Written by Hannah Minas
When COVID-19 hit the world, I was a freshman in college. It felt like my life was over, and I feared failing out of architecture school. Fast forward to today — I am halfway through my Master of Architecture (M. Arch), an ambassador for the College of Art & Architecture at the University of Idaho, and a board member of the AIAS chapter at my school. In this blog post, I’ll share what students should expect from architecture school, what new graduates are bringing to the table, and how newly graduated architectural students can navigate the transition from school to an office.
When I met new people on campus before the fall semester in 2018, our first conversations usually started like this: “Hi, what’s your name? What’s your major?” Responses like, “Oh, architecture? Good luck with that one,” or “Yeah, we’ll see if you make it,” were common. As a young woman in the field, I felt like I was swimming upstream. However, I firmly believed that with hard work and practice, anything is possible. This mindset carried me through college.
My first year was filled with general credits along with an intro to architectural history and a drafting class. Upon seeing the seniors’ work, I often thought, “How will I ever learn to do all that?” Despite my doubts, I persevered, but then COVID-19 hit. The pandemic created many roadblocks during my first and second years, but I learned to adapt and master online presentations. Hand-drafting buildings from Google Earth in my childhood bedroom was challenging, to say the least.
In my second year, an outstanding studio professor truly inspired me, launching my architectural mindset. We played with space, entries, openings, and transitions like putty, exploring every possibility and learning how to translate ideas into reality using a mix of physical and digital mediums.
My third year introduced competitions into studios, teaching me the importance of precedent.
PRECEDENT, PRECEDENT, PRECEDENT
This mantra lives rent-free in my brain, and it became my guidepost as my studies took me deeper. Professors and colleagues alike encouraged me with helpful advice, things like: Take notes from those who excel in the field. How did they achieve that? What makes their design compelling? Apply these elements appropriately to your projects, considering the context, and you will begin to understand how structure and architecture work together. Detail isn’t dead; you just need to learn how to look for it.
Third year is also when larger programs like Revit and Rhino are introduced. They may not be taught thoroughly depending on the school, so students should be prepared to struggle and keep trying. YouTube and fellow classmates are the best resources.
In the fourth year and beyond, classes delve into technical aspects like construction documents, code, environmental control systems, building details, professional practice, structural design, and policy. This is the portion of school I wish I had been more prepared for. Networking and building meaningful connections with classmates and professors became crucial. Learning to work with peers in a studio environment and communicate using architectural language was essential, not only in school but also in the workforce. Additionally, as a result of the pandemic, most non-design classes are held virtually, so learning to ask questions and identify resources on digital platforms is vital.
Sustainability in design is a key component of an architectural student’s schooling, and its inclusion in every aspect of the design process is assumed by new graduates. In a similar vein, the AIA has a 2030 Commitment, which is worth investigating if the concept is unfamiliar. Their website summarizes it well: “The AIA 2030 Commitment is an actionable climate strategy that gives us a set of standards and goals for reaching net zero emissions in the built environment.”
Alongside universal design, this sustainable design initiative is a leading topic in architecture school. Harmonizing technicalities with the experience of architecture is challenging, especially with the addition of sustainable factors. But it is crucial for the success of our projects and longevity of future generations.
New graduates should consider development of the following skillsets non-negotiable as they begin their careers.
Students can’t learn everything in architecture school, as the curricula only scratches the surface. As a result, the real world may seem vastly different to new graduates. But this is as it should be; experience gives a depth of knowledge that grows along with a person throughout their career. Mentorship in this industry is crucial, as everyone should always be learning.
New graduates and seasoned professionals alike all have something to teach, wisdom to share, and skills to learn from one another. The best candidates recognize this collaboration for the advantage it is and are willing to learn and grow from those around them as they navigate their first years out of school.
Navigating the real world doesn’t have to feel overwhelming when open collaboration and a mindset of learning and growth is prioritized. We can learn from each other. We can grow together. Because at the end of the day, our goal is the same: to design a better world.
Hannah Minas is a masters student at the University of Idaho and currently interning with BCRA. She has a passion for the integration of passive design to achieve sustainable environmental control systems that enhance user comfort. Her interest lies in designing multi-use buildings that connect living, working, and playing while emphasizing accessibility and mental health.
For more information on the BCRA internship program, please click here.
