Contributions to College

1. Access and evaluate information from credible sources, including the ability to

• Use critical thinking skills to select, analyze, evaluate and synthesize source materials
• Select and execute appropriate methods of inquiry
• Comprehend and assess the relevancy and credibility of written, visual and numeric information

3. Communicate effectively through the clear and accurate use of language

• Clearly articulate concepts, opinions and theories orally and in writing
• Express quantitative information in written or graphic forms
  • Demonstrate a variety of interpersonal communication skills required in a range of professional, civic, social and personal environments and relationships

4. Demonstrate an understanding of the broad diversity of the human experience and the individual’s place in society, including the ability to

• Demonstrate an appreciation for aesthetics and creative activities
• Utilize multiple perspectives to critique policies and guide ethical decision making

6. Read, analyze and synthesize written and visual material, including the ability to

• Demonstrate comprehension of complex written and visual information
• Comprehend and summarize content
• Make connections and draw conclusions using multiple sources

7. Select and apply appropriate problem-solving techniques

• Identify and define a relevant problem
• Select and execute appropriate qualitative or quantitative methods to explore a solution
• Collect, analyze, prioritize and synthesize evidence to determine the best solution

2011 Council for Interior Design Accreditation Professional Standards (PS)

Section II

Interior Design: Critical Thinking, Professional Values, and Processes. These standards describe the framework of interior design practice.

Human Behavior

PS 3

The work of interior designers is informed by knowledge of behavioral science and human factors.

Student Learning Expectations

a) Students understand that social and behavioral norms may vary from their own and are relevant to making appropriate design decisions.

Student work demonstrates:

b) the ability to appropriately apply theories of human behavior.  

c) the ability to select, interpret, and apply appropriate anthropometric data.

d) the ability to appropriately apply universal design concepts.

Design Process

PS 4

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 support human behavior within the interior environment.

Student Learning Expectations

Students are able to:

a) identify and define relevant aspects of a design problem (goals, objectives, performance criteria).

b) gather, evaluate, and apply appropriate and necessary information and research findings to solve the problem (pre‐design investigation).

c) synthesize information and generate multiple concepts and/or multiple design responses to programmatic requirements.

d) demonstrate creative thinking and originality through presentation of a variety of ideas, approaches, and concepts.

Communication

PS 6

Entry-level interior designers are effective communicators.

Student Learning Expectations

a) Students apply a variety of communication techniques and technologies appropriate to a range of purposes and audiences.

Students are able to:

b) express ideas clearly in oral and written communication.

c) use sketches as a design and communication tool (ideation drawings).

e) produce competent contract documents including coordinated drawings, schedules, and specifications appropriate to project size and scope and sufficiently extensive to show how design solutions and interior construction are related.

f) integrate oral and visual material to present ideas clearly.

Space and Form

PS 9

Entry-level interior designers apply elements and principles of two‐ and three‐dimensional design.

Student Learning Expectations

Students effectively apply the elements and principles of design to:

a) two‐dimensional design solutions.  

b) three‐dimensional design solutions.

c) Students are able to evaluate and communicate theories or concepts of spatial definition and organization.

F, F, &  E, and Finish Materials

PS 11

Entry-level interior designers select and specify furniture, fixtures, equipment and finish materials in interior spaces.

Student Learning Expectations

Students have awareness of:

d) Students are able to layout and specify furniture, fixtures, and equipment.

Environmental Systems and Controls

PS 12

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.

Student Learning Expectations

Students:

a) understand the principles of natural and electrical lighting design.

Students understand:

c) the principles of acoustical design.

d) appropriate strategies for acoustical control.  

Interior Construction and Building Systems

PS 13

Entry-level interior designers have knowledge of interior construction and building systems.

Student Learning Expectations

Student work demonstrates understanding that design solutions affect and are impacted by:

a) structural systems and methods.

b) non‐structural systems including ceilings, flooring, and interior walls.

c) distribution systems including power, mechanical, HVAC, data/voice telecommunications, and plumbing.

Regulations

PS 14

Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces.

Student Learning Expectations

Students have awareness of: 

b) industry‐specific regulations.

Student work demonstrates understanding of laws, codes, standards, and guidelines that impact fire and life safety, including:

c) compartmentalization: fire separation and smoke containment.

d) movement: access to the means of egress including stairwells, corridors, exitways.

Students apply appropriate:

g) federal, state/provincial, and local codes.

h) standards.

i) accessibility guidelines.

Explanation

Awareness

Familiarity with specified data and information that is demonstrated either in student work or in student interviews

Understand/Understanding

A thorough comprehension of concepts and their interrelationships.

Apply/ Ability/ Able

Competent Entry-Level skills that must be demonstrated in Completed Student work