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Interior Design Program Standard
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CSAC acknowledges with thanks the significant contribution of the
many individuals and organizations who participated in the development
of this Program Standard. In particular CSAC would like to acknowledge
the important roles of
- Durham College as the lead college for the Interior
Design Pilot Project, and Suzanne Lefebvre Warner, Project Coordinator,
and Margo Bath-Bartlett, Project Writer, in the development of the
vocational standard.
- Members of the Interior Design Pilot Project Steering
Committee in the development of the vocational standard: Linda Bradley
(Ministry of Community & Social Services and program graduate);
William Brisland (William Brisland Design Inc.); Angela Bourne (Fanshawe
College); Jo Anne Dickinson (Algonquin College); Arlene Dougall,
NCIDQ representative (Dougall Design); Sara Levine Petroff (B&H
Interior Design Inc. and program graduate); Christine Mayhew (Mayhew
and Peterson); Patricia Neely-McCurdy (St. Clair College); Alison
Parsons (Sheridan College); Micheline Sanitrar, ARIDO representative
(Intercede Facility Management Ltd.); Larry Taylor (Niagara College);
Sandra Toogood (Humber College); Claude Swolfs (
La Cité collégiale); Andrew Vasilevich, FIDER/IDEC
representative (Ryerson Polytechnic University); Peter Watson (Georgian College);
Gordon Wells (Algonquin College); and David Winters, IDC representative (Niagara College).
- The many individuals and organizations who participated
in consultations with the pilot project group and CSAC; and the
secondees who facilitated the finalizing of the vocational standard,
Margaret Francis Dombeck (Centennial College) and Brian Provini
(Conestoga College).
- Members of the CSAC Generic Skills Council who led
the development of the generic skills standard, the many individuals
and organizations who participated in consultations with the council,
and the secondees who participated in the development of the Generic
Skills Standard: Sandra Dzakovic (Niagara College), Lynda Graham
(Sheridan College), Lynda Harries (Sir Sandford Fleming College),
George Koblyk (Mohawk College), Robert Mayrand (
La Cité collégiale), and Dale Shipley (Algonquin College).
- Members of the CSAC General Education Council who
led the development of the general education standard, the many
individuals and organizations who participated in consultations
with the council, and the secondees who participated in the development
of the general education standard: Dick Capling (Mohawk College),
Bill Cruden (St. Lawrence College), and Robert Mayrand (
La Cité collégiale).
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I. Introduction
This document is the Program Standard for Interior Design Programs
(6-semester) Programs delivered by Ontario colleges of applied arts
and technology. The program standard applies to all programs approved
by the Ministry of Education and Training under MCU code 61833.
College Standards and Accreditation Council (CSAC)
The College Standards and Accreditation Council (CSAC) was established
in 1993 by the Government of Ontario with the objectives of bringing
a greater degree of consistency to college programming offered across
the province, broadening the focus of college programs to ensure graduates
have the skills to be flexible and to continue to learn and adapt,
and providing public accountability for the quality and relevance
of college programs.
CSAC has been given the specific authority to define credentials
for, develop standards for, and accredit publicly funded programs
at colleges of applied arts and technology in Ontario.
CSAC is overseen by a twenty-member Board comprised of an equal number
of internal (college) and external stakeholders. The Board reports
to the Minister of Education and Training through the Council of Regents.
CSAC Program Standards
Program standards apply to all similar programs offered by colleges
across the province. Each program standard for a postsecondary program
includes the following elements:
- Vocational standard (the vocationally specific
learning outcomes which apply to the program in question),
- Generic skills standard (the generic skills
learning outcomes which apply to programs of similar length), and
- General education standard (the requirement
for general education courses that applies to postsecondary programs).
Collectively, these elements outline the essential skills and knowledge
that a student must reliably demonstrate in order to graduate from
the program.
Individual colleges of applied arts and technology offering the program
determine the specific program structure, delivery methods, and other
curriculum matters to be used in assisting students to achieve the
outcomes articulated in the standard. Individual colleges also determine
whether additional local learning outcomes will be required to reflect
specific local needs and/or interests.
The Expression of CSAC Program Standards as Learning Outcomes
CSAC has been given a mandate to express the vocational and generic
skills components of program standards in terms of learning outcomes.
Learning outcomes represent culminating demonstrations of learning
and achievement. They are not simply a listing of discrete skills,
nor broad statements of knowledge and comprehension. They describe
performances that demonstrate that significant learning by graduates
of the program has been achieved and verified.
Expressing CSAC standards as learning outcomes ensures consistency
in the outcomes for program graduates, while leaving to the discretion
of individual colleges curriculum matters such as the specific program
structure and delivery methods.
The Presentation of the Learning Outcomes
The learning outcome statement sets out the culminating
demonstration of learning and achievement that the student must reliably
demonstrate before graduation.
The elements of performance for each outcome define and clarify
the level and quality of performance necessary to meet the requirements
of the learning outcome. However, it is the performance of the learning
outcome itself on which students are evaluated. The elements are indicators
of the means by which the student may proceed to satisfactory performance
of the learning outcome. The elements do not stand alone but rather
in reference to the learning outcome of which they form a part.
