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1 SJSU Annual Program Assessment Form Academic Year Department: Design Program: Interior Design College: Humanities and the Arts Website: Program Accreditation: NASAD Contact Person and Virginia San Fratello, Program Coordinator Date of Report: May 21, List of Program Learning Outcomes (PLOs) The Interior Design Program curriculum at SJSU prepares students for entry-level interior design practice and positions them for future professional growth in the fields of interior design and architecture. The responsibilities of the interior designer encompass all spaces within environments built for human habitation. Educational philosophies and goals facilitate the development of a creative professional who can analyze problems from many different perspectives and synthesize information. We use the Professional Standards set forth by the Council for Interior Design Accreditation Board to establish and evaluate our program learning outcomes. 1. Entry-level interior designers have a global view and weigh design decisions within the parameters of ecological, socio-economic, and cultural contexts. Students develop concepts, principles, and theories of sustainability as they pertain to building methods, materials, systems, and occupants. 2. Students understand the implications of conducting the practice of design within a world context and how design needs may vary in cultural and social groups with different economic means. 3. The work of interior designers is informed by knowledge of human factors and theories of human behavior related to the built environment. Students understand that social and behavioral norms may vary from their own and are relevant to making appropriate design decisions and apply the knowledge by appropriately applying theories of human behavior in the built environment, by selecting, interpreting, and applying appropriate anthropometric data when designing a space. 4. Students apply Universal Design principles in their space planning projects. 5. Entry-level interior designers need to apply all aspects of the design process to creative problem solving. Design process enables designers to identify and explore complex problems and generate creative solutions that optimize the human experience within the interior environment. Students are able to identify and define relevant aspects of a design problem (goals, objectives, performance criteria). 6. Students are able to gather, evaluate, and apply appropriate and necessary information and research findings to solve the problem (pre-design investigation). 7. Students are able to synthesize information and generate multiple concepts and/or multiple design responses to programmatic requirements.

2 8. Students demonstrate creative thinking through presentation of a variety of ideas, approaches, and concepts. 9. Entry-level interior designers engage in multi-disciplinary collaboration. Students work in team structures and dynamics and learn the nature and value of integrated design practices. 10. Students apply a variety of communication techniques and technologies appropriate to a range of purposes and audiences and are able to express ideas clearly in oral and written communication. 11. Students are able to express ideas clearly through visual media (ideation drawings and sketches), the production of presentation drawings across a range of appropriate media and to produce integrated contract documents including drawings, schedules, and specifications appropriate to project size and scope. 12. 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. Students learn about the contributions of interior design to contemporary society, research various types of design practices; document the elements of business practice (business development, financial management, strategic planning, and various forms of collaboration and integration of disciplines) and project management, project communication, and project delivery methods. 13. Entry-level interior designers apply knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context. Students research and apply their knowledge of the social, political, and physical influences affecting historical changes in design of the built environment. 14. Entry-level interior designers apply elements and principles of two- and three-dimensional design. Students effectively apply the elements and principles of design to two-dimensional design solutions and three-dimensional design solutions. 15. Student have an understanding of color principles, theories, and systems learn how to select and apply materials, texture, light, and form and understand their impact on interior environments. 16. Entry-level interior designers select and specify finish materials in interior spaces. Students learn how to select from a broad range of materials and products. Learn how to deploy typical fabrication and installation methods, and maintenance requirements. 17. Students are able to layout and specify furniture, fixtures, and equipment. 18. Entry-level interior designers use the principles of lighting, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Students apply the principles of natural and electrical lighting design through a design project; they competently select and apply luminaires and light sources. Students develop an understanding of the principles of thermal design and how thermal systems impact interior design solutions. 19. Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces. Students research and apply industry-specific regulations to interior design solutions such as federal, state/provincial, and local codes and accessibility guidelines.

