SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: Design
Program: Interior Design
College: Humanities and the Arts
Website: http://www.sjsu.edu/design/design_programs/interior_design_program/
Program Accreditation: NASAD
Contact Person and Email: Virginia San Fratello, Program Coordinator
Date of Report: May 21, 2014
1. List of Program Learning Outcomes (PLOs)
The Interior Design Program curriculum at SJSU prepares students for entry-level interior design practice and
positions them for future professional growth in the fields of interior design and architecture. The
responsibilities of the interior designer encompass all spaces within environments built for human habitation.
Educational philosophies and goals facilitate the development of a creative professional who can analyze
problems from many different perspectives and synthesize information. We use the Professional Standards set
forth by the Council for Interior Design Accreditation Board to establish and evaluate our program learning
outcomes.
1. Entry-level interior designers have a global view and weigh design decisions within the parameters of
ecological, socio-economic, and cultural contexts. Students develop concepts, principles, and theories
of sustainability as they pertain to building methods, materials, systems, and occupants.
2. Students understand the implications of conducting the practice of design within a world context and
how design needs may vary in cultural and social groups with different economic means.
3. The work of interior designers is informed by knowledge of human factors and theories of human
behavior related to the built environment. Students understand that social and behavioral norms may
vary from their own and are relevant to making appropriate design decisions and apply the knowledge
by appropriately applying theories of human behavior in the built environment, by selecting,
interpreting, and applying appropriate anthropometric data when designing a space.
4. Students apply Universal Design principles in their space planning projects.
5. Entry-level interior designers need to apply all aspects of the design process to creative problem
solving. Design process enables designers to identify and explore complex problems and generate
creative solutions that optimize the human experience within the interior environment. Students are
able to identify and define relevant aspects of a design problem (goals, objectives, performance
criteria).
6. Students are able to gather, evaluate, and apply appropriate and necessary information and research
findings to solve the problem (pre-design investigation).
7. Students are able to synthesize information and generate multiple concepts and/or multiple design
responses to programmatic requirements.
8. Students demonstrate creative thinking through presentation of a variety of ideas, approaches, and
concepts.
9. Entry-level interior designers engage in multi-disciplinary collaboration. Students work in team
structures and dynamics and learn the nature and value of integrated design practices.
10. Students apply a variety of communication techniques and technologies appropriate to a range of
purposes and audiences and are able to express ideas clearly in oral and written communication.
11. Students are able to express ideas clearly through visual media (ideation drawings and sketches), the
production of presentation drawings across a range of appropriate media and to produce integrated
contract documents including drawings, schedules, and specifications appropriate to project size and
scope.
12. Entry-level interior designers use ethical and accepted standards of practice, are committed to
professional development and the industry, and understand the value of their contribution to the built
environment. Students learn about the contributions of interior design to contemporary society,
research various types of design practices; document the elements of business practice (business
development, financial management, strategic planning, and various forms of collaboration and
integration of disciplines) and project management, project communication, and project delivery
methods.
13. Entry-level interior designers apply knowledge of interiors, architecture, decorative arts, and art
within a historical and cultural context. Students research and apply their knowledge of the social,
political, and physical influences affecting historical changes in design of the built environment.
14. Entry-level interior designers apply elements and principles of two- and three-dimensional design.
Students effectively apply the elements and principles of design to two-dimensional design solutions
and three-dimensional design solutions.
15. Student have an understanding of color principles, theories, and systems learn how to select and
apply materials, texture, light, and form and understand their impact on interior environments.
16. Entry-level interior designers select and specify finish materials in interior spaces. Students learn how
to select from a broad range of materials and products. Learn how to deploy typical fabrication and
installation methods, and maintenance requirements.
17. Students are able to layout and specify furniture, fixtures, and equipment.
18. Entry-level interior designers use the principles of lighting, thermal comfort, and indoor air quality to
enhance the health, safety, welfare, and performance of building occupants. Students apply the
principles of natural and electrical lighting design through a design project; they competently select
and apply luminaires and light sources. Students develop an understanding of the principles of
thermal design and how thermal systems impact interior design solutions.
19. Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of
interior spaces. Students research and apply industry-specific regulations to interior design solutions
such as federal, state/provincial, and local codes and accessibility guidelines.
