Professional Practice Syllabus

AT PRESENT: Professional Practice ARCH 5410Interdisciplinarity, Globalization, and The 21st Century Practice of Architecture

When you analyze in the light of experience the central task of education, you find that its successful accomplishment depends on a delicate adjustment of many variable factors. The reason is that we are dealing with human minds, and not with dead matter. The evocation of curiosity, of judgment, of the power of mastering a complicated tangle of circumstances, the use of theory in giving foresight in special cases – all these powers are not to be imparted by a set rule embodied in one schedule of examination subjects.

A.N. Whitehead – “The Aims of Education”

While citizenship and civility depend not only on ‘blood’ and ‘soil’, as we keep being told, but also, and perhaps especially, on the nature and proximity of human groups, would it not be more appropriate to come up with a different kind of ecology? A discipline less concerned with nature than with the effects of the artificial environment of the town on the degradation of the physical proximity of beings, of different communities. Proximity of the immediate neighborhood of different parts of town; ‘mechanical’ proximity of the lift, the train or the car and lastly, most recently, electromagnetic proximity of instantaneous telecommunications. —

Paul Virilio, ‘Grey Ecology

Introduction: OVERALL COURSE STRUCTUREAs is the case with most disciplines in the world at present, the profession of architecture is in a state of transition. Though practice today still relies largely on conventional ideas and structures, globalization is forcing changes that the profession is just beginning the slow process of adaptation necessary to address them. In a sense, contemporary practice is often split along theoretical “fault lines” such as best practices/new innovation, global/local, digital/analog, etc. To address this split, the course is divided into two components: the first half will be explore the conventional attributes of practice while the second will investigate how globalization is transforming these aspects as well as the entire discipline into a more interdisciplinary hybrid addressing the complexities and challenges of facing firms that must now compete on a global scale.

Introduction: PART I (8 WEEKS)The field of architecture contains a vast milieu of opportunities and liabilities, all of which contribute to the challenge of achieving professional success. To become successful in the field it requires a broad set of skills that go beyond the abilities to simply design great buildings. The practice of architecture requires an open and fluent understanding of highly complex groups of stakeholders and agencies that patronize, finance, govern and regulate our work.

This course introduces the essential elements of professional practice by developing an understanding of topics such as internship, licensing, services, modes of practice, fees, marketing, documents, specification and production procedures. The course will also examine both traditional and emerging forms of practice and the ever changing relationships the profession of architecture has with the production of the built environment.

Overview of Section ContentThe course of study will be broken down into (3) subsets for presentation and discussion as follows:

The Architect

University of Colorado, College of Architecture & Planning! ! !Spring Semester 2012Seminar | Arch 54109:00 AM- 11:50 AM FridaysUCD Room 470/ONLINEInstructors: DAVID CARNICELLI & MICHAEL JENSON

AT PRESENT: ARCH 5410 Professional Practice Spring 2012 Syllabus Page 1

Understanding the profession and issues of ethicsThe paths to licensure and the intern development programNCARB, State Boards and ReciprocityThe standard of care & responsibilityProfessional liability and riskArchitects in alternate careers

The FirmOrganizing a firm - sole proprietor, LLC, Inc., etc.Marketing in the design professionManaging architectural servicesHuman resources and the costs of labor

The ProjectBuilding DevelopmentZoning and CodesProject delivery approachesFee quoting, proposal writing and team assemblyContractsProgramming, design processes and design documentsConstruction documents, CAD, & BIMBidding, construction administration and post occupancy servicesClaims lawsuits and dispute resolutionStakeholders interestsFinancing the project and the realities of real estate

Course Work & AssignmentsOver the period of the semester the seminar will engage readings and case studies followed by detailed discussions in class. In addition to the required readings and case studies, there will be a series of lectures and panel discussions with the instructor and outside guests. For the semester’s assignments, you will be required to produce several small written essay assignments, quizzes of the reading materials and a final exam. You will also be required to conduct in groups (of 3-4 students) topic specific case studies and analysis and a firm interview and presentation to the class.

