Visiting Team Report
University of Awesome
Fall 2009
The Council for Interior Design Accreditation (CIDA) visiting team Report represents evaluation under Professional Standards 2009 of the interior design program at the University of Awesome leading to the Bachelor of Science degree in interior design. No other programs at the University of Awesome are included in this evaluation.
Foreword
At the request of the University of Awesome, a Council for Interior Design Accreditation (CIDA) visiting team composed of Joe Prof, IDEC, Laura Desynar, FIIDA, and Susan Practitioner, ASID, IDEC conducted an on-site review of the interior design program on September 26-29, 2009. The following Visiting Team Report represents the team’s findings. The visiting team isinunanimous agreement with the conclusions regarding CIDA Standards and the recommendation for status represented herein.
The visiting team thanks the faculty members, administration, and students for the hospitality and cooperation shown to them. It was a pleasure to meet with persons who are dedicated to interior design education.
Signed
Team Chair or Co-chair
Team Member or Co-chair
Team Member
Date
University of Awesome1Fall 2009 Visiting Team Report
Introductory Team Comments about the Site Visit
Program Analysis Report
1)Overall, was the Program Analysis Report well organized, complete, and accurate?
Yes
No
2)Additional comments on notable aspects of the Program Analysis Report (optional):
The PAR was well-written and included descriptions of projects completed for each course, which aided the visiting team’s review of student work. The curriculum matrix was also helpful, with only pertinent courses noted for each expectation.
Site Visit Arrangements
1)Were overall site visit arrangements (lodging, meeting space, meals, site visit schedule) conducive to the team’s review?
Yes
No
2)Was the site visit impacted by any unexpected events or circumstances?
Yes
No
If yes, please provide an explanation:
Two visiting team members were on the same flight and arrived at 3:00 a.m. Saturday morning due to inclement weather. The site visit started approximately two hours late on Saturday morning due to this delay.
3)Other comments on notable aspects of site visit arrangements (optional):
Breakfast was available at the hotel each morning and the visiting team was able to walk to the school from the hotel, which was convenient. The visiting team would like to thank the program chair, faculty, and administration for their efforts to support the team’s work onsite.
Student Work Display
1)Approximately how many total hours did the team spend reviewing student work?
11 hours
2)Overall, was the display of student work well organized and complete?
Yes
No
3)If the team requested additional evidence for any indicators, please describe or list those areas and comment on whether or not the program provided sufficient evidence as a result of the team’s request.
Request Made to Program / Date Requested / Date Provided / Sufficient/Insufficient2b: Globalization / 9/27/09 / 9/28/09 / Insufficient evidence provided
2c: Different socio-economic populations / 9/27/09 / 9/28/09 / Insufficient evidence provided
2f: Knowledge of other cultures / 9/27/09 / 9/28/09 / Insufficient evidence provided
3a: Variety of social and cultural norms / 9/27/09 / 9/28/09 / Insufficient evidence provided
3d: Ability to appropriately applyuniversal design concepts / 9/27/09 / 9/28/09 / Sufficient evidence provided
4d: Synthesize information, generate multiple concepts, design responses / 9/27/09 / 9/28/09 / Insufficient evidence provided
4e: Creative thinking / 9/27/09 / 9/28/09 / Insufficient evidence provided
4i: Critical listening skills / 9/27/09 / 9/28/09 / Sufficient evidence provided
4h: Opportunities for innovation and creative thinking. / 9/27/09 / 9/28/09 / Insufficient evidence provided
5d: Interact with multiple disciplines / 9/27/09 / 9/28/09 / Sufficient evidence provided
6c: Communicate through sketching / 9/27/09 / 9/28/09 / Sufficient evidence provided
6e: Contract documents / 9/27/09 / 9/28/09 / Insufficient evidence provided
7b: Various types of design practices / 9/27/09 / 9/28/09 / Sufficient evidence provided
7c: Elements of business practice / 9/27/09 / 9/28/09 / Sufficient evidence provided
7f: Various market sectors and clients / 9/27/09 / 9/28/09 / Sufficient evidence provided
8e: Historical precedent to inform design solutions / 9/27/09 / 9/28/09 / Sufficient evidence provided
