2002 Internship Summit
2002 internship summit attendees
Roy Abernathy, AIA Brian Grieb, Assoc. AIA John McRae, FAIA
Jova / Daniels / Busby | Atlanta, GA SHW Group | Baltimore, MD RTKL | Baltimore, MD
Ava Abramowitz, Hon. AIA Christine Harris, Assoc. AIA Kirk Miller, FAIA
Ava Abramowitz, Esq. | Waterford, VA Harley Ellis | Detroit, MI Kirk Miller Affiliates | San Francisco, CA
Michael Ayles, AIA Kent Hikida, AIA Ed Mojica, AIA
Antinozzi Associates | Stratford, CT Gensler | New York, NY Silva Strong Architects | Sacramento, CA
Victoria Beach, AIA David Hinson, AIA Joyce Noe, AIA
Harvard University | Cambridge, MA Auburn University | Auburn, AL University of Hawaii | Honolulu, HI
Bryan Bell Gene Hopkins, FAIA Matt Ostanik, Assoc. AIA
Design Corps | Raleigh, NC The Smith Group | Ann Arbor, MI FRK Architects-Engineers | West Des Moines, IA
John Cary Jr., Assoc. AIA Spencer Howard Steve Padget
University of California | Berkeley, CA University of Houston | Houston, TX ACSA | Lawrence, KS
Ellen Cathey, Assoc. AIA Clark Kellog Casius Pealer
AIA | Washington, DC GHCP | San Francisco, CA University of Michigan | Ann Arbor, MI
John Czarnecki, Assoc. AIA Aaron Koch Jason Pettigrew, Assoc. AIA
Architectual Record | New York, NY MICD | Washington, DC Slater Paull Architects | Denver, CO
Gary Demele, AIA Shannon Kraus, Assoc. AIA Cory Porter
WCL Associates | Minneapolis, MN RTKL Associates | Dallas, TX University of Houston | Houston, TX
Wayne Drummond, FAIA Nicole Kuhar, Assoc. AIA Rob Rosenfeld, AIA
University of Nebraska | Lincoln, NE Steffian Bradley | Boston, MA NCARB | Washington, DC
John Edwards, Assoc. AIA Anica Landreneau Adrianne Steichen, Assoc. AIA
SMB Architects, P | Washington, DC
.C. University of Houston | Houston, TX Loving & Campos Architects | Walnut Creek, CA
Robin Ellerthorpe, FAIA Laura Lee, AIA Leroy Stewart
OWP&P | Chicago, IL Carnegie Mellon University | Pittsburgh, PA NOMAS | Chicago, IL
Lawrence Fabbroni Monique Lee, Assoc. AIA Ann Marie Taheny, Assoc. AIA
AIAS | Washington, DC 3D International | Houston, TX HMC Group Architects | San Jose, CA
Robert Fielden, FAIA Marvin Malecha, FAIA Steve Usry, AIA
RAFI | Las Vegas, NV North Carolina State University | Raleigh, NC Usry Wolfe Koll Architecture | Myrtle Beach, SC
Bob Fillpot, FAIA Kirrin Makker Judith Wegner
University of Oklahoma | Norman, OK University of Maryland | College Park, MD University of North Carolina | Chapel Hill, NC
R. Todd Gabbard, Assoc. AIA Mike Martin, FAIA Suzanna Wight, Assoc. AIA
Brame Architects | Gainesville, FL University of California | Berkeley, CA Gensler | Washington, DC
Joe Giattina, FAIA Tom McKittrick, FAIA
GFA Architects | Montgomery, AL AIA | Houston, TX Note : Affiliations represented were as of
John Cary Jr., Assoc. AIA
Berkeley, CA Everybody’s Issue
Laura Lee, AIA
Ellen Cathey, Assoc. AIA
Ann Arbor, MI
Dee Christy Briggs
Nicole Kuhar, Assoc. AIA
ArchVoices is an independent, nonprofit
organization and think tank on architectural
education and internship, established by architecture
interns immediately following the 1999 Internship
Summit. Visit www.archvoices.org for more
Thursday, October 3 Saturday, October 5
7:00 pm Welcome and Acknowledgement 9:00 am Introduction
9:15 am Case Studies
7:15 pm Setting the Stage
9:45 am Community Engagement
7:45 pm Write / Sketch Expectations
8:30 pm Collective Thoughts
1:00 pm Introduction
1:15 pm National Architectural Accrediting Board
Friday, October 4
1:30 pm Comprehensive Intern
9:00 am Summit Overview Development Program
1:45 pm Continuing Education
Context and Process
9:15 am Introduction
9:30 am 1999 Collateral Internship Summit 3:15 pm Introduction
9:45 am Collateral Internship Task Force 3:30 pm Small Group Breakout Sessions
11:30 am Carnegie Foundation Preparation for
the Professions Program
7:00 pm Introduction
11:45 am Comparative Professional Models
7:15 pm Moving Forward
Shared Vaues, Declarations, Needs,
and Lingering Questions
Sunday, October 6
2:00 pm Introduction
2:15 pm Ethics Resolve
8:00 am Introduction
2:30 pm Architects’ Value
8:10 am Making Commitments and
3:15 pm Full Group Discussion with
10:00 am Acknowledgements
7:00 pm Voices of Practice : video produced
by the University of Cincinnati Center 10:15 am Send-off
for the Study of Practice
7:45 pm Discussion of Impressions and
contents 4 History
Understanding the roots of internship
Building on the 1999 Internship Summit
Follow-Up Efforts 9 Process
Preparing for the 2002 Internship Summit
Voices of Internship
2003 ArchVoices Essay Competition 10 Shared Values
Uniting diverse perspectives on internship
2003 AIA/ArchVoices Internship &
Finding common ground
Enriching the everyday experience of interns
2005 Internship Summit
16 Lingering Questions
Addressing critical issues
Identifying programs to enhance internship
Considering a more collaborative
Implementing the nine Collateral Internship
Task Force Recommendations
Concluding remarks from the
2002 Internship Summit
Advancing the outcomes of the
2002 Internship Summit
28 Voices of Internship
Welcoming new voices through the
ArchVoices Essay Competition
Learning from the 2003 Internship &
40 Moving Forward
Realizing the potential of the
2005 Internship Summit
Understanding the roots of internship
The following chronology, compiled by ArchVoices, documents the
formation of professional and regulatory organizations, institution of
state registration regulation, important meetings and conferences,
committee formation and recommendations, as well as significant
articles, publications, and reports on architectural internship.
1857 1912 1976
The American Institute of Architects (AIA) The Association of Collegiate Schools of The Intern -Architect Development Program
is founded. Architecture (ACSA) is founded. (IDP) is implemented as pilot program in
Colorado, New Jersey, and Texas.
Illinois becomes the first state to regulate The National Council of Architectural “ (T)he Intern-Architect, his / her Professional
the practice of architecture. Registration Boards (NCARB) is founded. Sponsor, his / her Professional Advisor, and
all supporting elements of the profession will
1940 be not only honor bound to assure the IDP’s
The National Architectural Accrediting success – they will be mandated to do so.”
Board (NAAB) is founded.
Telesis : The Architectural Student Journal, article
1951 by Charles Blondheim (1976–77 NCARB President)
Vermont and Wyoming, the final two 1978
states to do so, move to regulate the Mississippi becomes the first state to require
practice of architecture. IDP for initial registration.
The National Architecture Students Canada starts requiring the Architect
Association (NASA) – later renamed Registration Exam (ARE) for initial registration.
the American Institute of Architecture
Students (AIAS) – is founded. 1989
“ P/A Reader Poll: Internship and Registration”
and “Education: The Medical Model,” by
A standardized national registration Douglas Harvey, are published in the June
examination is developed by the NCARB. issue of Progressive Architecture.
An NCARB resolution establishes the title The IDP Outstanding Firm Award is
Intern Architect and the development of established by the IDP Coordinating
a standardized internship program. Committee (IDPCC).
“ Patterns of Exploitation,” by Thomas
Research begins on developing a program Fisher, is published in the May issue of
for architectural internship and a national Progressive Architecture.
committee is established jointly by the AIA
and NCARB. 1992
A special report, The Teaching Office :
A Proposal for a New Education Program,
is published by the National Institute for
30 40 50 60 70 80 90
1993 1996 1997
The AIAS passes a resolution regarding IDP becomes a requirement for NCARB institutes the computerized ARE.
intern compensation and encourages the NCARB certification.
NCARB accepts the AIA Learning
other national organizations to do the same.
In April, Building Community : A New Future Objectives Task Force Final Report and
1994 for Architecture Education and Practice, by redefines the IDP Training Areas in terms
“ The Intern Trap: How the Profession Exploits the late Dr. Ernest Boyer and Lee Mitgang, of “core competencies.”
its Young,” by Thomas Fisher, is published in is published by the Carnegie Foundation for
the July issue of Progressive Architecture. the Advancement of Teaching. 1998
Methods for Evaluating the Intern
The AIA Licensing and Reciprocity Task “ (B)y all accounts, internship is perhaps
Development Program is presented by
Force Final Report, identifying the need for the most troubled phase of the continuing
Pamela Hill, AIA, and Dr. Beth Quinn at
the AIA to be a more effective advocate in education of architects…We found broad
the NCARB Annual Meeting.
the area of registration standard setting, consensus that the Intern Development
is published. Program has not, by itself, solved the
problems of internship. Though we found
1995 The 1999 AIA National Survey on Internship
mutually satisfying internship programs
The AIA Task Force on Education and is published.
at several of the firms we visited or
Internship Standards for Licensure Final
heard about around the country, at many The NCARB Architectural Internship
Report, addressing twelve recommendations
others interns told us they were not Evaluation Project: A National Survey of
relating to improving IDP and the internship
receiving the continuing education and the Internship Experience, conducted by
process, is published.
experience they needed…The truth is Hill and Quinn, is published.
