CAPLA Professional Code of Conduct
updated August 2012
Architects, landscape architects, urban planners, and sustainable built environment professionals conduct work that directly affects the health, safety and welfare of society. As a result, society holds registered and certified design and planning professionals to a high degree of duty, integrity, and honor, reflecting a responsibility to their clients and the community.
CAPLA students are preparing to enter some of the nation’s most respected professions. An important part of the process of becoming a professional involves acquiring the knowledge, skills, abilities, attitude, and ethics that ensure the highest level of professional service. Another aspect of professionalization involves the development of a professional ethic relating to a student’s attitude with regard to themselves, the university community, and their peers. CAPLA members must exhibit academic behaviors consistent with professional expectations. The things they choose to do in and out of the classroom should reflect a strict adherence to a professional code of ethics.
Beyond teaching architecture, landscape architecture, and urban planning, CAPLA is concerned with the development within its students of ideal professional values, attitudes, skills, and behaviors during the passage from college to practice as a registered and/or certified professional. This development begins with the first day of class and continues throughout his or her professional life.
As developing and established professionals, it is the responsibility of CAPLA members to uphold these high expectations and to conduct themselves accordingly by observing all applicable university, college, and school policies, regulations and guidelines. In addition, society expects design and planning professionals to formulate and adhere to strict ethical standards, resulting in the creation of professional codes to which members must also adhere (e.g., American Institute of Architects, American Society of Landscape Architects, and American Planning Association). The CAPLA code is intended to augment CAPLA faculty roles and responsibilities as specified in the University of Arizona Handbook for Appointed Personnel (http://uhap.web.arizona.edu/). Please note that excerpts taken from the University Handbook for Appointed Personnel, Classified Staff Human Resources Policy Manual, and other publications are highlighted in grey italic font.
The following professional attributes and principles form the core of the CAPLA Code:
CAPLA is committed to the fostering of an ideal academic environment that holds both personal integrity and honesty in the highest regard. To foster such an atmosphere, a code of honor and professionalism, one to which all associated CAPLA members are expected to adhere, has been established. The CAPLA Code defines expectations of student, faculty and staff conduct in, and relating to, the classroom, the studio, engagement with the community, and internships. It dictates a responsibility on the part of CAPLA members to ensure ethical academic and professional behaviors, and it outlines procedures for dealing with allegations of misconduct.
CAPLA members are committed to honesty at all times, including their interactions with peers, faculty, staff, professionals, and the community. This commitment extends from the classroom to the studio to work in the community to internships in professional offices and/or agencies. Absolute honesty in all written, digital, and oral communication is fundamental. Academic integrity requires that students and faculty take credit only for ideas and efforts that are their own. This attribute includes the responsibility for reporting dishonesty of others.
i. Academic Integrity (Excerpt from U of A. Code of Academic Integrity http://deanofstudents.arizona.edu/codeofacademicintegrity)
Principle Integrity and ethical behavior are expected of every student in all academic work. This Academic Integrity principle stands for honesty in all class work, and ethical conduct in all labs and clinical assignments. This principle is furthered by the student Code of Conduct and disciplinary procedures established by ABOR Policies 5-308 through 5-404, all provisions of which apply to all University of Arizona students. This Code of Academic Integrity (hereinafter "this Code") is intended to fulfill the requirement imposed by ABOR Policy 5-403.A.4 and otherwise to supplement the Student Code of Conduct as permitted by ABOR Policy 5-308.C.1.
Students enrolled in academic credit bearing courses are subject to this Code. Conduct prohibited by this Code consists of all forms of academic dishonesty, including, but not limited to:
- Cheating, fabrication, facilitating academic dishonesty, and plagiarism as set out and defined in the Student Code of Conduct, ABOR Policy 5-308-E.6, E.10, and F.1.
- Submitting an item of academic work that has previously been submitted or simultaneously submitted without fair citation of the original work or authorization by the faculty member supervising the work.
