This issue of
Magazine is sponsored by
Steffian Bradley Architects.
by clicking on the page. A slider will appear, allowing you to adjust your zoom level. Return to the original size by clicking on the page again.
the page around when zoomed in by dragging it.
the zoom using the slider on the top right.
by clicking on the zoomed-in page.
by entering text in the search field and click on "In This Issue" or "All Issues" to search the current issue or the archive of back issues respectively.
by clicking on thumbnails to select pages, and then press the print button.
this publication and page.
displays a table of sections with thumbnails and descriptions.
displays thumbnails of every page in the issue. Click on a page to jump.
allows you to browse through every available issue.
Practice : Spring 2012
What forms of collaboration exist , what are the relative strengths and drawbacks, and how can we de cide which to pursue and how to teach them? The importanc e of collab oration threaded throughout the day in ma ny guises— bet ween participants in profes sional work, in research, in teaching, even in the “new super-collaborative organizations, these integrated ser vice models and systems, brand new ones” that c ombine building informa- tion management with artificial intelligenc e. Some participants suggested that those in other fields are better c ollaborators than designers are, a nd this gives them a competi- tive advantage in the business world. Others pointed out that collaborative lea rning has to start at the foundation level in order to be va lued; designers need to de velop greater listening and communication skills in order to be part of the teams that can do the needed work in new, tran s-disciplinary ways. How d oes education for the various d esign profession s take place? What knowl edge and skills are needed? Susan Szenasy pushed designers and educ ators to think critica lly about their mutual symbiotic relationship. Why, she asked, are the architects and the interior designers “still bla ming the school s for not turning out the right ca liber people”? Participants asked what other models of design educ ation exist and proposed multiple ways of moving through the educ ationa l process. Should design educ ation be broadly-based or discipline-focused? How much should design educ ation be like liberal a rts educ ation? On the other hand, should liberal arts educ ation be more like de sign educ ation? Who should be doing resea rch and educating others about it? And what is the role of advanc ed degrees, including the Ph.D., in the design fields? Many agreed that regardless of the educationa l model, it is crucial not to lose or undermine “the excitement a nd enthusia sm of students coming in as young people who wa nt to be architects.” Do d esign fi rms con ceive of their busin ess models in the right way? What alternative mod els of economic ex change e xist for us? Kermit Baker pointed out that current architect ure firms fall into t wo main categories—large (50-plus staff) and small (10 or fewer), with widely different strengths and needs. Both serve the highly volatile construction industry. Steve Brittan argued that the current business model doe sn’t work a ny longer; there is too much risk for the amount of reward, a nd the most intere sting possibilities such a s building information modeling (BIM) and sustainability have been missed by architects . Others pointed out that these opportunities have be en pursued by those in other fields, who a re “not whining.” Susa n Szenasy emphasized that students and young designers need entrepreneurship skills, but who te aches this? Students a lso need to be prepared for periods of time when they may not be employed in design. John Cary, President of Next American City, broadened the question e ven further when he proposed that the design fields should try to connect in a positive way to the la rge numbers of graduates who never formally enter the profes sion s or become licensed . What model s of learning e xist, and which ones are particularly well-suited to design learning? The day’s discussion a lso a cknowledged that some of the conventional ways of learning seem to have changed and not everyone has kept up. Susan Szena sy pointed out that today’s s tudents are “opportunistic learners” and acquire knowledge in ways that educators a nd employers may not understand. Duke Ker mit Baker, Ha r va rd University; BAC Overseer D iane G eorgopul os, M assHousi ng BAC Overseer Steve Brittan, Stantec PRACTICE 46 FEATURE] CHANGE ORDER