Minority Report: What Drives Success in Architects? January 31, 2014Posted by randydeutsch in books, career, education, employment, survival, the economy.
Tags: AEC industry, AIA, Amy Chua, architect, architecture, construction, contractors, Daniel Pink, Drive, engineers, intrinsic rewards, motivation, NCARB, New York Times, Tiger mom, Triple package, What Drives Success, work-life balance
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There’s education, training, taking the exam.
Retaking the exam and licensure.
Then, once you’ve become an architect, it’s hard to remain one.
And there are so many forces that seem to work against you.
The economy. Fickle clients. Work/life imbalance. The hours. Competition…
I don’t need to spell them all out (because you know them all too well, and Roger K. Lewis has done so here.)
So what does it take to succeed at architecture?
To become and be an architect?
In the airport returning from the AIA 2014 Emerging Professional Summit in Albuquerque, I came across an article in The New York Times, What Drives Success?
The article was written by Amy Chua and Jed Rubenfeld, husband/wife professors at Yale Law School and authors of the forthcoming book “The Triple Package: How Three Unlikely Traits Explain the Rise and Fall of Cultural Groups in America.”
I want to focus on one point: What the author’s call the Triple Package.
About a third of the way through the article they write:
It turns out that for all their diversity, the strikingly successful groups in America today share three traits that, together, propel success.
The authors then go on to describe each of the three traits:
The first is a superiority complex — a deep-seated belief in their exceptionality. The second appears to be the opposite — insecurity, a feeling that you or what you’ve done is not good enough. The third is impulse control.
The article – and the book it is based on – talks about cultural groups – not professions – but hear me out.
Let’s break out these three traits:
- superiority complex — a deep-seated belief in their exceptionality
- insecurity — a feeling that you or what you’ve done is not good enough
- impulse control — the ability to resist temptation
Wouldn’t you know, these traits not only – as the authors state – describe successful ethnic, religious and national-origin groups, but they also accurately describe architects.
Let’s look at the traits one at a time.
Architects have a superiority complex. They’ve survived the tribunal of education, studio culture, and finding, negotiating and doing projects. They have design thinking and other transferable skills that everyone’s clamoring for on their side. They represent both paying clients and a non-paying one: society-at-large. They’ve put in the time and paid their dues. You would think architects have a right to think highly of themselves.
Architects are insecure. As a profession, architects justifiably feel insecure when compared with other professional groups such as doctors and lawyers, who appreciatively are paid a great deal more for the time they put in and the work they do. Architects are beholden to owners who – on a dime – can stop projects that are progressing in their tracks for reasons having to do with actuaries and their pro forma – things architects know little about. Architects are engaged at the whim of an economy that they can’t influence and have little chance of predicting.
But how can architects be simultaneously superior and insecure?
Let’s look at the first two traits:
superiority complex — a deep-seated belief in their exceptionality
insecurity — a feeling that you or what you’ve done is not good enough
As the article acknowledges:
It’s odd to think of people feeling simultaneously superior and insecure. Yet it’s precisely this unstable combination that generates drive: a chip on the shoulder, a goading need to prove oneself.
Many people who work and/or live with architects will recognize them in that description.
So how does impulse control fit into the mix? Again, the article:
Add impulse control — the ability to resist temptation — and the result is people who systematically sacrifice present gratification in pursuit of future attainment.
The only architects I know who suffer from impulsiveness are those who are impulsively driven to work harder and longer to achieve more.
Looking at impulsivity in another way: Knowing that it can take years before they see their designs built, architects have no trouble passing the Marshmallow Test.
The article’s authors go on to admit a truism that could not apply to architects more:
We know that group superiority claims are specious and dangerous, yet every one of America’s most successful groups tells itself that it’s exceptional in a deep sense.
Architects, deep down, know they are exceptional.
In fact, I recently posted this in another blog acknowledging as much:
Recognizing that nothing incites a non-architect’s derision, ridicule and ire swifter than to start a sentence “The architect is uniquely qualified to…” here are six qualities that make architects ideally suited to lead collaborative, integrated teams.
