S o A D SCHOOL OF ARCHITECTURE AND DESIGN A B U D H A B I CIDA STANDARD 9 A S S E S S M E N T

Transcription

1 S o A D SCHOOL OF ARCHITECTURE AND DESIGN A B U D H A B I CIDA STANDARD 9 A S S E S S M E N T

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4 TABLE OF CONTENTS: 1. NYIT Annual Program Assessment Report, May NYIT AAID CIDA Standard Nine Assessment - Final Outcome Table- Internal Assessment 3. NYIT AAID CIDA Standard Nine Assessment - Final Outcome Table - External Assessment 4. Internal Assessment Rubrics AAID FIRST YEAR DSGN SECOND YEAR DSGN THIRD YEAR DSGN 402- FOURTH YEAR 5. External Assessment Rubrics AAID FIRST YEAR DSGN SECOND YEAR DSGN THIRD YEAR DSGN 402- FOURTH YEAR

5 NYIT Annual Program Assessment Report, May 2017 This report provides evidence that students are achieving end-of-program learning goals and that graduates are attaining achievement outcomes established by the program. Name of the program: School of Architecture & Design Abu Dhabi Bachelors of Fine Arts in Interior Design Year of assessment report: AY16-17 Date Submitted: May 2017 Contact: Assistant Professor Basak Yuksel Balakrishnan The Statement of Program Learning Goals and Curricular Matrix are available at: I. Annual Program Learning Assessment: GOALS: List program learning goals that have been assessed in AY Council for Interior Design Accreditation Standard 9 Standard 9. Communication Interior designers are effective communicators. Intent: This ensures that graduates are effective communicators and are able to deliver a compelling presentation visually and verbally, as well as in writing. Design communication also involves the ability to listen to and interpret external information. Effective communication builds a case, promotes validity, and is persuasive in content and style. Student Learning Expectations Students are able to effectively: a) distill and visually communicate data and research. b) express ideas in oral communication. c) express ideas in written communication. d) express ideas developed in the design process through visual media: ideation drawings and sketches. e) apply a variety of communication techniques and technologies appropriate to a range of purposes and audiences. Program Expectations f) The interior design program provides opportunities for students to develop active listening skills in the context of professional collaboration. In conjunction with CIDA Standard 9, we have also assessed the following in NYIT Global Competence: Communication: Students communicate clearly, concisely, accurately through writing, speaking and visual representations appropriate for various topics and audiences. Upon graduation, students will be able to: 1. Describe the communication process. 2. Demonstrate a thorough understanding of purpose, context, audience, and presentation format(s). 3. Prepare communications in which the content is well-organized, the central message is compelling, and supporting materials are highly credible. 4. Choose and employ delivery techniques, including appropriate language usage, visual representations, and media choices, which enhance the effectiveness of the communication.

