1 SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES BASED EDUCATION FOR BACHELOR OF SCIENCE IN INTERIOR DESIGN PROGRAM SPECIFICATIONS 1. Program Description 1.1 Degree Name. The degree name shall be Bachelor of Science in Interior Design (BSID). 1.2 Nature of Field of Study. Interior design is recognized as a distinct professional field of study. It is a discipline with its own specialized body of knowledge, which is defined by its own set of competencies, theoretical framework and philosophies. Interior design, according to Republic Act 10350 (The Philippine Interior Design Act of 2012), refers to” the science and art of planning, specifying, selecting and organizing the surface finishes and materials including furniture, furnishings and fixtures and other interior design elements for the purpose of interior space allocations to suit, enhance and meet the intended function, movement and character for which the interior of the building is designed.” The following are the subject areas in the Interior Design Licensure Examination and their corresponding percentage weights: (a) Interior Design 40% (b) Furniture Design and Construction 15% (c) Materials of Design and Decoration 10% (d) History of Arts and Interior Design 10% (e) Interior Construction and Utilities 10% (f) Color Theory 5% (g) Professional Practice and Ethics 10% Upon completion of the BSID program, the graduates must pass the licensure examination given by the Professional Regulation Commission (PRC) and obtain certification. 1.3 Program Objectives. The following objectives of the BSID Program aim to produce globally-competent and value-laden graduates who are able to:
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SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES BASED EDUCATION FOR
BACHELOR OF SCIENCE IN INTERIOR DESIGN
PROGRAM SPECIFICATIONS
1. Program Description
1.1 Degree Name. The degree name shall be Bachelor of Science in Interior
Design (BSID).
1.2 Nature of Field of Study. Interior design is recognized as a distinct professional field of
study. It is a discipline with its own specialized body of knowledge, which is defined by its own
set of competencies, theoretical framework and philosophies.
Interior design, according to Republic Act 10350 (The Philippine Interior Design Act of
2012), refers to” the science and art of planning, specifying, selecting and organizing the
surface finishes and materials including furniture, furnishings and fixtures and other interior
design elements for the purpose of interior space allocations to suit, enhance and meet the
intended function, movement and character for which the interior of the building is designed.”
The following are the subject areas in the Interior Design Licensure Examination and
their corresponding percentage weights:
(a) Interior Design 40%
(b) Furniture Design and Construction 15%
(c) Materials of Design and Decoration 10%
(d) History of Arts and Interior Design 10%
(e) Interior Construction and Utilities 10%
(f) Color Theory 5%
(g) Professional Practice and Ethics 10%
Upon completion of the BSID program, the graduates must pass the licensure
examination given by the Professional Regulation Commission (PRC) and obtain certification.
1.3 Program Objectives. The following objectives of the BSID Program aim to produce
globally-competent and value-laden graduates who are able to:
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a. demonstrate critical and analytical thinking of the principles, philosophies and theoretical frameworks of the discipline;
b. develop humanistic values and ethics of the interior design discipline in relation to health, safety, environment and public welfare issues that confront the discipline;
c. respond to the needs and demands of society and its integration into the social, economic, cultural and environmental aspects of nation building for sustainable development.
1.4 Specific Professions/careers/occupations for graduates
Professional interior design practice consists of two main areas:
a. Residential interior design b. Non-residential/Contract interior design
1.5 Allied Fields. Other careers, occupations or trades that interior designers may pursue:
a. Interior design education and research b. Furniture and interior accessories design c. Exhibition design, retail design and visual merchandising d. Set and Production design e. Color and materials specialist f. Design journalism g. Lighting design h. Professional renderer i. Specification writer j. Scaled model-makers k. Professional 3D visualizer l. CAD specialist m. Events planner n. Floral artist
2. Program Outcomes
The minimum standards for the BSID/BID program are expressed in the following minimum set of program outcomes:
2.1 Common to all academic programs of HEIs. The graduates have the ability to:
a. articulate and discuss the latest developments in the specific field of practice, (PQF level 6 descriptor)
b. effectively communicate in oral and written English and Filipino, c. work efficiently and independently in multi-disciplinary and multi-cultural team, (PQF
level 6 descriptor) d. act in accordance with professional, social and ethical responsibility, e. preserve and promote Philippine historical and cultural heritage. (based on RA 7722)
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2.2 Common to the Discipline. Graduates of BSID/BID are able to:
a. identify, analyze, and solve interior design problems; b. formulate and implement design concepts, strategies and/or approaches using new
technology in interior design; c. integrate theories, current issues, and design philosophies; d. demonstrate knowledge of history of arts and period styles, materials of décor, furniture
design, building construction, utilities and legislation, and color studies; e. effectively function and assimilate within a collaborative framework; f. convey design proposals through visual, oral, written and virtual communication; g. practice ethical professional values; h. perform according to interior design global standards; i. exhibit sensitivity to cultural, social, and environmental issues and advocacies.
Graduates of BSID must be able to identify, research and creatively solve problems of
the interior environment bearing in mind their responsibility to enhance and protect the welfare,
safety and health of the users of space. A BSID graduate is a person qualified by disciplinal
and technical training and experience of the basic competencies of interior design. The BSID
graduate must show professional competence in the major subject areas of interior design
namely; interior design, furniture design and construction, materials of decoration, history of arts
and period styles, building construction, color theory and professional practice and ethics.
2.3 Common to all type as defined in CMO 46 s2012
- For professional institutions: a service orientation in one’s profession. - For colleges: an ability to participate in various types of employment,
development activities, and public discourses particularly to the needs of the communities one serves.
