Bachelor of Interior Design
Application for Ministerial Consent
ONTARIO COLLEGES OF APPLIED ARTS AND TECHNOLOGY
JUNE 28, 2012
Proposed Degree Nomenclature: Bachelor of Interior Design Location where program to be delivered:
Georgian College, Barrie Campus
One Georgian Drive
Barrie, Ontario
L4M 3X9
Person Responsible for this Submission: Ron McDonald, Dean
School of Design and Visual Art
One Georgian Drive
Barrie, Ontario L4M 3X9
Telephone: 705‐728‐1968 Ext. 1447
Fax: 705‐722‐1531
E‐mail: [email protected]
Site Visit Coordinator (if different than above): Same Telephone:
Fax:
E‐mail:
Anticipated Start Date: September, 2013
Anticipated Enrolment for the first 4 years of the program: 182 Chair, Georgian College Board of Governors:
Charlotte Wallace
Georgian College, Room H103
One Georgian Drive
Barrie, ON L4M 3X9
Tel: 705‐728‐1968, ext. 1252
2.2 Conceptual and Methodological Awareness/Research and Scholarship ... 13
2.3 Communication Skills ... 14
2.4 Application of Knowledge ... 15
2.5 Professional Capacity/Autonomy ... 16
2.6 Awareness of Limits of Knowledge ... 17
Section 3: Admission, Promotion and Graduation ... 19
3.1 Admission Requirements for Direct Entry ... 19
3.2 Admission Policies and Procedures for Mature Students ... 20
3.3 Promotion and Graduation Requirements ... 20
3.3.1 Grading System ... 21
3.3.2 Promotion ... 21
3.3.3 Graduation ... 21
3.4 Advanced Standing Policies and Requirements ... 21
3.4.1 Exemptions ... 24
3.4.2 Advanced Standing: Diploma to Degree ... 24
3.4.3 Prior Learning Assessment and Recognition ... 24
Section 4: Program Content ... 25
4.1 Balance of Theory and Practice ... 25
4.2 Program Advisory Committee ... 26
4.3 Professional Accreditation ... 44
4.4 Learning Outcomes ... 55
4.4.1 Degree Outcomes ... 56
4.4.2 Program Level Learning Outcomes ... 59
4.4.3 Breadth Outcomes ... 61
4.5 Course Descriptions ... 64
4.5.1 Course Descriptions for Core Courses ... 64
4.5.2 Course Descriptions for Non‐core Courses ... 72
4.6 Course Schedules ... 83
4.9 Bridging ... 120
Section 5: Program Delivery ... 121
5.1 Quality Assurance of Delivery ... 121
5.2 Academic Advising and Progress ... 124
5.3 Student Feedback ... 125
5.4 Blended, Hybrid or Online Delivery ... 125
Section 6: Capacity to Deliver ... 127
6.1 Introduction ... 127
6.2 Learning and Physical Resources ... 129
6.2.1 Library Resources ... 129
6.2.2 Computer Access ... 131
6.2.3 Classroom Space ... 131
6.2.4 Specialized Equipment, Workstations and Laboratory Space ... 131
6.3 Resource Renewal and Upgrading ... 136
6.3.1 Learning Resources ... 136
6.3.2 Classrooms ... 136
6.3.3 Laboratories / Equipment ... 137
6.3.4 Computers and Computer Access ... 137
6.3.5 Human Resources ... 138
6.4 Support Services ... 138
6.5 Faculty ... 139
6.5.1 Staffing Requirements – Projected ... 140
6.5.2 Policies Related to Faculty ... 140
6.6 Curriculum Vitae Release ... 141
6.7 Curriculum Vitae of Faculty Assigned to the Degree Program ... 141
6.7.1 Curriculum Vitae – Core Courses and Program Requirements ... 142
6.7.2 Curriculum Vitae – Non‐core Courses and Breadth‐related Requirements ... 143
11.2 Academic Honesty ... 184
11.3 Intellectual Property ... 184
11.4 Research Ethics ... 184
11.5 Copyright ... 185
11.6 Academic Freedom and Integrity Online ... 185
Section 12: Student Protection ... 187
12.1 Publications ... 188
12.2 Student and Consumer Interests ... 188
12.3 Recruitment Policies ... 190
12.4 Student Awareness of Policies ... 190
12.5 Blended, Hybrid and Online Delivery ... 192
Section 13: Economic Need ... 195
13.1 The Importance of Interior Design ... 195
13.2 Economic and Employment Forecasts ... 196
13.3 Job Advertisements ... 198
13.4 Employer Forecasted Trends and Commitments to Hire ... 199
13.5 Student Demand ... 199
13.6 Employer recognition of added economic value ... 200
13.7 Professional Need for degree‐level graduates ... 200
Section 14: Duplication ... 203
14.1 Similar/Related College Programs ... 203
14.2 Similar/Related University Programs ... 212
14.3 Competitive Landscape ... 216
14.3.1 Programming Summary ... 216
14.3.2 CAAT Competitive Summary ... 216
Section 15: Optional Material ... 221
Section 16: Policies ... 223
research methodologies, socially responsible design, building systems, technological applications, contract
documentation, and interior design presentation. Sustainable practices and regulatory codes are integrated
throughout the curriculum. The degree is designed to meet current Council for Interior Design Accreditation’s
(CIDA) standards of delivery and content. This program offers a uniquely collaborative learning experience which
facilitates a hands‐on model incorporating creative development, problem‐solving, strategic thinking, and teaming
protocols, providing our graduates with exceptional interior design knowledge and skills. This acquisition of
creative problem‐solving abilities enables graduates to progress to rewarding professional careers in interior
design.