“ The AIA advocates a change in the that architecture has serious, unsolved
The Collateral Summit on Architectural
governance of IDP to establish an problems compared with other fields when
Internship is held in Shaker Village, Ky.,
independent standard-setting body it comes to supplying on-the-job learning
April 12 – 14.
that includes representatives of NCARB, experiences to induct students into the
the AIA, the AIAS, and the ACSA. Since profession on a massive scale.” “ It seems to us that it is reasonable
IDP is now a requirement for licensure, Ernest Boyer and Lee Mitgang Building to consider that: the registration exam
the governance of and the standard- Community : A new future for architectural could be taken upon graduation from
setting process for the program should education and practice an accredited degree program; practice
follow appropriate legal guidelines to could be integrated into education;
The AIA Board of Directors unanimously
ensure that all affected parties are education could be integrated into
passes a three-part position statement
participants in the process.” practice; the term ‘intern’ should be
on IDP calling for a collaborative standard-
AIA Task Force on Education and Internship reconsidered; there be alternative paths
setting body, a focus on mastery of
Standards for Licensure, approved by the to practical experience; the profession
learning objectives rather than durational
AIA Board, May 1996 foster a culture of lifelong learning and
requirements, and a significant cost
mentorship; national and international
reduction of the program.
reciprocity progress be preserved and
The last paper-based version of the enhanced; and accessibility to profession
ARE is administered during the week be strengthened.”
of June 17– 20. 66 national organization delegates to the
1999 Internship Summit
The first issue of what would later become The 2000–02 AIA Firm Survey includes
ArchVoices newsletter is published. a new employment category for “non-
registered architects,” accounting for 17%
“ Architects Must Reform Internship Now,” by of all architecture firm staff nationwide.
Reed Kroloff, is published in the May issue
of Architecture. The AIA Board of Directors approves
the formation of the National Associates
The International Union of Architects (UIA) Committee (NAC), comprised of regionally-
Accord on Recommended International elected Associate member representatives.
Standards of Professionalism in
Architectural Practice is approved at the The AIA asks three states (California,
XXI UIA Assembly in Beijing, China. Illinois, and Virginia) to conduct 18 –month
pilot “Competency-based IDP” (C-IDP)
“ Common Good,” by Eric Adams, is published studies, starting July 2001.
in the June 1999 issue of Architecture.
“ Internship is a problem that literally
The AIA Board of Directors adopts a policy threatens the future of the profession.
advocating that students of accredited The program is a disaster area and the
degree programs be eligible to take and be number of people sitting for the licensing
prepared to pass the ARE upon graduation. examination has fallen frighteningly as
Comparative National Analysis of a result. If this trend continues, this
Structured v. Unstructured Internship profession could simply cease to exist.
Programs is conducted by Hill and Quinn. One million dollars would fund a number of
pilot programs aimed at creating a viable
An Evaluation and Assessment of the alternative system.”
Architectural Internship Development Reed Kroloff. “The Best Gifts $1 Million Can Buy.”
Program is presented to the NCARB by Architecture. December 2000
Hill and Quinn.
“ Lost in Space,” by Robert Ivy, is published in
the October issue of Architectural Record.
Learning to Lie : Falsification in Architectural
Internship, is presented by Hill and Quinn
at the ACSA West Regional Meeting in
In December, the AIA Board of Directors
votes to change the structure of its
Intern /Associate Committee in order to
communicate with Associate members
01 02 03
2001 2002 2003
The CITF Final Report is published and The 2002 National Summit on Architectural 157 young professionals submit essay
presented to the Five Presidents’ Council. Internship and its dedicated website proposals to the inaugural ArchVoices
are announced. Essay Competition, coordinated and
“ The CITF believes the profession is
best served by a continuum of learning, planned by a group of participants from
ArchVoices launches the first website
where the lines defining education, the 2002 Summit.
dedicated to uniting information and
experience, and examination converge. resources on architectural education The 2003 ArchVoices /AIA Internship &
In this model, knowledge and skills are and internship. Career Survey is sent by email to 20,000
acquired throughout the continuum, thus young professionals.
enhancing the development and stature The 2002 National Summit on Architectural
of emerging architects.” Internship, organized by ArchVoices, is “ Building a Profession : A Sociological Analysis
hosted by the College of Architecture at the of the Intern Development Program,” by Dr.
CITF Final Report, 2001
University of Oklahoma, October 4–6. Beth Quinn, is published in the May issue
2000 –2001 NCARB Practice Analysis of the Journal of Architectural Education.
The 2002 Summit earns coverage in
Report is published, “validating the IDP
numerous print and web-based publications “ IDP is not performing as a structured
including AIArchitect, Architectural Record, internship. Most importantly, while it adds
On the two-year anniversary of the 1999 Architecture, and DesignIntelligence. legally mandated requirements for interns,
Summit, seventeen national intern and it has not changed the requirements for
young architect leaders write an open employers. It functions for employers
letter to collateral organization boards just as some interns report: as only
and all 50 state licensing boards, calling paperwork. For interns, IDP provides a
for their leadership in planning a 2002 model of diverse training, but it offers
Internship Summit. no institutional guarantees of diversity or
effective protection against the exploitation
The NCARB Board of Directors rejects,
that has plagued architectural internship.”
11–1, that students should be able to
Dr. Beth Quinn. “Building a Profession: A
take the licensing exam immediately after
Sociological Analysis of the Intern Development
graduation, as recommended by the CITF.
Program.” Journal of Architectural Education.
It also rejects, unanimously, conferring the
title of ‘Architect’ on graduates of NAAB -
accredited architecture programs, as The CIMG Final Report is published
recommended by the CITF. for review and action by the Five
The Texas Board of Architects and
Engineers allows interns to begin taking the The second edition of the AIA Journal,
ARE if they have completed a professional focused on “Tomorrow’s Architects,”
degree program as well as six months’ is published.
experience under the direct supervision of
a licensed architect. The 2003 ArchVoices /AIA Internship &
Career Survey Final Report is published.
AIA California Council (AIACC) and the
California Architects Board (CAB) establish Architectural Internship: Everybody’s Issue,
a Competency-Based IDP Task Force. is published.
Visit www.archvoices.org/chronology for
an unabridge chronology of internship.
Building on the 1999 Internship Summit Collateral Internship Task Force (CITF)
During April 10 –12, 1999, in Shaker The CITF reviewed the objectives defined at
Village, Ky., representatives of the the 1999 Internship Summit and created
five collateral architecture organizations, a model framework for improving the
young architects, interns, and architecture professional development transition between
professionals in Canada and Mexico, met education and practice. The task force
to discuss the current state of the transition determined there are several ideals that are
from architectural education to practice. pervasive to each organization to ensure
Conceived as an opportunity to pull the that the enhancement of the profession is
engine and thoughtfully examine the current achieved. The CITF recommendations are
internship experience, the 1999 Summit supplemented by clear goals, objectives,
aimed to critically assess, enhance, and, and actual implementation strategies.
if appropriate, re-conceive aspects of the The nine recommendations include :
internship process, including how we
1 Accessibility into the profession should
The 66 delegates took part in intense 2 Practice should be integrated
facilitated debate and visioning of into education.
future principles for the organization 3 Education should be integrated
of early experiences and professional into practice.
development. They developed a basis for 4 Every candidate for registration should have
initial communication with the profession a professional degree from a NAAB/CACB
that stated: accredited program or its equivalent.
5 Alternative paths for obtaining professional
“ It seems to us that it is reasonable to experience leading to registration should
consider that : the registration exam be accepted.
could be taken upon graduation from an 6 Examination should be permitted
accredited degree program; practice could upon graduation.
be integrated into education; education 7 Continuous learning and mentorship are
could be integrated into practice; the term fundamental to the profession.
‘intern’ should be reconsidered; there be 8 National and international reciprocity should
alternative paths to practical experience; be strengthened.
the profession foster a culture of lifelong 9 Architecture graduates should be
learning and mentorship; national and recognized for their knowledge and abilities.
international reciprocity progress be
preserved and enhanced; and accessibility
to the profession be strengthened.” Visit www.internshipsummit.org/citf for the
complete text of the CITF Final Report.
As a result of the 1999 Summit, the
following Collateral Internship Task Force
(CITF) was appointed by the five collateral
organizations to advance and implement
the recommendations of the Summit.
Preparing for the 2002 Internship Summit
The 2002 Internship Summit was conceived as an inclusive
and value-driven event. Its broad goals had already been
identified by the 1999 Summit and by the subsequent work
of the Collateral Internship Task Force (CITF). Rather than
revisiting the recommendations generated by these two
initiatives, the 2002 Summit focused on implementation
of these specific recommendations.
The primary goal of the 2002 Summit was to formulate
specific benchmarks for the successful implementation
of each of the nine CITF recommendations.
The second goal was to explore and discuss existing
academic-, practice-, and state board-based models for
implementation in other jurisdictions.
