Ralph Liebing, RA, CSI, CDT
Senior Member
Username: rliebing
Post Number: 1294
Registered: 02-2003
| | Posted on Wednesday, February 08, 2012 - 03:03 pm: |    |
120108
FACT
BY Ralph Liebing, RA, CSI, CDT, Cincinnati, OH
Take the computer out of the equation, for a moment. Did [or can] architecture and building construction exist without the computer?]…… But if there is no computer, et. al., what is left? And then, take knowledge of construction methods and materials, and suitable depiction/documentation of required project work away, and what have you got? Well, what?
To follow the traditional AIA list of project phases [chart below], it is easily seen that several distinct block of time, and effort are required; and within each is the knowledge skill, and talent of creating a design concept, documenting it and executing it.
1
Project
Programming
2
Schematic
[Preliminary]
Design;
Presentation Level Dwgs
3
Design
Development
4
Production
of Contract Documents;
Working Dwgs Specifications
5
Bidding and
Contract
Award
6
Construction of Project Work
Phases 1 and 2 are the areas of instruction in most architecture school curricula. These, of course, terminate in a design concept and the traditional rendering [in college work] and may appear in any of numerous formats [electronic, manual, varied media, etc.] The design itself is highly generalized, incomplete and exists at a stage where detailed work, depth of construction knowledge [methods and materials] are required. But the instruction stops and no further development of the concept is required. [There is little if any instruction in Phases 3, 4 and 5; no participation in Phase 6].
At this point, it is necessary to “dissect” [develop a series of mental pictures of how the building parts to be built and interconnected] the project by developing documentation of various parts and constructions. Here the construction knowledge and adaptive application come in to play. Detailing is required to piece the construction together on the working drawings [again in any of many formats despite current appearances and high use of computerization]. The student/graduate/intern then is required to draw upon their knowledge of methods and materials and apply and incorporate them [in revised form] to the project at hand. With no instruction in these areas, there are scant resources to draw upon and hence the young professional comes to frustrating impasse.
FACT: This is the state of affairs right now [as you well know].
As attrition eats away at office staffs, the current graduate/interns [and the students] will be in position to run the office and attempt to do the necessary work-- and there is a good chance they will be inadequate to the need. Then what? With no meaningful background, knowledge, instruction, explanation and experience to call upon, the deliverables will be toxic and highly risky to the continued existence of the office. With the resulting questionable documentation, and more and more architects and owners opting out of on-site activity by the architects, the situation is of the life of the profession and the state of construction becomes an issue of grave concern-- to both professionals, their younger staffers, students as the future professionals and, yes, the Owners [the value they receive for money-spent].
Remedies? Yes, there are some if the numerous “interested” parties will come to grips with reality by giving more attention to the practical and less to presentations and dreamy drawings.
Is CSI included n all this? Absolutely!! The background and experience of every member [including product representatives and their construction information] is invaluable and should be made available. The knowledge and expertise, to say nothing of the programs and documents available [on drawings in addition to the trove of specifications information] are immeasurable, AND there is a vital need for an expanded role for CSI, early-on, in the fundamentals of all documentation.
FACTS: Indisputable! |
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