cida par cover - indiana state · pdf filecida par fall 2010. ... copies of the final...

indiana state universitycollege of technology

department of thebuilt environment

cida par fall 2010

Institutional and Program Data

Recommended page limit: 8 (including the Institutional and Program Data Form) 1) List the names, titles, addresses, phone numbers, and e-mail addresses of administrators who will receive

copies of the final Accreditation Report. CIDA distributes a limit of 6 complimentary copies of the Accreditation Report to the institution. Additional copies may be requested for a fee of $25 per report. Be sure to include the following individuals:

Chancellor, president, provost, or chief academic officer of the university or school

Name and title Dr. Daniel J. Bradley, President Address PH 208 Address City, State Zip Terre Haute, IN 47809 Phone 812.237.4000 E-mail [email protected]

Dean of the college or school

Name and title Dr. Bradford L. Sims, Dean of Technology Address 101 North Sixth Street Address City, State Zip Terre Haute, IN 47809 Phone 818.237.3166 E-mail [email protected]

Chair of the department Name and title Dr. Jeffery G. McNabb, Associate Dean of Technology

Address TC 101C Address City, State Zip Terre Haute, IN 47809 Phone 812.237.2987 E-mail [email protected]

Head of the interior design program

Name and title Mary Sterling, Program Coordinator Address FCS 104C Address City, State Zip Terre Haute, IN 47809 Phone 812.237.3311 E-mail [email protected]

Other Name and title Dr. Jack C. Maynard, Provost

Address PH 212 Address City, State Zip Terre Haute, IN 47809 Phone 812.237.2309 E-mail [email protected]

Report submitted by (signature and date)

Dean

Dr. Bradford Sims

Dept.

Built Environment

Dr. Gerald Cockrell

Dept. Human ResourceDevelopment andPerformanceTechnologies

Dr. Cindy Crowder

Associate DeanDr. Jeffrey McNabb

Director of Academic

Student Services

Dr. Kara Harris

Ph.D. Program Director

Dr. George Maughan

Dean's Admin

Ms. Joy Throckmorton

Human ResourceDevelopment (BS)

Human ResourceDevelopment (MS)

Dept. AppliedEngineering &

Technology Management

Dr. Affan Badar

Advanced ManufacturingManagement (BS)

Automotive EngineeringTechnology (BS)

Adult Career Education(BS)

Career and TechnicalEducation (MS)

Packaging (BS)

Technology andEngineering Education

(BS)

MechancialEngineering

Technology (BS)

Technology Education(MS)

Technology Management(BS) (On Campus andOnline for a 2+2)

Technology Management(MS) (ONLINE DEGREE)

Concetration AreasAcross the Entire COT

Technology Management(Ph.D.) (ONLINE DEGREE)

Concetration Areas Acrossthe Entire COT

Dept. AviationTechnology

Mr. Harry Minniear

Dept. Electronics andComputer Engineering

Technology

Dr. Joe Ashby

Military and ROTCPrograms

(No Department Chair)

Aviation Management(BS)

Professional AviationFlight Technology (BS)

Automation and ControlEngineering Technology

(BS)

Computer EngineeringTechnology (BS)

Information Technology(BS)

Electronics EngineeringTechnology (BS)

Electronics andComputer Technology

(MS)

ConstructionManagement (BS)

Interior ArchitectureDesign (BS)

Safety Management(BS)

Health & SafetyManagement (MS)

Textile, Apparel,Merchandizing (BS)

Air Force ROTC

Army ROTC

Vetrens Center

Institutional and Program Data Form

January 2009 Program Name Institutional Program Data Form, page 1

Applicants must use this form or duplicate format

Type of institution

(Check one)

Public

Private, non-profit

Private, for-profit

Size of population where the institution is

located

(Check one)

Population of 250,000 or more persons

Population of 50-250,000 persons

Population under 50,000

Total enrollment for the institution on the

campus where the program is located

10,534

Academic year of this report

2010

Current Council for Interior Design

Accreditation status

(Check one)

Accredited

Not accredited

On probation

Check all institutional accreditation(s) Accrediting Commission of Career Schools and Colleges of

Technology

Accrediting Council for Independent Colleges and Schools

Distance Education and Training Council

Middle States Association of Colleges and Schools

North Central Association of Colleges and Schools

New England Association of Schools and Colleges

Southern Association of Colleges and Schools

Western Association of Schools and Colleges

National Association of Schools of Art and Design

Provincial Ministry of Education

Other (specify)

__________________________________________________

Check other specialized accreditations or

endorsements for the interior design

program and/or unit

National Association of Schools of Art and Design

National Kitchen and Bath Association

American Association of Family and Consumer Sciences,

Council for Accreditation

National Architectural Accrediting Board

Other (specify)

__________________________________________________

Which classification best describes your

institution:

Doctoral/Research Universities

Master's Colleges and Universities

Baccalaureate Colleges and Universities

Baccalaureate/Associates Colleges

Associates Colleges

Not applicable

Primary institutional mission

(Check one)

Teaching

Service

Research




Academic unit housing program

(Check one)

Architecture

Art

Design

Fine Arts

Interior Design

Human Ecology

Engineering/Technology

Other (specify)

___________________________________________________

Name of College or School (within the

institution that houses the program)

COLLEGE OF TECHNOLOGY

Division, if applicable, or unit name where

the program is housed

Department, if applicable, or unit name

where the program is housed

THE DEPARTMENT OF THE BUILT ENVIRONMENT

Identify the three most influential factors

impacting change to the program

curriculum where 1 indicates the most

influential

Administration

Facilities

2 Faculty

Finances

1 Council for Interior Design Accreditation Standards

3 Industry trends

Societal trends

Student demographics

Practitioner feedback

Research

Advisory Board

Student assessment

Other (specify)

Degree(s) offered by the accredited program

or program seeking accreditation (list only

those degrees eligible for accreditation

review)

BACHELOR OF SCIENCE IN INTERIOR DESIGN

Degree(s) or certificate(s) offered by the

program but not eligible for accreditation

review

Program length; total credit hours required

for graduation, including liberal arts and

electives. (Indicate in the units used by

institution)

124 Semester hours

Quarter hours

Trimester hours




Total liberal arts and sciences/general

studies hours required to complete the

program. (Indicate in the units used by

institution)

48 Semester hours

Quarter hours

Trimester hours

Of the total number of credit hours required

for graduation, how many are elective

credits in the program. (Indicate in the units

used by institution)

0 Semester hours

Quarter hours

Trimester hours

How often do practicing professionals

(including jurors, project critics, guest

lecturers, and mentors) participate in the

program?

1-3 times per semester/quarter



more than 10 times per

semester/quarter

Rate whether the number of practicing

professionals who participate in the

program is adequate

(check one)

Inadequate Adequate

1 2 3 4 5

Is work experience (internship, co-op)

required?

If yes, indicate the minimum number of

clock hours needed to fulfill this

requirement.

.

Yes No

320 CLOCK

HOURS

If work experience (internship, co-op) is

elective, what percentage of students

complete this?

___________ %

Are students required to take business

courses from units outside the program?

If yes, indicate the number of credit

hours needed to fulfill this requirement.

Yes No

Does the curriculum include a service

learning or community service requirement?

If yes, indicate the required clock hours

or measure of participation.

Yes No

FIFTEEN (15)

CLOCK HOURS

FOR HABITAT

FOR HUMANITY.

INTERIOR

DESIGN STUDIO

PROJECTS ARE

OFTEN

COMMUNITY

SERVICE

PROJECTS.




Is any of the curriculum provided through

distance learning?

If yes, list the courses and indicate

whether required (R) or elective (E).

Indicate with an * the courses that are

also offered on site.

Yes No

SOME GENERAL EDUCATION COURSES

If there is a maximum number of credit

hours that may be taken by distance

education, indicate the amount.

N/A Semester hours

Quarter hours

Trimester hours

What percentage of students transfer from

other institutions into your program?

30%

Do you have any formal articulation

agreements in place with those institutions?

Yes No

Number of students who are enrolled in the interior design program in the current academic year:

Full Time Part Time

First year/freshmen 9

0

Second year/sophomores 11

1

Third year/juniors 11

0

Fourth year/seniors 9

0

Fifth year if applicable

Total enrollment for the

current academic year

40

1

Estimate the percentage of students enrolled (include all students for all years) in the interior design curriculum

who fall into the following categories (each section should equal 100%):

Residents of the state/province

73 %

Nonresidents of the state/province

22 %

Nonresident aliens (international

students)

5 %

Total 100%

Male 10 %

Female 90 %

Total 100%




Black, non-Hispanic 7 %

American Indian or Alaskan Native 0 %

Asian or Pacific Islander 0 %

Hispanic 5 %

White, non-Hispanic 83 %

Other/Undisclosed 5 %

Total 100%

Traditional age students 98 %

Returning adult students 2 %

Total 100%

Students with previous baccalaureate

degrees

2%

Students with previous associate degrees

0 %

How many students completed the program

and graduated in each of the last three

academic years?

10 2008-09

13 2007-08

12 2006-07

How many graduates from the past year are

employed as interior designers? If known,

indicate in the specializations listed.

Health care

Hospitality

Retail

Corporate

Residential

5 Unknown, but interior design

How many students who completed the

program during the past academic year are

continuing their education in a graduate

program?

Interior design

Architecture

Business

1 Other (specify)

HISTORIC PRESERVATION




What is the average student to faculty ratio

in interior design studios?

______13______________:_________1___________

Students Faculty

Total full-time faculty members for the

interior design program

2 FULL TIME FACULTY MEMBERS

Total adjunct, part-time, and support faculty

members or instructional personnel for core

courses of the program

(If there is change from year to year,

provide an average of the past three years

and indicate that the total is an average.)

3 ADJUNCT FACULTY MEMBERS

Salary range for full-time faculty in the

program (annual salary)

$__49,000________________ to $53,500_________________

Full-time faculty members

Name Highest

Degree

MA,

MS,

Ph.D.

Discipline of

degree

Passed

NCIDQ

Full-time practitioner

and/or faculty experience

(specify number of years

for each)

FT Practice FT Faculty

Professional

Society

Memberships

(list all)

MARY STERLING MA ID YES 25 11 IDEC, IIDA,

USGBC

JUAN JURADO MS ID NO 11 6 IDEC

Does the state or province in which the

program is located regulate the interior

design profession and/or require licensing

of interior designers?

Yes No

Introduction

1

Recommended page limit: 3 pages

1) State the mission of the institution

Indiana State University combines a tradition of strong undergraduate and graduate education with a focus on community and public service. We integrate teaching, research, and creative activity in a engaging challenging, and supportive learning environment to prepare productive citizens for Indiana and the world.

2) State the program’s philosophy and mission. Clearly differentiate between philosophy and mission by using the

following headings.

Program Philosophy

to combine rigorous professional preparation with creative problem-solving to improve the quality of life through the built environment for individuals and communities

Program Mission

to empower program graduates to become innovative, environmentally and socially conscious designers

to be involved in the community and public engagement

to focus on the world of design and all its complexity in relation to its effect on people as well as their social interactions and behavior

3) Describe the impact of significant institutional characteristics on the teaching and learning environment.

The significant institutional characteristics on the teaching and learning environment is: community engagement and experiential learning. In essence Indiana State University is infusing experiential learning as a core component in all of its academic programs. In terms of community engagement ISU is creating a coordinated community engagement program. The primary practicum projects selected for FCS250, FCS260, FCS497I, FCS355, FCS351, FCS352, and FCS451 are on the basis of their community engagement and/or experiential learning value.

4) Describe the impact of significant program characteristics on the teaching and learning environment.

The Interior Design program strives to integrate and implement the advice and opinions of the professional community and alumni in determining the direction of the program. The program also strives to establish a learning environment that fosters and supports creativity.

The program is a studio-based design curriculum in the Department of the Built Environment

in the College of Technology effective 01 July 2010. The primary format of teaching and learning environment is the design/lighting studio in three hour units meeting twice a week per studio course. Of the 22 required courses in the major, 15 use the studio format with the internship using a distance based format and the other seven (7) using lecture (traditional) classroom format.

The teaching and learning environment is structured to cross over between some courses. For example, in the FCS250 Materials and Finishes of Interior Design the practicum project uses the rendering knowledge and skills developed from FCS252 Interior Design Graphics II. Grading of the rendering qualifies for credit in both the FCS252 and FCS250 courses. Knowledge of historic preservation and adaptive reuse in FCS455 American Interiors and Furniture is applied in the FCS352 Interior Design Studio III historic preservation project.

Introduction

2

The FCS260 Interior Construction and Detailing and FCS497I CAD Fundamentals teach students the knowledge and skills for preparation of a technical set of working drawings and specifications and CAD respectively. The students produce one hard copy and one digital copy of the documents for grading by the professors. The ARTD400K or ARTD490 Portfolio course is team taught by the coordinator of the Graphic Design Program, Professor Anderson and coordinator of the Interior Design Program, Mary Sterling.

5) Briefly describe significant events in the program’s history, including the program’s origins and rationale and

impact of significant changes in:

-the program’s academic unit

Historically in 1963-65 Interior Design first appeared as housing courses in the Department of Home Economics, in the College of Arts and Sciences. In 1978, the Interior Design Program was granted provisional accreditation by FIDER. In 1980 full accreditation was granted. The ID Program was revisited in spring 1986, and the program was notified of revocation of FIDER accreditation. In 1990-91, the ID Program reapplied to FIDER but was not granted accreditation. Since August 2000, the program has been endorsed and accredited by the National Kitchen and Bath Association (NKBA). In 2002, the National Association of Schools of Art and Design (NASAD) accredited the Art Department and for the first time, the Interior Design Program at ISU. In October 2004, the program was accredited by the Council for Interior Design Accreditation (CIDA). As of 01 July 2010, the Interior Design Program is now a program in the Department of the Built Environment (with programs in Construction Management and Safety), in the College of Technology.

-philosophy, mission, and goals

Current philosophy, mission, and goals are more concise and measureable than in the past.

-curriculum content and/or sequence

The ISU ID Program complies with CIDA eligibility requirements.

The Interior Design Program has awarded 53 Bachelor of Science Degrees since earning accreditation from the Council for Interior Design Accreditation (CIDA) in October 2004.

The Interior Design Program requires the completion of the following, which total 124 semester hours and when successfully completed, is the equivalent of a Bachelor of Science in Interior Design from Indiana State University.

o 54 credits of Foundational Studies which include: 9 credits of freshmen and junior composition 3 credits of communication 3 credits of math or quantitative literacy 2 credits of health & wellness 6 credits of non-native languages 4 credits of laboratory science 3 credits of social or behavioral science 3 credits of historical studies 3 credits of literacy studies 3 credits of fine & Performing arts 3 credits of global perspective & cultural diversity 3 credits of ethics & social responsibility 9 credits of upper division integrative elective

Introduction

3

o 53 credits of interior design courses which consist of the following (first, sophomore, junior, and senior years are designed sequentially):

FCS150 Introduction to Interior Design FCS151 Design Fundamentals FCS152 Interior Design Graphics I FCS250 Materials and Finishes of Interior Design FCS251 Interior Design Studio I (residential + Bath) FCS252 Interior Design Graphics II FCS260 Interior Construction and Detailing FCS351 Interior Design Studio II (Kitchen +Restaurant) FCS355 Interior Lighting & Color theory (Product + Restaurant) FCS352 Interior Design Studio III (Competition + Restoration) FCS455 American Interiors and Furniture (Restoration) FCS353 Internship FCS354 Traditional Interiors FCS451 Interior Design Studio IV (Healthcare) FCS452 Interior Design Studio V (Thesis/Senior pPoject) FCS454 Contemporary Interiors & Furniture FCS458 Professional Practices & Procedures FCS497I CAD Fundamentals

o 12 credits of out-of-area requirements: ARTS102 Art Fundamentals: 2-D Design and Color ARTS101 Art Fundamentals: Beginning Drawing ARTH271 or 272 Survey of Art History I or II ARTD400K or ARTD490 Portfolio

o 05 credits of either additional foundational studies or a minor in marketing (18 credits), or graphic design (15 credits) or study abroad (up to 18 credits) or university honors in major (15 additional credits)

Since spring 2004, the curriculum has expanded to include ARTS101 Art Fundamentals: Beginning Drawing; ARTD490 or ARTD400K Interior Design Portfolio; and FCS497ICAD Fundamentals. Since fall 2010, the curriculum has eliminated FCS107, 109, 410, and 217. Curriculum revisions are in the development phase and are anticipated in place by fall 2011. Three additional courses (technical design in residential construction, 3-D digital visualization, and sustainable practices) will be added to the curriculum. The four year program will be expanded to a five year program with the inclusion of two six month co-op experiences.