The final stated goal was to institute methods to continue
and expand the ongoing national dialogue regarding
While the 2002 Internship Summit was not an attempt to
validate either architectural internship or the IDP the need
to do so regularly through a more collaborative governance
structure and future Summits was clearly evident.
Uniting diverse perspectives on internship
Internship is many different things to many different people. With this in mind
and to frame the topics covered at the 2002 Internship Summit, the following
four questions were posed on the Summit website:
Identify a shared value that should guide ongoing changes
to architectural internship and education. (10 words )
Why is this value important? (50 –100 words )
What is one specific change or initiative that would exemplify
this value? (50 –100 words)
Describe your involvement with architectural internship.
(50 –100 words)
Anyone with knowledge about architectural internship was encouraged to submit concise
and articulate responses. The responses were intended to pose measurable goals,
identify fundamental trends, and offer realistic ideas for furthering a discussion focused
on architectural internship. The goal of these initial statements was not to debate positions.
In total, the four questions elicited 89 responses from an array of individuals residing
in 27 different states. Of those, 32 were invited to participate in the event. All event
participants were invited as knowledgeable and creative individuals, not as representatives
of any organizations or groups.
Collectively, the responses fell into the following nine broad categories:
Communication, Community Service, Collaboration, Diversity, Education & Practice,
Knowledge, Leadership, Mentorship, Stakeholders, Values & Value
Throughout the course of the 2002 Summit, these shared values inspired numerous
discussions, including the manifesto and chart of needs on page 12, which were
applauded and adopted by the Summit attendees.
Visit www.internshipsummit.org/responses to view the responses in their entirety.
things to many different people.
shared values 2:00 pm
“ Interns make up a gap that exists between “ IDP is a broken process. Too often, it takes “ The collateral organizations need to take a
membership in the AIAS and Associate architectural graduates much longer than second and serious look at the final report
members of the AIA; while some coverage ,
three years to complete IDP and longer developed by their own Collateral Internship
of needs exists in each organization, there still to pass the exam. Is this because we Task Force, without preconception. This
is no accountability for any group to truly are too busy, or because we are not being report provides a visionary model that,
meet those needs. Each of the five collateral encouraged? … I believe that seat -time is if implemented, could begin to offer ways
organizations owns a piece of the internship not the answer. A mentor can teach you in which the collateral organizations
process, while no one recognizes interns as the practices of architecture and guide you could work in unison to create a cohesive
clients or customers in the mostly painful toward your life’s goals. No form can do profession, and one in which all parties
process of becoming licensed. The needs this. Mentorship and competency-based involved could benefit.”
of interns are not overwhelming; they can systems of internship can begin to mend Ed Mojica, AIA, Silva Strong Architects
be reckoned with.” the brokenness of IDP. We must release Sacramento, CA
Robin Ellerthorpe, FAIA, OWP/P | Chicago, IL barriers to professional growth and
licensure that we have currently placed in “ Every effort should be made to accelerate
“ IDP is based strictly on seat - time. There front of emerging professionals. Graduates the attainment of competencies, to position
is no assurance that the intern has from accredited degree programs should architects as independent professionals
learned any portion of the profession’s be allowed to take the exam when they as early as they are ready. This means
body of knowledge. Changing IDP to a feel prepared. Many people who have treating requirements such as the exam,
competency-based system will improve the successfully passed portions of the exam will internship, and community service,
communication between the sponsoring tell you that they still had to study despite less as hurdles that must be jumped at
architect and the intern, and between the 700 IDP units and an accredited degree.” prescribed intervals and more as great
mentor and the intern…. The intern will be Suzanna Wight, Assoc. AIA, Gensler opportunities for learning.... As in law or
evaluated on what he/she knows and what Washington, DC medicine, architects should consider their
she/he has done, rather than on how long teaching obligations fulfilled only when their
a seat in an employing architect’s office has “ There have emerged many ethical and colleagues achieve full licensure.”
been warmed by the intern.” bureaucratic complications with IDP as Victoria Beach, AIA, Harvard University
Kirk Miller, FAIA, Kirk Miller Affiliates a relatively unmonitored (and therefore Cambridge, MA
San Francisco, CA inconsistently administered), but mandated,
program. This affects the internal culture
“ (P)ower is never given, it is only taken. of architecture and, in turn, our relationship
It is up to stakeholders to make decisions; with society.”
there is no point in waiting for invitations Steve Padget, University of Kansas | Lawrence, KS
or permission from above.”
Bryan Bell, Design Corps | Raleigh, NC
Finding common ground
Shared Values Manifesto
Originally authored by Joe Giattina, FAIA
“ Practitioners must provide an ethically sound environment in which
an intern, through the mentorship of a seasoned professional,
can gain knowledge and develop communication, collaboration,
and leadership skills as the foundation for a lifelong contribution to
society through the practice of architecture.”
What do stakeholders need/gain from the internship process?
Originally authored by Tom McKittrick, FAIA
Profession Firms Interns Clients Society
Acculturation Fresh Ideas Diverse Responsiveness A Better Built
Future Leaders Professional Skills Professional Improved Better Leaders
Wages Professional Skills
Continuity Youthful Respect Continuity Long-term Viability
Enthusiasm of the Profession
Simulation New Expertise Access to Fresh Ideas Better Buildings
Body of Knowledge Access to the Practice Wisdom Latest Research Better Communities
Latest Research (Mentoring)
Long-term Viability Technology Skills Shared Vision
The following still-unsigned Declaration of Commitment was penned throughout the night and early morning hours
on the second night of the 2002 Internship Summit by Judith Wegner, an ArchVoices Board member and Professor
of Law at the University of North Carolina, Chapel Hill. Drawing on the discussions of the preceding day and a half,
the declaration provides an outside perspective of the many things that the profession has to build on and what it
has at stake relative to internship.
Declaration of Commitment
(Draft – 10/5/02 5:00 am)
WHEREAS, the profession of architecture WHEREAS, as representatives of diverse
has for many years contributed significantly segments of the architecture profession,
to the welfare of humanity by assuring the we believe that our profession can and
safety, functionality, and beauty of the built should continue to improve its system
environment, and of preparation and licensure of future
architects in recognition of its commitment
WHEREAS, the architecture profession is to provide the highest possible quality of
committed both to continuing its traditional services to society and its appreciation
mission of service and enhancing its for the important role that a healthy and
contributions to society in the future by mutually supportive community of practice
embracing an evolving mission that shapes to achieving that end;
building to add beauty to the environment,
addresses human needs, enhances urban NOW, THEREFORE, we the undersigned,
spaces, and preserves the planet, and declare our shared commitment to
1 Identify, document, and disseminate
WHEREAS, the profession recognizes that best practices and innovative models for
achievement of these aims is critically education and training of architect-trainees
dependent upon the contributions of and practicing architects that as effectively
students, educators, intern architects, as possible prepare those entering
practitioners, licensing authorities, and the professional practice to provide high-quality
national organizations, all of whom seek to service to the public, and complement the
assure that present and future architects ongoing work of established professionals.
are well-prepared to meet society’s critical
challenges, and 2 Consider whether the existing system
of licensure might be modified by
WHEREAS, communication, coordination, interested jurisdictions to incorporate
teamwork, mutual trust, and respect one or more alternative models for
among these varied members of the professional certification that take into
profession and affiliated organizations if account the realities of current practice
shared objectives are to be attained, and and society’s needs…
WHEREAS, the profession of architecture
recognizes and embraces its commitment
to developing visions for the future that Although it also remains unsigned by the national
organizations and profession as a whole, the
build upon past traditions while identifying
2001 CITF Final Report is also a declaration –
and addressing current and future
with clear goals, objectives, and implementation
challenges and opportunities, and
strategies. Implementation should be a top priority.
Enriching the everyday experience Leadership Mentorship
of interns Young professionals, employers, and Young professionals need to be given
the national organizations alike need real opportunities to be creative.
Late on the second night of the 2002 to recognize community service and
Young professionals should be
Internship Summit, a group of young professional involvement as valuable
encouraged to learn from their mistakes.
professionals gathered for what became development opportunities.
a pivotal point in the Summit and of great Employers should get to know their
Community service and professional
potential impact on internship in general. employees first as people.
involvement need to play much
The following list, addressing six different more prominent and pronounced Employers should encourage
areas of professional development, roles in defining NCARB’s IDP. professional development through
was generated by this 20 - strong group constructive feedback.
Firms need to encourage leadership
of young professionals to express
within and outside the work place. Employers should welcome young
what they believe needs to happen
for internship to become more than professionals to spend time
Respect with them.
just a requirement for licensure. The
Employers should demonstrate their
overriding theme: rather than focusing Employers should learn from and be
respect for their employees’ education
on developing interns, our collective focus mentored by young professionals.
and training through compensation
should be on developing professionals.
commensurate with each. Employers should consider mentorship
State licensing boards should enable an investment in their firm.
graduates to measure their competence
by allowing the ARE to be taken upon Roles & Responsibilities
graduation and concurrent with internship. Young professionals need exposure
to and responsibilities within all
Employers need to recognize young project aspects.
professionals’ current and potential
contributions to the firm and profession. Firms should support professional
development outside the firm when
internal opportunities are unavailable.
Diversity Clarity We all need to actively engage the
Young professionals should be Interns need access to resources profession in understanding the role of
encouraged to experience alternative to make informed and intelligent the intern, the mentor, and the processes
career paths with allied professionals. career decisions. of education, internship, licensure.
