section 1. institutional and program data

Section 1. Institutional and Program Data

January 2017

1) List the names, titles, phone numbers, and e-mail addresses of administrators who will receive a copy of the final Accreditation Report. CIDA distributes 1 complimentary hard copy of the Accreditation Report to the first individual listed below (physical address required). Other individuals listed will receive a digital copy of the report. Additional hard 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 *must be a physical address for FedEx delivery

Dr. Daniel Bradley, President Indiana State University Parsons Hall 208 Terre Haute, IN 47809 812.237.4000 [email protected]

Dean of the college or school Dr. Robert English, Dean, College of Technology 812.237.3166 [email protected]

Chair of the department Dr. Andrew Payne, Chair, Department of Built Environment 812.237.3267 [email protected]

Head of the interior design program Azizi Arrington-Bey, Program Coordinator, Interior Architecture Design 812.237.3314 [email protected]

Other Dr. Michael Licari, Provost & Vice President of Academic Affairs 812.238.2309 [email protected]

Report submitted by (signature and date)


2) Insert the organization chart showing the program’s relationship to the department and/or administrative unit in which it is located, any allied departments, and the institution as a whole here.

Daniel J. Bradley President

Mike Licari Provost & Vice

President for Academic Affairs

Robert English Dean – College of

Technology

Andrew Payne Chair – Department of

Built Environment

Azizi Arrington-Bey Program Coordinator –

Interior Architecture Design Program

Construction Management Program

Architectural Engineering

Technology Program

Safety Management Program

Department of Electronics &

Computer Engineering Technology

Department of Aviation

Technology

Department of Applied Engineering

& Technology Management

Department of Human Resource Development &

Performance Technologies

Kimberly Smith – Instructor

Jessica Simmons – Part Time Instructor

Daniel Bawinkel – Instructor


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

13,565

Academic year of this report

2017

Current Council for Interior Design Accreditation status (Check one)

Accredited Not accredited On probation

Check all institutional (university/ college) 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

Department of 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, Interior Architecture Design

Degree(s) or certificate(s) offered by the program but not eligible for accreditation review

Minor in Interior Architecture Design

Program length; total credit hours required for graduation, including liberal arts and electives. (Indicate in the units used by institution)

120 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)

49 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 hour 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 4-6 times per semester/quarter 7-9 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

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

Faculty document student participation

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

IAD 470 IAD Portfolio (R) Hybrid course

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?

12 %

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 23

0

Second year/sophomores 19

0

Third year/juniors 15

0

Fourth year/seniors 7

0

Fifth year if applicable N/A

N/A

Total enrollment for the current academic year

64

0

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

77 %

Nonresidents of the state/province

19 %

Nonresident aliens (international students)

4 %

Total 100%

Male 20 %

Female 80 %

Total 100%

Black, non-Hispanic 9 %

American Indian or Alaskan Native 0 %

Asian or Pacific Islander 0 %

Hispanic 3 %

White, non-Hispanic 80 %

Other 8 %

Total 100%


Traditional age students 98 %

Returning adult students 2 %

Total 100% Students with previous baccalaureate degrees

0 %

Students with previous associate degrees

5 %

How many students completed the program and graduated in each of the last three academic years?

4 2015-16 5 2014-15 3 2013-14

How many graduates from the past year are employed as interior designers? If known, indicate in the specializations listed.

0 Health care 0 Hospitality 0 Retail 1 Corporate 3 Residential 0 Unknown, but interior design

How many students who completed the program during the past academic year are continuing their education in a graduate program?

0 Interior design 0 Architecture 0 Business 0 Other (specify)

What is the average student to faculty ratio in interior design studios?

16 : 1 Students Faculty

Total full-time faculty members for the interior design program

2.5 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.)

2 – Average for past three years of 1, 5, and 0 adjuncts


Salary range for full-time faculty in the program (annual salary)

$ 57,000 to $ 66,500

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)

Azizi Arrington-Bey MArch Architecture Yes 6 6 AIA, NOMA, EDRA, ACSA, IDEC

Andrew Payne Ph.D. Design No 10 10 AIA, IDEC, BTES, DRS, ATMAE, ACSA

Kimberly Smith MS Historic Preservation & Interior & Environmental Design

No 11 2 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

Section 2. Introduction

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1) State the mission of the institution and describe the impact that significant institutional characteristics have on the teaching and learning environment. Examples of significant institutional characteristics could include research versus teaching institution, location of the institution, or unique student demographics. Indiana State University’s mission is to be dedicated to teaching and the creation of knowledge while maintaining its longstanding commitment to inclusiveness, community and public service, and access to higher education. We integrate teaching, research, and creative activity in an engaging, challenging, and supportive learning environment to prepare productive citizens of the world. Indiana State University’s significant institutional characteristics can be summarized as being a teaching institution focused on experiential learning. Both of these characteristics allow for unique opportunities within the Interior Architecture Design (IAD) program. Experiential learning is sought to find multiple facets to incorporate into the classroom and everyday lessons. Additionally, student demographics reflect a large percent of in-state students from rural areas. As a result, it is important to incorporate opportunities for IAD students to interact with professionals and to explore urban areas and multiple aspects of the design field. The program takes advantage of providing hands-on activities and opportunities within the curriculum and real-world experience. These occur through life-size construction projects, community service, field trips, and site visits to firms, manufacturing companies, and award winning designs.

2) Provide a brief program history of the interior design program undergoing evaluation addressing its origins,

development over time, and any significant changes and their impact on the following: x the program’s academic unit x mission and goals x curriculum content and/or sequence

The Interior Design (ID) program made its initial appearance at Indiana State University as a major in the Department of Home Economics from 1963-65. In 1978, the ID 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 Interior Design program reapplied to FIDER but was not granted accreditation. In 1996, the faculty and administration proceeded to make changes for continued growth and development of the program for accreditation. Between 1996 and 1999, the program underwent major revisions to meet university credit hour requirements. Some of these changes proved to be successful, while others resulted in less than successful outcomes. In 1999, students began to express interest only in the Interior Design Studio Option so in 2003, paperwork began to eliminate the options of Interior Merchandising and Facilities Management within the Interior Design Program. The program sought and successfully received FIDER accreditation in 2003-04. The ID program was revisited in 2010-11 by CIDA and was granted probationary accreditation. A probationary visit occurred in 2012-2013 and the program was awarded full CIDA accreditation. Since August 2000, the program has been endorsed by the National Kitchen and Bath Association (NKBA). In 2002, the National Association of Schools of Art and Design (NASAD) accredited the University. ISU received reaccreditation in 2013. In 2011, the Interior Design program moved to the College of Technology and joined with Construction Management and Safety Management to form the new Department of Built Environment. This move from the College of Arts & Sciences to the College of Technology provided the program with opportunities to connect and establish relationships with other STEM-related fields and students. In 2014, the Interior Design program implemented significant curriculum changes. This included the program name change from Interior Design to Interior Architecture Design (IAD), the addition of four new courses, restructuring of four courses, merging of interior design history courses, removal of ARTS, and moving an outside course to the IAD curriculum. These changes sought to lighten the load of very intense instruction during the sophomore year and provide an even distribution of major courses throughout the eight semesters. These changes are summarized below in description and in table format.


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Additionally, significant program changes have occurred with the faculty over the past four academic years. In the fall semester of 2013, the Department of Built Environment hired a new chair, Dr. Andrew Payne, who teaches 50% within the IAD program and serves 50% as an administrator. During the summer of 2015, the program coordinator, Mary Sterling, separated from the University, leaving Azizi Arrington-Bey as the only full-time faculty member in the IAD program. In the fall of 2015, Azizi Arrington-Bey became the program coordinator of the IAD program. During the academic year of 2015-2016, there were a total of five part-time instructors. In the fall of 2016, Kimberly Smith, one of the adjuncts working during the previous academic year, was hired as an instructor under a 3-year contract. All of these significant changes appear to have benefitted the students. This can be seen in the enrollment increases which averaged 37 students in 2012-2014 and now average 72.5 students. Over the past three academic years, enrollment in the IAD program has increased 12%, 25%, and 38%, respectively. The program’s academic unit combines a variety of diverse specializations and expertise which serves the students well. The new curriculum gives the program the opportunity to correlate and connect at course content, assignments, and final projects across courses within each semester. Students have increased opportunities to apply their knowledge in lecture courses immediately to studio courses and vice versa.

x ADDITION OF 4 NEW COURSES: IAD 220 Construction & Detailing Residential, IAD 240 Digital Visualization which focuses on Autodesk Revit, IAD 270 Studio II – Residential and Kitchen, IAD 360 Sustainable Practices. (shown in blue below)

x RESTRUCTURING OF 4 COURSES: IAD 150 Intro to Interior Design which was previously two credits became IAD 110 Intro to IAD and was increased to three credits. IAD 250 Materials and Finishes of IAD and IAD 252 Design Graphics II changed from second year courses to first year courses thus becoming IAD 160 and IAD 140, respectively. IAD 260 Construction and Detailing moved from the second year to the third year and shifted focus to commercial in IAD 310 Construction and Detailing – Commercial. (shown in green below)

x MERGING OF HISTORY COURSES: IAD 354 Traditional Interiors, IAD 454 Contemporary Interiors & Furniture, and IAD 455 American Interiors & Furniture were restructured into two history courses, thus eliminating IAD 455, leaving IAD 354 History of Traditional IAD and IAD 454 History of Contemporary IAD. (shown in orange below)

x REMOVAL OF ARTS COURSE: ARTS 102 Fundamental 2D Design & Color was removed from the curriculum; this information is covered in IAD 140 Design Graphics II. (shown in red below)

x OUTSIDE COURSES TO IAD PROGRAM: ARTD 490 Graphic Design Portfolio was removed from the program and replaced with IAD 470 IAD Portfolio. MET 299/IAD 497 CAD Fundamentals was changed to IAD 230 CAD Fundamentals of IAD (shown in yellow below)


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Course Number & Name CRD Course Number & Name CRD IAD 150 Intro to Interior Design 2 IAD 110 Intro to IAD 3 IAD 151 Design Fundamentals (3D Design) 3 IAD 151 Design Fundamentals 3 IAD 152 ID Graphics 1 (Architectural Drafting) 3 IAD 152 IAD Graphics 1: Drafting 3 IAD 250 Materials & Finishes of ID 3 IAD 160 Materials & Finishes of IAD 3 IAD 251 Interior Design Studio I (Residential) 3 IAD 251 Studio I: Residential & Bath 3 IAD 220 Construction & Detailing: Residential 3 IAD 252 ID Graphics 2 (Rendering) 3 IAD 140 IAD Graphics 2: Presentation 3 IAD 260 Interior Construction & Detailing 3 IAD 310 Construction & Detailing: Commercial 3 IAD 240 Digital Visualization 3 IAD 270 Studio II: Residential & Kitchen 3 IAD 351 ID Studio II (Universal Design) 3 IAD 351 Studio III: Universal & Corporate 3 IAD 352 ID Studio III (Historic Restoration) 3 IAD 352 Studio IV: Historic Restoration 3 IAD 353 Interior Design Internship 3 IAD 353 Internship 3 IAD 354 Traditional Interiors 3 IAD 354 The History of Traditional IAD 3 IAD 355 Interior Lighting & Color Theory 3 IAD 355 Light & Color of IAD 3 IAD 360 Sustainable Practices 3 IAD 451 ID Studio IV (Healthcare Design) 3 IAD 451 Studio V: Healthcare 3 IAD 452 Interior Design Studio V (Thesis) 3 IAD 452 Studio VI: Thesis 3 IAD 454 Contemporary Interiors & Furniture 3 IAD 454 The History of Contemporary IAD 3 IAD 455 American Interiors & Furniture 3 COURSE REMOVED IAD 458 Professional Practices & Procedures 3 IAD 458 Professional Practice in IAD 3 MET 299/IAD 497 CAD Fundamentals 3 IAD 230 CAD Fundamentals of IAD 3 ARTD 490 Graphic Design Portfolio 3 IAD 470 IAD Portfolio 2 ARTS 101 Drawing 3 ARTS 101 Drawing 3 ARTS 102 2D Design 3 COURSE REMOVED ARTH 271/272 Art History 3 ARTH 271/272 Art History 3

3) Describe the program’s educational philosophy and/or approach to delivering interior design education. This should include a discussion of significant program characteristics and the impact they have on the teaching and learning environment.

The Interior Architecture Design program’s educational philosophy firstly centers on the University’s mission of providing opportunities for students to have experiential learning. Secondly, we focus on the important design skill of problem solving. Finally, our program focuses on career readiness. We realize that given the makeup of the majority of our students (being in-state and seeking to remain in-state post-graduation), developing these three core skills is imperative. Experiential learning is extremely important for our students because it allows them to apply the information they learn to actual situations. We incorporate experiential learning throughout the program as much as possible. During the first year in the program, students begin with several hands-on activities which challenge their thinking and allow them to apply their current understanding of design. This occurs through drafting house plans, exploring color through painting exercises, building scale models, and rendering by hand. With their final projects in the first and second years, students expand their hands-on learning by creating full-scale spaces and products. Firstly, a space is designed, then created by seaming large sheets of plastic together, inflated with box fans, and explored. The Inflatables come to life with people, sunlight, and movement. Secondly, they create a chair out of cardboard that must support 250 pounds, using no tape or glue. This piece of furniture must function both structurally and aesthetically. Finally, they design, prepare construction drawings, and build a children’s playhouse. The experiential learning continues during the third year, when they participate in a Universal Design workshop where they maneuver around campus experiencing some imparities that many deal with on a daily basis. Students merge


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experiential learning and problem solving in the six design studios as they design diverse spaces, gradually increasing in complexity and size. Problem solving finds its way into our educational philosophy as we seek to provide students with a foundation of tools to help them solve the problem. We encourage our students to find their best solution and constantly challenge their creativity. We build up their set of tools by providing them multiple communication techniques-- drafting, hand rendering, and computer rendering through Illustrator & Photoshop, SketchUp, AutoCAD, and Revit. By the completion of the second year in the program, students have all of the technical skills to communicate. Then our problem-solving skills shift to the technical details that make design thrive and spaces exist: Lighting, history, construction documents, sustainability, building codes, and more are learned and applied. The experiential learning and problem solving aspects are within our plan for career readiness. We seek to provide our students with skills and opportunities to be successful professionals. Their design studios allow them to try different specializations. Our annual field trips and advisory board events provide them with occasions to connect and network with professionals and experience diverse careers. The internship and required mentor and model client for their last design studio provide them with career professionalism, understanding, and expertise. Our educational philosophy seeks to prepare our students to be the future of interior design.