6) If the program is currently accredited by CIDA, review CIDA’s eligibility requirements and briefly describe

how the program complies with them (CIDA’s Professional Standards 2009, pages 3-5).

The program has been accredited by CIDA since October 2004 and complies with CIDA’s Professional Standards 2009 as follows:

Indiana State University is recognized by the US Department of Education

The program of study culminates in a Bachelor of Science

The program requires a minimum of 30 semester credit hours of diverse college-level liberal arts and sciences for graduation (Foundational Studies 2010)

A minimum of two classes has graduated from the BS interior design program

Introduction

4

7) If the program is seeking accreditation for more than one degree under this CIDA accreditation review (for

example, a Bachelor’s and a Professional Level Master’s), describe any differences in admission requirements

or completion requirements. Note: If the degree programs are required to undergo separate site visits to seek

accreditation, do not provide this information.

N/A

8) If the program is taught at more than one site (for instance the senior year is taken at a different campus),

briefly describe the sites and the distribution of program requirements, faculty members, and students among

the sites. Note: If the programs offered at the different sites are required to undergo separate site visits to seek

accreditation, do not provide this information.

N/A

Analysis of the Program’s Success in Meeting its Goals

5


Briefly describe the self-study process your program undertook in preparation for the CIDA accreditation review.

Describe the measures and methods used to determine whether criteria are being met–not only CIDA Standards, but

also program goals. Describe which individuals or groups (e.g., faculty members, students, advisory boards, or

employers) were engaged in assessing the program and analyzing results and how they were involved. Highlight any

unique characteristics of your self-study process (e.g., any overlap with a self-study activity undertaken for

institutional or other purposes.)

Overview of Self-Study Process See Advisory Board Meetings, Internship Evaluations, Alumni Surveys, and Sophomore and Senior Portfolio Reviews in Standard 15. Faculty Review of Curriculum: Faculty (full time and adjunct) are charged with identifying the CIDA standards that are addressed in each of their courses with those standards included in the syllabus. Students are informed of these standards and are asked to sign a contract each semester after having reviewed which standards are being addressed in which courses. Faculty meet once a week to review the progress taking place in each of the courses being taught that semester. Projects are reviewed and discussed with outcomes in mind. CIDA Standards are updated such as the 2006 to 2009 standards within the curriculum. Student Representative: The student body has an Advisory Board Representative who bridges the connection between the students and Advisory Board Members by attending and participating in the spring and fall board meetings. The student representative serves a two year term and is typically a junior. The student representative brings results from an informal survey to the attention of the Advisory Board and faculty in the spring meeting in Indianapolis. Some examples of concerns are: only offering the FCS353 Internship every second summer, offer more residential studios/courses, and offer more courses in software such as Photoshop, Illustrator, and 3-D. A Self-Study Process in determining the new location for the Interior Design Program began in earnest in the fall of 2009. The Dean of the College of Arts and Sciences (CAS) advised the Interior Design Program Coordinator that the program was to decide its own fate as to whether the ID Program would be best served by remaining in the CAS and being relocated into the Department of Art and Design or to consider other options. At that same time, a new Dean of the College of Technology (COT) had been hired and had voiced a desire to the other Deans to have the ID Program relocate to the COT. Also the Dean of the College of Nursing, Health, and Human Services (CNHHS) expressed their desire to have ID relocate to that college. The option of moving to the CNHHS was quickly eliminated as all the students, advisory board members, alumni and faculty agreed that the program would be lost amongst all the health specializations. The fall semester of 2009 was spent considering only two options in meetings with the Dean of COT and the Chair of the Department of Art and Design and the Dean of CAS. These meetings involved as many students, advisory board members, alumni and faculty as feasible. A formal survey was then conducted of the students, advisory board members, alumni and faculty. The results of the vote (only one vote favored CAS, the Department of Art and Design) were to move to the COT and be relocated into the new Department of the Built Environment. Currently the program remains in the old FCS Building with offices, storage, exhibition areas, and design/drafting/lighting studio in tact until renovations are completed to the second floor of the Technology Annex Building with a scheduled move in of August 2011.

Analysis of the Program’s Success in Meeting its Goals

6


1) State the program’s educational goals.

Educational Goals

to instill in the students a global perspective, and an awareness of diverse cultures, traditions, and worldviews

to academically prepare the students for the National Council for Interior Design Qualification (NCIDQ) exam

to promote a sense of teamwork, tolerance, and humanitarian values among the students through appropriate design projects

to achieve 100% LEED GA for students upon graduation by 2011

to encourage Study Abroad

to retain the 95% job placement upon graduation

Program goals:

to successfully receive re-accreditation by CIDA in 2010

to implement a selective admissions process by accepting a maximum of 30 students each year by 2011

to gain recognition as one of the top five regional interior design programs according to Design Intelligence—by 2015

to implement a liaison person between high schools and the program by 2015

to change the degree awarded from the B.S. to the Bachelor of Interior Architecture Design (B.I.A.D.) by 2015

to change the program from a 4-year to a 5-year program with a one year co-op experience by 2015

to gain recognition by Design Intelligence as one of the top 20 national undergraduate interior design programs by 2020

2) Briefly describe the results of the program’s self-study in relation to the program’s ability to achieve its stated

goals. The program’s self-study should address the goals in broad terms.

The program’s self-study resulted in identified strengths such as three-dimensional design (FCS151Design Fundamentals 3-D [full size chair models], FCS251 Interior Design Studio I [birdhouse], FCS355 Interior Lighting and Color theory [luminaire working models], and FCS452 Interior Design Studio V [scaled conceptual models][senior thesis projects]); and human factors and universal design (FCS351 Interior Design Studio II [a research document accounts for the theories of human factors and universal design with applications in the restaurant project] and FCS451 Interior Design Studio III [healthcare project]. We believe that the strengths resulted from the research focus of the faculty who teach these courses. Principles of thermal design [12e] and how thermal systems impact interior design solutions [12f]; and energy, security, and building control systems [13d] and interface of furniture with distribution and construction systems [13e] are addressed with only secondary evidence provided in FCS260 Interior Construction and Detailing, 351 Interior Design Studio II, and 452 Interior Design Studio V. Gaps may have resulted from the lack of field trips to construction job sites and guest speakers such as contractors and trades people. The inclusion of a studio dedicated to corporate/commercial office design will address the interface of furniture and building systems. Also students most times demonstrate a preference for pure design over technical design

Analysis of the Program’s Compliance with CIDA Standards

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.

7

Program Mission Statement:

to empower program graduates to become innovative, environmentally and socially conscious designers

to be involved in the community and public engagement

to focus on the world of design and all its complexity in relation to its effect on people as well as their social interactions and behavior

Educational Goals

to instill in the students a global perspective, and an awareness of diverse cultures, traditions, and worldviews

to academically prepare the students for the National Council for Interior Design Qualification (NCIDQ) exam

to promote a sense of teamwork, tolerance, and humanitarian values among the students through appropriate design projects

to achieve 100% LEED GA for students upon graduation by 2011

to encourage Study Abroad

to retain the 95% job placement upon graduation

Curriculum:

The program follows a logical sequence and content increases in degree of difficulty

Four sequential history courses provide a source of inspiration for design projects and global perspective (ARTH271/272, FCS354, 455, and 454)

Five design studios (studio I, II, III, IV, and V) focus on residential design, bath and kitchen design, restaurant design (hospitality and diverse cultures), restoration/preservation design, healthcare design, and thesis project provide range and depth to the sequential design problem experiences.

Studio projects are 50% teamwork contributing to teamwork and tolerance experiences with 50% individual work

Sophomores in spring semester work on site for Habitat for Humanity developing humanitarian values

Internship provides professional design work experience for all students and in many instances becoming senior’s first full time position

Professional etiquette is practiced in all studio classes in preparation for employment in the profession

Manual drafting, drawing and model building are balanced with the use of software such as AutoCAD, Illustrator, Photoshop, In Design, Sketch Up, and Revit in first through four years in the program.

Students are advised of Study Abroad opportunities in the spring semester of their junior year as well as optional summer Study Abroad between junior and senior years

Student membership in Interior Designers Embrace Amplification (IDEA), ASID, IIDA, and NKBA is a program requirement.


Standard 2. Global Context for Design Entry-level interior designers have a global view and weigh design decisions within the

parameters of ecological, socio-economic, and cultural contexts.

8

2a) FCS250 Materials and Finishes of Interior Design. The Practicum Assignment in 2009 for the Kitchen Project identified and employed concepts from Cradle to Cradle. In weeks one or two the students are introduced to the Hanover Principles as conceived by William McDonough. FCS251 Interior Design Studio I. The Birdhouse project must work within its environment. Materials used for the project must be sustainable. The LG Surfaces competition was restricted on the amount of material used for the project. The Final Project LEED for Homes involved research and application of LEED principles into the final design solution. FCS351 Interior Design Studio II and FCS355 Interior Lighting and Color Theory. Sustainability is addressed through the recycling of an existing building and specifying LEED supportive materials and products. FCS352 Interior Design Studio III. Students are required to work on a historic preservation project using green materials and work on LEED points certification chart. FCS451 Interior Design Studio IV. As a requirement for the healthcare project the students have to work with sustainable materials to show how many LEED points they accumulate for their projects. FCS452 Interior Design Studio V. The concepts, principles and theories of sustainability are evidenced in Phase I Programming and Phase III Design Development through LEED documentation and material and product selections. 2b) FCS150 Introduction to Interior Design. Students participated in the Field trip to Jasper JSI Furniture Manufacture. Students also participated in a field trip to Chicago Merchandise Mart with guided tours of the following showrooms: Knoll, Stark, Maharam, and Holly Hunt. FCS250 Materials and Finishes of Interior Design addresses the issues of global sourcing such as the energy consumed to ship materials from a greater than 500 mile radius and specifying local materials and labor whenever possible. FCS351 Interior Design Studio II. Globalization is addressed on the Restaurant Project with material research and specification. In 2008 teams worked on a restaurant in Hong Kong and another restaurant in India; in 2009 teams worked on a restaurant in Australia and another in Turkey; random selections will be also used for country selections in the 2010 Restaurant Project. Students are responsible for comprehensive research into the global context for their restaurant theme. FCS452 Interior Design Studio V. Students understand the impact of globalization when considering their design model in its application to other countries. 2c) FCS150 Introduction to Interior Design. The Jasper field trip allowed students to see the different lines of furniture produced for different markets. The Chicago Field trip to the Merchandise Mart allowed students to discover products available for the various market sectors. Discussion around powerpoint presentations illustrated many examples of design through the ages and for various cultures and economic backgrounds. FCS352 Interior Design Studio III. The preservation project includes residential design that could range from low to medium-high income for individuals and/or families. The IDEC student competition includes projects located in different areas of the USA. FCS451 Interior Design Studio IV. The healthcare project deals with the overall conception of the interior space for healing to be adequate and inviting for all age groups as well as different socio-economical populations. FCS452 Interior Design Studio V. In phase I Programming, students identify the socio-economic population to which their thesis project applies. 2d) FCS250 Materials and Finishes of Interior Design. Students question and seek evidence supporting sustainable and green characteristics of specified materials. Students are required to attend the annual Indianapolis CSI Trade Show to meet and interact with manufacturers. Students are assigned to collect and present to the class their material selection of a ―current‖


Standard 2. Global Context for Design Entry-level interior designers have a global view and weigh design decisions within the

parameters of ecological, socio-economic, and cultural contexts.

9

product and provide evidence as to why it is a worthy product to consider specifying for future projects. FCS251 Interior Design Studio I. Students are encouraged to seek out current and relevant sustainable materials for their projects. Students are introduced to contemporary issues such as water efficiency in the NKBA bathroom project. In the LEED for Homes Project students addressed the issue of building green. FCS351 Interior Design Studio II. Contemporary issues such as energy efficiency (green roofs) and sustainability (recycled content) are applied in the design solutions for the Restaurant Project. FCS355. Students study such contemporary lighting issues as the energy efficiency of compact fluorescent and LED lamps and use of natural light. FCS452 Interior Design Studio V. The programming report records the results of researching contemporary issues affecting interior architecture and design. 2e) FCS150 Introduction to Interior Design. Students participated in field trips to MMS/AE an Architectural and Interior Design Practice, to Jasper JSI Furniture Manufacture and to Chicago Merchandise Mart with guided visits of the showrooms. FCS351 Interior Design Studio II. Students are exposed to the private sector of hospitality through the eyes of restaurateurs. FCS355 Interior Lighting and Color Theory. Students participated in a field trip to Chicago in 2010 to experience a variety of lighting installations such as Lightology, two car showrooms, retail stores, and a boutique hotel. The Restaurant Project encompasses the restaurateur business and many of its day to day operations issues. FCS452 Interior Design Studio V. Students are required to provide organizational charts of the business on which their thesis is based. 2c) and 2f) FCS354 Traditional Interiors. Students are exposed to art, architecture, interior design and decorative arts from cave dwellings through ancient Greece to the beginning of the industrial revolution. All of the major historical movements are addressed through lectures. The students are exposed to as many as twelve different cultures as we follow design movements through time and around the world. Each lecture begins with an examination of the political activities of the period and the economic and social conditions of the period. Ruling class structure is juxtaposed with middle and lower classes. Special social, political and religious needs are shown to drive the art and architecture of each country and time studied. FCS454 Contemporary Interiors and Furniture . This course examines art, architecture, interior design and decorative arts from the beginning of the Industrial Revolution to contemporary times. Students are again exposed to many different countries and cultures as well as the social, economic and political atmosphere of a time and place. The class focus is on history for interior designers, it shows the students how environment shapes design and how interdependent most styles are through history. FCS455 American Interiors and Furniture. This course is a series of lectures that deals with design in the United States from 1604 to the present. FCS150. PowerPoint presentations and discussions focused on different cultural references with respect to color, construction methods, and architectural monuments. FCS351 Interior Design Studio II. Research on the cultures found in the selected country is a required component of the Restaurant Project. FCS452 Interior Design Studio V. Students are required to identify and research those cultures occupying the geographic vicinity from which their client draws its clientele to better create an environment attracting their patronage.


Standard 3. Human Behavior The work of interior designers is informed by knowledge of behavioral science and human

factors.

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3a) FCS150 Introduction to Interior Design. PowerPoint presentations showed the evolution of interior design from igloos and yurts to rococo churches and modern constructs. FCS351 Interior Design Studio II. The restaurant research results of the social and cultural ways of their assigned country are evidenced in the design solution and oral presentation. FCS352 Interior Design Studio III. With the inclusion of the IDEC student competition, students are challenged to conceive of a project that must work in many social and cultural groups understanding that people may see every element of design differently. FCS355 Interior Lighting and Color Theory. Based on the country of random selection, students will research the social and cultural norms as related to lighting standards and apply aesthetic considerations as well to their lighting design solutions. FCS451 Interior Design Studio IV. When approaching the healthcare project students are challenged to design interior spaces with the appropriate use of colors, textures, and materials that will work for different social and cultural groups. 3b)FCS250 Materials and Finishes of Interior Design addresses human behavior in issues such as checking dimensional placements of kitchen appliances as they relate to the work triangle and to multiple guests within the kitchen space. Placement of furniture such as bar stools or chairs for eating or socializing in the space is addressed as they relate to functional and social comfort. FCS251 Interior Design Studio I. The LG Surfaces competition required the study of hotel guests and their related use of space. The NKBA Bathroom competition provided a client profile for students to incorporate the client’s needs into the project. The Final Project LEED for Homes encouraged the students to conceive and design interior environments that work appropriately according to how people generally use the space. FCS351 Interior Design Studio II. Country specific theories of human behavior are applied in the planning components of the Restaurant Project. FCS352 Interior Design Studio III. With the preservation project and the inclusion of a residential space, students are encouraged to conceive and design interior spaces that will work appropriately according to how people generally use the spaces. FCS355 Interior Lighting and Color Theory. Theories of human behavior as stated by Edward Hall are researched for differences between North America and the country of random selection. Lighting solutions can then reinforce these findings of more intimacy or less intimacy than N.A. FCS452 Interior Design Studio V. Theories of human behavior such as Edward Hall’s theories of spatial distances are identified in the Programming report and applied in the student’s design development phase. 3c) FCS250 Materials and Finishes of Interior Design. The Bathroom Project in 2009 addressed issues of fixture placement including such matters as physical placement of toilet to wall and sink placement for ease of washing. Students in 2009 were provided with an existing 1950s bathroom and asked to evaluate its fixtures for ergonomic and anthropometric correctness. FCS251 Interior Design Studio I. For the Birdhouse project students were required to research specific bird ergonomics and anthropometric data. In the LG Surfaces competition students designed furniture with related human factors. The NKBA design addresses human behavior in issues such as checking dimensional placements of bathroom fixtures as they relate to client ergonomics, anthropometric data and NKBA standards. The formation of residential spaces for the Final Project LEED for Homes considered all the required areas as needed to perform daily living activities, functional and social comfort. FCS351 Interior Design Studio II. The research report identifies human factors with references to their applications. FCSS352 Interior Design Studio III. Conception of the residential part of the preservation project is done having considered all the spaces needed to perform a range of activities. FCS355 Interior Lighting and Color Theory. Lighting solutions consider ergonomic and anthropometric data such as the


Standard 3. Human Behavior The work of interior designers is informed by knowledge of behavioral science and human

factors.

