s o a d · council for interior design accreditation standard 10 standard 10. history and theory ....

S o A D SCHOOL OF ARCHITECTURE

AND DESIGN

A B U D H A B I CIDA STANDARD 10 A S S E S S M E N T

NEW YORK INSTITUTE OF TECHNOLOGY SCHOOL OF ARCHITECTURE AND DESIGN

MAY 2018 SCHOOL OF ARCHITECTURE AND DESIGN NEW YORK INSTITUTE OF TECHNOLOGY

TABLE OF CONTENTS:

1. NYIT Annual Program Assessment Report, May 2018

2. NYIT AAID CIDA Standard Ten Assessment:

A. AAID 160- Introduction to History, Theory and Criticism in Architecture and Design

1. Final Outcome Table 2. 10d Assessment Table- Assignment Results

B. DSGN 363- History of Interiors II

1. Final Outcome Table 2. 10b, 10c, and 10f Assessment Tables- Presentation Results 3. 10b,10c Assessment Table - Exam results



NYIT Annual Program Assessment Report, May 2018 This report provides evidence that students are achieving end-of-program learning goals and that graduates are attaining achievement outcomes established by the program.

Name of the program: School of Architecture & Design Abu Dhabi

Bachelors of Fine Arts in Interior Design Year of assessment report: AY17-18 Date Submitted: May 2018 Contact: Assistant Professor Basak Yuksel Balakrishnan

The Statement of Program Learning Goals and Curricular Matrix are available at: http://www.nyit.edu/planning/academ- ic_assessment_plans_reports.

I. Annual Program Learning Assessment:

GOALS: This assessment report aims to assess CIDA Standard 10. History and Theory as SoAD Interior Design Program Learning outcome for AY17-18 in conjunction with NYIT Global Competence- Literacy. Highlighted outcomes have been evaluated in this Assessment.

Council for Interior Design Accreditation Standard 10 Standard 10. History and Theory

Interior designers apply knowledge of history and theory of interiors, architecture, decorative arts, and art when solving design problems.

Intent: This standard ensures graduates have the knowledge base of design history and theory to inform design solutions.

Student Learning Expectations a) Students understand the social, political, and physical influences affecting historical changes in design of the built environment. Students understand significant movements, traditions, and theories in: b) interior design. c) furniture, decorative arts, and material culture. 1 d) architecture. e) art.

f) Students apply precedents to inform design solutions.2

In conjunction with CIDA Standard 10, we have aimed to assess the following standard in NYIT Global Competence:

Literacy: Students are proficient in reading, writing, accessing, evaluating, and using information, using technology and quantitative methods. Upon graduation, students will be able to: 1. Identify and engage major components of literacy including reading, writing, information technology, and quantitative reasoning. 2. Access and evaluate information and its sources, and use it ethically and legally. 3. Identify and productively use discipline-specific methodologies and technologies in their professional areas.

http://www.nyit.edu/planning/academ-



METHOD: There are five history and theory courses which are taught at the Interior Design Program. Two of these courses have been selected for Assessment of CIDA Standard 10: History and Theory. CIDA Standard 10 has six learning outcomes. Four of these learning outcomes (10b, 10c, 10d and 10f ) have been assessed. These courses were taught for different year groups. Therefore the learning outcome, Standard 10 is evaluated using two different courses and for three different year groups. These two courses and year groups are as listed below:

AAID 160 Introduction to History, Theory and Criticism in Architecture and Design is offered to interior design students at the second semester of their second year. This year, it was also offered to first year and third year design students who haven’t taken it. Methods used for assessment are as listed below:

• Assignment Papers/presentations evaluated by the Instructor using Evaluation Rubrics.

NOTE 1: The Rubric points are NOT dependent on CIDA. CIDA Standards have been applied to the rubric criteria

DSGN 363 History of Interiors II is offered to interior design students at the second semester of their third year. Methods used for assessment are as listed below:

• Student Assignment Presentations evaluated by Internal and External Critics

NOTE 2: Evaluation Rubrics used for Internal and External Assessment were prepared for CIDA Standard 10. • Mid Term Exams

ANALYSIS: See Attached Assessment Review for External and Internal Evaluation Analysis.

INTERPRETATION: The scores achieved relative to CIDA standard 9 (the criterion used to assess performance for the selected courses for internal and external evaluation) indicate results well within the range. To be noted are:

a. The ranges are derived from the rubric results of the selected courses. b. The figures in the schedule correspond to individual assignments within the selected courses (e.g. A1. A2, A3, etc. or projects P1, P2, P3, etc.)

