Graduate Program Review
2000-2006
Department of Design
Lynn Huffman, Interim Chair
College of Human Sciences
Linda Hoover, Dean
January 2007
PROGRAM REVIEW OUTLINE
Design
I.
Program Overview – A one to two-page summary of department’s vision and goals.
II.
Graduate Curricula and Degree Programs
A. Scope of programs within the department
B. Number and types of degrees awarded
- Degrees Awarded – Academic Year (chart)
- Total Degrees Awarded – Academic Year (chart)
- Comparison of Degrees Awarded – Fall Data (Peer info table)
- Program Degrees Awarded (table)
C. Undergraduate and Graduate semester credit hours
- Semester Credit Hours – Academic Year (chart)
- SCH compared to Budget - Academic Year (chart)
D. Number of majors in the department
- Enrollment by Level – Fall Data (chart)
- Total Enrollment by Year – Fall Data (chart)
- Comparison of Enrollment – Fall Data (Peer info table)
- Program Enrollment (table)
E. Course enrollments over the past six years (enrollment trends by course)
- Course Enrollments by Academic Year (table)
F. Courses cross-listed (table)
III.
IV.
Faculty
A. Number, rank and demographics of the graduate faculty
- Teaching Resources (chart)
- Tenured and Tenure-Track by Rank - Fall Data (chart)
- Comparison of Full-time Faculty (Peer info table)
B. List of faculty members (graduate and non-graduate) (table)
C. Summary of the number of refereed publications and creative activities (table)
D. Responsibilities and leadership in professional societies
- Professional Leadership (table)
- Committee service (table)
E. Assess average faculty productivity for Fall semesters only (use discipline appropriate criteria
to determine)
- Faculty Workload (table)
- College SCH/FTE – Fall Data (chart)
- Department SCH/FTE – Fall Data (chart)
Graduate Students
A. Demographics of applicants and enrolled students
- Graduate Student Summary by Category – AY (chart)
- Graduate Student Summary by Year – AY (chart)
- Graduate Applicants by Region – Fall/Summer Data (chart)
- Graduate Applicants - Fall Data (table)
- Admitted Graduate Students - Fall Data (table)
- Enrolled New Graduate Students - Fall Data (table)
- Demographics of Enrolled Graduate Students - Fall Data (table)
- Demographics of Enrolled Undergraduate Students - Fall Data (table)
B. Test scores (GRE, GMAT or TOEFL) of enrolled students
- Average GRE Scores for Enrolled Graduate Students – Fall Data (chart)
C. GPA of new students
- New Graduate Students GPA by Level – Fall Data (chart)
D. Initial position and place of employment of graduates over the past 6 years (table)
E. Type of financial support available for graduate students.
F. Number of students who have received national and university fellowships, scholarships and
other awards
- fellowships awarded (table)
G. Graduate Student Publications and Creative Activities (table)
H. Programs for mentoring and professional preparation of graduate students.
I. Department efforts to retain students and graduation rates
V.
Department
A. Department operating expenses
- Department Operating Cost - Academic Year (chart)
- Department Operating Cost as a Fraction of Employees - (table)
B. Summary of Number of Proposals Written and Accepted
- Summary of Number of Proposals Written and Accepted (table)
C. External Research expenditures
- Summary of Faculty Awards (table)
- Research Expenditures (chart)
- Peer Institution Info (if available) (table)
D. Internal funding
- Source of Internal Funds (TTU) - (table)
E. Scholarships and endowments
F. Departmental resources for research and teaching (i.e. classroom space, lab facilities) - (table)
G. HEAF expenditures (table)
VI.
Conclusions – a one- to two-page summary of the observed deficiencies and needs identified
by your review. Highlight areas of greatest need and areas of significant contributions.
VII.
Appendices – should include, but not be limited to, the following:
Table of Contents
A. Strategic plan
- Attachment from Strategic Planning website
B. Course Offerings (table)
C. Recruiting Materials
D. Graduate Student Handbook
E. Graduate Student Association(s) - Description and information
F. Graduate Faculty Information Department attaches current copies of entire
Confirmation/Reappointment forms submitted for Graduate Faculty Reviews for every faculty
member (even tenure-track and non-tenured).
1
I.
Program Overview – A one to two-page summary of department’s vision and goals.
The Department of Design (DOD) [formerly the Department of Merchandising,
Environmental Design and Consumer Economics, MEDCE] offers a Master’s of Science
Degree in Environmental Design, established in 1982. Beginning of 2006, undergraduate
interior design students have the option of obtaining a five-year joint degree, combining a
Bachelor of Interior Design (BID) and a Master’s of Sciences in Environmental Design
(M.Sc).
Vision Statement
The Department of Design will
•
•
•
•
Give high priority to research and other scholarly activities;
Contribute to new knowledge and understanding of societal issues through
cooperative, interdisciplinary, and multidisciplinary efforts;
Seek opportunities to exchange knowledge and ideas with business, industry, and
communities; and
Be recognized and valued as an exemplary program in different lines of inquiry.
Mission Statement
The Department of Design (DOD) provides the highest standards of excellence in higher
education in the fields of environmental design and interior design while contributing to
new knowledge in these areas through meaningful research and community outreach.
Objectives
The major purpose of the Master’s of Science in Environmental Design is to improve the
educational level for undergraduate and graduate students in universities throughout
Texas, Southwestern United States, and the global community. Students enrolled in the
M.S. in Environmental Design program are from the United States, Indonesia, China,
South Korea, Jordan, and Nepal. A secondary outcome will be educating professionals to
assume specialized positions within the interior design industry.
Specific program objectives include:
•
To provide an advanced degree program that meets the educational needs of interior
design professionals.
• To create a quality learning environment that encourages discovery, integration, and
application.
• To provide a nucleus of research professionals who can assist industry and
governmental organizations solve problems and develop opportunities within interior
design and environmental design.
Preparation of the Graduate Program Review
Design
2
•
•
•
•
•
Graduate faculty members met to address the faculty program review
The Department Chair charged the Director of the Graduate program, with the help of
the graduate faculty, to write the program review.
A first draft was submitted to the Department’s Chair and graduate faculty for review
Revisions were made and a second draft was submitted to Department’s Chair and
graduate faculty members
Final revisions were made.
Design
3
II.
Graduate Curricula and Degree Programs
A.