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placement of wall sconces and heights of pendants from the finished floor. FCS451 Interior Design Studio IV. The healthcare project includes the use of anthropometrics and ergonomic parameters in every aspect of the design solution, for example from simple door swings to complicated equipment and space needs in a specific therapy room. FCS452 Interior Design Studio V. Students select and interpret ergonomic and anthropometric data and apply in the design development phase of their thesis. 3d) FCS351 Interior Design Studio II. Universal design concepts are identified in the research report and selected concepts are then applied to the Restaurant Project solution. FCS352 Interior Design Studio III. Student work demonstrates understanding and the ability to appropriately apply universal design concepts. Students follow the codes and regulations for accessibility in residential buildings. FCS355 Interior Lighting and Color Theory. Universal design concepts are reinforced through lighting solutions such as the restaurant entrance and way finding methods. FCS451 Interior Design Studio IV. Every space in healthcare design must be accessible. FCS452 Interior Design Studio V. Universal design concepts are identified in the programming phase and applied in the design development phase of their thesis project.


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 support human behavior within the interior environment.

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4a) FCS250 Materials and Finishes of Interior Design. The Bath and Kitchen Projects require students to apply performance criteria in justifying material selections. FCS251 Interior Design Studio I. Goals and concepts were established for each project. FCS351 Interior Design Studio II. The research component of the Restaurant Project states the design problem. FCS352 Interior Design Studio III. Students are required to analyze programs from competitions as well as develop a detailed program for the preservation project with the model client, Andrew Conner, Terre Haute Downtown Development. FCS355 Interior Lighting and Color Theory. Goals, objectives, and performance criteria were listed as a part of the creation of a design concept for the Restaurant Project. FCS451 Interior Design Studio IV. The students must develop a program according to the healthcare project they are designing. Goals, objectives, and performance criteria are addressed by every student group. FCS452 Interior Design Studio V. Students state goals, objectives, and performance criteria for their thesis project in the Programming Report. 4b) FCS251 Interior Design Studio I. Researched based design was implemented in all projects (Birdhouse, LG Surfaces competition, NKBA, and LEED for Homes) and applied in the schematic design and space planning and design development phases. LEED for Homes required the students to write a 500 word research summary based on their project. FCS351 Interior Design Studio II and 355 Interior Lighting and Color Theory. The research phase of the Restaurant Project collected data for evidence based design. FCS352 Interior Design Studio III. The IDEC Student Competition as well as the Historic Preservation project are both required to have a research phase that included but not limited to architectural style, use of space and space requirements for every task as well as technology, codes and regulations. FCS451 interior Design Studio IV. Every project and especially the healthcare project require students to start with comprehensive research on the topic and its special use of the space, for example, physical therapy and rehabilitation areas. Research included equipment and finishes. Students also prepare and submit a preliminary budget. 4b) and 4c) FCS452 Interior Design Studio V. Evidence based design is collected in the programming phase and applied in the schematic design and space planning and design development phases. 4c) FCS250 Materials and Finishes of Interior Design. Students researched bath and kitchen solutions through the internet, classroom readings, and current design magazines. FCS251 Interior Design Studio I. Students were required to apply their research findings in developing their projects. FCS351 Interior Design Studio II. Application of research findings are shown on the floor plans, perspectives, and material selections. FCS352 Interior Design Studio II and FCS451 Interior Design Studio IV. Students are required to apply their research findings when developing their projects. FCS355 interior Lighting and Color Theory. Lighting design solutions for both the Luminaire Design and Restaurant Project demonstrate student ability to evaluate, select, and apply information and research findings to their designs. 4d) FCS251 Interior Design Studio I. The Birdhouse, NKBA Bathroom, and Final Project generated at least two different design solutions each. FCS351 Interior Design Studio II. Multiple concepts and responses are developed as the students narrow options for their final design solution. FCS353 Internship. Intern supervisors asked interns for multiple design solutions for each project. Interns commented that this task could be daunting. FCS355 Interior Lighting and Color Theory. Multiple design responses are evidenced in the preliminary





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Luminaire Designs and preliminary plans for the Restaurant Project. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students are required to develop at least three different design solutions to each design problem which is later presented in booklet form. FCS452 interior Design Studio V. Students produce multiple design solutions addressing programming issues demonstrated in the schematic design and space planning phase. 4e) FCS250 Materials and Finishes of Interior Design. The Bath and Kitchen Projects required a concept statement and material selections with supportive evidence. FCS251 Interior Design Studio I. Each of the projects progressed from preliminary sketches and ideation drawings to final presentation documents. Rip-tear models, final models, concept boards, material boards, sketches, and NKBA documents were produced for the relevant projects (Birdhouse, LG Surfaces competition, NKBA, and LEED for Homes). FCS351 Interior Design Studio II. Students create an ideation/inspiration panel to accompany plans, perspectives, axonometric, and material selections. FCS355 Interior Lighting and Color Theory. The Luminaire Design progresses through multiple ideas using preliminary sketches, trashy models, and then a final working model. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students develop design concepts in order to make the projects unique. Students may decide their designs should be modern and contemporary or classic and historic even though they all are working on a historic preservation-restoration project. FCS452 Interior Design Studio V. Students present a variety of ideas through techniques such as sketches on trash, preliminary digital wire frame perspectives, and rough trashy models in the design development phase of their thesis. 4f) FCS250 Materials and Finishes of Interior Design. The Bath and Kitchen Projects addressed the careful and justified selection of materials. FCS251 Interior Design Studio I included a small project such as the LG Surfaces competition and a larger project such as the Final Project LEED for Homes. FCS351 Interior Design Studio II. The Kitchen Competition is typically 1,000 sf with an emphasis on the specification of appliances and cabinetry. Whereas the Restaurant Project typically is 12,000 sf with a focus on human factors and universal design. FCS352 Interior Design Studio III starts with a simple design problem (usually the IDEC student design competition) and students are introduced to an extensive historic preservation project that includes residential and commercial spaces (15,000 to 20,000 sf). FCS355 Interior Lighting and Color Theory. Students solve a luminaire design problem then create an overall lighting solution for their restaurant design. FCS451 Interior Design Studio IV starts with a simple design problem usually the ASID student design competition and later the healthcare project (maximum 20,000 square feet). FCS452 Interior Design Studio V. The capstone studio for the seniors consists of a thesis project of their choosing for a minimum of 20,000 sf. Each student will have an advisory team of at least one design mentor (specialist in the field) and a model client who owns or manages the type of facility they are designing. 4g) FCS250 Materials and Finishes of Interior Design. Students apply the concepts of performance evaluation as presented in the Reznikoff text in material evaluations. FCS251 Interior Design Studio I. Each project allowed students to approach the design problem in different ways by allowing them to find their own inspirations, concept statements and programming specifics. FCS351 Interiro Design Studio I. The Kitchen Competition applies kitchen planning guidelines with access standards to the design process whereas the Restaurant Project applies the research findings as the design development proceeds. FCS352





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Interior Design Studio III. Students find their own inspirations, develop concept statements and programming in the IDEC competition and preservation project. In the preservation project students select between four different approaches: rehabilitation, restoration, adaptive reuse or preservation. FCS355 Interior Lighting and Color Theory. For the Luminaire Design, students focus on the use of manual models in developing their design solution partially since it is an industrial design problem. The design research aspect for the Restaurant Project involves interviewing international students on campus to better understand the country of origin for their restaurant theme. FCS451 Interior Design Studio IV. The student competition as well as the healthcare project allow students to explore their design approach and problem solving methods by defining their own inspirations, concepts, and design development approach. FCS452 Interior Design Studio V. Each student brain storms and welcomes critiques from their mentor and model client on a bi-weekly basis as they proceed with solving their thesis problem. 4h) FCS251 Interior Design Studio I. All projects expose students to opportunities for innovation and creative thinking by requiring them to generate multiple design solutions and conceptual sketching. FCS351 Interior Design Studio II. The Kitchen Competition encourages students to produce a comprehensive design solution for a specific client whereas the Restaurant Project allows students to explore unique cultural environments for a North American restaurant. FCS355 Interior lighting and Color Theory. The Luminaire Design is seen as creative and innovative since students have an opportunity to experiment with an industrial design object as opposed to interior spaces. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students are continuously encouraged to explore multiple innovative and creative solutions to their design problems. FCS451 Interior Design Studio IV. The IDEC student design competition and healthcare project both inspire students to explore creative design solutions. FCS452 Interior Design Studio V. Seniors are to produce innovative and creative solutions not evidenced previously on their other four design studios. Originality is encouraged particularly in the planning and design development phases. 4i) FCS251 Interior Design Studio I. Guest critiques by Patricia Redenbarger for the NKBA bath project and guest judges Scott Tillman, University Architect and Connie Hotovec, LEED AP for the final presentation provided opportunities to develop critical listening skills. FCS351 Interior Design Studio II. Critical listening skills are particularly necessary for the redesign of the HMSU Gallery Lounge (2010) since the assignment is dependent upon an interview/meeting session with the HMSU Director. FCS353 Internship. Interns experienced ample opportunities to develop critical listening skills through directions from their supervisor, meetings with clients, manufacturers, and site meetings. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Critical listening skills are developed as students receive critiques of their work at different stages of design development for each project. For design competitions, students receive critiques from a jury of professionals chosen to evaluate the projects. The preservation project introduces a model client to give the students a sense of realism and a different point of view. At the end of the restoration project students present their solutions to professionals from different areas of design and construction expertise giving feedback to the students. FCS452 Interior Design Studio V. Opportunities to develop critical listening skills occur when students meet and exchange ideas with their mentors, model clients, and typical classroom critiques. FCS458 Professional Practices and Procedures. Critical listening skills are required in the preparation of the Ethics Paper assignment. Each student interviews a professional on the subject of ethics and writes a ten page referenced paper.


Standard 5. Collaboration Entry-level interior designers engage in multi-disciplinary collaborations and consensus building.

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5a) FCS151 Design fundamentals 3-D. Students have awareness of team work structures and dynamics. Towards the completion of the course, students are required to prepare the final project in teams (research, design and construction of a full size cardboard chair). Team size depends on the number of students enrolled in the course but the rule of no more than three (3) students per team is applied. FCS251 Interior Design Studio I. Students have awareness of team work structures and dynamics. The LEED for Homes was worked upon in teams of two (2) students per design solution. FCS351 Interior Design Studio II. Since the 2010 junior cohort is small, the only team work project this year will be the HMSU Gallery Lounge in which team work structures and dynamics will be addressed. FCS352 Interior Design Studio III. The IDEC student design require a team work approach to be eligible to participate. The preservation project is also approached using a team structure because of the project’s size and scope. All teams have a maximum of three (3) students. FCS353 Internship. Interns had many opportunities to observe team dynamics and participate in team work. FCS355 Interior Lighting and Color Theory. The Restaurant Project is a team project invoking challenges of team work structures and dynamics. Teams most often are composed of three (3) team members and selections are based upon personality types. FCS451 Interior Design Studio IV. The ASID student design competition required team formations to be eligible to participate. The healthcare project used teams because of the size, complexity and extend of the requirements. All teams have a maximum of three (3) students. 5b) FCS251 Interior Design Studio I. In the LEED for Homes Project students learned about LEED and the multiple disciplines that LEED incorporates. FCS351 Interior Design Studio II. The Kitchen Competition serves as a opportunity for the students to work closely with kitchen design specialists with varied backgrounds. An advisory board member with CKD credentials will advise and assist with design critiques (Patricia Redenbarger, CKD), cabinetry specifications, and budget preparation. A plumber/renovator will review the State Competition Rules with the students making herself available for consulting as their designs proceed (Sandi Perlman, CKD, CR). FCS352 Interior Design Studio III. The historic preservation project includes a guest speaker, Director Indiana Landmarks, Western Regional Office, to not only guide the students on what is acceptable and how to approach the project but also to give them feedback throughout the project design (Tommy Kleckner). FCS355 Interior Lighting and Color Theory. Students are advised and assisted by an Electrical Engineer, Pat Teeters, from ISU’s Facilities Management in the development of their Luminaire Design. Students come to understand the interdependence between form and function. FCS451 Interior Design Studio IV. Students are encouraged to interview professionals in healthcare professions to help them not only develop their programming but also to narrow their design solutions because of the complexity of the project. The healthcare professionals act as clients giving students the requirements for the space being designed. All this information is summarized in the research book that accompanies the healthcare project. FCS452 Interior Design Studio V. Students experience integrated design practices as they work with their architect or design mentor with whom any aspect of the design problem is explored.FCS458 Professional Practices and Procedures. Integrated design practices are addressed in the preparation of the Professional Services and Fees Document and in the attendance to the spring advisory board meeting, exams, and guest speakers. 5c) FCS151 Design Fundamentals. The interior design program includes learning experiences that engage students in collaboration, consensus building, leadership, and team work. Through the full size cardboard chair Project all students must play a role in the team to find the best solution to the design problem. FCS251 Interior Design Studio I. Classroom discussions and


Standard 5. Collaboration Entry-level interior designers engage in multi-disciplinary collaborations and consensus building.

16

team structures for example in the Final Project LEED for Homes allow students to collaborate and develop their leadership abilities when finding a final design solution. FCS351 Interior Design Studio II. Collaboration, consensus building, and leadership will be applied in the teamwork necessary to solve the design issues for the HMSU Gallery Lounge. FCS352 Interior Design Studio III. The structure of the teams needed to work on the IDEC student design competition and the healthcare project allow students to collaborate and develop their leadership abilities to find design solutions. FCS355 Interior Lighting and Color Theory. Student teams for the Restaurant Project come to understand collaboration, consensus building, leadership, and team work in 2009 and 2008. In 2010, this team experience will occur on the lighting design for the HMSU Gallery Lounge. FCS451 Interior Design Studio IV. The structure of teams needed to work on the healthcare project allow students to collaborate and develop their leadership abilities while developing a design solution. The groups are formed with no more than three students per team letting them learn from each other and collaborate towards the common objective (their design solution). FCS452 interior Design Studio V. Collaboration and team work and a variety of points of view occur with the contributions of the mentor(s), model client, faculty advisor, and student as their thesis project proceeds. 5d) FCS250 Materials and Finishes of Interior Design. The collaboration that occurs between manufacturers and designers and between other consultants is investigated and encouraged through such exercises as guest speakers from paint and gypsum board manufacturers, field trips to CSI Trade Show and a Cabinet Manufacturer; and a presentation by a project manager on the topic of Life Cycle Costing or Value Management for projects. FCS351 Interior Design Studio II. Critiques and feedback will occur during the Kitchen Competition (kitchen specialists), HMSU Student Lounge (gallery director), and Restaurant Project (practicing professionals). FCS353 Internship. Depending on the internship placement, students interacted with many disciples such as electrical, structural, mechanical engineers, landscape architects, architects, and contractors and sub-trades, manufacturers and suppliers. FCS355 Interior Lighting and Color Theory. During the Luminaire Design assignment, students come to appreciate the viewpoint of the electrical engineer versus that of the designer. During the design development of the luminaire, a professional lighting designer critiques their designs and they come to appreciate the differences and similarities between interior design and lighting design. FCS452 Interior Design Studio V. Each design student must have a minimum of one mentor who is typically an architect or designer practicing in the field of specialization of their thesis.


Standard 6. Communication Entry-level interior designers are effective communicators.