In some cases, in order to ensure clarity, an explanation of
the outcome is also provided.
The Accreditation of Programs
CSAC has been given the authority to accredit publicly funded college
programs. The accreditation decision of the Board is based on the
results of system-wide program review undertaken for each program
on a regular basis. System-wide program review is undertaken with
the objective of determining whether program graduates have achieved
the learning outcomes and general education requirement established
in a program standard.
The Development of a Program Standard
In establishing CSAC, the Government determined that all postsecondary
programs should include vocational skills coupled with a broader set
of essential skills. This combination is considered critical to ensuring
that college graduates have the skills required to be successful both
upon graduation from the college program and throughout their working
and personal lives.
A program standard is developed through a broad consultation process
involving a range of stakeholders with a direct interest in the program
area, including employers, professional associations, universities,
secondary schools, and program graduates working in the field, in
addition to students, faculty, and administrators at the colleges
themselves. It represents a consensus of participating stakeholders
on the essential learning that all program graduates should have achieved.
Updating the Program Standard
CSAC will undertake regular reviews of the vocational learning outcomes
for this program, as well as a review of the generic skills learning
outcomes and the general education requirement, to ensure that the
Interior Design Program Standard remains appropriate and relevant
to the needs of students and employers across the Province of Ontario.
To confirm that this document is the most up-to-date release for this
program, contact the Ministry of Education and Training at the address
or telephone number indicated in the document entitled
College Program Standards – Introduction.
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Table of Contents |
II. Vocational Standard
All graduates of Interior Design Programs (6-semester) must have
achieved the ten vocational learning outcomes listed in the following
pages, in addition to achieving the generic skills learning outcomes
and meeting the general education requirement.
Preamble
The portrait of the three-year Interior Design graduate, expressed
in the vocational learning outcomes, is aligned with the profession's
accepted definition of the interior designer's role. This role is
defined as using education, experience, and recognized skills to identify,
research, and creatively solve problems pertaining to the function
and quality of the interior environment, in order to enhance the quality
of life and protect the health, safety, and welfare of the public.
The comprehensive nature of the role performances expressed in the
learning outcomes will provide a graduate with the foundation required
for professional growth in the interior design environment and with
the ability to function in a wide variety of employment settings.
Concurrent with the development of this program standard, the standard
has been developed for two-year Interior Design graduates. While the
two-year graduate will be capable of contributing to each of the phases
of the design process, the three-year graduate will be able to execute
all phases including implementation of a design project and evaluation
of a completed design solution. The three-year graduate will be equipped
to function with a considerable measure of autonomy and to carry out
role performances at a relatively complex level. However, all entry-level
interior designers in industry should initially expect to work under
the supervision of senior designers.
The vocational learning outcomes are arranged in chronological order
of a design project. This order indicates that a graduate of a three-year
Interior Design program will be able to use the design process to
solve a design problem by completing the following phases sequentially:
Programming/Analysis
Design Concept
Design Development
Documentation
Implementation
Evaluation
* See glossary |
Table of Contents |
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
analyze a client's needs and goals by using research methodology and techniques.
Elements of the Performance
- Define the design problem
- Determine spacial adjacency* requirements
- Determine space, furniture, and equipment requirements
- Determine space standards through the use of the
principles of ergonomics, anthropometrics*, and proxemics*
- Determine an appropriate design image for the client
- Assess site and building parameters which may impact
on the interior design
- Produce an accurate drawing which reflects the building
and site conditions
- Assess the project as it relates to the building
code, zoning by-laws, fire code, health regulations, environmental
issues, and special needs concerns (i.e. physically challenged)
- Determine the building construction system, the
building occupancy, and the building classification
* See glossary
2. The graduate has reliably demonstrated the ability to
prepare a design proposal.
Elements of the Performance
- Communicate to the client the results of the project analysis
- Prepare preliminary budgets
- Communicate the proposed design process
- Prepare contracts toward the establishment of a
legal agreement between the designer and a client
* See glossary
3. The graduate has reliably demonstrated the ability to
analyze design components by using the creative process.
Elements of the Performance
- Describe space using design terminology (i.e., design
elements*, design principles*, and design theories)
* See glossary
4. The graduate has reliably demonstrated the ability to
prepare an appropriate design concept* of three-dimensional form*
which meets the criteria of a given design project by using the creative
process.
