program self-study in preparation for a cida accreditation review nisha a. fernando, ph.d. associate...
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PROGRAM SELF-STUDY IN PREPARATION FOR A
CIDA ACCREDITATION REVIEW
NISHA A. FERNANDO, Ph.D.ASSOCIATE DEAN & DIVISION HEAD
&
AARON KADOCH, M. Arch., AIAASSISTANT PROFESSOR
DIVISION OF INETRIOR ARCHITECTURE
UNIVERSITY OF WISCONSIN - STEVENS POINT
2012 IDEC ANNUAL CONFERENCE: CIDA WORKHOP
Interior Architecture Program at UW-Stevens Point
Accredited by CIDA (formerly FIDER) since 1995
Most recent CIDA accreditation in November 2011
Currently offers a 4-year BFA Professional Degree Program
Total of 85 credits (71 required credits, 14 design elective credits)
Curriculum Structure: Foundation studios and courses
Interior Architecture studio sequence and support courses/lecture modules
Two portfolio reviews: Beginning of Second Year and end of Fourth/Final Year
One required internship (1 cr.) and optional/highly recommended international internship in London (3 cr).
Optional short-term and semester study abroad program
PROGRAM LEARNING OUTCOMES (PLOs)
Program Learning Outcomes (PLOs): What each student will have learnt at
the end of the 4-year program and how the Interior Architecture mission is accomplished.
Follow CIDA Standards but does not necessarily directly ‘mimic’ them.
Assessable/measurable results.
Linked to the 4-year plan & built on Course Learning Outcomes (CLOs).
PLO#1: DESIGN PROCESS
PLO#2: SUSTAINABLE DESIGN
PLO#3: GLOBAL CONTEXT
PLO#4: HISTORY
PLO#5: DESIGN PRINCIPLES AND ELEMENTS
PLO#6: HUMAN FACTORS AND ENVIRONMENT-BEHAVIOR
PLO#7: DESIGN COMMUNICATION
PLO#8: PROFESSIONAL PRACTICE
PLO#9: COLLABORATION
DEGREE PROGRAM 4-YEAR PLAN
Curriculum structure is determined by logical content sequences as well as changes made based on industry trends, digital technology, as well as socio-cultural demands in interior design.
PLOs & CIDA Professional Standards are used as benchmarks for the general curriculum and course distribution.
Each course has a set of Course Learning Outcomes (CLOs).
CLOs are collectively discussed and formulated by faculty & instructional staff.
MISSION SAMPLE: b. Encourage the development of competent interior design professionalsc. Design quality interior environments that: 1. contribute to the well-being and safety of individuals and groups 2. incorporate a concern for the environmentally sustainable design. OUTCOMES SAMPLE:a. historyb. artsc. science and environmentd. computers and media technologyd. social and cultural studiese. EconomicsOBJECTIVES SAMPLE:1.fundamental art and design concepts 2.history and theory of art, architecture, and interior design 3. visual, verbal, and written design communication 4. design program research, space analysis, planning, and design CURRICULUM SAMPLE:a. Program excellence is maintained through two required portfolio reviews of your work.b. interaction with design professionals: 1. regional, national, and international field trips3. challenges representative of those encountered in the field 4. problem-based learning strategies. 5. curriculum problems expand in complexity and involve realistic constraints, user requirements, budgets, and schedules
UWSP LEARNING OUTCOMES MAINUWSP MISSION AND GOALSUWSP LEARNING OUTCOMES SUBUWSP OBJECTIVESUWSP CURRICULUM
Level 1 Analysis
1. Experience-1. Liberal Arts Foundation with Professional Design Expertise.
1. fundamental art and design concepts2. international experienceb. regional, national, and international field tripsd. travel and internshipsc. international opportunities in design 3. history and theory of art, architecture, and interior designd. social and cultural studiesa. history4. Educationa. Program excellence is maintained through two required portfolio reviews of your work.
