Conditions Comparison 2009 FINAL EDITION to 2004

8/13/2019 Conditions Comparison 2009 FINAL EDITION to 2004

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INTRODUCTION TO THE COMPARISON

This table is designed to supplement the final edition of the 2009 NAABConditions for Accreditation, now available at www.naab.org.

It compares each 2009 condition or Student Performance Criterion (SPC)against the language of the condition or SPC found in the 2004 NAABConditions for Accreditation.

This comparison focuses only conditions and SPC, as well as on the

content of theArchitecture Program Report. It does not compare thecomplete text of the two documents. For example, it does not comparethe introductory material, transitional text, or all of the appendices.[NOTE: Only changes to SPC are highlighted]

If you have a specific question about an element of the document that isnot addressed by the comparison, please feel free to contact the NAABeither by email at [email protected] by telephone at 202.783.2007.

Thank you and we look forward to hearing from you..


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National Architectural Accrediting Board 2009 NAAB Conditions for Accreditation Final Edition Comparison to 2004 NAAB Conditions fo

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2009 NAAB Conditions for Accreditation New Revised No Change 2004 NAAB Conditions for AccreditI.1.1 History and Mission: The program must describe its history, mission andculture and how that history, mission, and culture is expressed in a contemporarycontext. Programs that exist within a larger educational institution must alsodescribe the history and mission of the institution and how that history, mission,and culture is expressed in a contemporary context.

The accredited degree program must describe and then provide evidenceof the relationship between the program, the administrative unit thatsupports it (e.g., school or college) and the institution. This includes anexplanation of the programs benefits to the institutional setting, how theinstitution benefits from the program, any unique synergies, events, oractivities occurring as a result, etc.

Finally, the program must describe and then demonstrate how the courseof study and learning experiences encourage the holistic, practical andliberal arts-based education of architects.

The APR must include the following:

A brief history of the institution, its mission, founding principles, and adescription of how that is expressed in the context of 21

stcentury higher

education

A brief history of the program, its mission, founding principles, and adescription of how that is expressed in the context of the 21

stcentury

architecture education.

A description of the activities and initiatives that demonstrate theprograms benefit to the institution through discovery, teaching,engagement, and service. Conversely, the APR should also include a

description of the benefits derived to the program from the institutionalsetting.

A description of the program and how its course of study encourages theholistic development of young professionals through both liberal arts andpracticum-based learning.

NEWBased in inputat the ARC,this has beenincluded inPart I. It willbe evaluatedon the basisofdocumentaryevidence aswell asartifacts andinterviews onsite.

In the 2004edition, it wasincluded inPart 1 of the

APR and notintegratedwith otherelements ofthe report orvisit.


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the development of these policies and their ongoing evolution.

Evidence that the institution has established policies and procedures forgrievances related to harassment and discrimination.

Evidence that the institution has established policies for academicintegrity (e.g., cheating, plagiarism).

Evidence that the program has a plan to maintain or increase thediversity of faculty, staff, and students when compared with the diversityof the institution. If appropriate the program should also provide evidencethat this plan has been developed with input from faculty and students orthat it is otherwise addressed in its long-range planning efforts (seebelow).


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knowledge that can mitigate social and envproblems; how students gain an understandimplications of decisions involving the built ehow a climate of civic engagement is nurturcommitment to professional and public serv

I.1.4 Long-Range Planning : An accredited degree program must demonstratethat it has identified multi-year objectives for continuous improvement within thecontext of its mission and culture, the mission and culture of the institution, andthe five perspectives. In addition, the program must demonstrate that data iscollected routinely and from multiple sources toinform its future planning andstrategic decision making.

The APR must include the following: A description of the process by which the program identifies its objectives for

continuous improvement.

A description of the data and information sources used to inform thedevelopment of these objectives.

A description of the role of long-range planning in other programmatic andinstitutional planning initiatives.

A description of the role the five perspectives play in long-range planning.

NEWAdded as aresult ofdiscussion atthe ARC.

Initiallyproposed by

ACSA.


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program are evaluated for admission (see also the requirements in Part II.Section 3).

A description of student support services, including academic and personaladvising, career guidance, and internship placement where applicable.

Evidence of the schools facilitation of student opportunities to participate infield trips and other off-campus activities.

Evidence of opportunities for students to participate in professional societiesand organizations, honor societies, and other campus-wide activities.