Section 2. Introduction - Program Delivery

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1) 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.

Not Applicable. 2) If the program is taught at more than one site (for instance the senior year is taken at a different campus or

interior design courses are offered at multiple campuses), 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.

Not Applicable 3) If the program offers any courses through an alternate delivery method (for instance online learning) briefly

describe the delivery method and list any courses required for graduation that are offered through the alternate delivery method. The program offers one course, IAD 470 – IAD Portfolio, through the alternative delivery method of online instruction. The majority of the course consists of assignments and discussion boards through Blackboard and email. Students submit their assignments in PDF form via email and receive a marked up PDF critique from the instructor within two days of submission. There are three face-to-face sessions about three to five hours long where the teacher meets with the students. During these face-to-face sessions students receive initial direction, immediate feedback, on-site review, and insight from the instructor. This is also a time for students to work with the lecturer to revise, refine, and create their ideas without the barrier of technology. The final face-to-face session involves the students sharing their portfolios with the instructor and professionals to receive feedback to improve their brand and creative designs.

Section 3. Program Goals and Self-study

2

1) Provide the goals of the interior design program. x To academically prepare the students for the National Council for Interior Design Qualification (NCIDQ)

exam x To promote a sense of teamwork, tolerance, and humanitarian values among the students through

appropriate design projects x To encourage the significance, understanding, and application of sustainable design practices x To encourage Study Abroad x To retain the 100% job placement 6 months post-graduation

2) Describe the self-study process your program completed in preparation for the CIDA accreditation review, including: x The methods used to determine whether the program meets CIDA Standards and program goals. x Who was engaged in the self-study process (e.g., faculty members, students, advisory boards, or employers)

and how these individuals or groups were involved. x Any unique characteristics of your self-study process (e.g., overlap with a self-study activity undertaken for

institutional or other purposes). Within the College of Technology, as it is across Indiana State University, each program has a multidimensional assessment process in place to ensure that its program goals have been attained. It is a process that provides data to support continuous program improvement. (Programs which are not accredited have to undergo an alternative internal program evaluation at the college level.) In preparing for the 2017 CIDA site visit the program faculty and department chair have been determining course alignment with the CIDA Matrix and evaluating student work to ensure the program is achieving CIDA Standards. The program coordinator, Assistant Professor Azizi Arrington-Bey, is responsible for leading the self-study with faculty input and assistance. The department chair, Dr. Andrew Phillip Payne, has previous experience with CIDA, NAAB, ATMAE, and ABET accreditation site visits and provides administrative and assessment input, in addition to his teaching in the IAD program.

The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement. (ISU-Strategic Plan 2016 - Criterion Four, Teaching and Learning: Evaluation and Improvement)

At ISU, the purposes of assessment include, but are not limited to, the following1:

x To increase student achievement in both curricular and co-curricular areas. x To ensure the integrity of awarded degrees. x To evaluate and document the competence of graduates of Indiana State University. x To focus the institutional mission on the level and quality of student achievement. x To improve instruction, curriculum, and other teaching‐related activities. x To improve service, effectiveness, and other operational activities. x To promote faculty and staff development. x To improve programs, program planning, and development. x To facilitate articulation of the University’s core learning outcomes.

Since its arrival in the College of Technology in 2011 the Interior Architecture Design program has been in a constant state of self-study and identity development. Many of the opportunities for student assessment and program evaluation came out of necessity, due to frequent moments of change--most recently the departure of a long-serving program coordinator. With the promotion of Assistant Professor Azizi Arrington-Bey to coordinator and with the need to incorporate the 2017 CIDA standards, the program’s self-study process was reevaluated. Frequent meetings with the college dean, associate dean, department faculty, program faculty, advisory board members, and students often revolved around the program’s ability to adapt and improve based on available 1 https://www.indstate.edu/assessment


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resources. Likewise, the evaluation of said resources (including funding for student activities and community service opportunities, needing additional faculty lines, and purchasing advanced equipment and/or software) were discussed. Opportunities for minor program adjustments have included shifting faculty to teach courses more aligned with their experience, coordinating final studio reviews and jurors more appropriately, using grading rubrics which incorporate many learning objectives, and coordinating projects between studio and lecture courses. The IAD faculty meet bi-weekly to discuss student performance, facility upgrades, progress made in preparation for CIDA site visit, future course scheduling, and need of additional faculty. Likewise, the department chair meets with the dean bi-weekly to discuss department performance and needs which often include IAD requests. The IAD faculty, advisory board, and student organization leaders meet in person twice a year, with additional conference calls scheduled as needed. Topics of these meetings include the self-study progress, curriculum, and student performance. The advisory board members are very active in providing input concerning course and program changes in relation to the interior design industry. The current process of developing and assessing student outcomes for the Interior Architecture Design program began in 2013 when the former program coordinator created a three-year plan to evaluate student performance in each course which addresses a specific standard in the 2011 CIDA Standards2 and Expectations (known in our assessment plan as Objectives and Student Learning Outcomes, respectively). Those objectives were used to formulate long- and short-term goals for the program as part of the Department Chair’s Plan for Growth3 document. Beginning in 2015, a revised three-year assessment rotation was started and rubrics were developed to score program success for each of the objectives. Each semester, multiple student learning outcomes are assessed in the course(s) identified as the “source of assessment” for that outcome. All eight-eight outcomes have been scheduled for assessment at least once during the Fall 2015 to Spring 2018 cycle (at the time of this CIDA site visit 35 outcomes will have been assessed and documented4). Following the scoring of each objective’s rubric, an action plan is developed to target specific strategies for continuous improvement. Comments are inserted in this section where appropriate to analyze the effectiveness of the action plans. The program assessment model is still in its early stages, but it is anticipated that 2017 CIDA standards will remain intact for 8-10 years, allowing for multiple assessment cycles to be completed. For the purpose of this PAR, assessment materials for each of the student learning outcomes will be presented in the following sample formats (see Tables 1 and 2):

2 Assessment plan was revised to reflect 2017 CIDA standards in August 2015 after the departure of the former program coordinator 3 Chair’s Plan for Growth – See binder in the workroom 4 See Assessment binder in the workroom

Section 3. Program G

oals and Self-study

4

Table 1 – Institutional Assessment Plan

O

bjective 4 (CIDA Standard 4): Interior designers have a global view and consider social, cultural, econom

ic, and ecological contexts in all aspects of their w

ork.

Student Learning Outcom

es (CIDA Expectations)

Courses/Educational Strategies

Assessment

Method(s)

Source(s) of Assessm

ent Target for Student Achievem

ent Tim

e of Data Collection

Person(s) Responsible

4.a Students are aware that building

technology, materials, and construction

vary according to geographic location.

IAD 220, IAD 452 Draw

ings Thesis

IAD 220 IAD 452

75% of students

will receive a

grade of 75% or

better

F2015 SP2018

Arrington-Bey Arrington-Bey

4.b Student work dem

onstrates understanding of how

social, economic,

and cultural contexts inform

interior design.

IAD 251, IAD 270, IAD 354, IAD 360, IAD 454

Final Research, NKBA

Exams

Exams

IAD 270 IAD 354 IAD 454

75% of students

will receive a

grade of 75% or

better

SP2016 SP2017 F2017

Arrington-Bey Sm

ith Sm

ith 4.c Student w

ork demonstrates

understanding of how environm

ental responsibility inform

s the practice of interior design.

IAD 160, IAD 352, IAD 360

Lectures Final Project

IAD 360 75%

of students w

ill receive a grade of 75%

or better

SP2017 Payne &

Bawinkel

Table 2 – Institutional Assessment Plan

Assessment Rubric (Draw

ing Assignment Grade)

0-25%

26-50%

51-75%

76-100%

4.a Students are aware that building

technology, materials, and construction

vary according to geographic location. IAD220 – W

all Section Drawing

Students fail to demonstrate

appropriate building construction for geographic location. N

um

ber o

f Stud

ents Sco

re 1: 0

o

f 15

Students demonstrate

Less than appropriate building construction for geographic location. N

umber of Students

Score 2: 1 of 15

Students demonstrate

less than appropriate building construction for geographic location. N

umber of Students

Score 3: 3 of 15

Students successfully dem

onstrate appropriate building construction for geographic location. N

um

ber o

f Stud

ents

Score 4

: 11

of 1

5 Sum

mary of assessm

ent findings: 73% of students achieved 75%

or better on the drawing assignm

ent. Action plan for continuous im

provement: Evaluate lectures and develop additional m

ini-assignment to better prepare students for the final draw

ing.


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3) Describe the results of the program’s self-study by addressing the following: x What evidence was collected and what did analysis of evidence reveal? x What strengths did the program identify? x What gaps did the program identify? x What led to strengths or gaps? x What observations about the program mission and goals were made in relation to the self-study process? x Were any changes made to the program mission or goals as a result of the self-study?

The Interior Architecture Design program at Indiana State University began compiling student work in fall 2014 in anticipation of the spring 2017 CIDA site visit. Although the vast majority of this work will not be exhibited, the opportunity for faculty, students, and administration to see the quality of student work and improvements resulting from course or program revisions was a positive experience. To limit anomalies in work, the faculty determined early on that the projects and assignments in the program need to remain consistent over the collection period, with minimal nuances being introduced. One exception is the annual student competitions (NKBA, ASID, IIDA, etc.), as the program often changes, but size and complexity generally remain within our parameters (5,000sf, 10,000sf, etc.). Quantity and quality for each assignment, exam, exercise, or project collected varies and shows a range of competency. Although much of the exhibited work is scored in the top 25% (A+ - C+), assessment and graded work in course binders often show the full range of student performance. The program’s concurrent processes of this self-study and an Institutional Assessment Plan (IAP) both confirmed that student learning objectives are disbursed evenly throughout the program and well support the students’ needs of worktime outside of studio, balance of non-design courses, and desire for professional interaction. Analysis of the collected evidence demonstrates student understanding and ability to apply the standards and expectations. Strengths within the program were identified as the use of technology, schematic design, communication, and preliminary research. As such, students grasp the various graphic techniques, allowing them to determine which tool is best for the problem at hand. The first-year studios and courses still utilize sketching, hand drafting, and model building, whereas the remaining years focus heavily on digital processes. Mixed-media is always encouraged and students with the talent often incorporate both digital and analog techniques. As mentioned previously, the limited time spent teaching hand rendering, sketching, and general ideation away from technology seems to limit the generation of multiple early design ideas. At ISU, like many programs across the country, students are eager to begin designing with the computer as early as possible. Likewise, with the regional high schools incorporating design software (Revit, AutoCAD, Adobe, SketchUp, etc.) into the secondary education, many students are entering the program with advanced computer skills and are reluctant to develop manual skills. This is a challenge the IAD faculty face. No changes were made to the program mission. Minimal changes were made to the program goals during the self-study process.

Section 4. Course Progression Plan

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FALL 1 IAD 110 – INTRODUCTION TO IAD IAD 152 – IAD GRAPHICS I: DRAFTING ARTS 101 – DRAWING SPRING 1 IAD 140 – IAD GRAPHICS II: PRESENTATION (IAD 110: Introduction to IAD; IAD 152: IAD Graphics I: Drafting.

Co-req IAD 160) IAD 151 – DESIGN FUNDAMENTALS (IAD 110: Introduction to IAD; IAD 152: IAD Graphics I: Drafting) IAD 160 – MATERIALS AND FINISHES OF IAD (IAD 110: Introduction to IAD; IAD 152: IAD Graphics I:

Drafting. Co-req IAD 140) FALL 2 IAD 220 – CONSTRUCTION & DETAILING: RESIDENTIAL (IAD 140: IAD Graphics II: Presentation; IAD 151:

Design Fundamentals; IAD 160: Materials and Finishes of IAD. Co-req IAD 230 & IAD 251) IAD 230 – CAD FUNDAMENTALS OF IAD (IAD 110: Introduction to IAD; IAD 152: IAD Graphics I: Drafting;

IAD 140: IAD Graphics II: Presentation; IAD 151: Design Fundamentals; IAD 160: Materials and Finishes of IAD. Co-req IAD 220 & IAD 251)

IAD 251 – STUDIO I: RESIDENTIAL & BATH (IAD 110: Introduction to IAD; IAD 152: IAD Graphics I: Drafting; IAD 140: IAD Graphics II: Presentation; IAD 151: Design Fundamentals; IAD 160: Materials and Finishes of IAD. Co-req IAD 220 & IAD 230)

SPRING 2 IAD 240 – DIGITAL VISUALIZATION (IAD 220: Construction & Detailing: Residential; IAD 230: CAD

Fundamentals of IAD; IAD 251: Studio I: Residential & Bath. Co-req IAD 270) IAD 270 – STUDIO II: RESIDENTIAL & KITCHEN (IAD 220: Construction & Detailing: Residential; IAD 230:

CAD Fundamentals of IAD; IAD 251: Studio I: Residential & Bath. Co-req IAD 240) ARTH 271/272 – ART HISTORY FALL 3 IAD 310 – CONSTRUCTION & DETAIL: COMMERCIAL (IAD 240: Digital Visualization; IAD 270: Studio II:

Residential & Kitchen. Co-req IAD 351 & IAD 355) IAD 351 – STUDIO III: UNIVERSAL & CORPORATE (IAD 240: Digital Visualization; IAD 270: Studio II:

Residential & Kitchen. Co-req IAD 310 & IAD 355) IAD 355 – LIGHT/COLOR (IAD 240: Digital Visualization; IAD 270: Studio II: Residential & Kitchen. Co-req

IAD 310 & IAD 351) SPRING 3 IAD 352 – STUDIO IV: HISTORIC RESTORATION (IAD 351: Studio III: Universal & Corporate. Co-req IAD 360) IAD 354 – HISTORY OF TRADITIONAL IAD (ARTH 271/272: Art History) IAD 360 – SUSTAINABLE PRACTICES (Co-req IAD 352) SUMMER 3 IAD 353 – IAD INTERNSHIP FALL 4 IAD 451 – STUDIO V: HEALTHCARE (IAD 352: Studio IV: Historic Restoration) IAD 454 – HISTORY OF CONTEMPORARY IAD (IAD 354: History Of Traditional IAD) SPRING 4 IAD 452 – STUDIO VI: THESIS (IAD 451: Studio V: Healthcare. Co-req IAD 454 & IAD 470) IAD 458 – PROFESSIONAL PRACTICE IN IAD (Co-req IAD 452) IAD 470 – IAD PORTFOLIO (Co-req IAD 452)

Standard 1. Program Identity and Curriculum The interior design program provides a professional-level education that prepares graduates for entry-level practice and advanced study. The program has a mission, educational philosophy, and goals appropriate to its context. The program engages in on-going assessment and planning ensuring the curriculum and resources are structured to achieve its goals. The public is able to access understandable and reliable information about the program.