The findings directly point to the skills and sensitivities the students acquired through the selected courses including:

Strengths include:

1. 10d: First, second and third year students showed an overall good understanding of significant movements, tradi-

tions and theories in architecture (Learning outcome 10d) based on the group assignment that was given for the course AAID 160. The mean percentage for all year groups who took the course was 88%.

2. 10d: Each year group, individually, also achieved higher percentages for learning outcome 10d; 85%, 89% and

93% consecutively for first, second and third year groups. This also showed that as the year group increased the success rate increased as well.

3. 10d: In addition, the learning outcome achievement rate has been evaluated based on the year group mixture of

the assignment groups. The achievement rate for all groups showed a high percentage. But when compared, the first year groups scored the lowest with 82% followed by 88% (second year groups) and 87 % (first and second year groups). The highest achievement rate belonged to first, second and third year group with 93%.

4. 10b/c/d/f: These learning outcomes had consistent achievement rates based on the Presentation and Exam

evaluations.

5. Students seem to do better in research based assignment ( AAID 160) than an assignment where they have to apply precedents to inform design solutions.



Weaknesses include:

1. 10b: Year group three had below 73% mean achievement rate for Learning outcome 10b where they show under-

standing of significant movements, traditions, and theories in interior design.

2. 10c: Year group three had 73% mean achievement rate for Learning outcome 10c where they show understanding of furniture, decorative arts, and material culture.

3. 10f: Year group three had 73% mean achievement rate for Learning outcome 10f where they apply precedents to inform design solutions

4. 10b/c: Exam results showed 73% mean achievement rate even though almost half of the class (7 out of 15) scored 80 and above .

IMPROVEMENTS - PLANNED:

Action to be taken in order to enhance students’ learning will be as follows:

1. Faculty should focus on methods to help students understand movements, traditions and theories in interior design and decorative arts, etc (10b&10c) better and also help them to apply these concepts in their design solutions. (10f)

2. Faculty can encourage group work and also interrelated group work with different year groups to encourage learning from each other. This could increase the achievement rates for CIDA Standard 10-History and Theory Learning outcomes

3. Inter-department meetings where history and theory goals are outlined and explained to ensure common understanding and agreement among faculty.

1. Outlining the project(s) within the curriculum that most effectively examine history and theory goals.

2. Incorporating history and theory goals into rubrics for students and faculty use throughout the semester.



II. Summary of Improvements Made in Response to Assessment Results in the past few years: Year of

Assessment Results

Brief Name of Program Learning Goal (e.g.,

Writing)

Improvements Implemented Based on Assessment Results

Impact of Improve- ments (report reas- sessment results if

available) AY16-17 CIDA Standard #9 Com-

munication Interior designers are effective communicators.


a. Faculty collaborating toward

increasing Communication goals in all areas and especially focus- ing on the lower areas and year groups.

b. Inter-department meetings where

communication goals are outlined and explained to ensure common understanding and agreement among faculty.

c. Outlining the project(s) within the

curriculum that most effectively examine communication goals.

d. Incorporating communication

goals into rubrics for students and faculty use throughout the semester.

NA

AY15-16 CIDA Standard # 4 (2017):

Global Context

Interior designers have a global view and con- sider social, cultural, economic, and ecological contexts in all aspects of their work.


a. Faculty collaborating toward disseminat-

ing global concerns and factors. b. Inter-department meetings where global

concerns are outlined and explained to ensure common understanding and agreement among faculty.

c. Outlining the project(s) within the curric-

ulum (or respective course syllabi) that most effectively examine global concerns.

d. Program-wide direction that faculty must

explain, and require awareness of global matters on two levels:

I. As integral to conceptual thinking while

surveying, analyzing and designing. As a requirement in the course work and submitted material.

NA




Environmental Systems 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.

See previous report NA


Communication

Entry-level interior designers are effective communicators.

“The first step is making the new faculty and adjuncts aware of the global competencies. The second is a discussion on what projects from this report found more connection globally than others. The third is all faculty to implement the core competencies into the classroom first as a conceptual rigor and second as production of presentation. Rubrics can be given to faculty but not all faculty use rubrics. If the faculty is aware of the mission of ID to connect globally as a goal this should be suitable Regular meetings will be scheduled with the faculty in order for progress discussion to occur.” May 2014 Report

Please see 16-17 assessment evaluation.

AY12-13 CIDA Standard # 4 (2014): Design Process

Entry-level interior designers need to apply all aspects of the design process to creative prob- lem solving. Design process enables designers to identify and explore complex problems and generate creative solutions that optimize the human experience within the interior environment.