17

6a) ARTS101 Art Fundamentals: Beginning Drawing. The fundamentals of hand drawing are studied. FCS252 Interior Design Graphics II. Students learn to accurately color render materials for plans, elevations and perspectives using color pencils and markers, and create digital renderings of plans and elevations using Adobe Photoshop and Illustrator. FCS351 Interior Design Studio II. In the Kitchen Competition, students produce self explanatory technical drawings; in the HMSU Gallery Lounge design student teams will informally present their ideas and design solutions; and the Restaurant Project will be a formal presentation to a jury of practicing professionals. FCS452 Interior Design Studio V. A variety of techniques and technologies are applied for the presentation of the programming, schematic design and space planning, design development, and working drawings and specification phases. ARTD400K Art Workshop or ARTD490 Portfolio. Portfolios are prepared using Adobe InDesign. Content has been prepared using Adobe Photoshop and Illustrator, Auto CAD, SketchUp, and Revit. 6b) FCS251 Interior Design Studio I. Students verbally present their Final Project LEED for Homes as well as a 500-word research summary. FCS352 Interior Design Studio III. Students are required to present their Historic Preservation Project as well as create a codes summary that accompanies the project. FCS451 Interior Design Studio IV. Students present their Healthcare Project with descriptions on boards and/or PowerPoint presentations. Students create narratives explaining their design concept-abstracts for both the IDEC competition and the healthcare project. For the healthcare project, students present their projects to a panel of professionals in the construction and healthcare industry. FCS452 Interior Design Studio V. Written and oral communication are woven within each phase of their thesis project. FCS458 Professional Practices and Procedures. The Ethics Paper requires students to orally (interview) and in written communication (ten page paper) express themselves clearly. 6b) and 6f) ARTD400K Art Workshop or ARTD490 Portfolio. Minimal copy identifies each project within student portfolios. Students present portfolios to four or five professional architectural/design firms as well as the advisory board members in Indianapolis for critiques. 6c) FCS251 Interior Design Studio I. Students create a binder with sketches containing all their design ideas, possibilities as well as design options as explored during the development of each project. FCS351 Interior Design Studio II. Ideation sketches are produced for all three projects. FCS355 Interior Lighting and Color Theory. During the design process both for the Luminaire Design and Restaurant Project students use hand sketches to convey design ideas. Ideation sketches are incorporated into some of the presentations. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students submit a binder containing all their ideation sketches explored during the development of the Historic Preservation and Healthcare Projects. FCS452 Interior Design Studio V. Ideation drawings are particularly evidenced in phases 2 schematic design and space planning and 3 design development of the thesis project. 6d) FCS251 Interior Design Studio I. Students present their projects using a variety of media according to project needs including but not limited to presentation boards, Power Point presentations, rip tear models and process binders. FCS252 Interior Design Graphics II. Students learn to manually and digitally render presentation drawings so they can choose which techniques and media to appropriately use in future presentations. FCS351 Interior Design Studio II and FCS355 Interior Lighting and Color Theory. Presentation drawings for the Kitchen Competition, HMSU Lounge Gallery and Restaurant Project consist of computer generated line drawings with a rendered perspective and material panel; informal sketches, catalogue cuts, and material samples; and computer generated furniture and lighting plans, elevations, a section, several perspectives with an axonometric, luminaires, and labeled material panels


Standard 6. Communication Entry-level interior designers are effective communicators.

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respectively. FCS355 Interior Lighting and Color Theory. Presentations for the Luminaire Design require photographs of the final model, elevations and a section, perspectives, and the final working model. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students are required to do verbal presentations of their projects using a variety of media including but not limited to presentation boards, models, and/or Power Point presentations. FCS452 Interior Design Studio V. Presentation drawings in appropriate media are evidenced in phase 3 of the design development phase. 6e) FCS152 Interior Design Graphics I. Students are required to prepare two sets of residential architectural drawings (one in metric and one in imperial measurements). One set is expedited in pencil and the second set in ink showing appropriate line weights. The drawings include floor plans, exterior elevations, interior sections, interior elevations, one and two point perspectives and an exterior wall section. FCS260 Interior Construction and Detailing and FCS497I CAD Fundamentals. Students work with different projects each year for example in 2008 the 940 Chestnut Street Building, in 2009 the 318 N 6th Street Building and in 2010 the second floor of the Technology Annex (TA) Building. Each year the students produce a representative set of contract documents including a cover sheet, ADA sheet, furniture plan, partition plan, wall details, reflected ceiling plan, power and communication plan, interior elevations, reception desk details and specification documents. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students create a complete set of presentation drawings for the Historic Preservation and Healthcare Projects that include: floor plans, communication and lighting plans for the Healthcare Project only, elevations and building sections of the spaces-building as well as millwork and woodwork details (healthcare project). Presentations include multiple perspective views and specification document and a preliminary project budget. FCS452 Interior Design Studio V. Students produce a representative set of technical drawings and specifications in phase 4 of their thesis project. 6f) FCS251 Interior Design Studio I. Students present their projects using presentation boards to a panel of practicing professionals Scott Tillman, University Architect; Connie Hotovec, LEED AP; and Patrica Redenbarger, CKBD. FCS351 Interior Design Studio II. Students present their design solutions for the HMSU Gallery Lounge to the Director and their Restaurant Project to a jury of practicing professionals. FCS355 Interior Lighting and Color Theory. Students present their Luminaire Design to a jury of lighting specialists. Student teams present their Restaurant Project to a jury of practicing professionals. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students present their projects through the use of design boards and a Power Point presentation to a panel of practicing professionals. FCS452 Interior Design Studio V. Students present their thesis design development presentation to their mentors, model clients, professor and family and friends for phase 3.


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.

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7a) FCS150 Introduction to Interior Design. PowerPoint presentations and ensuing discussions on what is Interior Design and the evolution of the interior design profession allows students to understand the contributions of interior design to contemporary society as well as the growing responsibility of the Interior Designer. FCS353 Internship. Interns retuned from their internship experience with a better sense of the contributions of interior design to society as a whole and a renewed sense of their discipline. FCS 454 Contemporary Interiors and Furniture. Students understand the contributions of interior design to contemporary society through in depth discussion of the social , political and economic mindset and the design industries’ response. Students see the evolution of the profession around the world from the Industrial Revolution to the beginning of the 20th century and discuss the changing roles that designers play in society. The role of women in the early 19th century design field is examined and the emerging female professional. The student will identify examples of architecture, furnishings and decorative art that have had an impact on society. They will be able to relate how styles impacted each other and how styles changed one another. FCS458 Professional Practices and Procedures. Three exams address the contents of the required text, Professional Practice for Interior Designers. 7b) FCS150 Introduction to Interior Design. Students understand various types of design practices. PowerPoint presentations and ensuing discussions about what is an interior designer and more specifically the differences between residential design and contract design. FCS458 Professional Practices and Procedures. In addition to the exams on the content of the required text, a field trip visiting four to five professional firms critiquing portfolios includes a mini-presentation by each firm on their practice. 7c) and 7d) FCS458 Professional Practices and Procedures. The elements of business practice and project management are studied and examined based on the contents of the required text, Professional Practice for Interior Designers. 7d) FCS353 Internship. Interns experienced project management and project delivery methods through site visits, preparation of minutes for meetings, and meetings with clients and contractors. 7e) FCS353 Internship. Many of the interns experienced proper procedures for awarding of contracts to contractors or furniture suppliers. FCS458 Professional Practices and Procedures. Professional ethics are studied through the use of a series of in-class exercises and discussions including the Ethics Paper. 7f) FCS150 Introduction to Interior Design. The Jasper field trip allowed students to see the different lines of furniture produced for different markets. The Chicago Field trip to the Merchandise Mart allowed students to discover products available for the various market sectors. Discussion around PowerPoint presentations illustrated examples of projects designed for the residential and contract sectors and client types varying from the self designed project to clients such as the President of the United States. FCS353 Internship. Interns worked on multiple client projects over the summer of 2010 and 2008. FCS458 Professional Practices and Procedures. Client types and market sectors are studied from the contents of the required text, Professional Practice for Interior Designers.


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.

20

7g) FCS353 Internship. Interns experienced some insights into the legal recognition of the profession since the internship requires that interns work under the direct supervision of a licensed architect or registered interior designer. FCS458 Professional Practices and Procedures. Legal recognition of the profession is addressed in the contents of the required text, Professional Practice for Interior Designers. Since Indiana has just passed legislation legally recognizing designers. The title, Registered Interior Designer (RID) is discussed in the classroom. 7h) FCS150 Introduction to Interior Design. The interior design program provides exposure to the role and value of professional organizations. The professional organization project and presentations by each student addressed this standard. Students studied a different professional organization, made a presentation to the class, and were then held responsible on the final exam for knowing about all of the organizations AIA, NCIDQ, ASID USGBC among others. FCS353 Internship. The interns were employed by architects or designers with memberships in AIA, IIDA, or ASID. 7h) and 7i) FCS458 Professional Practices and Procedures. Professional organizations and lifelong learning are studied in the contents of the required text, Professional Practice for Interior Designers. 7i) FCS353 Internship. Life long learning was addressed in the internships through attendance either to Neocon, lunch with manufacturers presenting new products or processes, and visiting showrooms of suppliers bidding on projects. FCS150 Introduction to Interior Design. The interior design program provides exposure to the role and value of public and community service. Students in the fall semester of 2010 will be required to participate in the Habitat for Humanity fall project. 7j) FCS260 Interior Construction and Detailing. All the students in the 260 course are required to sign up and serve a total of 15 hours on site constructing a Habitat for Humanity home. In addition to these students, IDEA volunteers each spring on the same two Saturdays. FCS353 Internship. Many of the interns were part of their firm’s efforts in public service in the local community. FCS458 Professional Practices and Procedures. The topic of public and community service is addressed through conversations in the classroom as well as assigned readings from the content in the required text, Professional Practice for Interior Designers.


Standard 8. History Entry-level interior designers apply knowledge of interiors, architecture, art, and the decorative

arts within a historical and cultural context.

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8a), 8b), 8c), 8d) and 8e) FCS354 Traditional Interiors, 454 Contemporary Interiors, and 455 American Interiors and Furniture. Students understanding is gauged by several determining factors including: depth of understanding through test answers, interaction in class and accuracy in graphically relating their knowledge through their special assignments. The students are able to identify the movements discussed in class through the development of several assignments. Each class a timeline is developed from the beginning of the discussion to its conclusion at finals. Students are required to keep the timeline updated in their note books. Special assignments include designing and presenting a space based on a particular period of time. Graphics and a rationale are required. This encourages students to become more immersed in a particular style while using skill sets from other design courses. Students are required to design a book illustrated with photographs and rationale of classical and historical architectural elements and furniture, similar to a photo essay scavenger hunt. This last is particularly important as it helps the student become more visually acute regarding the built environment and aware of the historical elements in their surroundings. 8c), 8d) and 8e) ARTH271/272 Survey of Art History I or II. Art from the prehistoric period to the close of the Middle Ages/Art from the Renaissance to the present. Students only occasionally select ARTH271 whereas the overwhelming majority select ARTH272. 8a) FCS352 Interior Design Studio III. Student research and analyze the building (time period/ year it was built) used for the Historic Preservation Project to understand the many changes and uses the building went through before they start developing their design solutions. 8b) FCS352. Students must establish and focus on a specific time period when important changes may have happened to the building (including its interiors and furnishings) to help them decide which of the of the four historic preservation approaches they will use. Example: rehabilitation, restoration, adaptive reuse or preservation. If they decide to go back in time to a specific moment in time they are using restoration.


Standard 9. Space and Form

Entry-level interior designers apply the theories of two- and three-dimensional design, and spatial

definition and organization.

22

9a) ARTS102 Art Fundamentals: Two-Dimensional Design and Color. Students effectively apply the elements, principles, and theories of design to two-dimensional design solutions. FCS150 Introduction to Interior Design. In the ―Design Elements‖ assignment the students created four design ―booklets‖ on the themes of line; shape or form; texture, pattern, ornament; and opacity, translucency, transparency. In the ―Color Problems‖ assignment the students painted color squares and composed panels expressing hue – primary & secondary colors; hue – tertiary colors; and value; and intensity. In the ―Color Schemes‖ assignment the students prepared three color scheme panels illustrating what they had learned about monochromatic color schemes; analogous color schemes; and complementary color schemes. In the ―Concept, Design Elements, & Design Principles‖ assignment after choosing a photo of an interior space, the students created two boards to show their understanding of the topic. FCS251 Interior Design Studio I. Students effectively apply the elements, principles and theories of design to 2D design solutions evidence is shown through plans, sections, elevations and presentation boards. FCS351 Interior Design Studio II. The Kitchen Competition, HMSU Gallery Lounge, and Restaurant Project evidence 2-D design solutions through plans, elevations, and sections. FCS352 Interior Design Studio III. Student must show knowledge of the different theories of 2D and 3D design through their design solutions for every project developed in this course such as color theories used in the interior of the building and on their presentation boards. 9a) and 9b) FCS452 Interior Design Studio V. Two-D and 3-D design are evidenced in the design development phase of the thesis project. ARTD400K Art Workshop or ARTD490 Portfolio. Two and three dimensional design is evidenced in the contents of the portfolio. 9b) FCS151 Design fundamentals 3-D. Students effectively apply the elements, principles, and theories of design to three-dimensional design solutions. Students create 3D models while exploring the organization and conception of 3D spaces using both design elements and design principles. FCS251 Interior Design Studio I. Each student created a 3D model of their Birdhouse Project. Students used many of the elements and concepts of design in the project to conceive of their spaces and to define their concept statements. Students created 3D digital perspectives for their LEED for Homes Project. The perspectives explored the organization and conception of their project. FCS351. The design solutions for the Kitchen Competition, HMSU Gallery Lounge, and Restaurant Project evidence 3-D through perspectives either digitally or manually produced as well as an axonometric for the restaurant. FCS355 Interior Lighting and Color Theory. The Luminaire Design must be presented as a 3D working model. The Restaurant Project must have rendered perspectives demonstrating the functionality and creativity in the design solution. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students are encouraged to use the elements and principles of design in every project to conceive their interior spaces and define their concept statements. Concept statements are presented as organizational and character concepts. FCS452 Interior Design Studio V. Study models are employed to visualize the space in 3-D during the schematic design and space planning phase with multiple rendered perspectives of feature spaces in the design development phase. 9c. FCS151 Design Fundamentals. Students explain to the professor their design ideas and concepts used for every model. At the end of the course a series of exercises in flexion and compression using cardboard which must be presented and thoroughly explained to the class prepares them for the final project presentation (real size cardboard Chair). FCS251 Interior Design Studio I. Students were required to verbally present and describe their design solutions to a panel of two professionals Scott Tillman, University Architect, Connie Hotovec, LEED AP for their Final Project LEED for Homes. Students analyzed and discussed their spatial


Standard 9. Space and Form

Entry-level interior designers apply the theories of two- and three-dimensional design, and spatial

definition and organization.

23

organization through one on one critiques in the classroom. Also through professional critique by Patrica Redenbarger, CKBD for the NKBA Project. FCS351 Interior Design Studio II. Oral presentations include descriptions of spatial definitions and organizations for the HMSU Gallery Lounge and Restaurant Project. FCS353 Internship. The ability to analyze spatial organization, space planning was considered one of our interns’ strengths. FCS352 interior Design Studio III and FCS451 Interior Design Studio IV. Students verbally present and describe their design solutions for the Historic Preservation and Healthcare Projects to a panel of professionals. FCS452 Interior Design Studio V. Spatial definition and organization are verbally presented and demonstrated in the concept statement and in the design development phase of the thesis project.


Standard 10. Color and Light

Entry-level interior designers apply the principles and theories of color and light.

24

10a) FCS150 Introduction to Interior Design. In the ―Color Problems‖ assignment the students painted color squares and composed panels expressing hue – primary & secondary colors; hue – tertiary colors; value; and intensity. In the ―Color Schemes‖ assignment the students prepared three color scheme panels illustrating what they had learned about monochromatic color schemes; analogous color schemes; and complementary color schemes. FCS251 Interior Design Studio I. Students apply color not only in accordance with their individual design solutions but also in accordance with client needs and research findings for each project. FCS351 Interior Design Studio II. Oral reference to hue, value, and intensity as well as color theories such as the standard color wheel, Munsell , Ostwalk, Itten or Albers theories occur during the presentations for the HMSU Gallery Lounge and the Restaurant Project. FCS352 Interior Design Studio III. Students apply color patterns not only according to their individual design solutions but also according to building history and historic of the Historic Preservation Project. FCS355 Interior Lighting and Color Theory. Color principles, theories, and systems are evidenced through exams and design solutions for both the Luminaire Design and lighting plans and specifications for the Restaurant Project. FCS451 Interior Design Studio IV. Students apply color schemes according to the use and the kind of space being designed for the Healthcare Project and for the IDEC project. FCS452 Interior Design Studio V. Color principles, theories, and systems are evidenced in the oral presentation and design development phase 3 of each thesis project. 10b) FCS351 Interior Design Studio II. Student projects integrate light and color especially evidenced on the Restaurant Project since the FCS351 and 355 Interior Lighting and Color Theory project is merged into one design solution and studied as an integrated design studio in the second half of the semester. FCS352 Interior Design Studio III. Students address how lighting and color create the unique environment they envision. Students learn that if either of these elements are changed the whole design will be compromised. FCS355 Interior Lighting and Color Theory. The interaction of light and color is demonstrated in the Luminaire Design and luminaire selections combined with lighting plans for the Restaurant Project. FCS451 Interior Design Studio IV. Students study how important lighting and color is in the conception of interior spaces for a healthcare facility and address these issues in their design solutions. FCS452 Inteiror Design Studio V. The interaction of light and color is demonstrated in phase 2 design development in the presentation material and during the oral presentation. 10c) FCS150 Introduction to Interior Design. In the ―Color Problems‖ assignment the students painted color squares and composed panels expressing hue – primary & secondary colors; hue – tertiary colors; value; and intensity. In the ―Color Schemes‖ assignment the students prepared three color scheme panels illustrating what they had learned about monochromatic color schemes; analogous color schemes; and complementary color schemes. FCS251 Interior Design Studio I. Color application will be unique to each project in accordance with its design message, its concept and development of the interior space in every design solution. FCS252 Interior Design Graphics II. Students learn basic theories of color rendering including what color and how to use them. Students learn that darker renderings are harder to read and that lighter renderings lack character. Students also learn how to appropriately apply color to accurately represent materials used in projects. Lighting, shadowing and reflection are also studied in this class. FCS351 interior Design Studio II. The Kitchen Competition, HMSU Gallery Lounge, and Restaurant Project develop in a progressive manner as studies addressing color and lighting proceed throughout the semester. The Restaurant Project is the more sophisticated color selection since its integration with lighting design which both support or reinforce the overall design concept for the project. FCS352 Interior Design Studio III and FCS451 Interior Design


Standard 10. Color and Light

Entry-level interior designers apply the principles and theories of color and light.