That’s Architectural Exceptionalism: which states that architects are unusual (check) and extraordinary (check) in some way and thus do not need to conform to normal rules or general principles.
Others are taken-aback when you point out that any group is exceptional in any way, as I learned myself, when several readers contacted me about the post above suggesting I substitute the word facilitator for the word leader.
One advised me: “No one wants to hear that the architect is the leader.”
Are architects a minority group?
We’re in agreement that architects are in the minority.
Architects, of course, make up a tiny fraction of the AEC industry.
There are 1.5 million employed engineers in the US.
The number of architects licensed in the United States?
Three quarters of these (74%) practice in architecture firms.
In fact, there are as many construction companies in Texas and California as there are architects in the US.
And there are 7,316,240 construction company employees in the US.
So, architects are in the minority.
But are architects being in the minority the same thing as being a minority?
Can architects explain their success in terms of their minority status?
These success traits very well may have implications for a more diverse profession.
But the question remains:
Is it possible that part of what makes architects successful is that they see themselves as a minority?
Let us know by leaving a comment below.
A Handy Toolkit for A Great New Integrated World January 14, 2014Posted by randydeutsch in BIM, books, change, collaboration, education, IPD, technology.
Tags: AEC industry, Andrew Pressman, architects, architecture, BIM, CAD, collaboration, designing relationships, IPD, profession, renee cheng, routledge, team failures
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Collaboration is a must-have.
In an industry not known for it’s warm relations, AEC practitioners need to build their relationship muscles as they enter this great new integrated world.
The AEC industry has a productivity problem – one that has grown worse in the past half century.
It was hoped that technology – first CAD, then BIM – would add value and reduce waste for building owners – our clients – but that doesn’t seem to be the case, as indicated by Paul Teicholz, Professor (Research) Emeritus, Department of Civil and Environmental Engineering Stanford University, in Labor-Productivity Declines in the Construction Industry: Causes and Remedies (Another Look.)
In other words, if BIM cannot save us, what will?
The answer is collaboration. Working together, strategically, earlier in the design process and ever more effectively – together with technologies such as BIM – will assuredly increase productivity in our profession and industry for the first time in over fifty years.
So, how best do we go about collaborating?
I have written about Andrew Pressman and his enormously prolific and influential writings for architects before.
Here, I would like to introduce you to perhaps his best, and most important, book.
A review of Andrew Pressman’s new book, Designing Relationships: The Art of Collaboration in Architecture
You know it is going to be a great book when the formidable Professor and Head of the School of Architecture at University of Minnesota, Renee Cheng, pens the Foreword.
First, a quick overview: In Chapter 1, Pressman explains,
This is more than a simple guidebook; it challenges the status quo—and the reader—to think critically about collaboration, and to change the design process from project inception to completion.
Anticipating that some readers may ask why collaborate?, the book opens with a rationale for collaborating.
The author also explores Why have architects been inherently non-collaborative and provides many relevant reasons.
In Chapter 2, alternative collaboration models for architecture are introduced, including managed collaboration and an integrated approach.
Chapter 3 provides examples of and precedents for traditional collaboration in practice, and touches on the art of being a good team member.
The next chapter importantly discusses the role of collaboration in technology. It is to Pressman’s credit that he doesn’t shy away from the subjects of building information modeling (BIM,) and integrated project delivery (IPD,) both enablers of collaboration in the profession and industry.
The book, short in length but long on useful information, closes with case studies, including the best (and worst) practices, team failures, strategies for design excellence on large projects, and views from a crossover career: architecture to construction.
You can see more of the book’s contents here.
Designing Relationships is the type of book that cites a multitude of relevant sources in support of its theme, even if some of the sources are surprising for an architecture book. Take this quote by John Cleese of Monty Python fame, who – as Pressman explains –
captured the essence of a collaborative process in the following vignette.
The really good idea is always traceable back quite a long way, often to a not very good idea which sparked off another idea that was only slightly better, which somebody else misunderstood in such a way that they then said something which was really rather interesting.
