The resource implications pretty much tie into certain things we really thought needed to be invested in—things like models to highlight what was already working. It was brought up that when Arup first started, if you were a structural engineer, you actually needed to work in the mechanical engineering team for a while to be out of your element. That didn’t just sacrifice a person's efficiency, it also allowed them to grow in a particular way. So as a long-term investment, it is saying you need more than people to be just plugging away.

That is one past successful model. There are a lot of models going on in education that people don’t seem to really know about. People know there are a lot of other good models out there, i.e., clearly, for instance, the development of metrics, especially if that’s going for those definite criteria we talked about earlier. This is going to need to have a fair amount of investment and you're going to have to have all those resources for something that would allow for deeper criteria.

The scales of responsibility for the practice and mutual respect were also addressed. That was the idea of true collaboration that made this need to develop respect across disciplinary values. We tend to value our own expertise, but when we all come together, we tend to value our own expertise more than the others. While we can talk about them, and talk about them with each other, there is this idea that what I know is more important than what you know.

This is something that really needs to get down into the schools. It’s something that should start being practiced in the schools where the students actually start working with each other and developing a respect so that the designer understands the expertise the builder brings to the table and the builder understands the importance of what the designers bring. This needs to be more than just understanding, it is actually appreciating that other expertise.

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