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Also under consideration was how to begin to get funding or to see what the funding sources. How some of those groups start to understand architecture, relative to them, might generate the ability to secure research-grant proposals by working together. We came up with a model that was more about how—working within practice and in part with architecture or other schools—we can provide research in terms of broader trends. The goal would be to make that available to practice at the same time to schools in a short cycle of 4 to 10 years. Students have started to filter into offices. Offices will then begin to have interns with some research background. In addition, over time, you might see the formation of more research-based practices. Perhaps continuing into the future, there could be partnerships between schools and practice in which academics serve residencies within offices. This would make another research bridge. The institutional changes most relevant to those ideas involved accreditation and nonproprietary incentives. Another approach is to start to look at how schools might prioritize research relevant to education as the core value. Related to that is how we actually help students develop the ability to frame appropriate questions. Related to resources is a suggestion that there might be a database created of agencies that have provided funding in the past. We are looking toward a broader range of collaborators that the architecture profession might work with and, perhaps at the same time, foster those relationships that architecture really needs to take the lead in, pulling together for the common good. |
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