3 2. Map of PLOs to University Learning Goals (ULGs) ULG MPH Program Outcome 1 Portfolio Review (based on assessment) and NASAD accreditation (based on program outcomes) 2a,b, c IT PLO #2, 5, 6, 7, 8, 15, 16, 17 3a IT PLO #11, 10, 14, 15, 16, 17, 18 3b IT PLO #10, 14, 15, 17, 18 4 a,b,c IT PLO #4, 12, 13, 16, 17, 18, 19 5a IT PLO #1, 2, 3, 12, 13 5b IT PLO #2, 9, 12, 17 Summary: All University Learning Goals are addressed by the Program Outcomes of the IT degree. The mapping was determined through faculty conversation and agreement.

4 3. Alignment Matrix of PLOs to Courses 1. global views 2. social design 3. anthropometrics 4. universal design 5. problem solving 6. research 7. synthesize 8. creative thinking 9. collaboration 10. communication 11. presentation 12. professional practice 13. history / culture 14. 2D to 3D design 15. color / material etc. 16. finishes / fabrication 17. fixture / furniture 18. lighting / thermal 19. codes/ laws /standards dsit 5 H x x x x M M dsit 10 M H M x H x x x dsit 15 H M H H H x dsit 29 H x H M H H H x H M x dsit 33 H M H H M H x dsit 34 x H H H H x H H H M H H H H H dsit 83 H x H H H H H H x dsit 100 H H H H x H M x H H dsit 101 x M H x x H x x H H H dsit 102 x H x H H x H H H x x x dsit 103 M M x M H x H H H H H x H H M M dsit 104 H x H H x H M M H H x H H H H x dsit 105 M H x H H x H H H H x H H M M M dsit 106 M M H M M H H H H M dsit 107 H H x H H M M H H H dsit 108 x M H M x H M H x H M dsit 109 M H M H H H x x H H H dsit 110 M H x H H x H M H H x H M dsit 111 M H x H H H x dsit 112 M M M H H dsgn 100W x x H H x dsgn 127 H arth 70B H H x x H arth 72 H H x x H arth 160 H H x x H H high contribution M medium contribution X relevant but not presently assessed

5 4. Planning Assessment Schedule Assessment is done through 1. The portfolio review. The review takes place half way through the Interior Design Program (at the end of year 2). The Senior Show. The show is an exhibit of graduating student work, to which both academics and professional are invited to participate and 3. Through collaborative meetings between the faculty and a professional advisory committee. Spring 2016 Reassess curriculum every 5 years. Spring 2015 Assess capstone studio and student research integration methods: dsit 110, dsit 109 Spring 2014 Assess CAD sequence: dsit 15, dsit 33, dsit Student Experience PLO s are listed on every syllabus and learning outcomes are listed on the SJSU Department of Design website Graduation Rates for Total, Non URM and URM students (department). First-time Freshmen: 6 Year Graduation New UG Transfers: 3 Year Graduation Rates Grads : 3 Year Graduation Rates Academic Programs Rates Fall 2007 Cohort Fall 2010 Cohort Fall 2010 Cohort Entering % Grad Entering % Grad Entering % Grad Design Total % % 0 0.0% URM 4 0.0% % 0 0.0% Non % % 0 0.0% URM Other 3 0.0% % 0 0.0% 7. Headcounts of program majors and new students (program / degree). Interior Design Degree 1st Fr. Fall 2013 New Students Cont. Students Total UG New 1st UGs Creds Grad UGs Cre Transf Creds Grad s ds s Total BFA Grads

6 8. SFR and average section size (program) Course Prefix Course Level Student to Faculty Ratio (SFR) Fall 2013 Average Headcount per Section DSIT - Interior Design Total Lower Division Upper Division Percentage of tenured/tenure-track instructional faculty (department). Fall 2013 % Tenured/Prob Tenured Temp Lecturer Probationary Design 30.5% Closing the Loop/Recommended Actions. The move to 120 units required the program to eliminate 1 CAD class from the curriculum therefore in 2014 we will assess the CAD sequence: dsit 15, dsit 33, (dsit 88 eliminated), dsit 101 to ensure compliance with industry standards. 11. Assessment Data Spring 2013 Assess move to 120 units (summary) Maintain and cultivate a strong foundation course sequence that allows students to develop and build specialized knowledge skills. (PLO s 3,4,5,8,11,14, 15, 16, 17, 18) dsit 10, 15, 29, 33, 34, 83 Maintain the courses that support re-envisioning the work environment for the 21 st century and support professional development, social awareness and universal design. (PLO s 2,4,12,19) dsit 34,100, 104, 107, 112 Cultivate a strong problem solving and critical thinking design studio sequence. (PLO s 3,4,5,8,9, 10, 11,14, 15, 16, 17) dsit 29, 34, 103, 104, 105, 110 Establish a critical design and fabrication research sequence using local technology and materials and the related facilities within the Art Department including ceramics and glass. (PLO s, 8,9, 10, 14, 16) dsit 83, 102, 103,109, (art 46, 47, 105, 132,140, 141, 144, 147)