The Bachelor of Interior Design is a four‐year first professional degree, which will qualify students for professional
roles and qualification for future licensing in interior design. The program will replace our two‐ and three‐year
Diploma programs. This degree was designed to meet the most recent CIDA standards of delivery and content. This
interdisciplinary program will consist of coursework in interior design theory, and course work in related areas
such as professional business practices as well as general education courses drawn from humanities, social and
natural sciences. It combines higher level thinking skills in research, reasoning, logic, visual problem solving, spatial
quantitative analysis, writing and analysis with the practical skills pertinent to the design, development and
construction of built interior environments. Close cooperation with industry and collaboration within the program
and related programs is a major characteristic of the program. Students will gain practical experience through
special projects, by participating in design competitions and through the work term. Graduates of the program
could become: designers with interior design firms, architectural firms, or corporate institutions; interior design
consultants; or architecture and design representatives with resource alliance suppliers. They will be able to design
offices, hospitality, retail and institutional facilities, health care facilities and residential environments,
incorporating sustainable practices as emphasized throughout our program.
Georgian College Overview
Georgian has established itself as a leader in providing degree‐level programs through the University Partnership
Centre (UPC) and has Ministry consent for three degree programs: Bachelor of Human Services ‐ Police Studies,
Bachelor of Business ‐ Automotive Management and Bachelor of Business ‐ Golf Management.
Georgian continues to score top marks in the Ontario college system’s annual survey of students and employers.
The survey is conducted by independent researchers on behalf of the Ministry of Training, Colleges and
Universities. Results of the 2010/11 Key Performance Indicators (KPI) survey reveal that Georgian’s graduate
employment rate is above the provincial average at 85.7 percent. As well, Georgian received outstanding marks, at
93.8 percent, in employer satisfaction. Georgian maintains strong results in other KPI areas: 82.8 percent in
graduate satisfaction and 77.2 percent in student satisfaction, both of which are above the provincial average
among Ontario’s 24 colleges. Georgian also received the distinction of being voted in the Top 100 Employers in
2012, its fifth time since 2001. Exceptional ratings were given in the areas of physical workplace, and health and
family‐friendly benefits. In 2012, Georgian was also rated one of Canada’s top family‐friendly employers. In
addition, Georgian has been one of Canada’s Greenest Employers for the last two years (2010 and 2011) because
of its award‐winning environmental sustainability accomplishments.
Georgian has campuses in Barrie, Collingwood, Midland, Muskoka, Orangeville, Orillia, and Owen Sound.
increased access to degree studies in the region. Currently, over 1,500 full‐time and almost 400 part‐time students
study at the degree level at Georgian College. In addition to its own three degree programs, Georgian also offers
programs in partnership with Central Michigan University, Laurentian University, Nipissing University, University of
Ontario Institute of Technology, University of Windsor and York University for bachelor degrees in Arts (with seven
majors), Nursing, Education, Social Work, and Business Administration, and master degrees in Education and Social
Work. Georgian offers a wide array of graduate certificate programs in health, business, information technology,
and human service sectors. To increase student opportunities, Georgian has developed in excess of 400
articulation and transfer agreements with universities around the world.
This proposal is aligned with Georgian’s commitment to deliver top quality learning programs. A high level of
academic excellence and professional relevance will encourage student success as well as continued staff
development. Our ongoing liaisons with professional partnersand our commitment to forge positive
relationships with other relevant stakeholderswill reinforce and support continued program relevance and
ensure that employer needs are recognized and addressed. The Degree will accentuate our College’s commitment
to community leadership and will demonstrate our dedication to promoting our college as a centre of educational
excellence in central Ontario. The Bachelor of Interior Design degree is consistent with and is supported by
Georgian’s strategic objectives as described in its Strategic Plan and Mission Statement.
Interior Design at Georgian
Georgian’s official catchment area spans approximately 21,000 square kilometers in Central Ontario and includes
the counties of Simcoe, Grey, Bruce, and Dufferin as well as Muskoka District. These areas comprise a population
of approximately 719,660 in a predominantly rural landscape, although about one‐quarter of the population
resides within Barrie’s Census Metropolitan Area (CMA). Georgian’s Interior Design program, however, serves a
much greater geographical area. Not only is Georgian the sole Central Ontario institution that delivers an interior
design program, it is also the nearest college offering an Interior Design diploma program to the Northern Ontario
population, which the 2006 Census determined to be 745,372. In addition, despite the presence of interior design
degrees in Toronto, large numbers of students in the Barrie area continue to choose to take Georgian’s current
diploma program partly because they are unable or unwilling to move from the area. Georgian’s delivery of a
degree program will provide essential access to this newly required credential for a large population of students.
For over 44 years the Interior Design Program at Georgian College has provided an interior design education
serving the traditional Georgian catchment area. Georgian College was founded as part of the original College
Charter in Ontario in 1967 at which time the Interior Design Program was introduced. The community of Barrie
offers a small‐town setting and has great appeal for students coming from similar locales. The Barrie location also
offers opportunities for interface with the professional interior design community in Toronto. Historically the
Interior Design Program has encouraged and facilitated interaction with interior design professionals, as well as
participation in ARIDO hosted trade shows and student events. The program has a history of excellence in interior design education. The 3‐Year Interior Design Program has been recognized by the Association of Registered
Interior Designers of Ontario (ARIDO) for well over 20 years. ARIDO currently accredits our Interior Design Degree
Bridge Program leading to the professional 4‐year baccalaureate degree at Sheridan Institute for Technology and
solutions to enhance our living, working and recreational environments. The curriculum also incorporates a strong
liberal arts component as well as opportunities for collaboration with industry. Students gain practical experience
through special projects, design competitions and a work term. Graduates of the program could become freelance
designers or they may find employment with interior design studios, retail establishments, architectural firms, or
corporate institutions. They will be qualified to design corporate, commercial, institutional and health care
facilities, as well as residential environments.
plans and designs of interior environments to improve quality of life, increase productivity, and protect the health,
safety, and welfare of the public. The interior design process follows a systematic and coordinated methodology.
