Architectural Internship Everybodys Issue

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					2002 Internship Summit

                     Architectural Internship
                     Everybody’s Issue
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
                                                                                          October 2002.

John Cary Jr., Assoc. AIA
                            Architectural Internship
Berkeley, CA                Everybody’s Issue
Laura Lee, AIA
Pittsburgh, PA

Associate Editors
Ellen Cathey, Assoc. AIA
Charlottesville, VA

Casius Pealer
Ann Arbor, MI

Samantha Haedrich
Pittsburgh, PA

Dee Christy Briggs
Pittsburgh, PA

Special Thanks
Clark Kellogg
Summit Facilitator

Nicole Kuhar, Assoc. AIA
Summit Scribe

                                   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 for more

                      Thursday, October 3                                 Saturday, October 5

                      History                                             Models
            7:00 pm   Welcome and Acknowledgement               9:00 am   Introduction
                      of Sponsors
                                                                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
                                                                          Maintaining Momentum
                      Online Interaction
                                                               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
                      Lingering Questions

                                    contents   4    History
                                                    Understanding the roots of internship

                                               8    Context
                                                    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
                                               12   Declarations
2003 AIA/ArchVoices Internship &
                                                    Finding common ground
Career Survey
                                               14   Needs
Moving Forward
                                                    Enriching the everyday experience of interns
2005 Internship Summit
                                               16   Lingering Questions
                                                    Addressing critical issues

                                               18   Models
                                                    Identifying programs to enhance internship

                                               20   Frameworks
                                                    Considering a more collaborative
                                                    governance structure

                                               21   Benchmarks
                                                    Implementing the nine Collateral Internship
                                                    Task Force Recommendations

                                               25   Reflections
                                                    Concluding remarks from the
                                                    2002 Internship Summit

                                               27   Resolve
                                                    Advancing the outcomes of the
                                                    2002 Internship Summit

                                               28   Voices of Internship
                                                    Welcoming new voices through the
                                                    ArchVoices Essay Competition

                                               32   Statistics
                                                    Learning from the 2003 Internship &
                                                    Career Survey

                                               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.
                                                                                                                    10                     20

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.
1897                                           1919
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
                                                                                              Architectural Education.

      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



           1999                                                2000
           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
           Portland, Ore.

           In December, the AIA Board of Directors
           votes to change the structure of its
           Intern /Associate Committee in order to
           communicate with Associate members
           more effectively.

 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
 and ARE.”
                                                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
                                                                                                May 2003
 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
                                                                                                Presidents’ Council.
 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 for
                                                                                                an unabridge chronology of internship.

 context                                                                                              process

 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
 define intern.
                                                      be broadened.
 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 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
architectural internship.
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.

                                                                            Internship is
                                                                     many different

     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 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
                                                              Experiences                             Environment

                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




5:00 am

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
project team.
                                              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
client types.
                                                                                          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
                                              about regulation.
of education, internship, licensure, and
demographic statistics.                       Internship needs to focus on the
                                              qualitative (competency), not
                                              quantitative (time).
     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
                             of yourself.

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
                            Lecture Series
                            Peer & Professional Mentoring Programs
                            Practicum Courses
                            Pre-Graduation Internship Programs
                            Professional Practice Courses

                             Visit 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;
and interns.
                                                 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,
                          including interns.

 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.
                     Share Results

                                                      2003                2004                  2005

Identify work                        Get a renewed    Public info          Materials/           Scholarship/
to date                              commitment                            outreach             clearinghouse
                                     Funding Needed
Measure results

Identify successes

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
                                                    experience in
Collate and analyze date                                                                              responsibilities
Publish survey results                              classroom
                                                                                                      Investment in development of
                                                                                                      emerging professionals

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.

                                                    2003                                              2004

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
                                                                                                      experience venues
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
Registration Examination.
                                            If not beneficial – STOP

                         2003                                               2004                  2005                2006

Identify and analyze     Share results                                      Geurilla marketing    Develop critical mass   Take to NCARB
existing models
                                                                            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.
                                             Determine Incapabilities


Determine Existing
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.
                                                 Action Items

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
for registration

AIA/NCARB to develop strategic plan
to require continuing education for
                                                                            Report back

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
 Washington, DC

“ 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
  about architecture.”
 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 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 &
                  Career Survey

                  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

                  Visit 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

 Sample Overview

 Gender                                                         Age

                                                                65 or older 0%
 male 64%
                                                                55– 64 1%
 female 36%
                                                                45– 54 6%
                                                                35– 44 23%
                                                                25– 34 52%
                                                                18–24 15%

                                                                mean 32.6
                                                                median 31

Racial /ethnic background

                       White /Caucasian 78%
                       Asian 7%
                       Hispanic or Latino 7%
                       Black or African American 4%
                       Native Hawaiian or Pacific Islander 1%
                       American Indian or Alaskan Native 0%
                       other 3%
                       no answer 2%


             Respondent Breakdown

             AIA Members
             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.

             ArchVoices Subscribers
             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.
     high 28%
     moderate 42%                                           47% of respondents were not or did not expect
     low 19%                                                to be able to complete all 16 of NCARB’s IDP
     none 4%
                                                            Training Areas while staying with one firm.
How satisfied are you with the level of mentoring
provided by your current employer?

     very satisfied 14%
     satisfied 29%
     neither satisfied nor dissatisfied 30%
     dissatisfied 11%
     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?
                                           Extensive 1%
                                           Regular 5%
                                           Minimal 17%
                                           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?

                                             Regular 2%
                                             Minimal 26%
                                             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,
                                                                                                  with internship.
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
                                                                                                  career enrichment.
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.
                                                                                                  Director (RAD).
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
Educator Coordinator.

moving forward

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.                                                                     Association of Collegiate Schools
                                                                                        of Architecture
Design Corps is a nonprofit organization whose mission is to find ways to offer
quality, affordable design services to low-income and migrant worker populations.                                                                     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
                                                                                        Registration Boards

                                                                                        National Organization of Minority Architects

                                                                                        Society of American Registered Architects

1014 Curtis Street
Albany, CA 94706

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