7 Inject more global, sustainable and ecological thinking into the program in the survey courses, specific studios and material related seminars but also by utilizing existing courses in the Environmental Studies department, Art History and the Urban Planning Department. (PLO s, 1,2,6,10,13) dsit 10, 103, 106, 109 (envs 01,132, 137, urbp 151, urbp 152, urbp 101, urbp 120, urbp 142, arth 70a,b,c, 160, 161, 192C) Actions Taken: Eliminate dsgd 99 - typography, eliminate dsit 88 visual communication II, reduce internship units required from 4 to 1 since the newly introduced professional practice class is 3 units dsgn internship Spring 2012 Assess new foundation level interior Design courses: dsit 10, dsit 83 (summary) These courses were introduced as part of the new Interior Design curriculum in Fall Prior to the introduction of these courses foundations were taught by the Art Department. Assessment was conducted through the portfolio review. Faculty members from the Interior Design Program and professionals from Interior Design met to evaluate the project performance of each BFA Interior Design student in DSIT 103. The purpose of the evaluation was: 1) to assess the skills of the student; and 2) to insure the foundation level courses are indeed delivering the basic skills and competencies required by the profession. Furthermore, at the review, students were able to gather immediate and consolidated feedbacks from the faculty about their performance thus far and understand what improvements may be required of them for further advancement in the Interior Design Program. The criteria used to evaluate the learning outcomes for dsit 83 included evaluating student s ability to make orthographic projections with accuracy and to scale. The projections should use correct line weight, style and conventions. The criteria used to evaluate the learning outcomes for dsit 10 included evaluating student s willingness and ability to communicate visually through freehand drawing and sketches. The portfolio review indicated that students drawing skills were at a considerably higher level than before because of the introduction of these 2 classes. Therefore no actions were taken. Spring 2010 Assess Professional Development activities (summary) In summer 2010, four faculty members met with our advisory council committee that consisted of several local design practitioners to identify ways in which our students might better be prepared to enter professional practice. The consensus was that in order to strengthen the program, which is conceptually rich and rigorous, courses that cover topics related to professional development, codes/ laws/ standard practices and guidelines should be offered. Actions taken: Under the guidance of CIDA and through professional input, we established 2 new courses dsit 112 Professional Practice and dsit Building Codes. 12. Analysis. We are moving to 120 units in the fall of The move to 120 units required us to eliminate 1 CAD class from the curriculum therefore in 2014 we will assess the CAD sequence: dsit 15, dsit 33, (dsit 88 eliminated), dsit 101 to ensure that SJSU student skills meet entry-level industry standards. 13. Proposed changes and goals (if any) After reviewing the PLO s and examining the goals of the program through the curriculum reduction to 120 units, the Interior Design Program finds it should bolster course content to better address global, social and ecological issues. This can be done in existing courses dsit 10, 34, 103, 106, 109 where content is ripe for this subject matter.

8 Additionally students and faculty in the Interior Design Program have initiated a design and fabrication research agenda that is currently being fleshed out through instructor led topics in dsit 109 and through independent research seminars by students. Incorporating more support for research into the curriculum as a more pervasive method of study will support the life long learning goals and broad integrative knowledge goals of the university. Ways and methods to incorporate and improve student research will be assessed in Electronic copy of report is due June 1, Send to Undergraduate Studies (academicassessment@sjsu.edu), with cc: to your college s Associate Dean and college Assessment Facilitator. List of AFs is found at

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