accreditation report - southeast missouri state university · information obtained by the visiting...

Accreditation Report

Southeast Missouri State University

Summary of Accreditation Decision

Southeast Missouri State University 1 April 2017 Accreditation Report

At a meeting in Chicago, Illinois, on April 7-8, 2017 the Accreditation Commission of the Council for Interior Design Accreditation (CIDA) voted to award accreditation to the interior design program at Southeast Missouri State University. Accreditation is for a term of six years effective April 2017. Award of CIDA accreditation provides assurance that students graduating from the interior design program are adequately prepared for entry-level interior design practice. Program quality is assessed primarily through the evaluation of student learning outcomes evidenced in student work. To determine accreditation status, the Accreditation Commission carefully considers information provided in the program self-study and information obtained by the visiting team during the on-site review of the program. The Accreditation Report provides a record of findings that led to the decision on accreditation status. The Reader’s Guide on the following page further explains CIDA’s process for evaluating interior design programs using Standards and expectations as performance criteria. This Accreditation Report represents CIDA’s evaluation of the interior design program leading to the Bachelor of Science in Human Environmental Studies: Interior Design Option using Professional Standards 2014. No other programs at Southeast Missouri State University are included in this evaluation.

Reader’s Guide


There are sixteen Standards divided into four sections. The Standard within Section I (Standard 1) addresses the program mission, goals, and curriculum; the Standards within Section II (Standards 2-7) address critical thinking, professional values, and processes; the Standards within Section III (Standards 8-14) address core design and technical knowledge; and the Standards within Section IV (Standards 15-16) address program administration. Each Standard sets forth a general expectation without stipulating a means for achievement. Student learning expectations and program expectations provide an instrument, or performance criteria, for determining whether a program complies with the Standard. Standards are in bold type, followed by expectations. For instance: StandardThe interior design program has a mission statement

that describes the scope and purpose of the program. Program goals are derived from the mission statement and the curriculum is structured to achieve these goals.

Expectation a) The program mission statement clearly identifies intent and purpose of the interior design program.

Each expectation is evaluated based on evidence presented in the program self-study and during the on-site review. CIDA’s evaluation of each expectation is signified by a check mark following the expectation. Program expectations may be checked yes or no; student learning expectations may be checked insufficient evidence; awareness; understanding; or ability/application. The check mark options for the student learning expectations correspond with the expected learning levels within these expectations. Achievement of expectations is analyzed to determine program compliance with each Standard. An executive summary is written to communicate the analysis of how evaluation of the expectations supports the conclusion for each Standard. Program expectations that are marked “no” and student learning expectations that are marked below the required learning level are areas for program improvement and may impact the extent to which the program complies with the Standard. Program expectations that are marked “yes” and student learning expectations that exceed the required learning level may be considered program strengths. Each Standard is determined to be in compliance, partial compliance, or non-compliance. In order to be accredited, a program must comply or partially comply with all sixteen Standards. Judgment of compliance is based on the expertise of experienced peer evaluators and precedent in accreditation.

Introductory Team Comments about the Site Visit


Program Analysis Report 1) Overall, was the Program Analysis Report well organized, complete, and accurate?

Yes No

Site Visit Arrangements 1) Were overall site visit arrangements (lodging, meeting space, meals, site visit

schedule) conducive to the team’s review? Yes No

2) Was the site visit impacted by any unexpected events or circumstances?

Yes No

Student Work Display 1) Approximately how many total hours did the team spend reviewing student work?

15 hours

2) Overall, was the display of student work well organized and complete? Yes No

3) If the team requested additional evidence for any expectation, please describe or list

those areas and comment on whether or not the program responded to the team’s request.

Request

Date Requested

Did the Program Respond? (Yes/No)

More information about input from Advisory Board & how it is incorporated into the curriculum. (16)

11-12-16 yes

How input from surveys is incorporated into course changes. (16)

11-12-16 yes

Printed list of graduates with employers (current list is online) (16)

11-12-16 yes

More evidence for 4d and 9b. 11-13-16 yes

4) Other comments on notable aspects of the student work display:

The binders provided for each class were well-organized and contained a wealth of information. Almost no additional evidence was necessary.



Interviews 1) How many faculty members and instructional personnel were interviewed and

approximately how much time did the team spend conducting these interviews? Eight faculty (full-time/support/adjunct) for 1 hour and 10 minutes

2) Approximately how many students were interviewed and how much time did the team spend conducting these interviews? 11 students for 1 hour and 15 minutes

3) Approximately how many studio classes and/or student critiques were observed and how much time did the team spend on these observations? Two presentations from two studios were attended for a total of 45 minutes. That time included 15 minutes of desk critiques.

4) Approximately how much time did the team spend interviewing program/unit administrators? 1 hour

5) Did the team conduct an exit interview with program faculty? Yes No

6) Did the team conduct an exit interview with institutional administration?

Yes No



Notable Aspects of the Program 1) Notable and/or innovative aspects of the program’s circumstances:

The interior design program at Southeast Missouri State University is located close to St. Louis, and other major cities that provide resources and opportunities for students. The program maintains strong relationships with industry and the design community, and this support was evident in the Experiential Learning Lab. This lab includes a demonstration kitchen, which allows students to see first-hand a kitchen designed to industry standards. The Experiential Learning Lab also includes a small lighting lab and a cut-away wall of both wood-frame and metal stud construction. The program also has a close collaborative relationship with the construction management program, and students have access to sponsored foreign travel programs. There is strong institutional support for the growth and development of the interior design program, as evidenced by the approval the program has received for a new computer lab and an additional faculty position. The program also has a dedicated and enthusiastic faculty. The visiting team also felt the emphasis placed on contract documents throughout the curriculum was notable.

Standard 1. Mission, Goals, and Curriculum


The interior design program has a mission statement that describes the scope and purpose of the program. Program goals are derived from the mission statement and the curriculum is structured to achieve these goals. Compliance

Partial Compliance Non-Compliance

Executive summary of evidence supporting the assessment: The program’s mission statement clearly describes the scope and purpose of the curriculum, and the program goals and objectives are derived from that statement. Courses are structured to meet both CIDA and NKBA standards, and are designed to prepare students for entry-level responsibilities in the interior design profession. The course content follows a logical sequence, building from basic to more complex information and skills, as students progress from introductory to advanced courses. The intent of the program is to prepare students for a constantly-changing profession by emphasizing both creative and technical expertise. The following expectations contributed to the overall assessment of the Standard: Program Expectations No Yes

a) The program mission statement clearly identifies intent and purpose of the interior design program.

b) The program mission statement appropriately reflects institutional context and requirements for entry-level interior design practice.

c) Program goals are appropriate to the mission and adequately address the content and student learning required for entry-level interior design practice.

d) The curriculum follows a logical sequence and achieves the program mission and goals.