Research, analysis and integration of information into the creative process result in an appropriate functional and
aesthetically pleasing interior environment. Practitioners perform services in any or all of the following areas:
programming, conceptual design, design development, contract administration, and evaluation. (National Council
for Interior Design Qualification, Definition of Interior Design) Interior design is a pursuit of creative reasoning,
dependent on the flexibility of ideas and methodologies informed by an awareness of current critical debates. It
ranges between expressive and functional, involves a high degree of both analysis and synthesis and is reliant upon
a constantly evolving dialogue and negotiation between the designer, client, and contractor.
The graduates of the Bachelor of Interior Design will achieve a sound understanding of the principles in their field
of study and will learn to apply those principles more widely. The program provides graduates with a range of
theoretical frameworks, drawn from the social sciences, art, humanities and business, as a basis for artistic
innovation and creative risk. It examines, dissects and reformulates the various principles of design and practice
impacting the interior design profession. This analysis is accompanied by a multi‐disciplinary approach where
historical, psychological, sociological, economic and ethical aspects are scrutinized in order to derive a holistic
understanding of the framework of interior design practice. The superior analytical and problem solving skills
developed in the research methods, statistics and liberal arts component of the program will enhance the
graduate’s capacity to meet the challenge of today’s work environment. Creativity will be developed and nurtured
through a series of increasingly complex design challenges and a supportive learning environment.
Throughout the four years of the program, students move through four stages of development:
knowledge acquisition and awareness where students are introduced to new areas of learning and
experience which broaden and deepen their existing knowledge;
development of a conceptual and critical understanding where students engage in a critical analysis of
texts, fields of knowledge, concepts and practices and where they test their analyses against known
understandings and practices;
practical experience where students synthesize their knowledge and understanding, acquire the practical
experience, skill and opportunity for creative expression and thinking in a range of activities, and where
they contribute to the design team and receive and give feedback on their performance; and
critical reflection where students reflect on their new knowledge and understanding and their learning
experiences and performances to develop a new awareness and higher level of understanding.
The program commences with the acquisition of an understanding of the underlying principles and appropriate
skills and then goes on to a program of staged development progressing to increasingly independent and
personally focused learning. Early stages of the program are designed to foster the skills and knowledge for more
advanced study. Initial courses introduce fundamental disciplinary debates and methodologies and pay particular
attention to the development of visual awareness and analytical skills. The program employs a wide range of
teaching, learning and assessment. It emphasizes imagination and creativity in combination with technical skills
d. A developed, detailed knowledge of and experience in research in an area of the discipline;
e. Developed critical thinking and analytical skills inside and outside the discipline;
f. The ability to apply learning from one or more areas outside the discipline.
Knowledge and understanding are acquired through lectures, group discussions, research and seminars. Each
course involves discussion of key issues, practice in applying concepts, analysis and interpretation of material, and
individual feedback on work produced. Students develop a holistic view of the discipline, both academically and
professionally, and examine the relevance of different areas of study within the program in relation to the current
and emerging issues of interior design practice.
Beginning with Design Theory 1 and Human Factors, students will acquire knowledge and understanding of the
critical and contextual dimensions of interior design and its key intellectual tools. They will engage with various
related theories within the historical, contemporary and cultural settings which inform the context of interior
design. Students will examine the origin of the field, how it has changed and evolved, and how interior design has
been applied in diverse situations in courses such as Design and Material Culture and Professional Practice 1.
Through these courses, students will develop skills in interpreting the links between history and contemporary
design practice and explore the cultural contexts through which historical designs have been and continue to be
interpreted. The early courses introduce the field and processes, develop familiarity with the concepts, teach
students how to investigate and integrate information and concepts, establish a map of the subject in terms of
knowledge, methodologies and basic principles, and begin preliminary application. In their advanced courses,
students will develop broader perspectives on interior design through Case Studies, Contemporary Design and
Interdisciplinary Practice courses. The students will gain insight into the forces shaping and advancing design in
courses such as Human Factors, Sustainable Design, and Professional Practice 2.
In courses such as Case Studies and Design Theory 2, students will analyze the work of other practitioners to
acquire knowledge and understanding of the context of interior design as well as to support the development of
key skills such as critical analysis, synthesis, and evaluation.
Courses such as Interior Design Studio and Design Communications cover the skills and techniques required in
order to design. They ensure students acquire the required technical skills in the design process, structural design
techniques, media application and design development as well as a firm understanding of the interactive
relationship between methods, materials, and design solutions, between ideas and issues, and between designer
and user. The basic technical skills are enhanced through students’ understanding of the human interface with
built environments gained through the Human Factors course and the understanding of the relationship between
materials, design and the environment examined in the Sustainable Practices and Case Studies courses. Students
explore the principles and technologies involved in such areas as construction, materials, environmental design,
structure and services in Interior Detailing.
Creativity is the heart of interior design and creative technique and theory are solidly integrated into all
coursework at all levels. Through discussion and practice, students will develop an understanding of the
machinations of the creative process and connect it specifically to a design context. Students are taught strategies
to think innovatively. A significant emphasis on project work, case analysis and practical examples provides
endeavours.
Breadth of Knowledge at Georgian
At Georgian College, we understand that breadth courses ensure that college degree students are exposed to
ideas, studies, and approaches outside of the students’ core discipline. The aim of these courses is to ensure that
the college is attending to civic engagement of lifelong learners rather than an explicit focus on a field of
employment. Georgian College degree programs have been developed with a very strong orientation to these
breadth opportunities, ensuring that within their program of study students have at least one course per term that
is a non‐core breadth course offered in such a way as to ensure that students are exposed to perspectives that
encourage self‐reflection, critique, and new opportunities for a rigorous exploration of the relation between the
self and others, social and political institutions, ethics and action, art and culture and science and the natural
world. Courses may be grounded in the modes of analysis of a particular discipline or they may assemble and
integrate the insights of several subject areas in an interdisciplinary manner. Courses are offered at introductory
and advanced levels in the following four categories: humanities, social sciences, natural sciences and
interdisciplinary studies. In keeping with PEQAB’s benchmarks, students are required to take at least 20% of their
program hours in non‐core/breadth courses. We ensure that students are exposed to a variety of perspectives by
requiring students to take at least one course in each of humanities, social sciences and sciences (breadth), and we
ensure that students have more than an introductory knowledge in these areas (depth) by requiring at least two
courses at the third and fourth year levels. (For more details see our Breadth Capacity review, submitted April,
2012.)