1. Provide a learning environment
2. Planning, programming and communications skills
1. Holistic Approach to Solving Design Problems1. Strong Understanding of Design Process1. design program research, space analysis, planning, and designa. client/user needs- programming manual1. wide range of physical interior environments for: a. residential b. commercial c. diverse group of usersa. problem-based learning strategies2. building design/occupancy evaluationa. performance and satisfaction 2. varying environmental scales: a. single rooms b. dwelling and light commercial c. integrated multi-story facilities d. independent study
c. working directly with clients.3. visual, verbal, and written design communicationa. computers and media technologyb. hand drafting and computer-aided designc. presentation techniques
3. Interdisciplinary Design and Sustainability4. Understanding of Function and Meaning of Interior Architecture
1. interior building systemsd. total environmentc. science and environmente. sustainability. 1. incorporate a concern for the environment and sustainable design2. finishes and material specificationb. quality of life for the occupants and user's c. materials and technologyd. textiles
3. furniture and fixture specificatione. lighting design
2. foster visionary, conceptual, exploratory, and analytical abilities of studentsa. design critiques to understand challenges of those encountered in the field
4. Team Building and Implementation1. Dynamic Team Approach to Design Process and Problem Solving2. Understanding of means and methods of implementation, legal, technical1. foundation of business, ethical, and political principles of professional design practice.a. interdisciplinaryb. diversity of groupsc. several areas of expertise represented d. integrating different points of viewe. formal teamsf. informal “mentor” and “network” teams3. contribute to the well-being and safety of individuals and groupsa. interaction with design professionals:b. curriculum problems expand in complexity and involve realistic constraints, user requirements, budgets, and schedulesC. business principlesD. professional practices and ethicse. first-hand experience in professional design studios
1. Construction5. building construction methods2. construction documentationb. construction managemente. economics and cost estimatinga. bidding and contracts1. Encourage the development of competent interior design professionalsa. challenges representative of those encountered in the field
STRUCTURE = PROCESS
STRONG UNDERSTANDING OF PROCESS
UWSP LEARNING OUTCOMES MAIN
UWSP LEARNING OUTCOMES SUB
UWSP OBJECTIVES
UWSP MISSION AND GOALS
UWSP CURRICULUM
Level 2 Analysis
SELF-STUDY PROCESS
It is a process!
“WHAT” of the Process:
Start with the last CIDA Accreditation Review results and feedback Revisit the IA Mission and the 4-year plan/curriculum structure Re-examine the PLOs and CLOs Identify and make key curricular changes as necessary Become familiar with the most current CIDA Standards Map the CIDA standards in the curriculum
“HOW” of the Process:
Annual/Bi-Annual Curriculum Retreats Curriculum Committee/Divisional discussions Assessment and evidence of learning
“WHO” of the Process:
All faculty & staff – collaborative and collective decisions are criticalStudents/Jury/Alumni (for assessment data)
SELF-STUDY PROCESS: Curriculum Retreat
SELF-STUDY PROCESS: MAPPING CIDA STANDARDS & CLOs
IA 211 CLO #1:Students will be able to solve small scale design problems using the design process.
IA 101 CLO #2:Apply the creative concepts and critical thinking in design work.
IA 211 CLO #5:Students will be able to organize the physical space in their designs through effective space planning.
IA 311 CLO #3:Critically evaluate design options, select and apply the best solution to a particular design problem.
IA 411 CLO #1: Demonstrate a masterful design process pertaining to the design project.
IA 415 CLO #2: Gather information from field as well as literature research and apply them in the design planning in a relevant manner.
SELF-STUDY PROCESS: MAPPING EXAMPLE
IA 101 IA 204 IA 211 IA 301 IA 212 IA 311 IA 411
Standard 4: Design Process
AWRS
UNDP
AWRS
ABL/APPP
APPP
APPP
Standard 5: Collaboration
AWRS
AWRS
APPP
APPS
APPP
APPP
Standard 6:Communication
AWRS
UND/APPP
UND/APPP
ABLS
ABLS
ABLP
ABLP
CIDA Learning Expectations: AWR – Awareness UND – Understanding ABL – Ability APP – Application
CIDA Evidence Level:P – Primary Evidence S – Secondary Evidence
SELF-STUDY PROCESS: ASSESSMENT PLAN
Assessing student learning and the degree of compliance with CIDA Standards is important. Systematic and tangible methods are critical.
Multiple Assessment Methods:
Program PLOs and Course CLOs Program –level Assessment
Quizzes, Exams, Assignments, Design Projects, Juried Presentations, etc., Course-level Assessment
Internship Feedback Course-level Assessment Portfolio Reviews Course CLOs Senior Exit Interviews Both Course and Program Assessment
University-level program assessment cycle – every 5 years
SELF-STUDY PROCESS: DOCUMENTATION
Program mission, curriculum, and 4-year plan
Course Portfolios (for each required course and frequently-offered elective course)
Assessment data
Evidence of student work: for at least 3 years (both digital and paper forms)
SELF-STUDY PROCESS: COURSE PORTFOLIOS
SELF-STUDY PROCESS: STUDENT WORK
LESSONS LEARNED
Start the self-study process VERY early! Involve all faculty and instructional staff - important to include
them at all levels of the self-study process Share working drafts of documents with faculty & staff (PAR) Gain a clear understanding of the breadth and depth of the
current CIDA Standards Program Mission Program Learning Outcomes
Course Learning Outcomes Regular revisions of the above Leave room for trial and error Gather concrete assessment data/save student work Make parallels with other assessment plans Do not be hesitant to make any curricular changes based on
curricular map revisions
LESSONS LEARNED: TAKE REGULAR BREAKS!
Multiple coffee machines, a wide variety of tea, and snacks should be
readily available in the meetings rooms!
Potlucks and good social company immensely help to re-energize the extra-overloaded
brains!
