CIDA Aggregate Data...CIDA Progress Report VCUQatar—Department of Interior Design March 1, 2015...

CIDA Aggregate Data

VIRGINIA COMMONWEALTH UNIVERSITY-QATAR BACHELOR OF FINE ARTS IN INTERIOR DESIGN

STUDENT ACHIEVEMENT DATA

Job Placement: 44% of the students that graduated in May 2013 were employed by January 1, 2014.

Acceptance into Graduate Programs: One student from May 2013 graduating class who applied to graduate school—Master of Fine Arts, VCUQ—was accepted.

Graduation Rates: 32% of the students from the class of 2013 graduated in 4 years. This low graduation rate might be explained by the fact that many seniors complete their internship during the summer semesters. If the graduation rate is calculated, including the summer semesters, the graduation rate will be much higher.

Retention/Attrition:

100% of the students enrolled during the spring 2013 semester returned in fall 2013,

putting attrition at 0%.

CIDA Interim Report

Council for Interior Design Accreditation Progress Report Virginia Commonwealth University in Qatar Interior Design Program Bachelor of Fine Arts Date of last accreditation decision: April 2012 Standards in use at the time of the last visit: Professional Standards 2011 Next site visit: Spring 2018 Report Submitted by: _____Cherif A mor_______________________________________ (Signature) Name and title: Cherif Amor, Ph.D, EDRA, IDEC & IIDA Chairperson Address: Virginia Commonwealth University in Qatar Interior Design Department School of the Arts in Qatar PO Box 8095 Doha, Qatar Office Telephone: (974) 4402 0588

E-mail Address: [email protected]

Institutional and Program Data CIDA Progress Report VCUQatar—Department of Interior Design March 1, 2015 When preparing the electronic copy of the report, insert documentation that the program is meeting the following program/institutional eligibility requirements:

• The program is housed within an institution that is accredited by

o An institutional accrediting body that is recognized by the U.S. Department of Higher Education, or

o A provincial ministry of education in Canada, or o The appropriate higher education agency or authority in the institution’s country of origin.

• A minimum of thirty semester credit hours of diverse college-level liberal arts and sciences is required for graduation from the program. These credit hours must be attained from an institution that has been recognized by the appropriate institutional accrediting body; they may be taken prior to or concurrently with discipline-specific course work.

• Link demonstrating that the program collects and publishes reliable information regarding student achievement, including aggregate data addressing attrition and retention, graduation rates, job placement rates, and acceptance into graduate programs.

Institutional and Program Data CIDA Progress Report VCUQatar—Department of Interior Design March 1, 2015

Type of institution (Check one)

Public Private, non-profit Private, for-profit

Size of population where the institution is located (Check one)

Population of 250,000 or more persons Population of 50-250,000 persons Population under 50,000

Total enrollment for the institution on the campus where the program is located

318

Academic year of this report

2015

Current Council for Interior Design Accreditation status (Check one)

Accredited Not accredited On probation

Check all institutional accreditation(s) Accrediting Commission of Career Schools and Colleges of

Technology Accrediting Council for Independent Colleges and Schools Distance Education and Training Council Middle States Association of Colleges and Schools North Central Association of Colleges and Schools New England Association of Schools and Colleges Southern Association of Colleges and Schools Western Association of Schools and Colleges National Association of Schools of Art and Design Provincial Ministry of Education Other (specify)

__ _______________________________________

Check other specialized accreditations or endorsements for the interior design program and/or unit

National Association of Schools of Art and Design National Kitchen and Bath Association American Association of Family and Consumer Sciences,

Council for Accreditation National Architectural Accrediting Board Other (specify)

_ ________________________________________

Which classification best describes your institution:

Doctoral/Research Universities* Master's Colleges and Universities Baccalaureate Colleges and Universities Baccalaureate/Associates Colleges Associates Colleges Not applicable


Primary institutional mission (Check one)

Teaching * Service Research

*VCU Richmond is a doctoral institution, but VCUQatar’s primary mission is teaching and offers an MFA of Design as its highest degree.

Academic unit housing program (Check one)

Architecture Art Design Fine Arts Interior Design Human Ecology Engineering/Technology Other (specify)

__ _________________________________________________

Name of College or School (within the institution that houses the program)

Interior Design Department

Division, if applicable, or unit name where the program is housed

Department, if applicable, or unit name where the program is housed

Identify the three most influential factors impacting change to the program curriculum where 1 indicates the most influential

Administration Facilities 1 Faculty Finances 2 Council for Interior Design Accreditation

Standards Industry trends Societal trends 3 Student demographics Practitioner feedback Research Advisory Board Student assessment Other (specify)

Degree(s) offered by the accredited program or program seeking accreditation (list only those degrees eligible for accreditation review)

Bachelor of Fine Arts (BFA)


Degree(s) or certificate(s) offered by the program but not eligible for accreditation review

N/A

Program length; total credit hours required for graduation, including liberal arts and electives. (Indicate in the units used by institution)

122 Semester hours Quarter hours Trimester hours


Total liberal arts and sciences/general studies hours required to complete the program. (Indicate in the units used by institution)

31 Semester hours Quarter hours Trimester hours

Of the total number of credit hours required for graduation, how many are elective credits in the program. (Indicate in the units used by institution)

9 Semester hours—6 SCH LAS and 3 SCH Design/Art Quarter hour Trimester hours

How often do practicing professionals (including jurors, project critics, guest lecturers, and mentors) participate in the program?

1-3 times per semester/quarter 4-6 times per semester/quarter 7-9 times per semester/quarter more than 10 times per

semester/quarter

Rate whether the number of practicing professionals who participate in the program is adequate (check one)

Inadequate Adequate 1 2 3 4 5

Is work experience (internship, co-op) required? If yes, indicate the minimum number of clock hours needed to fulfill this requirement. .

Yes No

120 hrs

If work experience (internship, co-op) is elective, what percentage of students complete this?

N/A %

Are students required to take business courses from units outside the program? If yes, indicate the number of credit hours needed to fulfill this requirement.

Yes No

Does the curriculum include a service learning or community service requirement? If yes, indicate the required clock hours or measure of participation.

Yes No

Is any of the curriculum provided through distance learning? If yes, list the courses and indicate whether required (R) or elective (E). Indicate with an * the courses that are also offered on site.

Yes No

If there is a maximum number of credit hours that may be taken by distance education, indicate the amount.

N/A

Semester hours

Quarter hours Trimester hours


What percentage of students transfer from other institutions into your program?

5 %

Do you have any formal articulation agreements in place with those institutions?

Yes No

Number of students who are enrolled in the interior design program in the current academic year: Full Time Part Time First year/freshmen 0

0

Second year/sophomores 21

0

Third year/juniors 17

0

Fourth year/seniors 24

0

Fifth year if applicable

Total enrollment for the current academic year

62

0

Estimate the percentage of students enrolled (include all students for all years) in the interior design curriculum who fall into the following categories (each section should equal 100%): Residents of the state/province

N/A %

Nonresidents of the state/province

N/A %

Nonresident aliens (international students)

N/A %

Total 100%

Male 7 %

Female 93 %

Total 100%

Institutional and Program Data CIDA Progress Report VCUQatar—Department of Interior Design March 1, 2015 As per VCUQatar’s Registrar: VCU does not collect the present data.

Black, non-Hispanic N/A %

American Indian or Alaskan Native N/A %

Asian or Pacific Islander N/A %

Hispanic N/A %

White, non-Hispanic N/A %

Other N/A %

Total 100%

Traditional age students 95 %

Returning adult students 5 %

Total 100%

Students with previous baccalaureate degrees

1 %

Students with previous associate degrees

0 %

How many students completed the program and graduated in each of the last three academic years?

16 2013-14 17 2012-13 19 2011-12

How many graduates from the past year are employed as interior designers? If known, indicate in the specializations listed.

Health care Hospitality Retail Corporate Residential Unknown, but interior design

How many students who completed the program during the past academic year are continuing their education in a graduate program?

Interior design Architecture Business 8 Other (Architecture/interior design firms)


What is the average student to faculty ratio in interior design studios?

10 : 1 Students Faculty

Total full-time faculty members for the interior design program

8

Total adjunct, part-time, and support faculty members or instructional personnel for core courses of the program (If there is change from year to year, provide an average of the past three years and indicate that the total is an average.)

Salary range for full-time faculty in the program (annual salary)

$ 98,317 to $ 148,524 Figures include offshore compensation, but not housing and other emoluments.

Full-time faculty members Name Highest

Degree MA, MS, Ph.D.