Young professionals seek diversity in their Interns and the profession need to Internship needs to be integrated and
work place, ranging from involvement in collaboratively validate internship and made a seamless part of the professional
all project phases to building dialogue and the IDP at regular intervals. development continuum.
interaction with all levels of the firm and
The profession needs to develop a shared Clarify the commitment of academia to
vision for internship and then be held inform and produce individuals capable
Employers should provide opportunities accountable for implementation. of pursuing licensure.
for cross pollination and training as well
Firms need to make commitments to There needs to be less finger-pointing
as opportunities to work with diverse
the interns’ needs and honor them. between the collateral organizations
and more collaborative action to
Young professionals need to drive the
Young professionals should be given IDP support internship.
process through collaboration.
credit for and encouraged to work within
more diverse settings. The process and expected outcomes of
the internship and registration processes
A broader definition of architecture needs
need to be clarified.
to inform the profession’s decisions.
Internship needs to be more about
All entities within the profession need to
professional development and less
start measuring trends through analysis
of education, internship, licensure, and
demographic statistics. Internship needs to focus on the
qualitative (competency), not
Addressing critical issues
In 1992, the University of Cincinnati Center for the Study of Practice
produced a unique documentary, titled Voices of Practice. The video
includes interviews with a range of practitioners –young and old–
about their career experiences.
Following the screening, the 2002 Internship Summit attendees
were asked to prepare a short list of questions addressing
interns or about the internship process. Fifty of the more than
250 questions generated follow. We encourage you to ask any
one of them to the young professionals you interact with through
your work. And we encourage you to ask these same questions
What did you
expect to learn from internship?
lingering questions 8:00 pm
Do you see life in architecture as a part of a larger context or is it the guiding paradigm of life?
What were your most encouraging and discouraging experiences as an aspiring architect?
What is your greatest concern about internship? What do you think is the most underserved need of interns?
What is your contribution to your own quality of life?
Does your employer actively embrace your passions and interests?
Did you work at a traditional architecture firm before graduation?
How many jobs in architecture have you had ?
Do you think firms should be punished for not assisting interns? Where do you see yourself ten years from now?
Do you seek out or resist a strong guiding hand in your professional life? Have you received effective mentoring?
In what way have you had an opportunity to serve as a mentor to a colleague?
Would you begin taking the ARE immediately following graduation if it were allowed?
Are you planning to get licensed? Has our internship taken the amount of time you expected to complete?
If you are in an alternative career, at what point did you make that decision?
What is your biggest fear about internship?
What do you feel is the single most important ingredient to a healthy internship?
How much of your experience in education plays a part in your activities in the office?
What is the most difficult part of working in an office? Do you enjoy what you are doing now?
Which do you find more difficult, school or work? What did you expect to learn from internship?
What one thing do you wish you would have known before entering architecture?
What can you do to better educate the public and your clients? What do you think you’ll be doing in five years?
What one change in your job would make the single most significant improvement?
What’s the best thing you have to offer your firm? Where does internship actually begin and end?
Why has internship been allotted the timeframes that IDP prescribes? Is your work challenging?
Do you ever have doubts about your career choice? What would you consider to be successful career goals?
What is the value you think architecture has within society?
What is the value you think an intern has within the profession?
How often do you get together with other interns? What criteria drove your job selection?
Why are interns treated as drawing tools, not as designers?
How can you strengthen your weak areas if your firm doesn’t do that kind of work?
Do you think licensure is necessary? Do you think internship is necessary for licensure?
Do you think your pathway to becoming an architect was more difficult than earlier generations?
The need persists
Identifying programs to enhance internship
Throughout the 2002 Internship Summit, participants discussed
a variety of models that have the potential to enhance internship
and IDP In addition to the two exemplary programs that follow,
ArchVoices also compiled extensive lists of programs that integrate
education and practice and vice versa within schools, firms, state
boards, and the national organizations.
School-based Programs Practice-based Programs
Career Planning & Advising ARE Preparation Sessions
Case Studies Development Courses Case Studies Development Programs
Community Design Centers & Studios Continuing Education Programs
Design/Build Studios Practice Academies & Universities
Ethics Courses Professional Development Opportunities
Leadership Development Opportunities Student Mentorship Programs
Peer & Professional Mentoring Programs
Pre-Graduation Internship Programs
Professional Practice Courses
Visit www.archvoices.org/models for the complete lists.
to shift IDP from a singular record of time spent
doing a prescribed set of tasks, to a valid measure of competence.
models 9:00 am
Case Studies Comprehensive IDP be used unless there was a means of
verification, such as another exam,
Case Studies in the Study & Practice Despite recurring calls for a true and unless NCARB’s compartmentalized
of Architecture is a national program competency - based professional seat-time requirement for IDP were
intended to develop a comprehensive body development program by the 1999 and removed entirely.
of knowledge regarding the practice of 2002 Internship Summit attendees, the
C-IDP is structured to ensure a closer
architecture through rigorous preparation AIA, and some of its own state boards,
line of communication between the interns,
of architectural case studies, for traditional NCARB’s Intern Development Program (IDP)
and both their sponsoring architect and
as well as non-traditional projects. The remains a duration or seat-time program.
mentor. It calls for the interns to present
process and information developed is The need persists to shift IDP from a
a combination of work samples and
available to students, educators, interns, singular record of time spent doing a
written narratives to their supervising
practicing architects, and the general prescribed set of tasks, to a valid measure
architect and mentor, which demonstrate
public, in an attempt to better inform all of competence. Such a shift would enable
that they have successfully completed
of these constituencies. The objective is employers to acknowledge and reward the
and understood each of the 16 core
to provide a context, based in the reality various contributions of aspiring architects,
competencies currently employed by
of individual projects that will provide while also requiring additional experience
IDP. Interns will not be allowed to take
continued education for the practitioner as for those interns who are not able to fully
the California Supplemental Examination
well as a method of learning for students demonstrate competence.
until the C-IDP is successfully completed;
In July 2000, the AIA asked three states-- however, the CAB will continue to allow
The goals of this collaboration with schools California, Illinois, and Virginia – to conduct graduates to sit for the ARE concurrent
of architecture and within firms are to 18-month pilot Competency-based IDP with their internship experience.
capture the knowledge and experience studies. Only one state accepted the
When enacted in 2005, C-IDP will be the
of architects, to prepare students for challenge. And after more than a year
first measurable improvement to IDP since
practice, to develop interns’ knowledge, of development, the California Architects
its inception over 25 years ago. It must be
and to foster mutual influence between the Board (CAB) moved forward in 2002
acknowledged, however, that by coupling
academy and the profession. Specifically with plans to adopt a Comprehensive
California’s innovative program with IDP,
for students and interns, the case studies Intern Development Program (C-IDP).
as currently proposed, C-IDP is limited
program offers an opportunity to partner The program, which was developed at
to serving only as a bandage. At best, it
with practitioners to analyze the process the initiative and sole expense of the CAB
is another tool for interns to employ; at
of making architecture through direct remains subject to regulatory approval,
worst it is another level of bureaucracy
observation and intense research. Case but is expected to go into effect in
on top of IDP – the effectiveness of which
studies, in general, are also critical for California, on January 1, 2005. Although
has never been proven. The need for
communicating the value and role of billed initially as Competency-based IDP,
a true competency-based professional
architecture to allied professionals and the the program is instead being called
development program or any real
general public. Comprehensive- IDP. The CAB concluded
alternative to IDP persists.
that the term competency could not
The requirements and standards that interns are required
to meet for licensure are determined solely by the NCARB
without any direct or formal means of input for outside groups,
Considering a more collaborative governance structure on-going monitoring, management, direction, and leadership.”
The report went on to say, “The CIMG should be sunset, and the
Architectural education and internship are equally crucial periods IDP Coordinating Committee (or some other standing multi-collateral
in the development of young professionals, yet they are governed entity) should be given more authority, autonomy, and funding
in two entirely different ways. support to monitor and make recommendations to the collaterals
on matters, policies, and programs related to internship.”
The profession relies on the National Architectural Accrediting
Board (NAAB) to determine the academic requirements and The report also recommends that “Evaluation of the current Intern
standards that architecture programs and students must each Development Program, and validation of the broader issues relating
meet. These standards– determined collaboratively by educators, to the profession’s pathway to licensure, should continue to be
students, practitioners, regulatory board members, and even shepherded by the assigned group.” That assigned group is NCARB.
members of the public on the NAAB Board of Directors – are
deemed acceptable for licensure in the majority of states that Despite exhaustive efforts by the AIA National component and a
require an accredited degree. specific recommendation by the International Union of Architects
(UIA), the policies and requirements of internship in the profession
Every three years, the requirements and standards for education are not determined nor reevaluated through a process resembling
are reviewed in great detail through the NAAB Validation Conference the governance of education. The policy- setting structure, evaluation
— an inclusive and public process that has served to expand criteria, and training settings for IDP, which have changed minimally
dialogue and improve architecture education. This process since their inception over 25 years ago, could benefit greatly from
is pursued at great expense and labor, but for the ultimate the collaborative governance structure utilized within education.
benefit of the educational experience and the profession as a
whole. For architecture programs and students alike, the NAAB
provides precisely the kind of standards without standardization
recommended in the heralded Building Community report.