7

Part 1: Analysis The program’s educational philosophy centers around many of the university’s goals of providing opportunities for students to have experiential learning, gain the skills for creative problem solving, and graduating from the program career ready. Goal Two (Experiential Learning and Career Readiness) of the university’s newly-implemented strategic plan, “There’s More to Blue,” strives to have faculty engage all students in applying the knowledge and skills learned in the classroom to real‐life settings. By challenging students in the studio, teaching to a level which exceeds the standards for CIDA accreditation, and incorporating career readiness skills, our students are prepared to make their impact in the industry. The department, college, and university administration collectively monitor student success and faculty attentiveness to teaching standards. This occurs each semester by way of a program-specific assessment and continuous improvement plan. As described previously, the faculty assess learning objectives on a three-year cycle and submit annual reports. This information is available to the public through the university’s assessment website. https://www.indstate.edu/assessment/assessment-results Assessment results impact the program in several ways. First, the successes reassure the faculty of their methods. Likewise, the results provide information to be considered for course revisions, curriculum changes, and program needs. The program feels their philosophy, goals, and mission are appropriate and are being reinforced throughout the program. Part 2: Evidence a) The program mission statement clearly identifies the intent and purpose of the interior design program.

x Website: http://www.indstate.edu/technology/iad b) The program mission and educational philosophy appropriately reflect the program’s context and the

requirements for entry-level interior design practice and advanced study. x Website: http://www.indstate.edu/technology/iad x Faculty interviews

c) Program goals are appropriate to the mission and adequately address the content and student learning

required for entry-level interior design practice and advanced study. x Website: http://www.indstate.edu/technology/iad

d) The curriculum follows a logical sequence and is structured to achieve the program mission and goals and

educate graduates ready for entry-level practice and advanced study. x Website: http://www.indstate.edu/technology/iad x Degree Map:

http://www2.indstate.edu/resources/academicaffairs/docs/fouryearplans/201617/Interior%20Architecture%20Design%20-%20Template.pdf

e) The program has documented procedures to monitor the placement of graduates, and uses the data for program assessment, strategic planning, and program improvement.

x Program documentation f) The program uses structured methods to gather internal and external feedback and information from a variety

of stakeholders in assessing its mission, goals, content, and effectiveness.1

x Program documentation x Faculty interviews

Standard 1. Program Identity and Curriculum The interior design program provides a professional-level education that prepares graduates for entry-level practice and advanced study. The program has a mission, educational philosophy, and goals appropriate to its context. The program engages in on-going assessment and planning ensuring the curriculum and resources are structured to achieve its goals. The public is able to access understandable and reliable information about the program.

8

g) Clear and reliable information is available to the public about the program’s mission, curriculum, and faculty,

and other distinguishing attributes such as educational philosophy and goals. x Website: http://www.indstate.edu/technology/iad

Standard 2. Faculty and Administration. The interior design program has an effective administrative structure, as well as adequate and appropriate faculty and administrative staff to successfully lead and deliver the program.

9

Part 1: Analysis The faculty and administration of the Interior Architecture Design program at Indiana State University are effectively embracing the educational philosophy, mission, and goals of the program. After significant changes in faculty, curriculum, and enrollment, we finally are approaching a consistent balance. There are several strengths among the IAD faculty. Firstly, the diversity of their backgrounds, expertise, and areas of interest serve the student body and the program well. Secondly, the vast amount of professional experience by each of the faculty ensure that the program is creating career-ready graduates. The program has identified some weaknesses among the faculty and administration. Based on the continual increases in enrollment and course sizes, the faculty are being stretched extremely thin. There was an average of 2.5 faculty when the program had a total enrollment of 30 students, and now with an enrollment of 64 students the faculty size remains the same. As we anticipate the number of sections of courses for the upcoming academic year based on the percentage of enrollment increases and current cohort sizes, we will need additional faculty. We have identified skills a new tenure-track faculty member should have to meet our educational philosophy, mission, and goals. For our areas of deficiency, a new faculty member should hold a degree in interior design; be NCIDQ certified; have skills related to professional practice, hand drafting, materials & finishes, and sustainability; and have a diverse design background, including but not limited to residential and commercial design. Additionally, a new faculty member should be proficient in technology, including but not limited to the Adobe Suite, AutoCAD, Revit, SketchUp and preferably 20/20. Part 2: Evidence Program Expectations a) The number of faculty members and other instructional personnel is sufficient to implement program

objectives.1

x Faculty Data Forms x Faculty interviews

A majority of faculty members and other instructional personnel with interior design studio supervision have: b) earned a degree in interior design.

x Faculty Data Forms c) passed the complete National Council for Interior Design Qualification exam.

x Faculty Data Forms

d) Faculty members and other instructional personnel have academic or professional experience appropriate to their areas of responsibility.

x Faculty Data Forms The individual with primary responsibility for program coordination: e) is full-time and qualified by education and experience to administer an interior design program.

x Faculty Data Forms f) participates in the recruitment, evaluation, and retention of program faculty and instructional personnel.

x Annual/Biennial Evaluations x Promotion and Tenure evaluations – Department, Chair, College, Provost/President

g) ensures that the program engages in on-going planning and assessment.

x Assessment Binder

Standard 3. Learning Environment and Resources. The interior design program has adequate facilities and resources to achieve program goals.

10

Part 1: Analysis The Interior Architecture Design program is housed within the Department of Built Environment in the College of Technology. Also, within the Department of Built Environment are the programs of Construction Management, Safety Management, and Architectural Engineering Technology (ArET). The Department is housed in the Technology Annex building and connected via a second floor skyway to the Technology Center. The majority of classrooms for the IAD courses are housed on the second floor of the Technology Annex. Here, one will find the IAD program’s designated design studio with twenty (20) student stations, an instructor station, a pin-up wall for presentations and discussions, lockers for students, a small meeting area, a resource library, a lounge area, a gallery, and a printing room. The students have access to a large scale scanner, a plotter, and an 11x17 color printer. Additionally, the IAD program has a secondary studio space with forty (40) student seats. This space is used for hands-on activities and courses that may involve model making, painting, or similar assignments. Within this space, students have access to sample materials, finishes, and magazines they can use on their projects. Instruction of computer courses and drafting occurs in the IAD studio or Construction Management computer lab. In the Construction Management lab, there are twenty-four (24) student seats with dual projection screens. All of the aforementioned spaces provide 24/7 access to the IAD students. Students can call public safety when the exterior doors are locked for access to the building and can swipe their student identification card to enter any of the spaces. Finally, students have access to the Construction Lab, located on the first floor of the Technology Annex. This space is where students are introduced to tools such as drills, miter saw, table saw, circular saw, jigsaw, and more to construct the playhouse during their second year. Students also have classes in several other lecture classrooms within the Technology Annex building and enjoy down time in the student lounge. The program employs a student resource librarian who is responsible for maintaining and updating the IAD collection. This student also assists first-year students with becoming familiar with the materials and finishes on hand. The student works with the instructor for IAD 160 Materials & Finishes of IAD, to train and administer an in-class exercise focused on the CSI organization of the library. Included in the materials is a collection of over 5,000 slide images depicting art, architecture, interiors, and furniture. The student is readily available to assist all students within the IAD and ArET programs. The resource librarian keeps instructors informed about when product representatives will be stopping in or giving presentations and arranges opportunities to share new material information with students. Part 2: Evidence a) Faculty members and other instructional personnel have access to appropriate facilities and equipment for

course preparation, project evaluation, administrative activities, and meetings. x Facility Tours

b) Instructional facilities and workspaces support program objectives and course goals. 1

x Facility Tours x Studio space, critique space, construction lab

c) The program provides a constructive and respectful learning environment that encourages professionalism

and engagement across faculty, staff, and students. x Professionalism Section on all Syllabi x Studio Culture Document on computer desktop x Guest speakers, Job-site Visits, Tours, and Networking events with professionals

d) Equipment and technological support is available and appropriate to support program objectives and course

goals.2 x Facility Tours x Classrooms & construction lab

Standard 3. Learning Environment and Resources. The interior design program has adequate facilities and resources to achieve program goals.

11

x Computer lab with adequate computers, software, multiple plotters, scanners, projectors, dual monitors

e) Students have convenient access to a current range of information (bound, electronic, and/or online) about

interior design and relevant disciplines as well as product information and samples. x Facility Tours x IAD Library x Cunningham Library x ArCAT on computer desktop

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

Stud

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Expe

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Stud

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aw

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hav

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Standard 4. Global Context Interior designers have a global view and consider social, cultural, economic, and ecological contexts in all aspects of their work.

13

Part 1: Analysis Global context is addressed in many ways throughout the IAD curriculum. As an introduction course, IAD 110 exposes first year students to how interior design is impactful on a social and environmental scale. The introduction continues with IAD 160 and how materials used every day impact our environments. During IAD 251, Residential and Bath design studio, second year students become aware of and explore their immediate environment, conducting site visits and a context study. The project consists of designing a home on a vacant lot within a historic Terre Haute neighborhood. Students are introduced to the project through a walking tour of the neighborhood, where they discuss architectural history as well as the social and economic conditions of the area. In the third and fourth years, students are further exposed through IAD 354 and IAD 454. Both courses focus on the history of architecture and interiors, from traditional to contemporary. Each lecture begins with a discussion on how the specific design era was impacted socially, economically, and culturally. By the spring of the student’s fourth year, IAD 458 introduces them to how current events are shaping interior design by visiting practicing professionals in different locations. In the spring of 2016 students traveled to Miami, Florida and this spring, the class is traveling to St. Louis, Missouri.

This summer, for the first time, the department has organized a faculty-led study abroad trip scheduled for 17 days in May/June. This trip is focused on Manchester, Liverpool, Leeds, and London, England, and will include visits to design firms, constructions sites, iconic architecture, and cultural landmarks. This experience will give students the opportunity to further develop awareness of other cultures and connect with the international design industry. As a multi-cultural country, England will be explored focusing on current and historic trends as well as materials, methods, and processes. This trip is open to any Built Environment student and travel grants have been awarded to offset student costs.

Part 2: Student Learning Expectations a) Students are aware that building technology, materials, and construction vary according to geographic

location. x IAD 220 – PowerPoints on Foundations & Masonry: Brick x IAD 452 – Thesis Program & Schematics Notebook

Student work demonstrates understanding of: b) how social, economic, and cultural contexts inform interior design.

x IAD 251 – Residential Project: Project site visit, 7-step map, & context study x IAD 270 – Multi-Family Residence Project: Analysis/Research x IAD 354 – PowerPoint Lectures; Exams 1 - 4 x IAD 360 – Final project Boards x IAD 454 – PowerPoint Lectures; Exam 1 - 3

c) how environmental responsibility informs the practice of interior design.

x IAD 160 – PowerPoint Lecture, Chapter 1; Internet Assignment 2; Exam 1 x IAD 352 – Historic Restoration Studio project: Historic Preservation Lecture x IAD 360 – Final Project Boards and Final Exam

Program Expectations The interior design program provides: d) exposure to the current and relevant events that are shaping contemporary society and the world.

x IAD 110 – Reports A, B, C, & D x IAD 458 – Chapter 1 and Quizzes 1 & 2

Standard 4. Global Context Interior designers have a global view and consider social, cultural, economic, and ecological contexts in all aspects of their work.

14

e) exposure to a variety of cultural norms.

x IAD 110 – PowerPoints for Chapter 1, 3, & 4 x IAD 354 – PowerPoint Lectures; Exams 1 - 4 x IAD 454 – PowerPoint Lectures; Exams 1 - 3

f) opportunities for developing multi-cultural awareness. 1

x IAD 354 – PowerPoint Lectures x IAD 454 – PowerPoint Lectures x Upcoming (Summer 2017) Study Abroad Experience and Visual Journal

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

Stud

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Expe

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the

natu

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Standard 5. Collaboration. Interior designers collaborate and also participate in interdisciplinary teams.

