Developing Ethical Architects Using Surveys to drive discussion and Learning in the Classroom Professor William Dean, RA, AIA October 24, 2013 NYSETA Fall 2013 Conference

This is not a Pipe… Developing Ethical ArchitectsNYSETA Fall 2013 Conference2

This is not a Research Paper… Or is it??? Developing Ethical ArchitectsNYSETA Fall 2013 Conference3

Developing Ethical Architects “…the unexamined life is not worth living.” Socrates “We shape our buildings, and afterwards, they shape us.” Winston Churchill Developing Ethical ArchitectsNYSETA Fall 2013 Conference4 Graphics by Kelland Wolf/Leader

Early Influences Developing Ethical ArchitectsNYSETA Fall 2013 Conference5 m2HesUWwmjo/UJAhJLlvvEI/AAAAAAAA gEw/rpz8TOUySi4/s1600/father-dowling.jpg mons/3/38/June_and_Ward_Cleaver_Leave _it_to_Beaver_1958.JPG

Ethics - Simplified Good vs. Evil Right vs. Wrong Moral vs. Immoral With a touch of gray… Developing Ethical ArchitectsNYSETA Fall 2013 Conference6

Ethics in the Professions To be licensed as an architect in New York State you must: be of good moral character; be at least 21 years of age; meet education requirements; meet experience requirements; and meet examination requirements. To be licensed as a professional engineer in New York State you must: be of good moral character; be at least 21 years of age; and meet education, examination and experience requirements. Developing Ethical ArchitectsNYSETA Fall 2013 Conference7

Ethics in the Academy NAAB Student Performance Criteria C.8 – Ethics and Professional Judgment states that “accredited degree programs must show evidence that each graduate possesses the skills and knowledge to demonstrate an understanding of the ethical issues involved in the formation of professional judgment regarding social, political and cultural issues in architectural and design practice.” Developing Ethical ArchitectsNYSETA Fall 2013 Conference8

Ethics in the Academy ABET/EAC Criterion 3 – Student Outcomes states that “The program must have demonstrated student outcomes that prepare graduates to attain the Program Educational Objectives.” This will be demonstrated by “f. an understanding of professional ethical responsibility.” Developing Ethical ArchitectsNYSETA Fall 2013 Conference9

Ethics in the Academy ABET/TAC Criterion 3 – Student Outcomes includes requirements for baccalaureate programs that include “i. an understanding of and a commitment to address professional and ethical responsibility including a respect for diversity.” Developing Ethical ArchitectsNYSETA Fall 2013 Conference10

Ethics in the Academy ABET Programs may also include outcomes specific to their area of study. For example, Architectural Engineering Technology program outcomes state that “In addition, graduates of the baccalaureate program will, to the extent required to meet Program Educational Objectives: d. apply principles of construction law and ethics in architectural practice.” Developing Ethical ArchitectsNYSETA Fall 2013 Conference11

Ethics Dictionary Definition: A system of moral principals The rules of conduct recognized in respect to a particular class of human actions or a particular group, culture, etc. Developing Ethical ArchitectsNYSETA Fall 2013 Conference12

Professional Ethics Textbook Definition: Statements of principles promulgated by professional societies or public agencies governing professional practice in order to guide members or licensees in their professional conduct. Developing Ethical ArchitectsNYSETA Fall 2013 Conference13

Ethics – In Practice What are the motives, values and intentions of potential clients? Who are the people who will be using the places we design? Who and what are impacted by the project, and in what ways? Who is Albert Speer? Developing Ethical ArchitectsNYSETA Fall 2013 Conference14

Albert Speer

Professional Conduct The architect as a citizen The architect as a professional practitioner The architect as a member of the AIA Developing Ethical ArchitectsNYSETA Fall 2013 Conference17

AIA Code of Ethics and Professional Conduct General Obligations Obligations to the Public Obligations to the Client Obligations to the Profession Obligations to Colleagues Obligations to the Environment Developing Ethical ArchitectsNYSETA Fall 2013 Conference18

Examples for Discussion “A recent graduate of an architecture school wanted to work for a well-known architect whose work she admired. She sent in her resume and a few samples of her work, and the architect’s assistant called her to come in for an interview, during which she was offered a position in the firm without pay”. Developing Ethical ArchitectsNYSETA Fall 2013 Conference19

Examples for Discussion “When she hesitated, the assistant said that many recent graduates like her wanted to work there and that if she did not take the offer, plenty of others would. She was not independently wealthy and would have to borrow money or take a second job to meet her expenses, but she wondered if the experience working for the architect would be worth the price”. Developing Ethical ArchitectsNYSETA Fall 2013 Conference20

The Alfred State Study Developing Ethical ArchitectsNYSETA Fall 2013 Conference21

The Alfred State Study Developing Ethical ArchitectsNYSETA Fall 2013 Conference22

Case Study No. 1 Developing Ethical ArchitectsNYSETA Fall 2013 Conference23 Action – “Embellishment of one’s school or professional credentials to get a job.”

Case Study No. 2 Developing Ethical ArchitectsNYSETA Fall 2013 Conference24 Action – “Accepting work from a client whose operations pose environmental hazards.”

Case Study No. 3 Developing Ethical ArchitectsNYSETA Fall 2013 Conference25 Action – “Making sure your firm is represented only by white males in dealing with some clients.”

Conclusion Developing Ethical ArchitectsNYSETA Fall 2013 Conference26 The ethics survey has proven to be an effective tool in fostering classroom discussion on specific topics related to the study of applied ethics in professional practice.

Conclusion Developing Ethical ArchitectsNYSETA Fall 2013 Conference27 The survey is also used to demonstrate student understanding of professional ethics in meeting associated course student learning outcomes. The evaluation of these outcomes can then be tied back to program objectives and used for the purposes of both course and program assessment which effectively closes the loop.

Conclusion Developing Ethical ArchitectsNYSETA Fall 2013 Conference28