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Library of Congress Cataloging-in-Publication Data:

The architecture student's handbook of professional practice / the American Institute of Architects. —14th ed.

p. cm.

Rev. ed. of: Architect's handbook of professional practice. student ed., 13 th ed. Includes bibliographical references and index. ISBN 978-0-470-08869-2 (alk. paper/cd)

1. Architectural practice—United States—Handbooks, manuals, etc. 2. Architectural services marketing—United States—Handbooks, manuals, etc. I. American Institute of Architects. II. Architect's handbook of professional practice. NA1996.A726 2008b 720.68—dc22

2008018988

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Fourteenth Edition Student Handbook Participants

Student Edition Steering Group

Michael Hricak, FAIA, Chair

Joseph Bilello, FAIA

Jonathan Cohen, FAIA

Ed Friedrichs, FAIA

Richard L. Hayes, AIA

Barbara Jackson, Ph.D., DBIA

Marvin J. Malecha, FAIA, ACSA

Deborah Sweitzer

James B. Atkins, FAIA (ex-officio)

Contributing Authors

AIA California Council

James B. Atkins, FAIA

Phillip G. Bernstein, FAIA

Glenn W. Birx, AIA

Brian Bowen

Christopher Bushnell, AIA

Ann Casso

William Charvat, FAIA

David S. Collins, FAIA

Kenneth C. Crocco, FAIA

Philip R. Croessmann, Esq., AIA

Richard D. Crowell

Dana Cuff, Ph.D.

Jessica L. Darraby, Esq.

Clark Davis, AIA

Michael Dell'Isola, PE

James T. Dunn, Assoc. AIA

George Elvin, Ph.D.

Kristine K. Fallon, FAIA

Scott R. Fradin, Esq., AIA

Phillip H. Gerou, FAIA

Lowell V. Getz

David Greusel, AIA

Dennis J. Hall, FAIA

D. Kirk Hamilton, FAIA

Gregory Hancks, Esq., AIA

Suzanne Harness, Esq., AIA

Douglas C. Hartman, FAIA

Robert G Hershberger, FAIA

Michael M. Hricak, FAIA

Joseph H. Jones Jr., Esq., AIA

Mark Jussaume, PE

David F. Kinzer III

Steven Kirk, FAIA

David Koren, Assoc. AIA

Peggy Lawless

Thom Lowther

John-Paul Lujan, Esq.

Nadav Malin

Nancy Malone, AIA

Paul T. Mendelsohn

Elena Marcheso Moreno

Frank Musica, Esq., Assoc. AIA

Robert Mutchler, FAIA

Bradford Perkins, FAIA

Peter Piven, FAIA

Barry Posner, Ph.D.

Wendy Pound

G. William Quatman, Esq., FAIA

Jack Reigle

Tony Rinella, Assoc. AIA

William C. Ronco

Patricia P. Rosenzweig

Andrea S. Rutledge

Fredric W. Schultz

Henry Siegel, FAIA

Grant Armann Simpson, FAIA

Debra L. Smith, AIA

Frank A. Stasiowski, FAIA

Steven G. M. Stein, Esq.

Larry Strain, FAIA

Timothy R. Twomey, Esq., AIA

AIA Project Staff

Richard L. Hayes, AIA, Ph.D.

Joseph A. Demkin, AIA

Pamela James Blumgart

Jamila Shrestha Yeung

Wiley Project Staff

John Czarnecki, Assoc. AIA

Michael Olivo

Jacqueline Beach

About The Architecture Student’s Handbook of Professional Practice

This book goes to press at a time when society faces both challenging economic issues and an increasing awareness of the impact of global climate change. In this context, a host of forces are coming together to demand more of the architecture profession, allied design professionals, and the construction industry. We have learned, in unequivocal terms, that everyone everywhere is affected by the built environment and its relationship to, and effect on, the natural environment.