Discipline of degree

PassedNCIDQ

Full-time practitioner and/or faculty experience (specify number of years for each) FT Practice FT Faculty

Professional Society Memberships (list all)

Cherif Amor PhD Interior and Environmental Design

No 7 years independent contractor

27 IDEC, EDRA, and IIDA

Johan Granberg PhD Architecture No 14 29 None Kevin Woolley PhD Instructional

Technology Yes 15 15 IDEC and

EDRA Li Han MS Interior Design Yes 14 11 IDEC Liam Colquhoun MS Interior Design No 7 11 IDEC

Maja Kinnemark BA Design No 4 8 IDEC Matthew Holmes-Dallimore MA Interior Design No 13 10 IDEC Does the state or province in which the program is located regulate the interior design profession and/or require licensing of interior designers? Yes No

Significant Program Changes

In this section, the program should address any significant program changes that have occurred since the previous accreditation review, what impact those changes have had, and any significant program changes occurring in the future. Significant program changes may include, but are not limited to:

• any change in the established mission or objectives of the program, The department mission statement and objectives remained the same. future prospects: I started to address the necessity to develop a new vision and mission statement for the Interior Design program (IDES) program, but as we were in the process of developing, at larger scope, the Virginia Commonwealth University Strategic Plan, I saw the necessity to postpone the development of the IDES vision and mission statements until the VCUQ strategic plan is completed. This will constitute one of our tasks for the 2015 academic year. The revision of the vision and mission is driven by 1) the newly established VCU-Q Strategic Plan; 2) WEAVE—VCU Annual Quality Review assessment guidelines; and 3) the rapidly developing region and accompanying design emerging trends.

• a change in the program head, Yes, Cherif Amor is the new Department Chair. Cherif joined the IDES program September 2013.

• substantive changes in the program faculty, Yes. Cherif Amor joined the program as department chair including teaching one course per semester. Assistant Professor Brett Kearney resigned in August 2013. Maysaa Al-Mumin was hired, fall 2014 and spring 2014, as an adjunct professor to assume Brett’s teaching load. Mohamed Suleiman and Sandra Dold were hired, fall 2014 and spring 2015, to assume the vacant teaching position. We have a current search to replace Brett’s position, but for institutional budget cuts, we are temporary putting the position on hold. This will not impact the achievement of the program goals. Kevin Woolley has successfully defended his dissertation titled ‘Exploring Heuristic Approaches to Project Learning: A Case Study on Students Experiencing the Design Process’ from New Mexico State University, Las Cruces, New Mexico. Johan Granberg has successfully defended his dissertation titled “Design as Didactic Systems” from Melbourne Royal Institute of Technology.

• a substantive change in status with the institutional accrediting body, No Changes

• significant changes in curriculum, budget, or enrollment, Budget cut: we learned recently that the institution is planning a budget cut. While we do know that certain searches for teaching positions have been put on hold, the exact budget cut percentage is not known yet. This will not impact program goals. Also, the enrollment remained steady, with meager fluctuation, see data below. 2012 total enrolled in IDES [61] Male [4] Female [57] Qatar [27] 44%


2013 total enrolled in IDES [57] Male [4] Female [53] Qatar [22] 39% 2014 total enrolled in IDES [62] Male [4] Female [58] Qatar [17] 27%

• a substantive change in the length of the program, No Changes

• a change in the program affiliation within the institution, such as reassignment to another department, No Changes

• a change in institutional affiliation, such as a change in ownership, No Changes

• a change to the award of a higher degree or credential, No Changes

• a change in delivery method of interior design coursework, for instance from site-based delivery to on-line delivery of courses.

No Changes The program is asked to respond to the following:

1) Have any significant program changes occurred since the previous accreditation review? If so, have these

changes impacted the program, and what steps have been taken to ensure continued program quality? Establishment of the Interior Design Advisory Board (spring 2015) The establishment of the advisory board for the IDES program was a critical for the

accomplishment of many of the IDES activities/tasks. The purpose of the advisory board is to support the program pedagogically, financially, and outreach. For instance, this board will provide hands-on projects, serve as guest critiques, guest lectures (expertize on local codes and emerging industry trends), and support financially some of the department initiatives such as fieldtrips, development of visiting scholar program, and others. Likewise, the board will facilitate an eventual connection with other design institutions. This board will meet twice a year with department chair and ID faculty. The board is constituted of 4 international design firms, 4 local design firms (alumni) and 4 institutions that are dealing with art and design, including but not limited to Ashghal-Public Work Authority, QF-Capital Projects, etc. The board operates under well-established by-laws.

Establishment of the Chair Students Advisory Council (Fall 2014) The CSAC is composed of 12 students, four students from each level—sophomore, junior, and

senior. The CSAC meets as per the needs of the IDES program and department chair’s needs. The purpose of the CSAC is to proffer a platform for students to share their reflections and overall feelings about our departmental activities, including but not limited to strengths, weaknesses, prospects, etc. Likewise, this council is to help with establishing a strategy to energize and incentivize students to be proactive in VCUQatar, Education City, and with community outreach.


Senior Exit Interview (Fall 2014) The senior exit interview was established to collect feedback from seniors. The exit

interviews proffered an excellent platform for the sophomores, juniors, and senior students to address program strength and deficiencies.

Establishment of the Department Newsletter (Fall 2014) This is a communication outlet to facilitate reaching out with our alumni, students’ parents, local

design industry, IDES VCU-R, and other stakeholders. The purpose of the newsletter is to expose VCUQ IDES activities, accomplishments, and future prospects, including students and faculty. The first issue of the newsletter was forwarded to the community at the beginning of the 2014 fall semester.

New: Art History Program The establishment of the Art History program is paving the way for the Interior Design students

for a minor in the arts, but also permitting more flexibility in the provision of art/design pool of elective courses students can opt for.

2) Are any significant program changes occurring in the future? If changes have the potential to impact the

program, what steps will the program take to ensure continued program quality during the transition?

As a new Chair, and while no major changes are in perspective, work has already started and I am planning department retreats to further address the following issues to ensure compliance(s) and growth. It should be noted that the new vision and mission might generate some new directions that would have an impact on the program. Subsequent reports will indicate finding and impact(s).

1. Revision of the Department vision and mission statements 2. Adjustment of IDES program learning outcomes with VCUQ new Strategic Plan 3. Continue to study the program strengths and weaknesses (Department Challenges and

Opportunities) 4. Correlation of WEAVE assessment—VCU institutional assessment protocol—and CIDA

compliance guidelines 5. Involvement of the Advisory Board—emerging trends, outreach, and students professional

development 6. Faculty Evaluation Matrices—Teaching, Research and Service—for Self-Evaluation and

Reports 7. Study the involvement of the Chair Student Advisory Council in department activities 8. Develop a strong teaching and research collaboration with VCUarts--Interior Design

Department

Progress Related to CIDA Accreditation Review

12

Standard 1. Mission, Goals, and Curriculum The interior design program has a mission statement that describes the scope and purpose of the program. Program goals are derived from the mission statement and the curriculum is structured to achieve these goals.

For all expectations that fell below the required level of achievement, please respond to the following two questions:

1. What steps has the program taken to improve this area? 2. How has the program evaluated the effectiveness of these steps, and what outcomes demonstrate

progress toward meeting the expectation?

The following expectation was not achieved: d) The curriculum follows a logical sequence and achieves the program mission and goals.

As a new department chair, after review of program strengths and weaknesses, I am planning to address the present parameter at three core curriculum courses: sophomore level (IDES 201), junior level (IDES 301), and senior level (IDES 401). To ensure compliance, a special attention will be paid to projects’ size, scope, and complexity while taking into account courses learning outcomes. A curriculum map has been developed to address specifically the correlation between learning outcomes and CIDA standards.

Revisions are not implemented yet.


13

Standard 4. 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 support human behavior within the interior environment.


1. What steps has the program taken to improve this area?

2. How has the program evaluated the effectiveness of these steps, and what outcomes demonstrate progress toward meeting the expectation?

The following expectation was not achieved: The interior design program includes: e) opportunities to solve simple to complex design problems.

I am planning to address the present parameter at six core curriculum courses: at sophomore level, Introductory Interior Design Studio I and Introductory Interior Design Studio II (IDES 201 and 202); at the junior level, Interior Design Studio I and Interior Design Studio II (IDES 301 and 302); and at the senior level, Senior Interior Design Studio I and Senior Interior Design Studio II (IDES 400 and 401). To ensure compliance, a special attention will be paid to projects’ level of complexity while taking into account courses learning outcomes. Besides projects’ increase in size, by increments from the sophomore to senior levels, examples of complexity can be addressed using the following influences: diversity; cultural and socio-economic sensitivity; gender and age needs; neurotypical vs. neurodiverse needs (ADHD, ASD, Dementia, etc.), sustainability, and collaboration/partnership with end users/operators/other stakeholders.

Revisions are not implemented yet.


14

Standard 7. Professionalism and Business Practice 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.




The following expectations were not achieved: Students understand: e) professional ethics.

The interior design program provides exposure to the role and value of: h) professional organizations.

I am planning to address 1) understanding of professional ethics and 2) exposure to the role and value of professional organizations at three levels—sophomore, junior and senior, respectively in 1) Fundamentals of Interiors (IDES 231), 2) Interior Materials and Textiles (IDES 321), and 3) Interior Internship (IDES 493). Professional ethics and professional organizations will be introduced in the sophomore year (IDES 231) and supported in the junior level (IDES 321) and further reinforced in the Interior Internship (IDES 493). It should be noted that there are no professional organizations for interior designers currently practicing in Qatar. However, students will be exposed to various international organizations, including but not limited to IDEC, RIBA, AIA, Qatar Green Building Council (QGBC), LEED, EDRA, IIDA, ASID, and others. Revisions are not implemented yet.


