Art 4350 Interior Design Education
1. INTRODUCTION
Interior design curricula, standard of education at University of Central Missouri are formulated around 2017 standards designated by the accreditation body Council of Interior Design Accreditation (CIDA), National Association of Schools of Art and Design (NASAD) and Higher Learning Commission. Professional and industry regulations and certifications offered by Leadership in Energy and Environmental Design (LEED), the National Council of Interior Design Qualification (NCIDQ) guarantees the institution provide professional level education for entry level practice and advanced study. The presentation will explore the paradigm shift in design education where it is encompassing and embracing a holistic approach towards sustainable design. Pedagogical refinements, market, industry and social demands have mandated …show more content…
to impart sustainability in diverse meaning and essential element of all knowledge base lecture courses, design studios, and integral life style. Focus of sustainability has shifted remarkably from traditional, standard, and typical applied practice to holistic and integral application for conception to realization in the field of interior design where sustainability is not a separate consideration rather an essential core component of design thinking.
CIDA Standard
The Council for Higher Education Accreditation (CHEA) is a highly respected entity that provides oversight for accrediting bodies through a recognition process. CIDA is a CHEA recognized accrediting body. The CHEA-recognized scope of accreditation for CIDA is professional-level interior design programs that culminate in a bachelor’s or master’s degree located in the United States and internationally. Standards for accrediting interior design programs are formulated by the Standards Committee and, as appropriate, by specially appointed subcommittee(s). Standards Committee members may be interior design educators or practitioners, representatives of the public served by interior designers, other environmental designers or educators, and others deemed appropriate to the development of acceptable standards for reviewing interior design educational programs. A breadth of interests is maintained in the composition of the Standards Committee.
The Standards Committee performs regular reviews to monitor relevant issues and determine areas or items for immediate revision to current standards. The Council for Interior Design Accreditation (CIDA) continuously monitors the validity and reliability of standards. This research informs the standards development process. As changes in the profession or higher education warrant, comprehensive research into the field of interior design and education is conducted to determine appropriate revisions to all standards. A major review will normally occur every 8-10 years.
Current Educational Mandates Related To Sustainability
Investigation and review of policies, requirements, and recommendations by the Council of Interior Design Accreditation (CIDA), National Association of Schools of Art and Design (NASAD), Interior Design Educational Council (IDEC) and NCIDQ was performed. The purpose was to determine expectation of undergraduate programs in meeting educational standards and sustainability. All organizations have definitive minimum standards in place, that sets tone and create mandates and goals to be achieved by institutions in order to gain or maintain accreditation.
Interior Design are at University of Central Missouri strive hard to offer highest quality of education through all course offerings. Department of Art and Design has established Student Learning Outcomes (SLO) for all courses to guarantee students receive comprehensive education on completion of undergraduate degree. Among the SLO’s “Safety and Environment” requires students to demonstrate in their work an understanding of and a concern for safety, the principles of sustainability, and the environmental impact of the decisions they make as artists and/or designers. Council of Interior Design Accreditation (CIDA) standards is mandatory for achieving and retaining accreditation. Any non-compliance of a single standard will result is non accreditation or denial of accreditation. CIDA does not have a standalone standard for sustainability. Sustainability is seen as a prerequisite, and an integral part of lecture topics and all design studios.
Under Section II - Knowledge Acquisition and Application, the following Standards must provide evidences of sustainability theory and practices through lectures, assignments, reflective journals, and or studio design projects.
8. Design Process,
12. Light and Color,
13. Products and Materials,
14. Environmental Systems and Comfort,
15. Construction,
16. Regulations and Guidelines.
CIDA Student Learning Levels
CIDA has also set a very stringent student learning levels. Student learning expectations include an expected learning level: awareness, understanding, and application or ability. These describe the degree of content mastery students should achieve by the time of graduation in order to be prepared for interior design practice.
Aware/Awareness – familiarity with specified data and information that is demonstrated either in student work or in student interviews.
Understand/Understanding – a thorough comprehension of concepts and their interrelationships.
1) When the student learning expectation reads, “Student work demonstrates understanding…” completed student work must evidence understanding. Student work is broadly defined to include all tangible work produced by students, such as projects, research papers, completed exams, class exercises, recorded presentations, etc.
2) When the expectation reads, “Students understand…” the visiting team may also consider as evidence students’ answers to questions during site visit interviews. In some instances, students’ answers to questions may be the sole source of evidence found that demonstrates the expectation is met.