- Violating required disciplinary and professional ethics rules contained or referenced in the student handbooks (hardcopy or online) of undergraduate or graduate programs, or professional colleges.
- Violating discipline specific health, safety or ethical requirements to gain any unfair advantage in lab(s) or clinical assignments.
- Failing to observe rules of academic integrity established by a faculty member for a particular course.
- Attempting to commit an act prohibited by this Code. Any attempt to commit an act prohibited by these rules shall be subject to sanctions to the same extent as completed acts.
- Assisting or attempting to assist another to violate this Code.
Students and faculty will be committed to learning and mastery of design and planning knowledge, skills, attitudes, and beliefs. The motivation for this learning is always the optimal professional practice. CAPLA members should achieve the highest possible level of competency, in a professional manner, and should exercise unprejudiced and unbiased judgment when performing all professional activities. In so doing, students and faculty uphold the integrity and dignity of the professions.
CAPLA students and faculty should maintain and advance their knowledge of the art and science of architecture, landscape architecture, urban planning, and sustainable built environments; respect the body of accomplishment; contribute to its growth; thoughtfully consider the social and environmental impact of their professional activities; and exercise learned and uncompromised professional judgment. Sound practice is the CAPLA member’s highest priority. He or she always helps to create a positive learning environment, is punctual, attends all activities at which he or she is expected, and is reliable in completing tasks.
i. Environmental Sustainability CAPLA members will promote sustainable design and development principles in their academic studies and professionally-oriented activities.
ii. Social Responsibility Societies place architects, landscape architects, and planners in positions of power and authority, with control over client’s and community’s well-being. We must always conduct ourselves in a manner worthy of that trust. Design and urban planning students and faculty demonstrate concern for and responsiveness to environmental and social ills and other factors that detract from the cultural, spiritual, and emotional health of the community. Students and faculty should embrace the spirit and letter of the law governing their professional affairs and should promote and serve the public interest in their personal and professional activities.
CAPLA endorses the importance of civil behavior. The central functions of an academic community are learning, teaching, and scholarship. They must be characterized by reasoned discourse, intellectual honesty, mutual respect, and openness to constructive change. By accepting membership in this community, an individual neither surrenders rights nor escapes fundamental responsibilities as a citizen, but acquires additional rights as well as responsibilities to the entire university community.
CAPLA members will always demonstrate respect for the dignity, cultural values, and beliefs of the faculty, staff, students, and the community both in the classroom and during all academic activities outside the classroom. Student, faculty, and staff interactions are guided by the golden rule. CAPLA members demonstrate sensitivity, respect, compassion, emotional support and empathy at all times—to each other and to the community. Students and faculty are expected to show respect through behavior that promotes conditions in which all students can learn without interruption or distraction. These behaviors foster an appropriate atmosphere inside and outside the classroom.
In addition to committing themselves to professionally serve to the best of their ability, CAPLA members must also demand high professional standards from their peers, as they are or are preparing to be colleagues in a profession that affects the lives of their clients and the public at large. For this reason, CAPLA students and faculty cannot tolerate academic misconduct of any kind – this would undermine what society expects of them as professionals. Professionalism requires design and planning to assure that their peers in the field are behaving in society’s best interest. Therefore, it is critical that students and faculty not only exhibit ethical behavior but that they develop skills in confronting unethical actions among their colleagues as well.
Violations of the CAPLA Code should be reported by those who have observed the violation or who have knowledge of a violation. CAPLA members should not only honor the code themselves, but they should also accept responsibility for reporting the suspected violations of others. Violations of the CAPLA Code should be reported directly to the College Associate Dean, faculty member /instructor, or authorized staff of the course in which the violation has occurred. The process by which CAPLA Code violations are handled is explained in Sections III-VI.