- For universities: an ability to participate in the generation of new knowledge or in research and development projects.
3. Sample Performance Indicators
Program Outcomes Performance Indicators
1. Identify, formulate, analyze, and solve interior design problems for various reasons which include, among others, the following: a) To meet national
standards; b) To comply with global
standards c) To enhance and protect
the welfare, safety and health of the users of space;
a. Choose relevant topics for possible research in design-related problems;
b. Design interior spaces that are in compliance with Philippine statutory laws, codes and standards relevant to interior design such as RA 10350 Philippine Interior Design Act of 2012;
c. RA 6541, National Building Code; d. RA 9514, Revised Fire Code of the Philippines; e. RA 10028 on expanded breastfeeding program,
promoting breastfeeding stations in public buildings; f. RA 344 on Mobility and Accessibility of disabled
persons and; g. RA 9257, Senior Citizen Act of 2010, promoting the
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d) To address climate change, environmental hazards, and urban pollution.
2. Synthesize earlier knowledge
from prerequisite courses for application in current and future research learning settings
welfare of the elderly and other relevant ordinances from LGUs and government agencies;
h. Create interior design proposals dealing with disaster shelters, sustainable interiors, green design and other issues related to climate change and environment concerns.
i. Conceptualize designs for interiors that address water, air and sound pollution;
j. Conduct case studies on various interior design problems, applying knowledge and skills acquired in foundation subjects;
k. Prepare schematic drawings and documents relating to the design of interior space;
l. Present design proposals that provide solutions to relevant interior spatial problems.
3. Formulate and implement design concepts, strategies and/or approaches using the latest technologies in interior design.
4. Use the techniques, skills, and modern interior design tools, gadgets, machines and equipment necessary for professional practice.
a. Present interior design concepts using advance design presentation platforms through the application of the latest technologies.
b. Perform services pertaining to designing interior spaces which include design programming and analysis, space planning, aesthetics and inspection of work on site and using specialized software;
c. Choose the appropriate technique, tool, or technology for design purposes;
d. Prepare interior design plans, design drawings, interior construction details, and technical specifications.
5. Integrate theories, current issues, and design philosophies
a. Conduct thesis work anchored on relevant theories and philosophies in interior design that addresses a current issue pertaining to interior spaces;
b. Defend how a research design addresses a current issue such as sustainable design, gender sensitive spaces, etc…;
c. Identify the theory or philosophy used in a specific design component.
6. Demonstrate knowledge of the following subject areas:
a) Interior design
a. Apply knowledge of interior design, space relationships, architecture, interior construction, and cultural dimensions through efficient programming and furniture footprint plans for a fully integrated interior design project.
b) Interior construction and utilities;
a. Produce accurate interior construction working drawings and technical specifications for materials and finishes;
b. Design interior spaces with special consideration on lighting and other fixed or moveable elements of all utilities;
c. Select appropriate materials, finishes, fixtures and fittings for the various utility requirements of an interior space.
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c) Color theory;
a. Apply socio-psychologically and culturally suitable color combinations in proper distributions required in a given interior space;
b. Create color and material boards that reflect the overall color scheme and materials to be used in a proposed design for an interior space;
c. Select and document appropriate color schemes for a specific interior space through mood boards, perspective drawings and other forms of visual communication;
d. Match color hues with their equivalent in different color systems, such as CMYK, RGB, Pantone, etc... for application in interior design projects.
d) Furniture design and construction;
a. Design furniture pieces that conform to accepted standards in anthropometrics and ergonomics;
b. Develop innovative forms and functions for furniture design using sustainable materials and finishes;
c. Present accurate furniture schedules, full size and construction drawings.
e) History of arts and interior design;
a. Identify various visual arts and period styles with a critical eye based on the elements and principles of interior design;
b. Use proper terminologies in identifying specific period styles in furniture and interior design, and the visual arts;
c. Formulate accurate color mixtures for specific period style;
d. Create design concepts using historic visual arts and period styles promoting appreciation for and preservation of cultural heritage;
e. Present design proposals for interior spaces, applying knowledge of history of arts and period styles.
f) Materials of design and décoration;
a. Identify available local and international materials and their properties, treatments, finishes and their processes relevant to interior design;
b. Apply appropriate materials, treatments and finishes as well as forms of decoration in interior design projects with consideration of environmental, cultural, social, economic, health, safety and security concerns;
c. Create innovative design concepts for the development of new materials, treatments and finishes anchored on the principles of recycling, upcyling and green design;
d. Estimate the quantity and cost of specified materials, treatments and finishes in an interior design project, such as for floors, walls and ceilings.
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g) Professional practice and ethics
a. Identify the current statutory laws relevant to the interior design profession in the Philippines;
b. Define the building code requirements and standards applicable to interior design practice;
c. Discuss the basic business procedures, financial management, compensation and promotion and marketing strategies relevant to the interior design practice;
d. Create a design contract in conformity with ethical values reflected in the business management of interior design;
e. Exhibit professional and ethical behaviour in their day-to-day dealings with others such as during their internship in an interior design firm.
7. Effectively function and assimilate within a collaborative framework in multi-disciplinary teams and task forces.
a. Demonstrate the role of a team player in interior design projects;
b. Actively participate in collaborative discussions and deliberations on relevant issues concerning interior design.
8. Convey and communicate effectively through visual, oral, written, and virtual communication, whether interpersonally, through the mass media, or through electronic means or advanced ICT technologies.
a. Present design proposals through oral and visual communication formats that are both listener and reader friendly, using appropriate technologies that would encourage audience support and participation;
b. Apply research knowledge in field data gathering as well as interpersonal skills in communicating and dealing with client-respondents.