Standard 2. Global Perspective for Design


Entry-level interior designers have a global view and weigh design decisions within the parameters of ecological, socio-economic, and cultural contexts. Compliance


Executive summary of evidence supporting the assessment: Entry-level interior designers have a global view and weigh design decisions within the parameters of ecological, socio-economic, and cultural contexts. Student work demonstrated understanding of the concepts, principles, and theories of sustainability pertaining to building methods, materials, systems, and occupants. In Exploring Interior Design (DS 104), completed exams demonstrated student understanding of sustainable design theory and practice. Students also completed a research and analysis assignment that challenged them to explore the LEED rating system and evaluate two LEED certified buildings. In Sustainable Design (DS 313), students were introduced to the concepts, principles, and theories of sustainability and demonstrated understanding in a carbon footprint reflection paper. Student work demonstrated understanding of the implications of conducting the practice of design within a world context. In Professional Practice in Interior Design 1 (DS 450), class presentations and discussions focused on international design considerations such as cultural dimension and variance, and students demonstrated understanding of these issues in completed exams. A research/reflection paper challenged students to imagine they would be working in Shanghai, China, and required them to investigate cultural values and beliefs, variations in communication styles, and cultural customs and etiquette. Student work demonstrated understanding of how design needs may vary in cultural and social groups with different economic means. In Sustainable Design (DS 313), the economy and sustainable design assignment required students to design an 800-square foot living space for a physically challenged veteran using a limited budget. Similarly, in Residential Architectural Drafting & Design (CM 266), students demonstrated understanding of working within budgetary constraints as well as variations in social groups in the Boyd house Habitat for Humanity project. The interior design program provides exposure to contemporary issues affecting interior design as well as a variety of business and organizational structures. In Professional Practice in Interior Design 1 (DS 450), lectures addressed common business entities and various ways that businesses are organized.

Standard 2. Global Perspective for Design


The interior design program provides exposure to varying group norms and dynamics as well as opportunities for developing knowledge of other cultures. In Multicultural Design (DS 314), students are introduced to the nuances of cultures from seven countries including India, Egypt, Turkey, Nigeria, Algeria and the United Arab Emirates. Students explored each culture and the impact it had on design philosophy, symbolism, urban planning and household spatial organization. Similarly, the Shanghai research/reflection assignment from Professional Practice in Interior Design 1 (DS 450) facilitated an investigation of cultural norms. The healthcare project from Contract Interior Design (DS 412) provided additional exposure to varying group norms by challenging students to research a pediatric health issue and client needs, and to respond in the design of a medical service center. The following expectations contributed to the overall assessment of the Standard:

Student Learning Expectations Insufficient

Evidence Awareness Understanding Ability /

Application

Student work demonstrates understanding of:

a) the concepts, principles, and theories of sustainability as they pertain to building methods, materials, systems, and occupants.

Students understand:

b) the implications of conducting the practice of design within a world context.1

c) how design needs may vary in cultural and social groups with different economic means.

Program Expectations No Yes

The interior design program provides:

d) exposure to contemporary issues2 affecting interior design.

e) exposure to a variety of business and organizational structures.3

f) exposure to varying group norms and dynamics.4

g) opportunities for developing knowledge of other cultures.5

http://accredit-id.org/professional-standards

http://www.accredit-id.org/professional-standards




Standard 3. Human-Centered Design


The work of interior designers is informed by knowledge of human factors and theories of human behavior related to the built environment. Compliance


Executive summary of evidence supporting the assessment: Student work is informed by knowledge of human factors and theories of human behavior related to the built environment. The program provides a dedicated course in Multicultural Design (DS 314) that focuses on cultural differences and assists design students in identifying social and behavioral norms that differ from their own. In this course, students selected a fellow student to act as a client, and produced a video focused on the client’s country and culture of origin. As part of the video, students asked their client questions focused on cultural norms. The resulting design program and schematic design was reviewed by the client, who provided feedback. Theories of human behavior are introduced in Exploring Interior Design (DS 104), and students were required to identify the theory that aligned best with their project solution. In the upper-level course Contract Interior Design (DS 412), completed quizzes demonstrated student understanding of design theories. For the health care project, students identified a target group and selected a theory of human behavior that best suited that group, creating programming and schematic designs that applied the specific behavioral theory to the design solution. Anthropometrics and proxemics were addressed in several courses, with an introduction to proxemics in Exploring Interior Design (DS 104) through an in-class activity, and the completion of a personal values assignment in Contract Interior Design (DS 412). Students demonstrated understanding of anthropometrics in assignments from Technical Drafting (DS 111) and Basic Kitchen and Bath Design (DS 211). Using ergonomics, students analyzed the relationship between the human body and the built environment (i.e. the kitchen) and produce measured drawings and 3-dimensional models demonstrating their findings. In Contract Interior Design (DS 412), students interpreted and applied anthropometric data to their projects during the design development phase. Universal design principles are introduced in Exploring Interior Design (DS 104), and reinforced in Sustainable Design (DS 313). Students’ final projects from Sustainable Design (DS 313) contained a component related to universal design. In Advanced Kitchen and Bath Design (DS 411), students demonstrated the ability to apply universal design principles in a bath design for a spec home.

Standard 3. Human-Centered Design


The following expectations contributed to the overall assessment of the Standard:



Application

a) Students understand that social and behavioral norms may vary from their own and are relevant to making appropriate design decisions.

Student work demonstrates:

b) the ability to appropriately apply theories of human behavior in the built environment.1

c) the ability to select, interpret, and apply appropriate anthropometric data.

d) the ability to appropriately apply Universal Design principles.2a, 2b




Standard 4. Design Process


Entry-level interior designers need to apply all aspects of the design process to creative problem solving. Design process enables designers to identify and explore complex problems and generate creative solutions that optimize the human experience within the interior environment.

