2003-2007.
 

Dr Shannon's research also focuses upon the use of blended learning in teaching the techtonics of design and generally how built environment design students learn best, including the challenges for first year students. Using mixed method research, and advanced evaluation skills, Dr Shannon has evaluated studio learning particularly the teaching of techtonics of design to first - third year design and architectural engineering students. She is interested in the contribution of blended learning  environments to students' learning outcomes, and with that the contribution of digital and online assessment and evaluation for students in these areas.

In 2012, Dr Shannon's research focused upon the role of Architectural Registration. Her research focus was on women in architecture, broadening the scope to include the factors pertaining to women’s advancement in and withdrawal from the profession as well as registration as an architect. The research involved comparing Australian registration data with that from other countries with relevant registration procedures.

In 2013-2014 Dr Shannon persisted with her research into Factors in Non-Registration of Women as Architects, through making further research into men's patterns of registration. She has supervised Yishu Zeng,and Jenna Holder in Adelaide Summer Research Scholarships during summers of 2012-2013-2014 to develop a data-base of B Arch and M Arch graduates from both South Australian Universities and their registration status; as well as the numbers of South Australian graduates from both universities compared with registration data.This research is published in Creative Education 5 (16) (September 2014).

Date Position Institution name
2014 - ongoing Offshore Studio Course Co-ordinator University of Adelaide
2007 - 2014 Senior Lecturer University of Adelaide

Year Citation
2015 Barnard, A., Nash, R., McEvoy, K., Shannon, S., Waters, C., Rochester, S., & Bolt, S. (2015). LeaD-In: a cultural change model for peer review of teaching in higher education. Higher Education Research and Development, 34(1), 30-44.
DOI Scopus15
2014 Shannon, S., Webb, N., Zeng, Y., & Holder, J. (2014). Why architecture graduates do not register as architects: a quantitative and qualitative South Australian study 1999-2011. Creative Education, 5(16), 1540-1558.
DOI
2013 Shannon, S., Francis, R., Chooi, Y., & Ng, S. (2013). Approaches to the use of blended learning in teaching tectonics of design to architecture/design and architectural engineering students. Architectural Science Review, 56(2), 131-140.
DOI Scopus7 WoS9
2013 Francis, R., & Shannon, S. (2013). Engaging with blended learning to improve students’ learning outcomes. European Journal of Engineering Education, 38(4), 359-369.
DOI Scopus95
2012 Shannon, S., & Swift, J. (2012). Employing computerised graduate attribute mapping to bridge the divide from education to employment. Journal of Information Technology and Application in Education, 1(4), 184-194.
2012 Shannon, S. (2012). "I wish for more than I ever get": employers' perspectives on employability attributes of architecture graduates. Creative Education, 3(06), 1016-1023.
DOI
2010 Shannon, S., & Radford, A. (2010). Iteration as a strategy for teaching architectural technologies in an architecture studio. Architectural Science Review, 53(2), 238-250.
DOI Scopus7
2006 Shannon, S., Walker-Jeffreys, M., Newbury, J., Cayetano, T., Brown, K., & Petkov, J. (2006). Rural clinician opinion on being a preceptor. Rural and Remote Health, 6(1), WWW1-WWW13.
2005 DeWitt, D., McLean, R., Newbury, J., Shannon, S., & Critchley, J. (2005). Development of a common national questionnaire to evaluate student perceptions about the Australian Rural Clinical Schools Program. Rural and Remote Health, 5(486), 1-12.
2005 Newbury, J., Shannon, S., Ryan, V., & Whitrow, M. (2005). Development of 'rural week' for medical students: impact and quality report. Rural and Remote Health, 5(432), 1-9.
2005 Denz-Penhey, H., Shannon, S., Murdoch, J., & Newbury, J. (2005). Do benefits accrue from longer rotations for students in Rural Clinical Schools?. Rural and Remote Health, 5(2), 1-8.
DOI Scopus51 Europe PMC24
2004 Shannon, S., & Doube, L. (2004). Valuing and using web supported teaching: A staff development role in closing the gaps. Australasian Journal of Educational Technology, 20(1), 114-136.

