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SJSU Annual Program Assessment Form Academic Year 2015 2016 Department: Design Program: Interior Design College: Humanities and the Arts Website: http://www.sjsu.edu/design/design_programs/interior_design_program/ Program Accreditation: NASAD Contact Person and Email: Virginia San Fratello, Program Coordinator Date of Report: May 27, 2016 1. 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. 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. 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. 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 H 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 4. Planning Assessment Schedule Assessment is done through 1. The portfolio review which takes place half way through the Interior Design Program (2 years). 2. The Senior Show which is an exhibit of graduating student work, to which both academics and professional are invited to participate. 3. Through collaborative meetings between the faculty and a professional advisory committee. Spring 2019 Assess research impact of research on the program and how research is incorporated into the classroom. Spring 2018 Asses impact of courses that focus on color, material, finishes and their impacts. Spring 2017 Asses students ability to approach a design concept from a global point of view., understand cultural contexts and different socio economic parameters that inform design decisions. dsit 05, 103, 105, 110. Spring 2016 Reassess curriculum every 5 years. Spring 2015 Assess capstone studio and student research integration methods: dsit 110, dsit 109 5. Student Experience PLO s are listed on every syllabus. Learning outcomes are listed on the SJSU Department of Design website. http://www.sjsu.edu/design/design_programs/interior_design_program/ 6. 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 2015 Cohort Entering % Grad Entering % Grad Entering % Grad Interior Total 19 31.6% 154 18.8% 124 0.0%

Design URM 4 0.0% 32 21.9% 0 0.0% Non 12 50.0% 92 19.6% 0 0.0% URM Other 3 0.0% 30 13.3% 0 0.0% NOTE: I do not have the information in the chart above for interior design only design studies is listed on the assessment website. 7. Headcounts of program majors and new students (program / degree). Interior Design Degree 1st Fr. Fall 2015 New Students Cont. Students Total UG New 1st UGs Creds Grad UGs Cre Transf Creds Grad s ds s Total 18 18 0 0 94 0 0 130 0 0 BFA 18 18 0 0 94 0 0 130 0 0 Grads 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 17.2 24.85 Lower Division 16.4 23.4 Upper Division 18 26.3

9. Percentage of tenured/tenure track instructional faculty (department). Fall 2013 % Tenured/Prob Tenured Temp Lecturer Probationary Design 31.2 11.9 19.3 2.694 10. Closing the Loop/Recommended Actions. We have not received the recommendations from last years assessment yet. 11. Assessment Data Spring 2016 Assess capstone studio and student research integration methods. Students are able to synthesize what they have learned in previous semesters including: problem solving skills, creative thinking abilities, presentation techniques, color and materials, furniture and finishes and research abilities. The work of dsit 110 was assessed on 4 occasions in the spring of 2016: 1. Mar. 21, 2016. Student work was pinned up and critiqued by fellow faculty: Joris Komen, local practitioners: John Scouffas (Gensler), Donny Lam (David Whitney Architects), Nuria Modrego (PhD candidate UCB) and the client: Pavel Cherkashin. 2. April 20 th, 2016. Student work was pinned up and critiqued by fellow faculty: Joris Komen, Kent Wilson, Faculty at peer institutions: Amy Campos, and local practitioners: John Scouffas (Gensler), Anyssa Binni (API), Chase Lunt, (O+A), Andrew Thurlow (ThurlowSmalls). 3. May 11 th, 2016. The student work was presented to the client and his colleagues, in addition to faculty and local practitioners. Faculty: Diana Seah, Local Practitioners: Steve and Desta Krong (Krong Design inc.), Client: Pavel Cherkashin + 5 colleagues including a local interior designer and a developer. 4. The senior show. May 25 th. 12. Analysis. Assessment: Senior students in dsit 110 had the opportunity to work with a real client to develop comphrensive proposals to convert a 19 th century Mission Revival Style church into an event space for a start up tech company (Vestor.In). 92% of the students exceeded expectations in their ability to synthesize their design concepts, communicate ideas via drawings, renderings, physical models and digital animations. 8% of students met the minimum expectations outlined by the assignment.

Senior students in dsit 109 researched the work of different interior designers and architects that are engaged in the practice of design / build. They had the opportunity to design and fabricate their own senior show exhibition. (In the past students have used a prefab post and beam system from IKEA). Students were not only responsible for the design and the communication of the design but they learned how to work with new materials, use new tools in the central shop, they had to manage a schedule and a budget and work with building and facility managers both at the University and at the show site. This was also a tremendous exercise in diplomatic collaboration. The students also made a very professional video documenting their work for reflective and promotional purposes. The response to the custom designed and built installation at the senior show was overwhelmingly positive by visitors, faculty and younger students. This class not only synthesized the learning outcomes expected but allowed students to apply their knowledge in a real world scenario. Almost all design studios are structured around active learning assignments and hypothetical real world problem solving; however, this year in both dsit 110 and 109, we foundthat having external influences (i.e. clients, actual constructions projects) was incredibly beneficial. It allowed the students to test their theories, problem solving strategies and visual communication skills on a real end user and receive feedback beyond the typical academic model. Actions taken: We have invited Primo Oprilla from O+A and Natalie Engels from Gensler to teach the Spring 2017 sections of dsit 110. O+A recently won the Cooper Hewitt National Design Award for Interior Design (the highest in the nation) and Gensler generates the most revenue of any architecture design firm in the world. (They have both said yes.) 13. Proposed changes and goals (if any) In the future we will reach out to practitioners from the best design firms in Silicon Valley and San Francisco to participate in these classes. We will reach out to real world clients (not only businesses, but also communities and institutions) and look for opportunities for students to engage in their profession and their discipline beyond the walls of the university as a way for them to test their ability to synthesize what they have learned over the past four years..