Architectural Education and Licensing:

Transcription

1 ASTM E06.55 Symposium on Building Walls Subject to Water Intrusion and Accumulation: Lessons from the Past and Recommendations from the Future Architectural Education and Licensing: what Architects learn about the building enclosure The trouble with life isn't that there is no answer, it's that there are so many answers. - Ruth Benedict Andrew A. Dunlap, AIA SmithGroupJJR, Inc Building Technology Studio, Principal University of Detroit Mercy, Adjunct Instructor 1

2 what we will discuss today Review education of two University s Curriculum Specific Classes related to the Building Enclosure National Architectural Accrediting Board (NAAB) Requirements Intern Development Program (IDP) Architect Registration Examination (ARE) What else does an Architect need to know? Where is the problem? What do we do about it? disclaimer(s) I am not tactful I am likely to offend someone Significant lack of images in this presentation This may or may not be much of a surprise to anyone This was not an exhaustive research project I am not here to defend young architects I am only here to present what I found I apologize in advance 2

3 what we will discuss today Building Enclosures Not Building Science 3

4 survey time How many of you have heard the phase What do they teach these Architects? expletive deleted 4

5 survey time Architects Engineers Consultants Owners Professors / Adjunct Instructors Contractors Testing Agencies Manufacturers Students Lawyers 5

6 survey time What do you wish you learned in school? do you remember what you learned in school What do you wish students would learn in school? 6

7 survey time Informal Poll Results Sealant and Sealant Joint Profiles Testing Mockups Flashings End dams Basic drafting skills Advanced drafting skills Technical Hand Sketching Technical detailing Lettering 3D detailing estimating Industry related organizations Understanding of Curtain Walls When to use Curtain Wall versus Storefront Fenestration structural capabilities and design loads Thermal expansion and movement Thermal breaks Most building enclosure related information Roofs and differences between systems Design Development Hygrothermal Thermal analysis Identification of granite, limestone, terra cotta Emerging Technologies Wet side versus dry side System to System Transition Details Reasonable insulation value (what should we design to?) Different insulation methods (pros and cons) Minimizing thermal bridging General knowledge of materials and modularity How to access resources to general questions Construction Specification Institute (CSI) Construction Document Technology (CDT) The CSI 4-C s Clear Concise Correct Complete I like to add Consistent 7

8 survey time Common Statements Too much to cover Too broad of a brush stroke when it is covered Building Enclosure is not the emphasis / it is not the focus There is not enough time to cover it 8

9 curriculum review ArchState University A: 5 year Masters of Architecture Program total credit hours / contact hours: 174 / 4110 (?) total university core credit hours / contact hours: 48 / 720 (18%) remaining 126 / 3390 total studio credit / contact: 42 / 1900 (45%) remaining: 84 / 1490 courses related to enclosure credit and contact: 23 / 480 (12%) time in course related to enclosure: 130 (3%) 9

10 curriculum review UofArch University B: 5 year Masters of Architecture Program total credit hours / contact hours: 172 / 3375 (?) total university core credit hours / contact hours: 36 / 655 (19%) remaining: 136 / 3310 total studio credit / contact: 40 / 1050 (30%) remaining: 96 / 2260 courses related to enclosure credit and contact: 51 / 1200 (35%) time in course related to enclosure: 130 (4%) 10

11 curriculum review UofArch Common Course List 10 studio courses (design) 2 visual communications Introduction to Architecture 2 Architectural History and Theory Classes 3 structures courses Construction I, II Environmental Technology I, II Ecological Design Introduction to computer graphics Computer Aided Design Architecture / Construction Law Profession of Architecture Professional Experience Introduction 2 Co-op s Psychology of the Environment Ethics Natural Science course (physics) Math Writing Literary Experiences Historical Experiences Social/Political Problems Introduction to Philosophy Fundamentals of Speech 2 Religion or Philosophy Social or Natural Science 11

12 curriculum review UofArch Enclosure Related Courses Structures (minimal) Ecological Design (minimal) Environmental Technology I, II (minimal) Integrated Design Studios (either 1 or 4 semesters) Construction I, II (significant) 12

