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Interior Design Program Standard
Acknowledgments
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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This document is the Program Standard for Interior Design Programs
(4 semesters) 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 51833.
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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All graduates of Interior Design Programs (4-semesters) 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 two-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 three-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 two-year
Interior Design program will be able to use the design process to participate
in the solving of a design problem by contributing to the following phases
sequentially:
- Programming/Analysis
- Design Concept
- Design Development
- Documentation
- Implementation
- Evaluation
The Vocational Learning Outcomes
Please see the Glossary of Terms for definitions
of words marked with an asterisk (*) in the sections below.
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
collaborate in the preparation of a design proposal as part of
a project team.
Elements of the Performance
- communicate to the client the results of the project analysis
- participate in the preparation of preliminary budgets
- communicate the proposed design process
- contribute to the preparation of contracts toward the establishment
of a legal agreement between the designer and a client
- work as an effective team member
* 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
- gather and apply current design information (e.g., review industry
journals; attend design symposia and trade shows; participate in professional
design associations; visit current, significant design projects during
and/or after completion; prepare reports which record information collected
during field trips (i.e., trade shows, project visits, etc.); determine
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*
- recognize the need for consultation regarding the impact of 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*, floors, walls, ceilings, doors, and windows; determine
the appropriate hardware* for the design; and 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 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* drafting
capabilities
* See glossary
8. The graduate has reliably demonstrated the ability to
contribute to the preparation of documentation needed for the
implementation of the design.
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*; elevations, sections, and details of partitions;
and millwork* and architectural fitment plans, sections, details, elevations
- estimate (using Imperial and Metric measurements) the quantities of
finishing materials* needed for a design project
- assist with the preparation of 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
contribute to the implementation of a design solution.
Elements of the Performance
- ensure that drawings are accurate and complete
- use correct basic terminology to communicate with other professionals and trades
- 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
- contribute to the tendering process
- prepare a timetable that coordinates selected components of the design project
- determine the participants required for specified components of the design project
- participate effectively in project meetings
* See glossary
10. The graduate has reliably demonstrated the ability to
participate in the evaluation of a completed design solution.
Elements of the Performance
- recognize the role of the designer, as the client's agent, in the
evaluation process
- contribute to the preparation of a deficiencies list (i.e., damaged
materials* and/or missing products and finishes)
- participate in a post-occupancy evaluation to assess how well the
project has met the client's needs
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.
- ollaborate in the preparation of a design proposal as part of a project team.
- 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.
- contribute to the preparation of documentation needed for the implementation
of the design.
- contribute to the implementation of a design solution.
- participate in the evaluation of a completed design solution.
- 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.
- Anthropometrics
- the measurement of the human body with a view to determining its average
dimensions.
- 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.
- Finishes Plan (Floor Finishes Plan or Wall Finishes Plan)
- a plan indicating locations of applied surface treatments to the
base building.
- 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.
- 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 Heating, 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.
- 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.
- 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.
- Shade
- the dark area of a figure, object, or scene as a result of the obstruction
of a light source.
- 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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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 listed in this program standard
form part of the program standard for each two- and three-year college
program. Additional information about these generic skills learning outcomes
is contained in the Generic Skills Learning Outcomes for Two and Three
Year College Programs in Ontario's Colleges of Applied Arts and Technology.
CSAC: 1995.
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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All graduates of Interior Design 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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