The Prestige of the NCARB Prize

Since the NCARB Prize for Creative Integration of Practice and Education in the Academy was launched in 2001, NCARB awarded over $600,000 to architecture programs that are accredited by the National Architectural Accrediting Board (NAAB) that integrate architectural education and practice in innovative ways. Past recipients of the NCARB Prize have found that in addition to the generous monetary prizes awarded—a $25,000 grand prize and five $7,500 prizes each year—the prize has also brought prestige and professional recognition.

Three project directors of past recipients of the $25,000 grand prize reflected on their experience participating in the program and how receiving the NCARB Grand Prize benefited their architecture programs.

Michael Everts, AIA, is an assistant professor at Montana State University’s School of Architecture, which received the 2006 NCARB Grand Prize for their “Engaging the Advancing Edge of the Architectural Profession” submission.

John Quale, LEED AP, is an assistant professor at the University of Virginia’s School of Architecture, which received the 2007 NCARB Grand Prize for their “ecoMOD” submission.

Pablo La Roche, Ph.D., LEED AP, is an associate professor in the Department of Architecture at California State Polytechnic University, Pomona, which received the 2008 NCARB Grand Prize for their “Low Cost Sustainable Housing for Tijuana, Mexico” submission.

Was the project that you submitted developed specifically for the NCARB Prize, or was the project in existence and adapted to fit the NCARB Prize requirements?

Michael Everts: Our entry, which documented the relevance, development, and work of the professional practice curriculum at Montana State University, was initiated three years before our entry. The NCARB Prize focused our objectives and gave us a reason to consider how our program fit holistically into education and practice.

John Quale: The project was not developed for the Prize—but the requirements for the Prize directly corresponded with my agenda for ecoMOD, so it was easy to put together the submission.

Pablo La Roche: The project was already in existence. Fortunately we did not have to adapt it because it fit quite well. However the project is much broader and encompasses other areas that were not included.

What has the NCARB Grand Prize meant to your school?

Michael Everts: The NCARB Grand Prize helped validate and encourage our educational approach. NCARB’s enthusiastic embrace of our efforts reinforces our ability to engage additional practitioners from nationally recognized firms. Moreover, in going through the accreditation process last year, our school needed to address a few issues associated with professional practice. We recently received a letter from NAAB stating that we received the full six-year accreditation, specifically citing the professional practice course that was awarded the NCARB Grand Prize.

John Quale: The Prize has meant a lot for the school and the ecoMOD Project.  It validates the work we have been doing for several years now, and helps us clarify the importance of the work with the university and the local community.

Pablo La Roche: It has given me the opportunity to expand the program. My plan is now to work on two projects, one in Tijuana and one in the United States.

How did your school use the $25,000 prize money?

Michael Everts: The money has been used to fund equipment (software, books) and sponsor student travel. We budgeted the funds over a course of four years and tried to use them in conjunction with other grants and awards.

John Quale: We spent it all on fellowships that supported students during the summer construction phase of ecoMOD3. The fellowships allowed the students to stay around and finish the project after they completed the program.

Pablo La Roche: We are using the money to continue the project in Tijuana and work with Habitat for Humanity on a local project. We also plan to publish a book about our experience.

Why is it important to integrate practice with education?

Michael Everts: Integrating practice with education makes education more relevant. Today, progressive practitioners are using integrated design/practice as more than a delivery method. It is an attitude that reconsiders the conventions of architectural design/practice. Bringing this attitude into the classroom helps re-form the conventions of education, which in turn will benefit the next generation of architects.

John Quale: The integration of practice with university-level design education is essential to providing higher-level students with real world experience. This kind of experience is not just important in the abstract, but absolutely necessary for them to address the enormous environmental impact of buildings, and the growing divide between high-income and low-income individuals in this country.

Pablo La Roche: It enriches the students’ education by giving them hands-on experience.