2.2 Conceptual and Methodological Awareness/Research and Scholarship
Benchmarks:An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables
the student to:
a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and
techniques;
b. Devise and sustain arguments or solve problems using these methods;
c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship.
Learning in design stimulates development of an inquiring, analytical and creative approach and encourages the
acquisition of independent judgement and critical self‐awareness. The use of active learning through project‐based
enquiry encourages development of both students’ capacities for independent learning and their ability to work
with others. It not only develops students’ abilities to solve problems in a creative way, but also to identify and
redefine problems and to raise and address appropriate issues. These abilities are combined with the exercise of
creative skills, imagination, vision and, at the highest level, innovation. The program requires students to
undertake significant and sustained periods of independent study in the form of a major project and thesis in the
various projects, students will be in a position to formulate clear and coherent research plans using a wide range of
research sources. This process ensures students understand the relationship between research and the practice of
interior design.
In order to develop effective design strategies, students must understand the requirements of the variety of
businesses with which they work as well as the needs and wants of the consumer. Their work must reflect the
complexity and diversity of the industries that they serve. It must also demonstrate understanding of and
sensitivity to the multitude of cultures in our society. They must be able to synthesize research from a large and
diverse range of sources in order to prepare effective designs. They need to be aware of such diverse areas as
social trends and demographics, the role of culture and subculture, economic forces, marketing and retail trends,
political imperatives, developments in materials and differences in perception. Throughout the program, students
will be challenged to undertake this type of analysis beginning with an introduction to basic research in the Design
Theory 1 and Qualitative Research Methods courses, continuing in Senior Level Thesis Project 1, and culminating in
their theses. The process will be enriched by the use of seminar groups, panel evaluated integrated assignments,
and visiting professionals from a variety of disciplines who bring different perspectives to the class, broadening
students’ viewpoints and contextual frameworks and developing their fluency in interpreting meaning from
multiple perspectives.
Major essays will be prepared each semester that will require an in‐depth and systematic inquiry into selected
topics. They will require students to individually undertake a multi‐disciplinary approach to design and other
issues. Drawing upon the organizational and writing skills developed throughout the program and their experience
in identifying and formulating relevant issues, students will present cogent, persuasive and well‐researched
dissertations on issues. With the assistance of directed secondary sources, they will be able to integrate material
from primary sources using interpretative techniques developed from case studies, design projects, and other
individual and group projects.
2.3 Communication Skills
Benchmark:The ability to communicate information, arguments and analyze accurately and reliably, orally and in writing, to
specialist and non‐specialist audiences using structured and coherent arguments, and, where appropriate,
informed by key concepts and techniques of the discipline.
Graduates of the program will have mastered communication and information skills. Verbal and written
communication skills are developed as a result of interaction with peers, faculty, mentors, and industry
representatives, both formally and informally, and by using standard formats such as reports, journals, proposals,
essays or dissertations in relation to assigned work and to articulate and synthesize their knowledge and
understanding. Extensive written assignments, oral presentations and design proposals provide invaluable
experience in formulating and presenting arguments and solutions. In preparing design proposals, students are
encouraged to give specific attention to the intended audience. The differing characteristics of audiences ranging
Benchmarks:
a. The ability to review, present and critically evaluate quantitative and qualitative information to:
i. develop lines of argument;
ii. make sound judgments in accordance with the major theories, concepts and methods of the subject(s)
of study;
iii. apply underlying concepts, principles, and techniques of analysis, both within and outside the
discipline;
iv. where appropriate, use this knowledge in the creative process;
b. The ability to use a basic range of established techniques to:
i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information;
ii. propose solutions;
iii. frame appropriate questions for the purpose of solving a problem;
iv. solve a problem or create a new work;
c. The ability to make use of scholarly reviews and primary sources
Critical Analysis
Through courses such as Design Theory, students develop their own critical disposition in relation to their
discipline and the critical awareness required to articulate and apply their learning. The research courses, studio
and technical courses, breadth courses and design thesis also develop students’ capacities to observe and visualize,
identify and solve problems, and make critical and relative judgements. Students employ convergent forms of
thinking involving rational and analytical skills when researching design and marketing issues and analyzing cases.
They use divergent forms of thinking in generating ideas, in creating new or modifying existing designs, and in
critiquing their own and others’ work.
Through reports, presentations, proposals and case analyses, students are required to take a particular strategy
and provide justification for that approach. Students are encouraged to separate their personal views from the
position taken in order that an objective analysis is made more certain. In courses such as the Interior Design
Studios and the thesis, issues are analyzed, synthesized and critically evaluated in various assignments by
combining lecture material, readings, research and creative projects. Students are required to analyze, synthesize
and critically evaluate their own work as well as that of others. In addition, they are required to analyze a variety of
design issues by combining lecture material, readings, research and practice. In this manner, reasoned judgement
can be derived based on an informed understanding of the practice of interior design. Solutions to problems raised
in the assignments will have the support of critical analysis and evaluation from a variety of sources.
Application
The program combines the conceptual and the practical. It includes an essential core of studio/workshop
instruction. Along with the development of cognitive attributes, the program, through the Studio courses, Senior
Level Thesis, Interdisciplinary Practice and the work experience, provides students with the opportunity to produce
material outcomes which require the application of practical skills. In courses such as Interior Detailing, students
manufacturers, which will demonstrate their understanding of design methods and issues, materials, processes
and the needs of both industry and the end user.
