What It Is......Is Education

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Author Message Ralph Liebing, RA, CSI, CDT Senior Member Username: rliebing Post Number: 1326 Registered: 02-2003 Posted on Wednesday, June 13, 2012 - 12:10 pm:    120613 WHAT IT IS, ……IS EDUCATION ! Ralph Liebing, RA, CSI, CDT, Cincinnati, OH Education on a specific topic begins at an established point [the “proverbial ‘Square One’] and progresses as added information and expertise develops. Many topics require pre-requisite fundamental information even more defined. These usually are highly technical topics, involving a wide breadth of information about complex issues and, with a flexibility of application to varied situations. Students, exposed to varied levels of knowledge and understanding, should be placed in progressively appropriate classes that recognize their current knowledge and understanding -- i.e., incremental education! The concept is to build the process step by step as the individual student progresses in knowledge, understanding and expertise-- and in the case of an architectural /engineering topic like specifications, on a “need to know” basis. This is not a time-oriented process, but rather one that addresses the value of the topic and data to the individual. To provide either too little or too much information, or information with too low or too high a technical content, will lead to confusion, misunderstanding and a situation where the individual is unable to properly utilize the information and perceive it as a waste of time leading to disinterest, boredom and discarding of the information. From the very start the task is quite daunting in that information about methods and materials must be added in layers, and then selectively applied through a process of manipulation and adaptation to each project need-- it is NOT just a process of learning problem solving via a formula or memorization of facts for later use. Short of having this information at hand forestalls creative resolution of the design concept. Currently, the most egregious need, in the design-documentation sequence, is for the most fundamental instruction regarding drawings and specifications, and their interrelationship as Contract Documents. The current collegian instruction, such as it is now, is sporadic, uncoordinated, and lacking in well-founded knowledge and presentation. It is not inappropriate to speak in these terms, since there is no denying that design concepts [a primary development of architects] must be documented in a manner that facilitates their construction. Concept and conceptual language and terms need to be augmented and converted to those fully usable by the manufacturers, suppliers, fabricators and Constructors, on all levels. There is no unified group or agency that directs its efforts solely at the content and quality of contract drawings. Many groups set standards, guidelines, procedures, and checklists, etc, but do not address pure quality of content. Computerized production of drawings is so prevalent today that it overshadows and obscures the fact that rapid production and ease of manipulation are not valid drawing criteria. It is the depth and quality of construction knowledge, its correct application, depiction and purposeful communication that counts foremost! But without a formal group, agency or instruction in production of contract [working] drawings, the quality can and has suffered. This is a task that is of grave concern requiring prompt and appropriate attention. It is also important to understand that specifications are another, but fully equal, part of this discussion. Specifications writing may not become the primary task of the graduate, unlike the production of drawings. Indeed, few students and young professionals will engage it full time, while others may never write specifications. Hence, to provide highly detailed, technical specifications instruction too early will serve no useful purpose. Instead, the need is to understand the intent and content, the general legal implications of, and the context of specifications within the umbrella of Contract Documents. Form, style and processing of specifications are not fodder for the early education. As expertise in design, and the allied course topics evolve and progress, so too, specifications should be addressed in a generally commensurate manner. This development should have the goal of putting the basic tools of specifications in the bag of professional expertise of the full student body of prospective registered professionals, but not as a highly developed skill. The progression of the entry level student who has little knowledge or need for specifications instruction, to the newly registered professional, who should be able to produce specifications for any project he or she is capable of designing. Between these two extremes lie the steps of increased skill, knowledge, and application where specifications can be addressed in an increasingly pertinent manner, but still well short of actual writing of the documents themselves. The progressive student body that acts as a general audience for the receipt of building construction information, professional skill, project documentation [drawings and specifications], and understanding of the function of same in overall project development. This student body relates to students, interns and new professionals. It can [and should] be developed, coordinated and taught by CSI members to ensure proper context, continuity of purpose, content and application. If nothing more, it does provide the new professional with a sound foundation in understanding and respecting specifications, but is functionally short of actual specifications production-- that and related tasks are better taught in the established preparatory CSI Certification Programs, and can be utilized by the those who have completed that portion of Preliminary Education. In essence, this is acknowledgment that there is a need for information, instruction, discussion and mentoring prior to becoming a Construction Documents Technologist (CDT). That should [if there is to be true change] take place well before the student emerges as part of the professional staffing with an understanding that CSI exists and what its function is. This will offer more insight to the young professionals’ work overall and the specifics of document production-- both specifications and drawings. Every design concept comes to the point where it projects an image, and provides some indication of form, function, and interrelationships. This usually is in the form of information that closely resembles school projects-- rendering[s], small-scale plans and elevations, perspectives, models [virtual or cardboard], etc. At this point, the project is an unresolved piece of work, unbuilt, unoccupied, and non-functional. Between this point and the full reality of a completed project lie two major efforts-- proper professional documentation of the work, and subsequent skilled execution of that work.