Compliance Partial Compliance

Non-Compliance Students apply the design process to creative problem solving, and solve problems by designing creative solutions that enhance the interior environment. Students demonstrated the ability to identify and define relevant aspects of a design problem. In Design Communications (DS 220), the creative labs programming assignment required students to identify a design problem and formulate project goals and objectives. Students made decisions based on the performance criteria and created a program based on client needs. In Sustainable Design (DS 313), students developed goals and objectives for their final project. Multiple projects from Contract Interior Design (DS 412) required students to identify and define relevant aspects of the design program based on research. Students demonstrated the ability to gather, evaluate, and apply appropriate and necessary information and research findings in order to solve problems. For the creative labs incubator project from Design Communications (DS 220), students gathered, evaluated, and applied information as part of the pre-design investigation. This included looking at and determining requisite spaces, needs, and functions. This was also evident in the final project from Sustainable Design (DS 313) and in extensive research completed for final projects in Hospitality Design (DS 410) and Contract Interior Design (DS 412). Students demonstrated the ability to synthesize information and generate multiple concepts and design responses to programmatic requirements. In projects from Basic Kitchen and Bath Design (DS 211) and Design Communications (DS 220), students created multiple design responses in regards to furniture layout. In Design Communications (DS 220), students investigated multiple upholstery and finish options for a chair rendering and created multiple options for a beverage bar design. Students demonstrated understanding of creative thinking, but did not demonstrate the ability to think creatively through presentation of a variety of ideas, approaches, and concepts. In the hotel design project from Hospitality Design (DS 410), student work demonstrated fluency and elaboration of hotel requirements in a multi-floor project. There were multiple iterations in the bubble diagram phase, including multiple options for a restaurant. However, these options were limited to different furniture layouts which lacked originality. In the schematic design phase, 3-dimensional hand drawings demonstrated a degree of flexibility and originality. For a 4th year studio project, the context of a restaurant in India was expressed almost exclusively through furniture selections, not in all aspects of the creative process. This is a program weakness.



The program provides students with opportunities to solve simple to complex design problems. The program begins with simple problems, like the furniture project from Design Communications (DS 220). Students had the opportunity to select between multiple upholsteries and finishes. Progressing to later courses, including Hospitality Design (DS 410) and Contract Interior Design (DS 412), students had opportunities to solve complex design problems with multiple requirements and complicated space programs. This was evident in both the design development phase and in final presentations. The interior design program exposes students to a range of design research and problem solving methods. For instance, in Contract Interior Design (DS 412) students completed a medical center for adolescents, and a variety of research and problem solving methods were used to complete the project. This included identifying the problem and anthropometrics and proxemics. This course used the text book Evidence-Based Design For Interior Designers, indicating student exposure to that key design research method. Class assignments from Basic Kitchen and Bath Design (DS 211) and Design Communications (DS 220) required students to produce variations on the same scheme, involving a change in furniture or equipment layouts, not reconfiguring the spatial envelope in alternate ways. Thus assignments that could foster exploration of a variety of approaches, a characteristic of creative thinking, did not achieve their potential. Consequently, student solutions were limited. In the abstraction assignment from Contract Interior Design (DS 412), students explored possible spatial organization by painting a canvas. Because the assignment was by definition abstract and conceptual, it encouraged students to explore possibilities and therefore engage in creative thinking. However, because projects throughout the studio sequence have numerous highly technical requirements, the visiting team observed a lack of opportunities for innovation and creative thinking in design development and final project presentations. This is a program weakness. The program provides multiple opportunities for students to develop critical listening skills. In Contract Interior Design (DS 412), students worked on a wellness project, and had the opportunity to present their ideas to a nursing department and get feedback. Students were required to evaluate that feedback and use it to inform subsequent work on the project. Students also had an opportunity to interact with a Steelcase furniture representative in this course. In Professional Practice in Interior Design 1 (DS 450), students evaluated information they received during meetings with design and NKBA professionals.






Application

Students are able to:

a) identify and define relevant aspects of a design problem (goals, objectives, performance criteria).

b) gather, evaluate, and apply appropriate and necessary information and research findings to solve the problem (pre-design investigation).

c) synthesize information and generate multiple concepts and/or multiple design responses to programmatic requirements.

d) demonstrate creative thinking through presentation of a variety of ideas, approaches, and concepts.1


The interior design program includes:

e) opportunities to solve simple to complex design problems.

f) exposure to a range of design research and problem solving methods.

g) opportunities for innovation and creative thinking.

h) opportunities to develop critical listening skills.2



Standard 5. Collaboration


Entry-level interior designers engage in multi-disciplinary collaboration. Compliance


Executive summary of evidence supporting the assessment: Students in this program engage in multi-disciplinary collaboration. Students demonstrated the ability to work in different team structures and dynamics. For the building team assignment from Interior Systems (DS 207), students examined the interactions between installers, general contractors, plumbers, electricians, and designers. This was done through readings and written assignments and also through actual interaction with construction professionals on job sites. Students had to pay attention during these activities, because they were responsible for the information gained in assessments. Some students’ work documented the questions they asked professionals during their site visits, and the responses appeared in the related building team quiz. During interviews with the visiting team, several students discussed collaborative projects that enabled them to work with students from other majors, including construction management and psychology. Students also discussed a project focused on veterans that enabled them to meet and work with individuals from veteran’s organizations. This is a program strength. Students demonstrated understanding of the nature and value of integrated design practices. In Contract Interior Design (DS 412), students interacted with health care professionals and received feedback on a healthcare project. As part of the Shanghai project in Professional Practice I (DS 450), students interviewed individuals representing different cultural and professional practice backgrounds working together in an integrated design practice. Students then created a business plan for this design firm with employees representing graphic design, business and marketing, design, and accounting. This is a program strength. The interior design program provides learning experiences that engage students in multi-disciplinary collaboration, leadership, and team work. Commercial Architecture Drafting and Design (CM 322) included a design build assignment that enabled interior design students to work with students from construction management. Interior design students also had opportunities to work with students from public health, nursing, criminal justice, and psychology. The program also provides opportunities for interaction with multiple disciplines representing a variety of points of view and perspectives. For instance, students had an opportunity to attend a presentation by Dak Kopec focused on health and wellbeing. In Professional Practice in Interior Design II (DS 451), students interacted with individuals who specialize in facility management as well as furniture representatives. This class includes a quiz about the interaction of people from different disciplines, such as electricians and government agencies. There is also a quiz that covers trade sources, people from the furniture and furnishings industries, and their economic markets and annual conferences. Some quiz questions required students to identify what responses or positions would be associated with people from different professions. The

Standard 5. Collaboration


construction document assignment from Contract Interior Design (DS 412) enabled students to interact with individuals from architecture, civil engineering, mechanical engineering, structural engineering, plumbers, and painters. The following expectations contributed to the overall assessment of the Standard:



Application

Students have awareness of:

a) team work structures and dynamics.

b) the nature and value of integrated design practices.1


The interior design program includes learning experiences that engage students in:

c) multi-disciplinary collaboration, leadership, and team work.

d) interaction with multiple disciplines representing a variety of points of view and perspectives.2