Some of my favorite quotes include:
It takes a team to realize projects of scale or complexity. There may be a prominent and aggressive project leader, but it does indeed “take a village.”
“Collaboration does not curtail the architect’s overarching vision. Collaboration becomes a medium that makes the vision possible.” – Michael Schrage
Think like an architect. The conventional wisdom about integrated project delivery is to stop thinking like an architect, i.e., do not emulate the cliché Howard Roark control freak. No, no, no! Rather, keep thinking like an architect—design and maintain control of the process.
This is the sort of book that can be read again and again, each reading eliciting different responses. My second reading of the book provoked a number of thoughts on my part. Here are just a few observations that arose from having read the book:
- One ought to be wary of definitions that include everything as collaboration
- The team leader needs to be a seasoned facilitator, equal parts intuition and intelligence
- Is managed collaboration like a managed care: HMO vs. IPD as a PPO for design?
To this second bullet, Pressman writes:
The leader can be the facilitator for the session but also the designer of it, ensuring appropriate engagement and accomplishment in accordance with the distinctive role of each collaborator, and of course, the agenda.
A typically excellent insight – the book will challenge many of your preconceived ideas and thoughts about how architects ought to practice.
The book – which reads more like an engaging conversation than a non-fiction book – will have you writing in the margins and asking questions of yourself, your colleagues or classmates – and the profession – throughout.
Andrew Pressman FAIA in his new book Designing Relationships offers general axioms that support traditional collaborative dynamics, or in other words, eleven counterintuitive and provocative statements promoting collaboration in architecture, and a great deal more.
What the book boils down to is a penetrating and immensely valuable toolkit for design professionals who are weary of – or wary from – working on teams.
This is a book that every emerging professional needs to read. I will definitely make it required reading for my university students.
Pre-order your copy here.
About Andrew Pressman FAIA
Professor Emeritus at the University of New Mexico, and Lecturer at the University of Maryland, leads his own architectural firm in Washington, DC. He has written numerous critically acclaimed books and articles, and holds a Master’s degree from the Harvard University Graduate School of Design.
Andrew Pressman FAIA has authored several books, all classics:
Designing Architecture: The Elements of Process.
Professional Practice 101: Business Strategies and Case Studies in Architecture
The Fountainheadache: The Politics of Architect-Client Relations
Architecture 101: A Guide to the Design Studio
Architectural Graphic Standards, 11th Edition
And, as Andy Pressman, he co-authored what was, prior to Designing Relationships, my favorite of his books (I wore through two copies):
Architectural Design Portable Handbook
Portions of Designing Relationships are based on previously published articles by the author. Pressman has also recently authored several important, extremely well-written articles, all published in Architectural Record
Integrated practice in perspective: A new model for the architectural profession
Good leadership helps practice, the profession, and society
Creating a firm culture that supports innovative design
It’s a very good time to develop your firm’s collaboration skills
Professionalism as a State of Mind December 19, 2013Posted by randydeutsch in architect, architect types, education, employment, essence, principles, survival.
Tags: AIA, architects, architectural education, architecture, profession, professionalism, professionals
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@Architect1122: AIA will be emerging professionals, now or later.
Erin Murphy AIA, the Director of Emerging Professionals at AIA National in Washington, DC tweeted back:
@erinmurphyaia: I argue this point every day.
Because I teach large undergraduate and graduate architecture lecture courses at a major state university, I get a pretty good look – at least number-wise – at the future make-up of the profession.
And what I see concerns me.
It’s not their intelligence. Most are very smart.
Nor is it their work ethic. They clearly work hard.
And it’s not for a lack of talent that they got into a competitive university.
What concerns me is this:
Being a professional requires an independent mindset.
In this age of collaboration, to be a professional means one has to think for oneself.
That’s not to say that they cannot seek advice. In fact, having people and resources you can turn to is a critical part of practice.
When starting a firm, for example, it’s important to line up a support system including a banker, management consultant, accountant or bookkeeper and an attorney.
And yet, to be a professional means not to be swayed by outside forces.
Architects cannot, for example, take kickbacks from contractors.
