1. Introduction: School of Interiors Planning/Strategy/Design 1.1 Unit Mission, Vision and Goals:

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1 SCHOOL OF INTERIORS ASSESSMENT PLAN Introduction: School of Interiors Planning/Strategy/Design 1.1 Unit Mission, Vision and Goals: The three-part mission of the School of Interiors is: 1) to promote excellence in design by developing student mastery of discipline-specific knowledge and the ability to creatively solve problems in preparation for careers in the Interior Design profession; 2) to be a sustaining resource for the intellectual, social, and cultural development of design theory, research, and application that supports the profession within the Commonwealth; and 3) to contribute to the understanding of design and the influences of the designed environment on individuals and groups. 1.2 Basic Assessment Approach Assessment of the Interiors program will be conducted on a three-year cycle, which will start in with SLO 1, 2,3,4, and 8. In the second year for the SLO s will be 5,6,7, and 14. SLO 9,10,11,12, and 13 will be in Definition of Key Terms CIDA- Council for Interior Design Accreditation CoD- College of Design IDSA- Interior Design Student Association 2. Assessment Oversight, Resources 2.1 College Learning Outcomes Assessment Coordinator: Mark O Bryan, Associate Dean of CoD

2 2.2 Unit Assessment Coordinator: Patrick Lee Lucas, Director School of Interiors 3. Program-Level Learning Outcomes 3.1 Learning Outcomes by Program Learning Outcome: Undergraduate 1. Mission, Goals, and Curriculum: Students will understand the mission statement and how the curriculum is structured to achieve these goals. 2. Global Perspective for Design: Students will have a global view and weigh decisions within the parameters of ecological, socio-economic, and cultural contexts. 3. Human-Centered Design: Students will be informed by knowledge of human factors and theories of human behavior related to the built environment. 4. Design Process: Students will need to apply all aspects of the design process to creative problem solving. Design Process enables designers to identify and explore complex problems and generate creative solutions that optimize the human experience within the interior environment. 5. Collaboration: Students will engage in multi-disciplinary collaboration. 6. Communication: Students will be effective communicators. 7. Professionalism and Business Practice: Students will use ethical and accepted standard of practice, are they are committed to professional development and the industry, and will understand the value of their contribution to the built environment. 8. History: Students will apply knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context. 9. Space and Form: Students will apply elements and principles of twoand three-dimensional design.

3 10. Color: Students will apply color principles and theories. 11. Furniture, Fixtures, Equipment, and Finish Materials: Students will select and specify furniture, fixtures, equipment and finish materials in interior spaces. 12. Environmental Systems: Students will use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. 13. Building Systems and Interior Construction: Students will have knowledge of building systems and interior construction. 14. Regulations and Guidelines: Students will use laws, codes, standards, and guidelines that impact the design of interior spaces. Learning Outcome: Graduate 15G. Research: Demonstrate an understanding of the interrelationships between research and theory by reviewing and analyzing literature and methodologies in design. 3.2 Accreditation Standards/Outcomes by Program The learning outcomes for the undergraduate program are based on the School s accreditation standards. We believe that these serve as a sound foundation for learning expectations for students. CIDA website: Accredit-id.org The learning outcome for the graduate program centers on research. 4. Curriculum Map

4 Graduate program research sequence Fall Semester ID 650 Survey of Methods and Literature Spring Semester ID 655 Creative and Theoretical Design Processes

5 5. Assessment Methods and Measures 5.1 Direct Methods/Measures Preferred/Used at the Course and Program Levels Student Learning Outcomes Undergraduate (Year 1) Standard 2. Global Perspective for Design Entry-level interior designers have a global view and weigh design decisions within the parameters of ecological, socio-economic, and cultural contexts. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 365, ID 366, ID 421 and ID 422 Standard 3. Human-Centered Design Entry-level interior designers understand that their work is informed by knowledge of human factors and theories of human behavior related to the built environment. Primary Courses ID 221, ID 234, ID 321, ID 421 Standard 4. Design Process Entry-level interior designers apply the design process to creative problem solving, including identification and exploration of complex problems that generate creative solutions to optimize the human experience within the interior environment. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 Standard 8. History

6 Entry-level interior designers apply knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context. Primary Courses ID 161, ID 162, ID 221, ARC 111, ID 321, ID 422 Student Learning Outcome Graduate (Year 1) Standard 15G. Research Demonstrate an understanding of the interrelationships between research and theory by reviewing and analyzing literature and methodologies in design. Student Learning Outcomes Undergraduate (Year 2) Standard 5. Collaboration Entry-level interior designers engage in multi-disciplinary collaboration. Primary Courses ID 101, ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 Standard 6. Communication Entry-level interior designers are effective communicators. Primary Courses ID 161, ID 162, ID 221, ID 222, ID 234, ID 321, ID 346, ID 375, ID 421, ID 422, ID 466 Standard 7. Professionalism and Business Practice Entry-level interior designers use ethical and accepted standards of practice, are committed to professional development and the industry, and understand the value of their contribution to the built environment. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 346, ID 421, ID 422, ID 466