Scope of programs within the department
Undergraduate interior design students have the option of obtaining a Bachelor of
Interior Design and a Master of Sciences Degree in Environmental Design, or a Master
of Sciences Degree in Environmental Design. Both degrees require a minimum of 42
semester hours including thesis. Students are required to defend the thesis based on
original research. Successful completion of the Environmental Design Master's Degree
increases the student's ability to positively contribute to the advancement of the interior
design profession and academia.
The faculty is currently composed of three graduate faculty members. The faculty have
national and international reputations as experts in their fields, and most have received
awards recognizing accomplishments in service, teaching, and research. Research by the
Department of Design graduate faculty members has resulted in publications in refereed
journals, refereed proceedings and professional presentations. Graduate students have
been recruited nationally and internationally, this is reflected in our graduate student
composition.
Decisions regarding applicants are based on a review of transcripts, recommendations,
resumes, test scores, and a design portfolio of the applicant. Faculty members are
involved in directing graduate students. Departmental policies or requirements
regarding faculty supervision of graduate students rely on collegiality and professional
behavior. Graduate Studies Responsibilities published by the TTU Graduate School in
2006 is used as a guide.
The director of the graduate program assumes responsibility for serving as the graduate
student advisor. At the same time, faculty members are energetically involved in the
admission process. The student, in consultation with the Director of the Graduate
Program organizes a plan of study.
Composition of thesis committee includes a minimum of three graduate faculty: two
members from the student's specialization area, one outside the specialization area. Any
deviations from these guidelines, including changes, additions, or deletions of
committee members shall be governed by the department, college, and university
policies.
The plan of study should include a minimum of:
1.
2.
3.
4.
18 credit hours in the specialization area,
9 credit hours in research methods and statistics—inside and outside DOD
6 credit hours electives/support collateral
6 credit hours in departmental thesis research (minimum).
Design
4
The required six credit hours in departmental thesis credit should be arranged in
accordance with the candidate's progress on the selected research project. Enrollment in
the departmental 6000 thesis credit will continue each semester until the thesis is
completed. A maximum of six hours thesis credit is included in the minimum of 42
hours for the master's degree program.
B.
Number and types of degrees awarded
Curriculum
Time to graduation depends on several things including language proficiency, leveling
work, number of courses taken each semester, data collection, analysis, and time to
complete thesis writing. Students are encouraged to be full-time students and take at
least nine hours per semester. When graduate students are employed as Teaching
Assistants or Research Assistants, exceptions can be made, particularly at the level of
thesis writing.
Usually, graduate courses are offered on a regular basis, but because of the limited
number of graduate students, some courses are taught as independent research study.
Although the graduate program did not use student evaluations on a regular basis in the
past, it is planned that starting from Spring Semester 2007; the graduate students will be
evaluating their respective professors on a regular basis.
In order for transfer courses to be entered on the TTU transcript, courses must be given
the TTU equivalent number. No more than 9 hours may be transferred on a 42 hours
program. Grades from transfer courses will not appear on TTU transcripts. Grades
below B are not accepted for transfer work.
Design
5
Enrollment and Graduation
Formatted: Indent: Left: 0"
The Master’s program graduates a steady number of students. Six degrees have been
awarded during the last six years resulting on an average of one degree per year.
Degrees Awarded - Academic Year (DSGN)
Source: Institutional Research Services
2.5
2
1.5
1
0.5
0
00/01
01/02
02/03
03/04
04/05
05/06
Bachelor
0
0
0
0
0
0
Masters
2
0
1
1
1
1
Doctorates
0
0
0
0
0
0
Design
6
The table below does not show the undergraduate awarded degrees. The degrees
awarded from 2000 to 2006 were respectively 22, 45, 35, 40, 54, and 46. This indicates
that the undergraduate awarded degrees were higher than the graduate degrees and
suggests a great potential for the growth of the graduate program.
Total Degrees Awarded by Year - Academic Year (DSGN)
Source: Institutional Research Services
2.5
2
0
1.5
1
2
0.5
0
0
0
0
0
0
1
1
1
1
00/01
01/02
02/03
03/04
04/05
05/06
Doctorates
0
0
0
0
0
0
Masters
2
0
1
1
1
1
Bachelor
0
0
0
0
0
0
Design
7
Comparing the Department of Design to peer institutions, the awarded degrees in the
Department of Design at TTU are fewer than that of peer institutions. While Colorado
State University and Washington State University are older institutions, the University
of Missouri-Columbia looks similar to Texas Tech with the distinction of the newly
implemented online graduate program (2005) that endowed UMC with a noticeable
increase of graduate students’ enrollment. In addition, the number of full-time and
adjunct faculty at UMC is far higher (8 full-time and 4 adjunct faculty members, as well
as 4 GTA’s) than TTU faculty (3 full-time faculty members and 4 GTA’s).
Comparison of Degrees Awarded –
Fall Data
Colorado State University
Bachelor
Master
Doctoral
University of Missouri-Columbia
Bachelor
Master
Doctoral
Washington State University
Bachelor
Master
Doctoral
Texas Tech University
Bachelor
Master
Doctoral
00/01 01/02
02/03
03/04
04/05
05/06
36
5
0
38
5
0
39
3
0
52
5
0
39
1
0
NR
NR
0
36
32
3
1
41
4
1
38
10
44
6
2
27
2
1
21
3
0
20
8
0
21
12
0
25
5
0
36
6
0
46
6
0
22
2
0
45
0
0
35
1
0
40
1
0
54
1
0
46
1
0
Program Degrees Awarded
Source: Institutional Research Services
Name of Program
20002001200220032001
2002
2003
2004
Environmental
Design
2
0
1
1
20042005
1
20052006
1
Design
8
C.
Undergraduate and graduate semester credit hours
The enrollment in the undergraduate program is high and considered one of the highest
nationwide. Consequently, the full-time student to full-time professor ratio is high.
Because the undergraduate enrollment is high, the graduate program looks small. In
addition, because graduate students take research methodology and electives or support
areas outside the Department of Design, the credit hour numbers are smaller than
enrollment may indicate.
The departmental graduate program semester credit hours, as indicated in the table
below, decreased from 200 hours to 123 respectively from 2000 to 2006. It is expected
that the coming semesters a surge in the semester credit hours will take place because of
the newly implemented five-year joint Master’s Degree in Environmental Design.