9. Understand, apply, and practice ethical professional values and responsibility
a. Demonstrate a strong sense of professionalism through design concepts, programming and execution in compliance with legislation and codes of conduct relevant to interior design practice.
10. Exhibit sensitivity to cultural, social, and environmental issues and advocacies.
a. Create design proposals for interior spaces that are sensitive to environmental, multi-cultural, gender and other social issues;
b. Collaborate with other nationalities involved in interior design while recognizing cultural diversity.
11. Design and conduct surveys, interviews, analyze and interpret data to meet desired needs of clients in interior design projects.
a. Identify the appropriate research design for a specific problem in the field of interior design;
b. Present design solutions for a specific interior design problem with application of critical analysis of data gathered;
c. Recommend further studies related to the specific interior design problem.
12. Recognize the need to engage in lifelong learning.
a. Participate in different activities relevant to interior design that provide professional growth and personal development.
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ARTICLE V CURRICULUM
4. Curriculum Description
The BSID curriculum is composed of the following course categories:
a. General Education (GE) courses: These courses provide a strong liberal arts foundation
which will equip BSID graduates with a basis for critical thinking abilities and values formed
from other methods and theories of other disciplines. The GE courses in the curriculum total
51 units. (Subject to change based on the K-12 curriculum)
b. Professional courses: These courses comprise the basic competencies directed by
Republic Act 10350 for certification and licensure in interior design. These professional
courses total 98 units.
c. Elective courses: These courses are initially chosen by the student with the approval of the
adviser. Electives provide skills and capabilities which may strengthen and equip students
with additional learning and development. The minimum number of units for electives is 18
units.
The BSID curriculum thus totals a minimum of 167 units.
5. Sample Curriculum FIRST YEAR
FIRST SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq) _____ ID 110R1 Interior Design 1A 2 6 4 _____ ID 111R Theory of Design 3 0 3 _____ ID 112 Visual Techniques 1 2 3 3 _____ ID 113 Graphics 1 1 6 3 _____ Engl 1 Study and Thinking Skills 3 0 3 _____ Fili 101 Komunikasyon sa Academikong Filipino 3 0 3 _____ Ssci 1 Society and Culture w/ Population Educ. 3 0 3 _____ IT 1 Info Tech. Fundamentals 2 3 3 _____ PE 1 Educational Gymnastics 2 0 2 _____ Theo 1 Orientation to Christian Living (3) 0 (3) ____ NSTP1 National Service Training Program 1 (3) 0 (3) 21 18 27
* Engl + Remedial English Engl + is required for those who did not satisfy the total score of 60 in VR, S and LU
SECOND SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq) _____ ID 120R Interior Design 1B 2 6 4 ID 110R1, ID 111R _____ ID 121 Color Studies I – Color Theory 1 6 3 _____ ID 122 Visual Techniques 2 2 3 3 ID 112 _____ ID 123 Perspectives, Shades, Shadows 1 6 3 ID 113 _____ Engl 2 Writing in the Discipline 3 0 3 Engl 1 _____ Psych 101 General Psychology w/ Drug Abuse
Education 3 0 3 _____ Fil 2 Pagsulat and Pagbasa tungo sa
Pananaliksik 3 0 3 Fil 1 _____ PE 2 Rhythmic Activities 2 0 2 PE 1 _____ Theo 2 Chrisitology & Ecclessiology (3) 0 3 Theo 1 _____ NSTP 2 National Service Training Program 2 (3) 0 (3) NSTP 1 17 21 24
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SECOND YEAR FIRST SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq) _____ ID 210 Interior Design 2A 2 6 4 ID 120R _____ ID 211 History and Interior Design 1 3 0 3 _____ ID 212R1 Color Studies 2 – Color Rendering 1 6 3 ID 121 _____ ID 213R Materials and Resources 1 3 0 3 _____ ID 214R Elective 1 – Period Colors 2 3 3 _____ Math 101 College Algebra 3 0 3 _____ Hist 101 Philippine History 3 0 3 _____ SSci 7 Rizal: Life, Works & Writings 3 0 3 _____ PE 3 Individual/Dual Sport 2 0 2 PE 1 _____ Theo 3 Sacrament and Liturgy (3) 0 (3) Theo 1 22 15 27 SECOND SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq) _____ ID 220 Interior Design 2B 2 6 4 ID 210 _____ ID 221 History and Interior Design 2 3 0 3 ID 211 _____ ID 222R Color Studies 3 – Color Dynamics 2 3 3 ID 212R1 _____ ID 223R Materials and Resources 2 3 0 3 ID 213R _____ Psci 102 Philippine Politics and Governance 3 0 3 _____ Lit 102 Word Literature 3 0 3 Engl 1 _____ Philo 1 Logic/Critical Thinking 3 0 3 _____ SSci 3 Basic Economics w/ Taxation and Agrarian Reform 3 0 3 _____ PE 4 Team Sport 2 0 2 PE 1 _____ Theo 6 Life and Works of St. Augustine (3) 0 (3) Theo 1 24 9 27
SUMMER
Note: Qualifying Examination for in-coming 3rd
Year Level
THIRD YEAR FIRST SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq) _____ ID 310 Interior Design 3A 2 6 4 ID 220 _____ ID 311R Furniture Design 1 2 6 4 AC 121 _____ ID 312R1 Elective 2 – Lightning and Design 2 3 3 ID 121 _____ ID 313 Interior Construction & Detailing 1 6 3 ID 223R _____ ID 314 Materials and Building Construction 2 3 3 ID 223R _____ CAD ID 1 Elective 3 – Computer Aided Design 1 2 3 3 ID 123 (IT 1) _____ NS 1A Science, Environment and Society 3 0 3 _____ Math 2 Plane Trigonometry 3 0 3 Math 1 _____ Theo 4 Moral Theology (3) 0 (3) Theo 1 17 27 26
