2003Southern Conference NCARB Educator’s Conference

February 21-22, 2003

The Omni Austin Hotel Downtown

Austin, TX

“The Past, Present and Future of Practice and Education”

Interactive panel discussions involving regulators, registrants, graduates, interns and educators

who have been associated with the growth of the architectural profession

Moderator: Steve T. Ellinger, AIA, Chairman, Southern Conference NCARB

8:30 – 10:30First Panel Discussion

What was the practice of architecture like in the past and how were students prepared to enter the practice?

10:30 – 10:45Break

10:45 – 12:00Second Panel Discussion

What is the present practice of architecture and how are student being prepared to enter the practice?

12:00 – 1:30Lunch

1:30 – 2:45Third Panel Discussion

What will the practice of architecture be in the future and how will students be prepared to enter the practice.

2:45 – 3:00Overview – Steve Ellinger, AIA

Panelists:Michael L. Benedikt, Professor, UT School of Architecture

Chuck Croft, AIA

Ilse Frank, graduate of UT School of Architecture

Chris Long, Asst. Professor, UT School of Architecture

Chartier Newton, FAIA

John V. Nyfeler, FAIA

Tom Reagan, Dean, Tx A & M School of Architecture

Alesa Rubendall, graduate student, UT School of Architecture

Jane Stansfeld, FAIA, RIBA

Nichole Weidemann, Asst. Profession, UT School of Architecture

John Wiley, Board Member, Georgia State Board

We would like to thank the panelists for their contributions to making this a successful Educators’ Meeting. We would also like to thank those that attended and asked questions or made thoughtful comments.

THE PAST

What was the practice of architecture like in the past and

how were students prepared to enter the practice?

The panel discussed the differences between the practice of architecture in the past and now. The following are highlights:

  • Anyone could take the test, without education – just needed to be 21 years old.
  • The practice has evolved – a degree is more favorable now; perhaps an optional exam should be considered if one has a degree.
  • In olden days no anxiety of having to take exam – no worry, just study and learn; instructors did not have to teach for exam.
  • There was no time for fun while in college – no socializing. Architectural students were known as weirdos, since they were up all night, kept weird hours, and lived in their studios.
  • Question - should accredited degree be required?
  • Students are more integrated with registrants than in the past. This meeting shows the increase in communication between student and practice.
  • Architectural firms now offer in-house professional development; employees are demanding the opportunity of life-long learning and education.
  • The architectural firm 3DI requires testing for all their employees every 6 months.
  • The practice environment has changed; architects now work more in isolation. This leads to interpersonal skills suffering, and high quality mentorship is no longer provided.
  • Issue of time has also contributed to the demise of mentorship time.
  • Is licensure key in education? Interns seem uninterested.
  • Students are only interested in education; they are fuzzy on registration.
  • Students in 5th year - what do they really need to know for the future?
  • In Europe, students are licensed through education; in the second year 1st exam taken; in the 5th / 6th year the second exam is given. Once the degree is received they are licensed.
  • Practice in Europe is different; they have "building police" to enforce the Health, Safety and Welfare of the public.
  • Architectural education is relatively new (about 100 years); MIT started their program right after Civil War in 1866.
  • Architectural firms (themselves) are now educating employees; best known example is the Jim Morris Hunt Studio.
  • In-depth knowledge of technical aspects of the profession is not being included in college educational programs and results in new architects lacking design/problem solving skills and technical knowledge. Example of this issue is an interview question asked of those interviewed for positions with a firm: "Exactly how big is a 2 X 4?" Most do not know the correct answer. This is basic technical knowledge of materials. Physics of material has not changed. It must be the cornerstone to building the knowledge that is required of the profession. This is a problem for those that train outside the United States.
  • Important part of practice: “Know how to think.”
  • Health, Safety & Welfare were not highlighted in education in the past. Regulation by government was a foreign idea.
  • Global issues need to be considered.
  • Many graduates do not want to become registered…why?
  • Interested in other professions or related field: computer game design, graphic design, and specializations.
  • Exam not user friendly – exam is intimidating – which leads to the fear factor.
  • Relationship between economy and registration.
  • Can do lots of things with degree (problem solving).
  • Schools do not emphasize the need or importance of registration.
  • Discipline vs. practice of architecture design that advances the discipline is goal of thesis.
  • Conceptual/theoretical pushing of the envelope; inherent split results.
  • Currently, requirements for getting into architectural school limit entrance to only the best students.
  • Students are more focused on bottom line; many leave due to poor salaries.
  • Students are too focused on getting a job; desert being leaders in community.
  • Architectural educators feel that NCARB is disappointed that 50% of graduates do not go into the practice of architecture.
  • The value of design along with the interest in wonderful architecture leads to a love of architecture, yet they want to do something else. Is that bad?
  • There are more engineers than ever before who are CEOs of companies. Why is it not acceptable for architects to pursue other fields and be successful?
  • A big issue confronting universities is cheating by students. This comes back to the lack of ethics. (Please do not blame high schools for this problem.)
  • How many boards make a big celebration of those newly registered? Not enough ceremony, which further undermines the importance of the profession.
  • Students believe that the only reason to get registered is to be able to have ownership of your firm.
  • Older students, who come back to school from another profession and need the education for a second career, love architecture in a way that is like those of the past...they are nuts about becoming an architect.
  • Compensation – previously unimportant, now is important. But more important is having fun first, followed by making money, and finally, good design.
  • In this day and age architecture needs to be more analytical. The practice has become impacted by:
  • Liability issues.
  • Technical issues – technology is the biggest change; no longer using butter paper.
  • Lack in quality of graduates' skills – cannot draw; rather, only can do decorated boxes instead of architectural design.
  • Students' use of computers has lead to the elimination of mentoring. Computers are impersonal. Computers make drawings look good, but have errors.
  • Interns need to use the time between graduation to registration to experience more one-on-one interactions with code officials and with client contact, including involvement with engineers.