Semester Credit Hours - Academic Year (DSGN)
Source: Institutional Research Services
5,000
4,500
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
Undergraduate
Graduate
00/01
3,229
200
01/02
3,756
324
02/03
4,195
345
03/04
4,415
369
04/05
1,650
511
05/06
2,526
123
Design
9
AY SCH compared to Budget (DSGN)
Source: Institutional Research Services
5,000
$90,000
4,500
$80,000
4,000
$70,000
3,500
$60,000
3,000
$50,000
2,500
$40,000
2,000
$30,000
1,500
$20,000
1,000
$10,000
500
0
Undergraduate
Graduate
Operating Cost
D.
00/01
01/02
02/03
03/04
04/05
05/06
3,229
3,756
4,195
4,415
1,650
2,526
200
324
345
369
511
123
$70,948
$68,850
$61,944
$80,466
$0
0
$0
Number of majors in the department for the fall semesters
The graduate enrollment in the Environmental Design program has experienced a clear
increase moving from two graduate students in 2004 to 6 students in 2006. This is a
positive development for the department. The five-year joint Master’s Degree in
Environmental Design is new, and was implemented in the spring of 2006. Since the
five-year joint degree targets the undergraduate students, it is expected that the overall
enrollment will be clearly enhanced.
Recruitment of new graduate students is delicate and sometimes difficult. This
complexity can be summarized in the following: a) the department competes with
institutions that can offer tuition waivers and higher stipends, b) the load of
undergraduate teaching responsibilities restrains faculty from seeking grants that
include RA positions, c) undergraduate salaries are very attractive, trivializing the
pursuit of a graduate degree, and d) as voiced by graduate students, the funding level of
assistantships needs to be increased so as to be aligned/compete with TTU graduate
programs, and with peer institutions.
Design
10
Program Enrollment
Source: Institutional Research Services
Name of Program
20002001
MS Environmental Design 3
Joint Degree—BID & MS 0
20012002
20022003
1
0
20032004
1
0
2
0
20042005
6
0
20052006
6
0
Enrollment by Level - Fall Data (DSGN)
Source: Institutional Research Services
7
6
5
4
3
2
1
0
00/01
01/02
02/03
03/04
04/05
05/06
Bachelor's
0
0
0
0
0
0
Masters
3
1
1
2
6
6
Doctoral
0
0
0
0
0
0
Design
11
T otal Enrollm ent by Year - Fall Data (DSGN)
Source: Institutional Research Services
7
6
0
0
6
6
5
4
3
0
0
2
3
0
1
1
0
0
0
2
0
1
0
0
0
0
00/01
01/02
02/03
03/04
04/05
05/06
Doctoral
0
0
0
0
0
0
Masters
3
1
1
2
6
6
Bachelor's
0
0
0
0
0
0
In comparing the Department of Design to peer institutions, the data provided suggests
some interesting insights, yet it remains incomplete. For instance, a provision of the
number of faculty would have provided a better comparative reading of the enrollment.
At first glance, Texas Tech University has a larger undergraduate program than our peer
institutions. However, Texas Tech University Master’s Degree is less than peer
institutions. This can be explained by the fact that at TTU most of the faculty teaching
load is dedicated to the undergraduate level. It is worth noting that in the University of
Missouri Columbia, a conspicuous increase of graduate students occured between 2004
and 2005; this is primarily due to the introduction of the online graduate program.
Comparison of Enrollment – Fall Data
Colorado State University
Bachelor
Master
Doctoral
University of Missouri-Columbia
Bachelor
Master
Doctoral
Washington State University
Bachelor
Master
Doctoral
Texas Tech University
Bachelor
Master
Doctoral
00/01 01/02
02/03
03/04
04/05
05/06
237
25
0
244
27
0
239
31
0
261
37
0
265
30
0
286
30
0
200
7
3
215
6
3
215
21
2
209
18
9
196
19
9
202
13
21
86
10
0
107
21
0
107
21
0
152
17
0
165
15
0
177
16
0
275
3
0
285
1
0
273
1
0
305
2
1
249
6
0
260
6
2
Design
12
To address the large undergraduate enrollment and limited resources, an enrollment
management program was implemented in fall 2002. This plan has resulted in a decrease
in enrollment of 5.4%. This reduction can provide better utilization of resources between
undergraduate and graduate programs.
E.
Course enrollments over the past six years (enrollment trends by course)
Within the Department of Design, graduate students may select from 15 different
graduate courses for the MS degree. Master’s Degree graduate students are allowed to
enroll in doctoral courses. A program of study and a research project are developed with
appropriate selection of courses from numerous academic departments on campus for a
M.S. All graduate courses are offered on a regular rotational basis. While there are
sufficient courses offered each semester for students to make timely progress through
the program, occasionally courses are not offered on a regular basis due to enrollment
deficiency. In these situations, courses are offered by the same faculty member as
Individual Study (CEED 5311).
As indicated in the Enrollment by the Academic Year table, there has been a steady
increase of course enrollment that peaked in 2004. In 2005, the enrollment decrease can
be explained by the new administrative departmental re-organization. The fluctuation
between high and low course enrollment is explained by the nature of the courses. Core
courses experience increased enrollment; however, elective and research methodology
courses tend to reflect lower enrollment.
The Department of Design was formerly housed within the Department of
Merchandising, Environmental Design and Consumer Economics (MEDCE).
The name change was implemented in spring 2004.
Design
13
•
Figures are totals – classes may be offered more than once per year
Enrollments by Academic Year
Source: Institutional Research Services
Course
CEED 5301
CEED 5307
CEED 5310
CEED 5311
CEED 5378
CEED 5380
CEED 5381
CEED 5382
CEED 5384
CEED 5388
CEED 6000
CEED 6330
CEED 6370
CEED 6378
CEED 6389
TOTALS
2000-2001
13
10
5
20
0
0
0
0
0
0
7
0
0
0
0
55
2001-2002
12
2
0
57
6
0
0
4
0
4
1
0
0
0
0
80
2002-2003
16
4
0
33
6
17
0
0
0
0
9
0
0
0
0
85
2003-2004
11
8
19
24
6
16
0
5
0
0
6
0
0
0
0
95
2004-2005
21
0
3
44
0
5
5
0
0
6
3
0
0
0
0
87
2005-2006
0
0
0
10
11
0
0
0
3
3
21
0
0
0
0
48
Design
13
III.