6 METHOD: Methods used are as listed below: 1. Grading Rubrics used for Internal Assessment (see attached). NOTE: The Rubric points are NOT dependent on CIDA. CIDA Standards have been applied to the rubric criteria. 2. Evaluation Rubrics used for External Assessment (see attached). ANALYSIS: See Attached Assessment Review for External and Internal Evaluation Analysis. INTERPRETATION: The scores achieved relative to CIDA 9 (the criterion used to assess performance for the selected courses for internal and external evaluation) indicate results well within the range. To be noted are: a. The ranges are derived from the rubric results of the selected courses. b. The figures in the schedule correspond to individual assignments within the selected courses (e.g. A1. A2, A3, etc. or projects P1, P2, P3, etc.) The findings directly point to the skills and sensitivities the students acquired through the selected courses including: Strengths include: a. In all Year groups, students show high oral communication skills (9b) and program shows high percentages of meeting the expectations to provide opportunities for students to develop active listening skills in the context of professional collaboration ()(above 90%). In addition, external evaluation by critics shows higher program expectation percentage while the oral communication skills are graded less than Internal Evaluation results. b. In all year groups, internal evaluation shows also high percentages of (9c) expressing ideas in written communication, (9d) expressing ideas developed in the design process through visual media: ideation drawings and sketches and () applying a variety of communication techniques and technologies appropriate to a range of purposes and audiences. (above 80%). In addition, external evaluation shows slightly less values for writing (9c) and variety of communication techniques (). c. In comparison to each other, Year 1 and Year 4 groups have higher overall percentages of CIDA Standard 9- Communication. In addition, external evaluation shows the similar results as higher percentages for Year 1 and Year 4 groups even though they are lower than the Internal Evaluation Results. Weaknesses include: a. In all year groups, students show lower percentages of distilling and visually communicating data and research as per internal evaluation (less than 80% more than 70%). External evaluation results show slightly higher values but still within the range of less than 80% more than 70%. b. In all year groups, the lowest points for external critics seem to be (9a) distilling and visually communicating data and research, (9c) expressing ideas in written communication and () applying a variety of communication techniques and technologies appropriate to a range of purposes and audiences. c. In comparison to each other, Year 2 and Year 3 groups have lower overall percentages of CIDA Standard 9- Communication. Internal evaluation show Year 2 has less than 70% and year 3 has less than 80%. In addition, external evaluation shows the equally low results for Year 2 and Year 3 groups both less than 80% but more than 70%.

7 IMPROVEMENTS - PLANNED: Action to be taken in order to enhance students learning will be as follows: a. Faculty collaborating toward increasing Communication goals in all areas and especially focusing on the lower areas and year groups. d. Inter-department meetings where communication goals are outlined and explained to ensure common understanding and agreement among faculty. e. Outlining the project(s) within the curriculum that most effectively examine communication goals.

8 f. Incorporating communication goals into rubrics for students and faculty use throughout the semester. II. Summary of Improvements Made in Response to Assessment Results in the past few years: Year of Assessment Results Brief Name of Program Learning Goal (e.g., Writing) AY15-16 CIDA Standard # 4 (2017): Global Context Improvements Implemented Based on Assessment Results Action to be taken in order to enhance students learning will be as follows: a. Faculty collaborating toward disseminating global concerns and factors. Impact of Improvements (report reassessment results if available) NA Interior designers have a global view and consider social, cultural, economic, and ecological contexts in all aspects of their work. b. Inter-department meetings where global concerns are outlined and explained to ensure common understanding and agreement among faculty. c. Outlining the project(s) within the curriculum (or respective course syllabi) that most effectively examine global concerns. AY14-15 CIDA Standard # 12 (2014): d. Program-wide direction that faculty must explain, and require awareness of global matters on two levels: I. As integral to conceptual thinking while surveying, analyzing and designing. As a requirement in the course work and submitted material. See previous report NA 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.

9 AY13-14 CIDA Standard # 6 (2014): Communication Entry-level interior designers are effective communicators. AY12-13 CIDA Standard # 4 (2014): Design Process Entry-level interior designers need to apply all aspects of the design process to creative problem solving. Design process enables designers to identify and explore complex problems and generate creative solutions that optimize the human experience within the interior environment. The first step is making the new faculty and adjuncts aware of the global competencies. The second is a discussion on what projects from this report found more connection globally than others. The third is all faculty to implement the core competencies into the classroom first as a conceptual rigor and second as production of presentation. Rubrics can be given to faculty but not all faculty use rubrics. If the faculty is aware of the mission of ID to connect globally as a goal this should be suitable Regular meetings will be scheduled with the faculty in order for progress discussion to occur. May 2014 Report The rubric should be given to the student before the student begins the task. Then the rubric should be used to assess the students final work. May 2013 Report Please see assessment evaluation. NA

10 III. Brief Description of Faculty Engagement in the Current Annual Assessment Report: We had one program meeting this year, in Spring (10/4/16), where I shared the status of the assessment data gathering. I received very good constructive feedback. After completing my analysis of the Projects and External Evaluations, I forwarded to Dr Taha Al Doury for him to review. After receiving his input, I incorporated it into the final document. Then I forwarded to Faculty for their reference. IV. Annual Program Achievement Goals: Please provide examples of readily available data on program student achievement (e.g., first-year retention rates, six-year graduation rates, average time to degree completion, certification exam pass rate, student satisfaction survey results, employer satisfaction results, % pursuing an advanced degree, % of job placement, etc.)