Year Citation
2013 Jones, D., Williamson, T., Shannon, S., & Radford, A. (2013). Teaching sustainability ethics and practice: Exploring strategies for regional community resilience with design and planning students. In Australian and New Zealand Association of Planning Schools Conference 2013 (pp. 0 pages). Australia.
2013 Barnard, A., Nash, R., McEvoy, K., Shannon, S., Rochester, S., Waters, C., & Bolt, S. (2013). Developing a culture to support peer review of teaching in higher education. In International Society for the Scholarship of Teaching and Learning (ISSOTL) 2013. Critical Transitions in Teaching and Learning (pp. 0 pages). Raleigh, North Carolina, USA.
2013 Barnard, A., Nash, R., McEvoy, K., Shannon, S., Rochester, S., Waters, C., . . . Thorogood, C. (2013). Building and sustaining a culture to support peer review of teaching. In Proceedings of the Higher Education Research and Development Society of Australasia 2013 (pp. 0 pages). Online: HERDSA.
2012 Shannon, S., Francis, R., & Torpey, G. (2012). Barriers to adoption of blended learning and online feedback and assessment by sessional staff. In Proceedings of 46th Annual Conference of the Architectural Science Association, ANZAScA (pp. 1-8). CD: ANZAScA.
2012 Shannon, S., & Francis, R. (2012). Can utilising blended learning help achieve academic success for architecture and engineering students?. In Proceedings of 46th Annual Conference of the Architectural Science Association, ANZAScA (pp. 1-8). CD: ANZAScA.
2012 Francis, R., Shannon, S., & Murison, S. (2012). Delivery of online digital feedback and assessment for design and engineering (architectural) students. In Proceedings of 46th Annual Conference of the Architectural Science Association, ANZAScA (pp. 1-8). CD: ANZAScA.
2012 Williamson, T., Jones, D., Shannon, S., & Radford, A. (2012). As if the future matters: Teaching design for sustainable communities. In Proceedings of Sustainable Futures: Architecture and Urbanisation in the Global South (pp. 219-223). CD: Uganda Martyrs University.
2012 Barnard, A., Nash, R., Rochester, S., Waters, C., Bolt, S., Thorogood, C., & Shannon, S. (2012). Toward a sustainable culture of peer partnership. In Higher Education Research and Development Society of Australasia In. Hobart, Tasmania: Higher Education Research and Development Society of Australasia.
2010 Hanachi, P., Taleghani, M., Shannon, S., & Hind, P. (2010). Towards sustainable earthen architecture, with special reference to Iran. In Proceedings of the Second International Conference on Sustainable Architecture and Urban Development (pp. 129-145). Jordan: CSAAR.
2010 Shannon, S., & Swift, J. (2010). Employing graduate attribute mapping to bridge the divide from education to industry. In Proceedings of 44th Annual Conference of the Architectural Science Association (pp. 1-9). Auckland: ANZAScA.
2010 Shannon, S., & Swift, J. (2010). Gaps when mapping technical skills in courses and assessments: Can we explain the gaps?. In Proceedings of 44th Annual Conference of the Architectural Science Association (pp. 1-8). Auckland: ANZAScA.
2010 Shannon, S. (2010). Talking to practitioners about their graduate hiring practices: How highly are technical skills valued?. In Proceedings of 44th Annual Conference of the Architectural Science Association (pp. 1-8). Auckland: ANZAScA.
2007 Shannon, S. (2007). One school’s response to the first year expectations survey. In Education Research Group of Adelaid (pp. pp. 21). Adelaide, Australia: University of Adelaide.
2007 Shannon, S. (2007). 'Gaps' between first year architecture students' expectations of university life and realities of study. In James Coulson (Ed.), Proceedings of ANZAScA 2007 (pp. 230-238). Australia: Deakin University.
2007 Shannon, S., & Missingham, D. (2007). How to engage design students successfully in group work. In Bob Zehner (Ed.), Proceedings of CONNECTED (pp. 1-7). CDROM: UNSW.