16

Part 1: Analysis The Interior Architecture Design program acknowledges the importance of teamwork and the knowledge that ensues when students work with other students within IAD or other areas. Students gain understanding of the integrated teamwork structure existing within the field of design during IAD 110, Introduction to IAD, and IAD 220, Construction and Detailing: Residential. Here they learn about the roles of interior designers, decorators, architects, builders, developers, contractors, engineers, and specialists. Students learn about the structure of design firms and the role of project managers. Students have multiple opportunities to apply their knowledge of teamwork throughout the program. During the first year in the program, we begin to see students excel and take the lead in small groups. In IAD 160, Materials and Finishes, students work in small groups on their final project. In IAD 151, Design Fundamentals, students work together to design and create a space in the inflatables project. In IAD 220, students work together on multiple projects. First, the students select a partner and design a new masonry unit. Second, students work together in multiple phases of the playhouse project. Once a proposed playhouse design has been selected to construct, the students must create construction plans for it. The students are broken up into different groups for walls, floor, and roof. Here students work together within their smaller groups and within the large group to create a coordinated complete set of construction plans. Once the students move to the construction lab to begin construction, some remain in their original groups while others find ways to assist various groups. As the project develops, new roles are tried; some students find areas in which they are competent. When it is time to combine all of the individual pieces, the students must learn to work together in order to complete the project. This project allows the student that designed the playhouse the opportunity to serve as leader of the project. In IAD 352, Studio IV, students are paired with a partner to work on the historic restoration design project. Students must decide early on the roles they plan to play and must develop schedules that will work for their team. Students have opportunities to work with multiple disciplines and as leaders of a project team during the program. First, during the playhouse project, students work with construction management and safety management students. The construction management students assist in providing direction for the students on techniques and problem solving throughout the construction process. The construction students also construct portions of the playhouse for the students, like the roof. One of the CM courses builds the trusses for the playhouse so the students work together to ensure the best roof is being constructed and to accurate measurements. In IAD 452, Studio VI, students serve as project leaders and work with their model clients and mentors to complete their projects. Students select mentors that must be licensed architects or registered interior designers. Their model clients are chosen as experts in their building specialization. They assist them during the programming and schematics stage. Students must meet with their mentors ten times throughout the semester and their model clients about five times. All meetings must be documented with minutes that are sent to all parties. One of the weaknesses we noticed during the self-study process is the loss of one of our collaborations. The new curriculum removed one of the required ARTS courses (portfolio) and moved it to the IAD program. This change may have resulted in the loss of relationship with the graphic design students. The graphic design students used to work with the IAD students during IAD 451, Studio V, in the creation of a logo for their healthcare facility. Since the new curriculum has been in effect, it has been difficult to secure the students and a commitment from the Graphic Design professor for this collaboration. The Department of Built Environment is a strength with this standard, because the programs that exists within the department allow for numerous collaborations, and we are searching for multiple opportunities to engage our students with their peers.

Standard 5. Collaboration. Interior designers collaborate and also participate in interdisciplinary teams.

17

Part 2: Evidence Student Learning Expectations Students have awareness of: a) the nature and value of integrated design practices. 1

x IAD 220 – PowerPoint: Context for Construction; Exam one x IAD 353 – Student Journal Responses And Final Project/Presentation x IAD 452 – Thesis Mentor & Model Client Meeting Minutes x IAD 458 – PowerPoints for Chapters 5, 7, & 11, Quizzes 7 & 11, Exercise 5

b) the terminology and language necessary to communicate effectively with members of allied disciplines.

x IAD 110 – PowerPoints for Chapters 1, 3, & 5, and Reports A & C x IAD 220 – PowerPoints; Exams One & Two x IAD 310 – PowerPoints And Exams One & Two

c) technologically-based collaboration methods. 2

x IAD 452 – Thesis Mentor & Model Client Meeting Minutes x IAD 470 – Sharing/Collaboration Through Email Communication, Markup Critiques & Online

Discussion Questions; Final Digital Portfolio Students understand: d) team work structures. 3

x IAD 151 – Inflatables Project x IAD 220 – Playhouse Project; Exam One x IAD 352 – Historic Restoration Studio Project

e) leadership models and the dynamics of collaboration.

x IAD 220 – Playhouse Project; Exam One x IAD 352 – Historic Restoration Studio Project

f) Student work demonstrates the ability to effectively collaborate with multiple disciplines in developing design

solutions.4

x IAD 220 – Playhouse Project x IAD 352 – Historic Restoration Studio Project: Professional mentor meetings x IAD 452 – Thesis Mentor & Model Client Meeting Minutes

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

Stud

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Expe

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Stud

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Standard 6. Business Practices and Professionalism. Interior designers understand the principles and processes that define the profession and the value of interior design to society.

19

Part 1: Analysis The interior architecture design program at ISU is committed to graduating students who understand the professional demands of a career in design, including the need for technical, business, creative, management, and social skills. The program believes it is important for the students to know who their clients could be and to understand the scope of work, contractual options for design services, and elements of business outside of the design solutions. IAD 458, Professional Practices in IAD, requires a multi-day field trip to design firms to meet and network with design professionals. Students are required to schedule group meetings with a designer/team, schedule a firm tour, conduct an answer/question session, and gather information related to the development and success of the firm. Recent trips have included St. Louis, Missouri, and Miami, Florida. These trips have proven successful and students matriculating to the fourth year look forward to planning this trip as a group. However, a potential concern has been identified. The program has received grant money from the university for these trips in the past with little out-of-pocket costs to the students. With the increase in enrollment, larger class sizes may make the trips more difficult logistically, and if grant funding is not awarded, the cost may become prohibitive. The summer between the third and fourth years in the program is reserved for IAD 353, IAD Internship. This course requires students to complete 320 hours of professional experience. Students complete journal assignments reflecting on their experiences during the process. Students observe the organizational structure of the companies they work with and the project management teams of which they are a part. Students are challenged to consider the structure in relation to developing their own company. This course serves as a key component in the assessment of the program. Students reflect on the skills they have acquired within the program, identifying those that served them the best during internship and skills they wish they could build upon. This experiential learning prepares students to enter into their final year in the program with an increased sense of professionalism and organization. The ISU Career Center hosts career fairs once per semester that typically include firms from various sectors of business, construction management, design, and engineering along with product vendors. Until recently, due to the low enrollment in the program, the program coordinator also served as the internship coordinator and was very engaged in helping graduates pursue employment. With an average of 4-5 graduates a year, the time commitment was manageable, and students rarely participated in the on-campus career fairs. The department sees opportunities for IAD students to become more engaged with the Career Center staff. Likewise, with the recent addition of the Architectural Engineering Technology program more design and construction firms are attending these events. IAD Students are very active in their student organization, Interior Designers Embracing Architecture (IDEA). From bi-weekly meetings to social activities, invited guest speakers, firm and building tours, and field trips, there are many networking opportunities with faculty, advisory board members, and design professionals. The students are also encouraged to engage with the department’s architectural engineering student group, Architecture Alliance Club (AAC), the Construction Club, the American Society of Safety Engineers (ASSE) student group, and Sigma Lambda Chi honors fraternity. Part 2: Evidence Student Learning Expectations Students have awareness of the: a) contexts for interior design practice.1

x IAD 110 – PowerPoints for Chapters 1, 2, & 3, and Report C x IAD 353 – Student Journal Responses and Final Project/Presentation x IAD 458 – Chapter 5 Quiz and Field Trip


20

b) impact of a global market on design practices. 2

x IAD 110 – Report D x IAD 360 – Final Project Boards

c) breadth and depth of interior design’s impact and value.3

x IAD 351 – Universal Design Workshop and Final Project x IAD 352 – Historic Restoration Studio Project x IAD 360 – Final Project and Life Cycle Lecture

d) components of business practice.4 x IAD 353 – Student Journal Responses and Final Project/Presentation x IAD 458 – Quizzes for Chapter 22 & 25 and Field Trip

Students understand: e) types of professional business formations.5

x IAD 353 – Student Journal Responses and Final Project/Presentation x IAD 458 – Quiz for Chapter 5 and Field Trip

f) elements of project management.6

x IAD 353 – Student Journal Responses and Final Project/Presentation x IAD 452 – Thesis Project Schedule & Furniture Budget x IAD 458 – Exercise 6.1 and Quiz 11

g) instruments of service: contract documents, transmittals, schedules, budgets, and specifications.

x IAD 310 – Final Project: Construction Documents & Specifications For Co-Working Space x IAD 353 – Student Journal Responses and Final Project/Presentation x IAD 452 – Thesis Project Schedule, Furniture Budget, & Construction Documents x IAD 458 – Exercises 7.1, 7.2, 7.3, Quiz 7, PowerPoints for Chapter 6 & 7, and Field Trip

h) professional ethics and conduct.7

x IAD 353 – Student Journal Responses and Final Project/Presentation x IAD 458 – Ethics Paper, Intellectual Property Paper, Quizzes 3 & 4, and Field Trip

Program Expectations The interior design program provides exposure to: i) career opportunities an interior design education can afford and the options for advanced study.

x IAD 110 – PowerPoints for Chapter 1 and Reports A, B, & C x IAD 353 – Learning Contracts with Internship Supervisors x IAD 458 – Quizzes 1 & 2, PowerPoints for Chapter 1, 2 & 5, and Field Trip x IDEA Student Organization Binder

j) role models who are qualified by education and experience in interior design.

x IAD 353 – Internship Supervisor’s Resumes x IAD 452 – Thesis Mentors x Advisory Board Binder


21

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

k) legal recognition for the profession. x IAD 110 – Reports B & C x IAD 458 – Quizzes 1 & 2 and Field Trip

l) professional organizations.

x IAD 110 – Report C x IAD 458 – Quizzes 2 & 3 and Field Trip

m) life-long learning.

x IAD 458 – Quiz 2 and Field Trip n) public service.

x IAD 458 – Quizzes 2, 3, 4, & 5 and Field Trip

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

Stud

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Standard 7. Human-Centered Design. Interior designers apply knowledge of human experience and behavior to designing the built environment.

23

Part 1: Analysis Knowledge of human experience and behavior as they relate to the built environment is important to the IAD program. Concerns of how people use spaces is discussed at every level of the curriculum and across studios and lectures. Many design projects begin with the students developing a user persona which defines the client and their needs, wants, abilities, use of space, duration of use, frequency of use, and familiarization with the space. Faculty believe defining the program by activity of the specific user (when possible) and then activity in the space is pertinent. Schematic designs show analysis of daylighting and artificial lighting, separation of spaces by public, semi-public, semi-private, and private, and of noise levels. Strengths in this standard comes from design projects in the second, third, and fourth years which generally vary the program type and/or user groups to allow students to explore different cultural and social settings. In IAD 351 students participate in a universal design simulation workshop called Sight, Sound, and Movement. This workshop introduces user imparities such as low-no vision, traveling with a long cane, mobility impairment with the use of a wheelchair, etc. The students do not experience what it is like to be blind, but rather how spatial design contributes to a user’s success or failure is navigating a space. In many of the design studios, students are required to consult a professional in the area of their project type to gain input which often exposes the students to information they would not otherwise have. Part 2: Evidence Student Learning Expectations Student work demonstrates understanding of: a) the impact of the built environment on human experience, behavior, and performance.1

x IAD 110 – PowerPoints for Chapter 3 and Assignment 2 x IAD 251 – Residential Design Project: User Personas x IAD 351 – Universal Design Workshop & Report and Student Research Binders x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

b) the relationship between the natural and built environment as it relates to the human experience, behavior,

and performance. x IAD 151 – Inflatable Project x IAD 251 – Residential Design Project: Site Visit & Context Study x IAD 270 – NKBA Kitchen & Multi-Family Residential Projects: Experience-Element Matrix x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

c) methods for gathering human-centered evidence.2

x IAD 352 – Historic Restoration Studio Project: Professional mentor meetings, marketing research x IAD 452 – Thesis: Post Occupancy Evaluation

Student work demonstrates the ability to: d) analyze and synthesize human perception and behavior patterns to inform design solutions.

x IAD 351 – Universal Design Workshop & Report, Student Research Binders, and Final Presentation Boards

x IAD 352 – Historic Restoration Studio Project: Project Notebook x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

Standard 7. Human-Centered Design. Interior designers apply knowledge of human experience and behavior to designing the built environment.

24

e) apply human factors, ergonomics, and universal design principles to design solutions.3

x IAD 251 – Residential Design: NKBA Bath Project and PowerPoint Lecture: Universal Design x IAD 351 – Universal Design Workshop & Report, Student Research Binders and Final Presentation

Boards x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

f) apply wayfinding techniques to design solutions. x IAD 351 – Student Research Binders and Final Presentation Boards x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

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Standard 8. Design Process. Interior designers employ all aspects of the design process to creatively solve a design problem.