13 curriculum review UofArch Construction Course Content Number of Class Periods: 30 over two semesters Total Hours: 2.5 hours per class / 75 hours total Hours available: 60 hours Number of Broad Topics: 15 general categories Number of Sub-Topics: A LOT! 13

14 curriculum review UofArch primarily focus on the building enclosure and structure. little focus on interior construction. emphasize the performance requirements needed. Water resistance Air tightness Thermal resistance Vapor diffusion Structure 14

15 curriculum review UofArch but then there is also so many others wind loading wind uplift snow loading rain hail UV exposure compatibility energy efficiency redundancy seismic reflectivity thermal bridging durability sustainability resiliency continuity and so on and so on 15

16 curriculum review UofArch General Topics Environmental Separators Hygrothermal Evaluation Sitework Foundations Waterproofing Systems Concrete and Concrete Structures Wood and Wood Structures Metals and Light/Heavy Steel Structures Masonry and Masonry Structures Fenestration Systems Cladding Systems Roofing Systems Sealants and Sealant Joints Expansion Joints Transition Details Mockup and Testing 16

17 curriculum review UofArch Environmental Separators Air, Water, Thermal, Vapor Liquid applied membranes Sheet membranes Permeable versus impermeable Window Wall Ratio R-value / U-Factor Continuity Continuous Insulation Total Product thermal performance Thermal bridging Insulation types Installation methods Code requirements Climate Zones 17

18 curriculum review UofArch Hygrothermal Evaluation Condensation Dew point Relative humidity Transient analysis Dew point analysis Wet bulb temperature Dry bulb temperature Vapor pressure Thermal breaks Effective R-value Psychometrics WUFI THERM WINDOW 18

19 curriculum review UofArch Sitework Soils Classification Soil Testing Water Table GeoTech Reports Bearing Capacity Frostline Settlement Drainage Soil Modification Earthwork 19

20 curriculum review UofArch Foundations Shallow and deep foundations Wall Footings Column footings Combined footings Cantilevered footings Mat footings Poured foundations Block foundations Wood foundations Underpinning Soil pressure Slurry wall Piles Caissons Mini piles 20

21 This image cannot currently be displayed. This image cannot currently be displayed. curriculum review UofArch Waterproofing Systems Waterproofing Dampproofing Hydrostatic head Positive side Negative side Blind side Membrane type Seamless membranes Sheet products Integral materials Drainage Applications Benefits and issues 21

22 curriculum review UofArch Concrete and Concrete Structures its like calling cake, flour M.Driscoll Composition and Types Mix Designs and admixtures Mixing W/C Ratio Formwork Placement Testing Joints Reinforced Concrete Precast Concrete Pre-stressed and Post-tensioned Structural Slab Types Concrete Creep 22

23 curriculum review UofArch Wood and Wood Structures Classification Internal Composition Hardwood versus softwood Sustainability Seasoning and Moisture Content Moisture movement Defects Cutting and Sawing Grading Products Connections Framing Methods Balloon framing Platform framing 23

24 curriculum review UofArch Metals and Light/Heavy Steel Structures Classification Types, Ferrous and Non-ferrous Mild Steel Base Materials and Production Fabrication Cold rolling, Extruding Finishing Galvanizing Galvanic Corrosion Thermal Expansion Joining / Connections Properties Uses Structural Steel Metal Decking Light Gauge Steel Framing 24

25 curriculum review UofArch Masonry and Masonry Structures Clay Masonry Production Process Clay Masonry Classification, Types, Grades, and Sizes Bricklaying Components of Masonry Walls Bond Patterns Mortar Concrete Masonry Wall Types Flashing and End Dams Insulation Connections Lintels Movement Joints Other Masonry Products 25

26 curriculum review UofArch Fenestration Systems Door Swings and Operation Door and frame Types Hardware, Finishes, and Codes Glass and Glass Types Glass Treatments Glass Products and Performance Window Types Glazing Methods, Captured, SSG Curtain Walls, Storefronts, Window Walls Dead load and wind load anchors Thermal movement Total Product Thermal performance Thermal break Windload Air and Water Performance Condensation Resistance 26