In fact, for an architect to receive payment outside of the client and still be considered independent, they should never accept a finder’s fee, share contractor’s profit or accept rebates from suppliers or manufacturers.
For an architect to be considered independent, they shouldn’t receive payment outside of the client.
There are other factors that distinguish the professional. Academically, an attribute of being a professional involves knowledge that is more than ordinarily complex and is an intellectual enterprise.
Being a professional means that one will apply theoretical and complex knowledge to the solution of human and social problems.
And to be a professional means that you will pass your knowledge to novice generations.
What concerns me about the current crop of students is this:
For them, being professional is conditional.
If you give me an A, I will like you.
If you make the assignments a breeze, I will give you a good teaching evaluation.
Give me what I want, and I will acknowledge you outside of class.
I will tell you what is important to know and what is not. Not you.
Here’s the thing:
Professionalism, like your mama’s love, is unconditional.
You have to love what you do and act from that passion.
You have to think for yourself and not be swayed by outside forces.
Each week, I had my professional practice students write a journal entry on the online blackboard course site.
I’d ask them to provide feedback on a guest lecturer’s presentation or a reading we had discussed in class.
Then I’d read each and every one.
Most of the students thought that these journal entries were a waste of time – and told me so.
I actually believe they were incredibly important indicators of who will and will not become valued professionals in the years to come.
Many of the journal entries told me what the student thought I wanted to hear. For example, in order to reach the minimum word count, they usually repeated the question or questions, and unnecessarily provided background information – the equivalent of throat clearing before getting around to a speech.
I warned them in class about providing “boilerplate” content – information one could find online or elsewhere without much effort.
Most ignored this advice.
I told them what I was interested in was their opinions. Their points of view. I wanted to hear about their experiences – and what they believed in.
The students who did this grew exponentially from the earliest journal entries to the last.
They were able to express themselves in writing. They were able to incorporate content that they had learned from other courses, or from experiences outside of school.
Others merely phoned-in their entries. They showed-up at the online site, usually at the last minute, as though to fulfill an obligation – one that was obviously not as important as the other demands on their time, especially design studio.
I saw reading 82 journal entries each week for 16 weeks – 1320 essays in all – as a gift.
It gave me a perspective into the future of the profession – like looking into a crystal ball.
Some of what I see concerns me, but I also like a lot of what I see as well.
I wish I had a dozen openings in my firm because I would hire at least that many students based on their journal entries alone.
Based on their writing, logic and critical thinking, based on their ability to articulate their feelings, communicate and care, we can rest assured that our profession – and the AIA – will be in good hands in the years ahead.
The others who merely showed up – they will have to decide what is important to them.
My whole contention in my professional practice course is that you cannot act one way at one time and act another way at another time.
As an architect, you’re more slab stone than laminate or veneer. Who you are on the outside is who you are inside.
Being a professional is something you take with you – it is the way you carry yourself and handle yourself not just in class, or in the office, but all of the time.
Whether you think someone is looking or not.
One day, I accidentally double-booked my calendar and didn’t sync my iCal. When my student showed up for his schedule timeslot, I apologized and told him I had another meeting I needed to go to, and asked if we could reschedule?
In my experience, there are students who handle this situation graciously, and others who will make you feel like a total heel.
The first type of student is, in my opinion, well on their way to being someone others will want to work with. Their level of maturity and perspective – their ability to suppress their disappointment, and to think in terms of the other person’s needs – is what distinguishes them.
They place long-term relations above expressing immediate feelings.
I will want to work with them because I know that I will continue to be imperfect and make mistakes in the future, and will want to work with people who are understanding, who handle the situation maturely, reschedule and move on.
For our profession and industry to thrive, we’ll need to send the message that to be a professional, you’ll need to do more than graduate from an accredited program, put in office time and pass an exam.
To be a professional means to behave in a way, even when alone, as though someone else is watching.
Because someone probably will be.
Bridging Gaps That Don’t Reside in Building Skins December 6, 2013Posted by randydeutsch in architect, architect types, career, change, education, management, transformation.
