Exploring Education Models
The Council for Interior Design Accreditation (CIDA) and Local Accreditation: Insights on Program Learning Outcomes
Paper Presentation in a Themed Session Rehab Aburas
The central objective of this study is to investigate the learning outcomes requirements of the Council for Interior Design Accreditation (CIDA) and Local Accreditation. Accordingly, this study uses a documentary analysis and a case study of interior deign program to achieve the objective. The CIDA is an independent, non-profit accrediting organization for interior design education programs at colleges and universities in the United States and Canada. For more than 35 years, the CIDA has promoted quality standards and is recognized by the US Council for Higher Education Accreditation. As of April 2018, 195 interior design programs are currently accredited by the CIDA, serving an estimated 20,000 students (Bachelor, Master, MFA, BS, BA, and MA). In this study, the Education Evaluation Commission (EEC) - the National Commission for Academic Accreditation and Assessment (NCAAA) used as an example of local accreditation. The EEC-NCAAA primarily responsible for determining standards and procedures for accreditation and quality assurance and accrediting higher education institutions. The requirements of program learning assessments (PLOs) are dissimilar under both CIDA and EEC-NCAAA standards. Using a case study of an interior design program in Saudi Arabia, the study reveals that the PLO assessment should be directed towards ensuring the quality enhancement not the accreditation motives. The study proposed a model for aligning learning outcomes under various accreditation bodies requirements. The findings could be generalized in other countries in which the local accreditation bodies requirement is somewhat dissimilar to the CIDA requirements.
Re-examining the Interactive Boundaries of the Interior Design Studio: The Studio as a Facilitator of Spatial Knowledge Construction
Paper Presentation in a Themed Session Aruna Venkatesh
As design education continues to be based on studio pedagogy, an area that needs further exploration is the interactive boundary of the interior design studio. Critical conversations as a part of studio interactions that are crucial in the interior design students’ spatial knowledge construction are the focus of this study. Conversations might expand to spheres outside the studio; they might extend beyond physical spaces of the studio and can range from the contextual, theoretical and practical. Furthermore, they are facilitated not only by the tutors but can be initiated by the students themselves. Based on Schön’s epistemology of teaching and learning of tacit knowledge, transformative learning theory, Piaget’s Constructivism and Vygotsky’s socio-cultural theory, this paper highlights the potential of peer conversations as a testing ground for ideas, verifying arguments and decision-making. Using a multiple case study methodology, this study follows the development of eight students in different years of the Environment and Interior Design discipline of the School of Design, The Hong Kong Polytechnic University using extensive studio observations and in-depth interview methods. Insights gained from the study might suggest new teaching and learning methodologies applicable in the above mentioned frontiers of interaction.
Rethinking Design-Doing Focused on Design-Learning: Design Platforms for Countering a Declining Region
Paper Presentation in a Themed Session SuKyoung Kim, Takanobu Yakubo, Koichiro Kakiyama, Masayuki Sakai, Takashi Hasumi, Toshihiki Hara, Megumi Katayama, Yoshiyuki Shiroma, Ryo Yamada, Masaya Saito, Hirofumi Ueda
Design disciplines have contributing to shaping the life of human beings, as well as fostering culture and heritage. Design disciplines and research have been rapidly transforming and not only objects but also services are becoming the targets of design and have been changing societies. This paper presents a new design discipline on design-doing focused not only on students but also on locals, which was attributed by a local-driven urban planning focused on quality of life. This paper presents a new design platform with ACP (Augmented Campus Program) educational package program and shows the process to clarify its validity. The ACP educational package program shows a new design paradigm on how to solve social problems in collaboration with university and locals through experimental methods.