The only required text will be:

The Architecture Student's Handbook of Professional Practice. Wiley (October 27, 2008)(Be sure you get the most recent one based on the 14th edition of the professional handbook) This text is available through the AIA, local bookstores, and online. It should cost approximately $80.00 new.

Copies of several additional texts will be provided via the ecollege site whose modules launch weekly. It is your responsibility to obtain copies of the readings for your use. It is also expected that readings are completed on the day of discussion and an adept understanding of the material is expressed through the dialogues that occur in the seminar. Active participation in these dialogues is mandatory and expected.

This seminar is crammed with material and will be intense. We will have very informative and experienced guests and the information they have to share is critical to your growth as a practitioner. I expect you to be fully immersed and engaged. With that said, attendance during scheduled class time is imperative if you are to keep up with the seminar assignments. I expect that you will be in class at the start of class, stay in attendance until class is over and be attentive and engaged.

Course Objectives & NAAB Criteria For AssessmentPrimary Performance Criteria:



01 Speaking and Writing Skills - Ability to read, write, listen, and speak effectively.

25 Construction Cost Control - Understanding of the basic principals and appropriate application and performance of building envelope materials and assemblies.

27 Client Role in Architecture - Understanding of the responsibility of the architect to elicit, understand, and resolve the needs of the client, owner, and user.

29 Architect's Administrative Roles - Understanding of obtaining commissions and negotiating contracts, managing personnel and selecting consultants, recommending project delivery methods, and forms of service contracts.

30 Architectural Practice - Understanding of the basic principles and the legal aspects of practice organization, financial management, business planning, time and project management, risk mitigation, and mediation and arbitration as well as an understanding of trends that affect practice such as globalization, outsourcing project delivery, expanding practice settings, diversity and others.

31 Professional Development - Understanding of the role of internship, obtaining licensure and registration and the mutual rights and responsibilities of interns and employers.

32 Leadership - Understanding of the need for architects to provide leadership in the building design and construction processes and on issues of growth, development and the aesthetics in their communities.

33 Legal Responsibilities - Understanding of the architect's responsibility as determined by registration law, building codes and regulations, professional service contracts, zoning and subdivision ordinances, environmental regulation, historic preservation laws and accessibility laws.

34 Ethics and Professional Judgement - Understanding of the ethical issues involved in the formation of the professional judgement in architectural design and practice.

Introduction: PART II (6 WEEKS)The transformation of contemporary life has been dramatic over the last several decades as the technological advances underlying globalization continue to bring about massive economic and social change. No part of the globe is untouched as the scale and pace of this transformation has increased to the point of being incomprehensible, whether one lives in technologically sophisticated “first world” countries like the United States or “third world” countries in Africa or Asia. The online magazine Yale Global describes the paradox of this process as: “Globalization is a relatively new term used to describe a very old process. It is a historical process that began with our human ancestors moving out of Africa to spread all over the globe. In the millennia that have followed, distance has been largely overcome and human-made barriers lowered or removed to facilitate the exchange of goods and ideas. Propelled by the desire to improve one's life and helped along by technology, both the interconnectedness and interdependence have grown. This increasing integration of the world or 'globalization' has enriched life but also created new problems.” The “problems” here are numerous, far reaching, and range from widening economic/social disparity between rich and poor to the loss of identity as connections to culturally meaningful landscapes are severed. Architecture is often complicit in the exasperation of these problems as the sense of loss felt over vanished material traditions is most acute. Ted Relph describes this phenomenon as: “Modern landscapes are profoundly ambivalent. On the one hand they are obvious manifestations of technical accomplishments and widespread material prosperity—obvious because we know and appreciate them for these qualities in daily life. On the other hand, they reflect aesthetic confusion, ethical poverty and a disturbing dependence on technical expertise, but these are subtle and can only be identified by a deliberate effort of