SECOND SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq) _____ ID 320 Interior Design 3B 2 6 4 ID 310 _____ ID 321 Furniture Design 2 1 9 4 ID 311 _____ ID 322R History of Philippine Visual Art, Architecture and Interior Design 3 0 3 _____ ID 324 Visual Techniques 3 1 3 2 ID 122 _____ ID 414R1 Elective 5 – Interior Plantscaping 2 3 3 _____ CAD ID 2 Elective 4 – Computer Aided Design 2 2 3 3 CAD ID 1 _____ Engl 4 Technical Writing 3 0 3 Eng2 _____ NSci2 Earth Science 1 3 0 3 _____ Theo 5 Social Teaching of the Church (3) 0 (3) Theo 1 17 24 25
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SUMMER
Course No. Course Title Lec Lab Units Prereq (Coreq) _____ ID 331 Apprentices/Practicum 3 0 3 ID 310, ID 321, ID 323 (CAD) _____ ID 332 Research Methods 3 0 3 Engl 2 6 0 6
FOURTH YEAR
FIRST SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq) _____ ID 410R Interior Design 4A 2 9 5 ID 320, ID 332 (ID331) _____ ID 411 Professional Ethics, Contracts &
Specifications 3 0 3 4th
Year Standing _____ CAD ID 3 Elective 6 – Computer Aided Design 3 1 6 3 CAD ID 2 6 15 11 SECOND SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq) _____ ID 420 Interior Design 4B 2 9 5 ID 410R, ID 411 _____ ID 421R1 Business Management in ID 3 0 3 4
th Year Standing
_____ ID 422 ID Comprehensive Course 3 0 3 4th
Year Standing 8 9 11
5.1 Components
SAMPLE PROGRAM OF STUDY Bachelor of Science in Interior Design
a.) General Education 60 units
(1-3) English 9 units (4-5) Filipino 6 units (6) Literature 3 units (7) Philosophy 3 units (8-9) Mathematics 6 units (10-11) Natural Sciences 6 units (12) Economics* 3 units (13) Philippine History 3 units (14) Society & Culture** 3 units (15) Political Science & Governance*** 3 units (16) Psychology 3 units (17) Rizal 3 units Physical Education I-IV (8 units) NSTP 1 & 2 (6 units) * to include Taxation and Land Reform
** to include Population Education *** to include Philippine Constitution
b.) Professional Courses 98 units
(A list of prescribed professional courses for each major/specialization can be found in Annex A)
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b.1. Interior Design competency courses
60 units
b.2. Furniture Design and Construction competency courses
6 units
b.3. Materials of Decoration competency courses
6 units
b.4. History of Arts and Period Styles competency courses
6 units
b.5. Interior Construction competency courses
6 units
b.6. Color Theory b.7. Professional Practice and Ethics
6 units 8 units
c.) Elective Courses - 18 units d.) Sum total of units of the curriculum – 176 units
PROFESSIONAL COURSES (98 units) a. Interior Design Competency Courses (60 units)
13. Theory of Interior Design (6 units) 14. Research Methods (6 units)
1 2 units
b. Furniture Design and Construction Competency Courses (6 units) 1. Furniture Design 1 (3 units) 2. Furniture Design 2 (3 units)
c. Material of Decoration Competency Courses (6 units)
1. Materials and Resources 1 (3 units) 2. Materials and Resources 2 (3 units)
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d. History of Arts and Period Styles Competency Courses (6 units) 1. History of Western Interiors (3 units) 2. History of Philippine & Asian Interior (3 units)
e. Interior Construction Competency Courses (6 units)
1. Materials for Interior Construction (3 units) 2. Interior Construction (3 units)
f. Color Theory Competency Courses (6 units) 1.Color Studies 1 (Color Theory) (3 units) 2.Color Studies 2 (Color Rendering) (3 units)
e. Professional Practice and Ethics Competency Courses (8units) 1. Professional Ethics and Management (4 units) 2. Practicum (4 units) ELECTIVE COURSES (18 units) Period Colors (3 units) Interior Floral Design and Plantscaping (3 units) Lighting Design (3 units) Computer Aided Design (CAD) 1 (3 units) Computer Aided Design (CAD) 2 (3 units) Computer Aided Design (CAD) 3 (3 units)
Courses Total units
General Education Courses 60
English 9
Filipino 6
Literature 3
Philosophy 3
Mathematics 6
Natural Sciences 6
Economics (to include Taxation and Land Reform) 3
Philippine History 3
Society and Culture (to include Population Education) 3
Political Science & Governance (to include Philippine Constitution) 3
Psychology 3
Rizal 3
Physical Education I-IV (8)
NSTP 1 & 2 (6)
Professional Courses 98
Interior design competency courses 60
Furniture design and construction competency courses 6
Materials of decoration competency courses 6
History of art and period styles competency courses 6
Interior design construction competency courses 6
Color Theory 6
Professional practice and ethics 15
Elective Courses 18
TOTAL 176
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5.2 Sample Curriculum Map
A B C D E F G H I
List of Required Courses
Ability to identify, analyze, and solve interior design problems
Ability to formulate and implement design concepts, strategies and/or approaches using new technology in interior design
Ability to effectively function and assimilate within a collaborative framework
Ability to convey design proposals through visual, oral, written and virtual communication
Ability to practice ethical professional values
Ability to integrate theories, current issues, and design philosophies
Ability to perform according to interior design global standards
Knowledge of history of arts and period styles, materials of décor, furniture design, building construction, utilities and legislation, and color studies
Ability to demonstrate sensitivity to cultural, social, and environment issues and advocacies.