25

Studio IV. Color application will be unique for every project according to its message, concept and development of the interior space in each design solution. FCS452 Interior Design Studio V. The multiple purposes of color are explained during the oral presentation of phase 2 design development. 10d) FCS251 Interior Design Studio I. Students created presentation boards for every project that had to be readable and visually pleasant. A monochromatic 3D model was created for their Birdhouse Project. FCS252 Interior Design Graphics I. Students learn how to select color appropriately not only for their renderings but also for their presentation boards and PowerPoint presentations. Students also learn that good definition between positive and negative forms is a must for readability and clarity on their presentations. FCS351 Interior Design Studio II. The application of color within presentations for the Kitchen Competition, HMSU Gallery Lounge, and Restaurant Project reinforce a hierarchy within each presentation and for the overall support of the concept for each design solution. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students create color rendered presentation boards for every project that must be readable and visually pleasant as well as a monochromatic 3D model for the Historic Preservation and Healthcare Project. FCS452 Interior Design Studio V. Effective use of color in their visual presentation reinforces the students’ design concept for the thesis project. ARTD400K Art Workshop or ARTD490 Portfolio. Color is applied effectively to the portfolio contents as well as the overall graphic design of the portfolio.


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

Entry-level interior designers select and specify furniture, fixtures, equipment and finish materials

in interior spaces.

26

11a) FCS250 Materials and Finishes of Interior Design focuses primarily on selecting and specifying finish materials for the floors, walls, and ceilings. Students are assigned different projects each year such as in 2008 the Net Zero Energy Healthy House Project, 7th street, Terre Haute, IN.; 2009 the Bath and Kitchen Projects for an existing house in Windsor, Canada; and 2010 the Healthy House Project on Lafayette Street, Terre Haute, IN. FCS251 Interior Design Studio I. Each project requires students to research and specify a wide range of materials and finishes from different sources. These materials are specified in their design solutions in responcse to client needs, sustainability, and aptness to the project. FCS351 Interior Design Studio II. Students work with kitchen cabinetry, residential appliances and residential finishes for the Kitchen Competition; lounge furniture and finishes for the HMSU Gallery Lounge suitable for student use; and hospitality furniture and finishes for the Restaurant Project. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students use a wide range of materials and furnishings not only to satisfy client needs but also to achieve LEED certification for these projects. FCS353 Internship. Most of the interns (80%+) expressed enthusiasm for the exposure to new materials and products they had not experienced in the program. FCS451 Interior Design Studio IV. The healthcare project requires students to research and specify a wide range of materials and finishes from different sources. These materials are specified in their design solutions in response to the complexity and variety of activities found in a healthcare space. FCS452 Interior Design Studio V. Students are evaluated on the basis of their exploration of appropriate materials and products specified on their thesis project. 11b) FCS250 Materials and Finishes of Interior Design. Students are required to provide data on the installation and maintenance procedures of each specified material for the Practicum Project. Whenever possible the fabrication methods are also to be included in the research documentation. FCS251 Interior Design Studio I. Technical drawings and NKBA installation forms for the NKBA Bath Project demonstrate understanding of fabrication. FCS351 Interior Design Studio II. Technical installation drawings for the Kitchen Competition demonstrate awareness of fabrication. Furniture and lighting plans for the HMSU Gallery Lounge show installation of furniture and lighting products. Plans, perspectives, axonometric, and material selections suggest fabrication and installation methods for the Restaurant Project. FCS353 Internship. All interns experienced fabrication and installation conditions on the job sites. FCS451 Interior Design Studio IV. Students must identify materials and finishes used in the space depending on the specialty of the rooms-spaces in their designs. Per example a surgery room will require a different flooring material than a consultation room. These equipment, furniture and materials are also specified according to how they are manufactured, installed and used in the healthcare project. Example: resilient floorings with antibacterial-antimicrobial inhibitors. FCS452 Interior Design Studio V. Typical fabrication and installation methods of feature items are revealed in phase 4 working drawings and specifications while maintenance of these same items are orally addressed in phase 3 design development. 11c) FCS250 Materials and Finishes of Interior Design. Property and performance criteria are researched and provided for each specified material. Data is submitted in a research binder. Material content and life cycle viability are also addressed in the research report. FCS251 Interior Design Studio I. Students identify, analyze, and include products and materials according to their use, installation, wear and tear for each specific project. FCS351 Interior Design Studio II. Students select and specify appropriate materials and products in accordance with the use of the space. For example, students visit an appliance showroom each fall to


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

Entry-level interior designers select and specify furniture, fixtures, equipment and finish materials

in interior spaces.

27

understand the range of appliance choices for the Kitchen Competition. In accordance with maintenance factors and client profile, appliance selections are then made. See specification booklets/binders accompanying each 351 project. FCS353 Internship . Interns experienced material and product selection on the basis of their attributes and costs related to a project. FCS352 Interior Design Studio III and FCS451 Interior Design Studio IV. Students identify, analyze, and include products and materials according to their use, installation, wear and tear for commercial and residential spaces of the Historic Preservation and Healthcare Projects. The specifications are present in a form of a book that accompanies the project. FCS451 Interior Design Studio IV. Students complete thoughtful research on the properties and performance of materials and finishes. Due to the special needs of a healthcare environment, students specify fabrics with class A flame resistance. FCS452 Interior Design Studio V. Documentation accompanying phase 3 design development addresses properties and performance criteria of feature materials and products justifying their selection and specification. Life cycle costing issues are addressed in budget considerations. 11d) FCS251 Interior Design Studio I and FCS352 Interior Design Studio III. Students design interior spaces that include all the furnishings according to their design solutions for all projects in this course. Furniture specifications are included on presentation boards and binders. FCS351 Interior Design Studio II. Students prepare plans and specify fixtures and equipment for the Kitchen Competition; prepare plans and specify furniture and fixtures for the HMSU Gallery Lounge; and prepare plans and specifications for furniture, fixtures, and equipment for the Restaurant Project. FCS353 Internship. Intern skills at preparing layouts were positively rated but interns felt underprepared when specifying furniture, fixtures, and equipment. FCS451 Interior Design Studio IV. Students design interior spaces that will include all the furnishings according to their design solutions for all projects in this course, particularly for Healthcare Project that includes specialized furniture, fixtures and equipment. Furniture, fixtures and equipment specifications are included on presentation boards and in binders. FCS452 Interior Design Studio V. Students are able to layout and specify furniture, fixtures, and equipment (F.F.& E.) as shown in phase 3 design development, see floor plans and presentation panels.


Standard 12. Environmental Systems and Controls 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.

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12a) FCS351 Interior Design Studio II. The combination of natural and artificial lighting design is evidenced on both the Kitchen Competition and Restaurant Design. Window placement is studied and considered in Kitchen Competition layout and lighting solutions; the Restaurant Project most often includes skylights and careful orientation maximizing natural light sources from its vertical planes. FCS352 Interior Design Studio III. Students understand the principles of natural and electrical lighting design. Students design lighting and ceiling planes for the first floor (commercial) of the Historic Preservation Project. Each design team must take into consideration existing natural and artificial lighting needs for every space. The upper floor of project usually includes the use of skylights and other natural lighting according to codes and regulations. FCS355 Interior Lighting and Color Theory. In the Restaurant Project students combine the use of natural and artificial light sometimes using vertical planes or ceiling planes (skylights) to mix these sources. FCS451 Interior Design Studio IV. Students analyze and design the interior spaces for the Healthcare Project considering different lighting levels for activities and welfare of patients and staff. Lighting design is shown on the lighting plan and luminaire specifications are included in the research book. FCS452 Interior Design Studio V. Principles of natural and electrical lighting design are illustrated on the lighting plan(s) of phase 3 design development and phase 4 reflected ceiling plan(s) and power and communication plan(s). 12b) FCS351 Interior Design Studio II. Luminaire specifications for the Kitchen Competition and the HMSU Gallery Lounge both serve spaces of specific needs. Students research and apply successful solutions based upon lighting manufacturer’s recommendations. In the Restaurant Project, luminaire specifications allow for more creative and varied solutions supporting the design concept. FCS352 Interior Design Studio III. Specific luminaries and light sources are selected according to design and application needs. All luminaries are shown on the boards along with FF&E. FCS355 Interior Lighting and Color Theory. The Restaurant Project demonstrates competence in selecting and applying luminaire and light sources as evidenced by lighting calculations and lamp choices. FCS451 Interior Design Studio IV. Specific luminaries and/or light sources are selected according to the design and related application needs (activities in every healthcare space. All luminaries used in the project are shown on the boards along with the FF&E. FCS452 Interior Design Studio V. Students select and apply luminaires and light sources for their lighting plan(s) in phase 3 design development of their thesis project. 12c) and 12d) FCS260 Interior Construction and Detailing. Principles of acoustical design and appropriate strategies for acoustical control are discussed and demonstrated through material specifications and wall sections. FCS352 Interior Design Studio III. Students understand the principles of acoustical design and appropriate strategies for acoustical control. Students understand that every apartment in the Historic Preservation Project must be designed considering acoustical control between apartments and/or tenants. This is shown and represented on the drawings using different wall symbols. 12c) FCS451 Interior Design Studio IV. Students understand that acoustics are very important for the healing and recovery of patients as well as with privacy issues in the Healthcare Project. Every project shows differentiation when using acoustical partitions. 12c) and 12d) FCS452 Interior Design Studio V. Principles of acoustical design and appropriate strategies for acoustical control are evidenced in research for the programming phase 1, material selections and wall and ceiling construction in both phases 3 and 4. 12d) FCS451 Interior Design Studio IV. Students must design every space and select appropriate materials (shown on materials boards) for the healthcare project with acoustical consideration in mind.


Standard 12. Environmental Systems and Controls 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.

29

12e) and 12f) FCS260 Interior Construction and Detailing. Principles of thermal design and how thermal systems impact interior design solutions are addressed through such concerns as insulation types and sun control methods as it relates to physical comfort within any interior space. FCS351 Interior Design Studio II. The principles of thermal design are supported aesthetically through carefully space planning, sufficient circulation within the space, and material selections for each of the 351 projects. FCS452 Interior Design Studio V. Principles of thermal design and how thermal systems impact design solutions are evidenced by HVAC considerations on lighting and reflected ceiling plans phases 3 and 4, insulation methods on wall sections for phase 4, and increasing energy efficiency of the selected building as stated in research for the programming phase 1. 12g) FCS250 Materials and Finishes of Interior Design. The principles of indoor air quality are addressed in an elemental way in conversations and project discussions. A reading assignment such as Lean Green Preservation Machine generated lots of conversation on IAQ and green in general. FCS251 Interior Design Studio I and FCS352 Interior Design Studio III. Indoor air quality is addressed in the selection of materials and products for the design of every project. Students provide information about their materials and use that supports the goals of IAQ. 12g) and 12h) FCS351 Interior Design Studio II. IAQ principles are supported on each of the 351 projects through the maximization of reused materials from each existing site and considerate material selection and specifications including installation and maintenance procedures. FCS451 Interior Design Studio IV. Students are required to research and provide information about the materials used in their design to create a LEED points chart that must be included in a booklet accompanying the project. 12g) and 12h) FCS452 Interior Design Studio V. Principles of indoor air quality ( IAQ) and how the selection and application of products and systems addresses IAQ is evidenced through the selection of materials and products in phase 3 and installation methods as specified in phase 4 of their thesis project. 12h) FCS250 Materials and Finishes of Interior Design. The principles of indoor air quality are addressed as it relates to specified materials as well as installation and maintenance procedures for these same materials. FCS251 Interior Design Studio I. Students search for sustainable materials for every project to give better indoor air quality to the user. Students have to prepare the LEED points checklist for the LEED for Homes final project and provide a research binder with the materials listed. FCS352 Interior Design Studio III. Students research sustainable materials for every project in this course to provide better indoor air quality. Students are also asked prepare the LEED checklist for the Historic preservation project. FCS451 Interior Design Studio IV. Students are encouraged to search and work with sustainable - green materials for every project in this course to achieve better indoor air. Students are also asked to prepare the LEED checklist for the Healthcare Project.


Standard 13. Interior Construction and Building Systems

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

30

13a) FCS152 Interior Design Graphics I. Students are introduced to both basic construction systems (column-beam and wood studs) through the creation of architectural drawings. One project uses the column and beam system and the other project uses a wood stud system. FCS251 Interior Design Studio I. A PowerPoint lecture introduces residential construction. Lectures and professional feedback are provided by Scott Tillman, University Architect, Connie Hotovec, LEED AP, and Patricia Redenbarger about basic constructions systems (wood + steel studs) for the LEED for Homes and NKBA project, respectively. FCS260 Interior Construction and Detailing. Students identify structural systems and methods within the project building such as steel columns and beams or wood columns and beams with structural wall systems. Students develop the building’s invisible grid system for all wall and ceiling system placements. FCS497I CAD Fundamentals. Students produce a complete set of construction drawings in conjunction with FCS260 (in 2009 the 318 6th street building and in 2010 the Technology Annex building). These buildings both had a column-beam grid system made of steel and concrete. FCS351 Interior Design Studio II. The Kitchen Competition 2010 is a condominium with very strict construction restrictions for the building; the HMSU Gallery Lounge is located on the first floor of a concrete and steel high-rise with no channeling allowed into the floor or deck above; and the Restaurant Project is located in an old warehouse building constructed of wood columns and beams with structural brick support walls. FCS352 Interior Design Studio III. Students work on the historic preservation project where the structural system includes a combination of load bearing walls and heavy timber construction (columns and beams). FCS452 Interior Design Studio V. Each student in phase 1 identifies structural systems and methods through a careful review of the architectural, structural, and engineering drawings for the building. Mentor input verifies their interpretation of the building structures and systems. 13b) FCS152 Interior Design Graphics I. Students learn how all the elements in interior spaces are to be represented and work together to create an interior environment. FCS251 Interior Design Studio I. Students learn about limitations when working with load bearing walls through the use of power point lectures on residential construction. FCS260 Interior Construction and Detailing. Students design and detail the majority of the non structural systems such as ceilings, walls, and flooring systems. FCS351 Interior Design Studio II. Non-structural systems are modified or built new to respond to the design solution for each of the 351 projects. FCS352 Interior Design Studio III. Students are fully aware that many design decisions directly affect the building shell and the overall exterior of the building. Students are encouraged to contact Tommy Kleckner from the Historic Landmarks Foundation (guest speaker for the class) to have critiques of their design decisions. Examples: Students may decide to add a green roof or to add additional window openings to a historic building to maximize the use of the interior space. FCS451 Interior Design Studio IV. Students approach the Healthcare Project having in mind that there are limitations with partitions, floors and ceilings because of all the specialized equipment and other elements such as oxygen and electrical connections and valves. FCS452 Interior Design Studio V. Students identify non-structural systems within the presentation and technical drawings for the building. Mentor input verifies their interpretation of these non-structural systems. 13c) FCS251 Interior Design Studio I. Students create a mechanical plan for the bath project that depends on the equipment/fixtures being used and the profile of the project. FCS260 Interior Construction and Detailing. Understanding of distribution systems are evidenced through the production of a floor plan, reflected ceiling plan, and power and communication plan. FCS497I CAD Fundamentals. Students create a power and communication plan as part of a set of construction drawings in conjunction with FCS 260. FCS351 Interior Design Studio II.