By contrast, the requirements and standards that interns are
required to meet for licensure are determined solely by the NCARB
without any direct or formal means of input from outside groups,
including interns. There are few, if any standards for firms to follow,
unlike the many rules with which the schools must comply.
Although the IDP Coordinating Committee is often pointed to as
the collaborative and representative body that sets policy on IDP,
the 2002 – 2003 IDP Guidelines were recently revised to state,
“ The program is monitored by the IDP Coordinating Committee
(IDPCC).” The only other collaborative group related to internship
is the Collateral Internship Management Group (CIMG), which
succeeded the CITF. The May 2003 final report of the CIMG
acknowledged that “The internship process and period lack effective
benchmarks 3:15 pm
Implementing the nine CITF Recommendations
The 2002 Internship Summit took place three and a half years after the 1999 Summit,
and one and a half years after the Collateral Internship Task Force (CITF) Final Report was
published. Despite having a highly detailed, collaboratively formulated vision for improving
internship, little or no measurable progress had been made. Accordingly, on the primary
goal of the 2002 Summit was to establish benchmarks for the successful implementation of
each of the nine CITF recommendations. To do so, the Summit attendees were broken into
groups, during which time they devised the following multi-year roadmaps.
CITF Recommendation I
Accessibility into the profession should be broadened.
The profession should aggressively pursue methods of increasing motivation to enter the
architecture profession and expand accessibility to opportunities in architectural education.
2003 2004 2005
Identify work Get a renewed Public info Materials/ Scholarship/
to date commitment outreach clearinghouse
CITF Recommendation II & III
Practice should be integrated into education and vice versa.
Educators and practitioners should collaborate to ensure that students are exposed
to professional culture and gain practical experience during their formal education to
meaningfully contribute to the professional environment.
2003 2004 2005
Data Collection Integration of Explicit career and Collaborative engagement of
Pool existing collateral data professional culture registration options educators and professionals
Develop survey instrument into education
Student interaction Alignment of NAAB and IDP criteria
Involve various organizations in planning process
Professional with professionals
Administer surveys to firms and schools Embrace respective roles and
Collate and analyze date responsibilities
Publish survey results classroom
Investment in development of
CITF Recommendation V
Alternative paths for obtaining professional experience leading to registration should be accepted.
Practitioners and educators should collaborate to ensure the existence of opportunities and
support for professional growth.
Open up training setting “E ” to all Promote development of intern-orientation Lift “condition four” of training settings
four training categories (maintain alternative course offerings (minimum one year in traditional office)
117 Training Units credit) – allow interns in setting “B” to complete
Promote the development of alternative
IDP via “certified” alternative learning/
Communicate availability of continuing venues for experience : practice
education credits for IDP to all interns academies, community design centers
and other clinical opportunities Lift the “no experience prior to third
Develop a certification program for
year” rule – revise to 235 training unit
alternative IDP credit offerings Revamp supplementary education
cap prior to architecture school
guidelines to update and incorporate
expanded definitions of practice Long-range goal
Encourage the national organizations to promote
and recognize alternative forms of practice
CITF Recommendation VI
Examination should be permitted upon graduation.
Recipients of professional degrees from accredited programs (or their equivalents) should
have the responsibility and discretion to decide when to take any or all parts of the Architect
If not beneficial – STOP
2003 2004 2005 2006
Identify and analyze Share results Geurilla marketing Develop critical mass Take to NCARB
Go to individual NCARB and states State adoption
states may reevaluate the
efficiency of the ARE
Develop champions who do their
homework within each jurisdiction
CITF Recommendation VII
Continuous learning and mentorship are fundamental to the profession.
The demands of the architectural profession require a lifelong pursuit of knowledge,
and acceptance of the obligation to be leaders and teachers.
Conditions 2003 2004 2005
Create strategic Mediate collateral Adopt a model
plan with interns
Select model Select partner
CITF Recommendation VIII
National and international reciprocity should be strengthened.
With the emergence of global communication, technology, and
practice, the profession should promote, through collaborative
efforts, the standards for education, experience, and examination.
Support California’s development of a truly
2003 2004 2005 2006
comprehensive intern development program
Continual increase in the number of
states requiring continuing education
AIA/NCARB to develop strategic plan
to require continuing education for
registration in all 55 jurisdictions
Case study for why enforcement of
continuing education requirements is
critical to profession and public Health,
Safety, and Welfare (HSW)
Mentoring guidelines for all groups should
be developed and dissimenated
Begin to understand/evaluate goals and
programs as a tracking tool
Continuing education for mentoring time
Concluding remarks from the 2002 Internship Summit
“ For the first time in my experience, young professionals have
been able to articulate what they need from each other, from
those people in recognized positions of authority, and from other
professionals. They were also able to articulate a way in which
to satisfy those needs.”
Adrianne Steichen, Assoc. AIA, Loving & Campos Architects | Walnut Creek, CA
“ Although implementing strategies did not proceed to as detailed
a stage as I would have liked coming in, something quite different
but of equal value occurred: the identification of core, actionable,
and realistic goals /values providing needed teeth to the existing
objectives in a way that largely completes/fulfills what was missing
coming out of the 1999 Summit. This can serve to put objectives
of the CITF in critical perspective, and provide critical tests of the
validity of their ongoing implementation.”
John Edwards, Assoc. AIA, SMB Architects, P | Washington, DC
“ Through words, thoughts were expressed– some constructive,
some a complete mess – but through it all, there came a loud call.
Action was put on the plate. A goal was set, and it was something
real. Emerging from talks were two similar results : one from the
youth of the profession came with a jolt ; the other detailing and
clarifying the CITF route. With all said, and all done, a new beginning
for internship has begun.”
Monique Lee, Assoc. AIA, 3D International | Houston, TX
“ Internship will forever change. How can we stay ahead of it and
provide meaningful foundations for professionals to support
their career with? It begins today. The voice of change is usually
unpopular, but change is the only way to progress.”
Lawrence Fabbroni, American Institute of Architecture Students
“ Internship is more about professional development than it is about
simply fulfilling IDP. It starts before graduation, and commences
well beyond the ARE. As such, it is a shared responsibility between
educators, practitioners, students, and interns, in all settings, as
stakeholders and guardians of a profession that steps beyond health,
safety, and welfare to become less about the architect and more
Shannon Kraus, Assoc. AIA, RTKL | Dallas, TX
reflections 8:15 am
“ The process of dialogue and exploration “ I was immediately impressed with the
of new ideas that comprise the content passion, depth, and excitement people
of the 2002 Internship Summit was very had in rolling up their sleeves and openly
gratifying and rewarding. Beyond personal discussing the issues of internship. It has
satisfaction in seeing what emerged, I been an incredible learning experience for
believe that the results have the potential me. I now feel I have an understanding
for a significant contribution in moving of the issues and I will use my role as an
our profession forward. I say potential implementer to keep a high focus and an
because the ultimate value added from emphasis on improving the ‘Professional
these proposals and implementation plans Development Program.’ If we maintain the
depend on the willingness of all of us in continued sharing and collaboration of all
the profession to seize this important stakeholders, the solution will be of the
opportunity to have a profound impact on highest impact.”
our future. Please join us in staking out new Gene Hopkins, FAIA, The Smith Group
ground on behalf of emerging architects Ann Arbor, MI
and our profession.”
John McRae, FAIA, RTKL | Baltimore, MD “ I came to the 2002 Internship Summit
under a cloud of ambivalence. I seriously
“ The 2002 Internship Summit was an doubted that an essentially powerless
incredible, extended discussion on the group, architectural interns, could effect
issues facing the professional development substantive change to an entrenched
process in architecture. In a single establishment. The first day was hopeful.
weekend, all of the well-intentioned and Everyone tiptoed around in an exaggerated
high-ranking individuals in the world can stance of attentive politeness. By the
only set the ball rolling… With some second day, the mists and masks slowly
refinement and organizational support, dissipated and walls became apparent
our continued efforts will help empower on both sides. By the conclusion of the
our profession to inform, educate, nurture, Summit, the status quo was in attendance
and grow our young into contributing — hiding in a corner, but definitely there.
members of the profession and society, I leave under a cloud of ambivalence. I think
which we all aspire to be.” my position is unique. In age, I belong to
the establishment, but in the architectural
Ann Marie Taheny, Assoc. AIA, HMC Group
Architects | San Jose, CA
internship system, I am an intern. I will
continue to look for opportunities to
“ I came to the 2002 Internship Summit reconcile the perspectives of these
with the intentions of being an objective two groups.”
observer, only to listen and take note of Christine Harris, Assoc. AIA, Harley Ellis
others. Then I realized that I can only be so Detroit, MI
objective about a subject in which I am not
only a part of, but care about. From that,
I interacted with everyone. To hear different
perspectives was invigorating. However, the
key is the implementation of the ideas that
were discussed. Change is granted to those
who do not wait.
