Marina Lavrow

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• Marina Lavrow
• Executive Director/Registrar
• CACB-CCCA
• www.cacb.ca

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• Profession of Architecture and Architectural
  Education
• Regulated profession title protected
• Self-regulated profession
• Governing legislation is provincial, not federal
  (central)
• Universities are public institutions
• CACB regulators and accreditors

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Circle of Influence/Collaboration
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Education-Regulation-Accreditation

• QA happens internally and externally
• Every agency has a role to play
• Accreditation is a function of regulatory bodies
• National

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No less important than acquiring design skills,
technical competence, and business judgment,
education mustbegin to help students develop the
ethical grounding, the intellectual roundedness,
and the maturity to weigh the impact of their
work on present users and future generations.
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Accreditation Standards and Process

• - Process managed nationally (CACB)
• - Standard Conditions and Procedures for
  Accreditation
• - Process and Standard undergo continuous review
  and update to respond to environmental changes
• - Closely monitored externally (MRAs)

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Conditions for Accreditation(12)

• 1. Programme Response to the CACB Perspectives
• a) Architecture Education and the Academic
  Context
• b) Architecture Education and the Students
• c) Architecture Education and Registration
• d) Architecture Education and the Profession
• e) Architecture Education and Society
• 2. Programme Self-assessment

• 3. Public Information
• 4. Social Equity
• 5. Human Resources
• 6. Human Resource Development
• Physical Resources
• Information Technology
• 8. Information Resources
• 9. Financial Resources
• 10. Administrative Structure
• 11. Professional Degrees and Curriculum
• 12. Student Performance Criteria

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Student performance criteria

• To assure broad familiarity with the skills and
  knowledge that must be demonstrated by graduates
  of professional degree programmes and to
  encourage dialogue about the goals of
  architecture education.
• Programmes are required to distribute copies of
  the guide to all faculty and incoming students.
• Copies also provided to regulators and their
  constituents.
• SPC lists and defines the thirty-seven criteria
  that comprise a professional education in
  architecture.

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Student Performance Criteria

• constitute the minimum requirements for meeting
  the demands of an internship leading to
  registration for practice.
• The programme must provide evidence that all its
  graduates have satisfied each criterion through
  required course work.
• If transfer credits are granted for courses taken
  at other institutions, evidence must be provided
  that the courses are comparable to those offered
  in the programme.

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Student Performance Criteria - 37
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SPC (cont)
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SPC (cont)
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• Two levels of accomplishment
• Understanding
• and
• Ability

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Accreditation Involves

• Programme self-assessment APR
• Team Visit
• Exhibit of student work to illustrate compliance
  with SPF
• Meetings between the Team and Chief Executives
  Faculty Students Staff
• Team Report (VTR)
• Board deliberations and rendering of
  accreditation decision
• A range of accreditation terms to reflect a
  programmes realities

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Accreditation Team

• Members represent regulators, educators,
  interns/students
• Strict rules re conflict of interest
• Geographic and gender representation
• Diverse experiences
• Detailed study of the APR prior to visit

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Accreditation Outcomes

• Maximum of 6 years
• 6 years with focus visits
• 3 years with focus visits
• Revocation
• Appeal process in place

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Whats In the Future?

• The need to maintain national professional and
  educational standards in the face of
  globalization
• Students want to be able to practice anywhere
• Public and government priority to facilitate
  integration of immigrants

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Next Steps

• 2nd Invitational International Accreditation
  Roundtable
• May 7-9, Ottawa, Canada
• 9 countries, UNESCO, UIA

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ww.cacb.camlavrow_at_cacb.ca

• Thank you for your attention.