Standard 6. Communication


Entry-level interior designers are effective communicators. Compliance


Executive summary of evidence supporting the assessment: Students demonstrated the ability to communicate effectively. Students applied a variety of communication techniques in projects throughout the curriculum appropriate for a range of project types, purposes, and audiences. The visiting team reviewed projects that incorporated hand-drawn, free-hand, hardline, and digital communication techniques using real and virtual platforms. This was evident in the abstract painting project from Contract Interior Design (DS 412); the black and white barcode project from Form and Space for Interior Designers (DS 218); in chateaux videos from History of Interiors II (DS 206); in bathroom technical drawing projects from Advanced Kitchen and Bath Design (DS 411); and in projects from Technical Drafting (DS 111) and Design Communications (DS 220). Students demonstrated the ability to express themselves clearly and to integrate oral and visual materials in projects throughout the curriculum. For instance, in History of Interiors II (DS 206), students created chateau videos, which effectively integrated still images, moving images, and oral presentation. In Contract Interior Design (DS 412), students gave oral presentations that integrated visual material using PowerPoint. During interviews with the visiting team, students spoke freely, knowledgeably and clearly and the majority of the students participated in the discussion. Students’ in-class presentations from Basic Kitchen and Bath Design (DS 211) and Contract Interior Design (DS 412) were professional and demonstrated preparation and practice, and presenters were at ease when answering questions. Students demonstrated the ability to express ideas clearly in writing. This was evident in reflection papers from History of Interiors II (DS 206) and in interview documentation and research papers for the Shanghai project in Professional Practice I (DS 450). In Professional Practice in Interior Design II (DS 451), students created a resume, cover letter, and reference page. Students produced a variety of visual media, both hand and digital, in multiple classes. Students focused on bubble diagrams during the early phases of projects; however, design ideas were not communicated as ideation drawings during the conceptual and design development phases. Student work from Technical Drafting (DS 111) included some sketches and mini-working drawing sets, and in 3D Foundation (AR 106), students produced conceptual models. Students produced color exploration studies in Exploring Interior Design (DS 104), as well as sketches in History of Interiors I (DS 205), but these drawings were documentary rather than expressive. This is a program weakness.

Standard 6. Communication


Students produced highly accomplished presentation drawings using a range of media in numerous classes and assignments. This was evident in student presentation drawings and board layouts from Contract Interior Design (DS 412) and in student presentation drawings from Advanced Kitchen and Bath Design (DS 411) that included sophisticated 3-dimensional renderings and 2-dimensional plans and elevations created using a high level of detail. Students are introduced to contract documents early in the curriculum, and as they progress they begin creating contract documents. Students demonstrated a strong ability to produce integrated contract documents including drawings, schedules, and specifications appropriate to project size and scope. This was evident in student work from Technical Drafting (DS 111); Basic Kitchen and Bath Design (DS 211); Residential Architectural Drafting & Design (CM 266); Commercial Architecture Drafting and Design (CM 322); Lighting and Electrical Systems (DS 330); Hospitality Design (DS 410); Advanced Kitchen and Bath Design (DS 411); and Contract Interior Design (DS 412). Students complete the program able to create contract documents with a high level of precision and professionalism. This is a program strength. The following expectations contributed to the overall assessment of the Standard:



Application

a) Students apply a variety of communication techniques and technologies appropriate to a range of purposes and audiences.

Students are able to:

b) express ideas clearly in oral communication.

c) express ideas clearly in written communication.

d) express ideas clearly through visual media (ideation drawings and sketches).1

e) produce presentation drawings across a range of appropriate media.

f) produce integrated contract documents including drawings, schedules, and specifications appropriate to project size and scope.2

g) integrate oral and visual material to present ideas clearly.



Standard 7. Professionalism and Business Practice


Entry-level interior designers use ethical and accepted standards of practice, are committed to professional development and the industry, and understand the value of their contribution to the built environment. Compliance


Executive summary of evidence supporting the assessment: The program includes two professional practice courses, which enables students to conduct in-depth explorations of the concepts and standards of professional interior design practice. Students are exposed to a variety of business types and professionals in interior design and allied fields. They also have opportunities for portfolio development, and practice writing resumes and cover letters. Various types of design practices and the elements of business practice such as financial management, collaboration among disciplines, and business development, were addressed in Professional Practice in Interior Design I (DS 450). Students demonstrated understanding through tests, quizzes, and written assignments including the development of business and marketing plans. Students also interviewed between four and five business professionals and administered a questionnaire that they had written focused on professional practice issues, including business types and formations. During interviews with the visiting team, students demonstrated understanding of the meaning of professionalism and the value that interior design provides to society. Students are aware of professional organizations, and have opportunities to interact with a variety of practitioners though meetings on and off campus and guest critic/lecturer experiences. The interior design program exposes students to the value of life-long learning in Professional Practice in Interior Design 1 (DS 450) through an assignment focused on creating long- and short-term career goals. In Professional Practice in Interior Design II (DS 451), students created an illustration of their journey through life, showing where they have been, what they have accomplished up to now, and what they hope to achieve in the future. The program exposes students to public and community service. This was introduced in Professional Practice in Interior Design 1 (DS 450), and students completed a community service project in Interior Systems (DS 207). In Design Communications (DS 220), students participated in a days of caring event sponsored by the United Way and documented their experiences as part of the assignment.

Standard 7. Professionalism and Business Practice





Application


a) the contributions of interior design to contemporary society.

b) various types of design practices.1

c) the elements of business practice (business development, financial management, strategic planning, and various forms of collaboration and integration of disciplines).

d) the elements of project management, project communication, and project delivery methods.


f) The interior design program provides exposure to various market sectors and client types.2

The interior design program provides exposure to the role and value of:

g) legal recognition for the profession.

h) professional organizations.

i) life-long learning.

j) public and community service.



Standard 8. History


Entry-level interior designers apply knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context. Compliance


Executive summary of evidence supporting the assessment: Students take four history classes, History of Interiors I (DS 205), History of Interiors II (DS 206); Art History Survey II (AH 210), and Multicultural Design (DS 314). Students understand the social, political, and physical influences affecting historical changes in the design of the built environment. Political and social changes and their impact on interior design were addressed in History of Interiors I (DS 205) beginning with lectures on Egypt, Rome, and Pompeii. Students demonstrated understanding of this content in quizzes and assignments. History of Interiors II (DS 206) addressed the political background of England’s Henry VIII and the impact his reign had on the design of the built environment and students demonstrated understanding in completed quizzes. This course also addressed the original thirteen colonies of the United States in relation to social, political, and historical changes in design and built form. This content was reinforced in an innovative crossword puzzle assignment addressing American colonial history. This course also addressed the physical environment of Pre-Columbian Americas and the current political and social status of Native Americans. Students demonstrated understanding of traditions and movements in interior design. This was evident in the chateau research paper and videos, the middle ages assignment, and the kitchen history and trends quiz from History of Interiors II (DS 206). Students also demonstrated understanding of movements, traditions, and vocabulary related to architecture. This was evident in completed quizzes from History of Interiors I (DS 205) and History of Interiors II (DS 206), which focused on Romanesque and Gothic architecture. Students’ chateaux videos from the History of Interiors II (DS 206) displayed extensive attention to architecture and incorporated architectural vocabulary. Students understand movements and traditions in furniture, decorative arts, and art. In History of Interiors I (DS 205), lectures on ancient Egypt, Greece, Rome, and the Byzantine Empire included extensive information on each culture’s furniture traditions. A reading from the Metropolitan Museum of Art on Islamic decoration presents information on furnishings and decorative arts, including Persian carpets. In History of Interiors II (DS 206), student sketchbooks demonstrated understanding of furniture names, styles, vocabulary, designers, and famous pieces. Students also learned about French furniture, and demonstrated understanding in an exam, and English and American pieces were addressed in a crossword puzzle. The history of art is addressed in Art History Survey II (AH 210).