B. Studio Culture Policy (From CAPLA School of Architecture Studio Culture Policy, 4.2 Studio Culture)
CAPLA is committed to the goals of fostering individual intellectual growth and a creative, collaborative and engaged studio community. To that end, the CAPLA Code affirms several principles of design education described below. It is intended to augment the University of Arizona Student Code of Academic Integrity and Code of Conduct as well as the Studio Culture Policy developed jointly by students and faculty of CAPLA.
An enormous amount of learning takes place in studio among faculty and students. To facilitate collegial exchange and interaction, every studio member should be accessible and participate actively in the studio community. The studio is intended to approximate the tradition of an architect’s/landscape architect’s atelier (a special place where the designer works), immersed in the design experience, surrounded by drawings, models, computers, books and other paraphernalia of the discipline and profession. This particular atmosphere is to be encouraged and nourished; it is vital for each student and faculty member to contribute to and maintain this creative working environment. Every member of the studio is expected to use it daily.
All studio participants are expected to respect the physical and intellectual property of their peers. Work products, equipment, tools and supplies should be cared for with communal responsibility and individual accountability. The housekeeping of studio space is the obligation of all studio participants. Because lab and shop equipment, tools, time and materials are valuable resources that must be shared fairly amongst all studio participants, students and faculty are expected to respect the policies for their use. Systems for reserving the use of lab and shop equipment have been established by the Lab and Space Committee to ensure equity, and bullying or intimidation should not be used to override them.
We value the intellectual diversity of our faculty and students and support diverse approaches to studio instruction. The personal and intellectual rights of every person in our community will be respected. All members of our community will conduct themselves by ethical principles and with regard for others. Faculty members are expected to act with the best interests of each student as his/her primary focus and to treat students in a fair and consistent manner. Students are expected to come to studio with the desire to learn from others and to assist others with their learning needs, creating a robust shared experience where one’s intellectual life is advanced by the community as a whole.
Each student is asked to frame his/her studio design project as a critical investigation, exploring the intersection of canonical architectural practice and individual hypotheses, interests and creative impulses. Faculty members are expected to teach students the foundational knowledge and professional conventions of the discipline while introducing students to, and encouraging them to explore new theories, working methods, and design processes. The University of Arizona is a top tier Research University and its students and faculty are encouraged to engage in experimental and speculative thinking; to think anew.
Design studios should promote collaborative learning experiences that prepare graduates for professional teamwork and most studios throughout the curriculum incorporate collaborative exercises as an integral part of studio pedagogy. We value the involvement of other disciplines, outside professionals, and client representatives who contribute knowledge and different perspectives to the project at hand.
Critique is an inherent and integral part of the evaluation process in design education. Faculty and invited reviewers are encouraged to deliver criticism constructively when engaging students and others in the review of studio work. Design studios are inherently places of exchange, and studio projects are common ground for open discussion and creative design exploration. All studio participants are encouraged to exchange ideas, opinions, and experiences in a collegial manner.
Design reviews are a fundamental component of the assessment of student work. Design reviews provide an opportunity for students to demonstrate and improve upon their oral and visual presentation skills. They also provide students with an opportunity to understand how their work can be interpreted from different, often unanticipated, perspectives. Faculty members are required to stage formal reviews in public settings and to involve members of the academic faculty as well as other members of the College, profession and outside community.
Time management is central to the success of a rewarding design education and career. Students are entitled to an appropriate balance between design studio and other aspects of university life. Studio faculty will understand and be sensitive to the reality that most students have other academic obligations and, in many instances, demanding responsibilities apart from the university. The amount of time that is reasonably necessary for the successful completion of assignments and achieving the learning objectives is to be consistent with the credit hours for the studio course.
Students should expect that the creative acts of design and visual representation entail a commitment to time in the studio outside of regular classroom hours. This is an inherent part of studio culture and its central role in architectural education. Each student will be fully engaged in the task at hand or topic discussed during studio class hours and will be adequately prepared for desk critiques, pin-ups and reviews. Students are required to attend, present, and participate in all design reviews organized by their instructors. Students should be active participants in reviews of their peers.
