Sasaki
In architecture, teaching and practicing inform each other. As someone who straddles both worlds, I find that the integration of these two realms is not just beneficial but essential to the future of our profession. The role of an architect is no longer confined to drafting plans or overseeing construction. It extends to being an educator, a mentor, and a facilitator of dialogues that shape the built environment in profound ways.
Jerolim is a senior associate designer in Sasaki’s Los Angeles studio and has taught architecture and design at Boston Architectural College and the University of Oregon with a focus on design studios.
Deerfield Academy Athletics Complex. Photography by Jeremy Bittermann
One of the most compelling aspects of teaching architecture is the opportunity it provides to stay at the forefront of the field. In the classroom, we are constantly challenged to rethink and refine our ideas. Students bring fresh perspectives, often questioning established norms and encouraging us to explore new possibilities. This dynamic environment fosters a culture of continuous learning and innovation that directly informs my practice.
In my experience, teaching is not about imparting a fixed set of skills or knowledge. Rather, it is about cultivating a mindset that values curiosity, critical thinking, adaptability, and creating new knowledge.Â
These qualities are just as important in professional practice as they are in academia. The challenges we face in the real world—be it designing for diverse communities, navigating complex regulatory environments, or addressing the pressing issues of climate change—require us to think creatively and respond to changing conditions with agility. By engaging with students, I am constantly reminded of the importance of staying open to their new ideas and approaches – each student will be creating new futures we can’t yet imagine.
A line forming at the Florida Children’s Museum at Bonnet Springs Park, the first week after opening. Photography by Jeremy Bittermann
In turn, practicing architecture is a form of teaching in itself. Every project presents an opportunity to learn and to pass on knowledge to others—whether it’s collaborating with colleagues, mentoring younger architects, or engaging with clients and communities. As architects, we have a responsibility to share our expertise and insights, not just within the confines of our firms but with the broader public.
The role of an architect is to be a listener and a moderator of dialogues among multiple voices inside and outside the client groups we work with. This requires a deep understanding of the social, cultural, and environmental contexts in which we operate. It also necessitates a commitment to sharing with others the values of design and its potential to improve people’s lives.
When I’ve worked with Native American tribes, educational institutions, or developers, I strived to co-create spaces that reflected the unique needs and aspirations of these communities. This involves exchanging knowledge about how architecture can address their challenges and enhance their quality of life. In this sense, every project is an educational experience, both for the architect and for those we work with.
Venice Biennale 2012 Croatian Pavilion. Courtesy of Pulska Grupa
We should embrace the liminal space between theory and practice. In classrooms, we should allow ourselves to speculate with design and theoretical explorations, and push ourselves to imagine multitudes of possible futures. By bringing “real-world” know-how into the classroom, we can help students understand the complexities and constraints of architectural practice and find ways of manifesting the imaginative.
By bringing real-world projects into the classroom, we can help students understand the complexities and constraints of architectural practice. At the same time, the theoretical and conceptual work that takes place in academia can inspire new approaches to design that push the boundaries of what is possible in the built environment.
In my own practice, I draw inspiration from the places and people I work with, whether it’s a campus building, a workplace, or a life-science facility. Having lived and worked across three continents, I have learned to appreciate the rich diversity of architectural traditions and practices that exist around the world. This global perspective has been invaluable in my work, allowing me to bring fresh ideas and innovative solutions to the projects I undertake.
Deerfield Academy Athletics Complex. Photography by Jeremy Bittermann
Looking ahead, I believe that the future of architecture lies in the continued integration of teaching and practice. As the challenges facing our profession become more complex and multifaceted, the need for architects who are both skilled practitioners and effective educators will only grow. By embracing this dual role, we can ensure that the next generation of architects is well-equipped not only to navigate the demands of an ever-changing world, but with an open and curious mindset, they can have agency to bring ideas to life.
Ultimately, the relationship between teaching and practicing architecture is one of mutual enrichment. Each informs and enhances the other, creating a dynamic and evolving dialogue that drives our profession forward. Whether in the classroom or on the job site, the work we do as architects has the power to shape the future of our cities, our communities, and our world. And it is through this ongoing exchange of knowledge, ideas, and experiences that we can continue to make a positive impact on the built environment and the lives of those who inhabit it.