26

Part 1: Analysis The Interior Architecture Design program understands the importance of problem solving and developing strong designers who can approach multiple problems and create successful solutions based on research, knowledge, and technique. The program focuses on providing students with a foundation of skills, techniques, and simple abstract problems within the first year. These include understanding the profession of interior design, color, elements, principles, techniques like hand drafting and rendering, and researching materials. Students begin to solve problems in IAD 151 when they create abstractions of elements, principles, and organizations. During the second year in the program, students begin their first design studio, while the lecture courses continue to provide additional techniques and skills to assist in the process of problem solving. The IAD curriculum includes six design studios, each focusing on the design process and increasing in the complexity of problem solving. The first studio, IAD 251 focuses on residential and bath. Here students transition from IAD 151 and begin by designing separate components of a house: first, a chair (of cardboard), then a bathroom following NKBA guidelines, then the remaining spaces of a 1,300SF house. The second studio, IAD 270, involves students designing a kitchen based on NKBA guidelines and then researching a geographic location and materials to assist in their design of a multi-family apartment complex ranging from 4,000 – 6,000SF. The third studio, IAD 351, shifts the students’ attention to designing based on universal design principles and construction details for a 7,000 – 10,000SF restaurant or corporate design. The fourth studio, IAD 352, challenges student to apply building codes and historic standards to a mixed-use 12,000-14,000SF building. The fifth studio, IAD 451, incorporates designing a 15,000-17,000SF pediatrics center and incorporating healthcare codes, building codes, ergonomics, and much more. The sixth studio, IAD 452, allows students to pick their specialization and design a 20,000-22,000SF space. In both of the studios during the fourth year, students focus on intense research, diving into the programming phase and creating detailed programs. In IAD 452, the students spend time going through the entire design process, spending a portion of the semester creating construction documents, specifications, furniture plans, and furniture budgets. Throughout the four years, students are introduced to different problem solving techniques for researching, schematic design, inquiry, and data collection, all to help provide them with multiple avenues to approach and solve the problems they will face as designers. Part 2: Evidence Student Learning Expectations

a) Student work demonstrates the ability to apply space planning techniques throughout the design process.1

x IAD 251 – NKBA Bath Project; Residential Design Project x IAD 270 – NKBA Kitchen: Synthesis; Multi-Family Residential project x IAD 352 – Historic Restoration Studio Project x IAD 451 – Healthcare Design Process Reviews 1 & 2 x IAD 452 – Thesis: Program & Schematics Notebook; SD & SP Model

Student work demonstrates the ability to apply knowledge and skills learned to: b) solve progressively complex design problems.

x IAD 270 – Multi-Family Residential project x IAD 351 – Workroom Project and Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

c) identify and define issues relevant to the design problem.2

x IAD 451 – Healthcare Design Project Binder x IAD 452 – Thesis: Program & Schematics Notebook

Standard 8. Design Process. Interior designers employ all aspects of the design process to creatively solve a design problem.

27

d) execute the design process: pre-design, schematic design, and design development. x IAD 351 - Workroom Project and Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

e) synthesize information to generate evidenced-based design solutions.

x IAD 352 – Historic Restoration Studio Project x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

f) explore and iterate multiple ideas.

x IAD 351 – Workroom Project Binder - Schematic Design x IAD 352 – Historic Restoration Studio Project x IAD 451 – Healthcare Design Process Reviews 1 & 2 x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

g) design original and creative solutions.3

x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

h) Students understand the importance of evaluating the relevance and reliability of information and research

impacting design solutions.4 x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook

Program Expectations The interior design program includes: i) exposure to a range of problem identification and problem solving methods.

x IAD 351 – Workroom Project and Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project Presentation Boards & Project Binder x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

j) opportunities for innovation and risk taking.

x IAD 351 – Workroom Project and Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

k) exposure to methods of idea generation and design thinking. x IAD 351 – Workroom Project and Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

Stud

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Expe

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Stud

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Standard 9. Communication. Interior designers are effective communicators.

29

Part 1: Analysis Communication is a vital component of the IAD program and appears in the majority of courses either written, visual, or oral. Practice in written communication begins in IAD 110 with written reports; IAD 251 continues the practice when students create user personas for the residential project. In IAD 354 & IAD 454, students create a multi-page written report describing how interior design history informs their design project. In addition, third- and fourth-year students create project binders that complement and further inform their visual presentations. Visual communication occurs through various types of ideation sketches, digital representation, and models. Ideation sketches are evident throughout the program, this includes: plans, elevations, sections, perspectives, bubble diagrams, concept diagrams, and block diagrams. Students are encourages to create ideation sketches to assist in visualizing their designs 3-dimensionally. All ideation sketches are included in their research and/or process binders. 3-D models are produced in IAD 151, IAD 251, and IAD 452. These models range from abstract design elements to preliminary furniture designs and circulation/spatial relationships. Presentation boards are introduced in IAD 140 when students learn about board layout, composition, Adobe Illustrator, and Photoshop. In IAD 230 and IAD 240, these foundational skills are utilized while introducing students to AutoCAD and Revit, respectively. Oral communication is practiced from the first year in the program until its completion. Students present their final design projects in studios. Likewise, research reports and group projects are also presented in lecture courses. As students reach the third- and fourth-year studios, collaboration with professionals enhances the practice of communication through meetings and feedback on their design projects. These meetings give the students an opportunity to gain experience in active listening with those individuals that could be prospective clients or future colleagues. An important part of the IAD program’s communication includes peer-evaluations and critiques of design projects throughout the semester. Students review their own designs and receive feedback from peer-reviews in IAD 140, IAD 151, IAD 251, IAD 270, IAD 310, IAD 352, and IAD 452. Senior final thesis presentations are videotaped and used as learning opportunities for current and future students. Part 2: Evidence Student Learning Expectations Students are able to effectively: a) distill and visually communicate data and research. 1

x IAD 351 – Corporate Design Final Project Binder x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook

b) express ideas in oral communication.

x IAD 110 – Presentation - Report C x IAD 251 – Residential Design Project Presentation Board and Plans x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook; Videos x IAD 454 – Design Project Presentation Boards

c) express ideas in written communication.

x IAD 110 – Reports A, B, C, & D x IAD 251 – Residential Design Project: User Personas x IAD 354 – Design Project: Research Report x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook x IAD 454 – Design Project: Research Report

Standard 9. Communication. Interior designers are effective communicators.

30

d) express ideas developed in the design process through visual media: ideation drawings and sketches.2 x IAD 151 – Models and Visual Journal Sketches x IAD 451 – Healthcare Design Process Reviews 1 & 2 x IAD 452 – Thesis: Program & Schematics Notebook

e) apply a variety of communication techniques and technologies appropriate to a range of purposes and

audiences. x IAD 140 – Rendering Notebook; Final Project x IAD 230 – Chapter Exercises; Final Project x IAD 240 – Chapter Exercises; Quizzes; Final Project

Program Expectations f) The interior design program provides opportunities for students to develop active listening skills in the context

of professional collaboration. 3 x IAD 352 – Historic Restoration Studio Project Notebook: Professional Mentor Meetings x IAD 452 – Thesis Mentor & Model Client Meeting Minutes

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

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his

tory

and

theo

ry o

f int

erio

rs,a

rchi

tect

ure,

dec

orat

ive

arts

, and

art

s whe

n so

lvin

g de

sign

pro

blem

s.

Standard 10. History and Theory. Interior designers apply knowledge of history and theory of interiors, architecture, decorative arts, and art when solving design problems.

32

Part 1: Analysis The history and theory of interior design is introduced and expanded through three specific courses: IAD 352, IAD 354, and IAD 454. Beginning in IAD 354, third-year students are introduced to the theme of cultural precedents and how it carries through subsequent design eras, informing both established cultural norms while enhancing others. Design eras discussed range from the ancient civilizations (Egyptians, Greeks, and Romans) to shortly after the American Revolution. Through each, how architecture, interior design, and the decorative arts informed that particular design period is discussed. In addition, comparisons are made on how the particular era influenced future designs and designers. The course also has a sketchbook component that has students sketching from images representing design periods studied; this is to emphasize stylistic changes. IAD 454 is the continuation of IAD 354, beginning with the Industrial Revolution and covering subsequent design eras to present day. The outline of the class follows IAD 354; however, the photo design book tasks the students with exploring their surroundings, documenting buildings and furnishings that represent the design era being studied. This exploration helps the student understand how cultural precedents influence the built environment. Both IAD 354 and IAD 454 have design projects. The project in IAD 354 consists of designing three separate spaces informed by a design period discussed in class. The project in IAD 454 has a design component; however, it varies from designing a space to creating a piece of furniture based upon design eras being studied. IAD 352 emphasizes history through architecture and historic preservation. Students are introduced to a building within Terre Haute’s historic downtown by conducting site visits. The students then are tasked to research the building in the context of businesses it housed to its architectural style. The ultimate goal is to develop a design solution, which adaptively reuses the building, taking into consideration its historical value while also developing a current use that complements the area/region. The IAD program also requires either ARTH 271 Survey of Art History I, Art from the prehistoric period to the close of the Middle Ages, or, ARTH 272 Survey of Art History II, Art from the Renaissance to the present. These courses prepare the students for understanding periods and eras in the art and design world across disciplines. Part 2: Evidence Student Learning Expectations a) Students understand the social, political, and physical influences affecting historical changes in design of the

built environment. x IAD 352 – Historic Restoration Studio Project: Notebook x IAD 354 – PowerPoint Lectures; Design Project and Research Report x IAD 454 – PowerPoint Lectures; Design Project and Research Report

Students understand significant movements, traditions, and theories in: b) interior design.

x IAD 352 – Historic Restoration Studio Project: Notebook x IAD 354 – PowerPoint Lectures; Sketchbook x IAD 454 – PowerPoint Lectures; Photo Design Book

c) furniture, decorative arts, and material culture. 1

x IAD 352 – Historic Restoration Studio Project: Notebook x IAD 354 – PowerPoint Lectures; Sketchbook x IAD 454 – PowerPoint Lectures; Photo Design Book

Standard 10. History and Theory. Interior designers apply knowledge of history and theory of interiors, architecture, decorative arts, and art when solving design problems.

33

d) architecture. x IAD 352 – Historic Restoration Studio Project: Notebook x IAD 354 – PowerPoint Lectures; Sketchbook x IAD 454 – PowerPoint Lectures; Photo Design Book

e) art.

x ARTH 271/272 – See Course Binders x IAD 354 – PowerPoint Lectures; Sketchbook x IAD 454 – PowerPoint Lectures; Photo Design Book

f) Students apply precedents to inform design solutions.2

x IAD 352 – Historic Restoration Studio Project: Notebook, Presentations Boards x IAD 354 – PowerPoint Lectures; Sketchbook x IAD 454 – PowerPoint Lectures; Photo Design Book

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

Stud

ent L

earn

ing

Expe

ctat

ions

Stud

ents

und

erst

and

the

elem

ents

and

prin

cipl

es o

f dei

sgn,

incl

udin

g sp

atia

l def

initi

on a

nd

orga

niza

tion.

11

a

expl

ore

two-

and

thre

e-di

men

siona

l app

roac

hes a

cros

s a ra

nge

of m

edia

type

s.

11b

two-

dim

ensio

nal d

esig

n so

lutio

ns.

11c

thre

e-di

men

siona

l des

ign

solu

tions

. 11

d

Curr

icul

um M

atrix

- In

dian

a St

ate

Uni

vers

ityFi

rst Y

ear

Seco

nd Y

ear

Third

Yea

rFo

urth

Yea

rFa

llSp

ring

Fall

Stud

ents

effe

ctiv

ely

appl

y th

e el

emen

ts a

nd p

rinci

ples

of d

esig

n to

:

Stud

ent w

ork

dem

onst

rate

s the

abi

lity

to:

Stud

ents

effe

ctiv

ely

appl

y th

e el

emen

ts a

nd p

rinci

ples

of d

esig

n th

roug

hout

the

inte

rior d

esig

n cu

rric

ulum

:

Not

es:

Sprin

gFa

llSp

ring

Fall

Sprin

g

Stan

dard

11.

Des

ign

Elem

ents

and

Prin

cipl

es -

Inte

rior d

esig

ners

app

ly e

lem

ents

and

prin

cipl

es o

f des

ign.

Standard 11. Design Elements and Principles. Interior designers apply elements and principles of design.

35

Part 1: Analysis Entry-level courses and studios introduce design elements and principles in both 2D- and 3D-solutions. Students are exposed to the theory and application of these elements and principles in their first year. Specifically, IAD 151 3D Design Fundamentals: 3D Design incorporates multiple variations of the basic design elements and design principles in each of the 3D models. Likewise, the visual journal exercise demonstrates the student’s understanding of how the elements have been applied to existing designs. Upper-level studios incorporate various exercises in the design process which allow for more demonstration of the student’s understanding. The use of design elements and principles are reinforced again in the final design studio (IAD452) where the concept development and schematic design phases require the application of various elements and principles. Part 2: Evidence Student Learning Expectations a) Students understand the elements and principles of design, including spatial definition and organization. 1

x IAD 110 – Design Element Booklets x IAD 151 – Models and PowerPoints x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook x IAD 470 – Final Portfolio and Stationary Suite (Resume, Cover Letter, Business Card and Teaser)

Student work demonstrates the ability to: b) explore two- and three-dimensional approaches across a range of media types.

x IAD 151 – Models and Visual Journal Sketches x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings; Program & Schematics Notebook; SD & SP Model

Students effectively apply the elements and principles of design throughout the interior design curriculum to: c) two-dimensional design solutions. 1

x IAD 151 – Visual Journals x IAD 251 – Residential Design Project x IAD 351 – Workroom Project, Corporate Project Presentation Boards, and Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook x IAD 470 – Final Portfolio and Stationary Suite (Resume, Cover Letter, Business Card and Teaser)

d) three-dimensional design solutions. 1

x IAD 151 – Models x IAD 251 – Cardboard Chair Project x IAD 351 – Corporate Design Final Project Presentation Boards x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

Stud

ent L

earn

ing

Expe

ctat

ions

Stud

ents

are

aw

are

of t

he e

nviro

nmen

tal i

mpa

ct o

f illu

min

atio

n st

rate

gies

and

dec

ision

s.

12a

the

prin

cipl

es o

f nat

ural

and

art

ifici

al li

ghtin

g an

d de

sign.

12

b

stra

tegi

es fo

r usin

g an

d m

odul

atin

g na

tura

l lig

ht.

12c

Stud

ents

com

pete

ntly

sele

ct a

nd a

pply

lum

inai

res a

nd li

ght s

ourc

es.

12d

Stud

ents

hav

e aw

aren

ess

of a

rang

e of

cou

rses

for i

nfor

mat

ion

and

rese

arch

abo

ut c

olor

.12

e

Stud

ents

und

erst

and

how

ligh

t and

col

or in

the

inte

rior e

nviro

nmen

t im

pact

hea

lth, s

afte

y,

and

wel

lbei

ng.

12f

colo

r ter

min

olog

y.12

g

colo

r prin

cipl

es, t

heor

ies,

and

syst

ems.

