This issue of
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Practice : Winter 2010
s everal fronts, one of which is to address the new 2009 CIDA sta ndards which took effect July 1, 2009. The 2009 standards represent a new generation of student learning competencies (a s opposed to a minor update). A new philosophical underpinning includes evidence -bas ed design. There are now sixteen Standards. They include ae sthetics , f unction, a nd technology-ba sed c ompetencies: Glob al Context for Design; Human Behavior; Design Process; Coll aboration; Com- munication (ora l, written, a nd graphic); Profe ssiona lism and Business Practice, Space a nd Form, Color and Light Furniture, Fixture s, Equipment, a nd Finish Materia ls; Environmental Systems a nd Controls; Interior Con struction and Building Systems, and Regulations. Currently, we a re e xploring ways to integrate a greater portion of the study of a rchitecture and interior design, to establish c ommon design studio(s) addressing infor- mation gathering, programming, a nd design. This takes into account both interior design and architectura l points-of-view and reflects how much of professional practice act ually happens. Having three profes sional de sign cours es of study within a college offers each of our students a potentia l not found in other area programs. Interdisciplinary design is ever increa sing in practice due to the expectation of sophisticated clients and added complexity of projects. Today and in the future, it takes a team of design professionals to ser ve clients. CIDA state s, “...profes sion al interior design education must provide a balance between the broad cultural aspects of edu- cation, on the one hand, and the specialized practical content integra l to the profe ssion, on the other.” In interior design, we a re currently analyzing an improved balance bet ween academics and practice to ser ve the specific requirements of our interior design majors. This balance for the unique study of interior design will vary somewhat from the architectura l model that wa s established over time. An adjustment in academic and practice credit hours will allow for additiona l design studios for interior design. Potential new a c ademic course work includes the addition of a healthcare-foc used studio. The Boston area is an important center for serving healthcare needs. This is a significant and u nique benefit for our students. Finally, a group of BAC staff and faculty, representing our three profe ssional programs, a re developing a new Foundation Studies program that will better integrate architec - ture, interior design, a nd landscape a rchitec - ture. All three design program student learning competencie s will be seamlessly integrated into the new foundation courses scheduled for implementation. We believe a tran sdisciplinary approach to de sign, from the beginning of de sign studies, is a significant benefit for our student body. BAC graduate s are b etter able to adapt to the ch anging global world; they u nderstand we are creators of interior spac e for a ll inhabitable environments — more often than not in collaboration with other design professionals. Interior design students student work , cIda accreditation exhibition 21 pRacTIcE