Evidence of the schools facilitation of student research, scholarship, andcreative activities since the previous site visit, including research grantsawarded to students in the accredited degree program, opportunities forstudents to work on faculty-led research, and opportunities for the acquisition

of new skills and knowledge in settings outside the classroom or studio. Evidence of support to attend meetings of studentorganizations and honorary

societies

to participate in field trips and other off-cam


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I.3.1 Statist ical Repor ts3

In this section of the APR, programs are asked to provide statistical data insupport of activities and policies that support social equity in the professional

degree program as well as other data points that demonstrate student successand faculty development.

Program student characteristics.o Demographics (race/ethnicity & gender) of all students enrolled in the

accredited degree program(s). Demographics compared to those recorded at the time of the

previous visit. Demographics compared to those of the student population

for the institution overall.o Qualifications of students admitted in the fiscal year prior to the visit.

Qualifications of students admitted in the fiscal year prior tothe upcoming visit compared to those admitted in the fiscalyear prior to the last visit.

o Time to graduation. Percentage of matriculating students who complete the

accredited degree program within the normal time tocompletion for each academic year since the previous visit.

Percentage that complete the accredited degree programwithin 150% of the normal time to completion for eachacademic year since the previous visit.

Program faculty characteristicso Demographics (race/ethnicity & gender) for all full-time instructional

faculty. Demographics compared to those recorded at the time of the

previous visit. Demographics compared to those of the full-time instructional

faculty at the institution overall.o Number of faculty promoted each year since the last visit.

Compare to number of faculty promoted each year across theinstitution during the same period.

o Number of faculty receiving tenure each year since last visit. Compare to number of faculty receiving tenure at the

institution during the same period.

NEWIn prior years,this information

may havebeen reportedin Condition 6

HumanResources orCondition 7,HumanResourcesDevelopment,but without astandard formor set ofquestions.

The newconditionrequestsstandardizedinformationabout studentsand faculty in

ways notreportedannually to theNAAB.

3In all cases, these statistics should be reported in the same format as they are reported in the Annual Report Submission system.


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o Number of faculty maintaining licenses from U.S. jurisdictions eachyear since the last visit, and where they are licensed.

The information requested above should be presented quantitatively inthe APR.

I.3.2. Annual Repor ts: The program is required to submit annual reports in theformat required by Section 10 of the 2009 NAAB Procedures. Beginning in 2008,these reports are submitted electronically to the NAAB. Beginning in the fall of2010, the NAAB will provide to the visiting team all annual reports submitted since2008. The NAAB will also provide the NAAB Responsesto the annual reports.

The program must certify that all statistical data it submits to NAAB has

been verified by the institution and is consistent with institutional reportsto national and regional agencies, including the Integrated PostsecondaryEducation Data System of the National Center for Education Statistics.

The program is required to provide all annual reports, including statisticsand narratives that were submitted prior to 2008. The program is alsorequired to provide all NAAB Responses to annual reports transmittedprior to 2008. In the event a program underwent a Focused Evaluation,the Focused Evaluation Program Reportand Focused Evaluation TeamReport, including appendices and addenda should also be included.

The APR must include, in addition to the materials described above:A statement, signed or sealed by the official within the institution responsible forpreparing and submitting statistical data that all data submitted to the NAABthrough the Annual Report Submission system since the last site visit is accurateand consistent with reports sent to other national and regional agencies includingthe National Center for Education Statistics.

REVISEDPreviouslythese wereincluded in PartIV of the APR.

Therequirement to

include acertification ofthe statisticaldata is new; itwas originallysuggested inthe 2005 AIADemographicDiversity Data

Audit.


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I.3.3 Facul ty Credentials: The program must demonstrate that the instructionalfaculty are adequately prepared to provide an architecture education within themission, history and context of the institution.

In addition, the program must provide evidence through a faculty exhibit4

that the faculty, taken as a whole, reflects the range of knowledge andexperience necessary to promote student achievement as described inPart Two. This exhibit should include highlights of faculty professionaldevelopment and achievement since the last accreditation visit.

The APR must include the following information for each instructional facultymember who teaches in the professional degree program. [NOTE: This

information may be cross-referenced to resumes prepared in response to I.2.1using the template for faculty resumes in Appendix 2] His/her academic credentials, noting how educational experience and recent

scholarship supports their qualifications for ensuring student achievement ofstudent performance criteria.