These times call for a wider definition of what is meant by “practice” and “design,” both in the profession and in schools of architecture. An end to the estrangement between the core design curriculum and the examination and study of practice is also long overdue. Until now, the focus in architecture schools has been on the end product of the design process. To address mounting demands, architecture practice and education must begin operating with new tools, beliefs, and behaviors. The evolving role of the architect is addressed in this The Architecture Student’s Handbook of Professional Practice, Fourteenth Edition.

Title and Organization of the Book

In a noted departure, this book is not simply an abridged version of The Architect’s Handbook of Professional Practice, Fourteenth Edition. Recognizing its use as required reading in professional practice courses and sometimes as a companion in studio courses—along with the fact that the information needs of architecture students are not the same as those of professionals—this book contains knowledge specific to the needs of students and emerging professionals that has been organized to be approachable for them. To reflect this increased focus on the needs of students, the publisher John Wiley & Sons and the American Institute of Architects (AIA), as author, chose to name this book The Architecture Student’s Handbook of Professional Practice.

Like The Architect’s Handbook of Professional Practice, 14th edition, published in 2008, The Architecture Student’s Handbook is presented in four key parts. However, the names of the parts—The Profession, Practice, The Project, and Contracts and Agreements—and the organization of the material within them are different. The progression of material makes the book suitable for use as a professional practice course outline, beginning with consideration of the concepts of professionalism through the construction and closeout of projects, as well as consideration of the legal agreements used for project delivery.

Content Structure

Content from The Architect’s Handbook has been either included in The Architecture Student’s Handbook in its entirety or edited or abridged as appropriate for the student reader. Unlike the previous student editions, this volume contains new material prepared specifically for The Architecture Student’s Handbook that does not appear in The Architect’s Handbook. This text was written for those beginning to learn about the architecture profession or navigating the beginning of their careers. Conceived as a true handbook, this volume is a resource to be used in the examination of all aspects of architecture practice, including research, programming, professional relationships, the design process, and the intricacies of delivering a project.

In addition, the book contains unique content on changes under way in the design and construction industry that are having a profound impact on the practice of architecture. This material invites readers to explore new possibilities in architecture practice and to redefine both what architects do and how they accomplish their goals. Particular emphasis is given to integrated practice and integrated project delivery and the emerging tools that enable architects to approach practice—in its widest sense—in new, more effective, and more expansive ways. In parallel with the focus of the AIA, new content is included on research and “evidenced-based” design. The variety of subject matter makes The Architecture Student’s Handbook a useful resource for design studios, seminars, and research efforts, in addition to its use as a professional practice textbook.

A New Approach to Practice

A theme running through this edition is the protection of the design integrity of projects, a greater concern as architects increasingly rely on electronic tools. Behaviors and practices necessary to accomplish this goal, which both protects client interests and allows for professional satisfaction and reward, are discussed. In today’s design and construction marketplace, architects are called on to consider accepting new risks and responsibilities. Students studying architecture, as well as recent graduates, can use the same creative impulse in use in the studio to design a method of practice that ultimately makes it possible to deliver the projects conceived.

In accepting the 2005 AIA/ACSA Topaz Medallion, Edward Allen, FAIA, spoke to the issue of art versus science in architecture education. He suggested that these two categories have long been inadequate for describing what architecture truly is and offered the following alternate perspective: “Architecture is neither art nor science; it belongs to a realm of intellectual endeavor called design. Its goal is to produce new products to solve human problems.”

It is through practice that design becomes useful. Practice provides a framework that enables the architect to progress confidently from concept to completion. The Architecture Student’s Handbook introduces the concept of professional practice to students so they will enter the profession with a well-rounded education that has readied them for all aspects of architecture practice.

—Michael Hricak, FAIA

The editor of The Architecture Student’s Handbook of Professional Practice, Fourteenth Edition, Michael Hricak owns his own firm, Michael Hricak Architects, and has taught professional practice courses at the University of Southern California.