Apply/Ability/Able – competent entry-level skills that must be demonstrated in completed student work. (See chart1.10xxxx)
USGBC
United States Green Building Council (USGBC) is the organization in forefront of promoting sustainable design practices and environmental stewardship. LEED Rating systems, LEED AP, LEED Certification process all establish a cohesive, integrated and a streamlined professional standard for sustainable design practice and profession. Interior Design at UCM closely follows the changes and modifications in all fields by USGBC. Any change is reflected in its course and instructional design. Majority of full time faculty are LEED AP, and emphasis on students achieving LEED AP is always a priority.
Sustainability at UCM Interior Design
Undergraduate interior design courses at UCM provides a starting point in fostering thoughtful behavior in order to build a healthy environment while taking human well-being into account on all levels. Through rigorous process interior design area strive to provide seamless integration of sustainable interior design principles into an undergraduate interior design program and by transforming a curriculum into one that builds upon itself as the student moves through a program. CIDA learning levels of: awareness, understanding, and application or ability is embedded into this approach is the opportunity at every stage of the program for the student to apply what is learned practically in their coursework or in a school project.
The learning process of awareness, understanding, and application or ability is integrated in lecture as well as design studios. Interior design education is by nature as transdisciplinary as sustainability education. Design students learn about environment human behavior relationships through holistic, systems based means, encompassing the fundamental components of sustainability. Archetypal pedagogy of flexible, adaptable and responsive learning conditions, a verity of learning techniques and methods are part of curricula of all courses including integrating sustainability.
Transformative, experiential learning
Interdisciplinary nature of design education, advancement of technology, building industry and products demand a flexible and adaptable curriculum. Keeping at par with CIDA standards, USGBC’s LEED rating systems course content and methodology has undergone remarkable shift over the years at UCM.
Sustainability in Interior Design curriculum 2010-12:
An special topics course Art 4010 Sustainable Design was offered. The course content included lecture, assignments and a design of a “sustainable residence”. Sustainability was also taught through two more courses, Art 2320 Materials, Methods, and Specifications, and Art 3330 residential Interior Design.
Sustainability in Interior Design curriculum 2012-14:
Over the subsequent year major changes were made and sustainability was part of following courses. Art 2320 Materials, Methods, and Specifications, Art 2340 Building Systems and Sustainability, Art 2310 Interior Design Studio I, Art 330 Interior Design Studio III, and Art 4340 Interior Design Studio IV.
Sustainability in Interior Design curriculum 2014-16:
A more holistic approach and integrating sustainability in all possible lecture and studio projects was adapted from 2014.
Special attention and emphasis was however placed through the following courses. Art 2320 Materials, Methods, and Specifications, Art 2340 Building Systems and Sustainability, Art 2360 Interior Design Environmental Systems, Art 2310 Interior Design Studio I, Art 330 Interior Design Studio III, and Art 4340 Interior Design Studio IV. Art 4350 thesis I, and Art 4360 Thesis II.
Sustainable practices and strategies were introduced to students through lectures, presentations, research paper, design process, and hands-on studio projects. Studio projects were inclusive of sustainable stewardship and design strategies. Students were required to understand LEED Rating Systems. Research projects conducted literature review, reflective journal writing, case studies, and guest speaker series and filed trips to LEED certified buildings. Sustainable Sites, Water Efficiency, Energy & Atmosphere, Material & Resources, IEQ, and Innovation and design were part of all course
requirements.
Conclusion
Sustainable design principals, methodology, and strategies should be seamlessly incorporated in all levels of Interior Design education. Interior Design courses at UCM are constantly modified to meet CIDA and NASAD accreditation requirements. Recommendations by IDEC, USGBC, and other research organizations are also closely followed. Intentions are to establish a lowest threshold; interior design educators must teach meeting the minimum performance criteria as set forth by the Council of Interior Design Accreditation (CIDA). Also to strive and encourage graduates to target higher threshold in acquiring knowledge and excel and become advocates of sustainable design profession. In beginning or foundation courses creating awareness and interest about sustainability, in secondary levels providing technical information, knowledge, and in higher levels engaging in research and applying to deliver a holistic design where sustainability is not applied rather is the fundamental inner core of all design process, methodology and delivery. A transformative learning experience occurs as the student realizes a set of ethics they need to confront and take a stand for or against, thus planting the seed to become agents of change for sustainability advocacy (Mezirow, 2000).