27 curriculum review UofArch Cladding Systems Wet zone / dry zone Forces moving water through a wall Water management Barrier Wall Cavity Wall Rain Screen Pressure Equalization Wind pressure Internal and External Barriers Thermal bridging ACM s Insulated Metal Panels Terra Cotta Precast Stone 27

28 curriculum review UofArch Roofing Systems Steep Slope Low slope Membrane Types Metal roof systems Oil canning IRMA / PMR Garden Roofs Green Roofs Sustainable Roofs Ice Dams Insulation and Ventilation Vapor Retarders Surfacing SRI Drainage Wind uplift 28

29 curriculum review UofArch Sealants and Sealant Joints Sealant Chemistries Adhesion Compatibility Liquid Sealants Pre-cured Sealants Application Priming Backer Rod 3-sided adhesion Failure mechanisms Staining Movement capability Service life Joint Sizing Placement Testing 29

30 curriculum review UofArch Transition Details Window to wall (head, jamb, sill) Foundation to wall Wall to roof Sequencing Expansion joints Sealant joints Membranes Exposure time frame Continuity Compatibility Alignment of systems 30

31 curriculum review UofArch Mockup and Testing Air barrier material test Air barrier assembly test Whole building air test Fenestration air testing Fenestration static water test Fenestration dynamic water test Infrared Imaging Laboratory Testing Field Testing Sealant Testing Basis of Quality Basis of Performance 31

32 curriculum review UofArch We cannot expect them to retain it all, we only have 60 contact hours! Exposure and awareness about the information and issues. Inform them about performance requirements of systems. We are not giving them the answers, we are giving them the information needed to address the issues. 32

33 NAAB requirements National Architectural Accrediting Board most state registration boards require degree from NAAB accredited program for licensure 154 NAAB Accredited programs 32 curriculum requirements 6 related to the enclosure 33

34 NAAB requirements A. 1. Communication A. 2. Design Thinking A. 3. Visual Communication A. 4. Technical Documentation A. 5. Investigative A. 6. Fundamental Design A. 7. Use of Precedents A. 8. Ordering Systems. A. 9. Historical Traditions and Global Culture A. 10. Cultural Diversity A. 11. Applied Research B. 1. Pre-Design B. 2. Accessibility B. 3. Sustainability B. 4. Site Design B. 5. Life Safety B. 6. Comprehensive Design B. 7. Financial Considerations B. 8. Environmental Systems B. 9. Structural Systems B. 10. Building Envelope Systems B. 11. Building Service Systems B. 12. Building Materials and Assemblies C. 1. Collaboration C. 2. Human Behavior C. 3. Client Role in Architecture C. 4. Project Management C. 5. Practice Management C. 6. Leadership C. 7. Legal Responsibilities C. 8. Ethics and Professional Judgment C.9. Community and Social Responsibility 34

35 NAAB requirements A.4. Technical Documentation: Ability to make technically clear drawings, write outline specifications, and prepare models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design. B. 3. Sustainability: Ability to design projects that optimize, conserve, or reuse natural and built resources, provide healthful environments for occupants/users, and reduce the environmental impacts of building construction and operations on future generations through means such as carbon-neutral design, bioclimatic design, and energy efficiency. B. 8. Environmental Systems: Understanding the principles of environmental systems design such as embodied energy, active and passive heating and cooling, indoor air quality, solar orientation, daylighting and artificial illumination, and acoustics; including the use of appropriate performance assessment tools. 35

36 NAAB requirements B. 9. Structural Systems: Understanding of the basic principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems. B. 10. Building Envelope Systems: Understanding of the basic principles involved in the appropriate application of building envelope systems and associated assemblies relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources. B. 12. Building Materials and Assemblies: Understanding of the basic principles utilized in the appropriate selection of construction materials, products, components, and assemblies, based on their inherent characteristics and performance, including their environmental impact and reuse. 36

37 IDP requirements National Council of Architectural Registration Boards (NCARB) Intern Development Program (IDP) most state registration boards require IDP program for licensure 17 Experience Areas 5600 hours of experience required (about 3 years) No specific requirement to work on building enclosures 37