PROFESSIONAL COURSES
A. Interior Design Competency courses
1. Interior Design IA
x x x x x x x x x
2. Interior Design IB
x x x x x x x x x
3. Interior Design 2A
x x x x x x x x x
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4. Interior Design 2B
x x x x x x x x x
5. Interior Design 3A
x x x x x x x x x
6. Interior Design 3B
x x x x x x x x x
7. Interior Design 4A
x x x x x x x x x
8. Interior Design 4B
x x x x x x x x x
9. Graphics
x x x x x x x x x
10. Interior Perspective
x x x x x x x x x
11. Visual Technique 1
x x x x x x x x x
12. Visual Technique 2
x x x x x x x x x
13. Color Studies 1 (Color Theory)
x x x x x x x x x
14. Color Studies 2 (Color Rendering)
x x x x x x x x x
15. Color Studies III (Color Dynamics)
x x x x x x x x x
16. Theory of Interior Design
x x x x x x x x x
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17. Research Methods
x x x x x x x x x
B. Furniture Design and Construction
Competency Courses
1. Furniture Design I
x x x x x x x x x
2. Furniture Design II
x x x x x x x x x
C. Material of Decoration Competency Courses
1. Materials and Resources I
x x x x x
2. Materials and Resources II
x x x x x x x x x
D. History of Art and Period, Styles Competency Courses
1. History of Interior
x x x x x x x x x
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Design I
2. History of Interior Design II
x x x x x x x x x
3. History of Philippine and Asian Interior
x x x x x x x x x
E. Building Construction Competency Courses
1. Materials of Building Construction
x x x x x x x x x
2. Interior Construction
x x x x x x x x x
F. Professional Practice and Ethics
1. Professional Ethics
x x x x x x x x x
2. Business Management
x x x x x x x x x
3. Practicum
x x x x x x x x x
ELECTIVE COURSES
1. Period x x x x x x
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Colors
2. Interior Floral Design
and Plantscaping
x x x x x x
3. Lighting Design
x x x x x x
4. Computer Aided Design I
x x x x x x
5. Computer Aided Design II
x x x x x x
6. Computer Aided Design III
x x x x x x
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5.3 Sample Means of Curriculum Delivery
The implementation of the curriculum of BSID employs the following considerations: a. Curriculum standards are intended to be flexible rather than restrictive. These standards
provide as general framework within which each institution should design and develop curriculum that is suitable to the institution’s own particular needs, resources, and appropriate to the community and regional environment.
b. Curriculum content should be carefully selected on the basis of relevance to the subject area and the optimum use of available time and resources.
c. There should be periodic reviews of the curriculum to avoid obsolescence. d. A minimum standard of seven hours for major interior design courses with laboratory will
be required; the distribution of hours each week for lecture and laboratory per course will be subject to the discretion of the HEI. This is to ensure the sufficient coverage of the subject area, and adequate time for the student to devote immediate practical application of the lecture conducted at each session.
e. A minimum standard of five hours for minor interior design courses with laboratory will be required; the distribution of hours each week for lecture and laboratory per course will be subject to the discretion of the HEI. This is to ensure the sufficient coverage of the subject area, and adequate time for the student to devote immediate practical application of the lecture conducted at each session.
f. A minimum standard of two hours for interior design courses that are purely lecture will be required; the distribution of hours each week per course will be subject to the discretion of the HEI. This is to ensure the sufficient coverage of the subject area, and adequate time for the student to devote immediate practical application of the lecture conducted at each session.
g. Teachings methods and techniques must be designed to provide a quality teaching/learning environment which will nurture the creativity and uniqueness of the students while encouraging them to be sensitive and responsive to cultural, social, and environmental issues.
h. The teacher/student ratio in courses with laboratory classes should not be more than 1:35 to maintain a sufficient level of quality teaching/learning, except for thesis classes, the ratio of which should not exceed more than 1:15 to maintain an adequate level of consultation and supervision.
i. Students must be provided with course syllabi at the beginning of each term. Students should also be informed of their class standing on a regular basis.
j. Readings and other reference materials should be selected on the basis of acceptable criteria determined by the HEI and should not be more than 5 years old, except for classic text. The creative use of other instructional materials and strategies is encouraged.
k. A program of evaluating effectiveness specific for interior design should be designed in consultation with the faculty and the students, and implemented in the department/division level.