“The rubric should be given to the student before the student begins the task. Then the rubric should be used to assess the students final work.” May 2013 Report

NA

III. Brief Description of Faculty Engagement in the Current Annual Assessment Report: We had one Internal program meeting this year, in Spring 2018 where I shared the status of the assessment data gathering. We also had Internal and External Critics for at least one of the course assessment. We also had an NYIT Assessment day where all schools shared their preliminary assessment data and gave feedback IV. Annual Program Achievement Goals: Please provide examples of readily available data on program student achievement (e.g., first-year retention rates, six-year graduation rates, average time to degree completion, certification exam pass rate, student satisfaction survey results, employer satisfaction results, % pursuing an advanced degree, % of job placement, etc.)

AAID 160 Introduction to History, Theory and Criticism in Architecture and Design

Y2 Y3

Y1



Course: AAID 160 Introduction to History, Theory and Criticism in Architecture and Design

Students selected and analyzed a Critical Regioinalist Building in Abu Dhabi.



NYIT SoAD Abu Dhabi Assessment Review Standard 9 CIDA – AAID 160 - ASSIGNMENT EVALUATION

Standard 10. History and Theory


Intent: This standard ensures graduates have the knowledge base of design history and theory to inform design

solutions.

S t u d e n t Learning Ex- pectations

Students understand significant movements, traditions, and theories in:

d) architecture 10d 88%



NYIT SoAD Abu Dhabi Assessment Review CIDA Standard 10


Interior designers apply knowledge of history and theory of interiors, architecture, decorative arts, and art when solving design problems. Intent: This standard ensures graduates have the knowledge base of design history and theory to inform design solutions.

Student Learning Expectations

a) Students understand the social, political, and physical influences affecting historical changes in design of the built environment.

Students understand significant movements, traditions, and theories in:

b) interior design. c) furniture, decorative arts, and material culture. ((the making, history, preservation, and interpretation of objects).

d) architecture. e) art.

f) Students apply precedents to inform design solutions.

1st year students

TOTAL

10d AAID 160 Assignment: Critical Regionalist Building Research in Abu Dhabi

AVERAGE TOTAL

84 84 87 80 80 87 80 94 84 92 85%

2nd year students

TOTAL


AVERAGE TOTAL

92 80 87 80 91 94 91 94 91 94 87 89%

3rd year students

TOTAL


AVERAGE TOTAL

92 92 94 93%

Groups Group 1 (Yr1)

Group 2 (Yr1)

Group 3 (Yr2)

Group 4 (Yr2)

Group 5 (Yr2)

Group 6 (Yr1-Yr2)

Group 7 (Yr1-Yr2-

Yr3)

Group 8 Yr1-Yr2-

Yr3

TOTAL


AVERAGE TOTAL

80 84 91 94 80 87 92 94

AVERAGE TOTAL

Per year

82% 88% 87% 93%



Course: AAID160- EVALUATION RUBRICS

Name Subject Sample 10 10 10 10 10 10 40 0 100 20

1 Student 1 Grand Mosque 8 10 10 10 8 8 38 0 92 18.4 2 Student 2 Guggenheim 8 10 10 9 8 7 32 0 84 16.8 3 Student 3 Guggenheim 8 10 10 9 8 7 32 0 84 16.8 4 Student 4 St. Regis 8 10 9 10 8 8 32 -5 80 16 5 Student 5 Yas Mall 9 10 9 9 8 8 37 -3 87 17.4 6 Student 6 Grand Mosque 8 10 10 10 8 8 38 0 92 18.4 7 Student 7 St. Regis 8 10 9 10 8 8 32 -5 80 16 8 Student 8 Emirates Palace 8 10 9 9 0 9 38 -3 80 16 9 Student 9 Yas Mall 9 10 9 9 8 8 37 -3 87 17.4

10 Student 10 Grand Mosque 8 10 10 10 8 8 38 0 92 18.4 11 Student 11 Emirates Palace 8 10 9 9 0 9 38 -3 80 16 12 Student 12 Yas Mall 9 10 9 9 8 8 37 -3 87 17.4 13 Student 13 St. Regis 8 10 9 10 8 8 32 -5 80 16 14 Student 14 Louvre 10 10 8 10 10 10 38 -5 91 18.2 15 Student 15 Al Bahr 10 10 9 8 9 10 38 0 94 18.8 16 Student 16 Emirates Palace 8 10 9 9 0 9 38 -3 80 16 17 Student 17 Al Bahr 10 10 9 8 9 10 38 0 94 18.8