11b: Fabrication and installation methods, maintenance requirements. / 9/27/09 / 9/28/09 / Insufficient evidence provided
12e & f: Thermal design / 9/27/09 / 9/28/09 / Insufficient evidence provided
12g & h: Principles of indoor air quality / 9/27/09 / 9/28/09 / Insufficient evidence provided
13d: Energy, security, building controls systems / 9/27/09 / 9/28/09 / Insufficient evidence provided
13e: Interface of furniture with distribution and construction systems / 9/27/09 / 9/28/09 / Sufficient evidence provided
13g: Interpret construction drawings and documents / 9/27/09 / 9/28/09 / Insufficient evidence provided
14g: Federal, state/provincial, and local codes / 9/27/09 / 9/28/09 / Sufficient evidence provided
14h: Standards / 9/27/09 / 9/28/09 / Sufficient evidence provided
14i: Accessibility guidelines / 9/27/09 / 9/28/09 / Insufficient evidence provided
4)Other comments on notable aspects of the student work display (optional):
Student work was displayed in chronological order in two adjacent classroom spaces. Signage accompanying each project listed the course number, semester/year completed, faculty, project title, and pertinent Standards/expectations. The program also provided textbooks and binders with relevant course materials. Video displays on several computer monitors highlighted animation projects, PowerPoint presentations, student-produced films, student websites, and non-extant installation projects. The visiting team was provided with a detailed map of the display space, which facilitated the review of student work.
Interviews
1)How many faculty members and instructional personnel were interviewed and approximately how much time did the team spend conducting these interviews?
12 faculty and instructional personnel, in separate sessions, for a total of 3 hours
2)Approximately how many students were interviewed and how much time did the team spend conducting these interviews?
10 students for approximately 90 minutes
3)Approximately how many studio classes and/or student critiques were observed and how much time did the team spend on these observations?
2 studio classes for approximately one hour total
4)Approximately how much time did the team spend interviewing program/unit administrators?
The formal interview lasted approximately 30 minutes. Informal discussions took place throughout the site visit.
5)Did the team conduct an exit interview with program faculty?
Yes
No
6)Did the team conduct an exit interview with institutional administration?
Yes
No
7)Additional comments about interviews (optional):
The visiting team would like to thank the faculty, administration, and students for sharing information that enabled them to develop a clear understanding of the program and the institution.
Notable Aspects of the Program
1)What are notable and/or innovative aspects of the program’s circumstances?
The University of Awesome is located in a suburban area and attracts the majority of its students locally and regionally. The institution is located half an hour from a major metropolitan area. Due to this location, students have access to a variety of design resources and showrooms. Along with a core of qualified full-time faculty, the program engages members of the local practitioner community as adjunct faculty. The program capitalizes on its context by exposing students to local industry professionals, manufacturer representatives, and a variety of interior installations and sites of historic significance.
University of Awesome1Fall 2009 Visiting Team Report
Standard 1. Mission, Goals, and Curriculum
The interior design program has a mission statement that describes the scope and purpose of the program. Program goals are derived from the mission statement and the curriculum is structured to achieve these goals.
Compliance
Partial Compliance
Non-Compliance
Executive summary of evidence supporting the assessment:
The interior design program’s mission statement clearly describes the scope and purpose of the program, which is to prepare students to creatively solve design problems and demonstrate social responsibility. Components of the program’s mission relate to the university’s mission, including providing students with a rich educational experience and engaging in public outreach. The interior design program is housed in the College of Human Ecology, which also influences the program in “promoting the design of interior environments that support human health and well-being, preserve culture and community, and sustain economic development while protecting the natural environment.”
