Program Learning Outcomes
- Students design interior spaces based on an understanding of design principles—such as human experience, history and theory, as well as socially, culturally, economically, and ecologically global contexts— using design and research processes.
- Students design interior spaces based on an understanding of design elements like spatial boundaries and relationships, products and materials, and light and color.
- Students design interior spaces based on an understanding of construction and manufacturing techniques, regulations and guidelines, and environmental systems and comfort.
- Students act in professional and academic environments, collaborate in interdisciplinary teams, and communicate effectively.
Assessment Process
Both formal and informal ongoing assessment strategies help develop and systemically evaluate student performance and attainment of key learning outcomes in interior design. The curriculum map articulates four key learning outcomes and respective levels of expertise—areas for measured assessment that include both formative and summative benchmarks and involve multiple forms of evaluation. Each year, the department specifies key areas for measured assessment of student learning outcomes that involve not only programmatic outcomes, but also core competencies and institutional outcomes. The five core competencies include oral communication, written communication, information literacy, quantitative reasoning, and critical thinking. These processes provide a vehicle to assure program quality and promote continuous improvement in the effectiveness of teaching, the improvement of student work, and the ongoing design of the curriculum.
Placement Exam Requirements
Interior Design students who have not received transfer credit for a 200-level Math course are encouraged to take the Math Placement Exam, but it is not required. See the Academic Proficiencies and Placement section of the Academic Journey chapter of this catalog for more information.
Portfolio Requirements
Students produce a progress portfolio at the end of their second year of study to document their progress. The review acts as a gatekeeper for advancement into the upper-division studios. The review process is used to review, analyze, and communicate the results of each evaluation to both faculty and students. Students are assessed on key learning outcomes derived from CIDA, NASAD, and WASC standards. Passing the portfolio review is a pre- requisite for IDES 363, Design Studio 5: Dwelling.
If students do not pass the portfolio review, they may be required to address design or technical deficiencies by taking one or more courses recommended by the portfolio review board. Upon completion of the required course or courses, students are required to resubmit their portfolios to assure they have overcome previous deficiencies and met the competency requirements. Students may only submit their portfolio for review a total of two additional times. Students are strongly recommended to enroll in the two-unit portfolio elective the semester before their portfolio is due.
Formative Assessment Experiences
Jury Review—Industry professionals review student work at the end of each semester in a public forum of critique and feedback. These reviews are attended by department administration and selected faculty, and their purpose is to provide direct feedback to the students for project improvement, as well as to provide an informal assessment of class performance, project success, and faculty effectiveness.
Faculty Critique—Students receive regular and ongoing feedback by faculty to coach and monitor throughout the semester. This in-class assessment provides students an opportunity for continuous improvement of their projects during the development process.
Peer Feedback—Class critique and small group reviews in studios provide students with direct peer feedback on their work and assist students in developing standards of critical judgment.
Summative Assessment Experiences
Program Accreditation—The program, including a review of student learning outcomes, is evaluated through a comprehensive subject-specific self-study produced for both CIDA and NASAD accreditation. The process provides an opportunity to holistically assess the program from multiple perspectives and make any necessary improvements in policies, procedures, curriculum, or staff.
Capstone Assessment—IDES 482, Senior Project Seminar
In preparation for entry into the senior capstone project, students must successfully complete the Senior Project Seminar. The main objective of this course is for students to develop a proposal worthy of a senior project. In the future, there are plans to develop an assessment rubric that will allow faculty not teaching the course the ability to assess the senior projects. This would provide an assessment tool for the program. Allowing faculty the opportunity to see what projects students are developing provides an insight into the program’s strengths and weaknesses.
IDES 483 Senior Project—Seniors develop a comprehensive project during their final semester in the program. Students present their projects in a public forum attended by outside professionals and faculty members from the School of Architecture and the Department of Interior Design. The department is currently developing further opportunities for project assessments. Developing a review of the projects during the week prior to graduation without the students present can provide an opportunity to evaluate the overall strengths and weaknesses of the curriculum.
Curriculum Summary
Bachelor of Fine Arts (BFA)
| Unit Type (UT) |
Number of Units (U) |
| Major (MA) |
74 |
| General Education (GE) |
46 |
| Design Elective (DE) |
3 |
| Unrestricted Electives (UE) |
5 |
| Work Experience (WE) |
0 |
| Minimum Total Units Required |
128 |
First Year
Fall Semester
| IDES 105 | Design Studio 1: Space | 3 |
| IDES 114 | Design Communication I | 3 |
| WRIT 113 | First-Year Academic Writing | 3 |
INDS ___
| Interdisciplinary Core Elective | 3 |
____ ___
| Unrestricted Elective | 3 |
____ ___
| Unrestricted Elective | 1 |
| Total Credit Hours: | 16 |
Spring Semester
| IDES 106 | Design Studio 2: Elements | 3 |
| IDES 115 | Design Communication II | 3 |
| FOUN 101 | Beginning Drawing | 3 |
| MDST 120 | Public Speaking | 3 |
| ENVT 220 | Environmental Studies | 3 |
LSCI ___
| Information Theory and Practice | 1 |
| Total Credit Hours: | 16 |
Second Year
Fall Semester
| IDES 207 | Design Studio 3: Experience | 3 |
| IDES 211 | Design Communication III | 3 |
| IDES 258 | Building Systems | 3 |
| FOUN 106 | Color Theory and Interaction | 3 |
| IDES 164 | Interior Design History 1 | 3 |
____ 2__
| Mathematics Elective | 3 |
| Total Credit Hours: | 18 |
Spring Semester
Third Year
Fall Semester
| IDES 259 | Tectonics 1: Material Logic | 3 |
| IDES 363 | Design Studio 5: Dwelling | 4 |
| IDES 454 | Construction Documents | 2 |
| PSYC 150 | General Psychology | 3 |
____ ___
| Natural Science with Lab Elective | 3 |
____ ___
| Work Experience | 0 |
| Total Credit Hours: | 15 |
Spring Semester
| IDES 365 | Lighting Design | 2 |
| IDES 382 | Design Studio 6: Branding | 4 |
| IDES 328 | Tectonics 2: Detail Design | 3 |
| | |
| ARTH 204 | History of Modern Art | 3 |
| Or | |
| ARTH 205 | History of Contemporary Art | 3 |
| | |
____ ___
| Humanities Elective | 3 |
____ ___
| General Education Elective | 3 |
| Total Credit Hours: | 18 |
Fourth Year
Fall Semester
Spring Semester
| IDES 451 | Professional Practice | 2 |
| IDES 483 | Senior Project | 5 |
____ 3__
| Upper Division General Education Elective | 3 |
____ ___
| Restricted Design Elective | 3 |
____ ___
| Unrestricted Elective | 1 |
| Total Credit Hours: | 14 |
Type:
IDES 451 and IDES 483: MA.
Upper Division General Education Elective: GE.
Restricted Design Elective: DE.
Unrestricted Elective: UE.
Program Minor Curriculum
Structures Minor for Interior Design Students
Interior Design Minor for Architecture Students
Interior Design Minor for Non-Architecture Students