FAQs

The professional degrees accredited by NAAB or CACB have essentially the same professional content requirements for a B.Arch, M.Arch, or a D.Arch. General education courses are expected in all three degree types. The definition of “graduate level” study is made by the institution.

In general, salaries in architecture firms are not calibrated by degree types, but by level of experience, personal skill-sets, and quality of work demonstrated by a review of the portfolio. Grade transcripts are rarely requested. Success in practice is a combination of many factors, and the professional degree type alone does not affect salary levels, like it might in other fields. However, lack of a professional degree can negatively impact long-term success in licensure issues.

Yes, but you likely will not be able to get a license to practice independently. Having completed the first part of a 4+2 program is often reasonable preparation for an entry-level job in a firm. However, long-term success in architectural practice may be limited by not having a professional degree (NAAB or CACB), which is required by most states for a license. Furthermore, NCARB standards for reciprocity across state borders require a NAAB degree.  

Some community colleges have a formal “articulation agreement” with a specific NAAB program that provides a cost-effective path to a professional degree. However, you should not assume that community college courses will meet professional course requirements and give you advance standing in any NAAB program. While many professional programs may accept individual technical courses from a community college, it is quite common to place the transfer student in the first year of a 4- or 5-year design sequence. If you do attend community college, maintain good records including all course materials and your assignments. 

IPAL stands for the Integrated Path to Architectural Licensure. IPAL options provide students the opportunity to complete requirements for licensure while earning their degree. The initiative encourages NAAB-accredited programs to incorporate the Architectural Experience Program^™(AXP^™) and the opportunity to take the Architect Registration Examination^® (ARE^®) while completing academic curricula. The IPAL option does not replace the NAAB-accredited program, but adds an additional path within an already existing program.

NCARB oversees the IPAL initiative, but individual schools are responsible for managing their own curricula. See the full list of IPAL programs.

Learn more about IPAL:

• Information for Students
• Information for Educators

Please note: Not all jurisdictions accept licensure requirements met through IPAL options. Learn more about your jurisdictions requirements.

Some undergraduate programs and most graduate programs will require a portfolio. The purpose of this is to demonstrate your potential for what you will learn in an architecture program. Indications of visual thinking and design ability can be demonstrated in many ways: drawings, artwork, sculpture, things you’ve made or built, graphic design, and photography. Architecture projects are not typically expected in this kind of portfolio. In general, CAD drawings alone are discouraged in a portfolio. Unless executed as part of design course, CAD is generally considered a technical skill, not necessarily a demonstration of visual thinking or design. Programs that require a portfolio typically give more specific advice about what to include.

Because architecture is a visual discipline, an individual’s portfolio is often an important consideration in admission decisions and, later, in interviewing for jobs. For admission as a beginning student in architecture, the portfolio should show potential as a visual thinker and personal initiative as a designer. Potential can be demonstrated in many ways, including drawings, fine art work, ceramics, sculpture, graphic design, photography or constructed projects such as stage sets or pieces of furniture. Probably the least significant component of such a portfolio would be CAD drawings from a high school course that tend to demonstrate technical drafting skills rather than potential.

Some programs have portfolio reviews periodically to determine advancement within the program, including the transition into the graduate component of a 4+2 program. Not only would these portfolios show potential, but they would document course work completed to date.

Almost all architecture firms review candidate portfolios in the interview process. In this case, they will be looking for accomplishments, potential, the ability to be part of a team, technical understanding, and communication skills, both verbal and visual. Free-hand drawing as well as digital expertise are typically valued.

While the portfolio has different purposes and audiences, it should be well organized. Labeling should indicate if work was for a course assignment or if it was completed independently; it is also useful to know when the work was completed and the approximate amount of time involved. Students should document and preserve their work. Submission of original items is not usually necessary, although different programs may have different requirements. Visually, the portfolio itself is a type of design project, and will reflect the design personality and organizational capabilities of its author.

A “professional degree” in architecture refers to those degrees that satisfy North American educational requirements for becoming a licensed architect. Most state and provincial registration boards require an applicant for licensure to have graduated from a program accredited by the National Architectural Accrediting Board (NAAB), in the United States, or by the Canadian Architectural Certification Board (CACB), in Canada. The accrediting process is intended to verify that each accredited program substantially meets those standards that, as a whole, comprise an appropriate education for an architect. For the current list of accredited programs and their status, check the NAAB (http://www.naab.org) or CACB (http://cacb.ca/en/home/)  websites. Most universities are “accredited” by different entities, but you want to look for a “professionally accredited” program in architecture.

Depending on your career goals and depending on how many years you have been in school, you may consider transferring to a “professionally accredited” program, or you may consider graduating and applying to a NAAB 3-year graduate program. You may receive advance standing in the program.

The value of an architecture technology program (and similar affiliated types of majors) depends on your career goals. These programs give a broad view of the construction industry, and these degrees prepare graduates for a broad range of job opportunities, including entry level at an architecture firm. This may be a good preparation for graduate study in architecture.

If you want to practice architecture as a career, long-term success in architectural practice may be limited by not having a NAAB degree, which is required by most states for a license. Furthermore, NCARB standards for reciprocity across state borders require a NAAB degree.

Everyone is different, so you may consider different options. There is no single best path. Because there are many diverse paths to becoming an architect, it is important to understand the differences and select the course of action that meets your particular circumstances.

Most 5-year programs, and some 4+2 programs, start immediately with design courses in the freshman year. In this environment you will receive an immediate exposure to design and architecture so that you can understand your commitment early.

Most 4+2 programs and some 5-year programs have a freshman year devoted to general studies, and introduce architecture courses in the 2nd year. This may be useful for students who want a more general university experience before committing to architecture.

You may consider a non-professional bachelor’s degree in any major, or in a major related to architecture such as urban studies, engineering, fine arts, business, or architectural technology. After graduation, if you are still interested in architecture, you could enter a 3-year M.Arch program designed for graduate students with minimal background in architecture. This may also be a good path for collegiate scholar-athletes who may not have the time for both sports and professional undergraduate degree requirements.

Finally, someone considering architecture as a career should talk to and visit as many architects as possible. (Link to AIA Chapters https://www.aia.org/community/chapters)

Not all students who start in an architecture program will finish the program, and not all graduates of architecture programs go on to get a license and practice architecture.

Most of these people who do not use their architectural education in traditional architectural practice still appreciate the design thinking skills they gained from their architectural education. Through the challenges in the design studio, students learn to analyze problems and to creatively develop alternative solutions leading to a final design. Experiences dealing with the larger implications of community planning create a path in project management and urban development. A degree in architecture also provides a platform for students to conceptualize and deliver ideas and paves the way for work in graphic design as well as other creative services.  

The problem-solving ability of design thinking is applicable to many fields, not just architecture. Individuals educated in architecture will be well prepared for many careers.