7 Standard 14. Regulations and Guidelines Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces. Primary Courses ID 275, ID 221, ID 222, ID 321, ID 322, ID 364, ID 365, ID 366, ID 375, ID 421, ID 422 Student Learning Outcome Graduate (Year 2) Standard 15G. Research Demonstrate an understanding of the interrelationships between research and theory by reviewing and analyzing literature and methodologies in design. Student Learning Outcomes Undergraduate (Year 3) Standard 9. Space and Form Entry-level interior designers apply elements and principles of two-and three-dimensional design. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 Standard 10. Color Entry-level interior designers apply color principles and theories. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 Standard 11. Furniture, Fixtures, Equipment, and Finish Materials Entry-level interior designers select and specify furniture, fixtures, equipment and finish materials in interior spaces. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 365, ID 421, ID 422

8 Standard 12. Environmental Systems Entry-level interior designers use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 366, ID 421, ID 422 Standard 13. Building Systems and Interior Construction Entry-level interior designers have knowledge of building systems and interior construction. Primary Courses ID 275, ID 364, ID 321, ID 322, ID 375, ID 421, ID 422 Student Learning Outcome Graduate (Year 3) Standard 15G. Research Demonstrate an understanding of the interrelationships between research and theory by reviewing and analyzing literature and methodologies in design. 5.2 Indirect Methods/Measures Preferred/Used at the Course and Program Levels? 1. Senior/Graduate Survey 2. Internship 3. Years to degree completion 4. Average graduated GPA 6. Data Collection and Review 6.1 Data Collection Process/Procedures

9 6.1.1 When will data be collected for each outcome? At the end of each academic semester How will data be collected for each outcome? For every project or assignment in every course, faculty select three examples of student work. In aggregate, this work is stored online in a drive separated by course number and section What will be the benchmark/target for each outcome? Following the rating system in the accreditation process for the program, faculty assess student work using the following rating scale: 3 (excellent), 2 (average) and 1 (below average) What individuals/groups will be responsible for data collection? Sabrina Brewer, Patrick Lee Lucas and the Interiors Faculty. 7. Assessment Cycle and Data Analysis 7.1 Assessment Cycle (1-3 years): Artifacts will be evaluated in May of each year by the faculty based on the rubric in Appendix A. Results will be analyzed and interpreted by the director in the summer of each year in August for review and comment. The SLO report will then be finalized and submitted to the University s assessment office no later than October 31 st. 7.2 Data Analysis/Procedures: Where faculty determine student learning outcomes do not meet the CIDA standards, the faculty will develop implementation plan to correct the deficiencies by the next cycle of review thus the data collected assist with timely annual review of accreditation standards to improve the program. 7.3 Data Analysis Report Process/Procedures [Unit report structure; College and Institutional report structure; Integration with Program Review; Integration with Strategic Planning process]: The director will share the program assessment results with the Associate Dean of Administration, and the college curriculum committee to integrate assessment with strategic planning.

10 CIDA accreditation takes place every 6 years, because assessment takes place on a 3-year cycle each student-learning outcome will be visited twice during the 6-year period. 8. Teaching Effectiveness 8.1 Identify measures of teaching effectiveness: Student course evaluations are used by the University to provide students to evaluate all courses and instructors. The Director reviews course evaluations with each faculty member to provide ongoing assessment regarding quality for all courses in the curriculum. 8.2 What efforts to improve teaching effectiveness will be pursued based on these measures? Should course evaluations be below average, the Director works with faculty members to address the deficiencies, including referral and consultation with the Center for Enhancement of Learning and Teaching. 9. What are the plans to evaluate students post-graduate success? CIDA requires publication of post-graduate success through employment and post-baccalaureate education. This information is shared on the college s website. Prepared by Sabrina Brewer and Patrick Lee Lucas 06/11/2015

11 APPENDIX A: SCHOOL OF INTERIORS ASSESSMENT RUBRIC UNDERGRADUATE YEAR 1 ( ; ) SLO Standard 2 Standard 3 Standard 4 Standard 8 Global Perspective for Human Centered Design Process History Design Design Excellent Average Below average Student design decisions frame all ecological, socioeconomic, and cultural contexts across the globe. Student design decisions address some ecological, socioeconomic, and cultural contexts across the globe. Student design decisions ignore ecological, socioeconomic, and cultural contexts across the globe. Student work transcends knowledge of human factors and theories of human behavior related to the built environment. Student work is informed by some knowledge of human factors and theories of human behavior related to the built environment. Design processes go beyond creative problem solving. Design processes illustrate creative problem solving, including identification and exploration of some complex problems that generate creative solutions to optimize the human experience within the interior environment. Student work does not Design processes do acknowledge human not take full advantage factors and theories of of creative problem human behavior related solving. to the built environment. Student work demonstrates knowledge of interiors, architecture, decorative arts and art within a historical and cultural context, as well as application for design projects. Student work shows knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context. Student work misses connections with knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context.