2006 Shannon, S. (2006). Students in transition – supporting their learning and keeping them enrolled. In Education Research Group of Adelaid. Adelaide, South Australia: Higher Education Research Group of Adelaide.
2006 Shannon, S., & Lim, I. (2006). Enrolment sustainability: what's the evidence about the relationship between TER scores and performance. In Henry Skates (Ed.), Proceedings of 'Fabricating Sustainability', the 39th Annual Architectural Science Association Conference (pp. CDROM1-CDROM8). CDROM: CBPR.
2006 Pietsch, S., Shannon, S., & McCarthy, J. (2006). Changing track - Form Z to Sketch UP - rationale, tactics and outcomes. In S. Shannon, V. Soebarto, & T. Williamson (Eds.), Proceedings of ANZAScA 2006 (pp. CDROM1-CDROM8). CDROM: University of Adelaide.
2006 Shannon, S., & Roberts, I. (2006). Wikis ~ a tool to encourage student collaboration. In S. Shannon, V. Soebarto, & T. Williamson (Eds.), Proceedings of ANZAScA 2006 (pp. CDROM286-CDROM293). CDROM: University of Adelaide.
2006 Shannon, S. (2006). Why don't students attend lectures and what can be done about it through using iPod nanos?. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.), Proceedings of ASCILITE 2006 Vol. 2 (pp. CDROM753-CDROM756). CDROM: ASCILITE.
Scopus16
2005 Shannon, S. (2005). Students' perceptions of collaborative practices in early years' learning: Why we may need to rethink current asynchronous approaches. In H. Goss (Ed.), Proceedings of the 22nd Ascilite Conference 'Balance, Fidelity, Mobility: Maintaining the Momentum?' (pp. 599-605). Brisbane, Queensland, Australia: Department of Teaching and Learning Support Services, Queensland University of Technology.
2005 Shannon, S. (2005). Students' perception of collaborative practices in early years' learning: an educational evaluation study of the use of discussion boards in an architecture school. In K. Holt Damant, & P. Sanders (Eds.), Proceedings of the Third International Conference of the Association of Architecture Schools of Australasia (pp. WWW 1-WWW 10). www.architect.uq.edu.au/aasa2005/public/index.html: University of Queensland, Queensland University of Technology.
2004 Shannon, S. (2004). Questioning the teacher's comfort zone with online learning: A 4 year case study of students' perceptions of online learning. In R. Atkinson, C. McBeath, D. Jonas Dwyer, & R. Phillips (Eds.), Proceedings of the 21st Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 831-840). Perth, Australia: ASCILITE.
2004 Shannon, S. (2004). A context for beginning learning in an architecture school whatever your secondary school outcomes. In Z. Bromberek (Ed.), Proceedings of the 38th Annual Conference of the Architectural Science Association ANZAScA and the International Building Performance Simulation Association - Australasia Conference (pp. 294-299). University of Tasmania: University of Tasmania.
2003 Shannon, S., Roberts, I., & Radford, A. (2003). The development of program and course maps for architectural education. In S. Hayman (Ed.), Proceedings of the 37th Australian and New Zealand Architectural Science Association (ANZAScA) Conference (pp. 551-562). Sydney: University of Sydney.
2003 Shannon, S., & Doube, L. (2003). Predicting the future use of web-teaching tools by academic staff. In G. Crisp, D. Thiele, I. Scholten, S. Baker, & J. Baron (Eds.), Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) (pp. 696-699). Adelaide, Australia: ASCILITE.
2003 Shannon, S., & Doube, L. (2003). Factors impacting on the adoption and use of web-supported teaching by academic staff. In G. Crisp, D. Thiele, I. Scholten, S. Baker, & J. Baron (Eds.), Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) (pp. 476-485). Adelaide, Australia: ASCILITE.
2003 Roberts, I., Shannon, S., & Radford, A. (2003). Mapping academic programs with ProgramMap. In G. Crisp, D. Thiele, I. Scholten, S. Barker, & J. Baron (Eds.), Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) (pp. 449-457). Adelaide, Australia: ASCILITE.