observation and reflection…Humanism not only paved the way for countless social and economic reforms, it also has led to the development of powerful rationalistic techniques for manipulating environments and communities regardless of the values or qualities which might be displaced in the process.” Conceptually, understanding the paradoxical nature of globalization and architecture’s relationship to it provides the theoretical foundation for this part of the course. Frequently, Architectural education utilizes pedagogies that overlook the radical transformations taking place within architecture due to globalization by referencing practices and conventions which now have limited relevance due to the magnitude of change occurring within the discipline. The focus is often a narrowly defined aesthetic agenda or professional practices preoccupied with the production of a predetermined outcome. This part of the course is centered on the cultivation of an “openness” towards the potential of unexpected outcomes as the discipline continues to forge into unfamiliar territory. In short, it seeks to bridge our increasing cultural interdependence and the rationalistic manipulation of our environment to encourage students to question the role of architecture in the process of globalization.

Though the question of architecture’s role in the definition of cultural identity and meaning is timeless, in an era where a North American architect could design a project in South America while collaborating with a Chinese firm on its working drawings, the profundity of such questions cannot be underestimated. Coupled with the powerful potential that an individual now has to a potentially larger impact on our globalizing world, raising the next generation’s sensitivity to these forces is imperative. Therefore, the course does not seek to cultivate a specific design agenda, aesthetic sensibility, or fixed conceptual understanding of professional practice, but encourages students to realize the importance of critical thought in merging global issues with the pragmatic specificity of a particular project.

To provide students the critical tools necessary to develop the methodology of critical practice, the goal is to address globalism and architecture by illustrating how interdisciplinary methods of speculation (such as philosophy) can uncover the qualitative issues emergent when addressing far-reaching issues existent on a global scale yet still touching our everyday practices. This allows the constitution of a more broadly informed viewpoint (a global perspective) that aids students in their comprehension of the magnitude of the issues our global society faces today and architectural practice’s role in addressing them.

Summary of Pedagogical Goals 1) To explore how interdisciplinary methods of research bring theoretical rigor and insight regarding complex and transformative issues involved in the development of a global perspective for the practice of architecture. 2) The development of a multidisciplinary and integrated research agenda based on broadening the critical and speculative skill set of the architecture student. This is undertaken through a study differing global trends in architecture as well as the exploration of how traditional architectural skill sets might be adapted to a broad range of disciplines and circumstances. 3) The research of critical thought processes that strive to overcome the disjunction, animosity, and self-referential nature of many conventional disciplinary and cultural viewpoints. This agenda strives to cross these “fissures” through the definition of interdisciplinary research processes adapted from philosophy, critical theory, and art/architecture. The creation of an inclusive aptitude within student that is open to a myriad of possibilities and viewpoints is a central goal. 4) The investigation of potential avenues of dialogue stressing the importance of cross-discipline/cross cultural dialogues addressing the universalized issues encountered in today’s global environment, yet ones that allow the uniqueness of the professional identity of the architect to be maintained. 5) To delve into the potential of crossing various mediums of presentation: (online/video/text) to create the broadest pedagogical platform that supports the formation of a critical thought process that can potentially uncover new ideas that can shift the trajectory of professional practice and the identity of the 21st century architect.



In essence then, this section is a "theory" course that utilizes texts and videos to, in the first instance, expose students to the larger issues of professional practice in the 21st century, and in the second, encourage each individual to begin to both question and conceptualize what contemporary architectural practice needs to be in relation to recent global changes. It is the intention of this section of the course to provide materials that introduce students to the larger issues facing the practicing architect at the beginning of this century. Consequently, understanding globalization and its affects on architecture will be the "meta" theme throughout this part of the semester, as will other themes such as:

01 The Definition of the Contemporary Global Architect02 Architecture and Global Ethics03 The Roles of the AIA, ARE, and the UIA04 Navigating Global Cultures Professionally05 The Emergence of the Global Corporate Practice and other potential structures

Assignments & Case StudiesListed below are the assignments required to finish this course and the percentage towards semester total.