Leroy Stewart, National Organization of Minority
Architecture Students | Chicago, IL
Advancing the outcomes of the 2002 Internship Summit The 2002 Internship Summit attendees
only voted formally on three broad
The 2002 Internship Summit united fifty-five members of the issues, however, there were a number of
architecture profession, including representatives of six national other specific ideas generated throughout
organizations (ACSA, AIA, AIAS, NAAB, NCARB, and NOMAS), for the event. The goal was not to achieve
three intense days of discussion and debate. The event was a consensus on everything, but to generate
gathering of people from all levels of the profession — students ideas and to disseminate those ideas to the
to senior practitioners, young professionals, educators, most appropriate groups for consideration.
and of course, interns. Four specific ideas, presented in
abbreviated form, follow:
The 2002 Summit participants unanimously affirmed the importance
of rededicating the profession to the implementation of all nine TO ALLOW IDP Mentors (licensed
recommendations of the Collateral Internship Task Force (CITF), architects) to certify the work done in
which was formed as a result of the 1999 Summit. These nine place of the IDP Supervisor within training
recommendations range from supporting national and international settings II and III. As a result, credit
registration reciprocity, to supporting alternative paths for obtaining available in alternative practice settings
professional experience. Building on CITF recommendation number could be expanded.
six, that the Architect Registration Examination (ARE) be permitted
upon graduation, the 2002 Summit participants identified the TO CERTIFY and publicize acceptable
potential to utilize the ARE as an educational tool in support of and alternative IDP training settings or develop
concurrent with the existing internship process. some other means of ensuring that credit
will be awarded. While it is currently
During specific discussions about the IDP, established in 1979 possible to get IDP credit in a variety of
and required for NCARB certification since 1996, Maryland intern settings, interns often have no way of
Brian Grieb asked, “Are we developing interns, or are we developing knowing until after they have started or
professionals?” This question uniquely captured the core concerns even finished their work if their credit will
of participants at the 2002 Summit, and the group explicitly affirmed be approved.
the importance of evolving the Intern Development Program into a
“Professional Development” program. TO DEVELOP a half- of full-day seminar for
professionals who wish to serve as IDP
Based on the experiences and process of the 2002 Summit, Supervisors or Mentors. Such a course
participants emphasized the importance of regularly validating the need not be required, at least early on, but
criteria and procedures for regulating professional development, it would provide evidence that an individual
as recommended by the International Union of Architects (UIA) and was knowledgeable about and committed
currently conducted in architectural education. to the IDP process.
TO ELEVATE the stature of the IDP
Outstanding Firm Award. Using the
NCARB Prize as a model, the award could
be enhanced by increased publicity, more
consistent management, a substantive
financial award or incentive, and useful
documentation to capture best practices.
Welcoming new voices through the “ In school we are taught that architecture is “ In the first days of our architectural
ArchVoices Essay Competition not simply a job. It is a lifestyle. It is a way education, we learn of Vitruvius’s De
of looking at the world. It is a verb. It is a Architectura, one of the first published
To increase peer communication and better constant exploration where one looks for treatises on architecture. Early on,
understand the daily experiences of young and finds inspiration in the world around three words ring in our ears: ‘utilitas,
professionals, ArchVoices launched an them, and then applies that inspiration firmitas, e venustas.’ But what begins so
essay competition in January 2003 — to create something completely new. And simply becomes muddled as we trudge
the first of its kind for young professionals. that thing we create is beautiful and makes through the murky waters of architectural
While ArchVoices has catered to the a difference in the world. And though in education. ‘Commodity, firmness, and
needs of interns through its newsletter and school we may slave away on hypothetical delight’ are quickly replaced with ‘Eating
initiatives like the 2002 Internship Summit, projects that will never be built, we can oysters with boxing gloves, naked, on the
much of its efforts have related more to rationalize that it is all done in preparation nth floor.’ Glitzy encyclopedias like S,M,L,XL
policy matters than to the daily experiences for that first ‘real’ job. But in those first replace De Architectura as our canonical
and aspirations of interns. The competition few months of that first real job, interns text, and the graphic and linguistic
was organized by a core group of interns often find themselves as far away from bombardment unleashed by architectural
who participated in the Summit. It took architecture as ever. Instead of creating education complicates the seemingly cut
place in two stages, and was juried by a beauty, we find ourselves staring at colored and dry world of Vitruvius.”
distinguished group of leaders within the circles on a 13 -inch computer monitor, Excerpted from “Residing in the Space Between”
profession. 157 young professionals from trying to remember at what point things by Jeff Ponitz, University of Michigan
eight different countries submitted essay had gone so horribly wrong.” Ann Arbor, MI
proposals to Stage I and 29 were invited Excerpted from “Circles for a Living” by
to submit full essays to Stage II. J. Brantley Hightower, Lake / Flato Architects Inc.
San Antonio, TX
Visit www.internshipsummit.org/competition to
read all 157 essay proposals and winning essays.
voices of internship
“ We have a fear that our work ultimately “ I worry about a profession that laments “ We are interns and every minute counts.
doesn’t matter, that another warm body the triumph of ‘maximizing shareholder Nine hour days on a rare occasion, though
will replace our chair once we’re gone. value’ over civic space, while applying the 11 hour days are more routine, 45 minute
That isn’t so, however; we are impacting same bottom-line thinking to the training ‘power’ workouts at lunch, ‘gourmet’
our coworkers and our clients. We are of its next generation. Surely we can do sandwiches phoned in and delivered from
advancing architecture, even if nothing is better. If the profession wants to argue the deli that you only know is located
built. Never underestimate the power of for the public realm as the sine qua non around the corner, because you have read
your influence, exampled by the comments of a meaningful architecture, it can make their address on your credit card receipts.
of passing architects in my professional a truly persuasive case by being its own This is the only way to make it all happen,
career. If young architects recognize best example. If we really believe that an take it all in, get it all done; to move ahead,
this beginning phase of their career as a excellent architecture requires a truly to build a presence, to acquire a name.”
‘residency’ trial period of experimentation, public investment, then we have no other Excerpted from “Professional Overload and Cry for
and exposure, then more optimism choice but to begin to make that kind of Relief” by Maria Sutter | New York, NY
will return.” investment in ourselves.”
Excerpted from “The Architectural Resident” by Excerpted from “On Excellence” by Fouad Khalil,
Kara Byrn, Ratio Architects, Inc. | Indianapolis, IN SMBW Architects | Richmond, VA
Interns need a program that matches their ambition,
optimism, and vision; not one that assumes as one of its main
objectives the documentation of the types of experiences that
often depress the intern’s zeal.
Privileged Territory The difficult transition between school
ArchVoices Essay Competition and professional practice is not unique to
Honorable Mention architecture and has certainly not suffered
By Christopher Yost from lack of debate. Criticism, while
commonly directed at all parties, is most
One of the myths most dubiously often cast at architecture schools for the
perpetuated of summer is its levity. technical and professional deficiencies of
Stepping from the office into the fractured their graduates. But this, I’ve always felt,
city sun, I sought daily refuge from the is easy and unproductive disparagement.
weight of work and weather beneath the The best architecture schools dislodge
high canopies of Bryant Park. It was here embedded conventions, nurture creative
that I found my breath and witnessed the growth, and celebrate the opening of
friction of human activity, nature and the expressive possibility. The five years of my
built environment that motivated my passion undergraduate education were comprised
for architecture. The stress I endured was of studios and seminars that demanded
not typically occupational, born neither of a curious, relentless engagement with
responsibility nor of demanding deadlines. the built world, marked by ways of making
It was a product of my position between and thinking that were entirely new to me.
two opposing notions of architecture and its The trajectory presented to students was
execution, that of the university, from which positive, inspired, and open-ended.
I had recently emerged, and the profession,
Immediately upon entering the professional
to which I was only recently introduced.
world, however, I began to learn the
Working outside of these established boundaries and regulations that delimited
institutions should offer intern architects the territory in which architects could
a privileged vantage from which to assess operate. The intern’s lessons are codes,
the feats and flaws of each. But too budgets, schedules, and politics. The
often the gap between graduation and trajectory offered by professional practice is
registration seems like just that, a vacated consequently negative, where architecture
space, leaving many feeling disaffected and exists outside of its context and is
estranged. NCARB’s Intern Development subsequently corrupted and compromised.
Program (IDP) offers little amelioration for It is precisely because the university
these common sentiments. An effective teaches the student to shed the limitations
internship program cannot simply operate which may stunt creative growth that
in the unclaimed territory between the the regulating agents of practice seem
student and the professional, but must so antagonistic to the realization of good
extend its conceptual base in each direction architecture. This is the essential conflict
to accept the full trajectory of the young that the architect intern faces. It is not
architect as its educational imperative. simply that professors and professionals
An effective program would advance offer different approaches to the production
an inspired vision for the totality of an of architecture, but that the transition
architect’s education, while expanding from one realm to the other tracks a
possibilities and encouraging a diversity of fundamental shift from a pedagogy of
experience for interns within the field. possibility to one of limitation and restraint.
voices of internship
IDP’s impossible task is monitoring the internship back in time to actively involve system would complement, not obviate,
experience of young architects at the the last few years of school and forward to the role of IDP The ever - evolving complexity
time that they are most vulnerable to this anticipate the emergence of individual ideals of internship cannot be subsumed into one
contradiction implicit in their architectural in licensed practice. overarching organization. Indeed, it is the
education. Unfortunately, by flattening single-mindedness of the current system
IDP offers a measured path for molding the
the complexity of the experience onto that often jades aspiring architects.
young architect into an able professional.
a spreadsheet, IDP exacerbates the
But part of its antagonistic tone arises from Maintaining antagonistic notions of
antagonism the graduate may sense from
its inability to acknowledge the potential for academic architecture, on the one hand,
the professional sphere and dismisses
the reverse to occur, for the profession to and professional architecture, on the
the experiences he or she may have
be influenced by its youngest members. other, may preclude the realization of new
gathered previously. The implicit message
Thus, one senses muted condescension operative paradigms for architectural
is that internship is an unfortunate,
from the very organization charged with production. An additional internship
but unavoidable phase; an awkward
overseeing one’s own maturation as an system should advance, as its thesis, the
adolescence of sorts in which all interns can
architect. However, as a friend pointed contention that school and the profession
offer is anonymous, quantifiable services.