2. Map of PLOs to University Learning Goals (ULGs)
ULG
1
2a,b, c
MPH Program Outcome
Portfolio Review (based on assessment) and NASAD accreditation (based on program
outcomes)
IT PLO #2, 5, 6, 7, 8, 15, 16, 17
3a
IT PLO #11, 10, 14, 15, 16, 17, 18
3b
IT PLO #10, 14, 15, 17, 18
4 a,b,c
IT PLO #4, 12, 13, 16, 17, 18, 19
5a
IT PLO #1, 2, 3, 12, 13
5b
IT PLO #2, 9, 12, 17
Summary: All University Learning Goals are addressed by the Program Outcomes of the IT degree. The
mapping was determined through faculty conversation and agreement.
x
M
M
H
M
H
H
x
x
x
x
x
H
x
H
x
M
H
H
x
M
M
H
M
H
H
H
M
H
H
H
H
M
H
M
H
H
M
M
x
H
H
x
x
x
x
H
H
H
x
H
H
H
H
x
H
M
x
H
H
H
M
x
H
H
H
H
H
H
H – high contribution
M – medium contribution
X – relevant but not presently assessed
H
H
x
x
H
H
M
H
M
H
M
H
H
x
x
x
x
x
M
H
H
x
x
x
H
x
x
x
H
H
H
H
H
H
M
H
x
H
H
M
M
x
H
x
H
H
H
x
x
x
x
x
M
H
19. codes/ laws /standards
x
18. lighting / thermal
17. fixture / furniture
H
H
H
H
H
H
16. finishes / fabrication
M
14. 2D to 3D design
13. history / culture
M
15. color / material etc.
x
H
H
H
H
H
x
x
H
H
H
H
M
M
12. professional practice
x
M
H
H
H
H M
H
H M
H x
x H
H H
M H
H
H M
H
x
H x
x
H H
M
H
11. presentation
10. communication
8. creative thinking
M
H
H
H
H
H
9. collaboration
7. synthesize
M
x
H
M
H
x
H
x
6. research
5. problem solving
x
4. universal design
H
3. anthropometrics
2. social design
dsIT 5
dsIT 10
dsIT 15
dsIT 29
dsIT 33
dsIT 34
dsIT 83
dsIT 100
dsIT 101
dsIT 102
dsIT 103
dsIT 104
dsIT 105
dsIT 106
dsIT 107
dsIT 108
dsIT 109
dsIT 110
dsIT 111
dsIT 112
dsGN 100W
dsGN 127
artH 70B
artH 72
artH 160
1. global views
3. Alignment – Matrix of PLOs to Courses
H
H
x
H
H
x
H
H
H
H
H
H
H
H
x
M
H
M
H
H
x
H
x
x
M
H
M
H
H
x
M
M
H
H
M
M
H
H
H
H
4. Planning – Assessment Schedule
Assessment is done through 1. The portfolio review. The review takes place half way through the Interior
Design Program (at the end of year 2). The “Senior Show”. The show is an exhibit of graduating student work,
to which both academics and professional are invited to participate and 3. Through collaborative meetings
between the faculty and a professional advisory committee.
Spring 2016 – Reassess curriculum every 5 years.
Spring 2015 – Assess capstone studio and student research integration methods: dsIT 110, dsIT 109
Spring 2014 – Assess CAD sequence: dsIT 15, dsIT 33, dsIT 101
5. Student Experience
PLO’s are listed on every syllabus and learning outcomes are listed on the SJSU Department of Design website.
http://www.sjsu.edu/design/design_programs/interior_design_program/
6.
Graduation Rates for Total, Non URM and URM students (department).
Academic Programs
Design
Total
URM
NonURM
Other
First-time Freshmen:
6 Year Graduation
Rates
Fall 2007 Cohort
Entering
% Grad
19
31.6%
4
0.0%
12
50.0%
3
New UG Transfers: 3
Year Graduation Rates
Grads : 3 Year
Graduation Rates
Fall 2010 Cohort
Entering
% Grad
154
18.8%
32
21.9%
92
19.6%
Fall 2010 Cohort
Entering
% Grad
0
0.0%
0
0.0%
0
0.0%
0.0%
30
13.3%
0
0.0%
7. Headcounts of program majors and new students (program / degree).
Interior
Design
Degree
1st
Fr.
Total
BFA
11
11
New Students
UG
New
Transf
Creds
18
18
0
0
1st
Grad
s
0
0
Fall 2013
Cont. Students
UGs
Creds
Grad
s
103
103
0
0
0
0
UGs
132
132
Total
Cre
Grads
ds
0
0
0
0
8. SFR and average section size (program)
Course Prefix
Course Level
DSIT - Interior Design
Total
Lower Division
Upper Division
Fall 2013
Student
Average
to Faculty
Headcount
Ratio (SFR) per Section
16.4
22.1
20.6
24.0
13.6
20.4
9. Percentage of tenured/tenure-track instructional faculty (department).
Design
% Tenured/Prob
30.5%
Fall 2013
Tenured
Temp Lecturer
7.11
22.355
Probationary
2.694
10. Closing the Loop/Recommended Actions.
The move to 120 units required the program to eliminate 1 CAD class from the curriculum therefore in 2014
we will assess the CAD sequence: dsIT 15, dsIT 33, (dsIT 88 eliminated), dsIT 101 to ensure compliance with
industry standards.