15

Standard 9. Space and Form Entry-level interior designers apply elements and principles of two- and three-dimensional design.




The following expectation was not achieved: Students effectively apply the elements and principles of design to:

a) two-dimensional design solutions.

I am planning to address “two dimensional design solutions” in the sophomore, junior and senior levels. Students will be introduced to sketching, rendering, perspective drawing, and presentation formats, in Interior Graphics (IDES 211). The concept will be reinforced in Interior Advanced Interior Graphics (IDES 311) whereby students will be exposed to parti diagrams, adjacencies, and circulation. The overall concept including sketching, rendering, perspective drawing, to address space planning will be further supported in the junior level--Interior Design Studio I and II (IDES 301 and 302)—and senior level in Senior Interior Design Studio I and Senior Interior Design Studio II (IDES 400 and 401). Important to note the present indicator will be underscored in all projects phases—conceptual, schematic, preliminary, and final, with more emphasis on the schematic and preliminary phases. Revisions are not implemented yet.


16

Standard 10. Color Entry-level interior designers apply color principles and theories.




The following expectation was not achieved: Students: c) appropriately select and apply color with regard to its multiple purposes.

I am planning to address “The selection and application of color relative to its multiple purposes” in the sophomore, junior and senior levels. Students will be introduced to color application in Interior Graphics (IDES 211), to include materials and finishes. This indicator will be supported in the Materials and Textile course (IDES 321), with emphasis on color material application. In Color and Lighting Systems (IDES 323) student will be exposed to the correlation of color to light underscoring the importance of Light Reflectance Values (LRV’s), Color Rendering Index (CRI) and Color Temperature (CCT). In the junior level—Interior Design Studio I (IDES 301) and Interior Design Studio II (IDES 302), color schemes, themes and psychology will be addressed taking into account 1) cultural influences (African, European, American, and Middle Eastern), 2) application influences (i.e., residential, retail, commercial, and healthcare), and 3) stylistic color precedents to include classical, modern, postmodern, and deconstructivist influences. Color selection and application will be further reinforced and illustrated in the Senior Interior Design Studio I (IDES 400) and Senior Interior Design Studio II (IDES 401). Revisions are not implemented yet.


17

Standard 15. Assessment and Accountability The interior design program engages in systematic program assessment contributing to ongoing program improvement. Additionally, the program must provide clear, consistent, and reliable information about its mission and requirements to the public.




The following expectations were not achieved: a) The program regularly monitors the placement of graduates and uses the information for program

assessment.

b) Effective and regular methods are in place to gather internal and external feedback from a variety of groups in assessing program goals. To address the “placement of graduates and uses of information for program assessment”, Virginia Commonwealth University in Qatar has established a new online exit interview to monitor graduates placement, professional development, and outreach. Likewise the establishment of the Interior Design program 1) Chair Students Advisory Council and 2) Senior Exit Interviews find impetus in monitoring placement of graduates, among other objectives. To address the “methods to gather internal and external feedback from a variety of groups to assess program goals”, the Interior Design program uses 1) the Chair Students Advisory Council 2) the Senior Exit Interview, 3) the advisory board (1/3 of membership are alumni), 4) the Annual Quality Review (AQR) and 5) the Write, Establish, Assess, View, and Effect (WEAVE) reports. The WEAVE institutional assessment tool is used as a road map to address curriculum (student learning outcomes, measures, targets, and findings), and the AQR addresses five standards—program goals and mission, outcomes, curriculum, assessment process, and improving student learning. Revisions were completed in February 2015. Findings and impact(s) will be shared in subsequent reports.


18

Standard 16. Support and Resources The interior design program must have a sufficient number of qualified faculty members, as well as adequate administrative support and resources, to achieve program goals.




The following expectation was not achieved: A majority of faculty members and other instructional personnel with interior design studio supervision have:

b) passed the complete National Council for Interior Design Qualification exam.

To address the compliance with the National Council for Interior Design Qualification for faculty teaching studio courses, the ongoing interior design position requires, among other requirements, the necessity to have passed the NCIDQ exam, or at least willing to take it. Also, one interior design faculty was requested to take the exam and he is willing to do so.

ARTF 115 Art History Survey 3ARTF 131 Drawing Studio 3ARTF 132 Surface Research 3UNIV 111 Focused Inquiry I (univ core) 3MATH 131 Intro to Cont Math (univ core–quant. literacy) 3UNIV 101 Introduction to the University 1 1

16

ARTF 116 Art History Survey 3ARTF 133 Space Research 3ARTF 134 Time Studio 3ARTF 139 Project 1UNIV 112 Focused Inquiry II (univ core) 3Approved natural/physical science (univ core) 3--4

16-17

UNIV 200 Writing and Rhetoric or equivalent (univ core – research and academic writing) 3IDES 201 Introductory Interior Design Studio I 4IDES 211 Interior Graphics I 3IDES 231 Fundamentals of Interior Design 3IDES 251 Historic Environments: Ancient thru 19th C. 3

16

General education elective 3IDES 202 Introductory Interior Design Studio II 4IDES 212 Interior Graphics II 3IDES 311 Advanced Interior Graphics I 3IDES 321 Interior Materials and Textiles 3

16

ENGL 215 Textual Analysis (univ core – humanities/fine arts) 3IDES 301 Interior Design Studio I 3IDES 312 Advanced Interior Graphics II 4IDES 323 Light and Color in Interior Environments 3IDES 422 Building Systems 3IDES 493 ID Internship (this can be taken during the fall or spring semester) 3

19

General education elective 3ENGL 388 Writing in the Workplace 3IDES 302 Interior Design Studio II 4IDES 252 Historic Environments 20 thru 21th C. (IDES 370) 3IDES elective (IDES 421--Construction Documents) 3IDES 493 ID Internship (this can be taken during the fall or spring semester) 16

Approved social/behavioral science (univ core) 3IDES 330 The Business of Design 3IDES 400 Senior Interior Design Studio I 4IDES 441 Senior Seminar I 2

12

Art/design open elective (Any ARTS, GDES, FDES, IDES or PAPR Course) 3IDES 401 Senior Interior Design Studio II 4IDES 442 Senior Seminar II 2

9Total credits 121

FALL

SPRING

SPRING

VCU-QatarIDES Curriculum Sequencing

FALL

SPRING

FALL

SPRING

FALL

FRESHMEN

SOPHOMORE

JUNIOR

SENIOR

CIDA Progress Report VCUQatar—Department of Interior Design March 1, 2015 For the link relative to information demonstrating that the program collects and publishes reliable information regarding student achievement, including aggregate data addressing attrition and retention, graduation rates, job placement rates, and acceptance into graduate programs, see URL: http://www.qatar.vcu.edu/interiordesign The above link includes but it is not limited to:

• Why Study Interior Design • Curriculum Overview • Faculty • Alumni • Fieldtrips and Workshops • Opportunities • Visiting Artists

http://www.qatar.vcu.edu/interiordesign

CIDA Progress Report VCUQatar—Department of Interior Design March 1, 2015

Section 1. Program Eligibility Insert documentation demonstrating the program meets the following program/institutional eligibility requirements: • The program is housed within an Institution that is accredited by:

An institutional accrediting body that is recognized by the U.S. Department of Higher Education, or A provincial ministry of education in Canada, or The appropriate higher education agency or authority in the institution’s country of origin.

Response: Interior Design is listed in the online NASAD Directory of Accredited Institutional Members, including all programs offered at Virginia Commonwealth University's main campus and VCU's branch campus in Qatar. This information can be accessed through the URL: http://nasad.arts-accredit.org/index.jsp?page=List_Accredited_Members

http://nasad.arts-accredit.org/index.jsp?page=List_Accredited_Members

http://nasad.arts-accredit.org/index.jsp?page=List_Accredited_Members

NASAD Report

Bachelor of Fine Arts in Interior Design Renewal of Final Approval Cheriif Amor, Chair Statement of Purpose: The VCU Qatar Interior Design Department fosters a culturally diverse learning and teaching experience. While imparting core competencies, the department encourages creativity, innovation, and leadership, in those who seek to design the environment of the future in this rapidly developing region of the Middle East. Curricular Table:

Major Requirements –Studio Courses IDES 201 Introductory Interior Design Studio I 4 SCH IDES 202 Introductory Interior Design Studio II 4 SCH IDES 211 Interior Graphics I 3 SCH IDES 212 Interior Graphics II 3 SCH IDES 231 Fundamentals of Interior Design 3 SCH IDES 301 Interior Design Studio I 4 SCH IDES 302 Interior Design Studio II 4 SCH IDES 311 Advanced Interior Graphics I 3 SCH IDES 312 Advanced Interior Graphics II 3 SCH IDES 400 Senior Interior Design Studio I 4 SCH IDES 401 Senior Interior Design Studio II 4 SCH IDES 441 Senior Seminar I (capstone) 2 SCH IDES 442 Senior Seminar II (capstone) 2 SCH IDES 493 Interior Design Internship 3 SCH 46 SCH Major Requirements—Theory Courses IDES 422 Building Systems 3 SCH IDES 321 Interior Materials and Textiles 3 SCH IDES 323 Light and Color in Interior Environments 3 SCH IDES 330 Business of Design 3 SCH IDES 370 Design History: 20th and 21st Centuries 3 SCH IDES 421 Construction Documents 3 SCH IDES 251 Historic Environments I 3 SCH 21 SCH

