Publications

• Accreditation
  The CACB has acquired its accreditation portfolio in 1991, and accredits University Schools of Architecture in Canada that offer a professional degree in architecture. The Canadian Architectural Certification Board is one of the founders nd an active member of the Association of Accrediting Agencies of Canada (AAAC). To find out more about the AAAC, please visit www.aaac.ca .
  • Accredited Programmes in Architecture
    
  • Definition
    
  • Significance
    
  
  

• Annual Reports
  Notwithstanding its term of accreditation, all programmes must submit Annual Reports (ARs) every year to maintain their accreditation. Annual Reports must contain following elements: a response, in the order listed, to each condition identified as not met and to each cause of concern listed in the team findings section of the VTR. The AR may also address growth experienced in relation to the conditions identified as well met, or it may respond to team comments.
  If applicable, conformance with revised or new CACB Conditions and Procedures, or a plan and schedule for achieving compliance.
  • Carleton University
    
  • Dalhousie University
    
  • McGill University
    
  • Université de Montréal
    
  • Université Laval
    
  • University of British Columbia
    
  • University of Calgary
    
  • University of Manitoba
    
  • University of Toronto
    
  • University of Waterloo
    
  
  

• Certification
  
  • Application Forms
    
    • Accredited professional program
      
    • Architects registered by a provincial association prior to January 1, 1992
      
    • Architects registered by a provincial association prior to July 1, 1976
      
    • Degree or Diploma not accredited by CACB - for graduates of canadian schools of architecture
      
    • Degree or Diploma not accredited by CACB - for graduates of foreign schools of architecture
      
    • Request for a Letter of Confirmation
      
    • Request for a Replacement Certificate
      
    • Satisfaction of the Canadian Education Standard through the RAIC Syllabus of Studies
      
    
    
  • Modes of Certification
    
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• Standards
  The document "Conditions and Procedures for Accreditation" (C&P; 1998, with 2004-2005 modifications) contains the specific means by which the CACB evaluates education toward a first-professional degree in architecture. There is a total of 12 Conditions to be met, encompassing a variety of parameters such as Institutional Recognition, Ethical Responsibilities, Perspectives on Professional Education, Human and Physical Resources, Information Resources, Financial Resources and Administrative Structure. It also includes 37 Student Performance Criteria, which are descriptive of the body of knowledge necessary for the practice of architecture, and are stated in terms of level of accomplishments (awareness, understanding, ability) that students should achieve prior to graduation.
  
  When reviewing a professional degree program in architecture for accreditation, the CACB seeks evidence, through documentation and on-site review, that all the conditions are being met at the time of accreditation. Maintenance and extension of accreditation for the interval specified in the CACB's decision is contingent upon the school's submission of acceptable Annual Reports.
  
  The CACB is committed to the development and use of conditions and procedures that are reliable and valid for the assessment of professional programs in architecture and that also provide for, and encourage, the enrichment of professional programs. The CACB and its sponsoring organizations have a formal process of continuous validation (including a triennial validation conference) of the CACB and its practices. The CACB welcomes input from any person or group who have suggestions or criticisms.
  • Student Performance Criteria
    
  • The CACB 2005 Conditions and Procedures for Accreditation
    
  
  

• Visiting Team Reports
  The Visiting Team Report (VTR) conveys the team's assessment of the programme's educational quality, as measured by the students' performance and the overall learning environment. It establishes the degree to which the programme is as described in the Architectural Programme Report, and includes documentation of :
  
  • the programme's noteworthy qualities with respect to the CACB Conditions,
    
  • the programme's deficiencies with respect to the CACB Conditions,
    
  • concerns about the programme's future performance, and comments that may be helpful in preparing for future accreditation visits.
  
  
  The VTR serves multiple purposes. It is essential to the CACB in making its accreditation decision, it may also serve to strengthen the programme and its position within the institution, and it may inform current and prospective students about the nature and quality of the programme. Because the VTR is such a powerful tool, it must be concise and presented in a consistent manner.
  • Carleton University
    
  • Dalhousie University
    
  • McGill University
    
  • Université de Montréal
    
  • Université Laval
    
  • University of British Columbia
    
  • University of Calgary
    
  • University of Manitoba
    
  • University of Toronto
    
  • University of Waterloo