Faculty
The Interior Design program is currently composed of six faculty members (three
graduate and three undergraduate faculty) as well as four Graduate Teaching Assistants
(GTA’s). However, the Teaching Resources table shows the Department of Design’s
overall faculty number.
The graduate faculty in the Department of Design (DOD) are nationally and
internationally recognized academicians and practicing professionals and as scholars and
leaders in their profession. Graduate faculty have received awards recognizing
accomplishments in service, teaching, and research. The three graduate faculty members
are tenured (two associate professors and one professor, who holds the Endowed
Rockwell Research Professorship.
The faculty have diverse backgrounds and include expertise in environmental design,
interior design, environment and behavior, housing and culture, computer usage in
interior design, and designing for the elderly. Two of the three graduate faculty teach 2
to 3 undergraduate courses a semester. These courses are primarily different
preparations and are studios that meet 5-6 hours a week. In addition, recently the
graduate program has experienced the departure of a graduate faculty member who held
the position of the department chair. A search to fill this position is planned. This is a
reflection of a department that is short of faculty members to balance the undergraduate
and graduate teaching loads.
Diminishing resources and a need for qualified faculty has forced the DOD faculty to
limit graduate student recruitment activities and this limitation has kept enrollment
lower than might be possible with additional faculty and resources.
Design
14
A.
Number, rank, and demographics of the graduate faculty
Teaching Resources (DSGN)
Source: Institutional Research Services
20
18
16
14
12
10
8
6
4
2
0
00/01
01/02
02/03
03/04
04/05
05/06
Tenured/Tenure Track faculty
14
15
16
17
18
9
Non-tenure track faculty
10
8
10
14
15
3
GPTI
1
0
0
0
3
0
TA's
0
0
3
6
4
2
Tenured and Tenure-Track by Rank - Fall Data (DSGN)
Source: Institutional Research Services
9
8
7
6
5
4
3
2
1
0
Horn Professor
Professor
Associate Professor
Assistant Professor
00/01
0
2
5
6
01/02
0
2
6
7
02/03
0
2
7
7
03/04
0
3
7
7
04/05
0
2
8
8
05/06
0
1
4
4
Design
15
The comparison of the Department of Design faculty assignments with other institutions
suggests an incomplete analysis. While peer institutions have maintained a steady
number of tenure/tenure track faculty, non-tenure track and TA’s assignments, Texas
Tech University has experienced a fluctuation primary due to the 2004 administrative reorganization and the departure of a graduate faculty member. Texas Tech University has
a much larger number of tenure track faculty than peer institutions. This is due primary
to the commitment of teaching at the undergraduate level. It is also difficult to draw
substantial conclusions from the table below. For instance, the DOD tenure track faculty
members include two undergraduate programs (Apparel Design and Manufacturing and
Interior Design); however, peer institutions reflect solely the interior design discipline.
Comparison of Full-time Faculty
Colorado State University
Tenure/Tenure Track
Non-tenure track
TA's
University of Missouri - Columbia
Tenure/Tenure Track
Non-tenure track
TA's
Washington State University
Tenure/Tenure Track
Non-tenure track
TA's
Texas Tech
Tenure/Tenure Track
Non-tenure track
GPTI's
TA's
00/01
01/02
02/03
03/04
04/05
05/06
3
3.75
0.75
4
2.5
0.75
4
2
0.75
4
1.75
0.75
4
2.25
0.75
4
1.5
0.75
5
12
6
5
13
4
4
17
7
4
13
7
4
12
12
5
11
7
17
14
0
6
18
15
3
4
9
3
0
2
Data not provided
14
10
1
0
15
8
0
0
16
10
0
3
Formatted: Indent: Left: 0"
B.
List of faculty members
FACULTY NAME
Cherif M. Amor
Don Collier
Zane D. Curry
Rosemary Peggram
JoAnn Shroyer
JoAnn Wilson
JOB TITLE
Associate Professor
Assistant Professor
Associate Professor
Instructor
Endowed Rockwell
Research Professor
Associate Professor
09/2000
09/2002
09/1988
02/1992
09/1984
Member
of Grad
Faculty?
Y or N
Yes
No
Yes
No
Yes
09/2001
No
HIRE
DATE
END
DATE
Design
16
C.
Summary of the number of refereed publications and creative activities.
Although the Department of Design graduate faculty is relatively small, the quality of
presentations and publications is remarkable. Most graduate students were able to
produce posters, presentations or publications out of their graduate research. The
graduate faculty level of teaching, research, and service achievements can be found on
their vitae (Appendix F).
2000
N=5
F=6
6
2
Publication Type
Refereed Articles/Abstracts
7
Books/Book Chapters
1
Other Publications
Presentations/Posters
6
5
Audio Visual
1
<insert extra here>
<insert extra here>
N = # of full time faculty contributing
D.
2001
N=3
F=6
2002
N= 4
F=6
7
2003
N= 5
F= 6
12
2004
N= 5
F= 6
10
2005
N= 5
F= 6
13
12
9
11
13
F = # of full time faculty in department
Responsibilities and leadership in professional societies
While the level of responsibility on the committees, reviewer/judge, and coordination is
acceptable, the level of responsibility at the editorial, executive boards, and national
organizations needs more involvement. Once again, the undergraduate teaching load of
the graduate faculty impedes their involvement in leadership and professional societies.
2000
N=4
F= 6
Professional Leadership
Editor/Editorial
Executive Board
Officer in National Org.
Committees
3
3
Reviewer/Judge
1
2
Coordinator
2
2
<insert extra here>
N = # of full time faculty contributing
2001
N= 4
F= 6
2002
N= 3
F= 6
6
3
5
2003
N= 4
F= 6
5
4
2
2004
N= 4
F= 6
9
5
1
2005
N= 4
F= 6
7
4
2
F = # of full time faculty in department
Design
17
Committees
Chaired
MS
PhD
2
0
2
1
1
0
Faculty Name
Cherif M. Amor
Zane D. Curry
JoAnn Shroyer
Committees
Served in
department
MS
PhD
4
0
2
0
1
0
Committees
Served outside
department
MS
PhD
2
0
2
1
0
2
Committees served 2000-2006
E.