18

Student 18 Louvre 10 10 8 10 10 10 38 -5 91 18.2

19 Student 19 Masdar 10 10 9 10 7 10 38 0 94 18.8

20

Student 20 Louvre 10 10 8 10 10 10 38 -5 91 18.2

21 Student 21 Al Bahr 10 10 9 8 9 10 38 0 94 18.8

22

Student 22 Guggenheim 8 10 10 9 8 7 32 0 84 16.8

23 Student 23 Masdar 10 10 9 10 7 10 38 0 94 18.8

24

Student 24 Grand Mosque 8 10 10 10 8 8 38 0 92 18.4

25 Student 25 Yas Mall 9 10 9 9 8 8 37 -3 87 17.4

A- B B B- B+ A- B- B- B+ A- B- B+ B- A- A- B- A-

A-

A-

A-

A-

B

A-

A-

B+

DSGN 363 History of Interiors II Y3



Course: DSGN 363- History of Interiors II

Students designed an “ eclectic” lounge/living room and a dining area for an art café based on “Eclecticism which is a nineteenth and twentieth-century architectural style in which a single piece of work incorporates a mixture of elements from previous historical styles to create something that is new and original.”

15 third year students presented their work.



NYIT SoAD Abu Dhabi Assessment Review Standard 9 CIDA – DSGN 363- PRESENTATION EVALUATION



Intent: This standard ensures graduates have the knowledge base of design history and theory to inform design

solutions.


(Presentation)


b) interior design. 10b 73%

c) furniture, decorative arts, and material culture (the making, history, preservation, and interpretation of objects).

10c 73%

f) Students apply precedents to inform design solutions. 10f 73%


(Exam)


b) interior design. 10b 73%

c) furniture, decorative arts, and material culture (the making, history, preservation, and interpretation of objects).

10c 73%












10b DSGN 363 Assignment: Eclectic Café Design

P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 TOTAL

Faculty 1:

60 60 80 80 80 60 30 100 30 30 60 60 60 80 100 65%

Faculty 2:

80 60 80 100 100 80 30 100 80 60 80 80 80 60 100 78%

Faculty 3:

80 80 80 80 100 80 30 80 40 80 80 80 80 60 100 75%

External Critic 1:

60 60 60 80 100 80 30 100 60 60 80 80 80 60 100 73%

External Critic

2:-

80 80 80 100 80 80 30 80 60 60 80 100 60 80 80 75%

AVERAGE TOTAL

72 68 76 88 92 76 30 92 54 58 76 80 72 68 96 73%

10b DSGN 363 Mid Term Exam Results


AVERAGE TOTAL

83 87 80 83 69 75 60 82 78 79 51 80 38 89 56 73%












10c DSGN 363 Assignment: Eclectic Café Design


Faculty 1:

60 80 70 80 100 60 30 80 45 45 80 60 15 60 70 64%

Faculty 2:

80 80 90 100 100 80 30 100 80 60 60 80 60 80 100 79%

Faculty 3:

80 80 80 80 80 80 30 80 80 80 80 80 80 80 100 78%

External Critic 1:

60 70 80 100 100 70 0 100 60 60 80 70 60 70 100 72%

External Critic

2:

80 100 80 100 60 70 30 80 70 60 70 80 60 80 80 73%

AVERAGE TOTAL

72 82 80 92 88 72 24 88 67 61 74 74 55 74 90 73%

10c DSGN 363 Mid Term Exam Results


AVERAGE TOTAL

83 87 80 83 69 75 60 82 78 79 51 80 38 89 56 73%












10f DSGN 363 Assignment: Eclectic Café Design


Faculty 1:

40 76 76 92 92 48 18 88 24 36 80 72 46 72 60 61%

Faculty 2:

80 80 92 100 100 72 36 100 60 60 76 64 68 78 100 78%

Faculty 3:

72 84 88 84 88 80 24 84 80 66 80 72 76 80 100 77%

External Critic 1:

66 76 80 96 88 76 18 96 42 68 76 56 72 76 96 72%

External Critic

2:

76 88 100 100 72 64 30 96 64 68 84 80 64 84 80 77%

AVERAGE TOTAL

67 81 87 94 88 68 25 93 54 60 79 69 65 78 87 73%



Course: DSGN 363- EVALUATION RUBRICS

MAY 2018

s o a d · council for interior design accreditation standard 10 standard 10. history and theory ....

Documents