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Developing Ethical ArchitectsUsing Surveys to drive discussionand Learning in the Classroom
Professor William Dean, RA, AIA
October 24, 2013NYSETA Fall 2013 Conference
This is not a Pipe…
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http://eamonncahill.files.wordpress.com/2012/03/margritti-this-is-not-a-pipe.jpg
This is not a Research Paper…
Or is it???Developing Ethical Architects NYSETA Fall 2013 Conference 3
Developing Ethical Architects
“…the unexamined life is not worth living.”
Socrates
“We shape our buildings, and afterwards, they shape us.”
Winston Churchill
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Graphics by Kelland Wolf/Leader
Early Influences
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http://upload.wikimedia.org/wikipedia/commons/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 Architects NYSETA Fall 2013 Conference 6
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.
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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.”
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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.”
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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 Architects NYSETA Fall 2013 Conference 10
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.”
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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.
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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.
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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?
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Professional Conduct
• The architect as a citizen
• The architect as a professional practitioner
• The architect as a member of the AIA
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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
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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”.
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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”.
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Case Study No. 1
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Action – “Embellishment of one’s school or professional credentials to get a job.”
Case Study No. 2
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Action – “Accepting work from a client whose operations pose environmental hazards.”
Case Study No. 3
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Action – “Making sure your firm is represented only by white males in dealing with some clients.”
Conclusion
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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
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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.
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