Assess average faculty productivity for Fall semesters only (use discipline appropriate
criteria to determine)
The faculty has been recognized for outstanding teaching and research. Three are
members of the TTU Teaching Academy, one faculty received the President's
Excellence in Teaching Award and one professor has been endowed with the Rockwell
Professorship. Two of the graduate faculty teach 2 to 3 undergraduate courses a
semester. These courses are primarily different preparations and are studios that meet
5-6 hours a week and sometimes more. For instance, collaboration studio, a course that
is taught in collaboration with architecture and landscape architecture programs, requires
11 hours a week. For such reasons, although the faculty workload looks more or less
aligned with the college and the university workloads, pragmatically speaking the
teaching load is above the standards.
FACULTY WORKLOAD
2000
2001
2002
2003
2004
2005
University
11.61
11.45
11.34
12.24
16.23
15.82
College
12.36
12.95
12.50
12.01
16.63
17.62
Design
18
Department
11.25
13.63
12.57
13.39
15.07
15.68
College SCH/FTE - Fall Data
Source: Institutional Research Services
300
250
200
150
100
50
0
SCH/FTE for total faculty
2000
2001
2002
2003
2004
2005
269
261
274
241
213
216
Department SCH/FTE - Fall Data (DSGN)
Source: Institutional Research Services
250
200
150
100
50
0
SCH/FTE for total faculty
2000
2001
2002
2003
2004
2005
181
200
213
199
82
209
Design
19
F.
Identification of quality program
The following criteria are used to identify the program quality:
•
•
•
•
•
•
•
Graduate Students Exit Survey Evaluation
Graduates’ Placement
Average number of years required for completion of a graduate degree.
Faculty members research activities—publications and grants.
Professional involvement
Professional development activities
Program components meet the needs of both industry and academia
Design
19
IV.
Graduate Students
A.
Demographics of applicants and enrolled students
Students enrolled in the M.S. in Environmental Design program are from the United
States, Indonesia, China, South Korea, Jordan, and Nepal. The majority of the students
are Caucasian or international with no minority students. They are a mixture of male and
female. International students comprise approximately 70% of the applicants and are a
significant portion of the admissions.
Recruitment of graduate students is accomplished by individual faculty members at
conferences and through peers at other institutions. The department and individual
faculty members have well-known reputations and graduate student prospects are
referred to the department from colleagues in the United States and abroad. In addition,
the department's world-wide web page has attracted students that inquire electronically
(http://www.hs.ttu.edu/dod/dodgradwebindex.html).This link has increased the number
of contacts and allows us to send information to the potential applicant before sending
the formal application. Direct inquiries to the department are mailed departmental
information along with a request for letters of reference and an information sheet that is
returned to the department by the applicant and their names and addresses are forwarded
to the graduate school.
Completed applications received by the Graduate School are forwarded to the
department. The completed application is then reviewed by the Director of the Graduate
Program. Commonly, an applicant will have contacted a faculty member prior to
submitting an application. Faculty have the opportunity to review and accept or reject
an applicant.
Once accepted, the department sends out a letter of acceptance and indicates what level
of funding support can be offered. Applicants are accepted with no funding or with
assistantship. Commonly, assistantships are offered after one semester of full-time
course load.
The Director of the graduate program works with graduate students and advises them
each semester as to courses to be taken towards the degree plan. All records are kept in
the Department of Design office, COS 211.
Design
20
Graduate Student Summary by Category - Fall Data (DSGN)
Source: Institutional Research Services
6
5
4
3
2
1
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2000
5
1
1
2
2001
0
0
0
0
2002
4
3
0
1
2003
5
3
1
1
2004
5
4
1
1
2005
3
2
1
1
Graduate Student Summary by Year - Fall Data (DSGN)
Source: Institutional Research Services
6
5
4
3
2
1
0
2000
2001
2002
2003
2004
2005
Total Applicants
5
0
4
5
5
3
Total Admitted
1
0
3
3
4
2
New Grad Students
1
0
0
1
1
1
Students Graduated
2
0
1
1
1
1
Design
21
Graduate Applicants by Region - Fall/Summer Data (DSGN)
Source: Institutional Research Services
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Blank Code
TX
USA
2000
0
1
2
INT'L
2
2001
0
0
0
0
2002
0
3
0
1
2003
0
4
0
1
2004
0
3
1
1
2005
0
1
0
2
As indicated in the table of the Graduate Student Summary per year, the number of
degree production has remained steady during the last six years with an average of one
degree production per year. However, the table shows a discrepancy between the
number of total applicants and the new graduate students. This constitutes a weakness
that the graduate program is working on by using better follow up and enticing
strategies. Also, comparing the graduates by geographic origin--Texas, USA, and
International--it seems that there is a balance of graduates between the different
geographic regions. However, the data is skewed between 2001 and 2004 where there
were no USA graduates.
Design
22
Graduate Applicants - Fall Data
2000
F
0
2
0
0
2
0
1
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
Gender Total
M
5
0
0
0
0
0
0
0
0
2001
2002
2003
2004
2005
F
F
F
F
F
0
0
0
0
0
0
0
0
5
Total Applicants
M
0
0
0
0
0
0
0
0
F
Asian
Black
Hispanic
Non-Resident
Unknown
White
Gender Total
M
0
0
0
0
1
0
0
Amer Ind
1
0
0
0
0
0
0
0
0
F
M
0
0
0
0
0
0
0
0
1
Total Admitted
0
0
0
0
0
0
3
3
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
1
0
0
0
0
1
0
0
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
0
0
0
F
0
0
0
0
0
0
0
1
0
0
0
0
1
0
3
4
0
0
0
0
0
0
1
1
0
0
0
1
1
0
1
3
0
0
0
0
0
0
0
0
3
2002
2003
2004
2005
F
F
F
F
M
0
0
0
0
0
0
3
3
0
0
0
0
0
0
0
0
F
M
0
0
0
0
0
0
0
0
0
0
0
0
0
0
M
0
0
0
0
0
0
2
2
3
M
0
0
0
0
0
0
0
4
0
0
0
0
1
0
0
M
5
0
M
0
0
0
0
0
0
4
M
5
Enrolled New Graduate Students - Fall Data
2000
2001
2002
F
M
4
0
Admitted Graduate Students - Fall Data
2000
2001
M
0
0
0
0
1
0
0
1
M
0
0
0
0
0
0
3
3
0
0
0
0
0
0
1
1
M
0
0
0
0
1
0
1
2
0
0
0
0
0
0
0
0
3
4
2
2003
2004
2005
F
F
F
M
0
0
0
0
0
0
0
0
0
0
0
1
0
0
M
0
0
0
0
0
0
1
0
0
0
0
0
0
0
M
0
0
0
0
1
0
0
0
0
0
0
0
0
0
Design
Gender Total
Total Enrolled
1
0
1
0
0
0
0
0
0
0
1
1
1
0
1
1
0
1
23
Demographics of Enrolled Graduate Students - Fall Data
2000
2001
2002
2003
2004
F
0
0
0
0
2
0
1
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
W hite
Gender Total
M
3
0
0
0
0
0
0
0
0
F
0
0
0
0
1
0
0
F
0
0
0
0
0
0
0
1
3
Graduate
M
0
M
0
0
0
0
1
0
0
1
0
0
0
0
0
0
0
0
F
0
0
0
0
0
0
1
0
0
0
0
1
0
0
1
1
1
M
1
F
M
0
0
0
0
0
0
4
0
0
0
0
1
0
1
4
2
7
0
0
0
0
0
0
0
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
W hite
Gender Total
Undergraduate
M
0
0
0
0
0
0
0
0
0
0
F
M
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
F
M
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
F
M
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
F
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
1
6
M
0
0
0
0
0
0
0
M
0
0
0
0
1
0
4
11
Demographics of Enrolled Undergraduate Students - Fall Data
2000
2001
2002
2003
2004
F
2005
F
2005
F
M
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Design
24
B.