Major Requirements

—Studio Courses

Major Requirements

—Theory courses

Collateral Requirements

—ART F. Courses

Gen. Education

Requirements—

LAS Courses

Electives Gen Ed. & Art/Design

Total

46 SCH 21 SCH 21 SCH 24 SCH 9 SCH 121 SCH

39% 17% 17% 20% 7% 100%

Collateral Requirements—ART F. ARTF 115 Art History Survey 3 SCH ARTF 116 Art History Survey 3 SCH ARTF 131 Drawing Studio 3 SCH ARTF 132 Surface Research 3 SCH ARTF 133 Space Research 3 SCH ARTF 134 Time Studio 3 SCH ARTF 139 Project 2 SCH UNIV 101 Introduction to University 1 SCH 21 SCH General Education--LAS UNIV 111 Focused Inquiry I 3 SCH UNIV 112 Focused Inquiry II 3 SCH UNIV 131 Intro to Cont Math 3 SCH UNIV 200 Writing and Rhetoric 3 SCH UNIV 215 Textual Analysis 3 SCH UNIV 303 Writing in the Workplace 3 SCH Approved natural/physical sciences 3 SCH Approved social/behavioral sciences 3 SCH 24 SCH Electives General Education Elective 6 SCH Design/Art Elective 3 SCH 9 SCH Essential Competencies The interior design program is accredited by the Council for Interior Design Accreditation (CIDA). The accreditation guidelines include 16 standards. The curriculum map, student learning outcomes, and assessment tools are directly derived from the CIDA standards:

1. Mission, Goals, and Curriculum 2. Global Perspective for Design 3. Human Behavior 4. Design Process 5. Collaboration 6. Communication 7. Professionalism and Business Practice 8. History 9. Space and Form 10. Color and Light 11. Furniture, Fixtures, Equipment, and Finish Materials 12. Environmental Systems and Controls 13. Interior Construction and Building Systems 14. Regulations 15. Assessment and Accountability 16. Support and Resources

Assessment of compliance with NASAD Standards The curriculum offers incremental learning steps to address conception and design principles. This takes place in IDES 201 and IDES 202 (sophomore level), IDES 301 and 302 (junior level), and IDES 400 and 401 (senior level). Projects increase in size, complexity, and scope as the student progresses through the curriculum.

Design elements and principles are covered in IDES 211 Interior Graphics I, IDES 231 Fundamentals of Interior Design, and IDES 311 Advanced Interior Graphics. Each course has well-defined learning objectives that are bridged to the previous learned concept and facilitate subsequent courses. All courses are following the IDES curriculum map and build upon one another to culminate in design portfolios at the junior and senior years.

Design Color principles for residential and non-residential projects are learned in theory and studio-based courses. IDES 231 Fundamentals of Interior Design introduce the students to the basics and theories of color, color perception, and color themes. In studio courses, IDES 301, 302, and 400, students are exposed to the influence of style, culture, and application (residential, retail, healthcare, office environments) on color themes and schemes.

Technical issues of human factors and elements of behavior are addressed in the core IDES curriculum courses (IDES 201, 202, 301, 302, 400, and 401). Each project in these courses includes different project development phases—conceptual, schematic, preliminary and final. The programmatic and behavioral data is generated in the conceptual phase, while issue such sustainability, ADA, anthropometrics/ergonomics, wayfinding, universal design, and other concepts, as per the learning objective of the course are addressed in the schematic, preliminary and final phases.

Knowledge of Technical Aspects of construction and building systems is primary addressed in IDES 323 Light and Color in Interior Environments and IDES 422 Building Systems. Codes, contract documents, schedules, regulations, environmental systems, human health and safety are further applied in the studio courses depending on the specifics of the learning objectives as per each course.

The ability to communicate—hear, understand, and respond to the broad range of professionals is addressed in IDES 211 Interior Graphics I and IDES 311 Advanced Interior Graphics with emphasis on manual drafting (techniques, conventions, and lettering) and freehand sketching. In IDES 212 Interior Graphics II and IDES 312 Advanced Interior Graphics II, students develop alternative digital tools for drafting, rendering and modeling. Students develop verbal, written, and representational techniques in their studio courses as they have to present their project outcomes to their faculty or guest critiques.

Functional Knowledge, including but not limited to furniture installation plan, finish installation plan, schedules, and specification of furniture, finishes, and equipment is addressed in IDES 321 Interior Material and Textiles, IDES 251 Historic Environments: Ancient through 19th, and IDES 370 Historic Environments: 20th and 21st Century. These concepts are further enhanced and applied to core studio courses projects.

Acquisition of Collaborative Skills: the IDES curriculum offers ample possibilities for collaboration with academia and industry. This parameter is addressed in IDES 323 Lighting Systems, IDES 324 Furniture Design, and IDES 302 Interior Design Studio II. It is further enhanced in other junior and senior studio courses. As per the guidelines of CIDA Standard 5, IDES students are exposed to learning experiences that engage students in collaboration, consensus building, leadership, team work, and interaction with multiple disciplines representing a variety of points of view and perspectives. Important to note that the IDES program is provided with an industry advisory board that facilitates collaborative projects with industry. Functional knowledge of history of art, architecture, and decorative arts is addressed primarily in IDES 251 Historic Environments: Ancient through 19th, and IDES 370 Historic Environments: 20th and 21st Century, in which students are exposed to movements and periods in interior design, movements and traditions in architecture, and stylistic movements and periods of art. These concepts are further enhanced in studio courses as the students apply historical precedents to inform design solutions.

Functional knowledge of business practices is introduced in IDES 231 Fundamentals of Interior Design and further applied in IDES 330 The Business of Design. This experience culminates with IDES 493, whereby students will have ample knowledge of various types of design practices, business development, strategic planning, professional ethics, as well as the contribution of interior design to contemporary society.

The ability to gather information, conduct research, and apply research to design projects is addressed in the IDES core curriculum courses including but not limited to IDES 201, 202, 301, 302, 400, and 401. The conceptual research phase of each project requires the use of different research methodologies—case studies, literature review, interviews, photographic testimony, and participant observation. The findings of these methodologies are used to address projects design compositions.

The program offers three pedagogic strategies to involve students in learning and applying design skills beyond the classroom environments 1) sophomore and junior portfolio reviews are judged by industry review panels, 2) internship course to familiarize students with professional life—IDES 493, and annual field trips to major art, architecture, and design attractions. For instance, the last three years the program offered organized fieldtrips to Thailand, Paris, Reykjavik, and Dubai.

The interior design program has recently established an advisory whose mission is to support the program pedagogically inculcating different practice experiences and governmental regulations. The board is constituted of 4 international design firms, 4 local design firms, (alumni) and 4 institutions that are dealing with art and design, including but not limited to Ashghal-Public Work Authority, QF-Capital Projects, and Qatar Museum Authority. Essential Resources-based Opportunities The interior design studios are conveniently located to ensure all studios are adjacent paving the way for collaboration between sophomore, junior, and senior levels. The interior design studios provide dedicated work stations for each student, pin-up space, supplemental desktop computers,

plotters, scanners, printers, digital projectors, and white boards. Adjacent corridors have dedicated ID tack boards for presentation and display as well as lounge areas.

The library is strategically located at the ground floor level and serves several art and design departments. The general collection includes nearly 40,000 books and academic monographs relating to art, design, architecture, art history, and other subjects. The print periodicals include 200 print magazines, journals, newspapers, and newsletter titles. Almost all of our print titles and back files are available in full text online from library databases. Furthermore, the VCUQatar Library contains two dynamic and exciting services and resources to support student and faculty creativity in art and design across the curricula. These "Labs" are the Materials Library and the Innovative Media Studio. The library is open every day from 8:00 am – 8:00 pm and closed on Friday, and from 10:00 am—6:00 pm on Saturday.

The facility includes a digital fabrication lab, woodshop, 3D digital imaging lab, 3D Video Wall, laser cut/CNC machine, and 3D printing (Additive Manufacturing AM). A separate space within the building is dedicated to a materials library with a full-time curator. The building also includes Technology Services department that is responsible for implementing and supporting the use of technology around campus.

The department includes seven full-time interior design faculty members that teach the majority of the courses and two adjunct members. Four out of the eight faculty members who teach interior design studios hold an interior design degree. The diverse faculty origins bring depth and breadth to the program, representing a broad range of backgrounds and academic and professional experiences. Likewise (as indicated in item Essential Competencies, Item N) the ID program benefits from the pedagogic service and outreach support of the recently established advisory board that includes but is not limited to serve as guest critique, guest lecturer, internship provider, outreach with local community, and overall service to the community.

Results

The present results included an overview of two academic years, since my acceptance of the present position, chair of the department (2013-1015). The overview included a review of the IDES curriculum sequencing and Student Learning Objectives (SLO’s). The discussions were held every other week of the semester as well as two department retreats, fall and spring. The meetings included all IDES faculty, with exceptional absences.