Elements of the Performance
- Generate and assess various design ideas
- Apply design principles and elements
- Apply historical interior design, art history, and
architectural knowledge and concepts in the context of current social,
cultural, environmental, and economic circumstances
- Apply current design information by reviewing industry
journals; attending design symposia and trade shows; participating
in professional design associations; visiting current, significant
design projects during and/or after completion; preparing reports
which record information collected during field trips (i.e., trade
shows, project visits, etc.); and determining the major direction
in which interior design moves
- Develop preliminary sketches
- Prepare a statement to describe the concept and
rationale used in the development of a design solution
- Prepare preliminary drawings which reflect the concept
statement
- Apply the principles of structure* and current industry
standard methods of construction and detailing*
- Apply basic knowledge of building systems (e.g.,
design within the constraints of HVAC, electrical, plumbing, sprinklers,
conveying systems, communications systems, security and acoustics)
- Select colours, materials*, finishes, and lighting
- Select art, accessories, and signage (i.e., logos,
directional signs)
- Apply ethical standards to a design concept (i.e.,
conserving material resources, respecting human resources and individuals
with special needs)
- assess design solutions against the standards of
the public welfare
- prepare furniture and equipment inventory and incorporate
that information into a space plan*
- finalize (to scale using Imperial and Metric) a
space plan* concept (i.e., resolve problems in furniture, lighting
concepts, architectural elements, and related design details)
* See glossary
5. The graduate has reliably demonstrated the ability to
execute appropriate presentation techniques to communicate the
design concept.*
Elements of the Performance
- Present persuasively the design concept* to secure
the client's approval
- Use clear, concise language to explain the design concept
- Use a variety of visual presentation aids (which may include
perspectives, models, etc.) to communicate the design concept
- Apply two- and three-dimensional CADD* presentation skills
- Respond succinctly to impromptu questions and comments
- Display openness and adaptability to comments and suggestions
* See glossary
6. The graduate has reliably demonstrated the ability to
prepare a design which reflects the concept by using current and
relevant information.
Elements of the Performance
- Verify that the design conforms to current industry
standards, by-laws, and applicable codes including local building
codes and local fire codes to ensure the health, safety, and welfare
of the public
- Determine an appropriate lighting system for a design
solution (e.g., research and select lighting systems appropriate
to that design; evaluate the performance criteria of lighting systems
appropriate to that design; and consult with lighting consultants
and electrical engineers)
- Determine the appropriate use of materials* to meet
the functional and aesthetic requirements of a design project (e.g.,
research product information to select the appropriate materials;
analyze the materials for their performance, durability, cost, applications,
environmental impact, building code and standards classifications;
determine surface treatment and finish appropriate to the design;
integrate finishes for joint and millwork*, for floors, walls, ceilings,
doors, and windows; determine the appropriate hardware* for the
design; apply energy and resource conservation principles to a design
by specifying those materials, methods, and systems which will ensure
that the design is environmentally friendly)
* See glossary
7. The graduate has reliably demonstrated the ability to
communicate to the client the proposed design solution for approval.
Elements of the Performance
- Prepare a cost estimate to meet a design budget
- Specify for appropriate furniture, furnishing, and
equipment to fulfil functional, aesthetic, health and safety, resource
conservation and cost requirements (e.g., determine appropriate
furniture (system*, modular, knockdown, custom) to meet its necessary
function; select appropriate historical, contemporary, or custom
furniture; select products for appropriate construction and finish;
and select appropriate furniture to meet power, data, and communication
needs)
- Construct perspectives* and render* using tone*,
texture, shade*, and colour
- Construct precise, accurate two- and three-dimensional
design drawings by applying principles of orthographic* projection
and paraline drawing* techniques and by utilizing two- and three-dimensional
CADD* capabilities
* See glossary
8. The graduate has reliably demonstrated the ability to
communicate to the client the proposed design solution for approval.
Elements of the Performance
- Produce a set of working drawings (using Imperial
and Metric) which conforms to industry standard drafting techniques
and which contains a site plan*; a demolition plan*; a partition
plan; a finishes plan*; a reflected ceiling plan*; a power, data
and communications plan*; elevations, sections, and details of partitions;
millwork* and architectural fitment plans, sections, details, elevations;
schedules including door, window, hardware*, equipment, furniture,
lighting and finishes schedules; and a furniture, fitment* and equipment
plan*
- Prepare basic construction specifications* using
industry standards* to communicate the specific quality control
information necessary to complete the design project
- Estimate (using Imperial and Metric measurements)
the quantities of finishing materials* needed for a design project
- Prepare documentation needed for the administration
of the contract, including documenting drawing revisions; preparing
addenda* (such as change orders) to maintain the main contract;
and preparing appropriate billing (i.e., time sheets, invoices,
certificates of payment)
- Organize all project information in a retrievable
format so that anyone in a design office can easily access that
information during and after the design project
* See glossary
9. The graduate has reliably demonstrated the ability to
collaborate as part of the management team, as the client's agent,
in the implementation of a design project to ensure that the project
reflects the design solution.
Elements of the Performance
- Ensure that drawings are accurate, complete and
meet the project schedule by determining drawing formats*; scheduling*
the sequencing and completion of the drawings; coordinating information
between the designer and other consultants; coordinating information
between working drawings and other documents (e.g., specifications*);
and adapting to changes, when necessary, in drawing formats and/or
scheduling*
- Use the basic terminology of technical systems to
communicate with electrical, mechanical and structural engineers;
architects; acoustical, security, lighting, and other consultants;
and building and trade contractors
- Assess the final documents to ensure that the design
project complies with all applicable codes and bylaws
- Prepare furniture, fixture, and equipment specifications*
to obtain manufacturers' fixed quotes for costs
- Determine the role of the designer in the bidding
and tendering process for a design project, including preparing
tender* documentation; preparing a qualified bidders'* list; preparing
instructions to bidders*; preparing the addenda; analyzing open
bids and making recommendations; reviewing lists of sub-contractors;
assisting clients in the preparation of contractor/owner contracts;
and reviewing shop drawings*
- Prepare a timetable that coordinates the activities
required by all participants to complete a given design project
on time
- Determine the need for and the role of all participants
(including users, clients, building trades, and other professionals)
(e.g., determine the designer's role at project meetings; prepare
a set of minutes to record information from a project meeting; behave
in a professional manner to encourage individual differences; lead
group discussion, when appropriate; negotiate consensus in group
discussions; determine where in the design process a client's approval
is needed; determine when to conduct site visits and inspections;
and determine the possible legal ramifications such as legal responsibility
and liability)
* See glossary
10. The graduate has reliably demonstrated the ability to
evaluate completed design solutions.