out to me, IDP can also be interpreted needn’t offer oppositional trajectories,
The flaw is that IDP’s conceptual base is as defending the intern’s diverse abilities and that the intern’s course through each
far too benign. It presents no vision for against bosses who may otherwise relegate could harbor the vision necessary to
the future of the profession and offers little them to mindless computer jockeying. effect inspiring changes to the entire field.
enthusiasm for a widespread improvement Many firm-owners and project managers Ultimately, the intern alone must chart his
of the built environment. Interns need a are out of touch with the critical character or her route, but must not feel alone in
program that matches their ambition, of architecture programs and know little aspiration or intent.
optimism, and vision, not one that of what recent graduates can offer to the
assumes as one of its main objectives the design and construction process. The Sitting in the lunchtime laze of Bryant Park,
documentation of the types of experiences proposed internship program would have I received daily confirmation of my passion
that often depress the intern’s zeal. To be to exhibit a keen understanding of the from the rich urban surroundings. Interns
fair, IDP hardly purports to be a singular types of academic experiences interns had should demand as much from their work.
source for all of the experiences of accumulated in the past, an understanding To match the intern’s enthusiasm, to
internship. It offers an honest and effective potentially enabled by the aforementioned introduce the graduate to the profession
blueprint for accumulating the type of involvement in schools. without dulling aim or ambition, to
experience necessary for the ARE and champion the type of architect capable of
IDP is moderately successful on its flexing creative muscle in the service of
general practice. But this alone offers little
own terms; it’s just that those terms the public environment, a new internship
for the young architect trying to measure
are questionable. Its flaws cannot be system is necessary. Aspiring architects
his or her own aspirations against the
solved superficially by adding new deserve no less.
contradictory messages of the profession
training categories or by tuning the tired
and the academy. Another internship
mechanism of mentorship. IDP is valuable
system is necessary, one operating
for the development of the basic skills
under an inspired conceptualization of
necessary for licensed practice and, After earning his Bachelor of Architecture from
what the future of architecture could be
as such, should be more honest about the University of Kentucky in 2000, Christopher
and one aware of the intern’s role in the
its offerings, as well as its relationship Yost worked in New York City to complete his IDP
realization of that ideal. Such a system requirements for registration. He is currently
to the ARE. Formed from a substantial
would necessarily engage the intern, not in pursing a post-professional Master of Architecture
understanding of the transition between
isolation, but at multiple levels of education from Yale University in New Haven, Conn.
school and practice, a second internship
thus expanding the conceptual territory of
Learning from the 2003 Internship &
In preparation for the 1999 Internship
Summit, the AIA and NCARB each conducted
significant surveys of internship. Since
1999, there have been no follow-up
surveys to enable changes and trends to be
identified and measured. With this in mind,
the 2003 Internship and Career Survey
was developed jointly by the AIA National
Associates Committee and ArchVoices
as a means of building the profession’s
knowledge base about this important period
in the lifelong development of architects.
The 2003 Internship and Career Survey
was administered between March 24 and
April 7, 2003, and successfully delivered
by email to 19,912 interns and young
architects who are either ArchVoices
newsletter subscribers or members of
the AIA. 4,816 young professionals
(a 26% response rate) took the time to
respond to the survey—more than have
ever responded to any previous survey on
internship. From the usable responses,
which were at least 90% complete, a
random sample of 1,000 was selected for
processing and tabulation. Finally, in addition
to the raw data, the survey elicited 986
open-ended comments. which are posted
online at www.archvoices.org/survey
Visit www.archvoices.org/sruvey for
more information on the 2003 Internship
& Career Survey
Many of the questions were taken verbatim from
three previous surveys : the 1999 AIA National
Survey of Internship, 1999 NCARB Architectural
Internship Evaluation Project, and 2000 Survey
of California Architectural Internship
65 or older 0%
55– 64 1%
45– 54 6%
35– 44 23%
25– 34 52%
Racial /ethnic background
White /Caucasian 78%
Hispanic or Latino 7%
Black or African American 4%
Native Hawaiian or Pacific Islander 1%
American Indian or Alaskan Native 0%
no answer 2%
Nineteen percent of all survey respondents were full AIA members. Of those, 25% were
female, 87% were Caucasian, and 42% were over 34 years old. Sixty-five percent held a
B.Arch, 26% held a first professional M.Arch, 9% did not hold a professional degree, and
75% completed NCARB’s Intern Development Program (IDP). Fifteen percent reported having
a previous career and 87% plan on traditional careers in architecture. Forty- eight percent
were members of the American Institute of Architecture Students (AIAS) while in school, 29%
subscribe to ArchVoices newsletter, 25% belong to other professional organizations besides
the AIA, and 74% work in architecture or architecture-related firms that paid all or some of
their membership fees.
Associate AIA Members
Sixty percent of all survey respondents were Associate AIA members. Of those, 36% were
female, 76% were Caucasian, and 34% were over 34 years old. Fifty-four percent held a
B.Arch, 22% held a first-professional M.Arch, and 24% did not hold a professional degree.
Thirty-four percent were enrolled in IDP and 33% had completed IDP. Although 91% intend
to get registered, only 26% were in the process of taking the ARE, and 7% had completed
the ARE. Twenty-three percent reported having a previous career and 79% plan on traditional
careers in architecture. Fifty percent were members of the AIAS while in school, 30%
subscribe to ArchVoices newsletter, 18% belong to other professional organizations besides
the AIA, and 71% work in firms that paid all or some of their membership fees.
Non- AIA Members
Twenty-one percent of survey respondents were not members of the AIA, of which 48% were
female, 74% were Caucasian, and 8% were over 34 years old. Thirty-seven percent held a
B.Arch, 17% held a first-professional M.Arch, and 46% did not hold a professional degree.
Thirty-five percent were enrolled in IDP and 13% completed IDP. Although 88% intend to
get registered, only 4% had taken some divisions of the ARE, and 5% had taken all divisions
of the ARE. Fifteen percent reported having a previous career and 73% plan on traditional
careers in architecture. Seventy-two percent were AIAS members while in school, 27%
belong to other professional organizations besides the AIA, and 24% work in firms that pay
all or some of their membership fees.
Forty percent of survey respondents were ArchVoices subscribers, representing a
combination of the aforementioned groups. Forty-one percent of ArchVoices subscribers
were female, 78% were Caucasian, and 21% were over 34 years old. Forty-seven percent
held a B.Arch, 20% held a first-professional M.Arch, and 33% did not hold a professional
degree. Thirty-five percent were enrolled in IDP and 31% had completed IDP. Although 80%
intend to get registered, only 16% had taken some divisions of the ARE, and 21% had taken
all divisions of the ARE. Twenty-one percent reported having a previous career and 78%
plan on traditional careers in architecture. Sixty-four percent were AIAS members while in
school, 46% are Associate AIA members, 14% are full AIA members, 24% belong to other
professional organizations besides the AIA, and 43% work in firms that pay all or some of
their membership fees.
Firm Experience IDP & Internship
How does your current career outlook compare 71% of those that have not completed their
with your expectations when you first embarked on
your pursuit of architecture?
internship expect to do so in less than four
years, while just 41% actually do.
Better than expected
professional satisfaction with work 52% 59% of those with a professional degree that
type of work you’re doing 44% completed IDP took four years or longer to do so.
hours worked 26%
compensation 23% 41% of those surveyed indicated they completed
indicated one or more 71%
IDP in less than four years, and 85% indicated
Worse than expected
it took them less than five years.
professional satisfaction with work 24%
14% of respondents without a NAAB -accredited
type of work you’re doing 29%
hours worked 29% degree completed IDP in four years or less,
compensation 49% and 27% in five or less.
indicated one or more 71%
27% of those without a professional degree
What level of commitment do you feel your current
indicated that it took them a minimum of
firm exhibits toward providing a quality internship?
8 years to complete IDP.
moderate 42% 47% of respondents were not or did not expect
low 19% to be able to complete all 16 of NCARB’s IDP
Training Areas while staying with one firm.
How satisfied are you with the level of mentoring
provided by your current employer?
very satisfied 14%
neither satisfied nor dissatisfied 30%
very dissatisfied 71%
employer provides no mentoring opportunities 29%
not interested in being mentored 2%
There was no statistically significant difference between
IDP and non-IDP interns regarding satisfaction with the
mentoring they receive.
What is your status regarding NCARB’s IDP?
37% had completed IDP
28% were enrolled in IDP
11% were not currently enrolled in IDP
because their state doesn’t require it
23% were enrolled in IDP by choice.
If you have not completed IDP, how long If you have completed IDP, how long did
do you expect it to take – from your first it take to actually complete it – from your
internship job to completion? first internship job to completion?
8 years or more 4% 8 years or more 8%
7 years 2% 7 years 4%
6 years 5% 6 years 5%
5 years 15% 5 years 17%
4 years 19% 4 years 24%
less than 4 years 52% less than 4 years 41%
What level of contact did (do) you have with your IDP Educator Coordinator
while in school?
none at all 46%
I do not know who or what
my IDP Educator Coordinator is 31%
What level of contact did you have with your IDP State Coordinator?