Standard 8. History


Students demonstrated the ability to apply precedents to inform design solutions. In History of Interiors I (DS 205), students completed a historical precedent project and created a PowerPoint presentation focused on a particular style, with attention to furniture, fabrics, and accessories. Students then applied their knowledge of that style’s values and techniques in the design of a textile and in a related inspiration board. In another assignment, students constructed a Gothic quatrefoil decorative motif out of folded paper. In History of Interiors II (DS 206) students created a timeline of American furniture. In Design Communications (DS 220), students successfully applied historical precedents in the mid-century modern assignment. Students created designs that were consistent with the characteristics of a specified period or artist, demonstrating their knowledge of precedent and their ability to use that knowledge in creating designs of their own. This is a program strength. The following expectations contributed to the overall assessment of the Standard:



Application

a) Students understand the social, political, and physical influences affecting historical changes in design of the built environment.

Students understand movements and traditions in:

b) interior design.

c) architecture.

d) furniture, decorative arts, and art.

e) Students apply precedents to inform design solutions.1


Standard 9. Space and Form


Entry-level interior designers apply elements and principles of two- and three-dimensional design.

Compliance Partial Compliance

Non-Compliance Executive summary of evidence supporting the assessment: Students demonstrated the ability to effectively apply the elements and principles of design in 2-dimensional solutions across the curriculum as evidenced in multiple projects. In Technical Drafting (DS 111), hand-drawn sketches and hard lined working drawings showed students applying the elements and principles of design in 2-dimensional solutions in the first year. This was also evident in CAD drawings from Computer-Aided Architectural Drafting (CM 126). Students built upon this knowledge in the second year kitchen and bath project from Basic Kitchen and Bath Design (DS 211). In Advanced Kitchen and Bath Design (DS 411) both hand and digital plans and elevations were created using a high level of precision. While there was sufficient evidence of students creating 3-dimensional drawings of existing sites and projects and their own original work, students did not apply the elements and principles of design to their solutions. For instance, in Exploring Interior Design (DS 104) students created 3-dimensional drawings in addition to 2-dimensional drawings for the great room addition, but did not apply the elements and principles of design to their 3-dimensional solutions. The Scully renovation project from Sustainable Design (DS 313) involved multiple floors, but did not require 3-dimensional drawings. During faculty interviews, site visitors inquired about projects with 3-dimensional design solutions and were referred to projects from Technical Drafting (DS 111); Sustainable Design (DS 313); Commercial Architecture Drafting and Design (CM 322); and Hospitality Design (DS 410). While these courses included student assignments that involved multiple floors, documenting existing 3-dimensional designs (landscapes), or creating 3-dimensional drawings, this work did not demonstrate students’ ability to effectively apply the elements and principles of design to 3-dimensional design solutions. For instance, the doctor’s office project from Commercial Architecture Drafting and Design (CM 322) was on two floors but did not include 3-dimensional drawings or 3-dimensional design solutions represented in 2-dimensional drawings. Also, stairs and elevators were not drawn correctly. The hotel project from Hospitality Design (DS 410) involved space planning across multiple floors, but student work did not include 3-dimensional design solutions. This is a program weakness. Students demonstrated limited ability to apply, analyze, and communicate theories and concepts of spatial definition and organization in their work. In the case study for the Center for Autism from Contract Interior Design (DS 412), students discussed varying ceiling heights and square footages in relation to the preferences of children on the Autism spectrum. Students considered the impact that spatial definition and organization, such as changing scales and different types of circulation, could have on children with Autism and Obsessive Compulsive Disorder. This is a program weakness.

Standard 9. Space and Form





Application

Students effectively apply the elements and principles of design to:

a) two-dimensional design solutions.1

b) three-dimensional design solutions.1

c) Students are able to analyze and communicate theories or concepts of spatial definition and organization.1




Standard 10. Color


Entry-level interior designers apply color principles and theories. Compliance


Executive summary of evidence supporting the assessment: Students demonstrated the ability to apply color principles and theories. Basic color principles, theories, and systems are addressed in Exploring Interior Design (DS 104), and completed quizzes demonstrated student understanding. Students also constructed a color wheel using the three primaries and mixing them for the complete wheel. Students demonstrated understanding of color harmonies in a separate assignment. The interaction of color with materials, textures, light, and form and the impact on the interior was demonstrated in Lighting and Electrical Systems (DS 330) in the light box reflection paper, where students analyzed how fabric changes using several different light sources, and commented on color and texture rendition. Students were also quizzed on color perception. In Exploring Interior Design (DS 104), students completed an assignment that explained the impact of warm and cool colors on the interior, and quizzes included questions on color theory, systems, and principles. Students demonstrated the ability to select and apply color effectively in all aspects of visual communication, such as presentation boards, and process drawings in several courses. In design studios, such as Sustainable Design (DS 313), Multicultural Design (DS 314), and Contract Interior Design (DS 412), students used color effectively on presentation boards for their final project. In Design Communications (DS 220), students completed a project that required them to render a patterned fabric in a way that presented it realistically in terms of color and scale. PowerPoint presentations were used in many courses, including Hospitality Design (DS 410) and Contract Interior Design (DS 412), to communicate research results, explain programming phases, and design development phase outcomes. Students demonstrated the ability to use color to visually differentiate various types of information.

Standard 10. Color





Application

Student work demonstrates understanding of:

a) color principles, theories, and systems.

b) the interaction of color with materials, texture, light, and form, and the impact on interior environments.

Students:

c) appropriately select and apply color with regard to its multiple purposes.1

d) apply color effectively in all aspects of visual communication (presentations, models, etc.)