The discussion and evaluation revolved around 1) program curriculum sequencing, including but not limited to size, scope, and complexity; and 2) assessment of students’ learning objectives (SLO’s), as extrapolated from the Council for Interior Design Accreditation Standards.

1. Relative to Curriculum Sequencing: Deficiencies were raised including project size; i.e., detection of very small square footage projects at the senior year, which does not permit to generate a capstone inclusive project. 2) Project scope/applications: this was limited to retail environment; and 3) complexity: studio courses were found to address the same methodologies.

2. Relative to Student Learning Objectives: At the end of each spring semester, we conduct sophomore and junior portfolio reviews. The purpose is to highlight areas of strength and weakness using an extrapolation from CIDA standards and parameters. Upon completion of the portfolio review, faculty advisors meet, on an individual basis, with their respective advisees to underscore areas of strength and weaknesses.

Assessment

Several standards emerged as strengths in the overall review, chief among them:

• Environment Behavior and Design • Global Issues • Space form and color • Innovation and creativity

Program Weaknesses relative to student learning outcomes:

• Sustainability • Business of Design • Codes and Regulations • Furniture, Fixtures, Equipment, and Finishes

Plan

Relative to the curriculum map: a curriculum map has been generated to include learning objectives and correlated semesters and courses, using three learning levels: 1) awareness; 2) understanding; and 3) application. The map deciphers clearly the sequencing of courses, students learning objective, and observations. This is an ongoing task.

Likewise, instead of an emphasis on retail environments during the junior year; a strategy has been devised to include retail environments during the fall semester, and high end residential and hospitality applications during the spring semester. Hence, this has generated an overarching perspective on different applications including residential and non-residential.

Relative to student learning outcomes: few initiatives were devised to address the aforementioned limitations.

For the business of design limitation: the course used to be taught in collaboration with Fashion Design and Graphic Design. We requested the teaching of the course by an interior design faculty on a separate basis, which we succeeded. As a result the course is primarily taught to Interior Design students. Hence, the course learning outcomes have been revised to address the limitations. This is an ongoing task.

For the sustainability limitation: on a positive note, over the summer, we offered a sustainability course in conjunction with Qatar Green Building Council (QGBC) to teach the Leadership in Energy and Environmental Design LEED. 13 students took the course, 10 of them passed successfully the certification.

For the Furniture, Fixture and Equipment limitation: We have engaged in small projects that increase in complexity, through the program sequencing, to take care of commercial and non-commercial projects. The outcome of the projects should furniture and finish plans, schedules, and specifications. This is an ongoing task.

For the codes and regulations limitation: A more emphasis has been put on compartmentalization, movement, detection, exits, etc. The inclusion of a variety of design applications—residential, hospitality, retail, healthcare, etc.—is paving the way to address different codes and regulations as per the requirements of each application. This is an ongoing task.

To reinforce the above limitations, we have established an interior design Advisory Board. The purpose of the advisory board is to support the program pedagogically and to support outreach activities. For instance, this board is already providing hands-on projects, serving as guest critiques, guest lectures (expertize on local codes and emerging industry trends), and facilitating outreach needs. The board is constituted of 4 international design firms, 4 local design firms (mostly IDES alumni) and 4 local institutions that are dealing with art, design, and architecture, including but not limited to Ashghal-Public Work Authority, QF-Capital Projects, etc.

Results

The present results included an overview of two academic years, since my acceptance of the present position, chair of the department (2013-1015). The overview included a review of the IDES curriculum sequencing and Student Learning Objectives (SLO’s). The discussions were held every other week of the semester as well as two department retreats, fall and spring. The meetings included all IDES faculty, with exceptional absences.

The discussion and evaluation revolved around 1) program curriculum sequencing, including but not limited to size, scope, and complexity; and 2) assessment of students’ learning objectives (SLO’s), as extrapolated from the Council for Interior Design Accreditation Standards.

1. Relative to Curriculum Sequencing: Deficiencies were raised including project size; i.e., detection of very small square footage projects at the senior year, which does not permit to generate a capstone inclusive project. 2) Project scope/applications: this was limited to retail environment; and 3) complexity: studio courses were found to address the same methodologies.

2. Relative to Student Learning Objectives: At the end of each spring semester, we conduct sophomore and junior portfolio reviews. The purpose is to highlight areas of strength and weakness using an extrapolation from CIDA standards and parameters. Upon completion of the portfolio review, faculty advisors meet, on an individual basis, with their respective advisees to underscore areas of strength and weaknesses.

Assessment

Several standards emerged as strengths in the overall review, chief among them:

• Environment Behavior and Design • Global Issues • Space form and color • Innovation and creativity

Program Weaknesses relative to student learning outcomes:

• Sustainability • Business of Design • Codes and Regulations • Furniture, Fixtures, Equipment, and Finishes

Plan

Relative to the curriculum map: a curriculum map has been generated to include learning objectives and correlated semesters and courses, using three learning levels: 1) awareness; 2) understanding; and 3) application. The map deciphers clearly the sequencing of courses, students learning objective, and observations. This is an ongoing task.

Likewise, instead of an emphasis on retail environments during the junior year; a strategy has been devised to include retail environments during the fall semester, and high end residential and hospitality applications during the spring semester. Hence, this has generated an overarching perspective on different applications including residential and non-residential.

Relative to student learning outcomes: few initiatives were devised to address the aforementioned limitations.

For the business of design limitation: the course used to be taught in collaboration with Fashion Design and Graphic Design. We requested the teaching of the course by an interior design faculty on a separate basis, which we succeeded. As a result the course is primarily taught to Interior Design students. Hence, the course learning outcomes have been revised to address the limitations. This is an ongoing task.

For the sustainability limitation: on a positive note, over the summer, we offered a sustainability course in conjunction with Qatar Green Building Council (QGBC) to teach the Leadership in Energy and Environmental Design LEED. 13 students took the course, 10 of them passed successfully the certification.

For the Furniture, Fixture and Equipment limitation: We have engaged in small projects that increase in complexity, through the program sequencing, to take care of commercial and non-commercial projects. The outcome of the projects should furniture and finish plans, schedules, and specifications. This is an ongoing task.

For the codes and regulations limitation: A more emphasis has been put on compartmentalization, movement, detection, exits, etc. The inclusion of a variety of design applications—residential, hospitality, retail, healthcare, etc.—is paving the way to address different codes and regulations as per the requirements of each application. This is an ongoing task.

To reinforce the above limitations, we have established an interior design Advisory Board. The purpose of the advisory board is to support the program pedagogically and to support outreach activities. For instance, this board is already providing hands-on projects, serving as guest critiques, guest lectures (expertize on local codes and emerging industry trends), and facilitating outreach needs. The board is constituted of 4 international design firms, 4 local design firms (mostly IDES alumni) and 4 local institutions that are dealing with art, design, and architecture, including but not limited to Ashghal-Public Work Authority, QF-Capital Projects, etc.

VCUQ Strategic an IDES Initiatives

GOAL 1: CULTIVATE UNDERSTANDING ABOUT THE POTENTIAL AND VALUE OF ART AND DESIGN IN QATAR AND THE REGION

G.1 STRATEGY 1: DEVELOP PROJECTS AND INITIATIVES THAT TAKE VCUQATAR OUT

INTO THE COMMUNITY. INITIATIVE(S)

Partner with Interiors Qatar Exhibition that will be held February 2-5 in the Qatar National Convention Center (QNCC). ID students will participate in the IQ student challenge. Faculty will conduct CEU’s;

Develop a Memorandum of Understanding with QMA/other stakeholders for the provision of community projects;

Present and Exhibit at locations such as Mathaf Arab Museum of Modern Art, Msheireb Enrichment Center, Qatar Forum for Interior Design… paves the way to communicate faculty work to the wider audience.

IMPACT(S) Generate a symbiosis between academic and industry perspectives; Support students’ excellence through design competitions—benchmark in academia for

teaching excellence; Communicate and market faculty engagement and expertize;

HOW AND BY WHO Close collaboration with our alumnae and industry partners; Advisory Board two annual meetings to facilitate the present initiative; Co-Chaired initiatives

TIMELINE Academic year: 2014-2015 Academic year: 2015-2016

G.1 STRATEGY 2: DEVELOP STRONGER LINKS WITH PARTNER ORGANIZATIONS INITIATIVE(S)

Partner with QF Capital Projects and Ashghal (Public Works Authority) and/or Ministery of Municipality and Urban Planning;

Continue to develop stronger collaboration ….the ID Department has collaborated with various partner organizations such as Albaker Architects, Ibrahim Jaiddah (AEB), FITCH, Williams F1 Team (QSTP), and Green Gulf (QSTP), to name but a few. See advisory board membership composition

IMPACTS: Keep us current with design emerging trends and alignment with 2030 QNV; Support program with regulation compliance, see CIDA standard 14: “interior designers

use laws, codes, standards, and guidelines that impact the design of interior spaces”; Secure internships and job opportunities; Expand support for local artists and designers.

HOW AND BY WHO: Junior and senior students projects as they partner with different firms; Newsletter communication with the indicated partners; Direct communication with our partners and potential supporters; Department chair in collaboration with Junior and senior faculty.