Tags: academia, AIA, architects, Architectural Record, bridging gaps, career transitions, change, detailing, educators, joints, practice, SAIC, speaking
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What resulted for the first time in my public speaking career, I gave a talk at an AIA conference that I didn’t prepare for.
And by that I mean, at all.
I spent three months preparing for my keynote at the 2013 AIA Illinois Conference in November.
But my breakout session later that morning – Through Architecture We Bridge Gaps by Embracing Change?
Not so much.
And wouldn’t you know, it was hands-down the best talk I ever gave.
Or I should say, that the attendees gave.
Because the success of the session was due in no small part to the attendees and the lively discussion that ensued.
The subject of the talk – caulk – really seemed to strike a chord, and the architects in the audience shared lots of examples from their own careers.
The Culture of Caulk
In over a hundred talks I have given around the country, I never had a talk bestowed with the strongly sought-after HSW designation.
Until that November day.
The session offered attendees 1 AIA/CES HSW lu because the AIA powers that be thought the talk was on applying caulk.
The session description starts off thus:
Architects know that the most vulnerable parts of a building enclosure are the joints, connections or gaps between two building systems, and spend an inordinate amount of their time trying to successfully fill them.
The institute officials probably read that first sentence and thought “caulk – that’s good for an HSW LU.”
But had they read on, they would have realized it was a metaphor. And you don’t get HSW LU’s for metaphors:
While their designs and details are fortunately airtight, there are many other gaps that remain wide open and unresolved.
Still about caulk, right? It continues:
These gaps cannot be addressed by architectural technology because they do not reside in building skins, but in the education, training and practice of architects: gaps between academia and professional practice; between internship and licensure; between mentoring emerging professionals for leadership positions; and ever-widening gaps facing those concerned about career advancement and firm succession, including practitioners in all phases of their careers.
Using the metaphor of the detailing of building joints, this presentation will show attendees that they already have the skills, tools and mindsets to successfully bridge the seemingly unbridgeable gaps at their various career stages, reconnecting training with practice, management and leadership in our architecture firms and those we serve.
So it appears that you get the coveted HSW when you speak on caulk, but not when you try to solve entrenched issues in architectural careers.
Hopefully posting this here won’t result in attendees’ HSWs being revoked.
All Detailing is Joints (apologies to Patrick Moynahan)
I told the session attendees that we’re here to talk about another type of gap.
And the need to bridge these gaps – through architecture.
I told them this session is participatory (code in speakers’ circles for my being totally unprepared) – I don’t have all the answers: none of us does.
But, I offered, as a believer in the collaborative process, all of us might.
I am your presenter, I continued – but so are you: I am here to facilitate a discussion (because I didn’t prepare one.)
I showed some slides of nifty bridges from around the world, hitting home on the point that it is possible to cross over necessary career transitions with panache.
What Gaps Require Spanning?
Does it help to think of our career transitions as gaps that require spanning and/or bridging?
And whether we’ll attempt to fill them metaphorically with caulk – or silicone sealant?
One such gap is between academia and practice.
Do we agree that it needs bridging?
I mentioned to the attendees that the past weekend the SAIC Design Educator’s Symposium in Chicago was such a gesture in bridging with firm visits, Archiculture film viewing and panel discussions.
Architectural Record featured an article recently on how the phenomenon of transformational change—in technologies, systems, materials, sustainability, management, and demographics—is unfolding faster in professional firms than it is in higher education. This gap is a concern.
The article offered remedies:
- more practitioners should teach
- more faculty should be professionally licensed
- business and management skills need to be introduced in the studio
- no longer does tenure benefit students
- real estate finance should be a basic part of architectural education
- heavier doses of reality, not theory
- practitioners and architectural educators should work together
Another gap that requires spanning is from emerging professional to firm management.
One of the firms I worked for had a Sink or Swim (vs. training and mentoring) approach to bringing up project managers. When an employee graduated from emerging professional to management, the firm would throw them in the deep end and, well, stay afloat or sayonara.
