After in many parts of the world. The
After that she mentioned who is an architect. She said that architects are the designer of the buildings and supervises their construction. The word architects come from the Greek word ‘architekton’. It means master builder. Also architects turn needs into concepts and then turn them into images and plans of buildings that can be built by others. The professor said that graduation from university is not enough to be an architect in many parts of the world. The architects must work on a project and they must show their building is functioning sufficiently. I asked senior students whether this requirement is mandatory in Turkey and we learned that it not necessary in Turkey.
The professor then talked about who worked with an architect in practice and what his responsibilities were. The professor recommended to the students to work in a small office after graduation because they would always do the same little things, like drawing a window but they can work in all processes of a project in small offices.
Later, she mentioned the education of the architect. The architect should be familiar with defining something through scientific principles. Architects should be able to describe architectures through drawings and should be familiar with tools like geometry. Architects need to fully understand the functional attributes of the technology used in the building. Architects need to pay attention to environmental restrictions. The architect must recognize legal regulations that may constrain the design of the building.
After that, she told what the architects do. She explained architects’ duties from the beginning to the end. The architect is not simply involved in the design of the building. They are also responsible for public safety and project supervision. She mentioned their role as important at all stages of building construction, from the first concept to the building is completed. Beyond completion, architects often remain participating in the project. Their job can be divided into three main roles and phases of design, documentation and construction roles.
In the role of design, architects should adopt clients and provides designs of concepts and ideas the client wants to do. They have creative design ideas, as well as a lot of technical knowledge and responsibility.
In the documentation stage, architects responsibility for moving the design on the paper, to create the detailed drawing, and to test the feasibility of the design using technology such as CAD. Also, she said, when the project reaches to the construction stage, the architect plans to participate in the construction site visit, the supervision of the building, approval of various work, negotiation with the contractor, solving the problems that have occurred.
The professor then gave the students a small ability test. In this test, there were some shapes. Students tried to find which shape corresponds to another group’s shape. In the other section, they tried to find which figure is identical to the first figure.
After the professor’s talk is over, ELS students asked questions to senior students what they wondered. For example, how does the jury evaluate projects? As a legend, they have heard that Jury threw out to garbage some project. They asked whether it’s true. Experienced students said their professors did not throw out their work. However, some students expressed that they did not care about their projects and that a project made of the bad material (such as a chocolate box) shows disrespectfulness for the jury.
One student has heard that architectures have no social life. She asked whether that is true. Senior students said that we always work day and night but at the same time we communicate or do a project together. Also we are able to take advantage of every social opportunity that comes our way, we try to set aside time for ourselves. Also, Nurbanu mentioned that their coordinator and professor plan many social activities like field trips to foreign countries.
Another student asked how many hours a week they spent in the studio. According to them, they have class time that occurred in the studio for 8 hours a week at our university. Also, they spent probably around another 10+ hours at home.
I showed a video about a day of architects before closing the session. It was informative and funny. Also, I wanted students to compare their previous knowledge of their professions with their current knowledge. Later I noted the feedback from the students about the project.
The career decision is one of the most difficult tasks that anybody has to face. Students have often put under pressure regardless of their interest in the topic and they start to the higher education. Unfortunately, wrong career decision causes waste of time and money, frustration, dissatisfaction and unsuccessful university and career life.
Many students are not aware of the environmental factors, work options, potential career paths, labor market demands and subsequent employment opportunities when they are studying at university. On the other hand, informed career decisions can assist in conscious career and work choices.
I developed a project for this reason, and the students learned to manage their own career development and see different places of work to achieve their goals. The project on informed decision making has contributed to the students’ future career, providing them to take action and career planning as soon as possible.
Also, I found that students’ personal goals and career decision influenced by their friends and family acquaintances, and so on. After my project enabled the capture of the participants’ discussions on specific plans to reach a personal goal for career decision making. After this project, students plan to interact with people in a set of interest and getting a job after graduation. Also improving communication skills has become an important issue for them.
Participants were psychologically ready for the sessions because the participation in all sessions provided evidence that they were willing to participate in the project. Also, after participated in experiential activities, it helped students to discuss how certain experiences may have clarified, affirmed, or influenced their confidence. Now they are motivated by their department and skills.
This project helped participants to participate in activities that increased the amount of information and were intentionally and closely related to career decision making. For example, many participants discussed the issue of finding employment and in some cases turned out to be related to career decision-making goals. Students learned experience is an important factor in career path and now, they are open minded about trying several paths. Many students learned how they develop their career path. Their interests are important considerations for choosing a branch of occupation. Before that project, they did not realize every aspect of architecture branches.