His/her professional architectural experience, if any, noting how his/herprofessional experience supports their qualifications for ensuring studentachievement of student performance criteria.

NEWThis conditionincreases the

expectationthat theprogram hasengagedfaculty eitherfull- or part-time whosecurrentresearch,experienceand expertiseis appropriateto the subjectmatter beingtaught.

This is inresponse toconcernsexpressed atthe First Crit

and ARC byNCARB.

PART ONE (I):SECTION 4POLICY REVIEWThe information required in the three sections described above is to be addressedin the APR. In addition, the program shall provide a number of documents forreview by the visiting team. Rather than being appended to the APR, they are tobe provided in the team room during the visit. The list is available in Appendix 3.

NEWFirst proposedin the MeasureII Matrixpresented atthe ARC.

4The faculty exhibit should be set up near or in the team room. To the extent the exhibit is incorporated into the team room, it should not be presented in a manner that interferes with the teams ability t

evaluate student work.


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resources, course requirements, and length

II.2.3 Curriculum Review and Development

The program must describe the process by which the curriculum for theNAAB-accredited degree program is evaluated and how modifications(e.g., changes or additions) are identified, developed, approved, andimplemented. Further, the NAAB expects that programs are evaluatingcurricula with a view toward the advancement of the discipline and towardensuring that students are exposed to current issues in practice.Therefore, the program must demonstrate that licensed architects areincluded in the curriculum review and development process.

The APR must include a description of the composition of the programs curricularreview process including membership of any committees or panels charged withresponsibility for curriculum assessment, review, and development. Thisdescription should also address the role of the curriculum review process relativeto long-range planning and self-assessment

NEW

Developed inresponse to aproposal madeat the ARC.


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following documents available to all students, parents and faculty:The 2009 NAAB Conditions for AccreditationThe NAAB Procedures for Accreditation (edition currently in effect)

TheAPR must include bothof the following:

A description of the degree program as it appuniversity catalogs and other institutionally aumaterial

Evidence that faculty members and incoming been informed of how to access the NAAB Co

Accreditation(including the Student Performathe NAAB Web site.

II.4.3 Access to Career Development InformationIn order to assist students, parents, and others as they seek to developan understanding of the larger context for architecture education and thecareer pathways available to graduates of accredited degree programs,the program must make the following resources available to all students,parents, staff, and faculty:

www.ARCHCareers.orgThe NCARB Handbook for Interns and ArchitectsToward an Evolution of Studio CultureThe Emerging Professionals Companionwww.NCARB.orgwww.aia.orgwww.aias.orgwww.acsa-arch.org

NEWDeveloped inresponse torecommendationsfrom AIAS.

II.4.4 Public Access to APRs and VTRsIn order to promote transparency in the process of accreditation in architectureeducation, the program is required to make the following documents available to

the public:AllAnnual Reports, including the narrativeAll NAAB responses to theAnnual ReportThe final decision letter from the NAABThe most recentAPRThe final edition of the most recent Visiting Team Report, includingattachments and addenda

These documents must be housed together and accessible to all. Programs are

encouraged to make these documents available electronically from theirwebsites.

NEWSupplementsrequirements

outlined in the2009 NAABProcedures for

Accreditation.

II.4.5 ARE Pass RatesAnnually, the National Council of Architectural Registration Boards publishespass rates for each section of the Architect Registration Examination byinstitution. This information is considered to be useful to parents and prospectivestudents as part of their planning for higher/post-secondary education.Therefore, programs are required to make this information available to current

NEWDeveloped inresponse torequests forinformation fromparents



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and prospective students and their parents either by publishing the annualresults or by linking their website to the results.

The APR must include a list of the URLs for the web pages on which thedocuments and resources described throughout Part II: Section 4 areavailable. In the event, documents or resources are not availableelectronically, the program must document how they are stored andmade available to students, faculty, staff, parents, and the generalpublic.



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Appendix 3: List of Documents to be Available in the Team Room (Part I: Policy

Review)

The information requested in Part I, Sections 1-3 of the APR, is to beaddressed in the APR. In addition, the program is expected to provide anumber of documents for review by the visiting team. Rather than beingappended to the APR, they are to be provided in the team room duringthe visit. These include but are not limited to:

Studio Culture Policy

Self-Assessment Policies and Objectives

Personnel Policies including:o Position descriptions for all faculty and staffo Rank, Tenure, & Promotiono Reappointmento EEO/AAo Diversity (including special hiring initiatives)o Faculty Development, including but not limited to; research,

scholarship, creative activity, or sabbatical.