Gaps We Need to Bridge
Other gaps need addressing, especially those between:
- internship and licensure
- mentoring emerging professionals and leadership positions
- technology and reality, or
- digital technology and building technology
- men’s and women’s salaries
- those concerned about career advancement and succession
On this last gap, SAIC’s Chuck Charlie (@charliechuck) tweeted:
How do we resolve the gap between the old guard now leading the industry, and the digital-native emerging profession?
Perhaps the biggest gap that needs spanning is this: Where our industry is today and where our industry needs to be.
Namely, adding value, reducing waste, growing and become more resilient and profitable.
That’s a bridge worth crossing. And as designers, we ought to be able to span it with panache.
Architects 2Zebras Top 10 Posts for 2011 December 31, 2011Posted by randydeutsch in architect, architect types, BIM, books, career, change, education.
Tags: AIA, architect, architects, architecture, influence, knowledge, Michael Graves, Myers-Briggs, Richard Foqué
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Architects 2Zebras ended 2010 on a down note and readers let me know it, many of whom came to Zebras expecting positive, uplifting posts.
Not walks down reality lane.
You made it clear: there are plenty of reminders of how hard it is out there for architects and no one needed reminding.
You needed encouragement, resources and guidance.
I heard you and responded with a year’s worth of what I hoped would be more helpful posts.
Here are the ones you responded most positively to.
Thank you for sticking around, engaging and helping to make this another great year at Architects 2Zebras!
A response to an article entitled “A Difficult Character” about how, when a leadership consultant reviewed the Myers-Briggs tests of 100 architects, he discovered there really is an “architect type” — and maybe a difficult one.
In Princeton in the ‘80s, I twice lived in – or next to – Michael Graves home and office. Here’s what it was like.
This post received a very strong response, in part because – despite the title – its message was ultimately positive and empowering for architects.
Ask not what our profession (and AIA) can do for us. Ask: What can we do for our profession?
Re-titling it turns out is no longer just for cars. Architects, in an effort to distinguish themselves in a competitive market and work environment, have started to call themselves different things.
Architecture’s Two Cultures (AND a Crucial Third)
In-depth review of Building Knowledge in Architecture is a new book and lifesaver by architect, educator, researcher, scholar and poet, Richard Foqué.
Why Didn’t You Teach Me How to Practice? November 21, 2011Posted by randydeutsch in architect, architect types, career, change, education, employment, IDP, pragmatism.
Tags: architecture education, architecture school, bridging the gap, education, IDP, Intern Development Program, law school, lawyering, training
But can it?
That’s certainly the intention of Intern Development Program (IDP), the comprehensive training program created to ensure that interns in the architecture profession gain the knowledge and skills required for the independent practice of architecture.
Setting aside the validity in today’s economy of an independent – as opposed to integrated – practice of architecture,
Is the office the best place to train to become an architect?
In firms, these days, almost everybody draws.
And everyone is as close to 100% billable as humanly possible.
No more can architects consider themselves “knowledge workers,” unless that knowledge includes working knowledge of such software programs as AutoCAD or Revit.
With many architecture firms pared down to skeleton staffs, training is a luxury few can afford.
And teaching recent grads on a client’s dime is something most clients will no longer tolerate.
Building clients have never warmed to the idea that they are footing the bill for an intern’s education on the job.
As one senior designer said to me over coffee, rather loudly with an emphatic pounding on the table:
“Work is not school! Not school! Not school!!!”
Tell that to any firm that has set-up and administered a corporate university.
Neither academia nor practice, we’re beginning to see emerging entities that are starting to fill-in the gap, gaping hole or (for those attending Cornell) gorge between architectural education and practice.
Hybrid education. Just-in-time education.
Enroll in the equivalent of a four-year lunch-and-learn.
Don’t pass go don’t collect 200 dollars go straight to jail.
At the same time, we’re seeing bridge students who take-up architecture and engineering; or engineering and construction management; or architecture and an MBA, to help segue between academic and real-world pursuits while presumably making themselves more attractive to an employer.
Perhaps it is best that training – whether in continuing education or in practice – stay outside academe’s ivy walls.
Training is still seen by some as parochial, vocational.