TIMELINE: ACADEMIC YEAR: 2014-15

G.1 STRATEGY 3: RAISE THE PROFILE OF VCUQATAR THROUGH MEANS OF COMMUNICATIONS APPROPRIATE TO LOCAL CULTURE. INITIATIVE(S)

Development of ID Advisory Board, consisting of local professionals, alumnae, and so on, Establishment of the Department Newsletter for outreach and engagement; Track local design firms which are currently, or have in the past, provided student

internships; Develop media connections.

Impacts Generate a support network; Support the ID program with internships, guest lecturers, review of portfolios, etc.; Develop awareness of local culture inclinations and its impact on art and design.

HOW AND BY WHO: Advisory board meeting during the fall and spring semesters every academic year; Issue two newsletters – fall and spring; Chair’s responsibility.

TIMELINE: ACADEMIC YEAR: 2014-16

GOAL 2: ATTRACT, DEVELOP AND SUPPORT SELF-DIRECTED LIFELONG LEARNERS AND

CREATIVE INNOVATORS

G.2 STRATEGY 1: BUILD RELATIONSHIPS WITH INDIVIDUALS AT SCHOOLS AND COLLEGES THAT MIGHT

SERVE AS FEEDERS TO VCUQATAR.

INITIATIVES

Collaboration with VCUarts Department of Interior Design; Collaboration with Qatar University Department of Architecture; Collaboration with design programs and industry in China and RMIT in Melbourne.

IMPACTS: Enhance the learning experience through exposition to different perspectives; see CIDA

standard V: “interior designers engage in multi‐disciplinary collaborations and consensus building”.

Develop collaborative possibilities of teaching and research endeavors; Facilitate students exchange programs; Garner holistic understanding of the ID discipline.

HOW AND BY WHO: Include major happening in the VCUarts ID program in VCUQ ID program

Newsletter; Establish pedagogic collaboration—project/reviews/critics… Co-Chaired Assignment.

TIMELINE ACADEMIC YEAR: 2014-16

G.2 STRATEGY 2: OPEN/CHANGE THE CURRICULA TO INCLUDE GREATER OPTIONS FOR PERSONAL

DEVELOPMENT AND ENABLE STUDENTS TO [CHOOSE THEIR OWN ACADEMIC PATHS].

INITIATIVES

Maintain open structure of Studios;

Instill the philosophy “to teach is to learn” as one of the core values of the program; Revise curriculum to instill self-learning pedagogy Plan for Summer Elective courses (?) Balance individual and team teaching in the curriculum.

IMPACTS: Develop the habits of lifelong learners Provide opportunities for greater career choices through university studies; Develop expertise in broader areas of interior and environmental design; Garner diverse learning for a holistic understanding of the discipline.

HOW AND BY WHO:

Develop database that identifies potential alumni to support this initiative; Study the feasibility of summer electives—sustainability, building information

modeling, etc. (finances?) Build upon existing certificate programs, e.g., GSAS/QSAS Global/Qatar Sustainability

Assessment System. TIMELINE ACADEMIC YEAR: 2014-16

G.2 STRATEGY 3: FACILITATE UNDERGRADUATE RESEARCH THROUGH FUNDING AND OTHER TYPES OF

SUPPORT, AND PROMOTE ALIGNMENT OF RESEARCH WITH GRAND CHALLENGES

STIPULATED IN QNV 2030.

INITIATIVES

Generate an incentive for faculty to apply for the FRG, UREP, and NPRP that includes undergraduate student assistantship in their proposals;

Create student work-study opportunities in faculty research, see HBKU SEP program; Develop design programmatic phases that involve research phase before engaging into

the design phase. IMPACTS:

Enhance graduate program/post graduate students interest; Generate compliance with CIDA accreditation standards, see CIDA standard II: “interior

designers have a global view and weigh design decisions within the parameters of ecological, socio‐economic, and cultural contexts”;

Garner a student population that uses objectivity (evidence-based design) in addressing the formulation of project solutions.

HOW AND BY WHO Devise project statements with clear guidelines on the research phase and its

accompanying grading criteria; Sophomore, junior and senior levels; ID faculty teaching IDES 201, 301, and 400.

TIMELINE

ACADEMIC YEAR: 2014-16 G.2 STRATEGY 4: EXPAND INVOLVEMENT OF ALUMNAE IN RECRUITMENT OF NEW STUDENTS,

INFORMING A REVISION OF THE CURRICULA, AND MENTORING STUDENTS AT ALL STAGES OF THE ACADEMIC JOURNEY AND CAREER DEVELOPMENT.

INITIATIVES

Engage alumnae in studio projects as mentors; Establish and maintain permanent alumnae presence on departmental Advisory Board;

Offer community courses to alumnae to continue supporting their career development. IMPACTS:

Benefit from direct learning access with current professionals who have had similar learning experiences;

Offer benefit of firsthand user-perspective and influence/support on curriculum development; see CIDA standard 7 “interior designers are committed to professional development and the industry, and understand the value of their contribution to the built

environment”;

Provide motivation & inspiration for current students. Generate stronger ties with the local community

HOW AND BY WHO:

Successful alumni would be invited to collaborate with teaching faculty All levels with emphasis on portfolio review, and studio courses ID faculty in collaboration with the alumni


GOAL 3: FACILITATE ACCESS AND FLEXIBILITY IN LEARNING THROUGH DIVERSE AND OPEN PLATFORMS AND PROGRAMS G.3 STRATEGY 1: Develop curricular interdisciplinary platforms

INITIATIVES

Study the possibility of collaborative course with QU Architecture Dept, etc.; Collaborate with other VCUQatar departments on cross-disciplinary studio projects

where possible; Encourage professors to take courses outside their own disciplines to foster

interdisciplinary development; IMPACTS

Students experience firsthand realistic, collaborative, and a cross-disciplinary approach to design;

Compliance with CIDA standard, see standard V: “interior designers engage in multi‐disciplinary collaborations and consensus building”.

HOW AND BY WHO Offer a topics course (IDES 491) to be offered in a summer session for an eventual

test. This can be offered for junior and senior students; ID faculty


G.3 STRATEGY 2: INTEGRATE CURRICULAR-BASED REAL WORLD PROJECTS THAT DRIVE INNOVATION INTO THE CLASSROOM

INITIATIVES

Develop a Memorandum of Understanding (MOU) with Qatar Museums Authority; i.e., able to secure a hospitality and retail project for the Qatar Olympic and Sports Museum;

IDES 401 Final Project: maintain ‘live’ project option from previous years, in collaboration with the Center for Entrepreneurship & RD;

Continue to Partner with architecture and design firms—see Albaker project, Thailand Teacher house, REALIS Design etc., and other stakeholders—education city, QSTP, QMA, etc.

IMPACTS: Graduate interior designers well-trained to engage in the profession and ensure success; Get ‘real-world’ design experience, in preparation for employment at commercial design

firms; Further the aims of VCU becoming an “entrepreneurial university.” Develop a strong relationship between education and industry; Yield better understanding of the needs of the region.

HOW AND BY WHO: Build components in the junior and senior studios curricula that address real life

projects; Conduct clients interviews, visit sites, and use participant observation; Involve adjunct faculty from industry; IDES 301 and IDES 401.


G.3 STRATEGY 3: DEVELOP PROCESSES IN SUPPORT OF ASSESSMENT – KNOWLEDGE SHARING –

DISSEMINATION

INITIATIVES

Establish assessment and evaluation matrices based on well-established methodologies; Provide cross-discipline round table discussions on benchmarking & assessment; Establish open evaluation matrices for faculty teaching, research, and services--

See matrices. IMPACTS:

Provide students with a road map for self-evaluation hence improve performance; Increases professionalism in the classroom; decreases ambiguity and confusion; Provide faculty with a road map/guideline for self-evaluation hence improve curricular

decisions and performance. HOW AND BY WHO:

Use of assessment and evaluation matrices; Use IWP’s and Annual Faculty Self-Evaluations; Department’s Chair supervision.


GOAL 4: CONTEXTUALIZE LEARNING AND RESEARCH TO THE NEEDS OF QATAR AND THE REGION.

G.4 Strategy 1: Develop initiatives to create experiences and incentives during the student journey that foster an environment of learning as research/research as learning.

INITIATIVES

Conduct research with direct relevance to classroom projects Encourage concepts of thesis proposals, developed in IDES 441, that correlates to topics

highlighted in QNV 2030 Establish funding as incentive for students to go to conferences and student research

projects. IMPACTS

Students learn from Faculty research, Faculty learn from student outcomes Undergraduate capstone ‘Senior Show’ work that directly responds to context of Qatar

and VCUQatar’s vision. Students initiate and develop research projects

HOW AND BY WHO: ID faculty, junior and senior students


G.4 STRATEGY 2: DEVELOP INITIATIVES THAT WILL INCLUDE OPPORTUNITIES FOR "REAL-LIFE"

PROJECTS IN THE CLASSROOM TO ENCOURAGE COLLABORATION AND RESEARCH

FOCUSED ON THE NEEDS OF QATAR AND THE REGION…

SEE GOAL III, STRAGTEGY II

G.4 STRATEGY 3: DEVELOP INITIATIVES THAT WILL REINFORCE THE SIGNIFICANCE AND RELEVANCE OF

LOCAL AND REGIONAL SENSIBILITIES AND OBJECTIVES, WHILE TAKING INTO

CONSIDERATION THE DIVERSITY OF GLOBAL CONTEXTS

INITIATIVES

Establish Advisory Board that includes local designers and art institutions i.e., QMA, but also global firms/design/architecture offices;

Address different design applications—residential, hospitality, commercial, retail, etc.; Reinforce global design through student field trips abroad.