11 NYIT SoAD Abu Dhabi Assessment Review Standard 9 CIDA INTERNAL EVALUATION Standard 9. Communication Interior designers are effective communicators. Intent: This ensures that graduates are effective communicators and are able to deliver a compelling presentation visually and verbally, as well as in writing. Design communication also involves the ability to listen to and interpret external information. Effective communication builds a case, promotes validity, and is persuasive in content and style. Student Learning Expectations Students are able to effectively: distill and visually communicate data and research. 9a 72% express ideas in oral communication. 9b 90% express ideas in written communication. 9c 81% express ideas developed in the design process through visual media: ideation drawings and sketches. 9d 85% apply a variety of communication techniques and technologies appropriate to a range of purposes and audiences. 84% Program Expectations The interior design program provides: opportunities for students to develop active listening skills in the context of professional collaboration. 9f 91%

12 NYIT SoAD Abu Dhabi Assessment Review Standard 9 CIDA- INTERNAL EVALUATION 87% Y1 68% Y2 79% Y3 94% Y AAID 102 Cliff Dwelling DSGN 202: Retail Design DSGN 302: Corporate Office Design DSGN 402: Thesis Project P1 P2 P3 P4 P1 P2 P3 P4 P1 P2 P3 P4 P1 P2 P3 P4 9a b c d f

13 NYIT SoAD Abu Dhabi Assessment Review Standard 9 CIDA- EXTERNAL EVALUATION Standard 9. Communication Interior designers are effective communicators. Intent: This ensures that graduates are effective communicators and are able to deliver a compelling presentation visually and verbally, as well as in writing. Design communication also involves the ability to listen to and interpret external information. Effective communication builds a case, promotes validity, and is persuasive in content and style. Student Learning Expectations Students are able to effectively: distill and visually communicate data and research. 9a 78% express ideas in oral communication. 9b 81% express ideas in written communication. 9c 79% express ideas developed in the design process through visual media: ideation drawings and sketches. 9d 85% apply a variety of communication techniques and technologies appropriate to a range of purposes and audiences. 78% Program Expectations The interior design program provides: opportunities for students to develop active listening skills in the context of professional collaboration. 9f 96%

14 NYIT SoAD Abu Dhabi Assessment Review Standard 9 CIDA- EXTERNAL EVALUATION 82% Y1 72% Y2 72% Y3 86% Y AAID 102 Cliff Dwelling DSGN 202: Retail Design DSGN 302: Corporate Office Design DSGN 402: Thesis Project C1 C2 C1 C2 C1 C2 C1 C2 C3 C4 C5 9a b c d f 100 _

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16 INTERNAL ASSESSMENT RUBRICS and PROJECTS

17 FIRST YEAR Y

18 1 FIRST YEAR

19 FIRST YEAR DSGN 102 Design Fundamentals II

20 Course: DSGN 102- Design Fundamentals II Students designed a Cliff Dwelling for three artists in New Jersey Palisades. Project 1:Cliff Dwelling - Dyae Project 2: Cliff Dwelling - Muna Project 3: Cliff Dwelling - Peter Project 4: Cliff Dwelling - Sakina FIRST YEAR