12

h

colo

r in

rela

tion

to m

ater

ials,

text

ures

, lig

ht, a

nd fo

rm.

12i

sele

ct a

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col

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supp

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esig

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ts.

12j

sele

ct a

nd a

pply

col

or to

mul

tiple

des

ign

func

tions

. 12

k

use

colo

r sol

utio

ns a

cros

s diff

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t mod

es o

f des

ign

com

mun

icat

ion.

12

l

Curr

icul

um M

atrix

- In

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a St

ate

Uni

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ityFi

rst Y

ear

Seco

nd Y

ear

Third

Yea

rFo

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Yea

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ring

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Stud

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und

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and

:

Stud

ent w

ork

dem

onst

rate

s und

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f:

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dem

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rate

s the

abi

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:

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Lig

ht a

nd C

olor

- In

terio

r des

igne

rs a

pply

the

prin

cipl

es a

nd th

eorie

s of l

ight

and

col

or e

ffect

ivly

in re

latio

n to

env

ironm

enta

l im

pact

and

hum

an w

ellb

eing

.

Standard 12. Light and Color. Interior designers apply the principles and theories of light and color effectively in relation to environmental impact and human wellbeing.

37

Part 1: Analysis Lighting and color is primarily applied in upper-level coursework with introductions during the first year of study. First-year students in IAD 110 are introduced to color principles by creating a gradated color scale; in IAD 140, the course enhances that knowledge by discussing color principles and theories. Students in IAD 140 also study how light (both artificial and natural) affects colors. This is done through the rendering of objects as well as floor plans. IAD 355 is the dedicated lighting and color course. Students are introduced to various luminaires as well as principles of lighting design in relation to selection and how it impacts the interior environment. Past projects have included students creating a working luminaire, fully wired and put on display. Recently, designs focused on residential and commercial projects. In fall 2016, the commercial lighting project was in conjunction with IAD 310 and IAD 351, focusing on the reflected ceiling plan for a 14,057 SF space. During the self-study process it was noted that due to recent significant faculty changes within the overall IAD program, IAD 355 has been the most affected. The IAD program is working on rectifying this by incorporating more of a balance between technical knowledge and implementation. Coursework in IAD 352, IAD 451, and IAD 452 has students selecting and applying luminaires. Projects in these courses also include the study of interior colors and how to best implement to inform their design solution. In addition, these courses incorporate creating branding for projects, which gives the students further thought on appropriate use of color in conveying a message. Part 2: Evidence Student Learning Expectations a) Students are aware of the environmental impact of illumination strategies and decisions.

x IAD 355 – PowerPoint Lectures Students understand: b) the principles of natural and artificial lighting design. 1

x IAD 355 – PowerPoint Lectures x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

c) strategies for using and modulating natural light. x IAD 355 – PowerPoint Lectures

d) Students competently select and apply luminaires and light sources.

x IAD 351 – Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project Presentation Boards and Project Binder x IAD 355 – Commercial Design Project x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

e) Students have awareness of a range of sources for information and research about color.

x IAD 110 – PowerPoints for Chapter 6 & 7, and Exercises 4 & 5 x IAD 140 – PowerPoint Lectures; Rendering Notebook

f) Students understand how light and color in the interior environment impact health, safety, and wellbeing.

x IAD 355 – PowerPoint Lectures

Standard 12. Light and Color. Interior designers apply the principles and theories of light and color effectively in relation to environmental impact and human wellbeing.

38

Student work demonstrates understanding of: g) color terminology.

x IAD 110 – PowerPoints for Chapter 6 & 7, Exercises 4 & 5, and Exam 2 x IAD 140 – PowerPoint Lecture: Intro To Color & Line, Tone, Texture

h) color principles, theories, and systems.

x IAD 140 – PowerPoint Lecture: Techniques; Rendering Notebook i) color in relation to materials, textures, light, and form.

x IAD 140 – PowerPoint Lectures; Rendering Notebook Student work demonstrates the ability to appropriately: j) select and apply color to support design concepts.

x IAD 355 – Commercial Design Project x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

k) select and apply color to multiple design functions. 2

x IAD 352 – Historic Restoration Studio Project x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

l) use color solutions across different modes of design communication.3

x IAD 140 – Rendering Notebook; Final Project x IAD 352 – Historic Restoration Studio Project x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

Stud

ent L

earn

ing

Expe

ctat

ions

Stud

ents

are

aw

are

of t

he in

fluen

ce o

f fur

nish

ings

, obj

ects

, mat

eria

ls, a

nd fi

nish

es o

n hu

man

w

ellb

eing

. 13

a

how

furn

ishin

gs, o

bjec

ts, m

ater

ials,

and

fini

shes

wor

k to

geth

er to

supp

ort t

he d

esig

n in

tent

. 13

b

typi

cal f

abric

atio

n, in

stal

latio

n m

etho

ds, a

nd m

aint

enan

ce re

quire

men

ts.

13c

appr

opria

te d

esig

n or

spec

ifica

tion

of p

rodu

cts a

nd m

ater

ials

in re

latio

n to

pro

ject

crit

eria

an

d hu

man

wel

l bei

ng.

13d

Stud

ents

sele

ct a

nd a

pply

pro

duct

s and

mat

eria

ls on

the

basis

of t

heir

prop

ertie

s and

pe

rfor

man

ce c

riter

ia, i

nclu

ding

erg

onom

ics,

env

ironm

enta

l att

ribut

es, l

ife sa

ftey

, and

life

cy

cle

cost

. 13

e

Stud

ents

are

abl

e to

lay

out,

desig

n, a

nd sp

ecify

a b

road

rang

e of

app

ropr

iate

pro

duct

s,

mat

eria

ls, o

bjec

ts, a

nd e

lem

ents

in su

ppor

t of t

he d

esig

n in

tent

.13

f

Curr

icul

um M

atrix

- In

dian

a St

ate

Uni

vers

ityFi

rst Y

ear

Seco

nd Y

ear

Third

Yea

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Fall

Stud

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ork

dem

onst

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s und

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Not

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Stan

dard

13.

Pro

duct

s and

Mat

eria

ls -

Inte

rior d

esig

ners

com

plet

e de

sign

solu

tions

that

inte

grat

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s, p

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mat

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nd fi

nish

es.

Standard 13. Products and Materials. Interior designers complete design solutions that integrate furnishings, products, materials, and finishes.

40

Part 1: Analysis Students gain understanding of the importance of selecting and incorporating appropriate products, furnishings, materials, and finishes throughout the IAD program. In IAD 160, Materials and Finishes of IAD, students shift their focus from simple aesthetics of products, materials, and finishes to durability, performance, and environmental impact. In the Construction and Detailing courses, IAD 220 and IAD 310, students explore the constructability, installation, and maintenance of several design elements. In IAD 220, students design and build a children’s playhouse which furthers their knowledge on constructability and gets them thinking about materials and finishes in terms of application and installation. Students are introduced to specifications in both IAD 160 and IAD 310. During these courses students learn good designs occur when their selections are based on multiple factors. The upper division design studios, IAD 351, IAD 352, IAD 451, and IAD 452, challenge the students to apply their knowledge to their design solutions. Students select materials, finishes, products, and furniture based off of multiple factors in line with this standard. Students create documents identifying their selections and, in the later design studios, are asked to include information about historic, sustainable, and design experience characteristics that led to their selection. In IAD 452, students again create technical specifications in addition to furniture budgets. During the later design studios, students are selecting materials, finishes, furnishings, and products that enhance their concepts, meet their goals, and create successful design solutions. Part 2: Evidence Student Learning Expectations a) Students are aware of the influence of furnishings, objects, materials, and finishes on human wellbeing.

x IAD 351 – Workroom, and Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project Presentation and Project Binder x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

Student work demonstrates understanding of: b) how furnishings, objects, materials, and finishes work together to support the design intent.

x IAD 351 – Workroom, and Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Design Development Drawings and Program & Schematics Notebook

c) typical fabrication, installation methods, and maintenance requirements.

x IAD 160 – PowerPoint Lectures x IAD 220 – Exams one & two; Playhouse project; Final Project x IAD 310 – Exams One And Two; Final Project: Specifications For Co-Working Space

d) appropriate design or specification of products and materials in relation to project criteria and human well

being. x IAD 351 – Workroom, and Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project Presentation and Project Binder x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Construction Documents & Specifications

Standard 13. Products and Materials. Interior designers complete design solutions that integrate furnishings, products, materials, and finishes.

41

e) Students select and apply products and materials on the basis of their properties and performance criteria, including ergonomics, environmental attributes, life safety, and life cycle cost.

x IAD 351 – Workroom, and Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project Presentation and Project Binder x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Construction Documents & Specifications

f) Students are able to lay out, design, and specify a broad range of appropriate products, materials, objects, and

elements in support of the design intent.2

x IAD 351 – Workroom, and Corporate Design Final Presentation Boards and Project Binder x IAD 352 – Historic Restoration Studio Project Presentation and Project Binder x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

Other

Stud

ent L

earn

ing

Expe

ctat

ions

Stud

ents

are

aw

are

that

des

ign

deci

sions

rela

ting

to a

cous

tics,

ther

mal

com

fort

, and

indo

or

air q

ualit

y ha

ve a

n en

viro

nmen

tal i

mpa

ct.

14a

Stud

ents

und

erst

and

:

the

prin

cipl

es o

f aco

ustic

al d

esig

n.

14b

appr

opria

te st

rate

gies

for a

cous

tical

con

trol

. 14

c

Stud

ents

und

erst

and:

the

prin

cipl

es o

f the

rmal

des

ign.

14d

how

act

ive

and

pass

ive

ther

mal

syst

ems a

nd c

ompo

nent

s im

pact

inte

rior d

esig

n so

lutio

ns.

14e

Stud

ents

und

erst

and

:

how

ther

mal

syst

ems i

mpa

ct in

terio

r des

ign

solu

tions

.14

f

how

the

sele

ctio

n an

d ap

plic

atio

n of

pro

duct

s and

syst

ems i

mpa

ct in

door

air

qual

ity.

14g

Curr

icul

um M

atrix

- In

dian

a St

ate

Uni

vers

ityFi

rst Y

ear

Seco

nd Y

ear

Third

Yea

rFo

urth

Yea

rFa

llSp

ring

Fall

Not

es:

Sprin

gFa

llSp

ring

Fall

Sprin

g

Stan

dard

14.

Env

ironm

enta

l Sys

tem

s and

Com

fort

- In

terio

r des

igne

rs u

se th

e pr

inci

ples

of a

cous

tics,

ther

mal

com

fort

, and

indo

or a

ir qu

ality

in re

latio

n to

env

ironm

enta

l im

pact

and

hum

an w

ellb

eing

.

Standard 14. Environmental Systems and Comfort. Interior designers use the principles of acoustics, thermal comfort, and indoor air quality in relation to environmental impact and human wellbeing.

43

Part 1: Analysis This standard is initially addressed within the first year of the program in IAD 160, Materials and Finishes. During this course, the students are introduced to the many factors that impact the environments they will be designing. While multiple techniques, like the role of insulation, selection of low VOC materials, and more, are addressed throughout the program to ensure students are aware of the importance of factors they must consider, the majority of these standards are understood in the last two years of the IAD program. In the last three studios, IAD 352, IAD 451, and IAD 452, the students begin creating project notebooks that focus on research, understanding, and application. These notebooks include investigation into techniques and methods to best design for acoustics, thermal comfort, and indoor air quality. Students are encouraged to display understanding of these strategies by discussing application to their specific design projects--specifically explaining how they are designing in response to their analysis of their space, their environments, and their client’s need. In IAD 310, Construction & Detailing Commercial, the students create acoustical floor plans where they exam the spaces within their program, based on the anticipated acoustical needs. From here, the students define the design moves they plan to make in relation to creating the anticipated acoustical spaces. The Sustainable Practices course, IAD 360, focuses on providing students with multiple strategies for creating comfortable environments, while considering long-term benefits, effects, and the client’s desires. As a whole, the program provides the students with understanding related to the impact their design decisions have on acoustics, thermal comfort, and life-cycle cost. One thing we have noticed is that many of our students tend to have an interest in sustainability and are instantly drawn to discovering techniques that will reduce the impact on the designed spaces. Some students consider personal experience when dealing with acoustics and are encouraged to find strategies to combat the uncomfortable situations they may be experiencing. Fortunately and unfortunately, there are several spaces on campus that can serve as great spaces to explore and digest in relation to the environmental systems and comfort. Part 2: Evidence Student Learning Expectations a) Students are aware that design decisions relating to acoustics, thermal comfort, and indoor air quality have an

environmental impact. x IAD 160 – PowerPoint Lecture Chapter 1 x IAD 310 – Final Project: Construction Documents For Co-Working Space x IAD 352 – Historic Restoration Studio Project: Notebook x IAD 360 – PowerPoints and Final Project Presentation Boards x IAD 452 – Thesis: Program & Schematics Notebook

Students understand: b) the principles of acoustical design. 1

x IAD 310 – Final Project: Acoustics Plan In Construction Documents For Co-Working Space x IAD 352 – Historic Restoration Studio Project: Notebook x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook

c) appropriate strategies for acoustical control. 2

x IAD 310 – Final Project: Acoustics Plan In Construction Documents For Co-Working Space x IAD 352 – Historic Restoration Studio Project: Notebook x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook

Standard 14. Environmental Systems and Comfort. Interior designers use the principles of acoustics, thermal comfort, and indoor air quality in relation to environmental impact and human wellbeing.