The program places a great emphasis on learning and doing in teams. Interior designers do not work in isolation,
and this program will employ student teams for casework, simulations and projects. Through this strategy, the
program will facilitate an appreciation for employing content from different disciplines and sources to team‐based
applications and solutions.
The work term provides a type of learning experience which cannot be duplicated in the academic environment. It
introduces students to the complex situations faced in the workplace. In preparation for their work term, students
take a careers module in their Professional Practices 1 course which helps them to consider employment options
and prepare for work. Upon their return, they reflect upon, analyze, share and place their experience into a larger
context of learning in Senior Level Thesis Project and Professional Practices 2.
2.5 Professional Capacity/Autonomy
Benchmarks:a. The qualities and transferable skills necessary for further study, employment,
community involvement and other activities requiring:
i. the exercise of initiative, personal responsibility and accountability in both personal
and group contexts;
ii. working reflectively with others;
iii. decision‐making in complex contexts;
b. The ability to manage their own learning in changing circumstances, both within and outside the discipline and
to select an appropriate program of further study;
c. Behaviour consistent with academic integrity and social responsibility
New Training Competencies
Interior design is a highly complex and ever changing field. With the awareness of the limits of their knowledge,
and having honed their design, creative, technical, research and analytical skills, students will be well positioned to
advance their training and develop new competencies as the need arises. Whether in the context of servicing their
clients or seeking to advance their career by assuming more responsibility within an organization, students will
possess the attributes and experience to take the initiative in new pursuits. Having undertaken a variety of
independent assignments, using a wide range of research sources and retrieval systems, students will have the
capability to conduct research independently and study new subject areas. Their liberal arts education facilitates a
broader approach to issues and information, opens new perspectives and offers a broad range of analytical tools.
With the recurrent challenge in the program for students to constantly further the boundaries of their knowledge
and abilities, students will be more reflective in taking inventory of their learning and skills. This will lead to a
courses as Quantitative Methods and Statistics, Senior Level Thesis Project 1, Qualitative Research
Methods
Skill in analyzing, synthesizing and evaluating complex material gained through courses such as design
thesis and the liberal arts courses
Independent research skills developed from the research methods course, the breadth courses, and
through major essay assignments.
Problem solving strategies developed through Interior Design Studios where documented research and
materials for devising and applying solutions need to be brought together from diverse sources through
lateral thinking processes.
Critical thinking processes developed from analyzing and evaluating both student project work and the
work of other designers.
Negotiation skills developed through course work in Interior Design Studio and Senior Level Thesis
wherein students seek critical analysis of their work from peers, professors and mentors and provide
rationales for proposed concepts and solutions.
Time and project management skills gained through planning and completing a variety of projects and
assignments.
The program demands high levels of self‐motivation, intellectual curiosity, speculative enquiry, imagination
and divergent thinking skills which can be applied in businesses everywhere as well as in personal life.
2.6 Awareness of Limits of Knowledge
An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty,
ambiguity and limits to knowledge and how this might influence analysis and interpretations.
The program will infuse a clear understanding in students that interior design is not a static field and that
graduates will be limited by an inability to stay current. The program will emphasize and promote the need for
independent learning. Students who develop the capacity to keep up to date on events, regulatory changes,
practice and applications will be successful. The program is organized and delivered with this principle in mind as
well as the need to strategically define areas of expertise. Students will be expected to develop their areas of
expertise through selected assignments, project choices and independent learning.
Throughout the program, the parameters of interior design will be emphasized, along with a clear understanding
of the core subject areas comprising such practice and its interrelationship with other disciplines. At the same
time, new issues can arise which are beyond their current knowledge. For example, environmental regulations,
building or fire code regulations or construction of new materials may change. Students must keep abreast of such
developments by updating their knowledge on an ongoing basis. Throughout the program, students will be
of interior design.
Interdisciplinary Practice will explore the interrelationships of the role of the interior designer in relation to other
built environment sectors. From exercises and case studies in that course, students will be able to assess whether
a particular areas falls within their scope of practice and the limits of their professional capabilities.
3.1 Admission Requirements for Direct Entry
Indicate the academic requirements (including any credential, specializations and minimum achievement level)
and any other requirements (e.g., any required work experience, portfolio or interview requirements) for
admission into the first year of the degree program.
Admission Requirements
Ontario Secondary School Diploma (OSSD)
Grade 12U English (ENG4U) with a minimum grade of 65 per cent
Any Grade 11 or Grade 12 U or M Mathematics with a minimum grade of 60 per cent
Four Grade 12 U or M courses in addition to those listed above with a minimum 65 per cent overall average
Applicants should be aware that first‐year enrolment is limited and that satisfying the minimum entrance
requirements does not guarantee admission.
Selection Process
Digitally Submitted Portfolio
There are a total of four creative pieces plus one written document that need to be submitted. The following five
pieces must be submitted as they are described:
1. Perspective line drawing of a chair: black line with construction lines to show proper perspective methods
are encouraged. You may use your choice of medium.
2. Perspective line drawing of an interior space or building façade. This should be from an actual space or
building and not from your imagination or an abstract method. You may use your choice of medium.
3. Colour still life study demonstrating your use of colour and composition must include the following:
teacup and saucer (the cup must not be placed in the saucer), a book, a transparent glass vessel and a
silver candlestick. You may use your choice of medium.
Note: It is essential that these drawings be created from looking at actual objects and buildings, not from
your imagination and not from a photograph. Submissions are reviewed specifically to assess your ability
to draw with realistic and accurate depth, perspective, and proportions, as well as to assess your
representation of texture, reflection, shade, and shadow.
4. A work of your choice which may include a three‐dimensional object you have designed or created, a
Mature students must be 21 years of age by December 31 of their admission year and must have been away from
formal education for at least one year prior to beginning the program.
Letters of reference are required from mature applicants along with transcripts of earlier completed courses.