THE PRESENT

What is the present practice of architecture and

how are students being prepared to enter the practice?

  • Students do not know the importance of attending an accredited college program.
  • Graduates or interns often do not know much about building materials.
  • Issue of design/build is a new way of doing construction which has issues that need to be addressed.
  • A young person has a different approach about the profession than the older professionals. They ask, "What will I enjoy?" They want architecture to serve them, rather than the other way around.
  • The order of how things are done: the dance of time is a big part of the construction of architecture. In other words “construction is a dance of time.”
  • Learning construction by CAD is disastrous; rather, one should get architectural students involved in live projects. Key concepts:
  • Order of construction.
  • Water runs downhill.
  • Different models of practice.
  • Students are more creative.
  • Intern needs to ask this question: "What does the contractor need to know in order to build my design?"
  • Ask, "What is the purpose of my drawing?" It should be the client's project, and therefore it is designed for the client, not for the intern’s own desires. The fee paid by the client is for a design that reflects what the client wants. This leads to a happy client.
  • College programs are not designed to prepare students purely for IDP & exam.
  • There are lots of ways to learn architecture, just as there are a lot of ways to be architects.
  • What is the value of architecture?
  • Why are our buildings great?
  • What is the value of architectural service?
  • Usually one wins the job based on people and processes, not on the design. One is not hiring ego, but rather someone to do an holistic job.
  • Architects are like chefs – clients do not want to go into the kitchen.
  • Suggestions of how to be a good architect:
  • Ask questions.
  • Be observant, ask "Why?"
  • Be honest and curious.
  • How does what I am doing today fit into the future?
  • Architecture is a profession where one must know technology.
  • You must know how to manage your time.

THE FUTURE

What will the practice of architecture be in the future and

how will students be prepared to enter the practice?

  • Green architecture: methods and materials.
  • In Mexico the student must work with contractor for a year.
  • Change is a constant factor for the practice; ADA is an example.
  • Immediacy of email has lead to less time to review work, and causes the profession to shoot from the hip; dehumanizes communication.
  • Three changes:
  • Specialization of firms – is there going to be specialized testing?
  • Teaming or collaboration – work with lots of consultants. Will there be a way to test this skill?
  • Research – need to know how to research. Students need this skill – i.e. increase knowledge requirement.
  • Research needed: increasing number of requests from legislators that can be used as basis for legislation; specifically, use of natural light in elementary & high schools.
  • Avoid being a robot follower. "Always question why." Retain ability to question.
  • There is a proliferation of ability to get knowledge – use of tools important.
  • Partnership with others.
  • Leadership of architect as the prime has been handed off to the contractor.
  • Continuing education is a joke right now; need a process to do specialization that is meaningful.
  • Traditionally, architecture professors have not done research. Now there are new funds to do research - available as a result of the need to address building vulnerability - 9/11.
  • Architecture neuroscience – issue of the stress of way-finding on humans.
  • Hospitals - evidence-based design.
  • Definition of public health – inverts ADA to be concerned in the opposite way from originally proposed. Concern of obesity of people – to decrease the weight of the end user by forcing exercise as a result of the building design.
  • Center of Disease Control has an interest, which influences building codes.
  • Robert Wood Johnson Foundation is interested in funding an $80 million dollar grant that addresses issues of architecture, health, and how to increase physical activity.
  • Physical activity.
  • Security.
  • Green architecture.
  • Sustainability.
  • Communication.
  • Global practice – what, where, how? Suggestion for internship: gain experience from one country to the next or in a different jurisdiction. Get acquainted with the local environment.
  • Why are some educators afraid to practice architecture?
  • Issue of time.
  • Architecture has ability to be meaningful to society. As a result of 9/11, the meaning of architecture has become more important.
  • Society's demand for architecture and the role of educators is to get students to have a vision.
  • Design – engage multiple professions in the projects.
  • 9/11 influenced architecture more than anything ever has before.
  • CEU – "on thinking outside box" – increase creative thinking by renewing it.
  • Skills for the future:
  • Writing skills.
  • How to think – learning forever.
  • Work ethic.
  • Self-confidence.
  • Marketing.
  • Legal issues.
  • Technology.
  • Attitude of service to community.
  • Buildings are a service to the community.
  • Physics of how things work.
  • Life-time learning.
  • Analytical thinking.
  • Continuing relationships – look for collaborations.
  • Fundamental optimism of human spirit.
  • Clear confidence in future.
  • Better links between practice and education.
  • Current perspective is not next generation’s perspective.
  • Learning does not stop after registration.
  • Professors owe education to student.

TBAE/tmp19/28/18