Test scores (GRE, GMAT and/or TOEFL) of enrolled students
As indicated in the Average GRE scores table, the Graduate Records Exam (GRE)
scores range from acceptable to good. It is nonetheless noticed that graduate students
once admitted perform well and much better than their GRE scores indicates. The GRE
scores have slightly dropped since the new departmental reorganization. This can be
explained by the fact that most of the graduate students in the Department of Design are
international students whose English language is not their primary language. Likewise, it
is worth noting that design students are more inclined toward graphic communication
skills rather than verbal, written and analytical communication skills, a condition
prevalent in design students. Occasionally, when a graduate student does not meet the
GRE minimum requirement, he/she may be admitted to the program with a probationary
status.
Average GRE Scores for Enrolled Graduate Students Fall Data (DSGN)
Source: Institutional Research Services
800
700
600
500
400
300
200
100
0
2000
2001
2002
2003
2004
2005
Verbal
475
310
0
433
0
260
Quantitative
612
685
618
380
Design
25
C.
GPA of new students
Despite the average Grade Point Average scores, graduate students perform successfully
in all areas across campus since they are required to take core courses within the
department and collateral/support courses across campus. In addition, most of the
graduate students engage in research endeavors that include presentations, posters and
manuscript publications. This illustrates their pedagogic preparation and readiness in
teaching and research activities.
New Graduate Students GPA by Level - Fall Data (DSGN)
Source: Institutional Research Services
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2000
2001
2002
2003
2004
2005
Masters
4.00
0.00
0.00
2.00
4.00
3.33
Doctoral
0.00
0.00
0.00
0.00
0.00
0.00
Design
26
D.
Initial position and place of employment of graduates over the past 6 years.
Name
Initial Position
Initial Employer
Location
Instructor
Designer
Community College
Architectural Firm
San Antonio, TX
Pecos, TX
2002-2003
Hong Wang
Unknown
Unknown
Dallas, TX
2003-2004
Key Delores
Instructor
El Centro College
Dallas, TX
Instructor
Colorado State
University
Fort Collins, CO
The Art Institute
Dallas, TX
2000-2001
Scott M.W.
Sultana Nazneen
2001-2002
2004-2005
Kathy Ford
Montgomery
2005-2006
Jennifer Kneupper
Assistant Professor
Design
27
E.
Type of financial support available for graduate students
Financial support is available through scholarships, graduate teaching, or research
assistantships, and student loans. Most graduate students are admitted to the program
with no guarantee of teaching or research positions. Commonly, a newly admitted
student will not have a teaching or research position the first semester. International
students must pass the TA workshop before being considered. Students complete a TA
application form each year. Positions are assigned based on student qualifications and
department needs. Some students do not want employment, seeking to focus on their
education. Students are typically supported up to two years for a master’s student and
three years for a doctoral student. That being said, most of the department’s students do
receive support with teaching and research assistantships, scholarships, and fellowships.
Currently out of the nine graduate students, four are benefiting from teaching or research
assistantships.
Scholarships and fellowships are available to department graduate students. The college
administers a scholarship program totaling $ 9.5 million, with graduate students eligible
to compete for some of the awards. The department also administers a more modest
scholarship endowment and offers some scholarships through the graduate tuition
account, derived from the graduate tuition surcharge returned to the department.
Students may be eligible for fellowships within the college/department. Currently the
college offers the Helen Devitt Jones Fellowship ($10,000/yr for 3 years). In addition,
new graduate students may apply for the Chancellor’s Fellowship program.
Scholarships, teaching or research assistantships, and student loans are awarded for
9 to 12 months following the next categories:
•
•
•
•
F.
Scholarships: Recipients must be enrolled full-time (9-12 hrs.). Scholarships are
available through the College of Human Sciences.
Research and Teaching Assistantships: Appointments are one-fourth (10 hours a
week) or one-half time (20 hours a week). Half-time graduate assistants must be
enrolled as full-time students (9 hrs.). Applications are submitted to the Director of
the Graduate Program at any time and will be considered for vacant positions.
Fees: Graduate assistants holding half-time assistantships are exempt from
nonresident tuition and are provided fee waivers.
Student Loans: Information regarding student loans may be obtained by contacting
the Office of Student Financial Aid, Texas Tech University.
Number of students who have received national and university fellowships, scholarships
and other awards
AWARD
Cash Family
00/01
$0
01/02
$0
02/03
$0
03/04
$0
04/05
$0
05/06
$6,000
Design
28
G.
Graduate Student Publications and Creative Activities – Number of publications and
other activities by Master students in the department.
Although the number of graduate students is limited, the number of publications is
acceptable. In the last three years, statistically a conspicuous improvement took place.
Most of the publications are peer-reviewed and published/presented with international
design conferences such as the Interior Design Educators Council (IDEC) and the
Environmental Design Research Association (EDRA). Few of the presentations are
national or local research activities such as the Southwest Regional Interior Design
Educators Council (IDEC Southwest), the Faculty Academic Contribution Exhibit
(FACE), and the Human Sciences Week research sessions.