Interior design curricula, standard of education at University of Central Missouri are formulated around 2017 standards designated by the accreditation body Council of Interior Design Accreditation (CIDA), National Association of Schools of Art and Design (NASAD) and Higher Learning Commission. Professional and industry regulations and certifications offered by Leadership in Energy and Environmental Design (LEED), the National Council of Interior Design Qualification (NCIDQ) guarantees the institution provide professional level education for entry level practice and advanced study. The presentation will explore the paradigm shift in design education where it is encompassing and embracing a holistic approach towards sustainable design. Pedagogical refinements, market, industry and social demands have mandated …show more content…
to impart sustainability in diverse meaning and essential element of all knowledge base lecture courses, design studios, and integral life style. Focus of sustainability has shifted remarkably from traditional, standard, and typical applied practice to holistic and integral application for conception to realization in the field of interior design where sustainability is not a separate consideration rather an essential core component of design thinking.
CIDA Standard
The Council for Higher Education Accreditation (CHEA) is a highly respected entity that provides oversight for accrediting bodies through a recognition process. CIDA is a CHEA recognized accrediting body. The CHEA-recognized scope of accreditation for CIDA is professional-level interior design programs that culminate in a bachelor’s or master’s degree located in the United States and internationally. Standards for accrediting interior design programs are formulated by the Standards Committee and, as appropriate, by specially appointed subcommittee(s). Standards Committee members may be interior design educators or practitioners, representatives of the public served by interior designers, other environmental designers or educators, and others deemed appropriate to the development of acceptable standards for reviewing interior design educational programs. A breadth of interests is maintained in the composition of the Standards Committee.
The Standards Committee performs regular reviews to monitor relevant issues and determine areas or items for immediate revision to current standards. The Council for Interior Design Accreditation (CIDA) continuously monitors the validity and reliability of standards. This research informs the standards development process. As changes in the profession or higher education warrant, comprehensive research into the field of interior design and education is conducted to determine appropriate revisions to all standards. A major review will normally occur every 8-10 years.
Current Educational Mandates Related To Sustainability
Investigation and review of policies, requirements, and recommendations by the Council of Interior Design Accreditation (CIDA), National Association of Schools of Art and Design (NASAD), Interior Design Educational Council (IDEC) and NCIDQ was performed. The purpose was to determine expectation of undergraduate programs in meeting educational standards and sustainability. All organizations have definitive minimum standards in place, that sets tone and create mandates and goals to be achieved by institutions in order to gain or maintain accreditation.
Interior Design are at University of Central Missouri strive hard to offer highest quality of education through all course offerings. Department of Art and Design has established Student Learning Outcomes (SLO) for all courses to guarantee students receive comprehensive education on completion of undergraduate degree. Among the SLO’s “Safety and Environment” requires students to demonstrate in their work an understanding of and a concern for safety, the principles of sustainability, and the environmental impact of the decisions they make as artists and/or designers. Council of Interior Design Accreditation (CIDA) standards is mandatory for achieving and retaining accreditation. Any non-compliance of a single standard will result is non accreditation or denial of accreditation. CIDA does not have a standalone standard for sustainability. Sustainability is seen as a prerequisite, and an integral part of lecture topics and all design studios.
Under Section II - Knowledge Acquisition and Application, the following Standards must provide evidences of sustainability theory and practices through lectures, assignments, reflective journals, and or studio design projects.
8. Design Process,
12. Light and Color,
13. Products and Materials,
14. Environmental Systems and Comfort,
15. Construction,
16. Regulations and Guidelines.
CIDA Student Learning Levels
CIDA has also set a very stringent student learning levels. Student learning expectations include an expected learning level: awareness, understanding, and application or ability. These describe the degree of content mastery students should achieve by the time of graduation in order to be prepared for interior design practice.
Aware/Awareness – familiarity with specified data and information that is demonstrated either in student work or in student interviews.
Understand/Understanding – a thorough comprehension of concepts and their interrelationships.
1) When the student learning expectation reads, “Student work demonstrates understanding…” completed student work must evidence understanding. Student work is broadly defined to include all tangible work produced by students, such as projects, research papers, completed exams, class exercises, recorded presentations, etc.
2) When the expectation reads, “Students understand…” the visiting team may also consider as evidence students’ answers to questions during site visit interviews. In some instances, students’ answers to questions may be the sole source of evidence found that demonstrates the expectation is met.
