The following is a summary of the 2000 Board Member / Educators Conference held on the campus of North Carolina State University in Raleigh, North Carolina. The conference focused on the theme of “Putting Practice into Education and Education into Practice” exploring potentially new models that seek a greater integration of education, internship, examination, and practice. Heavy emphasis was placed on maintaining the tremendous diversity that currently exists in both education and practice while examining new models focused on the potential benefits and opportunities of connecting education, experience, and examination into an interdependent process.
The format for the conference was divided into two parts, a morning and afternoon session:
The morning session was devoted to Keynote presentations of The Intern Collateral Task Force, chaired by Billy Herrin, FAIA and the Dean of the N.C. State School of Veterinary Science, Oscar Fletcher, Ph.D. The Intern Collateral Task Force is comprised of nationally recognized representatives of the five (5) collateral organizations of the architectural profession working collaboratively to address the issues of the intern in the education and practice settings. Doctor Fletcher’s presentation described the model for veterinary medicine for the relationships between practice and education.
The format for the afternoon session took the challenges of the morning presentations and applied them to the breakout sessions exploring the six (6) Objectives of practice and education being developed by the Intern Collateral Task Force. The results were presented to the entire conference in a wrap-up and summary session.
Breakout Sessions and Wrap-up:
Conference attendees were divided into six (6) groups, each addressing one of the six (6) Objectives relating to the mission of the Intern Collateral Task Force, “To define a comprehensive professional development model for emerging architects”. Discussion and comments relating to each of the Objectives were as follows:
Objective #1, “The model should recognize multiple educational and experience delivery systems, and that architecture students should gain practical experience before graduation from NAAB/CACB accredited programs.”
Discussion and Comments:
Produce “apprentices” or “professionals”?
Students/faculty enacting practice, (competing w/professionals) analogous to “teaching hospital”.
Each sector (profession, schools) acts as conscience to other
Teach “domains of knowledge” (awareness), understanding follows after years in practice
Role of co-op programs
Problem solving/critical thinking primary objective, expectation of professionals
Phased internship, 1st year managed by schools? By 3rd year, candidate on their own
Firms allowing interns diversity of experience problem (after institution of IDP)
Most career paths would not be defined as “traditional” today
Financial mechanism for funding mentorship? Or credits (cont. ed.)
Portion of licensing fees? (Mississippi has surcharge on contractors’ licenses for such)
Absent of case study, culture similar to law/medicine
State Board representative to visit schools to inform students about IDP/licensure
More tightly connect NAAB & IDP criteria
Objective #2, “Every candidate for architectural registration should have a degree from an NAAB/CACB accredited program or equivalent architectural education; however, the model should accommodate exceptional individuals who have gained the required awareness, understanding and abilities through other experiences.”
How can we structure accountability/responsibility for professionals?
Mutual understanding of constraints between education practice
Mutual extra curricular issues
Non-architectural accrediting agencies
Practice support – young architects forum
Student internships – faculty fellowships
Quality continuing education – formal, informal/in service
Encourage and bridge between AIAS and YAF
“Raise the bar” on quality educators in ACAD and Practice
“A collective investment”
Objective #5, “The Architect Registration Examination should be offered in two parts. Part “A”, which is education –based, may be taken upon graduation from an NAAB/CACB accredited program (or equivalent). Part “B”, which is practice-based, may be taken after the required experience has been acquired.”
Objective #6, “In order to increase the prestige of emerging architects, to clearly define steps in the professional development process, and to clarify roles and legal responsibilities to the public, the following titles should be adopted by all collateral organizations:
Architecture Student- before graduation from an NAAB/CACB accredited program;
Graduate Architect- upon graduation from an NAAB/CACB accredited program;
Architect-In-Training- upon passing Part “A” of the Architect Registration Examination; and,
Architect- upon passing Part “B” of the Architect Registration Examination and licensure.
Discussion and Comments:
This group has much diversity and discussion about the validity of having a two-part exam!