Elements of the Performance
- Determine the role of the designer, as the client's
agent, in the evaluation process
- Prepare a deficiencies list (that is, damaged materials*
and/or missing products and finishes)
- Prepare a post-occupancy evaluation to assess how
well the project has met the client's needs
* See glossary
Note:
- The learning outcomes have been numbered as a point
of reference; numbering does not imply prioritization, sequencing,
nor weighting of significance.
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Synopsis of the Vocational Learning Outcomes
The graduate has reliably demonstrated the ability to
- analyze a client's needs and goals by using research
methodology and techniques.
- prepare a design proposal.
- analyze design components by using the creative process.
- prepare an appropriate design concept* of three-dimensional
form* which meets the criteria of a given design project by using
the creative process.
- execute appropriate presentation techniques to communicate
the design concept.*
- prepare a design which reflects the concept by using
current and relevant information.
- communicate to the client the proposed design solution for approval.
- prepare documentation needed for the implementation of the design.
- collaborate as part of the management team, as the
client's agent, in the implementation of a design project to ensure
that the project reflects the design solution.
- evaluate completed design solutions.
Note:
- The learning outcomes have been numbered as a point
of reference; numbering does not imply prioritization, sequencing,
nor weighting of significance.
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Glossary of Terms
- Addenda
- written or graphic instruments issued
prior to the execution of the contract which modify or interpret the
bidding documents, including drawings, and specifications by additions,
deletions, clarifications or corrections. Addenda become part of the
contract documents when the construction contract is executed.
- Anthroprometrics
- the measurement of the human
body with a view to determining its average dimensions.
- Bidder
- one who submits a bid for a prime contract
with the owner, as distinct from a subbidder who submits a bid to
a prime bidder. A bidder is not a contractor on a specific project
until a contract exists between the owner and her/him.
- Building Parameters
- any one of a number of restrictions,
imposed on the construction of a building or the use of land. may
be included in a code or in other documents, e.g., a restrictive covenant;
may be statutory or contractual.
- CADD
- computer aided design and drafting.
- Demolition Plan
- a plan of a building showing those
areas to be destroyed, all or in part.
- Design Concept
- a visual plan of a space as represented
by plans, elevations, renderings, and other drawings.
- Design Elements
- colour, form, light, pattern,
scale, and texture.
- Design Principles
- balance, contrast and variety,
harmony and unity, proportion and rhythm.
- Detailing
- a term in architecture applied to drawing
the small parts into which any structure is divided. It is applied
generally to molding or other decorative features and to drawings
showing a special feature of construction.
- Drawing Formats
- the layout and manner in which
information on a drawing sheet is presented.
- Finishes Plan
- (Floor Finishes Plan or Wall Finishes
Plan) a plan indicating locations of applied surface treatments to
the base building.
- Design Concept
- a visual plan of a space as represented
by plans, elevations, renderings, and other drawings.
- Fitments
- all elements of fabrication and installation
exclusive of building shell – fixed but not built in.
- Form
- a word often confused with shape. Properly,
the form of an object is the combination of all the characteristics
that establish its identity. Form not only includes shape, but also
aspects such as size, texture, colour, tone, and movement.
- Furnishings
- objects located within a space that
are not fixed to the building shell.
- Furniture, Fitment, & Equipment Plan (Layout Plan)
- a plan
indicating the locations of furniture, fitments, and equipment.
- Hardware
- metal products used in construction such
as bolts, nails, screws (rough hardware); fittings such as catches,
hinges, locks (finish hardware).
- Industry Standards
- including but not limited to
- Access Standards – see section 3.7 of the Ontario Building
Code
ANSI – American National Standards Institute
ASHRAE – American Society of Hearing, Refrigeration and
Air Conditioning Engineers
ASTM - American Society for Testing and Materials
Canadian Housing code
Canadian Plumbing Code
CSA – Canadian Standards Association
Day Nurseries Act
Day Nurseries Design Guidelines
Hotel Fire Safety Act
ISO 9000
Liquor Act
Measures for Energy Conservation in New Buildings
National Building Code
National Fire Code of Canada
NFPA – National Fire Protection Association
Occupational Health and Safety Act
ULC – Underwriter's Laboratories Inc.
- Instructions to Bidders
- instructions contained
in the bidding requirements for preparing and submitting bids for
a construction project.
- Materials
- items used to construct or cover an
object.
- Millwork
- ready-made products which are manufactured
at a wood-planing mill or woodworking plant.