38 IDP requirements 1A. Programming (80 hours) 1B. Site and Building Analysis (80 hours) 1C. Project Cost and Feasibility (40 hours) 1D. Planning and Zoning Regulations (60 hours) 2A. Schematic Design (320 hours) 2B. Engineering Systems (360 hours) 2C. Construction Cost (120 hours) 2D. Codes and Regulations (120 hours) 2E. Design Development (320 hours) 2F. Construction Documents (1,200 hours) 2G. Material Selection and Specification (160 hours) 3A. Bidding and Contract Negotiation (120 hours) 3B. Construction Administration (240 hours) 3C. Construction Phase: Observation (120 hours) 3D. General Project Management (240 hours) 4A. Business Operations (80 hours) 4B. Leadership and Service (80 hours) Areas that include the term Building Envelope in the description of the recommended: Tasks Knowledge of Skill in Building Envelope is typical one of other items in each of those areas. 38

39 IDP requirements It is possible to complete IDP and not receive building enclosure experience IDP guidelines do not require an intern to record hours for the building enclosure. The IDP guidelines state that an Intern upon completion of IDP should be able to complete all tasks associated with each experience area. Under "knowledge/skills" in the IDP guidelines, only 4 experience areas (out of 17) list the building envelope as a "knowledge/skill". If 100% of that time was related to the enclosure an intern would achieve 2,040 hours of experience (36%). 39

40 ARE requirements NCARB Architect Registration Examination (ARE) 1. Programing Planning & Practice (3hrs) 6% 2. Site Planning & Design (3.5hrs) 0% 3. Schematic Design (5hrs) 0% 4. Structural Systems (4.5hrs) 45% 5. Building Systems (3hrs) 14% 6. Building Design & Construction Documents (4.5hrs) 65% 7. Construction Documents and Services (3hrs) 25% 28% 40

41 ARE requirements pass/fail criteria not provided one could get many answers wrong and still pass a test 100% is not required to pass a test 41

42 Summary University Curriculum Less than 5% of course work related to the enclosure NAAB 6 of 32 accreditation requirements related to the enclosure IDP no specific building enclosure requirements 4 of 17 experience areas recommend it ARE 28% of study material indicates the enclosure 42

43 Summary Total time to become a Licensed Architect: Approximately 8 years. Minimal time required to be spend on the Enclosure. You can become an Architect and pretty much know nothing about the building enclosure. (a bit scary ) Is that ok? 43

44 what else is expected of them? if you want a challenge, just try to do a quarter of what is on this list Overall Project Coordinator MEP / Structural coordination Budgets / Estimates (De)Value Analysis Manage Client Expectations Master Planning Multiple Codes Partition Systems (no thanks) Door Hardware and schedules (yikes!!!) 44

45 what else is expected of them? if you want a challenge, just try to do a quarter of what is on this list ADA Fire Stairs (I did one for the ARE) Ramps (one of these too) Bathrooms (never again) Egress (almost had to do this 2x) Ceiling Plans (who knew) Interior Elevations (we do this?) Design Aesthetics 45

46 where is the problem? Common Statements Too much to cover Too broad of a brush stroke when it is covered Building Enclosure is not the emphasis / it is not the focus There is not enough time to cover it 46

47 where is the problem? Universities are generally great at teaching the process we cannot expect them to retain everything if your not part of the solution then your part of the 47

48 what do we do about it? Questions 48

49 what do we do about it? Just Kidding 49

50 what do we do about it? Hire a Consultant? Who Teaches Them? What makes them qualified? How do you keep it from being watered down? Specialized Degree Programs (A/E is not the answer) Specialized Registration (re: engineering model) Specialized Certification (see bullet one, sub-bullets) LEED, CDT, RCI 50

51 what do we do about it? All of the above? 51

52 what do we do about it? we need to continue to teach the process a way to think about problems and solutions at home, at school, at work, in the field as mentors, supervisors, instructors, colleagues 52

53 a light at the end of the tunnel BETEC Educational Committee (Paul Totten, Chair) nearly 80 members there is a great body of knowledge spread across the country many universities already teach this stuff there is no one school that has it all, yet some schools are looking at course sharing DOE Energy 101 Framework STEM programs (Science, Technology, Engineering, Mathematics) middle school and high school 53

54 what do we do about it? we cannot lose the emphasis on the design process as we develop the answer to this problem 54

55 what do we do about it? Suggestions 55