21 FIRST YEAR

22 AAID 102 Design Fundamentals II Project : Cliff Dwelling Analysis Site Analysis 9a Concept Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected 8% 6 User definition 9c 6% 6 8% 8 Blocking/Program Analysis Model Conceptual Diagrams/ Sketches 9d Inspiration/Concept Board 9a 9d Concept (written)+name 9c Design Concept- 3d Layout 9d Design Concept- 2d Layout Design Concept: Interpretation of Artist Dwelling Design Concept: Originality Design Concept: Response to site (Cliff) 4% 3 Design Study Model-Color model 9d 8% 8 Process Design Sketches Presentation Floor Plans 9d Elevations Longitudinal Sections Cross Sections Axonometric Views Model 6% 6 Final Graphic Presentation Final Verbal Presentation 9b 9f TOTAL 100% 97 Project 1: Dyae Khaled FIRST YEAR

23 FIRST YEAR

24 AAID 102 Design Fundamentals II Project : Cliff Dwelling Analysis Site Analysis 9a Concept Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected 8% 6 User definition 9c 6% 6 8% 8 Blocking/Program Analysis Model Conceptual Diagrams/ Sketches 9d 4% 2 Inspiration/Concept Board 9a 4% 2 9d Concept (written)+name 9c 4% 3 Design Concept- 3d Layout 9d Design Concept- 2d Layout Design Concept: Interpretation 4% 3 of Artist Dwelling Design Concept: Originality Design Concept: Response to site (Cliff) Design Study Model-Color model 9d 8% 8 Process Design Sketches 4% 2 Presentation Floor Plans 9d Elevations Longitudinal Sections Cross Sections Axonometric Views Model 6% 6 Final Graphic Presentation Final Verbal Presentation 9b 9f TOTAL 100% 90 Project 2: Muna Mgarif FIRST YEAR

25 FIRST YEAR

26 AAID 102 Design Fundamentals II Project : Cliff Dwelling Analysis Site Analysis 9a Concept Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected 8% 8 User definition 9c 6% 6 8% 8 Blocking/Program Analysis Model Conceptual Diagrams/ Sketches 9d 4% 2 Inspiration/Concept Board 9a 9d Concept (written)+name 9c 4% 3 Design Concept- 3d Layout 9d Design Concept- 2d Layout Design Concept: Interpretation 4% 3 of Artist Dwelling Design Concept: Originality Design Concept: Response to site (Cliff) Design Study Model-Color model 9d 8% 8 Process Design Sketches 4% 2 Presentation Floor Plans 9d 4% 3 Elevations 4% 3 Longitudinal Sections 4% 3 Cross Sections 4% 3 Axonometric Views 4% 3 Model 6% 6 Final Graphic Presentation 4% 3 Final Verbal Presentation 9b 9f TOTAL 100 % 88 Project 3: Peter Abdelmalek FIRST YEAR

27 FIRST YEAR

28 AAID 102 Design Fundamentals II Project: Cliff Dwelling Analysis Site Analysis 9a Concept Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected 8% 4 User definition 9c 6% 3 8% 8 Blocking/Program Analysis Model Conceptual Diagrams/ Sketches 9d 4% 3 Inspiration/Concept Board 9a 4% 2 9d Concept (written)+name 9c 4% 3 Design Concept- 3d Layout 9d 4% 3 Design Concept- 2d Layout Design Concept: Interpretation 4% 3 of Artist Dwelling Design Concept: Originality 4% 3 Design Concept: Response to site (Cliff) 4% 3 Design Study Model-Color model 9d 8% 6 Process Design Sketches 4% 2 Presentation Floor Plans 9d 4% 3 Elevations 4% 3 Longitudinal Sections 4% 3 Cross Sections 4% 3 Axonometric Views Model 6% 4 Final Graphic Presentation 4% 3 Final Verbal Presentation 9b 4% 3 9f TOTAL 100% 73 Project 4: Sakina Rupawala FIRST YEAR

29 SECOND YEAR Y

30 2 SECOND YEAR

31 SECOND YEAR DSGN 202 Interior Design II

32 Course: DSGN 202 Interior Design II Students developed projects for the Re-design of ACS Library Project 1: ACS Library Project 2: ACS Library Project 3: ACS Library Project 4: ACS Library SECOND YEAR