- Orthographic Projection
- the projection of lines
perpendicular to the plane of projection.
- Paraline Drawings
- a pictorial view of a space
or an object which is easily understood since it resembles natural
perception – all vertical lines remain vertical, all parallel
lines remain parallel, and all lines parallel to XYZ axes can be drawn
to scale.
- Partition Plan
- (Construction Plan) – a plan of a
building showing dividing walls within that building.
- Perspective
- any of the various techniques for
rendering three-dimensional objects and depth relationships on a two-dimensional
surface.
- Power, Data & Communications Plan
- (Electrical Location
Plan) - a plan indicating locations of electrical and communications
supplies.
- Principles of Structure
- the application of structural
theory to ensure that buildings and other structures are built to
support all loads and resist all constraining forces that may be reasonably
expected to be imposed on them during their expected service life,
without hazard to occupants or users and preferably without dangerous
or annoying vibrations. In addition, good design requires that this
objective be achieved economically.
- Proxemics
- the theory of personal space as applied
to the use of space.
- Reflected Ceiling Plan
- a plan of a ceiling viewed
from above so that it is oriented as the floor plan.
- Rendering
- a black and white or colour representation
of a proposed design, faithfully reproduced. Also referred to as a
delineation.
- Scheduling
- preparing a timetable that coordinates
the activities required by all participants to complete a given design
project on time.
- Shade
- the dark area of a figure, object, or scene
as a result of the obstruction of a light source.
- Shop Drawings
- drawing, diagrams, illustrations,
schedules, performance charts, brochures, and other data prepared
by the contractor or any subcontractor, manufacturer, supplier, or
distributor, which illustrate how specific portions of the work shall
be fabricated and or installed.
- Site Plan
- a plan of a construction site showing
the position and dimensions of the building to be erected and the
dimensions and contours of the lot.
- Space Plan
- design of an interior space which divides
it into rooms or areas.
- Spacial Adjacencies
- interrelationship of areas,
their function, and aesthetics.
- Specifications
- definition and identification of
standards to which materials must comply, materials themselves and
their adjuncts, and methods of fabrication.
- Systems Furniture
- a collection of modular components
designed to fit together in various ways to make up office work stations.
- Tender
- a proposal or bid for a contract to perform
work, often on a form, completed by a contractor, giving estimated
price and time to complete a contract.
- Tone
- the range of light and dark of any colour,
and black and white.
- Zoning
- the control by a municipality of the use
of land and buildings, the height and bulk of buildings, the density
of population, the relation of a lot's building coverage to open space
the size and location of yards and setbacks, and the provision of
any ancillary facilities such as parking. Zoning, established through
the adoption of a municipal ordinance, is the principal instrument
in implementing a master plan.
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III. Generic Skills Standard
All graduates of Interior Design Programs must have achieved the
thirteen generic skills learning outcomes listed on the following
pages, in addition to achieving the vocational learning outcomes and
meeting the general education requirement.
The Generic Skills Learning Outcomes
1. The graduate has reliably demonstrated the ability to
communicate clearly, concisely, and correctly in the written, spoken,
and visual form that fulfills the purpose and meets the needs of audiences.
Explanation
Communicating in a clear, concise, and correct manner requires producing
the written, spoken or visual material that best suits the situation.
Graduates will have developed their ability to analyze their audiences
to identify what is required and to match those needs with the means
that is most appropriate. They will have produced material according
to the style and conventions required, and they will have checked
their products for accuracy and clarity. Finally, graduates will have
used the tools available to them to create and correct their written,
spoken, and visual messages.
Elements of the Performance
- Plan and organize communications according to the
purpose and audiences
- Choose the format (e.g., memo, illustration, video,
multimedia presentation, diagram) appropriate to the purpose
- Incorporate the content that is meaningful and necessary
- Produce material that conforms to the conventions
of the chosen format
- Use language and style suitable to the audience
and purpose
- Ensure that the material is free from mechanical
errors
- Use the computer technology that will enhance the
production of materials
- Evaluate communications and adjust for any errors
in content, structure, style, and mechanics
2. The graduate has reliably demonstrated the ability to
reframe information, ideas, and concepts using the narrative, visual,
numerical, and symbolic representations which demonstrate understanding.
Explanation
Responding to messages from many sources requires the ability to receive
and to comprehend what has been received. One way to demonstrate that
comprehension is to reframe, or restate in other forms, the original
message. This requires graduates to have developed the skills to read,
listen to, and observe messages contained within narrative and visual
forms. It also requires the ability to construct unique narrative
and visual representations that are consistent with the original messages.
Elements of the Performance
- Develop and use strategies to read, listen, and
observe effectively
- Clarify what has been read, heard, and observed
- Reproduce original information in other formats
(e.g., written and spoken summaries; tables, figures, charts, diagrams,
maps, drawings, photographs, and computer-generated graphics; terms
represented by numbers; and values represented by letters or signs)
- Use technology, where appropriate, to aid in reframing
- Evaluate the representation for consistency of meaning
with the original
- Acknowledge the use of material from other sources
according to the conventions of the medium used
3. The graduate has reliably demonstrated the ability to
apply a wide variety of mathematical techniques with the degree
of accuracy required to solve problems and make decisions.