Faculty members will demonstrate clarity of purpose with studio assignments, as well as clearly articulated evaluation procedures, a definitive schedule and specific learning objectives for the course and for each assignment. Written evaluations will be provided at established benchmarks during the semester. During studio hours, faculty members will devote his/her focus to the needs of the students and studio. To ensure a responsive climate at final reviews, submission deadlines will be given well in advance of the time for the critique session. Review sessions will be structured to respond to the assignment criteria. A student whose work is submitted late or is incomplete will not assume the right to publicly present his/her work to external reviewers.
The CAPLA Code applies to all CAPLA members in any course or extracurricular activity sponsored by the college. All students admitted to CAPLA academic programs and those students enrolled in CAPLA courses are expected to uphold the code, regardless of their academic pursuits or major. CAPLA majors are expected to continue their commitment to ethical behavior in all of their endeavors, including, but not limited to, course work outside of CAPLA, internships, co-op programs, community service, and study abroad.
The CAPLA Code covers all aspects of a student's or faculty member’s academic work. Academic dishonesty includes submitting fraudulent work, giving or receiving unauthorized assistance, tampering with the credibility of information, cheating on exams or similar measures of performance, or any other suspect behavior.
The CAPLA Code applies to all aspects of a staff member’s work. Honesty and ethical behavior is expected in the daily endeavors of all staff members and student employees.
The following individuals are responsible for adhering to and enforcing the CAPLA Code:
The Academic Dean is the Dean of the academic college where the student’s major is housed. In the case of dual degree students, the Dean of the student’s primary major college will hear the appeal under this Code, the Academic Dean may designate another member of the college administration to act on his/her behalf. (Excerpt from the University of Arizona Code of Academic Integrity)
Is the Dean of the faculty member’s academic college where the alleged violation occurred. In the cases where the alleged violation is initiated by the Graduate College or the Honors College, the Deans of those Colleges will hear the appropriate appeal. Under this Code, the Dean of the College may designate another member of the college administration to act on his/her behalf. (Excerpt from the University of Arizona Code of Academic Integrity)
The Dean of Students serves as administrators of this Code and advisors to students and faculty when questions of process are raised by either party. (Excerpt from the University of Arizona Code of Academic Integrity)
Serves as Dean of the College designate to act on his/her behalf. All violations of the CAPLA Code are first reported to the College Associate Dean by the school director, faculty/instructors, authorized staff or students. The Associate Dean will conduct necessary investigations, determine the appropriate course of action relative to college and university policy, and may consult with the school director and the Dean of Students to determine the appropriate sanctions.
Serves a consultative role for faculty members working with matters of academic integrity since School Directors are not part of the appeal process. (Excerpt from the University of Arizona Code of Academic Integrity)
Faculty members shall foster an expectation of professional behavior and model it through their personal comportment in and outside of the classroom. They shall also foster an expectation of academic integrity and shall notify students of their policy for the submission of academic work that has previously been submitted for academic advancement, as well as any special rules of academic integrity or discipline specific ethics established for a particular class or program (e.g., whether a faculty member permits collaboration on coursework; ethical requirements for lab and clinical assignments; etc.), and make every reasonable effort to avoid situations conducive to infractions of this Code. (Excerpt from the University of Arizona Code of Academic Integrity)
Staff that serve as professional academic advisors or facility managers and coordinators model professional behavior for students and expect it from one another. They reinforce ethical behavior in their employees.
i. Professional Academic Advisors Academic advisors with access to student and course records.
ii. CAPLA Materials Lab Coordinator Lab coordinator and or designee with oversight capacity of the lab, student use of equipment, and safety policy.
iii. CAPLA IT Coordinator IT Coordinator and or designee with oversight capacity of the lab, student use of equipment, and safety policy.
