Director of Cass Projects (a consultanty unit formerly known as ASD Projects) Anne Markey has over twenty years experience of working as an architect at senior level.
Anne joined London Metropolitan University in 2004 to set up a structure for this consultancy unit embedded within the School, to undertake architectural consultancy and contract research and provide support for academic staff and students on live projects.
Cass Projects was developed to reinforce the School's commitment to a socially engaged design education and to the use of live projects within the curriculum.
Projects for which Anne has been responsible for the delivery of at Cass Projects have ranged from small-scale prototypes to large-scale master planning projects.
The projects include education buildings such as Kingsmead Primary School in Hackney, a New School of Architecture and Conference Centre in Cuba and community projects such as external landscaping for Hampstead Theatre.
Anne is also a director of Phelan Architects, a practice she founded in 2009 with her husband Brendan Phelan.
Current projects include a new church in the Isle of Dogs, library and student accommodation for a college in Cambridge and a number of UK and international racecourses.
Anne is a member of the Royal Institute of British Architects (RIBA) and sits on the RIBA Continuing Professional Development (CPD) Committee.
Anne is a non-executive board member and Design Champion of Catalyst Group, one of the leading housing associations within London and the South East.
Anne is also a Liveryman, Court Assistant and Master of Students of the Worshipful Company of Chartered Architects.
What brings the three parts of the CASS Projects research method together is the process of brief-writing. Anne Markey formulates collaborative ‘briefs’ that rework the conventional boundaries between expert and non-expert, insider and outsider, thus encouraging a more inclusive playing field and more empowered players. This has a bearing on the way problems, opportunities and initiatives are identified as well as how they are approached and resolved. This approach has similarities to the interactive brief writing techniques developed by Mark Brearley and the student-involving techniques developed in ARCSR’s work by Maurice Mitchell. It might be described as a model of sustained and embedded impact rather than approaching impact as a resultant.