Explanation
Using mathematics effectively in everyday situations requires the
ability to apply a wide variety of mathematical skills accurately.
Graduates will have demonstrated their ability to apply the concepts
of number and space to situations which include quantities, magnitudes,
measurements, and ratios. They will have developed their ability to
identify the need for mathematics, to apply mathematical techniques
(concepts, conventions, strategies, and operations) and to check the
results of their applications. This will require graduates to be flexible
and creative and to be confident in their mathematical skills and
abilities.
Elements of the Performance
- Recognize situations that require mathematics
- Assess potential mathematical strategies (including
models, geometric representations or formulas, elementary algebraic
equations, descriptive statistical methods, and mathematical reasoning)
for suitability and effectiveness
- Decide on the degree of accuracy required for answers
- Estimate probable answers
- Execute mathematical operations necessary to implement
selected strategies
- Use calculators or appropriate technological tools
to perform mathematical operations accurately
- Check for errors in numerical answers and the appropriate
fit between problems and answers
- Express answers clearly
- Transfer the use of mathematical strategies from
one situation to another
4. The graduate has reliably demonstrated the ability to
use a variety of computer hardware and software and other technological
tools appropriate and necessary to the performance of tasks.
Explanation
Using computers and other technologies as tools to increase productivity
and to enhance tasks requires graduates to have the confidence and
ability to use the tools well. Graduates will have demonstrated the
ability to recognize when computers and other technologies contribute
to completing tasks, solving problems, performing research, and creating
products. They will use the technological tool most appropriate to
the task and use it accurately. Finally, they will have gained confidence
in continuing to learn about and cope with new technologies in the
future.
Elements of the Performance
- Use basic operating system functions competently
(e.g., load software, store, and retrieve data)
- Determine which tasks can best be handled by computers
and other technology
- Select suitable software, equipment, and tools for
the task
- Use the software, equipment, and tools effectively,
correctly, and ethically
- Deal with equipment and software problems and errors
in a logical and systematic manner
- Transfer concepts, knowledge, and skills from one
technology to another
- Evaluate one’s own use of hardware, software,
and technological tools
5. The graduate has reliably demonstrated the ability to
interact with others in groups or teams in ways that contribute
to effective working relationships and the achievement of goals.
Explanation
Working in teams or groups in either a work or personal context requires
the ability to assume responsibility for collective duties and decisions.
It also requires interacting effectively with the members of the group.
Therefore, in achieving this outcome, graduates will have demonstrated
their ability to understand and complete the various tasks required
of them as group members. They will also have demonstrated their ability
to understand and respond to others.
Elements of the Performance
- Identify the tasks to be completed
- Establish strategies to accomplish the tasks
- Identify roles for members of the team/group
- Clarify one's own roles and fulfill them in a timely fashion
- Treat other members of the group equitably and fairly
- Contribute one's own ideas, opinions, and information
while demonstrating respect for those of others
- Employ techniques intended to bring about the resolution
of any conflicts
- Regularly assess the group's progress and interactions
and make adjustments when necessary
6. The graduate has reliably demonstrated the ability to
evaluate her or his own thinking throughout the steps and processes
used in problem solving and decision making.
Explanation
Solving a range of complex problems and dealing with a variety of
tasks require the thinking skills and strategies that will allow graduates
to identify what has to be done and to select and implement the most
suitable approach. In applying thinking skills and strategies, graduates
will have understood the limits as well as the potential of their
own thought processes. As well, in attempting various strategies,
they will have explored styles of thinking that may be new to them.
This will allow graduates to understand the way they think and how
they approach decisions and problems.
Elements of the Performance
- Clarify the nature and extent of problems or required
directions
- Explore various thinking skills and strategies that
could be used
- Identify limits as well as the potential of one's
own thought processes
- Choose and apply thinking skills and strategies
(e.g., inductive and deductive thinking; creative and intuitive
thinking; inquiry; critical thinking; and reflection)
- Evaluate results of the thinking skills and strategies
used in problem solving and decision making
- Appreciate the benefits of the use of alternative
types of thinking
7. The graduate has reliably demonstrated the ability to
collect, analyze, and organize relevant and necessary information
from a variety of sources.
Explanation
Making decisions and completing tasks often requires information that
can be used as support. Graduates, therefore, must be able to access
current, relevant, and useful information and to organize that information
in understandable ways. In achieving this outcome, graduates will
have developed and used strategies to locate and gather a wide range
of information, most particularly through technological means. They
will have learned how to select pertinent information and to sort
it so that it can be displayed in useful formats like databases and
spreadsheets. This information can then be used to support decisions
and to assist in the completion of tasks.
Elements of the Performance
- Identify the nature of the information required
- Investigate sources of information (including people,
text, databases, and the Internet)
- Gather information from the most appropriate sources
using various data collection techniques, including technology
- Examine the information and select what is relevant,
important, and useful
- Employ a variety of techniques to organize the information
(e.g., spreadsheets, databases, graphs, and charts)
- Draw conclusions about how the information can be used
- Evaluate the processes used
- Cite sources according to the conventions of the
medium used
8. The graduate has reliably demonstrated the ability to
evaluate the validity of arguments based on qualitative and quantitative
information in order to accept or challenge the findings of others.