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5.4 Sample Syllabus for All Courses
A. SAMPLE SYLLABUS
Course Title
Institutional Design Course Descripti
on
This course deals on Institutional Design
Course Code
ID 320 Interior
Design 3B
Credit Units:
4 units 1hr. Lec, 9hrs. Lab
Course Prerequisites/(Co-requisites):
ID 1A, ID 1B, ID 2A, ID 2B, ID 2B, ID 3A
Other Enrolment
Requirements:
NONE
Course Outcomes: At the end of the course, the student shall be able to PO Code Link(s)
PO Code Linck(s)
ILO 1. Identify, analyze, and solve interior design problems b c g h ILO 6. Integrate theories, current issues, and design philosophies.
b e h
ILO 2. Formulate and implement design concepts, strategies and/or approaches using new technology in interior design.
b c g ILO 7. Perform according to interior design global standards
e h k
ILO 3. Effectively function and assimilate within a collaborative framework.
d e m ILO 8. Know the history of arts and period styles, materials of décor, furniture design, building construction, utilities and legislation, and color studies.
a b e
ILO 4. Practice ethical professional values. b c g ILO 9.Demostrate sensitivity to cultural, social, and environmental issues and advocacies.
j k m
ILO 5. Practice ethical professional values d f g m
MODULE 1 – Introduction to Institutional Interiors
ILO 1 ILO 2
Seatwork, Short Quiz, Assignment, Group
Lecture Discussion
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A. Schematic Planning Requirements B. Space Inter-relationship C. Matrices/Bubble Ergonomics D. Design Documents E. Presentations
ILO 4 ILO 6 ILO 7
Presentations , Plates, Periodic Exam Assessment 1.0 – Discuss the importance of the design requirements and other considerations and application to institutional interiors Assessment 1.1 – Determine specifications, estimates, proposals, and other documents for contracts .
De Chiara, Joseph and John Callender. Time Saver for Building Types. Singapore: McGraw-Hill, Inc. 1987
De Chiara, Joseph, Panero, Julius and Zelnik, Martin. Time Saver Standards for Interior Design and Space Planning. McGraw-Hill, Inc: 1992
Dalke, Hilary, Littlefair, Paul and Loe, David. Lighting and Colour for Hospital Design. England: The Stationary Office. 2004
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Course Outcomes
Course Outcomes: At the end of the term, students of Interior Design 4A should be able to: 1. Identify the research procedures and techniques in interior design thesis writing, 2. Use the case study research design as the most preferable mode of conducting research in the field of interior design, 3. Choose topics for possible research problems, 4. Defend proficiently the approved research topic, 5. Apply research knowledge in field data gathering as well as interpersonal skills in communicating and dealing with client- respondents, 6. Analyze the data gathered using content analysis coupled with descriptive statistics, 7. Write the thesis proposal draft/manuscript with consultation of and approval by the designated thesis adviser, 8. Synthesize earlier knowledge from prerequisite courses for application in current and future research learning settings.
Course Outcomes (COs) Program Outcomes (POs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1: Identify the research procedures and techniques
x x x x x x
CO2: Use the case study research design
x x x x x x x x x
CO3: Choose topics for possible research problems
x x x x x x x x
CO4: Defend proficiently the approved research topic
x x x x x x x x x
CO5: Apply research knowledge in field data gathering as well as interpersonal skills in communicating/dealing with clients
x x x x x x x x x x x
CO6: Analyze data gathered using content analysis coupled with descriptive statistics
x x x x x x x x x x
CO7: Write the thesis proposal draft/manuscript
x x x x x x x x x x
CO8: Synthesize earlier knowledge from prerequisite courses and the current course
x x x x x x x x x
25
Course Coverage:
Week
Topic(s) Teaching-Learning Activities (TLAs)
Assessment Tasks (ATs) Course Outcomes (COs)
1 Orientation to class management, expectations and requirements; Introduction to the course
Lecture-PowerPoint presentation mix. Handing out to students the syllabus. Explaining/clarifying to the class the expectations and requirements.
Ask students for clarification. Require students to have a portfolio.
CO1-CO8
2 Definition and nature of research; research methods; the case study
Review of Week 1 sessions. Randomly select students to write on board their own definition of “research.” Lecture on the day’s lesson. Silent reading of an essay (the likes of “The Joys of Research”) that tells about the research inquiry process focusing on human curiosity, inquisitiveness, trial and error process, and verification
Ask a student to comment on Week 1 sessions Ask a student to summarize the common features of the definitions written on the board. Ask students to write on the board their definition of research to compare these with pre-essay reading definitions. Assign students to write a computer-typed 2-page reaction to the essay to be submitted in next class meeting.
3 Significance or contributions of research; difficulties, problems in conducting research; strategies to facilitate research
Ask students to submit their reaction paper assigned to them last week, followed by a review of Week 2 lessons. Lecture supported by audio-visual slides of (from a powerpoint presentation) on the impact of research on human progress, followed by problems/difficulties in doing research. Also, show list of strategies to facilitate research Focus on field data gathering strategies through interview. Contrast western interview techniques with the Pinoy “pakapa-kapa” technique promoted by U.P.
Ask students, “Do you now feel that you would like to embark for a research journey to last for one semester?” Select a few students to tell to the class why they like to go aboard the research ship. Process their responses. Ask students to submit a computer-typed, 2-page reaction paper to the “pakapa-kapa” essay for submission next week.
CO1-CO8 CO1-CO8 CO1, CO3, CO5, CO6, CO8
26
psychologists.
4 The research problem – what is a research problem? How do you raise the problem? How do you state or formulate the problem? Spotting the research problem from the inconsistencies and contradictions that one observes in life.
Ask class to submit the assigned reaction paper on the “pakapa-kapa” technique. Review of Week 3 lessons. Lecture on the day’s lesson. Provide samples of theses/dissertations to show how to state the research problem. Ask some students to read portions of the Statement of the Problem in one or two theses/dissertations. Point out what the inconsistencies and contradictions that the writer/researcher has expressed in writing. Tell students of next week’s activity: library research to be familiar with titles of theses. Ask them also to read the statement of the problem of these theses. Ask them to submit in Week 6 class meeting 3 proposed topics for thesis writing from their library search in Week 5
Ask a student to review last week’s lessons; supply the gaps in review. Emphasize the important portion(s) of sample readings. Interpret/clarify writer’s perspective to drive home the point of how to state the problem. Select a few students to read the portion in which the writer/researcher points out the inconsistencies and contradictions that serve as the research problem.
