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NAAB

National Architectural Accrediting Board

In the United States, most registration boards require a degree from an accredited professional degree program as a prerequisite for licensure. The National Architectural Accrediting Board (NAAB), which is the sole agency authorized to accredit professional degree programs in architecture offered by institutions with U.S. regional accreditation, recognizes three types of degrees: the Bachelor of Architecture, the Master of Architecture, and the Doctor of Architecture. A program may be granted an eight-year term, an eight-year term with conditions, or a three-year term of initial accreditation, depending on the extent of its conformance with established education standards..
 
The NAAB grants candidacy status to new programs that have developed viable plans for achieving initial accreditation. Candidacy status indicates that a program expects to achieve initial accreditation within six years of achieving candidacy, if its plan is properly implemented. 
In order to meet the education requirement, set forth by the National Council of Architectural Registration Boards, an applicant for an NCARB Certificate must hold a professional degree in architecture from a program accredited by the NAAB; the degree must have been awarded not more than two years prior to initial accreditation. However, meeting the education requirement for the NCARB Certificate may not be equivalent to meeting the education requirement for registration in a specific jurisdiction. Please contact NCARB for more information.
 

The SUNY Delhi Bachelor of Architecture program has passed Stage I: Eligibility following the Eligibility visit in September 2023.

The Program is now in the process of getting ready for the next step: applying for a Candidacy visit - Stage II: Candidacy – for the following professional degree program in architecture:

  • BArch (150 credit hours).

National Architectural Accrediting Board Documents:

Career Development Information:

Architect Registration Examination (ARE) pass rates: 

Learning and Teaching Culture:

Work / Life Balance
Effective time management is crucial for maintaining both academic success and personal well-being, especially in creative fields. Design is a gradual and iterative process, requiring time for ideas to mature and develop fully. By encouraging students to manage their time well and pace themselves, we foster an environment where thoughtful design is valued over rushed solutions. This approach also promotes a healthy lifestyle, as students can avoid burnout by allocating time not just for academic work but also for rest, exercise, and personal well-being. Prioritizing both creativity and health ensures students have the energy and mental clarity to engage deeply in their work, all while maintaining a balanced and fulfilling life.

Ideas, Questions and Inquiry
Architectural and studio-based education presents a distinct and empowering opportunity for students to actively shape their learning experiences. Unlike conventional classroom settings, the studio offers a space not just for acquiring knowledge, but for engaging in the process of inquiry and intellectual exploration. Here, students are invited to be the architects of their own learning journey, crafting a narrative that reflects both their curiosity and their contributions.

At its essence, the studio is a dynamic environment where the exchange of ideas flourishes. Far from being a venue for passive absorption, it serves as a collaborative forum where students are both consumers and creators of knowledge. Central to this experience is the encouragement of open-ended questions, fostering an environment where the pursuit of understanding takes precedence over the quest for singular “correct” answers. This approach values complexity and multiple perspectives, nurturing intellectual growth through inquiry.

An Architectural education, therefore, is not merely a pathway to knowledge acquisition—it is a journey of discovery and self-directed exploration. Students are empowered to take ownership of their education, embracing both the process and the pursuit of ideas. In this space, curiosity is celebrated, questions are essential, and the unfolding of learning becomes as important as the destination itself.

Critique
Central to architectural communication education is the enduring tradition coming in the form of the critique. These forums serve as pivotal moments where aspiring designers engage in constructive dialogue about their work. Here, students are not only assessed on the merit of their designs but are also encouraged to cultivate the crucial skill of articulating their ideas with clarity and intent. The recognition that effective communication is integral to success underscores the educational philosophy, emphasizing that architects must not only conceive innovative designs but also proficiently convey their concepts to diverse audiences.

During the critique, students will learn to navigate the intersection of design thinking and effective communication. The emphasis on clarity and intent in articulation aligns with the understanding that architects, as professionals, must be adept not only in the language of design but also in effectively conveying the rationale and vision behind their creations. This dual focus on design excellence and communication proficiency prepares aspiring designers for the multifaceted demands of the architectural profession, where the ability to articulate and present ideas persuasively is a hallmark of success.

Design Process
The design process within the educational context is distinguished by three key elements: iteration, intent, and persistence. Unlike the perception that great ideas emerge spontaneously, students are guided to understand that the formulation of impactful design concepts is a deliberate and iterative journey. This involves a process of continual refinement through rigorous testing, exploration, and, importantly, the potential for encountering setbacks or failures.

Iteration is a central theme in the design process, emphasizing the need for repeated cycles of refinement and enhancement. Students are encouraged to revisit and revise their ideas, recognizing that the path to excellence often involves multiple iterations. Each iteration serves as a learning opportunity, allowing students to build upon insights gained from previous attempts.

Intent is another critical aspect of the design process. Students are prompted to approach their work with purpose and clarity of vision. Articulating the underlying intent behind a design becomes paramount. This intentional aspect ensures that design decisions are not arbitrary but align with a well-considered vision and objectives.

Persistence underscores the idea that successful design is not immediate but evolves through sustained effort. Students are reminded that the design process may require dedication over time, and encountering challenges is a natural part of this journey. The ability to persist in the face of difficulties is emphasized as a valuable skill in fostering resilience and adaptability.

Importantly, the educational philosophy of the design studio challenges the notion of a definitive “right” answer. Instead, the primary objective shifts towards the articulation of clarity in ideas and intent. The studio becomes a space where thoughtful representation is valued more than a predetermined correct solution. This approach encourages students to focus on the depth of their conceptual understanding and the effectiveness with which they communicate their ideas.

In essence, the design studio is a learning environment that acknowledges and embraces the iterative, intentional, and sometimes challenging nature of the design process. It instills in students not only the technical skills of design but also the mindset and resilience necessary for navigating the complexities inherent in the creative process.

Responsibility and Respect
Respect for all members of our community is essential to creating a positive learning environment. Everyone plays a critical role in fostering a dynamic and intellectually stimulating atmosphere built on mutual respect. As members of the SUNY Delhi Architecture Departments, we must value each other's contributions, ideas, and respond to one another constructively. It's important for all of us—students, faculty, and staff—to be mindful of how our words and actions can impact others.

See the SUNY Delhi Architecture Department Diversity, Equity and Inclusion Statement for more information about expectations of all stakeholders.

Diversity, Equity and Inclusion Statement:
The SUNY Delhi Department of Architecture and the classes we offer serve as dynamic environments that that provide access and celebrate the rich diversity of the communities we aim to support. We are dedicated to fostering learning spaces that accommodate varied backgrounds and experiences.

In both our practices and policies, we stand firmly against any form of discrimination based on marital or military status, race, color, creed, religion, national origin, disability, or sexual orientation. We understand the vital role that each voice plays in enriching education, both inside and outside the classroom.

Nurturing an inclusive culture is a shared responsibility among all stakeholders. Students, faculty, and staff each play a crucial role in shaping our department's culture into one defined by respect and understanding.

By emphasizing our collective commitment to valuing diverse voices, we reinforce that creating a vibrant and inclusive environment is a joint effort. Education at SUNY Delhi is not only a site for architectural exploration but also a thriving community that benefits from the respectful engagement of diverse perspectives.

Information particular to the SUNY Delhi’s DEI support and policies

Questions?
Office of Admissions

118 Bush Hall