Professional Standards 2009
Suzanne Scott, Ph.D., IDEC, ASID, [email protected] Megan Scanlan, Director of Accreditation, [email protected]
Communicating QualityCommunicating Quality
StandardsRelevantValidReliable
Accreditation Process
Expertise – volunteers & staff
Clear communication
Value to stakeholders
Access & ease of use
CIDA Standards CIDA Standards DevelopmentDevelopmentTimelineMajor revisions made every 8-10
yearsLast major revision project began in
2006 leading to new Standards effective July 1, 2009
Minor revisions issued periodically
Standards DevelopmentStandards Development
Best Practices Engage the community Seek broad and inclusive input Balance perspectives Validate through consensus Communicate results Provide adequate notice
Standards DevelopmentStandards Development
Who is in charge of the process?Standards Committee stewards the
processAccreditation Commission consultedBoard of Directors adopts
ImplementationImplementation
CIDA Board of Directors adopted Professional Standards 2009 in June 2008, effective July 1, 2009
Accreditation Commission planned and implemented site visitor training
Standards Committee monitoring the reliability and validity of Standards
2006-2009 Standards 2006-2009 Standards Development ProjectDevelopment Project
Drivers behind Professional Standards 2009:
Audit of CIDA’s Professional Standards 2009
Future Vision Session Trends in higher education and
accreditation
Professional Standards 2009:Professional Standards 2009:Four Sections, Three Content Four Sections, Three Content AreasAreasProgram CharacteristicsSection I – Mission, Goals, CurriculumSection IV – Program AdministrationBroad Overarching Concepts,
Knowledge, AbilitiesSection II – Interior Design: Critical
Thinking, Professional Values, and Processes
Specific Design Knowledge and Content Areas
Section III – Interior Design: Core Design and Technical Knowledge
Program CharacteristicsProgram Characteristics
Section I. Mission, Goals, Curriculum
Standard 1. Mission, Goals, and Curriculum
Section IV. Program AdministrationStandard 15. Assessment and
AccountabilityStandard 16. Support and Resources
Broad Overarching Concepts, Broad Overarching Concepts, Knowledge, and AbilitiesKnowledge, and Abilities
Section II. Interior Design: Critical Thinking, Professional Values Standard 2. Global Context for Design Standard 3. Human Behavior Standard 4. Design Process Standard 5. Collaboration Standard 6. Communication Standard 7. Professionalism & Business Practice
Specific Interior Design Specific Interior Design Knowledge & Content AreasKnowledge & Content Areas
Section III. Interior Design: Core Design & Technical Knowledge Standard 8. History Standard 9. Space and Form Standard 10. Color & Light Standard 11. FF&E and Finish Materials Standard 12. Environmental Systems and Controls Standard 13. Interior Construction & Building Systems Standard 14. Regulations
Form and ExpressionForm and Expression
Within each section: Broad Standard – sets forth general
expectationStudent learning and program
expectations – assist in determining whether Standard is in compliance
Guidance (provided for some Standards) – examples to assist in understanding expectations
Form and ExpressionForm and Expression
Student learning and program expectations:
Provide additional clarification on the meaning of Standards and guidance on preparing for an accreditation review
Important contributors in demonstrating compliance with a Standard, but not the only factors that contribute to or hinder achievement of Standards
Student Learning Student Learning ExpectationsExpectationsSee CIDA’s Professional Standards
2009, pages 8-9Evaluated by examining student work
and conducting interviews with students
Include an expected learning level: awareness, understanding, application/ability
Student Learning Student Learning ExpectationsExpectationsExamples:Students have awareness of…Student work demonstrates
understanding of…Students select and apply appropriate
Program ExpectationsProgram Expectations
See CIDA’s Professional Standards 2009, page 9
Focus on opportunities, experiences, or information programs present to students
No learning levels
Program ExpectationsProgram Expectations
Examples:The interior design program provides
exposure to…The interior design program provides
opportunities for…Faculty members and other
instructional personnel have…Instructional facilities and work spaces
are…
Professional Standards Professional Standards 20092009Focus on evaluating the program as a
whole rather than on accounting for each of the parts – broad and holistic
Provide sufficient guidance to evaluate program achievement, but are not narrowly focused
“The whole is greater than the sum of its parts”