Explanation
With the wealth of numerical and non-numerical information available,
graduates must be able to interpret, understand, and draw conclusions
about what others have produced. Graduates will have used their mathematical
abilities to question the validity of statistics and other numerical
claims. Graduates also will have used their language and critical
thinking skills to analyze the assumptions and evidence that others
use to support more qualitative arguments and conclusions. As a result,
graduates will have developed the ability to question and make decisions
about what they read, hear, and observe.
Elements of the Performance
- Identify conclusions and claims made by others
- Detect any fallacies, biases, misrepresentations,
and assumptions and judge their relevance to supporting arguments
- Check for accuracy and credibility of claims or
arguments
- Be prepared to defend acceptance or rejection of
claims or arguments
9. The graduate has reliably demonstrated the ability to
create innovative strategies and/or products that meet identified
needs.
Explanation
Creating strategies and products that are original and innovative
will require graduates to develop their creative thinking skills to
find alternative ways to address situations. Graduates will have developed
the confidence to use old information in new ways; to see unique relationships;
and to practice the lateral, divergent, and intuitive thinking that
will yield new approaches.
Elements of the Performance
- Analyze needs
- Generate creative ideas for strategies and products that will meet needs
- Choose alternatives to pursue based on needs and
criteria of projects/plans
- Create strategies/products
- Evaluate strategies/products according to meeting needs
10. The graduate has reliably demonstrated the ability to
manage the use of time and other resources to attain personal and/or
project-related goals.
Explanation
Achieving task-related goals in their personal and professional lives
requires graduates to use their time, money, space, and other, often
limited, resources as efficiently as possible. Graduates will have
developed their ability to plan and predict ways of achieving goals.
They will have developed and used tools intended to assist in the
process. Finally, they will have attempted to follow their plans and
use the tools, assessing regularly how realistic the goals, plans,
and processes are and adapting when it is necessary.
Elements of the Performance
- Define reasonable and realistic goals
- Use planning tools (e.g., budgets and schedules)
to achieve goals
- Monitor the process and goals and respond to changes
- Use resources (e.g., money, space, and time) efficiently
to accomplish tasks
- Reevaluate goals and the use of resources and make
appropriate adjustments
11. The graduate has reliably demonstrated the ability to
take responsibility for her or his own actions and decisions.
Explanation
Making decisions, taking positions, and completing tasks require graduates
to be accountable for actions taken and to defend their convictions.
Graduates will have demonstrated their ability to evaluate what they
do and why they do it. They will have taken into consideration their
individual values, beliefs, and opinions and the effects these have
on their actions. Not only will graduates be able to justify their
decisions, they will be able to advocate positively on behalf of themselves.
Elements of the Performance
- Review the results of one's actions and decisions
- Reflect on the processes and practices used
- Identify any errors and make corrections
- Identify successes for adaptation to other situations
- Account for how one's own values and beliefs affect
actions and decisions
- Evaluate and act upon constructive feedback
- Be prepared to defend decisions made and actions taken
12. The graduate has reliably demonstrated the ability to
adapt to new situations and demands by applying and/or updating
her or his knowledge and skills.
Explanation
Transferring skills from one context to another enables graduates
to be lifelong learners. Graduates will have developed the confidence
to know that their current skills are applicable to a range of changing,
novel, and unexpected situations. They will have demonstrated their
ability to reflect on what they can do, match those skills to the
new demands, and apply previous skills or develop the additional ones
that will make them as effective in the new situations.
Elements of the Performance
- Assess current skills, knowledge, and learning styles
- Identify skills and knowledge required for new situations
- Adapt current skills and knowledge to new situations
- Identify new skills and knowledge required
- Choose the most appropriate learning and working
styles to acquire new skills and knowledge
- Evaluate success of the processes and actual adaptations
13. The graduate has reliably demonstrated the ability to
represent her or his skills, knowledge, and experience realistically
for personal and employment purposes.
Explanation
Preparing for changes in their personal and professional lives requires
graduates to assess and present their accomplishments and abilities.
In achieving this outcome, graduates will have developed their ability
to reflect on what they have done and learned. They will also have
summarized their abilities in ways that are attractive and useful
to potential recipients. These ways may include portfolios and resumes.
Finally, graduates will have developed the skills to present themselves
and their accomplishments personally and with confidence.
Elements of the Performance
- Summarize one's own skills, knowledge, and experience
realistically
- Choose formats (e.g., resume, portfolio, and interview)
which best display skills, knowledge, and experiences according
to the situations
- Evaluate responses to the representations and make
any adjustments
Synopsis of the Generic Skills Learning Outcomes
The graduate has reliably demonstrated the ability to
- communicate clearly, concisely, and correctly in
the written, spoken, and visual form that fulfills the purpose and
meets the needs of audiences.
- reframe information, ideas, and concepts using the
narrative, visual, numerical, and symbolic representations which
demonstrate understanding.
- apply a wide variety of mathematical techniques with the
degree of accuracy required to solve problems and make decisions
- use a variety of computer hardware and software
and other technological tools appropriate and necessary to the performance
of tasks.