Standard 11. Furniture, Fixtures, Equipment, and Finish Materials


Entry-level interior designers select and specify furniture, fixtures, equipment, and finish materials in interior spaces. Compliance


Executive summary of evidence supporting the assessment: Student work demonstrated an awareness of a broad range of materials and products. Course binders from Materials for Interior Environments (DS 332) indicated that students are introduced to a range of materials, as did the course textbook, Materials for Interior Environments. Multiple student projects from Advanced Kitchen and Bath Design (DS 411) and Contract Interior Design (DS 412) demonstrated students’ awareness of materials, products, and furnishings. Students demonstrated the ability to apply typical fabrication and installation methods and maintenance requirements. The chair rendering project from Design Communications (DS 220) demonstrated student awareness of furniture manufacturing and maintenance. In Residential Architectural Drafting (CM 226) working drawings that students produced for the house project were highly detailed. These drawings demonstrated application of installation methods for fixtures, such as lighting. Drawings from Advanced Kitchen and Bath Design (DS 411) showed the installation of kitchen equipment. Student projects for the NKBA bath design competition also addressed fabrication and installation methods. This is a program strength. Students demonstrated the ability to select and apply materials and products on the basis of their properties and performance criteria, including ergonomics, environmental attributes, and life cycle cost. In Design Communications (DS 220) students applied their knowledge of performance criteria, ergonomics, and environmental in making thoughtful decisions about specifying furniture for the furniture selection assignment. Students demonstrated the ability to layout and specify furniture, fixtures, and equipment. Student installation drawings from Basic Kitchen and Bath Design (DS 211) showed a high level of specificity regarding equipment, including refrigerators, microwaves, sinks, range hoods, etc. In the creative incubator project from Design Communications (DS 220), furniture layouts (particularly seating) were not consistently to scale, and a general underutilization of space was observed. Furniture layouts for the healthcare project from Contract Interior Design (DS 412) demonstrated improvement; however, underutilization of space was still evident. In office layouts, minimum clearances were not always adhered to, such as distance from the back of the desk to the wall. There were also some problems with the scale of furniture in multiple rooms. In general, furniture layouts for commercial projects were not as precise as kitchen and bathroom projects, although students excelled at equipment layout. Despite some inconsistencies, the visiting team determined that, overall, students were able to layout and specify furniture, fixtures, and equipment.

Standard 11. Furniture, Fixtures, Equipment, and Finish Materials





Application


a) a broad range of materials and products.

b) typical fabrication and installation methods, and maintenance requirements.

Students:

c) select and apply materials and products on the basis of their properties and performance criteria, including ergonomics, environmental attributes, and life cycle cost.

d) are able to layout and specify furniture, fixtures, and equipment.

Standard 12. Environmental Systems


Entry-level interior designers use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Compliance


Executive summary of evidence supporting the assessment: Students demonstrated the ability to use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Students demonstrated the ability to apply the principles of natural and electrical lighting design. After exposure to daylighting and other sustainable lighting strategies in Sustainable Design (DS 313), completed exams demonstrated student understanding of these principles. Student responses to a series of questions regarding daylighting and luminaire strategies in assignment 7.2 from Sustainable Design (DS 313) further demonstrated their understanding of both electric and natural lighting. In Interior Systems (DS 207), students completed a natural energies worksheet that required them to compute exterior overhang dimensions. Various examples of student daylighting strategies for the healthcare project from Contract Interior Design (DS 412) demonstrated students’ ability to apply the principles of natural and electrical lighting design. This is a program strength. Students competently selected and applied luminaires and light sources. In Lighting and Electrical Systems (DS 330) students demonstrated the ability to select appropriate luminaires as shown in specification sheets and manufacturers product information materials for assignments and projects. In depth selection and application of luminaires and light sources was evident in the creative labs incubator project, which included the development of RCPs showing luminaire locations, controls, and building system interfaces. Mechanical plans associated with the NKBA Student Competition project from Advanced Kitchen and Bath Design (DS 411) also demonstrated students’ ability to competently select and apply luminaires and light sources. Students demonstrated the ability to apply principles of acoustical design. In Materials for Interior Environments (DS 332), students demonstrated this ability in an assignment that required them to visit two locations on campus, evaluate the acoustics in each interior space, and respond to several essay questions focused on acoustical quality, such as sound attenuation, echo, and reverberation. Similarly, students demonstrated the ability to apply principles of acoustical design in quizzes from Materials and Cost Estimating (DS 332). This is a program strength.



In Interior Systems (DS 207), students demonstrated understanding of strategies for acoustical control such as sound dampening partitions. Subsequently, students completed a GSA sound matters assignment, which challenged them to demonstrate understanding of acoustic mitigation as it relates to acoustical comfort, speech privacy, and acoustic migration. Students further developed their understanding of appropriate acoustical strategies in Lighting and Electrical Systems (DS 330) using the Armstrong Interactive Reverberation Tool to evaluate a classroom on their campus in conjunction with an Armstrong Ceilings Reverberation assignment. Students demonstrated a strong understanding of the principles of thermal design and how thermal systems impact interior design solutions. For example, in Interior Systems (DS 207), students are introduced to thermal insulation and demonstrated understanding in completed exams. In Sustainable Design (DS 313), students completed a building components assignment that challenged them to provide answers to questions regarding passive solar heating and cooling, thermal heating, and heat exchange. In addition, students watched a video explaining heat exchange and calculated heat transfer and the heat stack effect using a 3-dimensional model and a smoke pencil. Additionally, completed student exams demonstrated student understanding as well as their ability to apply thermal systems in design solutions. This is a program strength. Students understand the principles of indoor air quality and how the selection and application of products and systems impact indoor air quality. In Interior Systems (DS 207), students are introduced to indoor air quality as well the various contaminants that are common to interior spaces. Students demonstrated understanding in completed exams. In Sustainable Design (DS 313), students learned about how various products and installation methods impact the quality of indoor air. Students demonstrated understanding in completed quizzes focused on indoor environmental quality.






Application

Students:

a) understand the principles of natural and electrical lighting design.1

b) competently select and apply luminaires and light sources.


c) the principles of acoustical design.2

d) appropriate strategies for acoustical control.3

e) the principles of thermal design.4

f) how thermal systems impact interior design solutions.

g) the principles of indoor air quality.5

h) how the selection and application of products and systems impact indoor air quality.

http://www.accredit-id.org/professional-standardsg





Standard 13. Building Systems and Interior Construction


Entry-level interior designers have knowledge of building systems and interior construction. Compliance