Mature applicants must have no recent unfavourable academic performance; and must have demonstrated
potential for success in degree studies through academic accomplishments. Mature applicants must possess the
published subject requirements, or equivalents, and submit official copies of transcripts from high school and any
post‐secondary institutions attended. Applicants must also provide a resumé outlining work and volunteer
experience since full‐time attendance at school.
3.3 Promotion and Graduation Requirements
Benchmarks:9. Promotion and graduation requirements are consistent with the learning outcome goals of the program and
include:
a) policies governing academic remediation, sanctions and suspension for students who do not meet minimum
achievement requirements;
b) a grading system that is easily understandable, meaningful and convertible to students, other postsecondary
institutions and potential employers, whether expressed as letter grades, percentages or grade points;
c) regardless of the grading scheme, grades for acceptable performance correspond to student work that
demonstrates the degree level standard has been achieved;
d) minimum overall average acceptable achievement for progression (across all degree requirements, including the
breadth and discipline‐related requirements) not lower than the level typically designated by C‐ or 60–62%;
e) minimum overall average acceptable achievement in discipline‐related requirements for progression in the
program not lower than the level typically designated by C‐ or 60–62%; and
f) a level of overall achievement expected in the core discipline(s) of study higher than the overall average. In addition to describing them in this section, include in the electronic “Policies” file the college’s policy on the
level of achievement required of students in the program for promotion within the program and for graduation.
Where applicable, include an explanation of how GPA is calculated. (See Section 16: Policies.)
In addition to describing them in this section, include in the electronic “Policies” file the college’s policies and
procedures for academic remediation, sanctions and suspension for students who do not meet minimum
achievement requirements.
Indicate the academic requirements and any other requirements for promotion and graduation.
The College publishes promotion and graduation requirements in the Academic Calendar. The calendar clearly
Policies regarding promotion and an explanation of how grade point average is calculated can be found in the
Course Evaluation section of the Academic Calendar under the Grading System heading.
Students who do not meet these requirements are subject to the following: A student who fails the same course
twice is not permitted to register for it again without prior approval of the academic area and the Office of the
Registrar. Students who are permitted to register for a course for the third time and who are again not successful
must consult with their dean to discuss program progression or transfer options. Students who end a semester
with a weighted average of 60% or better proceed in good standing. Those who end a semester with less than a
weighted average of 60% proceed on probation (where a subsequent semester of better than 60% will restore
them to good standing and a subsequent semester averaging less than 60% will put them on academic warning).
Students who end a semester with less than 50% as an average or fail all their courses must meet with their
program area before proceeding to the next semester. Students who are on academic warning at the end of one
semester and earn less than the minimum average of 60% in the next semester are suspended from the College for
two semesters. If a student returns from suspension and earns less than 60%, the student is withdrawn from the
College for one year and then may reapply with conditions after one year.
Policies governing academic remediation, sanctions and suspension for students who do not meet minimum
achievement requirements can be found in the Course Evaluation section of the Academic Calendar under the
Grading System heading.
3.3.3 Graduation
In order to maintain consistency with our other degree programs, the Graduation Requirements for this program
differ slightly from Humber’s requirements.
To graduate from a Georgian College baccalaureate degree, a student must attain a minimum of 60% or a letter
grade of P (Pass) or S (Satisfactory) in each course in each semester, and have an overall average of 65% in the
program. The same standard is required of core and non‐core courses. Learning outcomes of non‐core breadth
courses are considered as valuable to students as their core course outcomes, and therefore the same academic
rigour is required.
To be eligible for a Georgian credential in a four‐year degree program, the student must complete a minimum of
25 per cent of the program courses at Georgian College.
Policies regarding graduation are contained in the Graduation section of the Academic Calendar, and on the
College website.
3.4 Advanced Standing Policies and Requirements
Benchmarks:4. Where any type of advanced standing into the program is proposed, policies and procedures pertaining to
v) the limit on the number of credits that will be awarded for prior degree level study toward the degree program;
d) limit the number of credits that will be awarded for prior diploma level study, with and without affinity, toward
the degree program (excluding any work experience/internship requirements) such that the advanced standing to
be awarded does not exceed:
• 67% degree level credit for a 3‐year degree program from a completed 3‐year diploma program;
• 53% degree level credit for a 3‐year degree program from a completed 2‐year diploma program;
• 65% degree level credit for a 4‐year degree program from a completed 3‐year diploma program;
• 40% degree level credit for a 4‐year degree program from a completed 2‐year diploma program;
e) require in all cases a gap analysis of the program content and outcomes of the studies for which transfer credit
is being awarded;
f) ensure that the degree level standard and all program learning outcome standards of the degree program are
met; and
g) identify any requirements for bridging studies that facilitate entry into the proposed program.
5. For a degree completion arrangement a detailed gap analysis demonstrates the academic integrity of the degree
program and that the degree level standard and degree program learning outcomes are met.
6. Colleges proposing to award credit for learning that takes place outside formal postsecondary educational
institutions:
a) have policies and procedures pertaining to prior learning assessment, which must include at a minimum:
i) key principles informing the prior learning assessment;
ii) methodology used for portfolio assessment, and examination challenge for credit;
iii) policies on credit limits, appeals and confidentiality;
iv) assessment documents, guidelines, brochures for potential students; and
b) demonstrate that:
i) credit will be awarded only for learning and not for experience;
ii) credit will be awarded only for degree level learning; and
iii) the determination of competence levels and credit awards will be made by academic experts in the appropriate
subject matter.
7. The institution:
a) does not offer any credits for “life experience”, unless that experience is assessed for its appropriate learning
accessible.
c) All personnel involved in the assessment of learning should receive adequate training for the functions they
perform, and provision should be made for their continued professional development.
d) Advanced standing decisions are regularly monitored, reviewed and evaluated to ensure their ongoing validity
for the degree program.
Where there is an option for advanced standing into the program,
In addition to describing policies in this section, include in the electronic “Policies” file the college’s policies and
procedures pertaining to:
‐credit transfer/recognition (including any bridging requirements for certificate/diploma to degree laddering);
and
‐entrance examinations and advanced placement based on prior learning assessments for “life experience”.