In some academic circles “practice” is a dirty word.
Why sully your pristine education with practical consideration?
Some architecture schools won’t have practitioners on their faculty so as not to infect their student body, as though practical considerations were a disease.
This, despite the fact that practical knowledge is a job requirement on the road to becoming a full-fledge professional, every bit as much as residency is for a doctor.
Before building-up $150,000 in student loans, would-be architects – in most states – know that they will have to pass through an apprenticeship prior to sitting for the licensing exam.
Remind me: What exactly did you get for your $150,000 education?
Learning in school vs. learning in the gap vs. learning on the job
Architects like to think that they are alone in many things, not the least of which is their inadequate education and training in the face of a constantly moving picture of practice.
They are of course wrong: they have plenty of company.
This is evident in the many parallels with other areas of study.
Just consider these quotes:
“What they did not get, for all that time and money, was much practical training.”
“Schools have long emphasized the theoretical over the useful”
“Professors are rewarded for chin-stroking scholarship”
“They are (practitioners) in the sense that they have…degrees, but they aren’t ready to be a provider of services.”
First-year associates at one…firm “spend four months getting a primer on corporate (practice.) During this time, they work at a reduced salary and they are neither expected nor allowed to bill a client. It’s good marketing for the firm and a novel experience for the trainees.”
“This has helped to hasten a historic decline in hiring.”
“The essential how-tos of daily practice are a subject that many in the faculty know nothing about — by design.”
“One 2010 study of hiring at top-tier…schools since 2000 found that the median amount of practical experience was one year, and that nearly half of faculty members had never practiced…for a single day.”
“The academy wants people who are not sullied by…practice.”
“Where do these students go?…There are virtually no openings. They can’t hang a shingle and start on their own. Many of them are now asking their schools, ‘Why didn’t you teach me how to practice…?’ ”
These are just a few quotes from the New York Times article, “What They Don’t Teach Law Students: Lawyering.”
They sound remarkably – and uncomfortably – close to what architecture students go through.
What is one thing you wish recent graduates, interns or emerging professionals were taught in architecture school?
- A better understanding of ___________
- Greater familiarity with ____________
- Deeper knowledge of _____________
- Basic skills, like how to perform ______
- A stronger grasp of _______________
Let us know by leaving a comment.
Interdisciplinary Education for the AEC Industry October 3, 2011Posted by randydeutsch in collaboration, education, problem solving.
Tags: Architecture + Construction Alliance (A+CA), California Polytechnic State University, Chicago, crossdisciplinary, Howard Gardner, InSB, integrated school of building, interdisciplinary education, multidisciplinary, transdisciplinary, wicked problems
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We’re about to do something about that.
More on that in a moment.
Interdisciplinary education is essential for would-be professionals to address complex problems in the built environment.
Problems design and construction professionals face are intractable, complex and – as Howard Gardner attests – “wicked.”
Problems that are difficult or impossible to solve because of incomplete, contradictory and changing requirements.
Problems that require the vantage of many players – working openly, sharing information.
Problems that occur in rapid succession, often simultaneously.
An interdisciplinary education helps students to see these problems from multiple perspectives, resulting in quicker and more assured responses.
The goal with interdisciplinary education is to teach the whole architect, engineer and contractor – in the end creating more-complete, well-rounded, T-shaped design and construction professionals.
Coming closer to a Total Design education that considers learner’s needs, interests and abilities vs. fragmented competence in subject matter: the threshold of current thinking and teaching.
Interdisciplinary Multidisciplinary Trans-disciplinary Cross-disciplinary Education
Part of the problem is knowing what to call it when the A, the E and the C work together.
In school – there’s teamwork and collaboration.
In practice – there’s Integrated Project Delivery, Integrative Practice and Integrated Design.
Here’s how I explain the difference in my book, BIM and Integrated Design:
Terminology can admittedly get confusing. There is integrated design, integrative design, integrated buildings, integrated design process, integrated practice (IP) and integrated practice delivery (IPD.) To understand the difference between IPD and integrated design in its simplest terms, one, IPD, is a delivery method; the other, integrated design or ID, a larger concept and process—free of contractual identity—that contains IPD.
