NAAB’s influence in the evolution of architecture

Many architects often reminisce about their time in school, filled with bittersweet memories of bonding with their peers during all-nighters and painful recollections of harsh critiques they once received during juries. Regardless of how one might perceive the tenacious nature of architecture school, for a handful of people, the chaotic and fast paced environment sparks creativity and innovation. Some might say the idea of design school is to rewire how students’ approach to design, methodology and creative intention. But often there is a disconnect between what students experience and their understanding of who determines what they learn.

Students are faced with a variety of options for their college education when it comes to architecture programs: four-years, five-years, sixyears, bachelor’s, master’s, integrated path to licensure (IPAL) programs, among others. For most students, this decision making is multifaceted. One specific factor of consideration is whether their program is accredited and what this means for the student, including if they intend to become licensed. Many jurisdictions require licensure applicants to have received a professional degree from a National Architectural Accrediting Board (NAAB) accredited architecture program in order to become licensed*.

The National Council of Architecture Registration Boards (NCARB) recently released their 2023 ‘NCARB By The Numbers’ which revealed an increase in enrollment in NAAB Accredited programs. 85% of licensure candidates received a degree from an NAAB accredited program and the proportion of architects without an accredited degree fell. Those with an accredited degree also had higher ARE Pass rates. NAAB programs have successfully grown over the past few years, as more and more programs are being accredited, including internationally with “over 9,200 new students enrolled in a NAAB-accredited program in the 2021-2022 school year,”. It appears accredited degrees may be the way of the future.

The impact of NAAB on education and the path to licensure is undeniable, yet there is a gap in understanding among both professionals and students regarding who NAAB is. In architecture education, student organizations such as the American Institute of Architecture Students (AIAS) and National Organization for Minority Architecture Students (NOMAS) are often active not only throughout programs in the United States, but also internationally. Through this, students are able to network outside their school and state and are given leadership opportunities and ways to get involved in their local community and nationally. An often under-sought opportunity for students is to get involved in the NAAB as a participant on an accrediting team and seeing firsthand how NAAB impacts education through accreditation. “NAAB provides accreditation services and oversight to ensure architecture programs meet key quality assurance responsibilities” according to NAAB’s website. But NAAB’s role in architecture programs isn’t as straightforward as one may think. At its most basic, NAAB sets criteria that programs must meet while leaving the methods of achieving and assessing those criteria up to the programs themselves. This can prove to be an asset to programs, allowing them to shape their culture and curriculum to best benefit their student population.

“Accreditation is a peer review process powered by volunteers: 140+ volunteers collectively spend 10,000+ hours each year to conduct NAAB site visits and evaluations.” (Credit - NAAB). For programs to receive accreditation, they must submit an Architecture Program Report (APR) as well as supporting materials and evidence. The program will host a visiting team, composed of volunteer representatives from each of the collateral organizations (AIA, NCARB, AIAS, and ACSA) which reviews this material and participates in meetings with staff, faculty, and students to validate the material’s accuracy. This process allows the visiting team to understand the program and write their Visiting Team Report (VTR) which goes to the NAAB Board for review. The NAAB Board makes the final decision on terms of accreditation. The APR and evidence are based on and respond to the current Conditions and Procedures published by NAAB. The latest set of criteria, published in the 2020 Conditions and Procedures, embraces a more comprehensive approach, creating greater flexibility to programs and focuses on program growth to assess programs continue to improve their student learning objectives. The conditions “utilize outcome-based criteria to assess not only whether a program effectively teaches, but also whether students are learning and demonstrating competency in their area of study”

The recent changes in the NAAB, including the new 2020 Conditions and Procedures support the organization’s four core values: Commitment to Excellence, Diversity and Inclusion, Effective Communication, and Spirit of Collaboration. In promoting diversity and inclusion, a core value central to the organization, NAAB is striving to increase access to architecture programs. Two new initial accreditations were granted at the April 2023 Board of Directors Meeting, including the first accredited program in West Virginia at Fairmont State University and a federally designated Hispanic-Serving Institution, New York City College of Technology. Organizational stability, innovation, and stakeholder engagement are also at the forefront of NAAB’s future thinking and shape its strategic plan.

The courses and subject area required for NAAB accredited programs serve as a foundation for the skills and knowledge students acquire before they enter the workforce, including environmental awareness, information on licensing and AXP hours, and efforts in diversity, equity, and inclusion. The field of architecture as we know it has evolved vastly due to new technological improvements, with the digitalization of media, as well as AI applications that students are now beginning to incorporate into their design process. With the rapid progression of the practice, educators must keep up with demands of the industry, and better prepare their students coming out of their programs with diverse skill sets. Even outside the practice of design and architecture itself, the changes in the ethics of the industry are evolving for the better, with stronger understandings of cultural, social, and historical contexts. This new age of architecture requires its practitioners to be more socially aware and to understand how the implications of good design go far beyond what any architect thinks.

The demographic of students entering architecture are more diverse than ever before in history. Now, more people from different socioeconomic and cultural backgrounds are entering the field, and the content of what they would need to learn is constantly changing. It’s important that students are aware of what they are learning, and how it is relevant to them, regardless of what industry they enter. With student organizations and leadership opportunities, students have the opportunity to get involved in their own school and on the national level to advocate for aspects of their education they believe are crucial, as well as changes that need to be made. NAAB’s decisions directly impact what students learn during their time in college. Therefore, it’s important students understand how NAAB serves to better their education and remain engaged in order to continue to shape the future.

If you are an architecture student interested in getting involved with NAAB and serving on a visiting team, please contact AIAS Executive Directive Larry Hoffer at ExecutiveDirector@aias.org

Kumar is a fourth year architecture student at the University of Texas in Arlington with a minor in Economics. Kumar also works as a graphic designer, and has been involved with her local AIAS chapter and the mentorship program at her school.

Nicole Becker, AIA, NCARB, LEED AP BD+C

Becker is an Associate and Project Architect at ZGF Architects in Portland, OR, specializing in healthcare. Becker is Oregon’s representative to the YAF and long time NAAB volunteer.