Written Assignments (10%)Participation (20%)Architect Interview / Presentation (20%)Final Exam (30%)Attendance / Quizzes (20%)

Assessments of Student's WorkStudents will be evaluated on their development and execution of seminar objectives, precision and craft in the construction of their writing and graphic presentations and on how they apply the learning objectives and knowledge gained from the course to each of the individual assignments. The requirements section of this syllabus and rubrics handed out for each assignment describe the course assessment in more detail.

We are firm believers that your experience here is the foundation for your following endeavors in life. That means that as in life if all you produce is the bare minimum to meet the course requirements, you are producing average work and will receive a "C". The same as in the "real" world where if you perform mediocre work you will receive mediocre compensation. I feel the following is a fair assessment of grade definitions and is comparable and in line to the Universities definitions:

A - Excellent/Outstanding CompetenceExceptional course performance, discipline and effort. The student is self motivated to produce above and beyond what is assigned. An "A" student is a leader in the class intellectually and productively and exhibits initiative and discipline both in thought and in craft.

B - Superior/ Highly CompetentCourse performance above the norm. A "B" student completes precise thoughtful work that exceeds the course minimum requirements and consistently participates in class. The student shows substantial development over the course of the semester through initiative and production.

C - Average / CompetentMediocre course performance, discipline and effort. The student only satisfies the basic minimum requirements of the seminar and through the production of their work only shows minimal initiative to improve.

D - Below AveragePoor course performance that does not meet the minimum requirements, nor does the production of their work show any distinct effort to improve.

F-Failing



Complete lack of course performance and shows no regret for non compliance with the minimum requirements.

Office HoursOffice hours by appointment only. Please contact either of us at any of the following:

David:

[email protected]@[email protected]

p 720.883.4358 (work/ mobile phone #)

Michael:

[email protected]

p 720.350.1711 (work/ mobile phone #)

Course CopyrightThe instructor has the copyright on this syllabus and all lectures. Students are prohibited from selling, or being paid by any person or commercial firm for taking notes or recording class lectures without the advance express written permission of the faculty member teaching this course. Exceptions are permitted for students with a disability who are approved in advance by Disability Resources and Services for note taking or tape recording as an academic accommodation. Some images from this syllabus were found on-line or taken from resources that are not accredited to the instructor.



mailto:[email protected]








Tentative Course Outline

The following schedule is subject to change at any time

Date Description Lecturer Readings Due

Week 1

SECTION 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

BREAK

SECTION 2

WEEK 10

Week 11

Week 12

Week 13

Week 14

Week 15

FINALS

Jan 20, 2012 Introduction Carnicelli/ Jensen

TRADITIONAL PROFESSIONAL PRACTICETRADITIONAL PROFESSIONAL PRACTICETRADITIONAL PROFESSIONAL PRACTICETRADITIONAL PROFESSIONAL PRACTICETRADITIONAL PROFESSIONAL PRACTICE

Jan 27, 2012 Professional Life/ Legal Dimensions of PracticeCarnicelli Chapters 1 and 2

Feb 3, 2012 Project Definition/ Development Carnicelli Chapters 6 and 7.3

Feb 10, 2012 Developing and Running a Practice Carnicelli Chapters 4 and 5

Feb 17, 2012 Project Delivery Carnicelli/ Contractor Chapter 8

Feb 24, 2012 Student Presentations Carnicelli -

Mar 2, 2012 Building Codes and Regulations Carnicelli Chapter 10

Mar 9, 2012 Contracts Carnicelli/ Lawyer Chapters 11 and 12

Mar 16, 2012 Student Presentations Carnicelli -

Mar 23, 2012 SPRING BREAKSPRING BREAKSPRING BREAKSPRING BREAKSPRING BREAK

GLOBAL PROFESSIONAL PRACTICEGLOBAL PROFESSIONAL PRACTICEGLOBAL PROFESSIONAL PRACTICEGLOBAL PROFESSIONAL PRACTICEGLOBAL PROFESSIONAL PRACTICE