Apply/Ability/Able – competent entry-level skills that must be demonstrated in completed student work. (See chart1.10xxxx)
USGBC
United States Green Building Council (USGBC) is the organization in forefront of promoting sustainable design practices and environmental stewardship. LEED Rating systems, LEED AP, LEED Certification process all establish a cohesive, integrated and a streamlined professional standard for sustainable design practice and profession. Interior Design at UCM closely follows the changes and modifications in all fields by USGBC. Any change is reflected in its course and instructional design. Majority of full time faculty are LEED AP, and emphasis on students achieving LEED AP is always a priority.
Sustainability at UCM Interior Design
Undergraduate interior design courses at UCM provides a starting point in fostering thoughtful behavior in order to build a healthy environment while taking human well-being into account on all levels. Through rigorous process interior design area strive to provide seamless integration of sustainable interior design principles into an undergraduate interior design program and by transforming a curriculum into one that builds upon itself as the student moves through a program. CIDA learning levels of: awareness, understanding, and application or ability is embedded into this approach is the opportunity at every stage of the program for the student to apply what is learned practically in their coursework or in a school project.
The learning process of awareness, understanding, and application or ability is integrated in lecture as well as design studios. Interior design education is by nature as transdisciplinary as sustainability education. Design students learn about environment human behavior relationships through holistic, systems based means, encompassing the fundamental components of sustainability. Archetypal pedagogy of flexible, adaptable and responsive learning conditions, a verity of learning techniques and methods are part of curricula of all courses including integrating sustainability.
Transformative, experiential learning
Interdisciplinary nature of design education, advancement of technology, building industry and products demand a flexible and adaptable curriculum. Keeping at par with CIDA standards, USGBC’s LEED rating systems course content and methodology has undergone remarkable shift over the years at UCM.
Sustainability in Interior Design curriculum 2010-12:
An special topics course Art 4010 Sustainable Design was offered. The course content included lecture, assignments and a design of a “sustainable residence”. Sustainability was also taught through two more courses, Art 2320 Materials, Methods, and Specifications, and Art 3330 residential Interior Design.
Sustainability in Interior Design curriculum 2012-14:
Over the subsequent year major changes were made and sustainability was part of following courses. Art 2320 Materials, Methods, and Specifications, Art 2340 Building Systems and Sustainability, Art 2310 Interior Design Studio I, Art 330 Interior Design Studio III, and Art 4340 Interior Design Studio IV.
Sustainability in Interior Design curriculum 2014-16:
A more holistic approach and integrating sustainability in all possible lecture and studio projects was adapted from 2014.
Special attention and emphasis was however placed through the following courses. Art 2320 Materials, Methods, and Specifications, Art 2340 Building Systems and Sustainability, Art 2360 Interior Design Environmental Systems, Art 2310 Interior Design Studio I, Art 330 Interior Design Studio III, and Art 4340 Interior Design Studio IV. Art 4350 thesis I, and Art 4360 Thesis II.
Sustainable practices and strategies were introduced to students through lectures, presentations, research paper, design process, and hands-on studio projects. Studio projects were inclusive of sustainable stewardship and design strategies. Students were required to understand LEED Rating Systems. Research projects conducted literature review, reflective journal writing, case studies, and guest speaker series and filed trips to LEED certified buildings. Sustainable Sites, Water Efficiency, Energy & Atmosphere, Material & Resources, IEQ, and Innovation and design were part of all course
requirements.
Conclusion
Sustainable design principals, methodology, and strategies should be seamlessly incorporated in all levels of Interior Design education. Interior Design courses at UCM are constantly modified to meet CIDA and NASAD accreditation requirements. Recommendations by IDEC, USGBC, and other research organizations are also closely followed. Intentions are to establish a lowest threshold; interior design educators must teach meeting the minimum performance criteria as set forth by the Council of Interior Design Accreditation (CIDA). Also to strive and encourage graduates to target higher threshold in acquiring knowledge and excel and become advocates of sustainable design profession. In beginning or foundation courses creating awareness and interest about sustainability, in secondary levels providing technical information, knowledge, and in higher levels engaging in research and applying to deliver a holistic design where sustainability is not applied rather is the fundamental inner core of all design process, methodology and delivery. A transformative learning experience occurs as the student realizes a set of ethics they need to confront and take a stand for or against, thus planting the seed to become agents of change for sustainability advocacy (Mezirow, 2000).