Publication:
Year
2006
2005
2004
2003
2002
2001
2000
H.
Refereed
Thesis
Diss.
2
3
2
Non-Refereed
Thesis
Diss.
Poster
presentations
Thesis
Diss.
1
1
1
Other activities
Thesis
Diss.
Programs for mentoring and professional preparation of graduate students.
There are no specific programs for mentoring students in the department. However,
graduate students, during the first years while dealing with course load, are mentored by
the graduate advisor. Once a thesis chair is chosen, this chair assumes the mentoring
activities. In addition, the department of design curriculum proffers one course directed
toward professional preparation—Graduate Research Seminar (CEED 5301).
E.
Department efforts to retain students and graduation rates
Student retention has not been a problem for the DOD graduate program. Of those
students who enter the environmental design program, 88% complete the master’s
degree. The remainder goes directly into employment before graduation. Retention is
facilitated by close faculty contact, frequent student interaction, and teaching or research
assignments.
G.
Possibility of reduction of time
There are no possibilities. Program curriculum has been reviewed. Faculty believe the
program provides students with knowledge appropriate to a master’s level degree within
the planned time framework.
Design
29
V.
Department
A.
Department operating expenses
While the table lacks the department’s operating costs for 2005 and 2006, the
department operating expenses are impacted by the nature of the discipline. Design
disciplines, like many professional fields, require costly equipment for training
purposes. Hardware such as computer labs, studio tables, flat bed high resolution
scanners (large format) and high resolution printers are just a few of the basic required
necessities. Likewise, software such as computer aided drafting, modeling and
animation software, Adobe Photoshop, and Adobe Illustrator summarize the impact of
the department operating expenses.
Department Operating Cost - Academic Year (DSGN)
Source: Institutional Research Services
$90,000
$80,000
$70,000
$60,000
$50,000
$40,000
$30,000
$20,000
$10,000
$0
Operating Cost
00/01
01/02
02/03
03/04
04/05
05/06
$70,948
$68,850
$61,944
$80,466
$0
0
Department Operating Costs as a Fraction of Employees
00/01
01/02
02/03
03/04
04/05
05/06
available
late
not
available
Fall
14
$44,794
Dept Operating
Cost
Faculty & Staff
Dept OP Cost
F/S
$70,948
12
$68,850
15
$61,944
14
$80,466
11
not
available
12
$28,047
$36,116
$27,881
$37,994
$48,534
Design
Formatted: Centered
30
B.
Summary of Number of Proposals Written and Accepted
Considering the number of graduate faculty, the number of research proposals is
acceptable. As indicated in the table below the successfully funded research amounts to
11 grant applications in five years. This is quite satisfactory. The summary of faculty
awards by home department indicates that an amount of $507,328 has been generated in
research funds, another good indicator of the research activity within the Department of
Design.
2005
2004
2003
2002
2001
2000
Foundation
D
M
1
1
1
State
D
M
Federal
D
M
1
4
1
3
Others
D
M
5
2
1
1
1
1
Successfully
funded
D
M
1
3
1
1
1
3
1
D = Disciplinary (internal)
M = Multidisciplinary (external)
C.
External Research expenditures
SUMMARY OF FACULTY AWARDS BY HOME DEPARTMENT
Source: Office of Research Services
Year
Numb er of
Awards
FacilitIes &
Administrative
Award Amount
00/01
01/02
02/03
03/04
04/05
05/06
1.50
3.00
4.00
2.00
4.00
3.00
$0
$0
$0
$0
$0
$0
$36,739
$77,202
$99,435
$88,935
$114,525
$90,492
17.50
$0
$507,328
Totals:
Design
31
Research Expenditures (DSGN)
Source: Institutional Research Services
$140,000
$120,000
$100,000
$80,000
$60,000
$40,000
$20,000
$0
Sponsored
00/01
01/02
02/03
03/04
04/05
05/06
$39,739
$77,202
$99,435
$88,935
$114,525
$90,492
Comparing TTU to its peer institutions, while Washington State University data is not
provided, the comparison to Colorado State University and the University of MissouriColumbia indicates that TTU research expenditure is much higher than that of the peer
institutions. Also, the table below indicates that TTU research expenditure have been
steady during the last five years, yielding an average yearly expenditure of $ 84,660.
D.
Internal funding
Source of Internal Funds (TTU)
Source: Institutional Research Services
Comparison of Research
Expenditures
Colorado State University
University of Missouri - Columbia
Washington State University
Texas Tech
00/01
$0.00
01/02
$0.00
$2,927
$39,739
$77,202
02/03
$0.00
$1,441
03/04
$0.00
$908
04/05
$0.00
05/06
$0.00
$80,369
$114,525
$90,492
Data not provided
$99,435
$88,935
Design
32
00/01
Research Enhancement
Research Incentive
Line Items
Interdisciplinary Seed Grants
New Faculty Start-ups
Matching from VPRGSTT
Special needs and
opportunities
Research Promotion
Graduate School Fellowships
HEAF
E.
01/02
02/03
$0
$0
$2,226.30
TOTALS: $2,226.30
$2,650.00
$2,650.00
03/04
$0
04/05
$0
05/06
$0
$5,207.56 $23,475.14 $28,323.02
$5,207.56 $23,475.14 $28,323.02
Scholarships and endowments
The College of Human Sciences at Texas Tech University offers undergraduate and
graduate scholarships of varied amounts for outstanding students. Recipients are
selected based on the criteria for each award. Although criteria vary, most include:
scholarship, excellence, achievement in academic and non-academic areas, leadership,
character, seriousness of purpose, and/or need. Scholarships are awarded only to those
who have officially applied to Texas Tech University. The college administers a
scholarship program totaling $9.5 million, with graduate students to compete for some
of the awards. For instance, the college offers the Helen Devitt Jones fellowship
($10,000/yr for 3 years).
In addition, the Graduate School offers fellowships and scholarships to Texas Tech
University graduate students. New graduate students and students at the
thesis/dissertation writing phase may apply for fellowships and scholarships. The
majority of the awards range from $2,000-$4,000/year. For the last fiscal year, the
Graduate School disbursed 258 scholarship and fellowship awards for a total of
$667,800.
Design
$6,000
Not
provided
$6,000
33
F.