Executive summary of evidence supporting the assessment: Entry-level interior designers have knowledge of building systems and interior construction. Student work demonstrated understanding of structural systems. In Interior Systems (DS 207), students are exposed to information regarding structural steel framing (floor and wall systems), traditional wood framing, and concrete construction. Students demonstrated their understanding of building systems and interior construction by answering test questions and accurately labeling drawings of various construction assemblies. In Contract Interior Design (DS 412), students identified locations and details of fire rated interior partitions within the context of a pediatric healthcare facility. Student work demonstrated understanding that design solutions are impacted by non-structural systems including ceilings, flooring, and interior walls. In Interior Systems (DS 207), students are exposed to the interface of insulation, wiring and data, and non-structural floor systems. As part of the creative lab incubator project from Lighting and Electrical Systems (DS 330), comprehensive student drawings demonstrated their ability to use non-structural ceiling systems. In Contract Design (DS 412), students applied non-structural systems strategies by calling out locations on their design plans of fire walls and interior wall partitions. This is a program strength. Student work demonstrated understanding that design solutions affect and are impacted by distribution systems including power, mechanical, HVAC, data/voice telecommunications, and plumbing as well as by energy, security, and building controls systems. This was especially evident in materials from Interior Systems (DS 207). In this class, students demonstrated understanding of both active and passive heating and cooling systems, electrical systems, and plumbing in completed exams. To support this learning, students visited the Kent Library renovation on campus and observed the interface of HVAC ductwork, electrical, telecommunications and plumbing. In Lighting and Electrical Systems (DS 330), students demonstrated the ability to appropriately apply distribution systems in comprehensive RCPs from the creative labs incubator project showing the coordination of building construction and the placement of luminaires, switching and controls, and fire suppression equipment. This is a program strength.



Student work demonstrated the ability to apply energy, security, and building controls systems. In Interior Systems (DS 207), students studied GFCI receptacle protection, data communications systems, environmental sensors, audio-visual and telephone devices and systems. Completed exams demonstrated understanding of motion detection, closed circuit media, and automatic building controls. In the creative lab incubator project from Lighting and Electrical Systems (DS 330), students applied their understanding of energy, security, and building controls systems by developing a series of comprehensive drawings (RCPs) showing security camera monitoring, emergency lighting, and detection and suppression devices and systems. This is a program strength. Student work demonstrated understanding that design solutions affect and are impacted by the interface of furniture with distribution and construction systems. In Lighting and Electrical Systems (DS 330), students participated in a walk-through of the Instructional Resource Technology Center on campus and completed a worksheet with questions focused on the coordination of electrical and data systems with furniture. In the final exam from this class, students demonstrated understanding by answering questions related to data and power interface with furniture. Student work demonstrated understanding that design solutions affect and are impacted by vertical circulations systems. In Interior Systems (DS 207) included a presentation on vertical transportation given by an elevator technician. Elevators on campus were then examined, and students completed a quiz focused on elevators. In Construction Codes for Designers (DS 209), students explore information regarding level of discharge data, stairways and ramping, and area of refuge in stairway design and completed a stair design assignment. A second stair design assignment was included in Residential Architectural Drafting & Design (CM226). Students demonstrated the ability to read and interpret construction drawings and documents. Handouts and other course materials throughout the program required students to read and interpret construction drawings and documents. A plan reading assignment was included in Commercial Architecture Drafting and Design (CM 322), and required students to review plans related to an aquatic center and, based on their review, answer a series of questions designed to test their ability to read and interpret these documents. Students also completed a construction document assignment in Contract Interior Design (DS 412).






Application

Student work demonstrates understanding that design solutions affect and are impacted by:

a) structural systems.1

b) non-structural systems including ceilings, flooring, and interior walls.

c) distribution systems including power, mechanical, HVAC, data/voice telecommunications, and plumbing.

d) energy, security, and building controls systems.2

e) the interface of furniture with distribution and construction systems.3

f) vertical circulation systems.4

g) Students are able to read and interpret construction drawings and documents.





Standard 14. Regulations and Guidelines


Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces. Compliance


Executive summary of evidence supporting the assessment: Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces. Students demonstrated understanding of sustainability guidelines and industry-specific regulations. In Sustainable Design (DS 313), students learned about water and energy conservation and pollution prevention strategies. In addition, students studied California Section 01350 and explored rating systems and guidelines for various design disciplines including commercial, educational, healthcare, and hospitality. Other topics of investigation included an analysis of LEED energy; atmosphere, materials, and resources; and indoor air quality categories. Completed exams demonstrated student understanding of this information. These are program strengths. Student work demonstrated the ability to apply the laws, codes, and standards that impact fire and life safety, including compartmentalization. In Construction Codes for Designers (DS 209), students studied fire-resistant construction including passive protocols (fire walls) and active systems that use sprinkling devices and alarms. In Contract Interior Design (DS 412), students demonstrated the ability to apply these strategies by calling out locations on their design plans for fire walls, smoke barriers, and partitions. This is a program strength. Student work demonstrated understanding of laws, codes, and standards that impact fire and life safety, including access to means of egress. In Construction Codes for Interior Design (DS 209), students examined egress systems, including exit access, exit discharge, and exit ramps and demonstrated understanding in completed exams. Student work also demonstrated understanding of laws, codes, and standards that impact fire and life safety, including detection. In Construction Codes for Designers (DS 209), students learned about manual fire alarms and visual, audible notification devices such as photo-electric devices and air sampling and ionization detectors. Students demonstrated understanding of these strategies in completed exams. Student work demonstrated understanding of laws, codes, and standards that impact fire and life safety, including suppression. In Construction Codes for Designers (DS 209), students examined sprinkler and standpipe systems, sprinkler water flow devices, automatic fire extinguishing systems, fire command centers, and the use of wet and dry chemical foam for fire suppression. Students demonstrated understanding in completed exams.

Standard 14. Regulations and Guidelines


Students applied federal, state/provincial, and local codes, standards and accessibility guidelines. In Sustainable Design (DS 313) students were exposed to federal codes through a handout and access to an online file authored by the Department of Justice (2010 ADA Standards for Accessible Design). In addition, students explored the international plumbing code and IBC and ANSI accessibility standards. In Materials and Cost Estimating (DS 332), students were tested on ANSI standards, product testing, and performance standards such as the Steiner Tunnel and Radiant Panel tests. In subsequent courses, students demonstrated the ability to apply federal, state/provincial, and local codes, standards and accessibility guidelines in the context of their design projects in accessible restrooms and in the design of a pediatric healthcare facility. The following expectations contributed to the overall assessment of the Standard:



Application


a) sustainability guidelines.1

b) industry-specific regulations.2

Student work demonstrates understanding of laws, codes, and standards that impact fire and life safety, including:

c) compartmentalization: fire separation and smoke containment.

d) movement: access to the means of egress including stairwells, corridors, exitways.

e) detection: active devices that alert occupants including smoke/heat detectors and alarm systems.

f) suppression: devices used to extinguish flames including sprinklers, standpipes, fire hose cabinets, extinguishers, etc.

Students apply:

g) federal, state/provincial, and local codes.3

h) standards.4

i) accessibility guidelines.