Mar 30, 2012 Jensen

Apr 6, 2012 Jensen

Apr 13, 2012 Jensen

Apr 20, 2012 Jensen

Apr 27, 2012 Jensen

May 4, 2012 Jensen

May 11, 2012 TAKE HOME FINALTAKE HOME FINALTAKE HOME FINALTAKE HOME FINALTAKE HOME FINAL

This schedule is presented as an outline only and is subject to change at any time. The readings due for the Traditional Professional Practice section are from The Architecture Student’s Handbook of Professional Practice, Fourteenth Edition, published by The American Institute of Architects. Additional readings and articles will be assigned on a week-to-week basis and will be posted on Blackboard and in the online system. All readings should be completed prior to the class and you should be prepared to participate in small group discussions based on the material due. Quizzes may also be given on the readings due. Additional projects and papers will be assigned on a week-to-week basis and will be due in class the week following the assignment.



OTHER APPLICABLE UNIVERSITY POLICIES, RULES, AND REGULATIONS

Academic Honesty and PlagiarismStudents are expected to know, understand, and comply with the ethical standards of the university, including rules against plagiarism. Plagiarism is the use of another person's ideas or words without acknowledgement. The incorporation of another person's work into yours requires appropriate identifications and acknowledgement. The following are considered to be forms of plagiarism when the source is not noted: word-for-word copying of another person's ideas or words; the "mosaic" (interspersing your own words here and there while, in essence, copying another's work); the paraphrase (the rewriting of another's work, while still using their basic ideas or theories), fabrication (inventing sources); submission of another's work as your own; and neglecting quotation marks when including direct quotes.

All students of the University of Colorado at Denver are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council. Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/

The development of the Internet has provided students with historically unparalleled opportunities for conducting research swiftly and comprehensively. The availability of these materials does not, however, release the student from appropriately citing sources where appropriate; or applying standard rules associated with avoiding plagiarism. Specifically, the instructor will be expecting to review papers written by students drawing ideas and information from various sources (cited appropriately), presented generally in the student's words after careful analysis, synthesis, and evaluation. An assembly of huge blocks of other individuals' existing material, even when cited, does not constitute an appropriate representation of this expectation. Un-cited. plagiarized material shall be treated as academically dishonest, and the paper will be assigned an ‘F’ as a result. If the student is confused as to what constitutes plagiarism, he/she should review the CU Honor Code on this topic, or see the instructor. Papers submitted by any student, written in part or in whole by someone other than that student, shall be considered to constitute fraud under the University Honor Code, and result in the assignment of an 'F' for the entire course. Students should note that their work may, at the discretion of the instructor, be evaluated through Turnltln.com, a plagiarism service provided to all faculty members at CU Boulder and Denver; and that this service retains a copy of the submitted work for future comparisons." (Honor Code Office.)

DisabilitiesStudents with disabilities who want academic accommodations must register with Disability Resources and Services (DRS), 177 Arts Building. 303-556-3450. TTY 303- 556-4766. FAX 303-556-2074. DRS requires students to provide current and adequate documentation of their disabilities. Once a student has registered with DRS, DRS will review the documentation and assess the student's request for academic accommodations in light of the documentation. DRS will then provide the student with a letter indicating which academic accommodations have been approved.

Accommodations for Religious ObservancesCampus policy regarding religious observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments, or required attendance. In this class, we will work with individuals on a case-by-case basis. Please contact the instructor in a timely manner so that accommodations can be arranged.

