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ERIC Number: ED516886
Record Type: Non-Journal
Publication Date: 2010
Pages: 202
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-2486-8
Expanding the Responsibility of Architectural Education: Civic Professionalism in Two Schools of Architecture
Rinehart, Michelle A.
ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania
There has been a renewed interest in the purposes of professional education and the teaching of civic professionalism, whereby future professionals are exposed to their responsibility to use their specialized skills and knowledge to serve the public good. Recent studies on civic purposes in professional education, however, have largely ignored the design-based disciplines such as architecture. The purpose of this qualitative study was to address the current void in the literature regarding architectural education and professional social responsibility, by examining how the architecture programs at Auburn University and Tulane University have expanded their conceptions of professional education to include service to society. The data for the research were collected during site visits at each institution, in which interviews and focus groups were conducted with key administrators, faculty, and students. Data from institutional documents and observations were also used to build the case studies, including accreditation reports, promotion and tenure guidelines, university policies, and printed program materials. Although the circumstances that led to the emphasis on civic professionalism at each of these institutions were unique, these schools offer lessons for other programs seeking to reframe their approach to professional education. The study of these schools reveals similarities in their approaches, such as the reliance on design-build, but also reveals overall structures that are specific to each. The study suggests three key criteria to consider when introducing civic professionalism. The first, "modeling professional practice", recommends that schools make clear connections between architectural education and the profession to stress the range of professional behavior expected of them. The second, "valuing individuality", calls on schools to develop a variety of programs to show students the different ways in which they can engage. The third, "place matters", reminds schools that their institutional context can influence the ways in which civic professionalism is introduced. With this in mind, schools should build on their unique strengths and culture when teaching students their responsibilities to serve the public good. Ultimately, architectural education must prepare students for the profession by instilling not only the required technical skills, but also a sense of service to society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama; Louisiana