2003 Wilson, I., Lawless, A., & Shannon, S. (2003). Teaching clinical skills to early-year undergraduates in community settings. In ANZAME annual conference 2003 : a question of quality : conference proceedings. Footscray, Victoria: ANZAME.
2003 Shannon, S. (2003). Evaluating and reporting at a distance: quality experiences with cost effective web supported evaluations. In Australian Technology Networ (pp. A Commitment to Quality, held in Adelaide, 24-25th November 2003). Adelaide, South Australia: University of South Australia.
2002 Shannon, S., & Swift, J. (2002). Is there a disagreement? differing perspectives of a beginning student and novice supervisor. In Quality in Postgraduate Research Conference. Glenelg, South Australia: The Centre for the Enhancement of Learning, Teaching and Scholarship.
2002 Shannon, S., & McHolm, D. (2002). Evaluating online learning experiences at Adelaide University for staff and students in 2001. In A. Goody, & D. Ingram (Eds.), Spheres of influence: Ventures and visions in educational development (pp. WWW 1-WWW 22). www.csd.uwa.edu.au/iced2002/publication/: Organisational & Staff Dev Serv, Uni of Western Australia.
2002 Shannon, S., & Roberts, I. (2002). Triple bottom line for online learning investments. In A. Williamson, C. Gunn, A. Young, & T. Clear (Eds.), Winds of change in the sea of learning - Volume 1 (pp. 934). Private Bag 92025, Auckland, NZ: UNITEC Institute of Technology.
2002 Shannon, S. (2002). Authentic digital design learning. In D. Luther, D. Dawson, J. Ham, M. Moore, D. Rollo, & D. Treloar (Eds.), Modern Practice of Architectural Science: From Pedagogy to Andragogy? (pp. 461-468). Victoria, Australia: Deakin University.
2002 Radford, A., Shannon, S., & White, D. (2002). Early experiences in digital building construction. In D. Luther, D. Dawson, J. Ham, M. Moore, D. Rollo, & D. Treloar (Eds.), Modern Practice of Architectural Science: From Pedagogy to Andragogy? (pp. 419-426). Victoria, Australia: Deakin University.
2001 Shannon, S., Radford, A., & Woodbury, R. (2001). Doing on-line learning and teaching. In W. Osterhaus, & J. McIntosh (Eds.), Proceedings of the 35th Annual Conference of ANZAScA (pp. CDROM 1-CDROM 8). VICTORIA UNIVERSITY OF WELLINGTON, WELLINGTON NZ 6015: SCHOOL OF ARCHITECTURE PUBLICATIONS.
2001 Wyeld, T., Woodbury, R., & Shannon, S. (2001). Leitmotif cases for design learning. In J. Gero, S. Chase, & M. Rosenman (Eds.), Preprints of the 6th International Conference of the Association for Computer-Aided Architectural Design Research in Asia (pp. 401-410). UNIVERSITY OF SYDNEY NSW 2006: KEY CENTRE OF DESIGN COMPUTING & COGNITION.
2001 Woodbury, R., Shannon, S., & Sterk, T. (2001). What works in a design game?. In J. Gero, S. Chase, & M. Rosenman (Eds.), Preprints of the 6th International Conference of the Association for Computer-Aided Architectural Design Research in Asia (pp. 411-420). UNIVERSITY OF SYDNEY NSW 2006: KEY CENTRE OF DESIGN COMPUTING & COGNITION.
2001 Shannon, S., Roberts, I., & Woodbury, R. (2001). vGallery scaffolding reflection in action for students and teachers. In G. Kennedy, C. McNaught, M. Keppell, & T. Petrovic (Eds.), Short paper proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 141-144). UNIVERSITY OF MELBOURNE, VICTORIA 3010: BIOMEDICAL MULTIMEDIA UNIT.
2001 Woodbury, R., Shannon, S., & Radford, A. (2001). Games in early design education: Playing with metaphor. In B. Vries, J. Leeuwen, & H. Achten (Eds.), CAAD Futures 2001 Proceedings (pp. 201-214). DORDRECHT: KLUWER ACADEMIC PUBLISHERS.
2001 Woodbury, R., Wyeld, T., Shannon, S., Roberts, I., Radford, A., Burry, M., . . . Datta, S. (2001). The Summer Games. In Proceedings of the International Conference on Education and Research in Computer Aided Architectural Design in Europe (pp. 293-297). Helsinki, Finland: Education for Computer Aided Architectural Design in Europe.
Scopus12
2000 Woodbury, R., Roberts, I., & Shannon, S. (2000). Gallery: wcb spaces for collaboration & assessment. In Proceedings of Australian Universities Teaching Committee (AUTC) 2000 Forum. Canberra, Australia: AUTC.

