CALL FOR RESEARCH PARTNERS

Building upon its recent research initiatives on trends in Canadian architectural education, the CACB is calling for research proposals and partnerships to conduct research with a focus on architectural accreditation and academic certification.

Please read/download the Call for Research Partners below.

For questions please email us at research@cacb.ca

SUPPLEMENTAL RESEARCH REPORT OF PHASE 1

The CACB Research Initiatives Task Force was established in 2017 to explore the development of research in support of the CACB mandate. This task force became a regular CACB committee to oversee and undertake research, develop research questions and funding plans, and report to the CACB Board. In 2018, the CACB committed $7,500 towards a successful MITACS grant application, earning an additional $7,500 in matching funds to support Phase 1 research, conducted in 2019. A second phase of MITACS-supported research was undertaken in summer 2022. A Phase 1 Research Report was published on September 14, 2021, including a 1.5-page narrative summary of preliminary findings.

The primary purpose of the supplemental report is to complement the 2019 research and 2021 report with supplemental graphics and narrative analysis. The research analyzed Accreditation data from 2003 to 2019 to identify trends in Canadian architectural education.

Below are the narrative and graphic sections of the Report.

RESEARCH REPORT PHASE 1

The Research Report Phase aimed at creating a foundation of data for future phases of research to engage more directly with the status of architectural education and the profession of architecture in a Canadian context.

As the primary organization for architectural certification and accreditation in Canada, the CACB is uniquely positioned to lead research initiatives that help academic and professional sectors interpret matters of shared concern.

The critical issues facing architecture today demand trans-generational and trans-sectorial approaches: advancing climate justice and social justice; opening and diversifying the profession and its leadership; designing for inclusion; advancing the Truth and Reconciliation Commission of Canada Calls to Action; supporting interns in the path to licensure; and more.

“Assembling facts and best practices not only establishes baselines but also helps strategize and mobilize ways forward, while discovering exciting opportunities,” said Lisa Landrum, Chair of the CACB Research Committee. “I’m proud to be part of this effort toward creating more just, sustainable, and transformational pedagogies, processes, and built environments.”

Some topics explored in the project’s first phase were shifts in application data, degrees awarded, gender balance, and enrollment from undergraduate through graduate studies. The committee also tracked Student Performance Criteria (SPCs) to look at shifts in those criteria, but also map the most and least failed SPCs.

As a result, the committee was able to make preliminary observations and has identified areas for further study. Some of these areas include the ambition to bring an equity lens to the consideration of faculty compliment, curriculum, and other programmatic requirements, while other areas of further study will pertain to the closer analysis of evaluation and success in specific student performance criteria.

“Thank you to the present and past committee members, professional and academic volunteers, students, and the dedicated support staff of CACB in facilitating this important process,” Landrum said.

For a summary of the first phase research and the preliminary findings, please view or download the document below.

 RESEARCH COMMITTEE REPORT: PHASE 1

  View & Download