11. Assessment Data
Spring 2013 – Assess move to 120 units (summary)




Maintain and cultivate a strong foundation course sequence that allows students to develop and build
specialized knowledge skills. (PLO’s 3,4,5,8,11,14, 15, 16, 17, 18)
dsIT 10, 15, 29, 33, 34, 83
Maintain the courses that support “re-envisioning the work environment for the 21st century” and
support professional development, social awareness and universal design. (PLO’s 2,4,12,19)
dsIT 34,100, 104, 107, 112
Cultivate a strong problem solving and critical thinking design studio sequence. (PLO’s 3,4,5,8,9, 10,
11,14, 15, 16, 17)
dsIT 29, 34, 103, 104, 105, 110
Establish a critical design and fabrication research sequence using local technology and materials and
the related facilities within the Art Department including ceramics and glass. (PLO’s, 8,9, 10, 14, 16)
dsIT 83, 102, 103,109, (art 46, 47, 105, 132,140, 141, 144, 147)

Inject more global, sustainable and ecological thinking into the program in the survey courses, specific
studios and material related seminars but also by utilizing existing courses in the Environmental
Studies department, Art History and the Urban Planning Department. (PLO’s, 1,2,6,10,13)
dsIT 10, 103, 106, 109 (envs 01,132, 137, urbp 151, urbp 152, urbp 101, urbp 120, urbp 142,
artH 70a,b,c, 160, 161, 192C)
Actions Taken: Eliminate dsGD 99 - typography, eliminate dsIT 88 – visual communication II, reduce internship
units required from 4 to 1 since the newly introduced professional practice class is 3 units dsGN 127 internship
Spring 2012 – Assess new foundation level interior Design courses: dsIT 10, dsIT 83 (summary)
These courses were introduced as part of the new Interior Design curriculum in Fall 2011. Prior to the
introduction of these courses foundations were taught by the Art Department. Assessment was conducted
through the portfolio review. Faculty members from the Interior Design Program and professionals from
Interior Design met to evaluate the project performance of each BFA Interior Design student in DSIT 103. The
purpose of the evaluation was: 1) to assess the skills of the student; and 2) to insure the foundation level
courses are indeed delivering the basic skills and competencies required by the profession. Furthermore, at
the review, students were able to gather immediate and consolidated feedbacks from the faculty about their
performance thus far and understand what improvements may be required of them for further advancement
in the Interior Design Program. The criteria used to evaluate the learning outcomes for dsIT 83 included
evaluating student’s ability to make orthographic projections with accuracy and to scale. The projections
should use correct line weight, style and conventions. The criteria used to evaluate the learning outcomes for
dsIT 10 included evaluating student’s willingness and ability to communicate visually through freehand
drawing and sketches. The portfolio review indicated that students drawing skills were at a considerably
higher level than before because of the introduction of these 2 classes. Therefore no actions were taken.
Spring 2010 – Assess Professional Development activities (summary)
In summer 2010, four faculty members met with our advisory council committee that consisted of several
local design practitioners to identify ways in which our students might better be prepared to enter
professional practice. The consensus was that in order to strengthen the program, which is conceptually rich
and rigorous, courses that cover topics related to professional development, codes/ laws/ standard practices
and guidelines should be offered. Actions taken: Under the guidance of CIDA and through professional input,
we established 2 new courses dsIT 112 – Professional Practice and dsIT 100 - Building Codes.
12. Analysis.
We are moving to 120 units in the fall of 2014. The move to 120 units required us to eliminate 1 CAD class
from the curriculum therefore in 2014 we will assess the CAD sequence: dsIT 15, dsIT 33, (dsIT 88 eliminated),
dsIT 101 to ensure that SJSU student skills meet entry-level industry standards.
13. Proposed changes and goals (if any)
After reviewing the PLO’s and examining the goals of the program through the curriculum reduction to 120
units, the Interior Design Program finds it should bolster course content to better address global, social and
ecological issues. This can be done in existing courses dsIT 10, 34, 103, 106, 109 where content is ripe for this
subject matter.
Additionally students and faculty in the Interior Design Program have initiated a design and fabrication
research agenda that is currently being fleshed out through instructor led topics in dsIT 109 and through
independent research seminars by students. Incorporating more support for research into the curriculum as a
more pervasive method of study will support the life long learning goals and broad integrative knowledge
goals of the university. Ways and methods to incorporate and improve student research will be assessed in
2014-15.
Electronic copy of report is due June 1, 2014. Send to Undergraduate Studies
(academicassessment@sjsu.edu), with cc: to your college’s Associate Dean and college Assessment
Facilitator. List of AFs is found at http://www.sjsu.edu/ugs/faculty/programs/committee/index.html>
.