Professional Standards 2009

Suzanne Scott, Ph.D., IDEC, ASID, scscott@wisc.edu Megan Scanlan, Director of Accreditation, megan@accredit-id.org

Communicating QualityCommunicating Quality

StandardsRelevantValidReliable

Accreditation Process

Expertise – volunteers & staff

Clear communication

Value to stakeholders

Access & ease of use

CIDA Standards CIDA Standards DevelopmentDevelopmentTimelineMajor revisions made every 8-10

yearsLast major revision project began in

2006 leading to new Standards effective July 1, 2009

Minor revisions issued periodically

Standards DevelopmentStandards Development

Best Practices Engage the community Seek broad and inclusive input Balance perspectives Validate through consensus Communicate results Provide adequate notice

Standards DevelopmentStandards Development

Who is in charge of the process?Standards Committee stewards the

processAccreditation Commission consultedBoard of Directors adopts

ImplementationImplementation

CIDA Board of Directors adopted Professional Standards 2009 in June 2008, effective July 1, 2009

Accreditation Commission planned and implemented site visitor training

Standards Committee monitoring the reliability and validity of Standards

2006-2009 Standards 2006-2009 Standards Development ProjectDevelopment Project

Drivers behind Professional Standards 2009:

Audit of CIDA’s Professional Standards 2009

Future Vision Session Trends in higher education and

accreditation

Professional Standards 2009:Professional Standards 2009:Four Sections, Three Content Four Sections, Three Content AreasAreasProgram CharacteristicsSection I – Mission, Goals, CurriculumSection IV – Program AdministrationBroad Overarching Concepts,

Knowledge, AbilitiesSection II – Interior Design: Critical

Thinking, Professional Values, and Processes

Specific Design Knowledge and Content Areas

Section III – Interior Design: Core Design and Technical Knowledge

Program CharacteristicsProgram Characteristics

Section I. Mission, Goals, Curriculum

Standard 1. Mission, Goals, and Curriculum

Section IV. Program AdministrationStandard 15. Assessment and

AccountabilityStandard 16. Support and Resources

Broad Overarching Concepts, Broad Overarching Concepts, Knowledge, and AbilitiesKnowledge, and Abilities

Section II. Interior Design: Critical Thinking, Professional Values Standard 2. Global Context for Design Standard 3. Human Behavior Standard 4. Design Process Standard 5. Collaboration Standard 6. Communication Standard 7. Professionalism & Business Practice

Specific Interior Design Specific Interior Design Knowledge & Content AreasKnowledge & Content Areas

Section III. Interior Design: Core Design & Technical Knowledge Standard 8. History Standard 9. Space and Form Standard 10. Color & Light Standard 11. FF&E and Finish Materials Standard 12. Environmental Systems and Controls Standard 13. Interior Construction & Building Systems Standard 14. Regulations

Form and ExpressionForm and Expression

Within each section: Broad Standard – sets forth general

expectationStudent learning and program

expectations – assist in determining whether Standard is in compliance

Guidance (provided for some Standards) – examples to assist in understanding expectations

Form and ExpressionForm and Expression

Student learning and program expectations:

Provide additional clarification on the meaning of Standards and guidance on preparing for an accreditation review

Important contributors in demonstrating compliance with a Standard, but not the only factors that contribute to or hinder achievement of Standards

Student Learning Student Learning ExpectationsExpectationsSee CIDA’s Professional Standards

2009, pages 8-9Evaluated by examining student work

and conducting interviews with students

Include an expected learning level: awareness, understanding, application/ability

Student Learning Student Learning ExpectationsExpectationsExamples:Students have awareness of…Student work demonstrates

understanding of…Students select and apply appropriate

Program ExpectationsProgram Expectations

See CIDA’s Professional Standards 2009, page 9

Focus on opportunities, experiences, or information programs present to students

No learning levels

Program ExpectationsProgram Expectations

Examples:The interior design program provides

exposure to…The interior design program provides

opportunities for…Faculty members and other

instructional personnel have…Instructional facilities and work spaces

are…

Professional Standards Professional Standards 20092009Focus on evaluating the program as a

whole rather than on accounting for each of the parts – broad and holistic

Provide sufficient guidance to evaluate program achievement, but are not narrowly focused

“The whole is greater than the sum of its parts”