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Power, mechanical and plumbing drawings are produced for the Kitchen Competition; plans indicate power, mechanical, HVAC, and lighting drawings for the HMSU Gallery Lounge; and lighting plans for the Restaurant Project show mechanical, HVAC, sprinklers, and luminaires. FCS451 Interior Design Studio IV. Students create a power and communication plan for the Healthcare Project that depends on the equipment being used and the type of healthcare project. FCS452 Interior Design Studio V. Students identify distribution systems through a careful review of the architectural, structural, and engineering drawings for the building. Mentor input verifies their interpretation of these distribution systems. 13d) FCS260 Interior Construction and Detailing. Energy efficiency is addressed through the reflected ceiling plan and related lighting controls. FCS351 Interior Design Studio II. The Restaurant Project has research and plans which include energy, security, and building controls systems. FCS451 interior Design Studio IV. Student work demonstrates understanding that design solutions affect and are impacted by energy, security, and building controls systems. The Healthcare Project has in mind energy savings and security systems not only in case of emergencies but also for patient safety. Students explore and include these systems in their healthcare design. FCS452 Interior Design Studio V. Energy, security, and building controls systems are addressed in the design solutions as evidenced in phase 3 design development. The programming phase 1 does include reference to many of these matters in the research for the project. Building controls are often referenced in phase 4 in power and communication and reflected ceiling plan(s). 13e) FCS451 Interior Design Studio IV. Student work demonstrates understanding that design solutions may affect and are impacted by the interface of furniture and equipment with all the building systems such as electrical systems or building structure (shown on power and communication plans). 13f) FCS351 Interior Design Studio II. Vertical circulation systems are evidenced in the layout of the Restaurant Project through its use of stairs and elevators. FCS352 Interior Design Studio III. Student work demonstrates understanding that design solutions affect and are impacted by vertical circulation systems. Students identify vertical circulation systems and design around them or add additional ones according to regulations and needs for each Historic Preservation Project. FCS353 Internship. Vertical circulation systems were integrated into space planning exercises assigned to an intern. FCS452 Interior Design Studio V. Vertical circulation systems are featured in phase 1 for the building codes graphic presentation. 13g) FCS152 Interior Design Graphics I. Students are given a set of plans that must be redrawn to a larger scale to show their understanding of architectural prints. FCS260 Interior Construction and Detailing. In 2010 and 2009, students were required to read and interpret the working drawings for the Technology Annex project and the 318 6th street building respectively. In 2008, students were required to site measure and research the existing building systems for 940 Chestnut Street Building. FCS351 Interior Design Studio II. Drawings and documents are provided for the students for the Kitchen Competition, HMSU Gallery Lounge, and Restaurant Project excepting the building in 2009 (no drawings were available so site measurements were necessary). FCS353 Internship. Interns were considered competent at reading and interpreting construction drawings and documents. FCS451 Interior Design Studio IV. Students base their projects on a set of construction drawings provided either by IDEC in the case of the IDEC student design competition or by the client in the case of the healthcare project. FCS452 Interior Design Studio V. Students are required to locate and work with the original construction




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drawings and documents for their thesis building particularly during phases 1 programming, 2 schematic and space planning, and 4 working drawings and specifications.


Standard 14. Regulations

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

interior spaces.

33

14a) FCS250 Materials and Finishes of Interior Design introduces the students to the concepts of federal, state, and local laws which impact design, building codes, and standards (such as ASTM, CRI) through assigned readings and exams from the Reznikoff text. Students must address standards for each of the specified materials for their Practicum Project. FCS251 Interior Design Studio I. Students used the LEED points checklist to design the LEED for Homes final project. FCS351 Interior Design Studio II. Since ISU is now a ―green campus‖ the HMSU Gallery Lounge must meet sustainably guidelines and one of the goals of the Restaurant Project is to achieve a high degree of sustainability. FCS352 Interior Design Studio III. Students use LEED points checklist to design all the projects in this course in particular the Historic Preservation Project. FCS355 Interior Lighting and Color Theory. Sustainability guidelines are followed in the specifications of the luminaires as well as the selection of the lamps. FCS452 Interior Design Studio V. Sustainability guidelines are identified and recorded in phase 1 programming. Sustainability guidelines such as using environmentally preferable products and materials, conserving water, and enhancing indoor environmental quality are applied in phases 3 and 4. 14b) FCS250 Materials and Finishes of Interior Design. Industry specific regulations such as OSHA and EPA are discussed as it relates to IAQ. FCS251 Interior Design Studio I. Students were required to follow the NKBA Kitchen and Bathroom Planning Guidelines for the Bath Project. FCS351 Interior Design Studio II. Students are required to follow the NKBA Kitchen Planning Guidelines with Access Standards in the Kitchen Competition. Students are required to follow ISU recycling guidelines in the redesign of the HMSU Gallery Lounge for example recycling of the carpet (CRI). FCS353 Internship. Intern awareness of industry-specific regulations allowed them to quickly pick up on regulation impact on design decisions. FCS355 Internship. Industry specific regulations such as the minimization of glare, light trespass, and misdirection of lights is discussed after reading articles such as The Value of Lighting. FCS452 Interior Design Studio V. Student awareness of industry-specific regulations are studied such as lighting regulations for safety when calculating appropriate foot candles for different occupancies; and safety and health regulations on construction sites are experienced by students when visiting construction sites. 14c) FCS260 Interior Construction and Detailing and FCS497I CAD Fundamentals. The furniture plan and floor plan/partition plan address compartmentalization: fire separation and smoke containment.14c) and 14d) FCS351 Interior Design Studio II. Compartmentalization and egress is studied as it occurs on the Restaurant Project. FCS352 Interior Design Studio III. Students are create a summary of The Codes Guidebook for Interiors and apply all the fire safety regulations including fire separation and smoke containment especially for the Historic Preservation Project where multiple tenants and/or multiple occupancies are present. FCS451 Interior Design Studio IV. Students apply fire separation and smoke containment in every project in this course especially evidenced in the Healthcare Project where fire doors are required to isolate sections of the building. 14c) and 14d) FCS452 Interior Design Studio V. Compartmentalization and movement is best illustrated in phase 1 for the building codes graphic presentation and report. 14d) FCS260 Interior Construction and Detailing. Furniture and partition plans demonstrate movement as it relates to access to stairwells, corridors, and exit ways. FCS352 Interior Design Studio III. Student work demonstrates understanding of laws, codes, standards, and guidelines that impact fire and life safety, including means of egress such as stairwells, corridors, exitways.




interior spaces.

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FCS353 Internship. Interns’ understanding of the means of egress supported their successful production of space plans. FCS451 Interior Design Studio IV. In the Healthcare Project, students create graphics that represent patient and staff circulation patterns and uses of the spaces in comparison with occupancy and fire safety codes. 14e) FCS260 Interior Construction and Detailing and FCS497I CAD Fundamentals. Floor/partition plans indicate a detection system usually in the form of an alarm system. FCS351 Interior Design Studio II. Detection devices are indicated on the Kitchen Competition and the Restaurant Project. 14e) and 14f) FCS352 Interior Design Studio III. Information regarding fire detection and alarm systems is introduced to the students in the form of a codes summary that accompanies the Historic Preservation Project. FCS451 Interior Design Studio IV. For the Healthcare project, students create a reflected ceiling plan showing fire detection and alarm systems as part of the final presentation. 14e) and 14f) FCS452 Interior Design Studio V. Detection and suppression devices are evidenced on the lighting and reflected ceiling plans in phases 3 and 4. 14f) FCS260 Interior Construction and Detailing and FCS497I CAD Fundamentals. The reflected ceiling plan indicates a suppression system usually in the form of sprinklers. FCS351 Interior Design Studio II. The floor plan for the Kitchen Competition indicates the location of a fire extinguisher. Suppression devices are indicated on the lighting plans for both the HMSU Gallery Lounge and Restaurant Project. FCS451 Interior Design Studio IV. Fire suppression systems are shown on all presentation drawings and boards. 14g) FCS351 Interior Design Studio II. Building codes are addressed in the redesign of the HMSU Gallery Lounge and the Restaurant Project. FCS352 Interior Design Studio III. Students research and identify all codes and regulations that affect their project and apply these codes and regulations to their design solutions such as the Daycare Facilities spring 2009. FCS353 Internship. Interns understood federal and state building codes and quickly grasped local codes and their impact upon planning. FCS451 Interior Design Studio IV. Students research and identify all codes and regulations that may affect their projects by location and use (Healthcare Facilities (2008, 2009, and 2010) and apply these codes and regulations to their design solutions. FCS452 Interior Design Studio V. Applicable building codes for the student’s thesis project are identified and recorded in the programming report in phase 1. Phases 2, 3, and 4 demonstrate the application of these identified codes. 14h) FCS351 Interior Design Studio II. Standards such as ASTM, CRI, and UL are referenced as they relate to materials and products specified for the HMSU Gallery Lounge and Restaurant Project typically located in the project documentation. FCS352 Interior Design Studio III. Students select and apply appropriate standards such as ADA and Building codes into every aspect of their design solutions. An accompanying report contains all such data. FCS353 Internship. Standards were most often applied to fabrics and furniture. Interns needed to learn the implications of these standards for each project. FCS451 Interior Design Studio IV. Standards such as ASTM and UL are included in all aspects of the design solutions and presented with their research and process work. FCS452 Interior Design Studio V Standards such as ANSI, ASTM, or NFPA are all organizations that produce fire-related standards and are evidenced in the material and product specifications produced in phase 4 for the thesis project.




interior spaces.

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14i) FCS251 Interior Design Studio I. Students followed the NKBA Kitchen & Bathroom Planning Guidelines with Access Standards for the Bathroom Competition. FCS260 Interior Construction and Detailing. Accessibility guidelines are demonstrated on the furniture and partition plans particularly in the restroom layouts and general corridors. FCS351 Interior Design Studio II Accessibility is applied to the Kitchen Competition, HMSU Gallery Lounge, and Restaurant Project. FCS352 Interior design Studio III. As part of the codes and regulations summary and analysis, students applied accessibility guidelines in the ASID student competition and the historic preservation project. FCS353. Interns applied accessibility guidelines to their space planning solutions. FCS451 Interior Design Studio IV. Students apply all accessibility guidelines particularly evidenced on healthcare and daycare projects. FCS452 Interior Design Studio V. Accessibility guidelines are identified in phase 1 and applied in phases 3 and 4 of the thesis project.


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.

36

Juried Competitions (juried winners or juried non winners): Interior Design Educators Council (IDEC): o Library Project (FCS352 Interior Design Studio III spring 2010) Juried as top three (3)

regional winners and as top 15 national winners. o Healthcare (FCS451 Interior Design Studio IV fall 2010)

American Society of Interior Designers (ASID): o Luxury Skybox Design (FCS451 Interior Design Studio IV 2008 fall) o Harbor House (FCS451 Interior Design Studio IV 2009 fall) o Wellness Project (FCS451 Interior Design Studio IV 2010 fall)

Institute of Store Planners (ISP): o Store Design and Prototype Development. High-end Jeweler Inc. (FCS352 Interior

Design Studio III spring 2008) LG Surfaces Competition spring 2010 (FCS251 Interior Design Studio I). NKBA Bath and Kitchen Student Design Competitions fall and spring 2010, 2009, and

2008 (FCS251 Interior Design Studio I and FCS351 Interior Design Studio II).

NeoCon Student GREENlife Competition March 2009 featured at NeoCon World’s Trade Fair in June 2009 (FCS452 Interior Design Studio V): o Kristen Bergman, Danielle Hefner, Casie Orr, Caitlin Teeters, Brittany Workman

ISU March 2009 Research Symposium Celebration of Student Scholarship (based on

restaurant multicultural projects in FCS351 Interior Design Studio II). Submissions awarded to: o Michael Walker and Laurie Wojak. o Angela Miller and Kylie Suddarth.

ISU Department of Art Juried Student Exhibition (17-27 February) 2009-2010: o Kylie Suddarth and Brooke Gephart. FCS352 Interior Design Studio III IDEC Historic

Preservation in Downtown St. Louis. Retail Store 2009. o Angela Miller and Kylie Suddarth. FCS451 Interior Design Studio IV Healthcare

Project 2009. o Sarah Stetter and Rebecca Smith. FCS151 Design Fundamentals Chair Design

2008. Advisory Board Meetings: The ID Program Advisory Board is a team of architects, interior designers, and one construction manager. Advisors are chosen based on their expertise and knowledge in the field. Twice annually the faculty meets with the board. The board updates the faculty and students on the state of the economy, internship potential, and employment capacity in the greater Indianapolis area. Throughout the year, Advisory Board Members are asked often to evaluate student work, judge student competitions, and provide feedback to the program relative to the state of the profession. The majority of the advisory board members serve as mentors to the students. Each fall (Fall Orientation) an advisory board member is typically assigned 4-5 students whom they mentor for that year. Most recently the Dean of the College of Technology has requested that the Advisory Board spearhead fund raising activities. Alumni Surveys: The ID Program intermittently contacts alums but an annual survey would better assess job status and placement statistics of graduates. The ID Program conducted an


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.

37

alumni survey in preparation for the CIDA report and site visit and will be incorporating curriculum changes correcting the stated gaps in the program. Alumni suggested that the program strengthen residential design; update the web site more often; knowledge of InDesign, SketchUp, Photoshop, Illustrator, AutoCAD, Revit, 3D Studio Max; production of contract documents; LEED; and time management. Sophomore Portfolio Review: Each spring the Interior Design Program requires that the sophomores submit an exhibit of the body of work accumulated to date for faculty review. All sophomores are required to comply. Sophomore students are admitted into the Junior Level of the Interior Design Program of Study ONLY after submission and approval of visual projects and academic work. Faculty members consider both of these in determining admission; ordinarily, students registering for a studio course will have earned an average GPA of 2.50 or higher in the core interior design courses and have demonstrated ability in visual projects. Students receiving conditional acceptance will have to improve and resubmit deficient projects. Students receiving an unacceptable evaluation will be required to retake those courses deemed UNACCEPTABLE FOR COURSE CREDIT. Senior Portfolio Review: Each year the Senior Interior Design students travel to Indianapolis for individual review, critiques, comments, and feedback from a minimum of four professional architectural/design firms as well as members of the Advisory Board. Students finalize their pre-professional portfolios after the site visits and submit for evaluation by faculty. Reviewers are asked to evaluate the portfolios. Final portfolios are used for applications for full time employment in the field or for graduate school. Student Instructional Reports (SIRs): Every semester students are asked to evaluate their current course’s content, delivery, and relevance to the curriculum. The evaluations inform the faculty member of their ability to impart information in a timely, professional, consistent and logical manner. Evaluations are reviewed by the faculty member teaching the course and the department chair. Internship Evaluations (FCS353 Internship, summer 2008, 2010): All ID students are required to participate in the 320 hour paid internship course. Due to economic conditions in 2010, not all interns were paid but many unpaid interns applied for a $1,000 scholarship offered through Focus Indiana and were successful in security these funds. All internship students are required to be supervised on site by an NCIDQ Certified Professional or a state licensed Architect. During the internship, students are required to submit weekly journal entries documenting, reflecting upon, and analyzing their experiences. After the internship, students are required to present their experience to their peers. Intern Supervisors fill out an intern preference form which determines what knowledge and skills that employer is seeking in an intern. Both intern and intern supervisor review and sign a learning contract in week one guiding the goals for the 320 hours of experience. Intern Supervisors evaluate the intern at the end of the internship experience. The collected information indicates how well the current curriculum does in preparing interns and new hires for the interior design profession. Web site information to the public: www.indstate.edu/interior


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.

38

Faculty: The number of faculty members and other instructional personnel is sufficient to implement

educational and program goals. The program has two full time faculty members (Juan Jurado and Mary Sterling) and two part-time adjunct professors (Denise Conrady and Steve Arnold) and one graduate assistant (Jessica Simmons). In addition to her teaching responsibilities (three courses in the fall semester and four courses in the spring semester), Mary Sterling serves as Program Coordinator and advisor for the student organization (IDEA) and academic advisor to all the registered students in the program (42 students).

Administration: One administrative person serves both the Department of the Built Environment and

Electronics and Computer Engineering Technology with a total of 16 regular faculty and 4 adjunct faculty and two chairs. The current administrative assistant, Ann Mitchell, is on temporary assignment to the Department of the Built Environment. Next year, it is anticipated that the department will have its own full time administrative assistant and full time chair.

The educational and program goals of the Interior Design Program are fully supported by the Department of the Built Environment and the COT Dean’s office. This is reinforced by their support for CIDA accreditation.

