Summary of the Proceedings of the sc/ncarb board Member / Educators Conference

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Summary of the Proceedings of the

SC/NCARB Board Member / Educators Conference

February 5th, 2000

Pedro Alfaro

Noel Allen

James Anstis

Adenrele Awotona

Alan Baldwin

Richard Barrow

Dan Bennett

Ron Blitch

Jim Buckley

Norma Burns

Jose Caban

Marshall Clark

Wayne Drummond

Steve Ellinger

Donald Gatzke

Kathleen Hansinger

Everett Hatcher

Billy Herrin

Charles Hight

David Hinson

Jeffrey Huberman

Amy Isenburg

Renis Jones

Ken Lambla

Frank Litchfield

Bob Luke

Marvin Malecha

Trent Manausa

Peter Magyar

J. Eugene Matthews

Robert McCarter

Thomas McKittrick

William McMinn

John McRae

Steve Miller

Kevin Montgomery

Karen Owen

Robert Odermatt

  1. Tarik Orgen

Fabian Patin

Fatih Rafki

Tom Regan

Wayne Rosier

Dennis Ruth

Ikhlas Sabouni

Raj Sehgal

Teeny Simmons

Jan Simpson

Peter Steffian

Henry Stout

Christopher Theis

Steve Usry

James White

Lonnie Wilkinson

John Wyle

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 Agenda:

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)

  • Co-op problems:

  1. Responsibility of placement on schools

  2. Start/stop/start/stop

  • Schools Provide Networking

  1. Summer intern experiences more implementable contractor internships

  2. Schools provide networking

  • Alternative paths?

  • 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)

  • Optional check-off?

  • 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.”

Discussion and Comments:

  • Agree – Accredited degree – NAAB degree essential criteria for licensed architect

  • Should be a process for determining equivalency to NAAB degree (see objective criteria)

  • Why? International architects

  • Exceptional

  • EESA process is flawed

  • Consider fixing EESA or substitute NAAB or NCARB

  • Equivalency – education first, looking for educated architects (educated before trained)

  • Well-rounded/worldly

  • Critical thinkers

  • Meet NAAB qualitative criteria, not credit hours

Other issues:

  • Certification of specialties – Code, ADA, CM, healthcare

  • Consider qualifying int. schools overtime

**** Profession will change – the process must accommodate change – be flexible

  • Objective #3, “The model should recognize alternative means of acquiring practical experience.”

Discussion and Comments:

  • Process is broken – bean counting

  • Pre qualify IDP firms

  • Make the process meaningful

  • Needs to be an enriching experience

  • Enriching = variety

  • Enriching = expose to strong philosophy

  • Everyone should have practical experience

  • Preferable to have experience integrated with education

  • Allow a portion of practical experience outside U.S.?

  • Re: EDP – we should be looking at qualitative vs. quantitative experience

  • Should be able to take exam (or portions) upon graduation

  • Must have quantifiable/enriching practice experience?

  • Consider eliminating part A – let the schools test knowledge-based portion.

  • Objective #4, “Practice should provide a supportive environment for emerging architects.”

Discussion and Comments:

  • Compare NAAB student performance and professional competency

  • Recognition of diverse practices and how can support be given

  • 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

  • Practice ACAD

  • Joint mentorships

  • Student internships – faculty fellowships

  • Quality continuing education – formal, informal/in service

  • Teaching practitioners

  • 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.”

Discussion and Comments:

  • More in sync with other professions

  • Loss of knowledge

  • Status of graduates

  • Practice base vs. knowledge base

  • Who sets standards for Part A

  • May be used as yardstick for university

  • May be counter to idea of diversity

  • Role of cont. Ed.

  • More registered architects serve community

  • 1st step encourages registration

  • Increase number of architects

  • Feedback to test taker

  • Involves schools in testing process

  • Part A taken on campus – may strengthen Ed./practice interface

  • Two levels of “architects”

  • Expand base and number of architects

  • Alternate careers can still be “architects”

  • Part A is not exit exam from university, but entry to practice

  • Helps level of service in firms

  • 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!

  • Would like to see only three categories

  1. Architecture student

  2. Intern Architect/Intern Architectural intern

  3. Architect – only if licensed

Summary Points:

  • 3 titles

  • Strengthen CE

  • Training, incentives for mentorship

  • Stress the role/requirements to become licensed

  • NAAB and exam – double jeopardy

  • Communicate all best practices

  • Apprentices or professionals expectations and reality

  • Licensure based on NAAB criteria

  • Accountability for firms – ARE/IDP

  • Qualitative evaluation of experience

  • Strengthen relationship between ACAD and practice

  • Relationship NAAB, IDP, ARE criteria

  • Consistency in nomenclature

  • Understand freshman

  • Financial support for change

  • Construction industry involved

  • Practice academy model

  • Endorse Marvin’s proposal – engage schools and practice

  • Educate faculty/practitioners about licensure

  • Continue to evaluate “seamless”

  • Eliminate bureaucratic barriers

  • Internship as an achievement, not a beginning

Respectfully submitted,

Alan T. Baldwin, NCARB, AIA

2000 Conference Chair

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