None at all 46%
I do not know who or what
my IDP State Coordinator is 25%
The ARE & Registration
Do you intend to get licensed/registered as an architect? Yes 74% No 6% I am already licensed/registered 20%
Which option best matches your current status regarding the ARE ?
I do not plan to take the ARE 4%
I have not yet taken any divisions of the ARE 56%
I have taken some divisions of the ARE 16%
I have taken all divisions of the ARE 23%
If you were allowed to take some or all divisions of the ARE upon graduation or concurrent with your internship experience,
would you? Yes 89% No 9%
If you do not plan to take the ARE or have not yet taken any If you have taken or plan to take the ARE, please rank in
divisions, please rank in order (1, 2, 3) your three main order (1, 2, 3) your three main motivations for taking the ARE.
reasons for not taking the ARE. (The following were ranked 1.) (The following were ranked 1.)
not yet eligible 50% personal goal and fulfillment 57%
no time to prepare 13% career enhancement 18%
paperwork and /or scheduling hassles 7% IDP completion and eligibility 3%
not required for career or job 6% competitive advantage in a down economy 1%
cost 5% firm pressure 1%
difficulty 1% parental pressure 1%
other 4% peer pressure 0%
indicated one or more 85% other 1%
indicated one or more 82%
Do you feel your education adequately prepared you for the ARE ? Yes 45% No 54%
Do you feel your internship adequately prepared you for the ARE ? Yes 60% No 40%
89% of all respondents indicated a desire to be able to take the ARE concurrent with internship.
This includes: 83% percent of respondents who were already registered 90% of respondents who
were not yet registered 96% of those currently enrolled in or who have completed NCARB’s IDP
If you have completed all divisions, how long did it take you How do you rate the difficulty of the ARE?
from first exam to last? If you have not yet completed all
divisions, how long do you expect it will take?
5 years or more 6% +2 (too hard) 6%
3 to 4 years 15% +1 42%
1 to 2 years 30% 0 44%
6 months to 1 year 21% -1 7%
less than 6 months 11% -2 (too easy) 2%
mean 2.1/ median 1.6 mean 0.4
Although the nine divisions of the ARE add up to 32 total hours, on average
it takes candidates 2.1 years to complete the ARE.
IDP interns that have taken and passed the entire ARE did so in 1.7 years
compared to 2.0 for the non- IDP interns.
Which of these statements (if any) are true about your current firm’s support for employees taking the ARE?
firm gives paid time off to take the ARE 39%
firm maintains a library of ARE study materials 37%
employee must use vacation time to take the ARE 22%
employee must take time off with no pay to take the ARE 12%
firm organizes ARE study groups 6%
firm gives 20% or greater salary increase upon completion of ARE and licensure 6%
don’t know 21% / none of these 8%
Reasons for not taking the ARE Motivations for taking the ARE
not yet eligible 50% personal goal and fulfillment 57%
no time to prepare 13% career enhancement 18%
paperwork and/or scheduling hassles 7% IDP completion and eligibility 3%
not required for career or job 6% competitive advantage in a down economy 1%
cost 5% firm pressure 1%
difficulty 1% parental pressure 1%
other 4% peer pressure 0%
indicated one or more 85% other 1%
indicated one or more 82%
Summary of Major Fndings
The following headings and bullet points represent the structure and content of the actual survey report.
Career & Employment Experience Internship Of those eligible to take the ARE, lack of
Approximately half of all respondents felt The average time to complete NCARB’s time to prepare was the most common
that their professional satisfaction and IDP was significantly longer than the three reason for not taking it.
type of work were better than expected. years it is designed to take.
Approximately half of respondents that
Nearly one-quarter of non-registered A majority of respondents who work in had started taking or completed the ARE
respondents indicated they do not architecture or architecture-related firms indicated both education and internship
plan on pursuing a traditional career, reported that their firms exhibit good prepared them adequately for the exam.
but most still plan on registration. commitment to interns, yet half of all IDP
A National Architectural Accrediting Board
interns reported that they would have to
Respondents in alternative careers (NAAB) -accredited degree was near
switch firms in order to complete IDP.
cited better salary, benefits, and universal for newly-licensed architects.
advancement opportunities. Comparing IDP interns to non-IDP interns,
Nearly 90% of all survey respondents–
there were no statistically significant
Individuals pursuing architecture as a including interns and registered architects
differences in gender, race /ethnicity,
second career brought an average of – supported giving architecture school
or career outlook versus expectations
6.5 years of experience to the profession. graduates access to the ARE concurrent
with regards to professional satisfaction,
Interns indicated they care most about hours worked, and type of work.
their level of responsibility and firm location
IDP interns were more likely to take the Community & Professional Service
in seeking their first job.
ARE, but generally found the exam more Community service was cited as a priority
Over one-third of interns, who are paid difficult than expected. Firm commitment for most respondents, but less than one-
hourly, were not being compensated for was more important to IDP interns than third reported doing it regularly.
overtime, which is a violation of the Federal non- IDP interns.
Almost half of interns, who were not
Wage & Hour Law.
Mentoring was important to both IDP Associate AIA members, indicated that they
Nearly all respondents indicated an interns and non- IDP interns. may join the AIA after getting registered.
interest in mentoring, while only half
Of those enrolled in IDP, very few reported The most important AIA membership
indicated satisfaction with the mentoring
anything more than minimal contact with benefits were perceived to be
they were currently receiving.
their IDP State Coordinator. networking, access to resources, and
The B.Arch was the most common The least important AIA membership
Regardless of career plans, most
professional degree among respondents. benefits were perceived to be the free
respondents indicated an intention to
first-year membership, prestige, and social.
There were very few differences between get registered.
M.Arch and B.Arch graduates in satisfaction Among Associate AIA members, very
Most respondents who completed
with their employment situation, type of few reported anything more than minimal
all nine divisions of the ARE took
work, hours worked, and compensation. contact with their NAC Regional Associate
two years to complete the exam.
Almost half of respondents indicated that The most common reason for taking
they had gotten practical work experience the exam was professional fulfillment,
while in school. while peer and firm pressure were the
lowest motivations. Visit www.archvoices/survey for the executive
Very few respondents reported anything summary and complete report.
more than minimal contact with their IDP
Realizing the potential of the 2005 Internship Summit
By John Cary, Assoc. AIA, & Laura Lee, AIA
Co-chairs, 2002 Internship Summit
Internship is not an issue for interns alone; rather, the future of internship is quite
literally the future of the profession as a whole. This is the message we have tried
to convey throughout the preceding pages. We hope this publication is the first
of many addressing what remains the most troubled phase in the profession.
Looking forward to the 2005 Internship Summit, it is no longer a question of if
or why, but who and where? However we leaders of the profession decide to
proceed in preparing for 2005, the one absolutely invaluable part of the 2002
Summit process that should be preserved is the requirement that each participant
submit a short personal statement in writing. Similarly, the steps leading up to the
next Summit should remain collaborative and well-documented.
The 2005 Internship Summit must also build on the considered recommendations
of the 1999 Internship Summit, 2001 Collateral Internship Task Force, 2002
Internship Summit, and 2003 Collateral Internship Management Group to evolve
internship from a programmatic requirement into a truly comprehensive professional
development experience. The issues and needs have been identified and affirmed
— providing oversight and accountability of the individuals, firms and organizations
administering IDP, recognizing the value of diverse practice settings and experiences,
formulating alternatives to the single IDP standard, and reforming IDP governance,
to name a few.
Internship must change. If we want architects’ influence, roles, and services to
continue to expand, then we must account for the diverse roles that all architecture
school graduates and professionals are already and can be fulfilling. If we want the
profession to be meaningful and collegial, then we must foster real community from
day one in each professional’s career. And if we want young professionals to take
responsibility for their own careers, then we must allow them to do so by offering
meaningful guidance and professional development.
The 2002 Internship Summit was initiated and led
by interns through ArchVoices. However, we are
indebted to Dean Bob Filpot of the University of
Oklahoma, and the unmatched generosity of the
Enkeboll Foundation for the Arts and Architecture.
This publication was made possible by the Enkeboll
Foundation as well as a grant from the American
American Institute of Architecture Students Institute of Architecture Students (AIAS).
information and resources
The following resources, most of which were initiated by interns, provide programming
on and insights into internship and other issues affecting young professionals.
306090 Architecture Journal is edited by young architecture professionals.
Archinect makes architecture more connected and open minded by bringing together
designers from around the world to introduce new ideas from all disciplines.
Architecture for Humanity is a volunteer organization founded or the promotion of
architectural and design solutions to global, social, and humanitarian crises.
ArchRecord2 is a print and web-based section of Architectural Record magazine
dedicated to the work and writing of young architects.
Death by Architecture is a clearinghouse site for design competitions, specifically National Membership Organizations
geared toward young professionals.
www.deathbyarch.com Association of Collegiate Schools
Design Corps is a nonprofit organization whose mission is to find ways to offer www.acsa-arch.org
quality, affordable design services to low-income and migrant worker populations.
www.designcorps.org The American Institute of Architects
InsideArch is the only website devoted to documenting the professional culture
that exists within specific firms. American Institute of Architecture Students
The National Associates Committee represents Associate members of the AIA. National Architectural Accrediting Board
National Council of Architectural
National Organization of Minority Architects
Society of American Registered Architects
1014 Curtis Street
Albany, CA 94706