Program goals are derived from the mission statement and supported by a variety of enriching learning experiences. The curriculum is structured to achieve program goals and follows a logical sequence, beginning with a four-course foundation sequence. After completing the foundation and introductory interior design courses, students have opportunities to participate in community projects and gain work experience. Upper-level courses continue to build on earlier learning experiences through increasingly complex design problems that require students to explore multiple ideas.
The following expectations contributed to the overall assessment of the Standard:
Program Expectations / No / Yesa)The program mission statement clearly identifies intent and purpose of the interior design program. / /
b)The program mission statement appropriately reflects institutional context and requirements for entry-level interior design practice. / /
c)Program goals are appropriate to the mission and adequately address the content and student learning required for entry-level interior design practice. / /
d)The curriculum follows a logical sequence and achieves the program mission and goals. / /
University of Awesome1Fall 2009 Visiting Team Report
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.
Compliance
Partial Compliance
Non-Compliance
Executive summary of evidence supporting the assessment:
Although students often applied theories and principles of sustainability in design projects, they did not demonstrate a solid understanding of the factors involved in practicing design outside of the United States. Student also did not demonstrate understanding of how design decisions vary among different socio-economic groups and cultures.
Students regularly demonstrated the ability to apply the concepts, principles, and theories of sustainable building methods, materials, and systems in their work. In Course (ID ###), students completed research papers on sustainable building methods and materials for commercial applications and presented their findings. In the junior year “green” project from Studio x (ID ###) and in senior capstone projects, students specified sustainable building materials and methods that met LEED guidelines. This is a program strength.
While the program exposes students to contemporary issues like sustainability, students did not demonstrate understanding of globalization and the implications of practicing interior design within a world market. Cultural aspects of international design work were mentioned in lectures and students were required to select an international location for a hotel project; however, their design concepts and finish materials were not related to the location. For example, indigenous materials were not specified and color palettes did not reflect an understanding of the local culture or climate. During interviews with the visiting team, students demonstrated awareness of the concept of globalization, but not in relation to the practice of interior design. These are program weaknesses.
Students are not provided with sufficient opportunities to develop knowledge of other cultures and socio-economic populations. The work included in the display was consistently produced for middle or affluent upper-class clients, and during interviews, most students were unable to discuss how design needs may vary for different socio-economic populations. Learning experiences do not encourage students to explore other cultures in depth and, as a result, the majority of design solutions are created for a homogenous population. These are program weaknesses.
Training Tip: When the program exceeded an expectation, the visiting team described the program strength in the Executive Summary. When the program did not meet an expectation, the visiting team described the weakness in the Executive Summary.
The following expectations contributed to the overall assessment of the Standard:
Student Learning Expectations / InsufficientEvidence / Awareness / Understanding / Ability / Application
Student work demonstrates understandingof:
a)the concepts, principles, and theories of sustainability as they pertain to building methods, materials, systems, and occupants. / / / /
Students understand:
b)globalization and the implications of conducting the practice of design within a world market. / / / /
c)how design needs may vary for different socio-economic populations. / / / /
Program Expectations / No / Yes
The interior design program provides:
d)exposure to contemporary issues affecting interior design. / /
e)exposure to a variety of business, organizational, and familial structures. / /
f)opportunities for developing knowledge of other cultures. / /
University of Awesome1Fall 2009 Visiting Team Report
Standard 3. Human Behavior
The work of interior designers is informed by knowledge of behavioral science and human factors.
Compliance
Partial Compliance
Non- Compliance
Executive summary of evidence supporting the assessment:
Much of the student work included in the display was informed by knowledge of behavioral science and human factors. However, students do not understand how cultural and social norms are relevant to making appropriate design decisions. Also, evidence provided in the student work display did not demonstrate the ability to apply universal design concepts.
Cultural and social norms are introduced through lectures and assigned readings, but there was no tangible evidence that students were accountable for the information. During interviews with the visiting team, students expressed awareness of culture as a factor impacting design, but were not confident in explaining how design decisions are made based on cultural differences. This is a program weakness.