IMPACTS: Students will gain a more holistic understanding of the profession

see CIDA Standard I: “interior designers have a global view and weigh design decisions within the parameters of ecological, socio‐economic, and cultural contexts”.

HOW AND BY WHO: Collaboration with local institutions: QMA, Al Baker Architects, ROTA, etc; Curricula components built into the sophomore, junior, and senior projects; Exposition to different applications residential and non-residential associated with

an increase in size, scope, and complexity. TIMELINE ACADEMIC YEAR: 2014-15

G.4 STRATEGY 4: DEVELOP INITIATIVES THAT WILL SUSTAIN AND ENCOURAGE COLLABORATION

AMONG STUDENTS AND FACULTY AT AN INSTITUTIONAL LEVEL BY PROVIDING

INCENTIVES FOR INNOVATION AND CREATIVITY IN RESEARCH AND LEARNING

INITIATIVES

Provide real-world project to generate student-student and faculty-student collaboration… Dealing with external entities generates momentum to deliver;

Use applied theories for creativity and innovation as a road map; Give students significant opportunities to study the creative process and at the same

time acquire the requisite skills to practice creative expression themselves; Incentivize faculty to apply for grants—see FRG, UREP, and NPRP—and include

students. IMPACTS:

Develop team building particularly in the design/art discipline to generate innovative compositions, see CIDA standard IV: “Design process enables designers to identify

and explore complex problems and generate creative solutions that support human behavior within the interior environment”;

Consider multiple and divergent solutions a single programmatic consideration; Prepare students for a successful first entry-level job.

HOW AND BY WHO: Built-in curriculum projects that address real-world projects and collaboration at

all levels; Include design charettes at sophomore, junior and senior levels; Adopt design competitions.


GOAL 5: ENGAGE IN COLLABORATIVE INQUIRY AND INNOVATION THAT TRANSCEND DISCIPLINARY BOUNDARIES IN EDUCATION AND RESEARCH.

G.5 STRATEGY 1: DEVELOP INCENTIVES TO REWARD AND ASSESS INTERDISCIPLINARY RESEARCH AND

COURSEWORK.

INITIATIVES

Establish multidisciplinary research projects; see research collaboration with VCU Collaborative Advanced Research Imaging (CARI), Texas Tech University Neuroimaging Institute (TTNI), and teaching collaboration with VCUarts, MobEx project;

Collaborate with the Center for Entrepreneurship to seek fundable projects that require research and application;

IMPACTS: Generate translational applied research i.e., research findings translated into industry

applications; Distinguish the academic institution through research excellence; Provide students with unique pedagogic experience.

HOW AND BY WHO: Conduct research, attend conferences, present, and get published; these provide

momentum for distinction and pave the way for collaborative research projects; ID faculty


G.5 STRATEGY 2: ENCOURAGE PROFESSIONAL COLLABORATIONS AT A GRASSROOTS LEVEL See Goal V, Strategy I

G.5 STRATEGY 3: EXPAND AWARENESS OF VCUQ’S RESEARCH TO ATTRACT LOCAL AND GLOBAL COLLABORATORS

INITIATIVES

Engage in local and regional art, design, and architecture research conferences; Engage in local and regional art, architecture, and design exhibitions; Communication with local media—develop networking possibilities

See Msheireb Enrichment Center, Faculty Forum, etc… Create a Visiting Scholar program tailored specifically for increasing the department of

Interior Design’s relevance and influence in Qatar. IMPACTS:

Generate institutional credibility and authority locally and in the region; Garner momentum for sponsorship/endowment/etc.; Generate more awareness by Qatari and regional society;

Increase global awareness internally while exporting local skills to a wider audience. HOW AND BY WHO:

Seek appropriate venue to attend local and regional conferences, art/design exhibitions, etc.;

Create a program for bringing someone from the outside to collaborate with for a semester once a year. This person could be competitively chosen because of research interest, technical specialty, or other aspect that would add value to the department, i.e., “artist/designer in residence”.

VCUQ marketing department All ID faculty


GOAL 6: ENHANCE OPERATIONAL SYSTEMS TO SUPPORT EXCELLENCE,

SUSTAINABILITY AND WORK/LIFE BALANCE AT VCUQATAR.

G.6 STRATEGY 1: BUILD SYSTEMS THAT CREATE HIGHLY SUCCESSFUL FACULTY AND STAFF THROUGHOUT THEIR “LIFE CYCLE” AT VCUQATAR.

INITIATIVES

Conduct yearly surveys to address social, educational, cultural adaptation Share findings with VCUQatar and QF management for improvement(s);

Hire distinguished faculty—endowed with teaching and research awards, national grants, etc.

IMPACTS: Generate institutional credibility and authority locally and in the region; Garner momentum for sponsorship/endowment/etc.

HOW AND BY WHO: Set operational procedures and delegate ad-hoc committees; Support services @ VCUQatar—Human Resources, Facilities, Library, IT services,

etc. TIMELINE ACADEMIC YEAR: 2014-15

G.6 STRATEGY 2: DEVELOP AND EVALUATE SYSTEMS THAT SUPPORT AND ENCOURAGE ENVIRONMENTAL SUSTAINABILITY.

INITIATIVES

Conduct seminars on environmental sustainability—compulsory attendance Invite LEED, BEREEM and QSAS to address how we can develop an altruistic behavior toward the environment.

IMPACTS Yield behavior that synthesizes the concept of “meeting the needs of present

generations without jeopardizing the ability of future generations to meet their own needs.

HOW AND BY WHO: Develop thematic semestrial seminars, i.e., art sustainability, technology, culture,

emerging trends, etc. All programs


G.6 STRATEGY 3: ENHANCE OPERATIONAL GUIDELINES AND PROCEDURES TO IMPROVE TRANSPARENCY

AND EFFECTIVENESS. INITIATIVES

Assign ad-hoc committees (academia and industry) to establish the guidelines and to cross-check performance before institutional audit are requested…

IMPACTS: Generate conducive environment for excellence; Improve retention and employees turnover.

HOW AND BY WHO: Develop procedures to facilitate transition, promotion/excellence, and exit

strategies. TIMELINE ACADEMIC YEAR: 2014-15

WEAVE Report

WRITE, ESTABLISH, ASSESS, VIEW, AND EFFECT (WEAVE) REPORT DEPARTMENT OF INTERIOR DESIGN—VCUQATAR

AY 2014-2015 SLO 1: GLOBAL PERSPECTIVE FOR DESIGN [VCUQ GOAL1—VALUE OF ART IN QATAR AND THE REGION] Student work will demonstrate understanding of: a) the concepts, principles, and theories of sustainability as they pertain to building methods, materials, systems, and occupants, b) the implications of conducting the practice of design within a world context, c) how design needs may vary for a range of socio‐economic stakeholders, and d) students understand that social and behavioral norms may vary from their own and are relevant to making appropriate design decisions.

MEASURES 1. Design Projects respectively in Introduction to Interior Design Studio I (IDES 201), Interior Design Studio II (IDES 202), and sophomore portfolio.

2. Final project Senior Interior Design Studio II (IDES 401/442)—senior capstone and portfolios courses.

TARGETS 1. 70% of the students will demonstrate understanding of global perspective including sustainability, globalization, and socio-economic influences.

2. 90% of the senior students will demonstrate and exceed performance standards. FINDINGS 1.

2.

SLO 2: DESIGN PROCESS [VCUQ GOAL2—NECESSITY OF SUPPORTING SELF-DIRECTED LIFELONG LEARNERS] Students will be able to: a) identify and define relevant aspects of a design problem, b) gather appropriate information and research findings to solve the problem, c) generate multiple concepts and/or multiple design responses to programmatic requirements, and d) demonstrate creative thinking and originality through presentation of a variety of ideas, approaches, and concepts.

MEASURES 3. Projects I and II respectively in Interior Design Studio I (301) and Interior Design Studio II (IDES 302)

4. Final project report/programmatic phase in Interior Design Studio I (IDES 400)

TARGETS 1. 80% of the indicated student learning objectives are evident in student work and that most student work indicates understanding of the concepts and skills.

2. 90% of the senior students will meet and exceed the standards in Design Process. FINDINGS 1.

2.

SLO 3: COLLABORATION [VCUQ GOAL5—NECESSITY OF COLLABORATION] Students’ work will demonstrate an awareness of the role of: a) collaboration, consensus building, leadership, and team work, and b) interaction with multiple disciplines representing a variety of points of view and perspectives.

MEASURES 1. Projects in IDES 301 fall junior studio 2. Projects in IDES 330—Students based on group projects partner with industry to

address project requirements

TARGETS 1. 80% of the indicated student learning objectives are evident in student work and that most student work indicates understanding of the concepts and skills.

2. 90% of the senior students will meet and exceed the standards in Design Process.