5 Library search for thesis and dissertations (no class meeting; students in the library)
Before the scheduled library research, pre-arrange with UST librarian(s) that students of Interior Design 4A will be reading some theses
Contact librarians for feedback on how the students fared in their library research; average number of theses borrowed for room reading.
CO3
6 Topic defense. Final selection of the topic most preferred by student
Ask class to submit the three topics proposed for their thesis. Two-minute random processing of the submitted topics per student. Try to process all. Ask them the one they preferred most.
Ask students their library research experience, their problems in the library and in their search for topics. Ask students which one they most prefer to pursue for their thesis. Examine the support of their reasons.
CO3-CO4 CO8 CO1-CO8
27
7 Writing the thesis using the American Psychological Association (APA) style
Lecturette on style standards of research reporting. Show PowerPoint presentation of the APA style of writing and samples of styles in bibliographic entries of books, journals, and websites, and how to acknowledge sources inside text of theses. Compare APA style with the style of old theses if not current theses in the library.
Class seat exercise on how to write bibliography and how to acknowledge sources inside text. Ask students how old theses in the library compare with APA style.
CO8 CO1, CO7, CO8
8 Defense of the chosen topic in class
Randomly select students to ask them about their chosen topic. Call all students or as many as possible in the time allotted for the class. Those whose topics are not processed, request them to see the professor for consultation. Ask them during preliminary examination to bring and submit their portfolios.
Ask students to support their reasons for choosing the topic. Questions to use to gauge how they reason out may include: Why do they want the topic? What’s so important with the topic? Does it show any problem or issue that needed to be resolved or answered? Is the topic the final title of the thesis? Assign students to submit on Week 9 final title of thesis.
CO1-CO8
Preliminary Examination
Coverage from Week 2 to Week 7. Check portfolio entries. Must be complete. Return to them at end of exam period. While exam is ongoing, write on board that on Week 9, students must submit at least 10 bibliographic entries, alphabetized, and according to APA style. They need to visit the library again on their bibliography.
Parts of the Prelim Exam: 1. Matching type (10 items) (20%) 2. Sample Introduction to the Problem of an existing thesis for the student to comment or to correct. Is the problem raised adequately by the author? If not, ask student to alter it. Ask the student also to edit write-up in terms of APA style (80%)
CO1-CO8
9 Writing the bibliography of the proposed thesis in the APA style.
Announce that prelim exam papers will be returned next week. Ask students to submit their bibliographic entries for their thesis. Process in class five
Comment/correct students’ bibliography lists. Unprocessed bibliography list to be corrected (in office or at home) and submitted with
CO3, CO7 CO3, CO7
28
students’ bibliography lists. Use projector to flash on screen the bibliography of these five students. Announce to the class that those not processed due to time pressure will be returned next week with the comments of the professor.
comments/corrections back to students on Week 10.
10 The parts of the thesis proposal proper: Chapter and its sections
Return the prelim test papers. Allow the class to look at their papers. Lecture on Chapter 1 (Introduction) and its four sections: - Background of the Study - Statement of the Problem - Significance of the Study - Scope and Delimitations Use projector to show the parts on screen. Explain how to write each section. Show samples of theses. Provide guidelines. For example: Background of the Study refers to context, circumstances, history, prior events before onset of the problem. Statement of the Problem, recall Week 4 lesson on inconsistencies and contradictions observed. Significance of the Study: Contributions to knowledge, theory, previous findings, practical use to design practitioners, educators. Scope and Delimitations: Time, site, respondent, and topic coverage.
Remind class of weight of prelim exam in final grade. Pause to ask students for clarifications. For each section sample write-up, ask students for reaction or comment. At the end of each section, ask students to summarize learnings and understandings. Consultation with students outside class within consultation hours of the professor to monitor and evaluate their progress and to provide them the opportunity to learn more.
CO1, CO2, CO4, CO7, CO8 CO1-CO4, CO7-CO8 CO1-CO8
11 Continuation of Chapter 1
Review of Week 10 lessons Continue lecture on how to write the sections of Chapter 1. Provide handouts of actual write-ups of each section
Ask some students about their problems of understanding about each section and their problems in writing.
CO1-CO4, CO7-CO8
29
12 Writing Chapter 2. The Review of Related Literature
Review of Week 11 lessons Lecture to explain how to write the Review of Related Literature. The chapter discusses findings of previously published literature in books and journals. Provide guidelines on how to write the chapter. For example, arrange the sources into thematic categories that may make for sub-headings. Only report the methodology used and gist of findings. Provide handouts of actual write-ups of reviews of related literature.
Ask some students about their problems of understanding about writing Chapter 2. Towards the end of the class, ask students to summarize learnings and understandings. Consultation with students outside class within consultation hours of the professor to monitor and evaluate their progress and provide them the opportunity to learn more.
CO1-CO4, CO7-CO8 CO1-CO4, CO7-CO8 CO1-CO8
13 Writing Chapter 3. The Conceptual Framework
Review of Week 12 lessons Lecture to explain how to write the Conceptual Framework. Show guidelines in clips form a PowerPoint presentation. For example, the chapter contains the elements or variables involved in the study and their relationships with each other. Provide model of diagram for illustration. Provide handouts of actual write-ups of conceptual frameworks
Ask some students about their problems of understanding about writing Chapter 3. Towards the end of the class, ask students to summarize learnings and understandings. Consultation with students outside class within consultation hours of the professor to monitor and evaluate their progress and provide them the opportunity to learn more.
