CIDA Curriculum Matrix - Miami University First Year

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1 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 2. Global Context for Design - Entry-level interior designers have a global view and weigh design decisions within the parameters of ecological, socio-economic, and cultural contexts. Student work demonstrates understanding of: the concepts, principles, and theories of sustainability as they pertain to building methods, materials, systems, and occupants. 2a S S S Students understand: globalization and the implications of conducting the practice of design within a world market. how design needs may vary for different socio-economic populations. rogram Expectations The interior design program provides: exposure to contemporary issues affecting interior design. exposure to a variety of business, organizational, and familial structures. 2b 2c 2d 2e S S S S S S S S opportunities for developing knowledge of other cultures. 2f S S 3

2 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 3. Human Behavior - The work of interior designers is informed by knowledge of behavioral science and human factors. Students understand that social and cultural norms may vary from their own and are relevant to making appropriate design decisions. Student work demonstrates: understanding and the ability to appropriately apply theories of human behavior. the ability to select, interpret, and apply appropriate ergonomic and anthropometric data. understanding and the ability to appropriately apply universal design concepts. 3a 3b 3c 3d S S? S S S S S S S 4

3 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 4. Design rocess - 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. Students are able to: identify and define relevant aspects of a design problem (goals, objectives, performance criteria). gather appropriate and necessary information and research findings to solve the problem (evidence-based design). evaluate, select, and apply information and research findings to design. synthesize information and generate multiple concepts and/or multiple design responses to programmatic requirements. demonstrate creative thinking and originality through presentation of a variety of ideas, approaches, and concepts. rogram Expectations The interior design program includes: 4a 4b 4c 4d 4e S S S S S S S S S S S opportunities to solve simple to complex design problems. 4f S S S exposure to a range of design research and problem solving methods. 4g S S S S opportunities for innovation and creative thinking. 4h S S S opportunities to develop critical listening skills. 4i S S S 5

4 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 5. Collaboration - Entry-level interior designers engage in multi-disciplinary collaborations and consensus building. Students have awareness of: team work structures and dynamics. 5a the nature and value of integrated design practices. 5b rogram Expectations The interior design program includes learning experiences that engage students in: collaboration, consensus building, leadership, and team work. 5c interaction with multiple disciplines representing a variety of points of view and perspectives. 5d 6

5 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 6. Communications - Entry-level interior designers are effective communicators. Students apply a variety of communication techniques and technologies appropriate to a range of purposes and audiences. Students are able to: express ideas clearly in oral and written communication. use sketches as a design and communication tool (ideation drawings). produce competent presentation drawings across a range of appropriate media. produce competent contract documents including coordinated drawings, schedules, and specifications appropriate to project size and scope and sufficiently extensive to show how design solutions and interior construction are related. 6a 6b 6c 6d 6e S S S S S S S S S integrate oral and visual material to present ideas clearly. 6f S S 7

6 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 7. rofessionalism and Business ractice - 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 understand: the contributions of interior design to contemporary society. 7a S various types of design practices. the elements of business practice (business development, financial management, strategic planning, and various forms of collaboration and integration of disciplines). 7b 7c the elements of project management, project communication, and project delivery methods. 7d professional ethics. 7e rogram Expectations The interior design program provides exposure to various market sectors and client types. 7f S S The interior design program provides exposure to the role and value of: legal recognition for the profession. 7g S professional organizations. 7h S life-long learning. 7i S public and community service. 7j S S 8

7 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 8. History - Entry-level interior designers apply knowledge of interiors, architecture, art, and the decorative arts within a historical and cultural context. Students understand the social, political, and physical influences affecting historical changes in design of the built environment. Students are able to identify: movements and periods in interior design and furniture. movements and traditions in architecture. stylistic movements and periods of art. 8a 8b 8c 8d Students are able to use historical precedent to inform design solutions. 8e S S 9

8 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 9. Space and Form - Entry-level interior designers apply the theories of two- and three-dimensional design, and spatial definition and organization. Students effectively apply the elements, principles, and theories of design to: two-dimensional design solutions. 9a S S S S three-dimensional design solutions. 9b S S S S Students are able to analyze and discuss spatial definition and organization. 9c S S S S 10

9 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 10. Color and Light - Entry-level interior designers apply the principles and theories of color and light. Student work demonstrates understanding of: color principles, theories, and systems. 10a the interaction of light and color and the impact they have on one another and interior environments. 10b Students: appropriately select and apply color with regard to its multiple purposes. 10c S S S S apply color effectively in all aspects of visual communication (presentations, models, etc.) 10d S S S S 11

10 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 11. Furniture, Fixtures, Equipment, and Finish Materials - Entry-level interior designers select and specify furniture, fixtures, equipment and finish materials in interior spaces. Students have awareness of: a broad range of materials and products. typical fabrication and installation methods, and maintenance requirements. 11a 11b S S S S Students select and apply appropriate materials and products on the basis of their properties and performance criteria, including environmental attributes and life cycle cost. 11c S S S S Students are able to layout and specify furniture, fixtures, and equipment. 11d S S 12

11 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 12. Environmental Systems and Controls - Entry-level interior designers use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Students: understand the principles of natural and electrical lighting design. 12a? p competently select and apply luminaires and light sources. 12b? Students understand: the principles of acoustical design. 12c? appropriate strategies for acoustical control. 12d? Students understand: the principles of thermal design. 12e how thermal systems impact interior design solutions. 12f Students understand: the principles of indoor air quality. 12g? how the selection and application of products and systems impact indoor air quality. 12h? 13

12 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 13. Interior Construction and Building Systems - Entry-level interior designers have knowledge of interior construction and building systems. Student work demonstrates understanding that design solutions affect and are impacted by: structural systems and methods. non-structural systems including ceilings, flooring, and interior walls. distribution systems including power, mechanical, HVAC, data/voice telecommunications, and plumbing. energy, security, and building controls systems. the interface of furniture with distribution and construction systems. vertical circulation systems. 13a 13b 13c 13d 13e 13f S Students are able to read and interpret construction drawings and documents. 13g S 14

13 - rimary evidence. Limit: 3 ''s per expectation. 1 '' per expectation is mandatory unless the Standard 14. Regulations - Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces. Students have awareness of: sustainability guidelines. 14a?? S S S S industry-specific regulations. Student work demonstrates understanding of laws, codes, standards, and guidelines that impact fire and life safety, including: compartmentalization: fire separation and smoke containment. movement: access to the means of egress including stairwells, corridors, exitways. detection: active devices that alert occupants including smoke/heat detectors and alarm systems. suppression: devices used to extinguish flames including sprinklers, standpipes, fire hose cabinets, extinguishers, etc. Students select and apply appropriate: federal, state/provincial, and local codes. standards. 14b 14c 14d 14e 14f 14g 14h S S S S X S X S accessibility guidelines. 14i X S 15

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