Abstract:

Architecture as a discipline is steeped in an inculcation of balancing the core Vitruvian principles of durability, utility, and beauty. The education of an architect mandates a diverse knowledge of social studies on cultural history and theory, an understanding of the sciences within the various systems of a building, and an aptitude in application with various technologies ranging from drafting to digital fabrication. Despite this intensive design education, conventional architectural pedagogy falls short of properly preparing its students for architectural practice. While many professions mandate a conventional model of experience, examination, and education, the latter ostensibly inculcates preparatory insight into the other dimensions, within architectural education, whether on account of the incredible density of material covered, intensity of design studio work, or a disconnect between curriculum goals and industry demands. While architectural accreditation boards ensure that programs deliver relevant professional practice insights conventionally in a singular, discrete course, this is an academic inversion of applied knowledge in professional practice. From technical matters including budgeting and operations to interpersonal skills including leadership and understanding organizational behavior, architecture programs must find ways to instill these skills within its students throughout its curriculum. Using the curriculum of the largest accredited architectural program in Canada, this paper articulates the methods it has nurtured professional skills key to success in architectural practice including budgeting of finite resources, technical resolution, and collaborative leadership.

Keywords:

Pedagogy, architecture, practice, profession, educational transition.