Student-to-Faculty ratios for all components of the curriculum (i.e.,

studio, classroom/lecture, seminar) Square feet per student for space designated for studio-based learning

Square feet per faculty member for space designated for support of allfaculty activities and responsibilities

Admissions Requirements

Advising Policies; including policies for evaluation of students admittedfrom preparatory or pre-professional programs where SPC are expectedto have been met in educational experiences in non-accreditedprograms

Policies on use and integration of digital media in architecture curriculum Policies on academic integrity for students (e.g., cheating and

plagiarism)

Policies on library and information resources collection development

A description of the information literacy program and how it is integratedwith the curriculum

NEWSee Part I: PolicyReview, above.


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In the United States, most state registration boards require adegree from an accredited professional degree program as aprerequisite for licensure. The National Architectural

Accrediting Board (NAAB), which is the sole agencyauthorized to accredit U.S. professional degree programs inarchitecture, recognizes three types of degrees: theBachelor of Architecture, the Master of Architecture, and theDoctor of Architecture. A program may be granted a 6-year,3-year, or 2-year term of accreditation, depending on theextent of its conformance with established educationalstandards.

Doctor of Architecture and Master of Architecture degreeprograms may consist of a pre-professional undergraduatedegree and a professional graduate degree that, whenearned sequentially, constitute an accredited professionaleducation. However, the pre-professional degree is not, byitself, recognized as an accredited degree.

Any University, College of Art and Design, Department ofArchitecture offers the following NAAB-accredited degreeprograms:

B. Arch. (150 undergraduate credits)M. Arch. (pre-professional degree + 42 graduate credits)M. Arch. (non-pre-professional degree + 60 credits)

Next accreditation visit for all programs: 2013

In addition to the previous text, all programs that have been granted

candidacy status must include the following in its entirety:

The NAAB grants candidacy status to new programs thathave developed viable plans for achieving initialaccreditation. Candidacy status indicates that a programshould be accredited within six years of achieving candidacy,if its plan is properly implemented. In order to meet theeducation requirement set forth by the National Council of

Architectural Registration Boards, an applicant for an NCARB

implemented.



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Certificate must hold a professional degree in architecturefrom a program accredited by the NAAB; the degree musthave been awarded not more than two years prior to initial

accreditation.

[Name of university, name of academic unit] was grantedcandidacy status for the following professional degreeprogram(s) in architecture:[Name of degree] (Prerequisite + total number of creditsrequired) Year candidacy was awarded, the year andpurpose of the next visit and projected year of initialaccreditation.

A sample follows:

SAMPLE TEXT FOR CANDIDATE PROGRAMSIn the United States, most state registration boards require adegree from an accredited professional degree program as aprerequisite for licensure. The National Architectural

Accrediting Board (NAAB), which is the sole agencyauthorized to accredit U.S. professional degree programs inarchitecture, recognizes three types of degrees: the

Bachelor of Architecture, the Master of Architecture, and theDoctor of Architecture. A program may be granted a 6-year,3-year, or 2-year term of accreditation, depending on theextent of its conformance with established educationalstandards.

Doctor of Architecture and Master of Architecture degreeprograms may consist of a pre-professional undergraduatedegree and a professional graduate degree that, when

earned sequentially, constitute an accredited professionaleducation. However, the pre-professional degree is not, byitself, recognized as an accredited degree.

The NAAB grants candidacy status to new programs thathave developed viable plans for achieving initialaccreditation. Candidacy status indicates that a programshould be accredited within 6 years of achieving candidacy, ifits plan is properly implemented. In order to meet the



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education requirement set forth by the National Council ofArchitectural Registration Boards, an applicant for an NCARBCertificate must hold a professional degree in architecture

from a program accredited by the NAAB; the degree musthave been awarded not more than two years prior to initialaccreditation. However, meeting the education requirementfor the NCARB Certificate may not be equivalent to meetingthe education requirement for registration in a specific

jurisdiction. Please contact NCARB for more information.

Anyplace University, School of Architecture and LandscapeArchitecture was granted candidacy for the followingprofessional degree program in architecture:

M.Arch. (pre-professional degree + 45 graduate credits) 2009.

Next visit for continuation of candidacy: 2011Projected year of initial accreditation: 2013