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Practice : Winter 2010
NEWsWoRThy ] bac aNNual mEETINg aNd pREvIEW paRTy Linda Aaron, Interior Design Instructor Interior designers prepare for a changing World What are the funda mental elements of a unique and forward-thinking interior design program? We at the Boston Architectural College believe it is our concurrent model of delivering a higher educ ation experienc e for our students. Our degree plans are c omprised of profes sional and liberal arts s tudies , a long with profes sional practice, for both the Ba chelor of Interior Design and the Ma ster of Interior Design degrees. The School of Interior Design share s and supports the unique concurrent learning model of the Boston Architectural College. We believe student exposure to and experience working in profes sion al de sign firms ser ve s to inform and enhance the academic learn- ing experience. And, the academic learning inform s profe ssiona l practice. The concurrent model of earning a higher education degree in interior design places the BAC interior design student at the fore- front of understanding and appreciating the rapid evolving and growing profession of interior design. When our students gradu ate they enter the professional arena not as entry-level designers, but rather as seasoned professionals. This e xcee ds our n ational ac creditation standa rds! Reaccreditation is an exciting and stimul ating time (though at times stressf ul) for an interior design progra m. Applying for a ccreditation or rea ccreditation is a voluntary a ctivity an interior design program a nd the c ollege choose to undertake; we do this on the behalf of c urrent and future students. The initial self-study, preparation of the Program Analysis Report (PAR), and gathering and displaying of student work requires substantia l time and dedication on the part of interior design faculty and many others. In the end, we a re all better informed to serve our students while they are e arning their profe ssional degrees. The evaluation of student work, includ- ing both academic design course work and student practice, by a te am of e xperienced site examiners provides the kind of feedback necessary to ensure our students are able to serve the needs of their clients and end- users. This so that the interior design program meets and exceeds the high sta ndards of student and institutional performance. Our interior design program ea rned the full six-year accreditation as defined by the C ouncil for Interior Design Accreditation (CIDA). We were in “compli- ance” with all twelve 2006 Standards. The site team found much strength in ou r student work including color and color theory and lighting, two area s essential to the effective de sign of interior spac e. Our students serve and will continue to serve their clients, a s client-foc used de signers by thinking critically and creatively, by a ddressing projects from many points of view, by thinking globally and by applying the principles of sustainability. Our students understand the need for lifelong learning. Our students are taught that the client is alway s at the center of the interior design process. And, they are our partners in the process of programming, space planning, a nd the design of complete interior environ- ments —providing the requisite health, sa fety, and welfare for the all end-users a nd visitors. Taking into con sideration the rea ccredita- tion e va luation we are moving for ward on fEaTuRE ] pREpaRE foR a chaNgINg WoRld cascieri hall, cIda accreditation Exhibition 20 pRacTIcE