12 YEAR 2 ( ; ) Standard 5 Standard 6 Standard 7 Standard 14 Collaboration Communication Professionalism and Business Practice Student work shows evidence of engagement in multi-disciplinary collaboration. Students move beyond traditional forms, bringing communication to a greater level of sophistication. Students practice ethically and transcend accepted notions of the profession. Regulations and Guidelines Students creatively interpret laws, codes, standards, and guidelines to transform interior spaces. Students demonstrate understanding of engagement in multidisciplinary collaboration. Students effectively communicate by visual, written and oral means. Students practice ethically through professional development and understand their contributions to the design of the built environment. Students use laws, codes, standards, and guidelines that impact the design of interior spaces. Students undertake work without multidisciplinary collaboration. Students do not effectively communicate. Students do not practice with accepted standards. Students do not fully use laws, codes, standards, and guidelines that impact the design of interior spaces.

13 YEAR 3 ( ; ) Standard 9 Standard 10 Standard 11 Standard 12 Standard 13 Space and Form Color Furniture, Fixtures, Equipment and Finish Materials Environmental Systems Building Systems and Interior Construction Students creatively use elements and principles of two-and three-dimensional design to significant advantage in shaping human experience. Students creatively use color principles and theories to significant advantage in shaping human experience. Students creatively select and specify furniture, fixtures, equipment and finish materials to transform interior spaces. Students creatively use the principles of lighting, acoustics, thermal comfort, and indoor air quality to significantly transform human experience. Students creatively deploy building systems and interior construction approaches to support their ideas. Students apply elements and principles of two-and three-dimensional design. Students apply color principles and theories. Students select and specify furniture, fixtures, equipment and finish materials in interior spaces. Students use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Students have knowledge of building systems and interior construction. Students miss opportunities to apply elements and prinicples of two-and three-dimensional design. Students miss opportunities to apply color principles and theories. Students miss opportunities to select and specify furniture, fixtures, equipment and finish materials in interior spaces. Students miss opportunities to use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Students do not understand the impact of building systems and interior construction.

14 GRADUATE YEARS 1-3 ( ) Standard 15G Research Students transcend accepted notions of the interrelationships between research and theory. Students demonstrate an understanding of the interrelationships between research and theory by reviewing and analyzing literature and methodologies in design. Students do not understand the interrelationships between research and theory.

15 Student Learning Outcomes Interiors (Year 1) Standard 1. Mission, Goals, and Curriculum The Interiors program has a mission that describes the scope and purpose of the program. Program goals are derived from the mission statement and the curriculum is structured to achieve these goals. Standard 2. Global Perspective for Design Entry-level interior designers have a global view and weigh design decisions within the parameters of ecological, socio-economic, and cultural contexts. Primary Courses ID 221, ID 222, ID 321,ID 322, ID 365, ID 366, ID 421, ID 422 Standard 3. Human-Centered Design Entry-level interior designers understand that their work is informed by knowledge of human factors and theories of human behavior related to the build environment. Primary Courses ID 221, ID 234, ID 321, ID 421 Standard 4. Design Process Entry-level interior designers apply the design process to creative problem solving, including identification and exploration of complex problems that generate creative solutions to optimize the human experience within the interior environment. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 Standard 8. History Entry-level interior designers apply knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context.

16 Primary Courses ID 161, ID 162, ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 and ARC 111

17 Student Learning Outcomes Interiors (Year 2) Standard 5. Collaboration Entry-level interior designers engage in multi-disciplinary collaboration. Primary Courses ID 101, ID 222, ID 321, ID 365, ID 421, ID 422 Standard 6. Communication Entry-level interior designers are effective communicators. Primary Courses ID 161, ID 162, ID 221, ID 222, ID 234, ID 321, ID 346, ID 375, ID 421, ID 422, ID 466 Standard 7. Professionalism and Business Practice Entry-level interior designers use ethical and accepted standards of practice, are committed to professional development and the industry, and understand the value of their contribution to the built environment. Primary Courses ID 101, ID 102, ID 222, ID 321, ID 346, ID 365, ID 375, ID 422, ID 466 Standard 14. Regulations and Guidelines Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces. Primary Courses ID 275, ID 321, ID 364, ID 365, ID 366, ID 375, ID 421

18 Student Learning Outcomes Interiors (Year 3) Standard 9. Space and Form Entry-level interior designers apply elements and principles of two-and threedimensional design. Primary Courses ID 234, ID 321, ID 421, ID 422 Standard 10. Color Entry-level interior designers apply color principles and theories. Primary Courses ID 263, ID 264, ID 321, ID 421, ID 422 Standard 11. Furniture, Fixtures, Equipment, and Finish Materials Entry-level interior designers select and specify furniture, fixtures, equipment and finish materials in interior spaces. Primary Courses ID 221, ID 275, ID 321, ID 365, ID 375, ID 421 Standard 12. Environmental Systems Entry-level interior designers use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Primary Courses ID 321, ID 322, ID 364, ID 365, ID 366, ID 421 Standard 13. Building Systems and Interior Construction Entry-level interior designers have knowledge of building systems and interior construction. Primary Courses ID 275, ID 364, ID 322, ID 375, ID 421, ID 422