Professor William Dean presented on using surveys to drive discussion and learning about ethics in the architecture classroom. He discussed definitions of ethics and how ethics are addressed in professional licensing, accreditation standards, and codes of conduct. Case studies from a study at Alfred State were presented to illustrate ethical dilemmas. The survey has proven effective for classroom discussion and assessment of student learning outcomes related to professional ethics.

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

2. This is not a Pipe…
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3. This is not a Research Paper…
Or is it???
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4. Developing Ethical Architects
“…the unexamined life is not
worth living.”
Socrates
“We shape our buildings,
and afterwards, they
shape us.”
Winston Churchill
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Graphics by Kelland Wolf/Leader

5. Early Influences
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6. Ethics - Simplified
• Good vs. Evil
• Right vs. Wrong
• Moral vs. Immoral
With a touch of gray…
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7. 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.
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8. 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.”
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9. Ethics in the Academy
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.”
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10. Ethics in the Academy
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.”
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11. Ethics in the Academy
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.”
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12. 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.
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13. 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.
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14. 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?
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15. Albert Speer

17. Professional Conduct
• The architect as a citizen
• The architect as a professional practitioner
• The architect as a member of the AIA
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18. 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
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19. 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”.
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20. 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”.
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21. The Alfred State Study
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22. The Alfred State Study
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23. Case Study No. 1
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Action – “Embellishment of one’s school or
professional credentials to get a job.”

24. Case Study No. 2
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Action – “Accepting work from a client whose
operations pose environmental hazards.”

25. Case Study No. 3
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Action – “Making sure your firm is
represented only by white males in dealing
with some clients.”

26. Conclusion
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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.

27. Conclusion
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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.

28. Conclusion
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