CO1-CO4, CO7-CO8 CO1-CO4, CO7-CO8 CO1-CO8
14 Writing Chapter 4. Research Methodology
Lecture to explain how to write the Research Methodology which includes five sections: - Research Design - Sampling - Instrumentation - Data Gathering - Data Analysis Show guidelines in clips form a PowerPoint presentation on
Ask some students about their problems of understanding about writing Chapter 4. At the end of each section, ask students to summarize learnings and understandings.
CO1-CO4, CO7-CO8 CO1-CO4, CO7-CO8 CO1-CO8
30
how to write each section.
15 Continuation of Chapter 4
Review of Week 14 lessons Provide handouts of actual write-ups of research methodologies.
Consultation with students outside class within consultation hours of the professor to monitor and evaluate their progress and provide them the opportunity to learn further.
CO1-CO8
16 Completing the thesis proposal. Writing the other parts of the thesis proposal
Lecture to explain how to write these other parts of the thesis: - Cover page - Dedication - Acknowledgement - Table of Contents - List of Tables - List of Figures - Abstract - Annexes Provide guidelines and actual sample write-ups. Ask the class to bring their portfolios during final examination
Ask some students about their problems of understanding. Towards end of class, ask students to summarize learnings and understandings. Consultation with students outside class within consultation hours of the professor to monitor and evaluate their progress and provide them the opportunity to learn, unlearn, relearn.
CO1-CO4, CO7-CO8 CO1-CO4, CO7-CO8 CO1-CO8
Final examination Coverage from Week 9 to Week 16 Check portfolios while examination is ongoing. Return to student at end of the examination period.
Parts of the Final Exam: 1. Matching Type (10 items) (20%) 2. Samples of Chapter 3, Chapter 4. Ask them to react and comment on the way these chapters were written. (40%) 3. Edit entries according to APA style (15%) 4. Samples of data for interpretation and analysis for tabulation and percentage analysis (25%)
CO1-CO8
Course Evaluation:
Course Outcomes
Assessment Tasks (ATs)
Weight
Minimum Satisfaction Average
CO1: Identify the research procedures and techniques
Class participation in recitation and discussion Comments in reaction paper Actual responses in thesis proposal defense Write-up in thesis proposal
10% 10% 30% 50%
5% 5% 25% 40%
CO2: Use the case study Class participation in recitation and discussion 15% 10%
31
research design Actual responses in thesis proposal defense Write-up in thesis proposal
35% 50%
30% 45%
CO3: Choose topics for possible research problems
Library search for theses and dissertations - number of theses and dissertations read; number of hours devoted to library research Quality of three topics submitted for thesis proposal
40% 60%
30% 50%
CO4: Defend proficiently the approved research topic
Extent and quality of persuasion during defense Number of reasons in defense of a research topic proposed Logic and coherence of reasons provided for defense Communicative ability (grammatically correct English, clear words used)
25% 25% 25% 25%
20% 20% 20% 20%
CO5: Apply research knowledge in field data gathering as well as interpersonal skills in communicating and dealing with clients
Possession of expert knowledge in research to qualify as researcher and to gather data from the field Data gathered from the field are complete, accurate, and valid Extent and quality of interaction with respondents of surveys, interviewees and participants Extent of performance in teams
25% 25% 25% 25%
20% 20% 20% 20%
CO6: Analyze data gathered using content analysis coupled with descriptive statistics
Quality of data gathered Use of rigorous standards in processing and consolidating data Accuracy of content analysis done Extent of performance in teams
25% 25% 25% 25%
20% 20% 20% 20%
CO7: Write the thesis proposal draft/manuscript
Accuracy of data gathered Quality of writing in English Conformity with APA style Parts of the thesis proposal complete and in order
40% 20% 20% 20%
30% 15% 15% 15%
CO8: Synthesize earlier knowledge from prerequisite courses and the current course
Integration of knowledge in prerequisite courses Integration of previous lessons of the course from Week 2 to Week 17 Extent that this integrative learning is demonstrated in writing the thesis
20% 30% 50%
10% 25% 45%
References: American Psychological Association (APA) (2009, Sixth ed.).Publication manual of the American
Publications. Creswell, J.W. & Plano Clark V.L. (2007, First ed.).Designing and conducting mixed research
methods research. Thousand Oaks, CA: Sage.
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Denscombe, M. (2009). Ground rules for social research: Guidelines for good practice. Open
University Press. Denzin, N.K. & Lincoln, Y.S. (2000) (Eds.). Handbook of qualitative research.London: Sage
Publications. Hennink, M. (2010). Qualitative research methods.Sage Publications, Ltd. Patton, M.Q. (2001, Third ed.). Qualitative research & evaluation methods.London: Sage
Publications, Inc. Strauss, A. (1987). Qualitative analysis for social scientists.Cambridge University Press. Torres, A. (1982). “ ‘Pakapa-kapa’ as an approach in Philippine psychology.” In R. Pe-Pua (Ed.),
Sikolohiyang Pilipino: Teorya, Metodo at Gamit(Filipino Psychology: Theory, Method and Application) (pp. 171-174). Quezon City: SurianngSikolohiyang Pilipino.
Yin, R.K. (2009, Fourth ed.).Case study research.Thousand Oaks, CA: Sage
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