Students enrolled in academic programs offered by CAPLA or students enrolled in CAPLA courses are expected to behave ethically and professionally, according to the principles of the CAPLA Code, as well as the U of A Code of Academic Integrity
Students engaging in academic dishonesty diminish their education and bring discredit to the academic community. Students shall not violate the Code of Academic Integrity and shall avoid situations likely to compromise academic integrity. Students shall observe the generally applicable provisions of this Code whether or not faculty members establish special rules of academic integrity for particular classes. Students are not excused from complying with this Code because of faculty members’ failure to prevent cheating. Students have the right to a fair consideration of the charges, to see the evidence, and to confidentiality as allowed by law and fairness to other affected persons. Procedures under this Code shall be conducted in a confidential manner, although a student has the right to an advisor in all procedures under this Code. The Dean of Students serves as advisors to students on any questions of process related to this Code. (Excerpt from the University of Arizona Code of Academic Integrity)
Individuals who witness CAPLA Code Violations committed by CAPLA students are expected to cooperate in any proceedings under this Code. The privacy of a witness shall be protected to the extent allowed by law and with consideration to fairness to the students charged and other affected persons. Retaliation of any kind against witnesses is prohibited and shall be treated as a violation of the Student Code of Conduct or of other applicable University rules. (Excerpt from the University of Arizona Code of Academic Integrity)
All student violations of the CAPLA Code are first reported to the College Associate Dean by the school director, faculty/instructors, authorized staff, or students. The Associate Dean will conduct necessary investigations, determines the appropriate course of action relative to college and university policy, and may consult with the school director and dean of students to determine appropriate sanctions.
b. Notification and Records (Excerpt from the University of Arizona Code of Academic Integrity)
i. Notice Whenever notice is required in these procedures it shall be written notice delivered by hand or by other means that provides for verification of delivery including email delivery to a secure University email account.
ii. Record Whenever a sanction is imposed, the sanction and the rationale shall be recorded in the student's academic file as appropriate. It is recommended that the forms entitled "Record of Faculty-Student Conference" and "Record of Appeal to Dean of the College" be used. These forms are available from the Dean of Students Office
c. Conferences For Faculty Student Conferences see U. of A. Code of Academic
Student violations of the CAPLA Code could fall into any one or more of the six CAPLA Code Principles. Depending on the severity and number of violations, the college dean, associate dean, Dean of Students, or faculty/instructor could impose any one or a combination of, but not limited to, the following sanctions. Multiple violations of the CAPLA Code may subject students to additional sanctions, including suspension or expulsion at the discretion of the CAPLA Dean or Associate Dean. (see University of Arizona Code of Academic Integrity and Code of Conduct for definitions):
- Community service
- Written apology
- Loss of credit for the work involved
- Reduction in grade
- Notation on the student’s transcript
- Failing grade in the course
- Educational Response
- Administrative Hold
- Organizational Sanctions
- Revocation of a student’s degree
- Suspension from the program, department, college, or university
- Expulsion from the program, department, college, or university
- Other sanctions permissible under existing university rules
For student appeals to Dean of the College and the University Hearing Board College - see U. of A. Code of Academic Integrity http://deanofstudents.arizona.edu/codeofacademicintegrity
- University of Arizona Code of Academic Integrity
- University of Arizona Code of Conduct
- University of Arizona Handbook for Appointed Personnel
- American Institute of Architects
- American Society of Landscape Architects
- American Institute of Certified Planners Code of Ethics and Professional Conduct
Professional Code of Conduct
The CAPLA Principles
- Honesty and Integrity
- Excellence and Self-Improvement
- Professional Responsibility and Conduct
- Civility and Professional Relationships
- Public Service
- Professional Peer Reinforcement
- Active Learning
- Valuing Intellectual Diversity
- Advancing Theory and Practice
- Collaboration and Courtesy
- Constructive Criticism
- Time Management