Year Citation
2011 McEvoy, K., & Shannon, S. (2011). Peer review of teaching: moving learning and teaching practice from the edge, by developing a public culture of academic practice. Poster session presented at the meeting of Higher Education Research and Development Society of Australasia In. Griffith University, Queensland: Griffith University.
2008 Missingham, D., Kestell, C., & Shannon, S. (2008). Interdisciplinary learning: the integration of professional and academic communication skills into subject specific undergraduate courses. Poster session presented at the meeting of International Consortium Educational Development, Brigham Young University. Salt Lake City, Utah: Brigham Young University.
2007 Shannon, S. (2007). Getting alongside students in their learning – using wikis, iPods and mp3. Poster session presented at the meeting of Connectivi. Southbank, Queensland: Department of Education, Training and the Arts.
2007 Shannon, S., & Missingham, D. (2007). Modes of group-work and assessment which avoid students’ complaints. Poster session presented at the meeting of Education Research Group of Adelaid. Adelaide, Australia: University of Adelaide.
2006 Shannon, S. (2006). Getting alongside students in their learning - using wikis, i-pods and mp3. Poster session presented at the meeting of Education Research Group of Adelaid. Adelaide, South Australia: University of Adelaide.
2006 Shannon, S., & Soebarto, V. (Eds.) (2006). Challenges for Architectural Science in Changing Climates: Proceedings of the 40th Annual Conference of the Architectural Science Association. Poster session presented at the meeting of Unknown Conference. Adelaide, South Australia: University of Adelaide.
2005 Shannon, S. (2005). Multi-Site/multi-stakeholder evaluation in the medical education sector in Australia: the challenges of "no boundaries”. Poster session presented at the meeting of Evaluation. American Evaluation Association.
2004 Ryan, V., & Shannon, S. (2004). 1st and 2nd year rural weeks – a health service and community participatory approach. Poster session presented at the meeting of National Undergraduate Rural Health Conferen. Tanunda, South Australia: National Rural Health Network.
2003 Shannon, S. (2003). Factors in choosing rural placements: reflections from participating students. Poster session presented at the meeting of National Medical Educator’s Gender Skills Workshop. Adelaide: Monash University School of Rural Health.
2003 Newbury, J., Shannon, S., Jones, A., Wilson, I., & Lawless, A. (2003). What is the key to quality learning in rural placements for undergraduates?. Poster session presented at the meeting of The Association for Health Professional Educatio. Melbourne, Australia: Australian and New Zealand Association for Health Professional Educators.

Date Role Research Topic Program Degree Type Student Load Student Name
2007 - 2009 Principal Supervisor Social Housing for Culturally Diverse Groups: A Users' and Providers' Perspective Doctor of Philosophy Doctorate Full Time Mr Michael David Findlay
2007 - 2010 Co-Supervisor Innovation and Difference: city planning in Adelaide from 1972 until 1993 within the historical framework of the politics of City/State relations from 1836 Doctor of Philosophy Doctorate Full Time Dr Michael Llewellyn-Smith
2002 - 2006 Co-Supervisor Reframing the Dynamics: A Case Study of the Interaction between Architectural Computing and Relationship-Based Procurement at the National Museum of Australia Doctor of Philosophy Doctorate Full Time Dr John Swift

Date Role Board name Institution name Country
2011 - 2014 Member Architectural Practice Board of SA - -

Date Role Committee Institution Country
2001 - 2011 Chair Gawler Prize Judging Panel - -

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