33 SECOND YEAR

34 DSGN 202 Interior Design II Project: Retail Design Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a Existing Home Analysis/ 9c 2% 2 Existing Plan/Sections Interviews/User definition 4% 3 Concept Design Process Programming Anthropomorphics 4% 1 Prototype Study 4% 1 Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 4% 1 9a 9d Design Concept 9c 9d 24% 24 Bubble Diagrams 9d 4% 1 Adjacency/Area Matrix 4% 1 Blocking Diagrams 4% 1 Presentation Rendered Floor Plans 9d Floor Plans Rendered RCPs 2% 2 Rendered Longitudinal 2% 2 Sections Rendered Cross Sections 2% 2 Materials and Furniture Board 4% 3 Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation Final Verbal Presentation 9b 9f TOTAL 100% 80 Project 1: Heba Nasr SECOND YEAR

35 SECOND YEAR

36 DSGN 202 Interior Design II Project: Retail Design Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a Existing Home Analysis/ 9c 2% 2 Existing Plan/Sections Interviews/User definition Concept Design Process Programming Anthropomorphics 4% 1 Prototype Study 4% 1 Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 4% 1 9a 4% 3 9d Design Concept 9c 9d 24% 18 Bubble Diagrams 9d 4% 1 Adjacency/Area Matrix 4% 1 Blocking Diagrams 4% 1 Presentation Rendered Floor Plans 9d Floor Plans Rendered RCPs 2% 2 Rendered Longitudinal 2% 2 Sections Rendered Cross Sections 2% 2 Materials and Furniture Board Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation 4% 3 Final Verbal Presentation 9b 9f TOTAL 100% 74 Project 2: Dalya Ewis SECOND YEAR

37 SECOND YEAR

38 DSGN 202 Interior Design II Project: Retail Design Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a Existing Home Analysis/ 9c 2% 2 Existing Plan/Sections Interviews/User definition 4% 3 Concept Design Process Programming 4% 3 Anthropomorphics 4% 1 Prototype Study 4% 1 Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 4% 2 9a 4% 3 9d Design Concept 9c 9d 24% 18 Bubble Diagrams 9d 4% 1 Adjacency/Area Matrix 4% 1 Blocking Diagrams 4% 1 Presentation Rendered Floor Plans 9d Floor Plans Rendered RCPs 2% 2 Rendered Longitudinal 2% 2 Sections Rendered Cross Sections 2% 2 Materials and Furniture Board Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation 4% 3 Final Verbal Presentation 9b 9f TOTAL 100% 73 Project 3: Yasmine Fadi SECOND YEAR

39 SECOND YEAR

40 DSGN 202 Interior Design II Project: Retail Design Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a 4% 1 Existing Home Analysis/ 9c 2% 2 Existing Plan/Sections Interviews/User definition 4% 1 Concept Design Process Programming 4% 1 Anthropomorphics 4% 1 Prototype Study 4% 1 Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 4% 1 9a 4% 1 9d Design Concept 9c 9d 24% 12 Bubble Diagrams 9d 4% 1 Adjacency/Area Matrix 4% 1 Blocking Diagrams 4% 1 Presentation Rendered Floor Plans 9d 4% 1 Floor Plans Rendered RCPs 2% 0 Rendered Longitudinal 2% 2 Sections Rendered Cross Sections 2% 2 Materials and Furniture Board 4% 2 Interior Views-Perspectives 4% 3 Axonometric Views- Revit Model 4% 3 Final Graphic Presentation 4% 3 Final Verbal Presentation 9b 4% 2 9f TOTAL 100% 46 Project 4: Haidi Abu Zaid SECOND YEAR