Simply put, to integrate means to combine or coordinate separate elements so as to provide a harmonious, interrelated whole, organized or structured so that constituent units function cooperatively.
In school the challenge is that you need to have a base to work from before you can integrate or collaborate effectively.
Undergraduates – certainly in their first two years of schooling – can’t be expected to collaborate well since they have yet to develop a thorough understanding of how their disciplinary specialty fits with others.
A more in-depth look into this topic can be found here.
Architecture + Construction Alliance (A+CA)
7 years ago, deans and department heads of the accredited schools of architecture, degree programs in construction and those containing both programs, began to meet to discuss ways to collaborate, establishing working groups to share perspectives and showcase best practices for collaboration of architecture and construction programs.
It was soon determined that their gatherings were not sufficient to create the closer connections and joint endeavors necessary to sustain such efforts.
Thus, the A+CA was born.
The mission of the A+CA is to foster collaboration among schools that are committed to interdisciplinary educational and research efforts between the fields of architecture and construction, and to engage leading professionals and educators in support of these efforts.
An example of such a program is the PDCI San Luis Obispo, CA USA (the Planning, Design & Construction Institute, College of Architecture & Environmental Design, California Polytechnic State University) offers integrated studios for architects, architectural engineers and construction managers using an integrated project delivery approach. More here Cal Poly Home .. CAED Home .. PDCI Home
As A+CA explains, the professions of architecture and construction are undergoing significant changes as they respond to multiple demands and opportunities to increase collaborative project work.
They are propelled by changed societal and client expectations to more fully coordinate their formerly separate roles and responsibilities for the social, environmental, and financial performance of projects, while Building Information Models (BIM) and other digital technology provide emerging new vehicles for integration.
These changes – in our built environment professions – need to be reflected in the education of future professionals, with a major emphasis on fostering superior interdisciplinary knowledge, and team based skills that support synergy and innovation in the 21st century professional context.
A unique ability to play a leadership role in the industry
Architecture + Construction Alliance is a consortium of US universities that
1. have both architecture and construction programs within the same college, and
2. are prepared to act together to foster the necessary interdisciplinary and collaborative education needed by our professions.
Such an alliance of these universities has a unique ability to play a leadership role in the development, pilot testing, assessment and dissemination of courses and projects through coordination of the faculty, staff, and financial support for this activity.
The Fall 2011 A+CA meeting will be held on November 9th, prior to the ACSA Administrator’s Conference in Hollywood, CA
The Spring 2012 A+CA meeting will be held in April, in conjunction with the CIB Board Meeting in Washington, D.C. This marks the first time in the CIB’s history that the Board meeting will be held in the US. A+CA meeting details forthcoming.
Member Founding Schools
Auburn University, California Polytechnic State University, Clemson University, University of Florida, Georgia Tech, Mississippi State University, University of Nebraska, University of Oklahoma, Prairie View A&M University, Southern Polytechnic State University, Texas A&M University, University of Texas – San Antonio, Washington State University, Wentworth Insitute of Technology & Virginia Tech
Oh, and one more.
(A new kid in town.)
The New Chicago School
Freestanding, not part of a preexisting university or college.
Which means it is less encumbered.
And, like architecture itself, a work in progress.
Integrated School of Building Chicago IL USA http://insb.us/
The Mission of the school is to educate and advance the knowledge of students in architecture, engineering, and construction by means of a collaborative and innovative platform.
Featured here recently at ArchDaily
Areas of concentration include Construction Management, Project Management, Real Estate Development, Dynamic Design & Fabrication, BIM & IPD, BIM & Energy Modeling, Landscape Architecture & Public Space Development, Sustainable Design, Building Commissioning, Building Forensics, Post-Disaster Design & Reconstruction, Social Design & Development and Preservation & Historic Resource Management.
Twitter handle @theInSB http://twitter.com/#!/theinsb
“A better AEC education is not about making better architects, or engineers, or builders. It is about all coming together as one.” @tcpg