44

Students understand: d) the principles of thermal design. 3

x IAD 360 – PowerPoints and Final Project Presentation Boards, and Exam x IAD 452 – Thesis: Program & Schematics Notebook

e) how active and passive thermal systems and components impact interior design solutions.

x IAD 360 – PowerPoints and Final Project Presentation Boards, and Exams x IAD 452 – Thesis: Program & Schematics Notebook

Students understand: f) the principles of indoor air quality. 4

x IAD 352 – Historic Restoration Studio Project: Notebook x IAD 360 – PowerPoints and Exam x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook

g) how the selection and application of products and systems impact indoor air quality. x IAD 352 – Historic Restoration Studio Project: Notebook x IAD 360 – PowerPoints and Exam x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

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IAD 355

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Standard 15. Construction. Interior designers understand interior construction and its interrelationship with base building construction and systems.

46

Part 1: Analysis Evidence provided for this standard progresses incrementally and begins the first year with simple chipboard spatial models in IAD 151 and continues with the basic understanding of building materials and finishes in IAD 160. The following years cover material, specifications, and documentation at the residential and commercial scales. Students in the second year of the program are required to participate in the annual NKBA Kitchen and Bath student design competition. During the year, students are introduced to the NKBA design guidelines for kitchens (spring) and baths (fall) and final documents are scored by a local NKBA professional. NKBA design standards and guidelines are very specific not only in the graphic elements but also in the technical specifications, construction detailing, systems, and appropriate spatial considerations. In the recent past, ISU students have been recognized at the national level (KBIS) and state level (NKBA Indiana). Sophomore students in IAD 251 Studio I Residential Design also design a single-family residence from scratch. This project includes site positioning, program development, and light wood framing construction details. Construction methods and materials are coordinated with the IAD 220 residential construction course. Likewise, at the third-year level, students and faculty coordinate across studio and lecture courses to generate a final design project which meets requirements in three courses (IAD 351, IAD 310, and IAD 355). In each course required documents include schematic design, research, and design development (IAD 351), construction documents, specifications (IAD 310), and lighting design (IAD 355). Part 2: Evidence Student Learning Expectations a) Students have awareness of the environmental impact of construction. 1

x IAD 352 – Historic Restoration Studio Project x IAD 360 – PowerPoints and Videos

Student work demonstrates understanding that design solutions affect and are impacted by: b) base-building structural systems and construction methods. 2

x IAD 220 – Exams one & two; Assignments 2, 3, & Group Assignment Two: Playhouse Drawings x IAD 310 – Final Project: Construction Documents For Co-Working Space

c) interior systems, construction, and installation methods.

x IAD 160 – PowerPoint Lectures x IAD 220 – Exams one & two; Assignments 2, 3, & Group Assignment Two: Playhouse drawings x IAD 310 – Drawing Assignments; Final Project: Construction Documents For Co-Working Space

d) detailing and specification of interior construction materials, products, and finishes. 3

x IAD 310 – Final Project: Construction Documents For Co-Working Space x IAD 351 – Corporate Design Final Presentation Boards and Project Binder x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

e) the integration of building systems including power, mechanical, HVAC, data/voice telecommunications, and

plumbing. x IAD 251 – NKBA Bathroom: Mechanical Plan x IAD 270 – NKBA Kitchen: Mechanical Plan x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

Standard 15. Construction. Interior designers understand interior construction and its interrelationship with base building construction and systems.

47

f) monitoring systems including energy, security, and building controls systems. 4

x IAD 360 – PowerPoints and Final Project Presentation Boards, and Exams x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

g) vertical and horizontal systems of transport and circulation including stairs, elevators, and escalators.

x IAD 352 – Historic Restoration Studio Project Presentation Boards and Project Binder x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

h) Students understand the formats, components, and accepted standards for an integrated and comprehensive

set of interior construction documents. x IAD 310 – Final Project: Construction Documents For Co-Working Space x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

Students are able to: i) read and interpret base-building construction documents.5

x IAD 152 – Hand Drafting: Final Project x IAD 352 – Historic Restoration Studio Project Presentation Boards x IAD 451 – Healthcare Design Final Presentation Boards and Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

j) contribute to the production of interior contract documents including drawings, detailing, schedules, and

specifications appropriate to project size and scope. x IAD 220 – Group Assignment Two: Playhouse drawings x IAD 240 – Chapter 18 Exercise x IAD 310 – Final Project: Construction Documents For Co-Working Space x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

IAD 110

IAD 152

ARTS 101

IAD 140

IAD 151

IAD 160

IAD 220

IAD 230

IAD 251

IAD 240

IAD 270

ARTH 271/272

IAD 310

IAD 351

IAD 355

IAD 352

IAD 354

IAD 360

IAD 353

IAD 451

IAD 454

IAD 452

IAD 458

IAD 470

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Standard 16. Regulations and Guidelines. Interior designers apply laws, codes, standards, and guidelines that impact human experience of interior spaces.

49

Part 1: Analysis The Interior Architecture Design program focuses on ensuring students are capable of creating spaces that protect the health, safety, and welfare of building occupants. Prior to second semester of the third year in the IAD program, students are given guidelines based on building codes to meet and assist in their designs. When they work on the kitchen and bath projects during their second year in the program, they follow National Kitchen and Bath Association guidelines. In construction and detailing, IAD 310, students learn about fire and smoke separation and compartmentalization. Here they are introduced to life safety plans and begin to gain understanding about the importance of designing for the health, safety, and welfare of others. During the third year in the program, in IAD 352, students are introduced to building codes. Students spend several weeks reading, researching, taking chapter quizzes, and completing problems to understand the complexities of building codes. Students then apply this knowledge to their historic renovation design project by incorporating mixed-use occupancies. Students include code analysis, calculations, and diagrams in their project notebooks for this studio and the remaining studios. During the early stages of design, students are asked to do preliminary code analysis to determine occupants, restrooms, exits, and other elements that will inform their designs. One of the weaknesses, we have realized with codes is that some of our students are capable of grasping codes quickly, while others struggle to understand. What we have done to assist with this is incorporated codes earlier in the semester. The students desire to have time to apply building codes to real examples and calculate spaces in which they exist. We are currently discussing the possibility or need to have a course that focuses specifically on building codes to ensure all of the students are understanding the information and are able to apply the techniques to their designs. Part 2: Evidence Student Learning Expectations a) Students have awareness of the origins and intent of laws, codes, and standards.

x IAD 352 – PowerPoint Lectures; Exercises; Historic Restoration Studio Presentation Boards & Project Binder

x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

Student work demonstrates understanding of laws, codes, and standards that impact health, wellness, security, and fire and life safety, including: b) sustainable environment guidelines.1

x IAD 360 – PowerPoints and Final Project Presentation Boards, and Exams x IAD 352 – Historic Restoration Studio Project Binder x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

c) compartmentalization: fire separation and smoke containment. x IAD 310 – Exam Two Question 17; Final Project: Construction Documents For Co-Working Space x IAD 352 – PowerPoints Lecture; Historic Restoration Studio Presentation Boards & Project Binder x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

Standard 16. Regulations and Guidelines. Interior designers apply laws, codes, standards, and guidelines that impact human experience of interior spaces.

50

d) movement: access to the means of egress including stairwells, corridors, exitways. x IAD 351 – Corporate Design Final Project Binder and Drawings x IAD 352 – PowerPoint Lectures; Historic Restoration Studio Presentation Boards & Project Binder x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

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

x IAD 352 – PowerPoint Lecture; Historic Restoration Studio Presentation Boards x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

f) suppression: devices used to extinguish flames including sprinklers, standpipes, fire hose cabinets,

extinguishers, etc. x IAD 352 – PowerPoint Lecture; Historic Restoration Studio Presentation Boards x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

Students apply: g) industry-specific regulations and guidelines related to construction. 2

x IAD 352 – PowerPoint Lecture; Historic Restoration Studio Presentation Boards x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

h) industry-specific regulations and guidelines related to products and materials.3

x IAD 310 – Final Project: Construction Documents And Specifications For Co-Working Space x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

i) federal, state/provincial, and local codes and guidelines. 4

x IAD 352 – PowerPoint Lecture; Historic Restoration Studio Presentation Boards & Project Binder x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

j) barrier-free and accessibility regulations and guidelines.5

x IAD 351 – Universal Design Workshop and Report, Workroom Design and Corporate Design x IAD 352 – Historic Restoration Studio Project Binder x IAD 451 – Healthcare Design Final Project Binder x IAD 452 – Thesis: Program & Schematics Notebook; Construction Documents & Specifications

Section 5. Conclusions

51

The Interior Architecture Design program at Indiana State University is successful in preparing its graduates to become professionals within the interior design industry. The feedback from professionals that hire our students during internships and post-graduation has been positive. The interactions our students receive throughout the program with professionals have proven to assist in their future career decisions and professional skills. Feedback from our advisory board members has assisted in ensuring we are providing our students with necessary professional skills. Based on feedback from our most recent internship supervisors list, our students’ strengths are: communication, attention to detail, client interactions, technology, project management, and design. Recognizing there is always room for improvement, we realize that one of the areas in which our students could be more knowledgeable is building codes. While we have some students who actually grasp codes quickly and easily, some students do not. We believe this occurs specifically because students are introduced to building codes in IAD 352. Once students learn about codes, they apply their knowledge to the historic restoration project. This is a partner/group project, so what we are realizing is that one partner typically does the building codes section, while the other partner waits until the fourth year when they are forced to apply them to their individual project. Students and faculty have been in discussion about having a course that focuses specifically on building codes. This change may occur within the next academic year. We are looking at IAD 310, Construction and Detailing: Commercial as a possible course to better suit building codes. The advisory board does an excellent job of ensuring that we are providing our students with the necessary skills to be successful professionals--specifically in relation to issues, trends, and challenges within the industry. We encourage our students to engage in such conversations among themselves as well. Some of the areas of improvement that have been identified by recent internship supervisors focus specifically on technology and on being proactive. In relation to technology, students need to express knowledge and show ability of multiple avenues of accomplishing tasks without technology. Additionally, some supervisors noted their students’ phones as distractions for their productivity. Noted by multiple employers was our students’ inability to set personal goals and to be proactive in the workplace. Additional curriculum changes have been discussed during the self-study process that focus on the courses during the first year in the program. Firstly, we realized ARTS 101, Drawing, is covering similar exercises as IAD 140, IAD Graphics II: Presentation. Additionally, the hand sketching skills we hoped students would gain from ARTS 101 are not being seen at the desired level throughout the program. Secondly, IAD 152, IAD Graphics I: Drafting, is still very intense for the students and the projects do not project the current profession. While we want our students to have hand drafting skills and believe it is necessary to understand this prior to moving to the computer, we want it to reflect the skills they will need as professionals. We also noticed students are missing the basic understanding and application of perspective drawing they should be acquiring during IAD 152. As a result, the following changes are being considered: 1) eliminate ARTS 101; 2) focus IAD 152 on sketching and drafting; and 3) focus IAD 140 on perspectives and hand & digital rendering. The removal of ARTS 101 will open a spot for an elective course. We would like to offer a few electives from which students may choose in place of this course. Based on changes in the profession, we are considering an advanced BIM course which may serve our students well and may be of interest across the department.

Faculty Data Form

Faculty Data Form

Check one: Name: Azizi Arrington-Bey X full-time adjunct part-time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years: � Yes � No Individual has completed a degree in interior design: � Yes � No Individual has passed the complete NCIDQ exam: � Yes � No If this individual is a full-time faculty member, please indicate: 10 % of time spent in administration 80 % of time spent in teaching 10 % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): 2005 Master of Architecture, Florida Agricultural & Mechanical University, Tallahassee, FL 2003 Bachelor of Science Architecture, Florida Agricultural & Mechanical University, Tallahassee, FL Positions held in academic institutions (title of position/rank, year and tenure): 2011-Current Indiana State University, College of Technology – Interior Architecture Design Program Coordinator & Assistant Professor with Promotion to Associate & Tenure expected 3/17 Graduate Faculty Member

2003-2009 Florida Agricultural & Mechanical University, School of Architecture Adjunct Instructor (2005-2009) Graduate Teaching Instructor (2003-2005)

2005-2008 Tallahassee Community College, Division of Technology & Professional Programs Adjunct Instructor Courses taught in the past two years: Indiana State University – Interior Architecture Design

x IAD 220 Construction & Detialing: Residential x IAD 230 CAD Fundamentals of IAD x IAD 240 Digital Visualization x IAD 270 Studio II: Residential & Kitchen x IAD 310 Construction & Detailing: Commercial x IAD 353 Internship x IAD 451 Studio V: Healthcare x IAD 452 Studio VI: Thesis

Positions held in design practice (firm name, title, and year): 2006-2010 Johnson Peterson Architects (Project Manager / Designer) Architecture, Interior Design, & Construction Administration Firm in Tallahassee, FL 1998-2004 Robert P. Madison International (Architectural Intern) – Architecture, Engineering, Planning, Interior Design, & Construction Administration Firm in Cleveland, OH

Faculty Data Form

Faculty Data Form

Significant publications, creative projects, and/or paper presentations (up to six items): Arrington-Bey, A. (2016). Incorporating Experience into the Design Process. Paper presentation at the Environmental Design Research Association Conference in Raleigh, N.C. Arrington-Bey, A & O’lice, D. (2015). Written & Visual Narrative as Design Tools. Paper presentation at the Environmental Design Research Association Conference in Los Angeles, CA. Arrington-Bey, A. (2014). Towards Capturing the Silent Emotional Experience within Healthcare Design. Journal of Engineering and Architecture, Volume 2, No. 2. Arrington-Bey, A. (2014). Walls & Words: Towards a Poetry of Interiority. Poster presentation at the Environmental Design Research Association Conference in New Orleans, LA. Arrington-Bey, A. (2013). Capturing the African American Experience in Poetry & Architecture. Presentation at the National Organization of Minority Architect Conference in Indianapolis, IN. Awards, recognitions, grants, competitions:

x ISU Center for Community Engagement & Experiential Learning – 2016 ($1500) x Excellence in Teaching Award, The National Society of Leadership & Success – 2016 x Dedicated Faculty/Staff Award, ISU Multicultural Women Achieving Scholarship Living Learning

