When I returned from India, I stepped into one of the most defining roles of my career. I became a Senior Lecturer and Head of First Year Interior Architectural Design at the Arts University Bournemouth. It was a full-circle moment. From finding my own path into architecture, to now guiding hundreds of students at the very beginning of theirs.

Leading First Year - Where Everything Begins

First year is where everything changes. Students arrive from school or college, often unsure, overwhelmed, and full of potential. My role was to help them make that transition. To build confidence. To teach them how to think, not just what to design.

I led studio projects that introduced students to the foundations of interior architecture.

These included:

Residential design projects
Ephemeral architecture
Disaster response shelters

Disaster response became a particular area of interest for me. It combined creativity, purpose, and real-world impact.

Teaching the Foundations of Design

Alongside studio work, I taught the core skills every designer needs. Not just to pass university, but to succeed beyond it.

This included:

Hand drawing and sketching
Presentation and communication skills
Design concepts and spatial thinking
Model making and construction

These are the exact skills I still teach today because they truly set students apart.

I also taught within the architecture department, delivering lectures on history and precedent studies. This gave students important context. Not just how to design, but how architecture has evolved, and how to think critically about the built environment before even beginning a project.

If you’re currently building your portfolio or learning to draw, you can explore my resources here: Student Resources

The future city modelmaking workshop at the Arts University Bournemouth by Sonia Nicolson

Working Across BA and MA Programmes

I worked closely with a team of four academic staff. Together, we supported both undergraduate and postgraduate students.

My role included:

One-to-one tutorials
Supporting studio teaching
Sitting on crit panels
Giving feedback on student work

Those crits were intense, but they were where real growth happened.

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Contributing to the Course Rewrite

In my second year, I was involved in the academic rewrite of the course, with a specific focus on the first year. This meant stepping back and looking at the programme as a whole. Not just what we were teaching, but how we were teaching it.

We reviewed the structure, projects, learning outcomes, and assessments. The goal was to ensure students were gaining the right skills, in the right order, with clarity and purpose. It deepened my understanding of design education - how students learn, where they struggle, and what actually helps them succeed.

That experience still shapes how I teach today - simple, clear, foundational, and built to support real progress.

International Teaching and Student Recruitment

My work extended far beyond the UK. I collaborated with the international team, travelling to India, Thailand, Nepal, and Iceland.

I delivered lectures on:

Portfolio preparation
Studying architecture and interior design
What universities are really looking for

I also interviewed hundreds of students applying to study at university. This gave me a unique insight. I saw exactly what made a portfolio stand out. And what held students back.

This experience directly informs how I support students today through my Portfolio Confidence Review™

Senior Lecturer Sonia Nicolson on an international recruitment trip with the Arts University Bournemouth

Representing the University Internationally

One of the highlights of this time was representing the university with the British Council. This involved travelling to India to promote higher education and design courses.

I gave talks, met students, and connected with institutions. It was an honour to be part of something that opened doors for others.

British Counil Architecture mission trip India Sonia Nicolson

Research, Writing and Global Projects

Alongside teaching, I continued developing my research and practice. I volunteered as an architect in Ecuador, contributing to a design workshop focused on community and context.

You can read more about that experience: Designing for Change in Ecuador: How Volunteering Shaped My Purpose as an Architect

I also:

Published articles on disaster response design
Explored architecture as a tool for resilience
Developed projects that combined education and real-world challenges

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Building Global Connections Through Design Education

One of the projects I’m most proud of was establishing a virtual studio collaboration with a university in India. This connected students across countries - sharing ideas, cultures, and design approaches, long before online learning became the norm.

Supporting Students Beyond the Studio

Each year, I helped organise and set up the graduate design exhibition in London. This was where students showcased their work to the world, a huge milestone and often, the beginning of their careers.

BA Interior Architecture and Design AUB degree show

Why This Still Matters Today

Everything I teach now is rooted in this experience. Working with hundreds of students, seeing what works and understanding what students really need. Because the truth is, a strong portfolio isn’t about being the most talented. It’s about knowing what to show, understanding how to communicate your ideas, and building confidence in your work.

If you’re on that journey right now, you don’t have to figure it out alone.

Start here:

Professional Recognition and Academic Roles

Alongside my teaching and international work, I also took on additional academic and professional roles. I became an external examiner for universities in India, supporting and assessing student work to ensure academic standards were met.

I was awarded Fellowship of the Higher Education Academy, recognising my contribution to teaching and learning in higher education.

I also became an Academic Member of the Society of British and International Interior Design (SBID).

These roles deepened my understanding of design education at both a national and international level and further shaped how I support students today.

Final Thoughts

That chapter of my life shaped more than my career. It shaped how I see creativity, education, and what it really means to support someone at the beginning of their journey.

I’ve been the student who didn’t feel good enough, and I’ve been the lecturer standing in front of a room full of students who felt the same. And if there’s one thing I know now, it’s this - potential is often quiet, confidence comes later. And the people who succeed aren’t always the ones who start out the strongest - they’re the ones who keep going.

That’s something I carry with me in everything I do.