41 THIRD YEAR Y

42 3 THIRD YEAR

43 THIRD YEAR DSGN 301 ID Problems I

44 Course: DSGN 302- ID Problems II Students developed Corporate Office Interiors. Project 1: Office for a Coffee Company Project 2: Office for a Rug Company Project 3: Office for a Make up Company Project 4: Office for a Stationary Company THIRD YEAR

45 THIRD YEAR

46 DSGN 302 ID Problems II Project: Corporate Office Interiors Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a 4% 1 Existing Home Analysis/ 9c 2% 1 Existing Plan/Sections Interviews/User definition 4% 2 Concept Design Process Programming 4% 3 Anthropomorphics 4% 1 Prototype Study 4% 1 Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 9a 9d Design Concept 9c 9d 24% 24 Bubble Diagrams 9d Adjacency/Area Matrix 4% 1 Blocking Diagrams 4% 1 Presentation Rendered Floor Plans 9d Floor Plans Rendered RCPs 2% 2 Rendered Longitudinal 2% 2 Sections Rendered Cross Sections 2% 2 Materials and Furniture Board Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation Final Verbal Presentation 9b 4% 3 9f TOTAL 100% 80 Project 1: Abdelkader Khemir THIRD YEAR

47 THIRD YEAR

48 DSGN 302 ID Problems II Project: Corporate Office Interiors Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a 4% 1 Existing Home Analysis/ 9c 2% 1 Existing Plan/Sections Interviews/User definition 4% 2 Concept Design Process Programming 4% 3 Anthropomorphics 4% 1 Prototype Study 4% 1 Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 9a 9d Design Concept 9c 9d 24% 24 Bubble Diagrams 9d Adjacency/Area Matrix 4% 1 Blocking Diagrams Presentation Rendered Floor Plans 9d Floor Plans Rendered RCPs 2% 2 Rendered Longitudinal 2% 2 Sections Rendered Cross Sections 2% 2 Materials and Furniture Board Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation Final Verbal Presentation 9b 9f TOTAL 100% 84 Project 2: Fatma Osama THIRD YEAR

49 THIRD YEAR

50 DSGN 302 ID Problems II Project: Corporate Office Interiors Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a 4% 1 Existing Home Analysis/ 9c 2% 1 Existing Plan/Sections Interviews/User definition 4% 2 Concept Design Process Programming 4% 3 Anthropomorphics 4% 1 Prototype Study 4% 1 Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 4% 1 9a 9d Design Concept 9c 9d 24% 24 Bubble Diagrams 9d Adjacency/Area Matrix 4% 1 Blocking Diagrams Presentation Rendered Floor Plans 9d Floor Plans Rendered RCPs 2% 2 Rendered Longitudinal 2% 2 Sections Rendered Cross Sections 2% 2 Materials and Furniture Board Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation Final Verbal Presentation 9b 4% 3 9f TOTAL 100% 80 Project 3: Lynda Munyao THIRD YEAR

51 THIRD YEAR

52 DSGN 302 ID Problems II Project: Corporate Office Interiors Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a 4% 1 Existing Home Analysis/ 9c 2% 1 Existing Plan/Sections Interviews/User definition 4% 2 Concept Design Process Programming 4% 3 Anthropomorphics 4% 1 Prototype Study 4% 1 Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 4% 1 9a 4% 3 9d Design Concept 9c 9d 24% 18 Bubble Diagrams 9d Adjacency/Area Matrix 4% 1 Blocking Diagrams 4% 1 Presentation Rendered Floor Plans 9d Floor Plans Rendered RCPs 2% 2 Rendered Longitudinal 2% 2 Sections Rendered Cross Sections 2% 2 Materials and Furniture Board Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation Final Verbal Presentation 9b 9f TOTAL 100% 71 Project 4: Maha Chatila THIRD YEAR

53 FOURTH YEAR Y

54 4 FOURTH YEAR

55 FOURTH YEAR DSGN 402 Senior Thesis Project

56 Course:DSGN 402- Senior Thesis Project Students prepared Senior Thesis projects: Project 1- Fashion Academy Abu Dhabi Project 2- Abu Dhabi Urban Farm Project 3- Abu Dhabi Museum Project 4- Gravitarium FOURTH YEAR

