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

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…

Developing Ethical Architects NYSETA Fall 2013 Conference 2

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


Graphics by Kelland Wolf/Leader

Early Influences


http://www.stereogum.com/img/kotter_1.jpghttp://1.bp.blogspot.com/-m2HesUWwmjo/UJAhJLlvvEI/AAAAAAAAgEw/rpz8TOUySi4/s1600/father-dowling.jpg

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…


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.


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.”



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.”



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.”



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.”


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.


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.


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?


Albert Speer

Professional Conduct

• The architect as a citizen

• The architect as a professional practitioner

• The architect as a member of the AIA


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


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”.


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”.


The Alfred State Study


The Alfred State Study


Case Study No. 1


Action – “Embellishment of one’s school or professional credentials to get a job.”

Case Study No. 2


Action – “Accepting work from a client whose operations pose environmental hazards.”

Case Study No. 3


Action – “Making sure your firm is represented only by white males in dealing with some clients.”

Conclusion


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


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


http://www.rsrevision.com/images/calvin_ethics.gif

Documents

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