Where a degree completion arrangement(s) is proposed, indicate the amount of credit students will receive
toward the degree program, any special requirements of students to enter the degree completion arrangement
and the point of entry into the degree program.
Policies regarding advanced standing can be found in the Admissions section of the Academic Calendar, as well as
the section on Assessment of Previous Learning. A number of ways are provided to assess previous learning
experience for credit toward a degree. The student may be interested in pursuing assessment of previous learning
if he or she has any of the following:
Post‐secondary credits that match Georgian College course learning outcomes in his/her program of study
(exemption);
A number of completed related accredited courses or semesters or years of post‐secondary education
(advanced standing);
Equivalent skills and knowledge acquired through life and work experience that match the learning
outcomes of the Georgian College course(s) in his or her program of study (Prior Learning Assessment and
Recognition).
In order to be accepted for credit, the prior learning must be possess sufficient affinity or applicability to the
learning outcomes of the program or, in the case of exemptions, of a specific course. Policies are fair, reasonable
and consistent. The procedures are clearly described in the Academic Calendar. Minimum acceptable grade or
achievement levels are described for each type of advanced standing, as are the limits on the number of credits
that will be awarded for prior study. In addition to limits on certain types of Advanced Standing, the college has a
residency requirement which limits the maximum amount of all advanced standing credit to a total of 75% of a
four‐year degree program. Transcript entries are monitored to avoid giving credit twice for the same learning, and
accepted for credit by another institution when there is essential equivalency in course content. For more
information, please refer to section the Assessment of Previous Learning section of the Academic Calendar.
3.4.2 Advanced Standing: Diploma to Degree
3.4.2.1 Diploma Program to Georgian Degree Program
Applicants with an overall GPA of 60 percent (C) or greater in a minimum two‐year diploma program from an
accredited College will be considered for admission to a Georgian degree program. For advanced standing, courses
may be evaluated on an individual basis or based on block transfer depending on the overall GPA obtained in the
diploma program and affinity with the field of study.
3.4.2.2 Qualifying Bridge Program to Degree Program
In general applicants who have successfully completed a Georgian qualifying bridge program with a grade of 60 per
cent or greater in each course and an overall average of 65 per cent for the program will be considered for
admission, with advanced standing, into a Georgian degree program. Please see specific requirements related to
the Interior Design Diploma to Degree Bridge in Appendix A.
3.4.3 Prior Learning Assessment and Recognition
The college acknowledges that learning that can take place outside of accredited postsecondary programs through
various work and life experiences such as: work experience, community involvement, professional associations and
volunteerism, self‐directed study, travel, non‐credit courses and hobbies. Recognition of this learning involves the
assessment and evaluation of acquired comparable skills and knowledge that match the learning outcomes of the
course for which Prior Learning Assessment and Recognition (PLAR) is being sought. PLAR is recognized by the
college because of the benefits derived from allowing it. Namely, it validates other forms of learning, provides
encouragement to pursuing further education, eliminates redundant learning, may reduce educational costs, and
may shorten the time needed to complete the degree. This increases access for a wide range of learners and
acknowledges lifelong learning and the importance of continued growth.
Learning is assessed on an individual basis employing methods such as examination, performance observation,
skills demonstration, interview and portfolio examination or a combination of these methods.
At Georgian College, the number of courses that can receive PLAR credit is limited to fifty percent for a degree
program.
PLAR regulations are described in the College’s Academic Calendar under “Academic Policies and Procedures,
4.1 Balance of Theory and Practice
In a short narrative, describe how the program ensures an appropriate balance of theory and practice.
This interdisciplinary program will consist of coursework in interior design theory, and course work in related areas
such as professional business practices as well as general education courses drawn from humanities, social and
natural sciences. It combines higher level thinking skills in research, reasoning, logic, visual problem solving, spatial
quantitative analysis, writing and analysis with the practical skills pertinent to the design, development and
construction of built interior environments. Close cooperation with industry and collaboration within the program
and related programs is a major characteristic of the program. Students will gain practical experience through
special projects, by participating in design competitions and through the work term.
Curriculum Design Related to Theory and Practice
A strong foundation in the evolution and principles of interior design is developed in early courses such as Design
Theory, Human Factors, and Sustainable Practices. Advanced courses such as Interior Detailing and Building
Technologies provide a more detailed examination of specialized areas of practice. Courses such as Professional
Practices, Design Communications and the Studio series prepare students for the workplace and address ethical
issues and limitations of knowledge. Students are introduced to multidisciplinary perspectives gained through the
study of Design and Material Culture, Contemporary Design, and Interdisciplinary Practices, as well as through the
various breadth electives. Qualitative Research Methods and Quantitative Methods and Statistics courses develop
and hone students’ analytical skills.
Theoretical, historical, social, economic, environmental and ethical contexts are introduced as appropriate within
each course to provide a framework for critical analysis and practical application of the skills. Throughout the
program, students engage in developing and creating designs for a variety of applications and market segments.
Applied design studio, detailing and business practice projects help students pull fundamental design and technical
concepts together and bridge the gap between theory and application. The projects provide students with
opportunities to develop creative ideas through to execution. In doing so, students develop project management,
time management, creative problem solving, analytical, communication, collaborative and business skills, and
employ both convergent and divergent thinking. The projects also provide a forum where ethics and
professionalism can be addressed directly and concretely. Carefully selected projects encourage students to
extend concepts beyond familiar situations and to conduct independent research. They also provide an
opportunity to employ materials, media, techniques, technologies and tools associated with the execution of
interior design strategies. In the development of their strategies, students will be required to: assess particular
design concepts and evaluate their strengths, limitations and potential; evaluate the potential and limitations of
both traditional and new materials; evaluate influences on consumer behaviour; and synthesize research data. The
projects reinforce and integrate material that is covered throughout the program and provide opportunities for
students to demonstrate mastery of many of the program outcomes.