Learning EnvironmentThe following ground rules apply to all students and are designed to ensure a classroom environment conducive to learning for all students:

1. Pagers, beepers, cellular telephones, and handheld internet devices must be deactivated before class begins and remain deactivated throughout the entire class period.



http://www.colorado.edu/policies/honor.html

http://www.colorado.edu/policies/honor.html

http://www.colorado.edu/academics/

http://www.colorado.edu/academics/

2. Please do not bring children to class.

3. Students who engage in disruptive classroom behavior will be reported to the Office of Student Life for appropriate disciplinary action under the CU-Denver Code of Student Conduct and, when appropriate, to the Auraria Campus Police for investigation of possible criminal action. The Code of Student Conduct can be found on the CU-Denver web site, under Office of Student Life and Student Activities. Disruptive behavior includes, but is not limited to, arriving late to class without explanation or apology; leaving class early without explanation or apology; reading a newspaper or magazine; reading a book with no connection to the content of the course; engaging in prolonged private conversations; sleeping in class; eating, drinking, and/or gum chewing; passing notes; being under the influence of drugs or alcohol; harassment or verbal or physical threats to another student or to the instructor; failing to deactivate pagers, beepers, cellular phones, and/or handheld internet devices; bringing children to class.



4. Construction Site Visit: 5410 Professional Practice

Release and Waiver

I, , in consideration of my voluntary participation in off-campus visits as part of my coursework at the University of Colorado at Denver, which may include special activities such as visits to cities, buildings, construction sites, manufacturing plants, and various events and activities, as well as participation in design-build or other programs which may involve risks of injury or death, and other unforeseen dangers hereby release and discharge The Regents of the University of Colorado, a body corporate, and its agents, assigns, officers, faculty, and staff, and associated contractors from and against any and all liability for any bodily injury, including death, and property damages arising therefrom.

I hold the Regents of the University of Colorado, a body corporate, and its agents, assigns, officers, faculty, and staff, contractors, and hosting parties harmless from any and all medical expenses that I might incur while participating in the program, trip, or event identified above.

I am aware that the construction site and/or manufacturing facility that I am visiting will expose me to certain inherent risks, dangers and hazards including but not limited to uneven floors, exposure to general building supplies and materials, exposure to workmen's tools, extension cords, ladders, open excavated areas, open foundations and stairways, and operational machinery.

Visitor's Signature and Date:

Print Name:



Construction Site Visit: 5410 Professional Practice

Agreement Governing Use of Private Automobiles on University Course Related Business

1. I certify that sufficient insurance is currently in force, and will be maintained on the vehicle during any period of use, to protect myself and any passengers. This insurance coverage complies with the minimal provisions prescribed by the Colorado Auto Accident Reparations Act or the laws of the state in which my vehicle is licensed.

2. I understand that financial loss resulting from damage to my vehicle is not to be reimbursable by the University, its agents or by any passengers to whom I give permission to drive my vehicle. My insurance coverage is sufficient to protect anyone driving my vehicle and any passengers in it.

3. I understand that my automobile insurance policy need not be classified for commercial use under ordinary circumstances. If the extent of my using my vehicle for University course related business reaches a level where this is an issue, it shall be my responsibility to arrange such coverage with my insurer.

Printed Name:

Signature:

Date:

Name of Insurance Company:

Policy Number:

Date of Expiration:



Questionnaire: 5410 Professional Practice

To gauge both the students' exposure to the practice of architecture and familiarity with the profession, I ask that you complete the following questionnaire:

Student Informationfull name:

preferred name:

e-mail:

phone:

BackgroundWhere are you from?

How many semesters until you graduate?

Undergraduate Institution and Field of Study

Where do you call "home"?

Professional ExperienceHave you any experience in a design office? Please describe experience. (Architect, Engineer, InteriorDesign, etc.)

Have you any experience in construction? Please describe experience. (Estimating, Construction Management, in the field, etc.)

What do you hope to learn in this class?

Why do you want to be an architect?



Documents

Professional Practice Syllabus