Ethics Form Revisions Based on Tutor Feedback This ethics form has been updated to reflect my tutor’s feedback. Key points:
Categories
B's PgCert Blogswhere my brains do push ups
Author: Blythe Cheung
Categories
Protected: ARP: Project Findings
There is no excerpt because this is a protected post.
Categories
ARP: References
Bibliography FormFutura. (2025). Is recycling the best solution for 3D printing scraps? [online] Available at: https://www.formfutura.com/blog/blogs-1/is-recycling-the-best-solution-for-3d-printing-scraps-35 Kent, R., 2015. Analysing Quantitative Data: Variable-based and Case-based Approaches to Non-experimental Datasets. 55 City Road, London: SAGE Publications Ltd. Available at: https://doi.org/10.4135/9781473917941 Pawel Ślusarczyk (2024). Is home recycling the answer to color 3D printing waste? [online] VoxelMatters – […]
Categories
IP unit: Reflective Report
Transforming Studio Spaces: An Intersectional Approach to Accessibility in Higher Education Introduction As a studio technician in the Sculpture department at Camberwell College of Arts, my role sits somewhere between technical facilitator, mentor, and institutional mediator. I spend much of my time organizing tools, supporting workshops, and maintaining studios as productive, safe, and creative environments. […]
Categories
Reflection on Anti-Racism in HE
The readings I’ve been working through really drive home how deeply racism is embedded in UK education systems, and how that affects everyone working in higher education—even those of us in technical roles who might think we’re less immediately related to these bigger institutional issues. When “Neutral” Policies Aren’t Actually Neutral Bradbury’s work with Critical […]
A recent conversation with my Sculpture colleague highlighted a concern we share: our current studio spaces present real accessibility challenges for disabled students. The cluttered passageways, limited workspace, noise contamination in open-plan areas, and difficult equipment access create barriers that not only impede physical participation but undermine students’ sense of belonging, particularly students with disabilities. […]