- interact with others in groups or teams in ways that contribute
to effective working relationships and the achievement of goals.
- evaluate her or his own thinking throughout the
steps and processes used in problem solving and decision making.
- collect, analyze, and organize relevant and necessary
information from a variety of sources.
- evaluate the validity of arguments based on qualitative
and quantitative information in order to accept or challenge the
findings of others.
- create innovative strategies and/or products that
meet identified needs.
- manage the use of time and other resources to attain
personal and/or project-related goals.
- take responsibility for her or his own actions and decisions.
- adapt to new situations and demands by applying
and/or updating her or his knowledge and skills.
- represent her or his skills, knowledge, and experience
realistically for personal and employment purposes.
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IV. General Education Standard
All graduates of Interior Design Programs Programs must have met
the general education requirement described on the following pages,
in addition to achieving the vocational and generic skills learning
outcomes.
The General Education Requirement
The Government of Ontario has established that each college postsecondary
program shall include a minimum of one three-hour-per-week general
education course of approximately 45 instructional hours per semester.
Learners should experience a breadth of goals through their general
education studies; and, wherever possible, they should have the opportunity
to exercise choice in the selection of their general education courses.
This general education requirement is an integral component of the
Interior Design Program Standard, along with the vocational and generic
skills learning outcomes.
The general education requirement shall be met consistent with
the following guiding principles:
- General education in the colleges shall identify
and deal with issues of societal concern in a manner relevant to
the lives of students. General education courses shall be structured
in such a way as to guide students through the historical context
of such issues, their theoretical bases, and application to contemporary
life.
- All general education courses offered in the colleges
shall be designed to provide benefits to one or more of the three
areas: learners' personal growth and enrichment, informed citizenship,
and working life.
- An essential component of the mission of Ontario's
colleges is the encouragement and support of continuous learning.
This commitment to lifelong learning shall be reflected in each
of the general education courses offered in the colleges.
General education appropriate for Ontario colleges is defined as
those postsecondary learning experiences that enable learners to meet
more effectively the societal challenges which they face in their
community, family, and working life. General education in the colleges
provides learners with insight into the enduring nature of the issues
being addressed and into their particular relevance to today and the
future. It is intended to encourage and support continuous learning.
It is delivered as discrete courses which are designed to address
one or more of the following goals and associated broad objectives
established for general education:
Goals and Broad Objectives
1. Aesthetic Appreciation
understand beauty, form, taste, and the role of the arts in society
Broad Objectives
- develop critical awareness of the arts in society
- perceive and evaluate the role of the arts
- heighten critical appreciation through development
and application of personal and formal judgment factors
2. Civic Life
understand the meaning of freedoms, rights, and participation in
community and public life
Broad Objectives
- develop knowledge of the structure and function
of governments in Canada: legislative, judicial, and administrative
arms; roles of elected officials and public servants; and a personal
awareness of citizen responsibility
- develop historical understanding of major issues
affecting Canadian politics and a critical awareness of related
public policy
- develop awareness of international issues and their
effects, and the place of Canada in international communities
- develop awareness of the history, significance,
and organization of the voluntary sector in community life
3. Cultural Understanding
understand the cultural, social, ethnic, and linguistic diversity
of Canada and the world
Broad Objectives
- develop an understanding of cultural identity by
linking personal history to broader cultural study
- develop an understanding of the diversity of cultures
and subcultures represented in Canadian society and of their interactions
within the Canadian society
- develop intercultural understanding through reasoned
reflection on various cultures' responses to universal human issues
4. Personal Development
gain greater self-awareness, intellectual growth, well-being, and
understanding of others
Broad Objectives
- consider one's expectations and values and analyze
their impact on personal goals
- apply an understanding of the individual and human
development to personal life and relationships
- integrate the concept of well-being into one's lifestyle
- understand oneself as a learner and articulate one's
own learning style
5. Social Understanding
understand relationships among individuals and society
Broad Objectives
- develop informed understanding of social organization
and institutions and of ongoing issues in relationships between
individuals, groups, and societies
- develop informed understanding of social trends,
social change, and social problems and of implications for social
and personal response
- develop informed understanding of contemporary social
problems and issues
6. Understanding Science
appreciate the contribution of science to the development of civilization,
human understanding, and potential
Broad Objectives
- develop an understanding of the history, philosophy,
contributions, perspectives, and limitations of the sciences
- develop an understanding of the scientific method
and its uses in measuring quantifiable entities and confirming laws
of nature
7. Understanding Technology
understand the interrelationship between the development and use
of technology and society and the ecosystem
Broad Objectives
- relate implications of current transformations in
technological knowledge and development to our physical and biological
world
- develop awareness of ethical positions on enduring
issues regarding the place of the human species in the physical
and biological world
8. Work and the Economy
understand the meaning, history, and organization of work; and working
life challenges to the individual and society
Broad Objectives
- set personal expectations for efficiency, effectiveness,
ethics, and rewards and reconcile them with the changing work environment
- apply knowledge of the organization and structure
of work, its institutions, and history; and of social and cultural
attitudes to work
- develop an understanding of the changing nature
of work and the economy
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