Part 1

The Profession

Chapter 1

Professional Life

1.1 Architecture as a Profession

Dana Cuff, Ph.D.*

Architecture is in the family of vocations called professions, all of which share certain qualities and collectively occupy a special position in society. Architects' status as professionals provides them with an underlying structure for their everyday activities.

To be a professional means many things today. One can be a professional athlete, student, or electrician. Each of these occupations uses the term in ways distinct from what we mean by the professional who is a doctor, lawyer, or architect.

Typically, we distinguish professionals who do certain work for a living from amateurs who work without compensation. The term amateur connotes a dabbler, or someone having less training and expertise than a professional.

We also differentiate between professions and other occupations. Expertise, training, and skill help define those vocations that “profess” to have a specialized territory of knowledge for practice. While many occupations require expertise, training, and skill, professions are based specifically on fields of higher learning. Such learning takes place primarily in institutions of higher education rather than in vocational schools or on the job. Universities introduce prospective professionals to the body of theory or knowledge in their field. Later, this introduction is augmented by some form of internship in which practical skills and techniques are mastered.

A high level of education is expected of professionals because their judgments benefit—or, if incompetently exercised, endanger—the public good. Thus people who are attracted to the professions usually have altruistic concerns for their society.

The status of professions, their internal characteristics, and their relationship to society are constantly, if not always perceptibly, changing. The professions have grown dramatically in recent years, in keeping with the rise of the postindustrial, service economy. Growth in professional employment has accompanied expansion of the service sector of the economy, estimated today to be 70 percent of the labor force. In a service economy, information and knowledge industries become dominant, creating the context in which professions can rise among occupations.

Characteristics of a Profession

Professions are dynamic entities that reflect our society our economy, and, generally our times. There is no widely accepted definition or list of features that covers all professions. Nevertheless, they have some characteristics in common, which have appeared throughout history.

Lengthy and Arduous Education

Perhaps the most frequently cited characteristic of a profession is a lengthy and sometimes arduous education. A professional must learn a body of technical knowledge and also develop an ability to exercise judgment in the use of that knowledge. Thus, all established professions incorporate long periods of high-level education.

Professional education is also a form of socialization. Like a rite of passage for initiates, architecture, medical, and law schools are places where future practitioners are introduced to the knowledge, values, and skills of their profession. Students undergo tests of their commitment and ability. In architecture schools, a good example is the charrette (often involving all-nighters), during which students concentrate all their efforts to finish a project. These experiences instill tacit beliefs about the significance of architecture, the work effort required to do a good job, and the commitment needed to become an architect. Through selective admissions, carefully designed curricula, and rigorous graduation standards, schools guide the formation of their professional progeny. Professional schools play a key role in developing the shared worldview that characterizes a professional community.

Expertise and Judgment

Professions traffic in ideas and services rather than in goods or products. Rather than marketing a better widget, professionals sell their expertise. They have knowledge outside the ken of the layperson. Professions are based upon a balance of technical knowledge, reasoned judgment in applying such knowledge, and inexplicable, even mysterious talents that some call artistry. Thus, while doctors need a high degree of scientifically based knowledge, they also need diagnostic ability and a good bedside manner.

Expertise begins with theoretical knowledge taught in universities, but being a competent professional also means knowing how to apply this knowledge. Among practitioners, both expertise and experience contribute to quality performance. While initial skills are taught in school, a large share of professional training comes from the practicum or internship; it then continues in lifelong learning through the gathering of experience and the application of new concepts and technologies.

Registration

Because professional judgments affect the public good, professionals generally are required to be licensed in order to practice. This serves as a means of protecting the public health, safety, and welfare. Professions require sophisticated relationships with people and information. To become licensed, professionals are usually required to meet education and experience standards and to pass a compulsory comprehensive examination.

Relative Autonomy

Because professionals exercise considerable judgment and discretion, professional work is intended to be more autonomous and self-determined than work controlled by owner-managers as in the production of goods.

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!