Academics

Bachelor of Science in Interior Architecture and Design

The Interior Architecture and Design program leads to the Bachelor of Science in Interior Architecture and Design degree. The program provides high quality individualized professional education that is responsive to expertise evident in current and projected modes of professional practice. The professional development of the students is further enhanced by the program’s unique relationship to the extraordinary industrial and artistic development of the City of Las Vegas, which provides opportunities to engage in innovative and creative design projects. Graduates are well prepared to pursue advanced studies or to make a seamless transition into the profession and advance onto positions of increased responsibilities and achievement of professional licensure.

Central to the philosophy of the Interior Architecture and Design program is the premise that design professionals share a common corpus of knowledge that is to comprise the basis of the curriculum for the first two years in the Lower Division Studies. After the completion of this unified course of foundation studies enriched by the liberal arts and sciences, students advance to cultivate diverse skills and knowledge in the more specialized Upper Division Studies. Interior architectural design, construction technologies, global business practices and communication constitute the program’s core coursework and incorporate significant concern for sustainable development. The final project based design studio emphasizes large-scale hospitality environments to reflect the multi-layered complexity and functional diversity of environments that characterize the multiple realities of contemporary practice.

In view of the fact that many of the increasingly complex needs of populations diverse in age, abilities, and cultural backgrounds can be creatively addressed through innovative design, graduates of the program successfully engage in the practice of providing professional interior architecture and design services in various contexts of residential, commercial and institutional design.

Learning Objectives

The Bachelor of Sciences – Interior Architecture and Design degree is accredited by CIDA, the Council for Interior Design Accreditation.  For accreditation, programs must demonstrate that each student possesses the knowledge and skills defined by the following learning outcomes:

Global Perspective on Design

  • Entry level designers have a global view and weigh design decisions within the parameters of ecological, socio-economic, and cultural contexts.
    • Student work demonstrates understanding of the concepts principles, and theories of sustainability as they pertain to building methods, materials, systems and occupants.
    • Students understand the implications of conducting the practice of design within a world context and, how design need may vary for a range of socio-economic stakeholders.

Human Behavior

  • The work of interior designers is informed by knowledge of behavioral science and human factors.
    • Students understand that social and behavioral norms may vary from their own and are relevant to making appropriate design decisions.
    • Student work demonstrates the ability to appropriately apply theories of human behavior, to select, interpret and apply appropriate anthropometric data, and appropriately apply universal design concepts.

Design Process

  • Entry-level designer need to apply all aspects of the design process to creative problem solving.  Design process enables designers to identify and explore complex problems and generate creative solutions that support human behavior within the interior environment.
    • Students are able to:
      • Identify and define relevant aspects of a design problem (goals, objectives, performance criteria)
      • Gather, evaluate, and apply appropriate and necessary information and research findings to solve the problem (pre-design investigation)
      • Synthesize information and generate multiple concepts and/or multiple design responses to programmatic requirements.
      • Demonstrate creative thinking and originality through presentation of a variety of ideas, approaches, and concepts.

Collaboration

  • Entry-level interior designers engage in multi-disciplinary collaborations and consensus building.
    • Students have awareness of team structures and dynamics, and the nature and value of integrative design practice.

Communication

  • Entry level designers are effective communicators
    • Students apply a variety of communication techniques and technologies appropriate to a range of purposes and audiences
    • Students are able to:
      • Express ideas clearly in oral and written communication
      • Use sketches as design and communication tools
      • Produce competent presentation drawings across a range of appropriate media
      • Produce competent contract documents including coordinated drawings, schedules, and specifications appropriate to project size and scope and sufficiently extensive to show how design solutions and interior construction are related.
      • Integrate oral and visual material to present ideas clearly.

Professional and Business Practice

  • Entry level interior designers use ethical and accepted standards of practice, are committed to professional development and the industry, and understand the value of their contribution to the built environment.
    • Students understand:
      • The contributions of interior design to contemporary society
      • Various types of design practices
      • The elements of business practice (business development, financial management, strategic planning, and various forms of collaboration and integration of disciplines)
      • The elements of project management, project communication, and project delivery methods.
      • Professional ethics.

History

  • Entry-level interior designers apply knowledge of interiors, architecture, art, and the decorative arts within a historical and cultural context.
    • Students understand the social, political, and physical influences affecting historical changes in design of the built environment.
    • Students understand:
      • Movements and periods in interior design and furniture
      • Movements and traditions in architecture
      • Stylistic movements and periods of art
    • Students apply historical precedent to inform design solutions

Space and Form

  • Entry-level interior designers apply elements and principles of two- and three-dimensional design.
    • Students effectively apply the elements and principles of design to
      • Two-dimensional design solutions
      • Three-dimensional design solutions
    • Students are able to evaluate and communicate theories or concepts of spatial definition and organization.

Color

  • Entry level interior designers apply color principles and theories.
    • Student work demonstrates understanding of:
      • Color principles, theories and systems.
      • The interaction of color with materials, texture, light, form and the impact on interior environments.
    • Students:
      • Appropriately select and apply color with regard to its multiple purposes.
      • Apply color effectively in al aspects of visual communication (presentations, models, etc.)
  • Furniture, Fixtures, Equipment, and Finish Materials.
  • Entry-level interior designers select and specify furniture, fixtures, equipment and finish materials in interior spaces.
    • Students have awareness of:
      • A broad range of materials and products
      • Typical fabrication and installation methods, and maintenance requirements.
    • Students select and apply appropriate materials and products on the basis of their properties and performance criteria, including ergonomics, environmental attributes, and life cycle cost.
    • Students are able to layout and specify furniture, fixtures, and equipment.

Environmental Systems and Controls

  • Entry-level interior designers use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance health, safety, welfare, and performance of building occupants.
    • Students:
      • Understand the principles of natural and electric lighting design.
      • Competently select and apply luminaires and light sources.
    • Students understand:
      • The principles of acoustical design.
      • appropriate strategies for acoustical control.
    • Students understand:
      • The principles of thermal design
      • How thermal systems impact interior design solutions.
    • Students understand:
      • The principles of indoor air quality
      • How the selection and application of products and systems impact indoor air quality.

Interior Construction and Building Systems

  • Entry-level interior designers have knowledge of interior construction and building systems.
    • Student work demonstrates understanding that design solutions affect and are impacted by:
      • Structural systems and methods
      • Non-structural systems including ceilings, flooring and interior walls
      • Distribution systems including power, mechanical, HVAC, data/voice, telecommunications, and plumbing
      • Energy, security, and building control systems,
      • The interface of furniture with distribution and construction systems
      • Vertical circulation systems
    • Students are able to read and interpret construction drawings and documents.

Regulations

  • Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces.
    • Students have awareness of:
      • Sustainability guidelines
      • Industry-specific regulations.
    • Student work demonstrates understanding of laws, codes, standards, and guidelines that impact fire and life safety, including:
      • Compartmentalization: fire separation and smoke containment
      • Movement: access to the means of egress including stairwells, corridors, exitways.
      • Detection: active devices that alert occupants including smoke/heat detectors and alarm systems.
      • Suppression: devices used to extinguish flames including sprinklers, standpipes, fire hose cabinets, extinguishers, etc.
    • Students apply appropriate federal, state/provincial, and local codes, and standards, and accessibility guidelines.
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