Community - 2016 x ISU Center for Community Engagement & Experiential Learning – 2015 ($3000) x ISU Office of Diversity – Minority Research Grant – 2015 ($800) x Community Based Learning and Scholarship Award - 2014 x ISU Center for Community Engagement – Lily Grant – 2013 ($4732) x ISU Diversity Research Symposium Grant – 2013 ($750) x ISU Charlotte Zietlow Endowment Women Faculty Research Grant – 2012 ($1000)

Professional memberships and service: American Institute of Architects – Member (AIA) Environmental Design Research Association – Member National Organization of Minority Architects – Member

Delta Sigma Theta Sorority Inc. – 1st Vice Pres. Interior Design Educators Council – Member (IDEC) Girl Scouts of Central Indiana – Troop Leader

Professional development (meetings/conferences attended, continuing education courses, etc., in last five years): Architects Parti – Online Courses 2016 – 3D Design – 2D Drawings; Customer Driven Design; Architect as Owner; Architect as Lead Professional Advanced 2014 Florida Building Code American Institute of Architects Ohio Valley Conference 2015 – The Other Solid-State Lighting Technology; The Speculative City; Incorporating Digital Fabrication; Designing a Better Health Care Facility; Healthy Walls = Rainscreen; Building Bytes: Digitally Designed & Fabricated; What we Thought, What We Got: What People Rally Do in our Spaces; Transforming the Columbus Riverfront; R&D in Critical Improvement in CMU Construction; In Contradiction; The Cleveland 2030 District; Place, Craft, Community; Don’t Match the Couch – Integrating Art; The End of Demystifying: The Beginning of What’s to Come; Ethics in a Changing Practice Environment Environmental Design Research Association Conference 2014 – Plenary 1: Keynote Speaker; Responding to Change: Just Transformation; Communicating Change; Building with Change; Half Day Intensive: Constructing Pedagogical Changes in Design; Meanings and Embodiment of Home; Redefining Design; Displacement & Resistance; Educational Environments that Enhance Student Learning American Institute of Architects National Convention 2014 – Sustainable HVAC Design: Reconsidering the Role of Air Movement in Air Conditioned Buildings; Starting Your Own Architecture Firm: the Young Architects Perspective; DEAFSPACE: Repositioning Architectural Practice Through Sensory Design, Culture, and Community; Chicago Schools: Designing for 21st Century Education The Media Factory – Online Courses 2014 – Fair Housing- An in Depth Study of Accessible Routes; Indoor Environmental Quality; Environmentally Safe Paints and Painting Techniques; Fair Housing – An in Depth Study of Kitchens & Bathrooms; Basic Ethics for Architects; Building Energy Efficiency; Understanding 2012 Accessibility Code; 2010 FBC, Permits & Appliances; 2010 Advanced Florida Building Code

Faculty Data Form

Faculty Data Form

Check one: Name: Daniel Bawinkel x full-time adjunct part-time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years: � Yes � No Individual has completed a degree in interior design: � Yes � No Individual has passed the complete NCIDQ exam: � Yes � No If this individual is a full-time faculty member, please indicate: 5 % of time spent in administration 95 % of time spent in teaching 0 % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): 2015 Master of Science Construction Management, North Dakota State University 1988 Bachelor of Science Industrial Technology, Southern Illinois University Carbondale Positions held in academic institutions (title of position/rank, year and tenure): 2016 – Current Indiana State University, College of Technology – Construction Management and Interior Architectural Design, Instructor 2011 – 2016 Rock Valley College, Building Construction Management/Sustainable Building Science Tenured Department Chairperson 2009 – 2011 Rock Valley College, Building Construction Management, Instructor 2002 – 2009 Building Construction Technology, Adjunct Instructor Courses taught in the past two years: Indiana State University – Department of Built Environment

x IAD 360: Sustainable Practices x CNST 201: Construction Documents and Project Delivery x CNST 314: Construction Estimating and Bid Preparation

Rock Valley College – Building Construction Management/Sustainable Building Science

x BCM 100: Introduction to Construction Management x BCM 104: Blueprint Reading x BCM 117: Materials and Methods of Construction x BCM 120: Mechanical System x BCM 260: Construction Estimating x MET 243: Quality Control

Positions held in design practice (firm name, title, and year): 2001-2006 Vice President, First Services Industries DBA Luxury Bath Systems and Kitchen Design Studio Significant publications, creative projects, and/or paper presentations (up to six items): Featured Design Professional for Junior League of Rockford, Inc.’s Home Showcase 2005

Faculty Data Form

Faculty Data Form

Professional memberships and service:

x Certified Building Performance Institute Envelop Professional and Building Analyst Professional. x Illinois Diagnostic Energy Technician Certification x Sigma Lambda Chi, National Construction Honor Society

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

x Greenbuild International Conference and Expo x National Institute of Building Science’s Building Innovations 2013 Conference and Expo x On-Center software training

Faculty Data Form

Faculty Data Form

Check one: Name: Andrew Phillip Payne, Ph. D. X full-time adjunct part-time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years: � Yes � No Individual has completed a degree in interior design: � Yes � No Individual has passed the complete NCIDQ exam: � Yes � No If this individual is a full-time faculty member, please indicate: 50 % of time spent in administration 40 % of time spent in teaching 10 % of time spent in research Educational background (degrees, discipline, university/school, and year of completion):

2009 Doctor of philosophy in Design (DDN), NC State University, Raleigh, N.C.

2003 M.Arch., Track 1 Architecture, NC State University, Raleigh, N.C.

2001 Bachelor of Environmental Design, NC State University, Raleigh, N.C.

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

2013-Current Indiana State University, College of Technology – Department of Built Environment Chair and Associate Professor (Tenured) with Promotion to Professor expected March 2017 Ph.D. Faculty Member Graduate Faculty Member

2008-2013 Savannah College of Art and Design, School of Building Arts – Department of Architecture Graduate Coordinator (2011-2012) Undergraduate Coordinator (2010-2011) Professor of Architecture (2008-2013)

Courses taught in the past two years:

Indiana State University – Department of Built Environment x IAD110 Introduction to Interior Architecture Design (Course Redesigned) x IAS151 Design Fundamentals - 3D Design x IAD152 Graphics I Drafting x IAD351 Studio III – Commercial and Universal Design x IAD360 Sustainable Design (Course Developed) x IAD458 Professional Practices x CNST101 Ethics in Construction

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

‘99-‘17 Studio GAP – Design Consulting Services (Principal Consultant & Designer) in Indiana, Georgia, and NC. ’03-08 Ron Cox Architecture, RA (Project Manager / Designer / Architect Intern) in Raleigh, NC 01-02 O’brien – Atkins Associates (Architectural Design Consultant) - Architecture, Engineering, Planning,

Interior Design, & Construction Administration Firm in Research Triangle Park, NC

Significant publications, creative projects, and/or paper presentations (up to six items): Payne, A. P. (2016). Improving Way-finding Through Changes in Footpath Materials. International Journal of Interior Architecture + Spatial Design, Volume IV, pp. 78-83. Publication of portion of PhD Research.

Faculty Data Form

Faculty Data Form

Joines, S. & Payne, A. P. (final edits accepted). Ch. 47: Leveraging Universal Design. In M. Curtin, M. Molineux, & J. Supyk-Mellson (Eds.), Occupational Therapy and Physical Dysfunction, 7th Edition. London: Elsevier.

Payne, A. P. The Aesthetics of Architecture: An Image Study of the Built Environment. 15 Sept. 2015. Photography Exhibition. ISU Gallery, Terre Haute. Payne, A. P. (2015, March). Finding One’s Place: Improving pedestrian experiences when navigating urban environments. Poster session meeting at the 2015 Universal Design Symposium. NC State University College of Design, Raleigh, N.C. Payne, A. P. (2015, March). That’s How We Roll: An evaluative study of reach ranges for toilet paper dispensers in accessible toilet stalls. Poster session meeting at the 2015 Universal Design Symposium. NC State University College of Design, Raleigh, N.C. Payne, A. P. (In Production). Participatory Design. In Bloomsbury Encyclopedia of Design. (Vol. TBD, pp. TBD). London: Bloomsbury Publishing.

Awards, recognitions, grants, competitions:

o ISU Center for Global Engagement ($4800 Study Abroad Grant) o ISU Academic Affairs ($2500 Student Success Grant) o ISU Center for Community Engagement ($1500 Grant) o SCAD Presidential Research Fellowship ($5000 Grant) o Corian© solid surface as an exterior cladding material in collaboration with CH Briggs and DuPont©.

$35,000 (Sponsored Studio Research Project) o 2010 AIAS National Educator Honor Award Recipient

Professional memberships and service:

Sigma Lambda Chi (ISU Honorary Chapter Member) Design Research Society (DRS) Interior Design Educator’s Council (IDEC) American Inst. of Architects – Assoc. Member (AIA)

Association of Technology Management and Applied Engineering (ATMAE) Building Technology Educator’s Society (BTES)

Professional development (meetings/conferences attended, cont. education courses, etc., in the last five years): Payne, A. P. (2015, June). Sight, Sound + Movement Accessibility Simulations. Workshop presented at the LearnXDesign = PreK-16 Education: the 3rd International Conference for Design Education Researchers PreK-16 Education. School of the Art Institute of Chicago (SAIC). Chicago, Il. Payne, A. P. (2015, September). Temporary Tactile Maps: Custom made maps for short-term temporary use. Workshop presented at the 2015 Inclusive Design Conference, Disruptive Inclusive: Disruptive ideas in inclusive design. Royal College of Art, Helen Hamlyn Center, London. Payne, A. P. (2015, March). Accessible by Design: Hands-on education as a spatial learning tool. Poster session meeting at the 2015 Universal Design Symposium. NC State University College of Design, Raleigh, N.C. Payne, A. P. (2014, October). Do Today’s Learning Aptitudes have to be Digital/Technology Based?, Paper presented at the ACSA Fall Conference: Working Out - Thinking While Building. Dalhousie University, Halifax, Nova Scotia.

Faculty Data Form

Faculty Data Form

Check one: Name: Jessica Simmons full-time X adjunct part-time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years: � Yes � No Individual has completed a degree in interior design: � Yes � No Individual has passed the complete NCIDQ exam: � Yes � No Educational background (degrees, discipline, university/school, and year of completion): 2012 Master of Fine Arts, Graphic Design, Indiana State University 2008 Bachelor of Science, Interior Design, Indiana State University Positions held in academic institutions (title of position/rank, year and tenure): Spring 2016 & 2017 Indiana State University, College of Technology – Interior Architecture Design Part-Time Instructor August 2012 – Dec 2013 Indiana State University, College of Technology – Interior Architecture Design Instructor June 2009 – May 2012 Indiana State University, College of Technology – Interior Architecture Design Graduate Assistant Courses taught in the past two years: Indiana State University – Interior Architecture Design

x IAD 470 – Interior Design Portfolio Positions held in design practice (firm name, title, and year): 2013 – present The Children’s Museum of Indianapolis, Exhibit Graphics Designer Significant publications, creative projects, and/or paper presentations (up to six items): You’re on the Set: Inside Hollywood Film and TV National Geographic Sacred Journeys Pirates and Princesses: Storybook Adventures

DowAgro Sciences ScienceWorks Dance! (opens June 2017)

Awards, recognitions, grants, competitions:

x AAM 2016 Excellence in Exhibition Award, Special Achievement, National Geographic Sacred Journeys Professional memberships and service: American Alliance of Museums (AAM) Member, 2013-present Association of Children’s Museum (ACM) Member, 2013-present Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Interactivity – Association of Children’s Museum Conference 2015 Design Thinking: Lead Change in Your Organization, Lynda.com, continuing education

Faculty Data Form

Faculty Data Form

Check one: Name: Kimberly A. Smith X full-time adjunct part-time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years: � Yes � No Individual has completed a degree in interior design: � Yes � No Individual has passed the complete NCIDQ exam: � Yes � No If this individual is a full-time faculty member, please indicate: 5 % of time spent in administration 95 % of time spent in teaching 0 % of time spent in research Educational background (degrees, discipline, university/school, and year of completion):

2007 M.S. – Historic Preservation; University of Vermont 2001 M.S. – Interior and Environmental Design; Illinois State University 1998 B.S. – History; Illinois State University 1996 B.A. – Art; Illinois State University

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

2016-Current Indiana State University, College of Technology – Interior Architecture Design Instructor

2015-2016 Indiana State University, College of Technology – Interior Architecture Design Part-Time Instructor

2002-2003 Illinois State University, College of Applied Science and Technology – Department of Family and Consumer Sciences

Adjunct Instructor

Courses taught in the past two years: Indiana State University – Interior Architecture Design

x IAD 140: IAD Graphics II: Presentation x IAD 160: Materials and Finishes x IAD 152: Graphics I: Drafting x IAD 251: Residential + Bath x IAD 352: Studio 4: Historic Restoration x IAD 354: History of Traditional Interior Architectural Design x IAD 355: Lighting and Color x IAD 454: History of Contemporary Interior Architectural Design

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

2003 – 2005 Consultant, Residential Design 2001 – 2002 Wellington’s Kitchen and Bath Studio, Designer

Awards, recognitions, grants, competitions: 2016: Career Center’s Faculty-Led Employer Field Trip Grant

Professional memberships and service:Interior Design Educator’s Council (IDEC)

Faculty Data Form

Faculty Data Form

Professional development (meetings/conferences attended, cont. education courses, etc., in the last five years): 2017: KBIS, Orlando, FL 2016: Interior Design Educator’s Council Regional Conference, Columbus, IN Preserving Historic Places Conference, Vincennes, IN 2015: Vernacular Architecture Forum Conference, Chicago, IL Preserving Historic Places Conference, Kokomo, IN 2013: National Trust for Historic Preservation Conference, Indianapolis, IN