Departmental resources for research and teaching (i.e. classroom space, lab facilities)
The department of design and college facilities are adequate. Computer availability
and access to electronic information is state of the art because of the use of graduate
student fund allocations. The Department of Design has modern facilities to support
graduate student teaching and research. Departmental facilities include drafting studios,
resource library, and computer laboratories.
Besides the implementation of the wireless network, students in the College of Human
Sciences have access to three computer laboratories; one laboratory has visualization
workstations and one is dedicated to graduate student use. The third lab is utilized for
undergraduate classes and open use. Campus resources include the Advanced
Technology Learning Center, University Library, Architecture Library,
Southwest Collection/Special Collections Library, Law School, Medical Center Library,
the Texas Tech Museum, and the Ranching Heritage Center.
Type of Space
Number of Rooms
Total Assignable Square Feet
OFFICES:
Faculty & Administration
7
1334
Clerical
2
625
Graduate Assistant
3
444
Technician
NA
Emeritus
NA
LABS:
Special Instruction Labs
5
4588
Research Labs
1
732
STORAGE:
5
449
LIBRARY:
CENTERS & OTHER
FACILITIES:
1
1340
Office
Lab (Instruction &
Research)
1
248
1
250
TOTAL SQUARE FEET
G.
10,010
HEAF expenditures
2005
2004
2003
2002
2001
2000
$
$
$
Labs
16,391.61
3,256.91
-
Classroom
$
$
$
-
Other
(identify)
$ 11,931.41
$ 20,218.23
$ 5,207.56
$
$
2,650.00
2,226.30
$
$
$
$
-
-
TOTAL
$28,323.02
$23,475.14
$ 5,207.56
$
$ 2,650.00
$ 2,226.30
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34
H.
Becoming a highly ranked program
The following criteria are used to gauge the maintenance of a highly ranked program
•
•
•
•
•
Faculty members academic preparation and professional experience
Faculty members participation in exemplary and scholarly societies
Faculty Members Publications
Faculty Members Grant Activities
Graduates’ Placement
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34
VI.
Conclusion – a one- to two-page summary of the observed deficiencies and needs
identified by your review. Identify areas of greatest need and areas of significant
contributions.
Through the Department of Design Graduate Program Review process, the following
strengths and limitations have been identified. Limitations/deficiencies will be addressed
in the graduate faculty summer 2007 retreat.
Deficiencies:
•
Enrollment: Although the nationwide demand for Interior and Environmental Design
graduates far exceeds the supply for individuals with graduate degrees, the Department
of Design is experiencing a limited enrollment due to lack of faculty and resources. For
instance, the website for the Environmental Design Research Association currently
(EDRA, October, 2006) lists 15 position announcements related to interior design and
allied disciplines. Similarly, the Interior Design Educators Council currently (IDEC,
October, 2006) lists 37 position announcements related to Interior and Environmental
Design (IED). Qualifications range from MFA-MA-MS to Ph.D., with a terminal
degree or Ph.D. preferred.
•
Faculty Workload: Similarly, the high undergraduate faculty load—an average of three
courses per semester—bearing in mind that design courses are studio oriented requiring
longer sessions of grading, lecturing and consulting—5 to 6 contact hours per course—
has not only impeded the graduate faculty involvement in the recruiting activities but
also hindered graduate faculty from teaching graduate courses during the fall and spring
semesters. It should be noted that grading in interior design, like all design disciplines, is
time consuming because of the studio nature of the courses.
•
Degree Requirements: The actual Master of Science in Environmental Design is
limited to a thesis degree—a research based degree. Since design involves theory and
application, the possibility of including a non-thesis master's that meets the needs of
individuals with business backgrounds and professional experience (a course-based
degree) will pave the way for more options hence better recruitment possibilities. A third
option might be a combination of research and project design Master’s degree. These
alternatives will be addressed in the graduate faculty 2007 summer retreat.
•
Course Leveling: Thirty-six hours of leveling course work for non-related major may
be required to remove subject matter deficiencies; this constitutes a heavy burden on any
potential graduate student. This leveling course load will prevent and thwart recruitment
strategies. Deficiencies in undergraduate work in design must be quantitatively corrected
and concurrently taken with registration in graduate level courses. This will be
addressed in the graduate faculty 2007 summer retreat.
•
Administrative Reorganization: Likewise, the new administrative re-organization of
the college of Human Sciences has had its impact on the DOD graduate program. The
DOD graduate program [formerly included in the Merchandising Environmental Design
and Consumer Economics] is now independently operated resulting in a lack of
resources. Similarly, the department has experienced faculty retirement and sudden
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35
departure of chairpersons that has generated an administrative and pedagogic transitional
juncture.
•
Distance Learning: In this global era where distance learning is becoming the
pedagogic tool of the 21st century paving the way to flexibility, convenience, and
interaction; the Department of Design graduate program has not yet embarked on
distance learning possibilities. A quick reading of design graduate programs nationwide
suggests that online education is the primary reason behind the high rate of graduate
students’ recruitment in peer institutions.
Strengths:
•
The Department of Design Graduate Program offers a Master of Science in
Environmental Design that is unique in the state of Texas. Nationwide, the graduate
program is also on the leading edge of design education.
•
The graduate program's strength is in its diversity. The faculty and graduate students
come from a variety of cultures—American, North African, Chinese, Nepalese,
Jordanian, and South Korean—generating exceptional learning possibilities.
•
As indicated earlier, since the supply of graduates in design disciplines is far less than
the demand, one key measure of a graduate program's strength is its placement record.
Our graduates have had excellent success on the academic job market.
•
In a relatively large geographic region such as the State of Texas, there are only two
design graduate programs leading to the Master’s Degree in Interior and Environmental
Design. One of these programs is the TTU Department of Design Master’s Program.
•
Undergraduate interior design students have the option of obtaining a joint 5-year
Bachelor of Interior Design Degree and Master's Degree in Environmental Design. This
paves the way for undergraduate students to acquire a graduate level degree in a
relatively short period of time, but also enhances the graduate program enrollment.
•
The connection of basic research in the human sciences involving a holistic paradigm
that bridges the gap between environmental and behavioral studies is an area of critical
strength in the Department of Design. This entails a flexible education; intellectually
responsive individuals whose education will continue to serve them and their society
long after the narrower aspects of particular training in a subspecialty become obsolete.
Design