I teach at Camosun College located in Victoria, British Columbia, Canada. We have a number of accredited programs based on the Canadian Council of Technicians and Technologists (CTAB). The technology programs offered at my school have been accredited since 1998 or from when they were implemented. The following courses are offered in the technology field at Camosun College under CTAB accreditation:
- Civil Engineering Technology 2005 Sydney Accord
- Computer Engineering Technology Technologist Information Technology 1998 to 2010 Sydney Accord
- Electronics and Computer Engineering Technology – Renewable Resources
1998 Sydney Accord
- Environmental Technology Technologist Bioscience 2003 none
- Mechanical Engineering Technology Technologist Mechanical 1998 Sydney Accor
The synopsized process of acquiring accreditation from CTAB is as follows.
“The Canadian Technology Accreditation Board (CTAB) provides the evaluation of applied science and engineering technology programs in Canada. Accreditation is a voluntary, yet detailed, review of a technology program measured against the National Technology Benchmarks™ (NTB). CTAB uses a two-part process to assess the program at a level of performance, integrity, and quality, ensuring that technology programs across Canada keep pace with change and remain relevant to industry.
Part 1: Self-Study
The organization seeking accreditation evaluates its own compliance against a national series of outcome requirements. The self-study portion requires that the program demonstrate how it meets/exceeds the National Technology Benchmarks. Key areas that are examined during the process include the list of program strengths, course outlines, evidence of student work, the organization’s governance, faculty qualifications, and the management of the program.
Part 2: Peer Review
External reviewers undertake an evaluation of the program to measure the organization through an on-site visit. This review offers clients the opportunity to have the program assessed by external and objective reviewers. During the on-site visit, the reviewers meet with a broad spectrum of individuals, such as faculty, students, graduates, advisory committee members, and senior administration to discuss their experiences, perceptions, and expectations. The findings from the evaluation are summarized in a report and focus on the strengths and weaknesses. Recommendations and opportunities for improvement are made to assist the organization in curriculum development.” (CTAB, 2016)
This is a changing landscape though and our institution is moving away from CTAB accreditation to a more inclusive and in-depth accreditation process called Technology Accreditation Canada (TAC). We will be transitioning to TAC accreditation in the coming years. The move towards TAC from CTAB is based on the recommendations of the Canadian Standards Association (CSA) the following is the general overview of TAC program accreditation.
“TAC accredited programs represent excellence in education, directly embodying the standards of the engineering technology profession.
The TAC accreditation model was developed in direct response to findings made by the Canadian Standards Association (CSA) after performing a comprehensive, independent review of technology accreditation practices that existed at the time measured against best practices from other jurisdictions and sectors.
Accreditation involves an educational institutions providing information about its institution and program in accordance with the National Accreditation Components (NAC). This information is evaluated by a trained audit team against the Canadian Technology Accreditation Criteria (CTAC) to determine whether the program meets the standards of the engineering technology industry.
TAC accreditation is a fair, responsive and transparent audit process which measures an engineering technology or applied science program against the engineering technology profession’s national standards using a trained, skilled audit team.”(TAC, 2016)