The interior design program has one work study student who helps to operate the resource library.

The coordinator, faculty members, and other instructional personnel collaborate in developing, implementing, and modifying the program. The faculty members meet each week to collaborate and solve problems within the program. Discussions include curriculum issues, student issues, committee reports and goals.

Resources: Purchase of computer peripherals such as printers (no funding anticipated 2010-11) and

plotters (anticipated private funding of $5,000.00 by MMS-AE in October 2010) Purchase of additional shelving for library samples and catalogues (no equipment funding

anticipated 2010-11) Purchase of current software such as AutoCAD, Illustrator, Photoshop, InDesign, SketchUp,

BIM, Revit, 3-D Max and Maya. (no funding anticipated 2010-11) Facilities:

Planning meeting #1 was held on 20 September with MMS-AE; Scott Tillman, University Architect; Dean Brad Sims, COT; Jerry Cockrell, Interim Chair, Department of the Built Environment; Jeff McNabb, Assoc Dean COT;Juan Jurado; Mary Sterling and the following facility requirements were reviewed: Design/drafting/lighting studio 1,750 sf Secondary Studio 1,250 sf Faculty Offices (3) 375 sf Storage Room 500 sf Design Library 500 sf Work Room (cut samples) 500 sf Display area 125 sf Exhibit (gallery) space 1,500 sf Critique space 500 sf


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.

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Break Room with Kitchen/Lounge 500 sf Bathroom 200 sf Circulation (35%) 2,695 sf Grand Total 10,395 sf

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Recommended page limit: 2

1) Provide a brief description of the conclusions you have drawn about overall program quality. In what ways are

your students especially well prepared to enter professional practice as interior designers?

Curriculum that presents students with a broad range of design concentration options including residential design (bath and kitchen), hospitality design, healthcare design, and restoration/preservation design.

A high percentage of graduates obtain permanent positions in the field as a direct result of the required internship experience.

Full time and part-time faculty members have diverse educational backgrounds and work experience and are dedicated to the long term success of the program

The Department of the Built Environment was the vision of the Dean of the College of Technology. The Dean demonstrates strong support for growing student numbers and the reputation of the department’s programs.

What areas could be further strengthened to support current or future preparation of program graduates?

Collaboration with Construction Management on design/build projects

Higher percentage of male student – currently only one male student

Low percentage of graduates pursuing the NCIDQ exam

Low percentage of graduates pursuing the LEED exam

Low percentage of alumni in touch with program upon graduation

2) Provide a brief description of your plans for future program development.

Implement a selective admissions process by (accepting a maximum of 30 students each year) by 2011 with a minimum GPA of B- (80%)

Change the degree from Bachelor of Science (BS) to Bachelor of Interior Architecture Design (BIAD)

Change the program from a four year to five year program with a one year co-op (two six month units) experience

Add a course in Construction + Detail: Residential

Add a course in Digital Visualization (Digital Rendering + 3-D Modeling)

Add a course in Sustainable Practices including studying for LEED GA

Add a Master in Fine Arts Interior Design (MFA)

What changes to curriculum or resources have been planned and/or implemented to improve gaps in the

educational program identified through self-study?

Eliminate the FCS core courses (107, 109, 410) and FCS217 Textiles I

Initiate a self-study instrument whereby students evaluate the extent to which relevant CIDA standards are achieved upon completing a course (all courses at all levels)

Students participate in evaluating the overall quality of the program through graduate exit surveys

Develop FCS354 Traditional Interiors, FCS454 Contemporary Interiors and Furniture, and FCS455 American Interiors and Furniture as on-line courses

Emphasize communication and interdisciplinary experiences

When are these changes likely to occur?

August 2011

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What changes in the program, institution, higher education, the profession, or society may impact the program

in the future?

Issues such as sustainability and the integration of technology will impact the program profoundly. The program will need to be teaching and applying BIM and LEED standards to most of the studio projects. Globalization will mean that students need to learn at least one second language, develop proficiency in the metric system, and apply multicultural expertise.

What is being done to address emerging issues, trends, or challenges?

The ID Program has been reassigned to the College of Technology to have ready access to emerging software and cutting edge technology such as Revit and BIM. The relocation into the Department of the Built Environment will include proximity to the Construction Management Program assisting with understanding and applying the concept of design/build.

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Student Learning ExpectationsStudent work demonstrates understanding of:

the concepts, principles, and theories of sustainability as they pertain to building methods, materials, systems, and occupants. 2a

P S S S P S P

Students understand:globalization and the implications of conducting the practice of design within a world market. 2b

S S P S

how design needs may vary for different socio-economic populations. 2c S P P S P S S

Program Expectations

The interior design program provides:

exposure to contemporary issues affecting interior design. 2d S S S S P

exposure to a variety of business, organizational, and familial structures. 2e S P S S

opportunities for developing knowledge of other cultures. 2f S P P S P S S

Standard 2. Global Context for Design - Entry-level interior designers have a global view and weigh design decisions within the parameters of ecological, socio-economic, and cultural contexts.

Curriculum Matrix - Indiana State UniversitySecond Year Third Year

Fall

Fourth YearSpring SummerFall SpringFallP - Primary evidence. Limit: 3 'P's per expectation. 1 'P' per expectation is mandatory

unless the program does not address the expectation in the curriculum.

S - Secondary evidence. Limit: 4 'S's per expectation.

Spring

First YearSpringFall

Notes:

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Student Learning ExpectationsStudents understand that social and cultural norms may vary from their own and are relevant to making appropriate design decisions. 3a

S P S P S

Student work demonstrates:

understanding and the ability to appropriately apply theories of human behavior. 3bS S P S S P

the ability to select, interpret, and apply appropriate ergonomic and anthropometric data. 3c

S S P S S P P

understanding and the ability to appropriately apply universal design concepts. 3d P S S P P

Standard 3. Human Behavior - The work of interior designers is informed by knowledge of behavioral science and human factors.

Notes:

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Student Learning ExpectationsStudents are able to:

identify and define relevant aspects of a design problem (goals, objectives, performance criteria). 4a

S S S S P P P

gather appropriate and necessary information and research findings to solve the problem (evidence-based design). 4b

S S S P P P

evaluate, select, and apply information and research findings to design. 4c S S S S P P P

synthesize information and generate multiple concepts and/or multiple design responses to programmatic requirements. 4d

P S S P S S P

demonstrate creative thinking and originality through presentation of a variety of ideas, approaches, and concepts. 4e

S P S S P S P


The interior design program includes:

opportunities to solve simple to complex design problems. 4f S P S S P S P

exposure to a range of design research and problem solving methods. 4g S S P S P S P

opportunities for innovation and creative thinking. 4h P S S P S P

opportunities to develop critical listening skills. 4i S S P S P S P

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 support human behavior within the interior environment.

Notes:

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Student Learning ExpectationsStudents have awareness of:

team work structures and dynamics. 5a S S P S P S P

the nature and value of integrated design practices. 5b S S P S S P P


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

collaboration, consensus building, leadership, and team work. 5c S S P S P P S

interaction with multiple disciplines representing a variety of points of view and perspectives. 5d

P S P S S

Standard 5. Collaboration - Entry-level interior designers engage in multi-disciplinary collaborations and consensus building.

Notes:

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Student Learning ExpectationsStudents apply a variety of communication techniques and technologies appropriate to a range of purposes and audiences. 6a

S S P S P P

Students are able to:

express ideas clearly in oral and written communication. 6b S S S P P P

use sketches as a design and communication tool (ideation drawings). 6c S S S P P S P

produce competent presentation drawings across a range of appropriate media. 6d S S S S P P P

produce competent contract documents including coordinated drawings, schedules, and specifications appropriate to project size and scope and sufficiently extensive to show how design solutions and interior construction are related. 6e

S P S S P P

integrate oral and visual material to present ideas clearly. 6f S S S P S P P

Standard 6. Communications - Entry-level interior designers are effective communicators.

Notes:

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Student Learning ExpectationsStudents understand :

the contributions of interior design to contemporary society. 7a S S P P

various types of design practices. 7b S P

the elements of business practice (business development, financial management, strategic planning, and various forms of collaboration and integration of disciplines). 7c

P

the elements of project management, project communication, and project delivery methods. 7d

S P

professional ethics. 7e S P

Program ExpectationsThe interior design program provides exposure to various market sectors and client types. 7f

S S P

legal recognition for the profession. 7g S P

professional organizations. 7h P S P

life-long learning. 7i S P

public and community service. 7j S P S S

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

Notes:

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.

6

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Student Learning ExpectationsStudents understand the social, political, and physical influences affecting historical changes in design of the built environment. 8a

P P P S

Students are able to identify:

movements and periods in interior design and furniture. 8b P S P P

movements and traditions in architecture. 8c S P P P

stylistic movements and periods of art. 8d S P P P

Students are able to use historical precedent to inform design solutions. 8e S S S P

Standard 8. History - Entry-level interior designers apply knowledge of interiors, architecture, art, and the decorative arts within a historical and cultural context.

Notes:

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Student Learning Expectations

two-dimensional design solutions. 9a P P S S S S P

three-dimensional design solutions. 9b P S S P S S P

Students are able to analyze and discuss spatial definition and organization. 9c S S S P S P P

Students effectively apply the elements, principles, and theories of design to:

Standard 9. Space and Form - Entry-level interior designers apply the theories of two- and three-dimensional design, and spatial definition and organization.

Notes:

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Student work demonstrates understanding of:

color principles, theories, and systems. 10a P S S P S S P

the interaction of light and color and the impact they have on one another and interior environments. 10b

S P S P P

Students:appropriately select and apply color with regard to its multiple purposes. 10c P S S S S P P

apply color effectively in all aspects of visual communication (presentations, models, etc.) 10d

S S S S P P P

Notes:

Standard 10. Color and Light - Entry-level interior designers apply the principles and theories of color and light.

9

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a broad range of materials and products. 11a P S S S S P P

typical fabrication and installation methods, and maintenance requirements. 11b P S S S S P

Students select and apply appropriate materials and products on the basis of their properties and performance criteria, including environmental attributes and life cycle cost. 11c

P S S S S P P

Students are able to layout and specify furniture, fixtures, and equipment. 11d S S S S P P

Notes:

Standard 11. Furniture, Fixtures, Equipment, and Finish Materials - Entry-level interior designers select and specify furniture, fixtures, equipment and finish materials in interior spaces.

10

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Students:understand the principles of natural and electrical lighting design. 12a P S S P P

competently select and apply luminaires and light sources. 12b S P S P P

Students understand :

the principles of acoustical design. 12c P P P S

appropriate strategies for acoustical control. 12d P P P S


the principles of thermal design. 12e S S S

how thermal systems impact interior design solutions. 12f S S S


the principles of indoor air quality. 12g P S S S P P

how the selection and application of products and systems impact indoor air quality. 12hP S S S P P

Standard 12. Environmental Systems and Controls - 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.

Notes:

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Student Learning ExpectationsStudent work demonstrates understanding that design solutions affect and areimpacted by:

structural systems and methods. 13a P S P S S S P

non-structural systems including ceilings, flooring, and interior walls. 13b P S P S S S P

distribution systems including power, mechanical, HVAC, data/voice telecommunications, and plumbing. 13c

S P S S S P

energy, security, and building controls systems. 13d S S S S

the interface of furniture with distribution and construction systems. 13e S

vertical circulation systems. 13f P P S S

Students are able to read and interpret construction drawings and documents. 13g P P S S S P

Notes:

Standard 13. Interior Construction and Building Systems - Entry-level interior designers have knowledge of interior construction and building systems.

12

FCS

150

FCS

152

AR

TS 1

02

FCS

151

AR

TS 1

01

FCS

250

FCS

252

AR

TH 2

71/2

72

FCS

251

FCS

260

FCS

497

I

FCS

351

FCS

354

FCS

355

FCS

352

FCS

353

FCS

451

FCS

454

FCS

452

FCS

455

FCS

458

AR

TD 4

90


Fall




Spring


Standard 14. Regulations - Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces.


sustainability guidelines. 14a P S P S S S

industry-specific regulations. 14b P S P S S S

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

compartmentalization: fire separation and smoke containment. 14c S S S P S P

movement: access to the means of egress including stairwells, corridors, exitways. 14dS S P S S P

detection: active devices that alert occupants including smoke/heat detectors and alarm systems. 14e

S S S P S P

suppression: devices used to extinguish flames including sprinklers, standpipes, fire hose cabinets, extinguishers, etc. 14f

S S S P S P

Students select and apply appropriate:

federal, state/provincial, and local codes. 14g S P S P P

standards. 14h S P S P P

accessibility guidelines. 14i S S P S S P P

13

Faculty Data Form

January 2009 Faculty Data Form

Not to exceed 2 pages per faculty member

Check one:

Name: Mary C. Sterling X full-time ___adjunct part-time support

other (please indicate):

Check one:

Individual has been responsible for studio supervision in past 2 academic years: X Yes No

Individual has completed a degree in interior design: X Yes No

Individual has passed the complete NCIDQ exam: X Yes No

If this individual is a full-time faculty member, please indicate:

40 % of time spent in administration

40 % of time spent in teaching

20% of time spent in research

Educational background (degrees, discipline, university/school, and year of completion):

Master of Interior Design, Central Michigan University, Mt Pleasant, MI Arts: 1998 Bachelor of Interior Design, University of Manitoba, Winnipeg, Manitoba Interior Design: 1968

Positions held in academic institutions (title of position/rank, year and tenure):

Coordinator, Associate Professor, Interior Design Program

1999-present Tenure track

Indiana State University, Terre Haute, IN

Courses taught in the past two years:

Fall Semester - FCS 250 Materials and Finishes of Interior Design

Spring Semester - FCS 260 Interior Construction and Detailing

Fall Semester - FCS 351 Interior Design Studio II

Fall Semester - FCS 355 Interior Lighting and color Theory

Spring Semester - FCS 353 Internship (summers only)

Spring Semester - FCS 452 Interior Design Studio V

Spring Semester - FCS 458 Professional Practices and Procedures

Spring Semester - ARTD 490 Interior Design Portfolio (team taught)

Summer - GH 199 Interior Architecture/Design Summer Honors

Positions held in design practice (firm name, title, and year):

Principal: Sterling Design Group Inc, (SDGI)

1978-97

Project Manager: Office Planning Services 1974-78

Senior Designer: Marani, Routhwaite & Dick Architects

1969-74

Faculty Data Form


Interior Designer: Abram, Nowski & McLaughlin 1968-69

Significant publications, creative projects, and/or paper presentations (up to six items):

Sterling, M. C. (2007). Service-learning and interior design: A case study. Journal of Experiential Education, 29(3), 331-343.

Sterling, M. C. (2005). Rochon Residence. [Interior design project]. Peer reviewed with 3-0 votes for appropriate and acceptable creative scholarship.

Sterling, M. C. (2004). Universal design problem solving. Journal of Family & Consumer Sciences, 96, 40-44.

Sterling, M. C. (2004). Professional legitimacy in interior design {Abstract}. Proceedings of the Interior Design Educators Council International Conference. Pittsburgh, PA, 37-38.

Sterling, M. C. (2003). Education: Interior Design Studio Space. Interior Design Educators Council (IDEC), Pittsburgh, PA, March 2004. Notification of “accepted for show” received 18 December 2003.

Sterling, M. C. (2003). Ness Residence. [Interior design project]. Peer reviewed with 3-0 votes for appropriate and acceptable creative scholarship.

Awards, recognitions, grants, competitions:

LEED AP (Leadership in Energy and Environmental Design Accredited Professional). June 2009.

GREENlife NeoCon Competition, Chicago, IL proposal awarded $3,660.00 by the Lily Endowment, Focus Indiana, and ISU Center for Public Service and Community Engagement (June 2009)

Selected as one of Indian State University’s Promising Scholars. Net Zero Energy Healthy House Project approved for $13,675.65 in funding (01 August 2008 – 31 July 2010)

International Travel Grant Fall 2008, to investigate University of San Francisco Quito, Ecuador for Study Abroad Interior Architecture/Design Program awarded $2,000.00.

International Travel Grant Spring 2006, to investigate Lorenzo de Medici and Florence University of the Arts schools in Florence, Italy for Study Abroad Interior Design Program awarded $2,000.00.

Professional memberships and service:

Interior Design Educators Council (IDEC), Professional Member (1996-present)

International Interior Design Association (IIDA), Professional Member (1996-present)

Registered Interior Designer (RID00230), State of Indiana (2010-present)

Appointed Visiting Team Co-Chair for future CIDA site visits November 2008.

Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years):

Attended 20-20 Technologies Version 6.4 and 8.1 Training Class in Grand Rapids, MI (fall 2007 and May 2008)

Attended LEED for New Construction and Major Renovations Technical Review, Cleveland, OH 13 Nov 2008

Attended LEED for Commercial Interiors Technical Review, Chicago, IL 22 May 2007

Attended Healthcare and Medical Lighting Workshop, 5-6 March 2007

Faculty Data Form



Check one:

Name: Juan A. Jurado X full-time adjunct part-time support


Check one:



Individual has passed the complete NCIDQ exam: Yes X No




20 % of time spent in research


Master of Graphic Design, Indiana State University, Terre Haute, IN

Fine Arts: Degree expected: Spring 2012

Master of Family and Consumer Sciences with specialization in Interior Design,

Sciences: Indiana State University, Terre Haute, IN Degree received December 2003, Overall GPA 4.0/4.0

Bachelor: Architecture, Central University of Ecuador Degree received in 1998 from a 6 year program, Overall GPA: 3.45/4.0


Assistant Professor (TT), Interior Design Program fall 2007 – present Indiana State University, Terre Haute-Indiana

Continuing Lecturer, Interior Design Program fall 2006 - spring 2007 Purdue University, West Lafayette-Indiana

Assistant Professor, Interior Design Program fall 2004 - Spring 2006 Indiana State University, Terre Haute-Indiana


Fall Semesters

FCS 152, Interior Design Graphics I

FCS 252, Interior Design Graphics II

FCS 451, Interior Design Studio IV

Spring Semesters

FCS 151, Design Fundamentals

FCS 352, Interior Design Studio III

FCS 497I, Design Fundamental

Faculty Data Form



Design Department of design and budgeting 2000 - 2002

Supervisor: PRODASFALT S.A. (Roofing Construction Company), Quito-Ecuador

Owner and ARQUI-Tk, 1998 - 2002

Manager: Quito-Ecuador

Design and

Construction Inmobiliaria Helvetia S.A. (Conauto-Texaco), 1998-2000

Supervisor: Quito-Ecuador


N/A


N/A


Membership: IDEC: 2007 to present

NCIDQ: Eligible to take the exam since 2007

Volunteer Improving Kids Environment: Indianapolis, IN (2009)

Work: Habitat for Humanity: Central Indiana, Indianapolis region (2009)

Partners in Housing Development Corporation: Indianapolis, IN (2009)


N/A

Faculty Data Form



Check one:

Name: Steve Arnold, AIA, Registered Interior Designer full-time x adjunct part-time

___support other (please indicate):

Check one:

Individual has been responsible for studio supervision in past 2 academic years: Yes x No

Individual has completed a degree in interior design: Yes x No



% of time spent in administration

% of time spent in teaching

% of time spent in research


Bachelors Degree: Ball State University, College of Architecture and Planning 1980


Adjunct Professor - 2004 – 2010, Indiana State University, Interior Design Program, FCS Currently teaching History of architecture and design (4 years) Taught studio and construction documents (2 years)


History: FCS 354, 454, 455


John C. Curry

and Associates:

Intern 1979 CSO Architects: Architect, Project Manager 1988-1993

Charles

Womack and

Associates:

Architect 1980 – 1983 MMS-A/E: President, Architect, Registered Interior Designer 1993-2010

Fields – Arnold

and Associates:

Principal Architect 1983 – 1988

Architect Registrations: Indiana, Illinois, Wisconsin Interior Design registrations: Indiana


Over 1,000 Architectural Designs in the last 30 years including:

Indiana State University Stalker Hall Stalker Hall Terre Haute Children’s Museum

Faculty Data Form


901 Wabash, Terre Haute Riddell National Bank

Mid Town Dentistry, Terre Haute


Nominated for AIA “Julliet Peddle Award” past two years 1998 IESNA Illumination Design Award for ISU Signature Feature 2007 Downtown Terre Haute Heritage Award for ISU Stalker Hall 2001 ABC Award of Honor 2003 ABC Award of Excellence for 901 Wabash 2004 ABC Award of Excellence for Glabber Girl Museum

Professional memberships and service: American Institute of Architects, Rotary International, Vincennes University Advisory Board, Indiana State University Interior Design Program Advisory Board


Hours Date Course 1 3.18.2009 Storage Design: Alternatives for Today’s Workplace (SDA2) 1 3.24.2009 Rolling door Products: Design Types 1 4.2.2009 Roofing and Buyilding Maintenance Division 1 7.7.2009 Upward Acting Commercial Sectional Door Systems 1 7.15.2009 Track & Sports Field Design 1 8.14.2009 Vertical Transportation Design 1 11.4.2009 The Renaissance of Steel Windows 1 11.4.2009 Controlling Light & Heat with Architectural Glazing Systems 1 11.4.2009 MCM101: An Introduction to Metal Composite Material (MCM) 3 11.4.2009 Rainscreen Design, Guardrail/Handrail Safety Regulations 1 11.4.2009 The Benefits of Daylighting 1 11.5.2009 Air, Water and Moisture Management in Commercial Building Envelopes 1 11.5.2009 Healthy Indoor Air Quality 1 11.17.2009 Design Alternatives to the Enclosed Elevator Lobby: Fire and Smoke Safety Solutions 1 11.17.2009 Window Replacement Solutions for Commercial and Institutional Buildings

Faculty Data Form



Check one:

Name: Denise Conrady full-time X adjunct part-time support


Check one:

Individual has been responsible for studio supervision in past 2 academic years: Yes X No

Individual has completed a degree in interior design: Yes X No







Bachelor of Arts:

Architecture/Art/Art History, Rice University, Houston, TX


Adjunct Professor, Interior Design Program Fall 2009, 2010



Fall Semester - FCS 150, Interior Design Studio I


Owner & Managing Director: Atelier Oz S.A.R.L. 2004-2008

Paris, France

Office & Project Manager Naco Architecture 1998-2004

Paris, France

Freelance Designer Paris, France 1992-1998

Designer (Interiors &

Furniture)

Studio Naco 1987-1992

Paris, France

Exhibition Designer Museum of Fine Arts 1984-1987

Houston, TX

Faculty Data Form



N/A


N/A


N/A


N/A

Faculty Data Form



Check one:

Name: Jessica N. Simmons full-time X adjunct part-time support


Check one:









Master of Graphic Design, Indiana State University, Terre Haute, IN Fine Arts: Degree Expected: Spring 2012 Bachelor of Interior Design, Indiana State University, Terre Haute, IN Science: Overall GPA 3.83/4.0


Adjunct Professor, Interior Design Program Spring 2009,2010


Graduate Assistant, Interior Design Program Summer 2009 – present



Spring Semester - FCS 251, Interior Design Studio I


Design Intern: Designplan Inc. August 2007 – July 2008

Indianapolis, IN

Faculty Data Form



Starfish Initiative, Indianapolis, IN


Outstanding Graduate Assistant 2010


Membership: IIDA: 2006 - present USBGC: 2010


LEED Workshop: Technical Review May 2008

Faculty Data Form



Check one:

Name: Alma Mary Anderson (SAMy) X full-time ___adjunct part-time support


Check one:



Individual has passed the complete NCIDQ exam: X Yes No




20% of time spent in research


Master of Graphic Design, Rochester Institute of Technology, Rochester, NY Fine Arts: 1987 Bachelor of Graphic Design and Photography, Saint Mary’s College, Notre Dame, IN Fine Arts: 1965


Professor, Graphic Design Program 2002-present



ARTD 220 - Introduction to Graphic Design

ARTD 321 - Principles of Graphic Design

ARTD 323 - Illustration for Layout

ARTD 400K - Graphic Design Workshop

ARTD 420 - Web Page Design

ARTD 422 - Marketing Graphics

ARTD 423 - Advanced Applications in Graphic Design

ARTD 490 - Graphic Design Portfolio

ARTD 600 - Art Workshop, Graduate

ARTD 601 - Creative Research, Graduate

ARTD 620 - Advanced Graphic Design I, Graduate

ARTD 621 - Advanced Graphic Design II, Graduate

ARTD 622 - Special Problems in Graphic Design, Graduate


N/A


• Spring 2009, Popular Culture Association, New Orleans; part of panel–paper, Online Viruses—[When] Will They Cross the Species Barrier? A Study in Could Be and May Be

Faculty Data Form


• Spring 2007, Popular Culture Association, Boston; part of panel– paper–Designing a

Book: The Jewish People of Pinellas County • Spring 2006, Judged Student Art Show at University of Evansville– gave presentation,

Does Graphic Design Have a Sense of Humor? • Histories of the Jewish People of Pinellas County, Florida. Temple B'nai Israel,

publisher 2006. 720 pages. Cover, page design, layout, photography. • Indiana Historical Markers. Alan McPherson, 2006. Cover, design and layout with

graduate students Judy Wu and Pat Linehan. • Illustrated Dictionary of Environmental Health; Herman Koren. Lewis/CRC Publishers,

Inc., Boca Raton, , NY, London, Tokyo. 2nd edition. 2004.


• 2010, Presidential Medal (mostly for Service) • 2000-2003, Presidential Teaching Fellow • 1996, Caleb Mills Distinguished Teaching Award–Indiana State University • 1995, Nominated to and accepted for inclusion in Strathmore's Who's Who • 1994, 1995, 2000, 2002, 2006 Nominated to/accepted in Who's Who Among America's

Teachers


• American Institute of Graphic Arts (AIGA) national • AIGA, Indianapolis Chapter(Board Secretary 1990-1993) • National Association of Photoshop Professionals • Popular Culture Association • ISU MacUser's Group (President 1989-1992), co-coordinator 1993-1996 • OurGreenVallley Alliance for Sustainability 2009 to present


N/A

Faculty Data Form



Check one:

Name: Glenn Dunlap X full-time ___adjunct part-time support


Check one:

Individual has been responsible for studio supervision in past 2 academic years: Yes No

Individual has completed a degree in interior design: Yes No







Master of Arts:

Graphic Design, Iowa State University, Ames, IA, 1973

Bachelor of Arts:

Commercial Art, Arkansas Technology University, Russellville, AR, 1970


Professor, Graphic Design 2006 - present

Indiana State University, Terre Haute, IN tenured


ARTS 102 - Two Dimensional Design/Color

ARTD 322 - Layout Design

ARTD 323 - Illustration for Layout

ARTD 421 - Advanced Layout Design

ARTD 422 - Marketing Graphics


Company Director,

Creative/Art Director:

Aspen Direct, (Formally Direct Marketing

1980-1991

London, England


N/A


2008 - International Travel Grant, Indiana State University

2006 - Invitational Group Show, Washington Pavilion of Arts and Sciences

Faculty Data Form


2003 - College of Arts and Sciences, Travel Grant, Indiana State University

2001 - International Travel Grant, Indiana State University

2000 - Arts Endowment Award, Indiana State University

SIGMA NU (Honors Society) and KAPPA PI (International Honorary Art Fraternity)


1992 – present, Board Member, Member, The American Institute of Graphic Arts, Indianapolis chapter. Member of this international professional design organization and have just completed my fourth term on the Board of Directors. My responsibilities consist of fund raising, budgeting,and organizing the College Student Careers Day / Portfolio Review.

1992 – 1998, Graphic Design Education Association. Member of this professional organization dealing with development of Graphic Design programs in colleges and universities across the nation and internationally. The organization terminated in 1998

1992 - present , Foundation In Art, Theory and Education. Member of this national education organization devoted to the further development of foundation art from the theoretical to the applied.

1980 – 1991, British Direct Mail Association

1981 – 1991, European Direct Mail Association

1985 – 1991, Art Directors Club, London

1972 – 1980, Direct Marketing Association, USA

1972 – 1980, Smithsonian Residence Association

1975 – 1980, Art Directors Club of Washington D.C.


2008 - Suan Sunandha Rajabhat University; Bangkok, Thailand Gave 4 lectures on the Direction of Graphic design and two, four day workshops on design

2002 - 2009 Visual Arts institute; Terre Haute, Indiana Gave a two day workshop dealing with digital art and design 2006 - In Pursuit of Quality - Quality Printing Workshops; Indianapolis, Indiana 2006 - Press Checks - Quality Printing Workshops; Indianapolis, Indiana

Faculty Data Form



Check one:

Name: Stephen Smithers X full-time ___adjunct part-time support


Check one:









Ph.D. Art History, University of Iowa, 1988 Master of Arts:

Art History – Ancient Area, Northern Illinois University, 1982


Associate Professor, Art History Fall 1994 - present


Assistant Professor, Art History Fall 1988 - present



ARTH 271 – Survey of Art History I

ARTH 272 – Survey of Art History II

ARTH 470 – Ancient Art, Undergraduate/Graduate

ARTH 471A – The Art and Architecture of Ancient Greece, Undergraduate/Graduate

ARTH 471B – Etruscan/Roman Art, Undergraduate/Graduate

ARTH 472 – Early Medieval Art, Undergraduate/Graduate


N/A

Faculty Data Form



Publications: “Terracotta Figurative Sculptures,” Ceramics Technical, Vol. 28 (2009)

Art of the Western World Survey Guide, Chancellor’s Learning Systems (2008)

Papers: “Christ as Curotrophos: The Development of Early Christian Iconography in Rome as Seen in the Vatican Sarcophagi” presented at the 1996 Medieval Association of the Midwest Meeting, Terre Haute, IN

“… And Then Came the Dipylon Vase” presented at “Odyssey of the Mind: Civilization and Thought,” an inter-disciplinary symposium held at Northern Illinois University, DeKalb, IL, 1996

Exhibitions

Organized and

Curated:

“Neo-Classicism and Other Trends: Turn of the Century Fine and Decorative Arts at the Crossroads of America,” University Art Gallery, Indiana State University, Terre Huate, IN (March 8-April 7, 2006)

Project

Demonstrations: “Etruria and the Etruscan Woman: An Interactive, Multi-Media CD

Collaboration” presented jointly with Yunsun Chung-Shin at the 1998 Midwest Art History Society Annual Meeting, the University of Illinois at Chicago


Indiana State University Arts Endowment Grant (1999)

Indiana State University Research Grant (1997)

Kress Foundation Scholarship (1984-85)

Kress Foundation Travel Grant (1986)


N/A


N/A

Faculty Data Form



Check one:

Name: Nancy Nichols-Pethick X full-time ___adjunct part-time support


Check one:









Master of Fine Arts:

Painting, Indiana State University, 2000

Bachelor of Fine Arts:

Drawing, University of Southern Maine, 1996


Associate Professor, Painting August 2010 - present


Assistant Professor, Painting Fall 2004 - 2010


Full-time Temporary Instructor August 2001 – May 2003; August 2003



Undergraduate and Graduate Painting, all levels

Undergraduate and Graduate Drawing, all levels

Introduction to Painting for Non-Art Majors

Introduction to Painting for Non-Art Majors

Introduction to the Visual Arts (majors course)

Art and the Artist in a Context of Society (major capstone)

Special Topics in Painting Graduate Teaching Seminar


N/A

Faculty Data Form



Solo Exhibitions: New Work (upcoming), Halcyon Contemporary Art, Terre Haute, Indiana, February 2011

Asleep with My Eyes Open, Marian University Art Gallery, Indianapolis, Indiana, September 20 – October 14

Nancy Nichols, Halcyon Contemporary Art, Terre Haute, Indiana, November 4 – 29, 2008

Group Exhibitions:

66th Annual Wabash Valley Juried Exhibition, Sheldon Swope Art

Museum, Terre Haute, Indiana, July 10 – September 4, 2010

Beyond Audubon, Womanmade Gallery, Chicago, Illinois, May 7 – July 1, 2010

65th Annual Wabash Valley Juried Exhibition, Sheldon Swope Art

Museum, Terre Haute, Indiana, July 11 – August 29, 2009.


2008 Bravo! The Arts Art Educator of the Year Award, Arts Illiana, Regional Partner of The Indiana Arts Commission (2008)

Terre Haute Community Arts Support Grant (Co-Pi: Dr. Brad Venable, assistant professor) awarded by the city of Terre Haute: $5000 to support the ongoing Gilbert Wilson Memorial Mural Project (2007)

Focus Indiana Initiative Award (with Dr. Brad Venable, assistant professor) awarded by the Center for Public Service and Community Engagement: $35,000 for the period 2005 - 2008 to develop the Gilbert Wilson Memorial Mural Project. Students will work with nationally-recognized muralists to create public artwork in the Terre Haute community (2005)


Departmental Committee:

Member, Ad Hoc Art History Search Committee, 2008 - present

Member, Ad Hoc Chair Search Committee, 2007 – 2008 Other Departmental Service:

Graduate Coordinator, 2005 – present

Faculty Mentor to Graduate Teaching Assistants in Drawing, 2005 – present

Graduate Committees: Faculty Advisor

Derrick Burnett, 2008 - present

Margaret Gohn, 2008 – present

Jason Gorcoff, 2009 - present


N/A

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