Student discussion and the preparation and presentation of design solutions develop oral communication skills as
well as the ability to clearly state ideas, to listen well, to formulate independent judgements and to articulate
During their work experience, students could be required to attend site assessment and measurement visits,
documenting existing conditions and creating base plans on AutoCAD. They could work independently or in teams
on many aspects of project development and fulfillment from concept development though to contract
administration. Many students could spend time researching, sourcing and selecting finishes, furniture, and
equipment for projects.
Students could also work with computer media such as AutoCAD, Architectural Desktop, Microsoft Project, word
processing, spreadsheet and database software and other industry standard platforms. Attending and participating
in team meetings and ideation sessions as well as experiencing construction site inspections and meetings with
contractors and consultants, and assimilating information and gaining an appreciation for time management and
business practices are vital experiences students could have in their placements.
4.2 Program Advisory Committee
Identify the membership of the Program Advisory Committee for this program, including the members’ names,
occupations, related credentials, professional affiliations and employers.
Attach copies of relevant minutes of Program Advisory Committee meetings, including the minutes that: ‐contain the motion to support the program proposal; and
‐confirm that the program meets or exceeds the requirements of the field of study and/or practice. Member’s name Occupation Related Credentials Professional Affiliations Employer(s) Susan Anderson Interior Design Consultant; Website Designer
BAAID ARIDO, IDC Anderson Interior Design Consultants,
Anderson Business Solutions, 29 years of
experience in interior design specializing
in the Healthcare Sector
Christy Bremer Interior Designer; Principal: CDesign DID ARIDO, IDC, NCIDQ Certif., BCIN Small/Large Buildings, LEED AP
C Design: Principal, 16 years of
experience in Corporate, Residential, and
Hospitality interior design, Georgian
College: PT Professor, 12 years
Bradley Graham Teacher Architectural Technologist Ontario College of Teachers
Simcoe County District School Board,
Innisdale Secondary School, 32 years
Administrator Small Buildings and Legal, Alberta Municipal Affairs; Part 10 Certification
Medical/Dental, Corporate, Retail,
Modular Design (housing, workforce
housing, offices, laboratories, kitchens,
engineering (foundation designs, etc.),
Executive Administrator: Orillia & District
Construction Association Cheryl Krismer Registered Professional Interior Designer, furniture designer
BID ARIDO, IDC, Don Watt and Assoc., 4 years,
Crayon Design Co Inc.,
Principal, 31 years of experience.
Guest speaker OCAD and Sheridan,
ARIDO Designer of the Year, 1989, City of
Toronto, Honourable Mention, 1997
Terry
Ledger
Interior
Designer
MID in progress,
BA: Culture & the
Arts, DID (3‐ Year), Dipl., Fashion Merchandising CSC, ARIDO, IDC, LEED AP BD & C, NCIDQ# 023512
t ‐squared design studio inc. and fixtures:
Principal, 11 years of experience in
Residential and Retail interior design
Kaitlin
McElroy
Interior
Designer
DID (3‐Year) Intern ARIDO,
IDC
McKnight Charron Laurin Inc. Architects,
1 year of experience
Michael
McKnight
Architect B. Arch. Carleton
University, 1980
Ontario
Association of
Architects
Partner: McKnight Charron Laurin Inc.
Architects Rebecca Muyal Manager, Renovations & Capital Works BAAID, MID in progress
ARIDO, IDC Humber College (current), York
University, Ryerson University:
25 years educational facilities
management experience Georgia Tannis Interior Designer BID: Univ. of Manitoba
Knoll, McCaustlin Group (Allsteel),
Teknion, Urbacon, Principal/Senior
Designer of 777 Design Avenue Ltd., AWF
Set Designer/Decorator, 14 years of
experience in Residential and Corporate
design and Set Design for film
Anna Watson Interior Designer DID (3‐year, Dean’s List) Intern ARIDO, IDC, BCIN Legal/House
Redman & Watson Inc., 10 years of
experience in Healthcare (retirement
living) and Business & Personal Services
(golf club house and spa)
Meagan Hawkins, Marlene Mitchelmore, Ron McDonald, Michael McKnight, Kathy Lyte (recorder)
1. Welcome round table introductions and thank you for coming 2. Approval of 4 November, 2010 Minutes
Business arising from the minutes of the last meeting
Jo Anne has completed her action items:
Update: Jo Anne plans to have a plans examiner from the City of Barrie come to speak to the students in the upcoming academic year.
ACTION: Jo Anne will follow up on the POI Scholarship
Motion to accept previous minutes: Susan Anderson 1st, and 2nd Michael McKnight
3. ARIDO/IDC Update:
Jo Anne attended the ARIDO Annual General Meeting 31 March/11 where the restructuring of
ARIDO and IDC (Interior Designers of Canada) was presented. ARIDO will now focus on regulatory issues and IDC will focus on advocacy elements.
- There are 7 participating Provinces currently comprising IDC
- One of our students Melissa Pfluegl was presented with the CTI Working Environments
Student Scholarship. Melissa was presented with a $500.00 cheque at the ARIDO Annual General Meeting, 31 March, 2011
Jenn Taggart, IDC Marketing Manager, and Pavy Lazare, ARIDO Membership Manager, spoke to
3rd Year Interior Design Students, Monday 11 April, 2011 regarding the process of applying for Intern Interior Designer status.
- Jenn and Pavy were very supportive and will do anything to help Georgian College succeed
in offering a degree program.
- ARIDO is accepting graduates until 2019 (from a currently recognized diploma). The current
and next year’s graduates must apply to ARIDO by 2019 to become members of ARIDO.
The current students and students registering in Fall, 2011 will be recognized by ARIDO.
Students entering the 3-Year Diploma program for Fall 2012 will not be recognized by ARIDO when they graduate, i.e, the program at Georgian College will not be recognized as of this date.