57 FOURTH YEAR

58 DSGN 402 Senior Project in Interior Design: Project : Thesis Project Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a Existing Home Analysis/ 9c 2% 2 Existing Plan/Sections Interviews/User definition Concept Design Process Programming Anthropomorphics 4% 3 Prototype Study Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 4% 3 9a 9d Design Concept 9c 9d 24% 24 Bubble Diagrams 9d Adjacency/Area Matrix Blocking Diagrams Presentation Rendered Floor Plans 9d Floor Plans Rendered RCPs 2% 2 Rendered Longitudinal 2% 2 Sections Rendered Cross Sections 2% 2 Materials and Furniture Board Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation Final Verbal Presentation 9b 9f TOTAL 100% 98 Project 1: Nada Al Messery FOURTH YEAR

59 FOURTH YEAR

60 DSGN 402 Senior Project in Interior Design: Project : Thesis Project Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a Existing Home Analysis/ 9c 2% 2 Existing Plan/Sections Interviews/User definition Concept Design Process Programming Anthropomorphics 4% 3 Prototype Study Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 9a 9d Design Concept 9c 9d 24% 24 Bubble Diagrams 9d Adjacency/Area Matrix Blocking Diagrams Presentation Rendered Floor Plans 9d Floor Plans Rendered RCPs 2% 2 Rendered Longitudinal 2% 1 Sections Rendered Cross Sections 2% 1 Materials and Furniture Board Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation Final Verbal Presentation 9b 9f TOTAL 100% 97 Project 2: Djan Javier FOURTH YEAR

61 FOURTH YEAR

62 DSGN 402 Senior Project in Interior Design: Project : Thesis Project Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a Existing Home Analysis/ 9c 2% 2 Existing Plan/Sections Interviews/User definition Concept Design Process Programming Anthropomorphics 4% 3 Prototype Study Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 4% 3 9a 9d Design Concept 9c 9d 24% 24 Bubble Diagrams 9d Adjacency/Area Matrix Blocking Diagrams Presentation Rendered Floor Plans 9d Floor Plans Rendered RCPs 2% 2 Rendered Longitudinal 2% 2 Sections Rendered Cross Sections 2% 2 Materials and Furniture Board Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation Final Verbal Presentation 9b 4% 3 9f TOTAL 100% 97 Project 3: Marise Boutros FOURTH YEAR

63 FOURTH YEAR

64 DSGN 402 Senior Project in Interior Design: Project : Thesis Project Not Yet 0 Falls below expected Beginning 1 Limited understanding of the expected Developing 2 Approaches The expected Proficient 3 Meets the expected Exceeds 4 Exceeds the expected Analysis Case Studies 9a Existing Home Analysis/ 9c 2% 2 Existing Plan/Sections Interviews/User definition Concept Design Process Programming Anthropomorphics 4% 3 Prototype Study Conceptual Diagrams/ Sketches Inspiration/Concept Board 9d 9a 4% 3 9d Design Concept 9c 9d 24% 18 Bubble Diagrams 9d Adjacency/Area Matrix 4% 3 Blocking Diagrams 4% 3 Presentation Rendered Floor Plans 9d Floor Plans 4% 3 Rendered RCPs 2% 2 Rendered Longitudinal 2% 1 Sections Rendered Cross Sections 2% 1 Materials and Furniture Board 4% 3 Interior Views-Perspectives Axonometric Views- Revit Model Final Graphic Presentation 4% 3 Final Verbal Presentation 9b 9f TOTAL 100% 85 Project 4: Aya Abbas FOURTH YEAR

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66 EXTERNAL ASSESSMENT RUBRICS

67 FIRST YEAR

68 SECOND YEAR

69 THIRD YEAR

70 FOURTH YEAR

71 FOURTH YEAR

72 FOURTH YEAR