Projects and assignments from Course (ID ###) addressed the interface between humans and the environment. Students were required to write and orally present analyses of furnishings with regard to ergonomic and anthropometric data, and to design and layout spaces and buildings based on various theories of human behavior. Student work from subsequent studio courses demonstrated the ability to select, interpret, and apply ergonomic and anthropometric data, as well as theories of human behavior. For example, the kitchen project from Studio x (ID ###) showed effective clearances and reach limits in a compact work environment; the waiting area in the clinic project from Studio x (ID ###) demonstrated awareness of social-psychological needs with regard to the orientation and spacing of seating; and the office project in Studio x (ID ###) showed effective spacing and seating orientation for various types of meeting spaces as well as effective positioning of presentation screens for comfortable viewing.
Universal design principles are discussed in Course (ID ###) and completed tests demonstrated student understanding; however, the ability to apply this knowledge was not evident in student work. Although the bungalow remodeling project from Studio x (ID ###) offered an aging-in-place couple as a client option, only a few students selected this option. Student work from other courses, particularly projects and assignments that dealt with commercial spaces that serve broad populations, did not demonstrate the ability to appropriately apply universal design concepts. This is a program weakness.
Training Tip: The visiting team begins the Executive Summary with a broad statement related to the achievement of the overall Standard.
The following expectations contributed to the overall assessment of the Standard:
Student Learning Expectations / InsufficientEvidence / Awareness / Understanding / Ability / Application
a)Students understand that social and cultural norms may vary from their own and are relevant to making appropriate design decisions. / / / /
Student work demonstrates:
b)understanding and the abilityto appropriately applytheories of human behavior. / / / /
c)the abilityto select, interpret, and apply appropriate ergonomic and anthropometric data. / / / /
d)understanding and the abilityto appropriately applyuniversal design concepts. / / / /
University of Awesome1Fall 2009 Visiting Team Report
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.
Compliance
Partial Compliance
Non-Compliance
Executive summary of evidence supporting the assessment:
The interior design program provides students with opportunities to apply the design process to creative problem solving, and students are able to generate solutions that support human behavior within the built environment.
Students are introduced to the design process in Studio x (ID ###), and each project focused on a different phase of the design process. For example, the occupational therapy gym project enabled students to interview a client; analyze an existing facility using field measurements, photos, and recorded observations; research the special needs of the population served and specialized equipment to be incorporated; and define and state the design problems to be addressed. The loft apartment project encouraged students to explore relationships and adjacency needs for spaces, and required sketches to express interior architectural forms. The coffee shop project focused on design development and required furniture plans, selection of furniture and materials, and presentation of solutions to clients for feedback and assessment. In Studio x, x, and x (ID ###, ID ###, and ID ###) students applied these process skills to larger, more complex projects that required them to interview and work with real clients and produce thoughtful, creative, and functional solutions that addressed relevant aspects of the design problem and reflected the design research.
However, it was noted that as students progressed through the studio sequence, process drawings did not show exploration of multiple concepts. Students also did not present a variety of ideas and approaches as part of their solutions. These are program weaknesses.
The following expectations contributed to the overall assessment of the Standard:
Student Learning Expectations / InsufficientEvidence / Awareness / Understanding / Ability / Application
Students are ableto:
a)identify and define relevant aspects of a design problem (goals, objectives, performance criteria). / / / /
b)gather appropriate and necessary information and research findings to solve the problem (evidence-based design). / / / /
c)evaluate, select, and apply information and research findings to design. / / / /
d)synthesize information and generate multiple concepts and/or multiple design responses to programmatic requirements. / / / /
e)demonstrate creative thinking and originality through presentation of a variety of ideas, approaches, and concepts. / / / /
Program Expectations / No / Yes
The interior design program includes:
f)opportunities to solve simple to complex design problems. / /
g)exposure to a range of design research and problem solving methods. / /
h)opportunities for innovation and creative thinking. / /
i)opportunities to develop critical listening skills. / /
University of Awesome1Fall 2009 Visiting Team Report