Standard 15. Assessment and Accountability


The interior design program engages in systematic program assessment contributing to ongoing program improvement. Additionally, the program must provide clear, consistent, and reliable information about its mission and requirements to the public. Compliance


Executive summary of evidence supporting the assessment: The program established an advisory board in spring 2012, made up of faculty, administrators, a student representative, and a graduate teaching assistant. Additional members have included faculty from allied disciplines (for example, marketing and construction management), local and regional design professionals, and local code officials. The board meets twice per year and meetings include the evaluation of student projects and portfolios. Feedback is regularly incorporated into course content. A board member also volunteered to help students improve presentation skills by holding a Saturday workshop and doing a guest lecture in Design Communications (DS 220). Advisory board members have also attended presentations and critiques independent of board meetings, and suggested that Sustainable Design (DS 313) broaden its focus beyond LEED to reflect other issues in sustainable design. Internship evaluations are shared with faculty by the Internship Coordinator each semester so that they can incorporate changes into the program to improve student performance in the workplace. In 2015, a survey was distributed through Linked In to members of the design community, and due to the low response rate the program intends to conduct another on-line survey in spring 2017. A different survey was mailed to internship supervisors and members of the design community in spring 2016, and revealed a need for improving general communication between the design community and the program. For example, the survey showed that internship employers/supervisors could benefit from reviewing the intended learning outcomes for the internship experience before accepting a student. Faculty regularly make adjustments to improve class content as a result of comments on student evaluations. A senior exit survey was instituted in spring 2015 to allow students to evaluate their learning experiences, and faculty reviewed and discussed ideas for course and program improvement. In these exit surveys, students from Professional Practice in Interior Design II (DS 451) suggested that portfolio building should be included in Professional Practice in Interior Design 1 (DS 450), so the portfolio would be complete and available for interviews. Students are directly assessed during a portfolio review during the sophomore year. This process provides feedback to students on their strengths and limitations from all program faculty. The portfolio review is not currently used to admit students into the upper-division of the program.

Standard 15. Assessment and Accountability


Records of graduates and their places of employment are gathered on a regular basis. Faculty provided the team with a spreadsheet showing graduates by year with their respective employers and employers’ addresses, ranging from spring 2012 through fall of 2016. The mission and requirements of the interior design program are reviewed every academic year and published on line and in print. Promotional materials include flyers and a program information card. Students are also provided with a handbook that contains the mission and goals statement, as well as a code of conduct, a list of required courses, and program expectations. The following expectations contributed to the overall assessment of the Standard: Program Expectations No Yes

a) The program regularly monitors the placement of graduates and uses the information for program assessment.

b) Effective and regular methods are in place to gather internal and external feedback from a variety of groups in assessing program goals.1

c) Program assessment results are reflected in program improvement.

d) The institution and program publish clear and consistent information about student achievement as a result of program assessment, admission policies, program philosophy, mission, goals, and course of study.


Standard 16. Support and Resources


The interior design program must have a sufficient number of qualified faculty members, as well as adequate administrative support and resources, to achieve program goals. Compliance


Executive summary of evidence supporting the assessment: On the recommendation of a consultant, the program increased contact hours for studios from 4 to 8 hours per week, creating an overload for faculty responsible for those studios. Two additional adjunct faculty were added fall 2016 to cover other courses previously taught by studio faculty, and a fourth full-time position has been requested. A letter received from the Provost dated Nov. 11, 2016 indicates that the position is approved for August 2017. The program has three full-time faculty who are supported by a teaching assistant and several adjunct/part-time faculty. All faculty responsible for studio courses have a degree in interior design, but only two have passed the complete NCIDQ exam. This is a program weakness. The administrator is well-qualified by both education and experience to manage the program, and regularly evaluates faculty and participates in recruitment and retention. Her appointment involves a 40% commitment to administration, with 50% of her time spent teaching and 10% on research. The program has received technology and facility support since 2012 in the form of laptop and desktop computers, iPads for both faculty and students, cameras and software licenses, as well as a large format printer and a color scanner. The assignment of the Experiential Learning Lab to the ID program in 2013 added space for a demo kitchen and a small lighting lab, as well as projectors and smart boards for presentations and lectures. The space also contains a conference table and chairs, light fixtures, and conference chairs from a variety of donors. Administrative and institutional support is sufficient to achieve program goals. The Provost has approved a request for a dedicated computer lab for the interior design program, to be installed by September 2017 in their current building.



The following expectations contributed to the overall assessment of the Standard: Program Expectations No Yes

a) The number of faculty members and other instructional personnel is sufficient to implement program objectives.1

A majority of faculty members and other instructional personnel with interior design studio supervision have:

b) earned a degree in interior design.

c) passed the complete National Council for Interior Design Qualification exam.

The program coordinator:

d) is a full-time faculty member qualified by education and experience to administer an interior design program.

e) participates in the recruitment, evaluation, and retention of program faculty and instructional personnel.

f) Faculty members and other instructional personnel have academic or professional experience appropriate to their areas of responsibility, take steps to remain current in their areas of expertise, and collectively represent diverse points of view.

g) The coordinator, faculty members, and other instructional personnel collaborate in developing, implementing, and modifying the program.2

h) Clear channels of communication exist between the program and departmental or administrative unit in which it is located.

i) The administrative unit(s) in which the program is located support(s) program goals.

j) The administrative unit(s) in which the program is located support(s) the on-going professional development of the coordinator, faculty members, and other instructional personnel.

k) Faculty members and other instructional personnel have access to appropriate facilities and equipment for course preparation, project evaluation, administrative activities, and meetings with individuals.

l) Instructional facilities and work spaces (classrooms, offices, exhibition and critique space, etc.) are adequate to support program objectives and course goals.






m) Equipment is available and appropriate to support program objectives and course goals.3

n) Students have convenient access to a comprehensive and current range of information (bound, electronic, or online) about interior design and relevant disciplines as well as product information and samples.


Concluding Analysis


Based on the visiting team’s evaluation of the program’s compliance with CIDA Standards, the following is an analysis of the success of the interior design program at Southeast Missouri State University in delivering a professional-level education that prepares students for entry into the interior design profession: The interior design program at Southeast Missouri University is providing a comprehensive professional-level education that prepares students for entry-level employment in interior design. Students are articulate and able to express themselves clearly, and are expected to provide a rationale for design decisions in almost every class. Students are provided with a broad foundation in basic design, communication skills, and the technical aspects of design, as well as exposure to a variety of types and sizes of projects. They have experience with residential and non-residential design, as well as an understanding of sustainable design, global and multicultural issues, and business principles and practices. While the program was successful in meeting CIDA Professional Standards overall, the visiting team noted related weaknesses in Standards 4, 6, and 9.

accreditation report - southeast missouri state university · information obtained by the visiting...

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