FINDINGS 1. 2.

SLO 4: COMMUNICATION [VCUQ GOAL4 ADVISORY BOARD AND ALUMNAE] Students will be able to: a) express ideas clearly in oral and written communication, b) use sketches as a design and communication tool (ideation drawings), c) produce competent presentation drawings across a range of appropriate media, and d) produce competent contract documents including coordinated drawings, schedules, and specifications, and e) integrate oral and visual material to present ideas clearly.

MEASURES 1. IDES 211 and IDES 212—manual and digital communication

IDES 441—Senior Seminar (Programing and research phase)

TARGETS 1. 70% of the indicated student learning objectives are evident in student work and that most student work indicates understanding and application of manual and digital communication, as well as oral and written communication methods.

2. 90% of student learning objectives are evident in student work and that most student work indicates mastery of oral, written, a visual communication.

FINDINGS 1. 2.

SLO 5: BUSINESS PRACTICE [VCUQ GOAL4 ADVISORY BOARD AND ALUMNAE] Students’ projects/tests will demonstrate understanding of: a) the contributions of interior design to contemporary society, b) various types of design practices, c) the elements of business practice (business development, financial management, strategic planning, and various forms of collaboration and integration of disciplines), d) the elements of project management, project communication, and project delivery methods, and e) professional ethics.

MEASURES 1. IDES 330 Business of Design Pract. 2. IDES 400 Senior Studio I 3. IDES 493 Internship

TARGETS 1. 90% of student learning objectives are evident in student work and that most student work indicates mastery of business practices.

2. 90% of student learning objectives are evident in student work and that most student work indicates mastery of business—ethics of business, communication methods, and different types of business practices.

3. 90% of student learning objectives are evident in student internship reports of business practices.

FINDINGS 1. 2.

SLO 6: HISTORICAL FOUNDATIONS OF DESIGN Students’ projects/tests will show understanding of: a) the social, political, and physical influences affecting

MEASURES 1. IDES 251—Historic Environments I 2. IDES 252—Historic Environments II

historical changes in design of the built environment, b) movements and periods in interior design and furniture, c) movements and traditions in architecture, and d) stylistic movements and periods of art.

TARGETS 1. 90% of student learning objectives are evident in student work and that most student work indicates understanding of early historical periods.

2. 90% of student learning objectives are evident in student work and that most student work indicates understanding of modern and contemporary periods.

FINDINGS 1.

2.

SLO 7: SPACE, FORM, AND COLOR Student work will demonstrate effective application of: a) two‐dimensional design solutions, b) three‐dimensional design solutions, c) color principles, theories, and systems, and d) the interaction of color with materials, texture, light, form and the impact on interior environments.

MEASURES 1. IDES 231 Fundamentals of Interior Design 2. IDES 323 Light & Color

TARGETS 1. 70% of student learning objectives are evident in student reports and work. 2. 80% of student projects relative to space, form, and color will meet the expectations

of the learning objectives FINDINGS 1.

2.

SLO 8: FURNITURE, FIXTURES, EQUIPMENT, AND FINISH MATERIALS Student work will demonstrate effective application of a) broad range of materials, products, and maintenance requirements, b) appropriate materials and products on the basis of their properties and performance criteria, including ergonomics, environmental attributes, and life cycle cost, and c) layout and specify furniture, fixtures, and equipment.

MEASURES 1. IDES 422—Building systems 2. IDES 321—Interior Materials and Textiles

TARGETS 1. 80% of student learning objectives are evident in student tests. 2. 80% of student learning objectives are evident in student projects and tests.

FINDINGS 1. 2.

SLO 9: ENVIRONMENTAL SYSTEMS [VCUQ GOAL4 ADVISORY BOARD AND ALUMNAE] Student work will demonstrate: a) understanding of the principles of natural and electrical lighting design, b)

MEASURES 1. IDES 323—Light and Color 2. IDES 401—Senior Design Studio II 3. IDES 321—Interior Materials and Textiles

competency in the selection and application of light fixtures and light sources, c) understanding of the principles of acoustical design, e) understanding of the principles of thermal design, g) understanding of the principles of indoor air quality.

TARGETS 1. 80% of student learning objectives are evident in student projects and tests. 2. 90% of student learning objectives are evident in student work and that most

student work indicates mastery of environmental systems and practices. 3. 80% of student learning objectives are evident in student projects and tests.

FINDINGS 1. 2. 3.

SLO 10: INTERIOR CONSTRUCTION AND BUILDING SYSTEMS Student work will demonstrate understanding of: a) the concepts, principles, and theories of sustainability as they pertain to building methods, materials, systems, and occupants, b) the implications of conducting the practice of design within a world context, c) how design needs may vary for a range of socio‐economic stakeholders, and d) students understand that social and behavioral norms may vary from their own and are relevant to making appropriate design decisions.

MEASURES 1. IDES 422—Building Systems

TARGETS 1. 90% of student learning objectives are evident in student projects and tests.

FINDINGS 1.

SLO 11: REGULATIONS Student work will demonstrate understanding of laws, codes, standards, and guidelines that impact fire and life safety, including: a) compartmentalization: fire separation and smoke containment, b) movement: access to the means of egress including stairwells, corridors, exit ways, c) detection: active devices that alert occupants including smoke/heat detectors and alarm systems, d) suppression: devices used to extinguish flames including sprinklers, standpipes, fire hose cabinets, extinguishers, etc..

MEASURES 1. IDES 231 Fundamentals of Interior Design 2. IDES 301 Interior Design Studio I

TARGETS 1. 70% of student learning objectives are evident in student projects and tests. 2. 80% of student learning objectives are evident in student projects.

FINDINGS

1. 2.

Degree Program:

Closing the Loop

Discussing Assessment Findings (Summary of responses is to be uploaded annually into WEAVEonline.)

1. When and how did the faculty discuss the assessment findings? Who attended? When: As shared with you earlier, the discussion about assessment started in August Department retreat and was followed up by other meetings during the semester. Who: All IDES faculty attended the meetings relative to our assessment. How: As many deficiencies were highlighted in our discussion, the decision was made to formulate a new WEAVE guidelines. A new guideline was established, particularly the standards, for feedback. Once this phase was complete, our next step was to generate the targets and measures, which was done in a collaborative manner, through two sessions.

2. What did the assessment findings suggest about the strengths of the program in terms of students achieving the expected learning? Findings suggest a good number of strengths. Chief among the strengths are the following: 1) Students benefit from a very diverse group of faculty including but not limited to British—

England and Scotland— Swedish, American, Chinese, and African. This a well-celebrated strength in design schools.

2) Program strengths are also deciphered through the creative and innovative aspects of the interior design program. As the design discipline borrows from prescriptive approach (codes, regulations, etc.) and proscriptive approach (originality, creativity, and innovation), the program and learning outcomes clearly show strength on the proscriptive approach.

3) Faculty research is well-correlated to faculty teaching assignments, which amply benefits students learning outcomes.

3. What did the assessment findings suggest about the weaknesses of program in terms of

students achieving the expected learning? Findings suggest some deficiencies, chief among them: 1) Sustainability—application of sustainability principles as per LEED or the local sustainability

principles—QGBC. 2) Digital Graphics—Particularly three dimensional compositions, rendering, and animation 3) Codes—as per the International Building Code IBC and local building codes, and 4) Design Applications—lack to address different applications—commercial and non-

commercial.

Degree Program:

4. Based on this year’s assessment findings (2013-14), what changes, if any, will be made in the upcoming year improve student learning? As shared with you, we have generated a new assessment tool and will be reporting about the outcome in the next cycle.

5. Based on the previous year’s assessment findings (2012-13), what improvements were/are being enacted? As Above, See Item 4.

Degree Program:

Suggestions for Helping Faculty to Discuss Assessment Findings

1. Set aside dedicated time, perhaps a department meeting or a curriculum committee meeting.

Get this on the annual calendar!

2. Send out materials prior to the meeting: program learning outcomes, curriculum maps, Assessment Summary Report from WEAVE.

3. Suggestion: faculty members do not need to discuss everything – make some strategic decisions about what can be meaningfully discussed. Choose high priority items or “low hanging” fruit.

4. Record a summary of the discussion in the Analysis Questions in WEAVE. See suggested questions to guide faculty discussion below.

5. Suggested questions to use in discussing assessment findings.

a. Are our students achieving the learning we expect? b. How intentionally do we provide opportunities for students to learn what we assert we

teach or inculcate? c. How do we build on each other’s work to contribute to student learning? d. Do our students have multiple opportunities to build on previous learning, receiving

feedback and opportunities to reflect on progress toward the learning we expect? e. How well do other related programs (advising, mentoring, internships, etc.) promote the

learning, habits of mind, levels of understanding, behaving, and ways of thinking we extoll for our students?

Maxims to work by: You don’t have to be bad to get better.

Don’t let the perfect be the enemy of the good. Assessment is not an exact science.

Beware the Lake Woebegone effect. The goal is not to show that all students are above average; the goal is to shepherd an educational program that is transparent, integrated, and effective.

CIDA Aggregate Data...CIDA Progress Report VCUQatar—Department of Interior Design March 1, 2015...

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