Summary Resolved: To endorse the concept of a “professions master's degree” in interior design, to be designated th Master of Interior Design (MID), thereby promotin degree identity and clarifying the degree track. The MID would be defined: to include both professional design content and research methods, and the integration of research into the design process. By integrating research and project‐based design (possibly through the thesis), research is applied to design practice rather than isolated from it. Arguments for this integrated model and for “evidence‐based design” are prevalent in current discourse. as the first “professional” teaching degree, qualifying the degree‐holder for full‐time college‐level teaching. Although the master's degree is currently endorsed by IDEC as an acceptable teaching degree, it is not universally recognized by the academy. Existing degrees are characterized by different degree names, missions, curricular focuses, accreditation statuses, and credit hours, contributing to a lack of clarity and an uneven level of recognition. The proposed MID is defined as the “professional master's degree” and would be grounded in a comprehensive evidence‐based design education. The Ph.D. would continue to be recognized as the terminal and highest research‐based degree in the discipline. The proposed MID, as well as other research‐oriented master's degrees, could all serve as the first graduate‐level degree leading to the Ph.D. to qualify as the terminal practice degree in the discipline by virtue of its master's level status. For students already having earned the first professional baccalaureate, the MID would provide a more rigorous master's level professional education in preparation for practice. It would similarly provide a first professional degree to students with baccalaureate degrees outside the major (or in related majors). A flexible “leveling” component would need to be provided to insure adequate baseline preparation for these students. It is important to note that the MID need not preempt the professional and accredited baccalaureate, at least in the short term. It is further important to note that by redefining the terminal practice degree at the master's level, this would have a significant long‐term impact on the pool of qualified mid‐career practitioners who might wish to pursue full‐time teaching. Currently, mid‐career practitioners are less likely to return for the required master's degree because of limitations related to cost, location, or family obligations. by single‐degree nomenclature (MID). It is important to establish single degree nomenclature as a way of clarifying this degree as distinct from other master's degrees leading to the Ph.D. The MID is appropriate because it has disciplinary identity. Other degrees are understood as serving multiple disciplines (the MFA), or as research degrees (the MA and MS). The MID, as a newer degree, can best be defined by the discipline. by Council for Interior Design (CIDA) accreditation. In addition to defining the professio...

Virginia CommonwealthIn the professions of interior design and architecture, standards of education, experience, and examination provide a system for measuring quality, responsibility, and service. These standards establish criteria for professional competence and development and establish a framework for legal registration requirements and professional definitions. Although the standards have recently been updated, they have not been formally compared to assess their similarities and differences. This article addresses this comparison, as well as the relationship between these standards and recognized legal registration requirements and professional definitions.The overall goals are to clarify how the standards shape each profession and to determine whether the standards in interior design support the licensing of interior designers. Responding to allegations, conflicts, and restrictions in the two professions, this article addresses the underlying question of whether interior design standards compare favorably when measured against architectural standards.To facilitate a comparison, published and unpublished documents were obtained from various sources and the primary professional

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The Foundation for Interior Design Education Research (FIDER), founded in 1970 and now the Council for Interior Design Accreditation (CIDA), was established to administer interior design accreditation processes in higher education across the United States and Canada. It was the first and only regulatory agency professionally recognized and in the public's interest. This paper examines FIDER's early growth from 1970 to 1990 through key actions in its Founding and Governance, Research and Development, and Accreditation Processes. Content of primary and secondary resources from CIDA archives were analyzed, as well as oral histories collected from leaders. Each action is assessed for its importance during the time and in context to FIDER's mission. A content analysis guided by minutes, significant publications, research reports, and press releases helped identify and clarify important and relevant information as it related to the FIDER/CIDA history, capturing the main milestones. Documentation herein clarifies critical issues and changes that FIDER faced and offers insights into its evolution and status as an instrument of change in interior design education with contributions to the field's identity and professionalism. This history provides definitive stages to its growth, and substantiates key actions that afford its landmark status. Numerous goals are achieved and a model for specialized program accreditation matures with strong, professional, and equitable characteristics. A fervent and dedicated commitment to FIDER exists from those in education and the profession, and an international presence and more expansive agenda emerge with many more volunteers.

The relationship between interior design education and practice is a strong one. It is well recognized that competence in interior design is acquired and verijied through a sequence of education. experience, and exurnination. The objective ofthis evaluation is to review material relating to this three-step process. Included in the review are articles on competencies, the updated dejinition of interior design, the Foundation f i w Interior Design Education Research (FIDER) standards, the National Council for Interior Design Quulijication (NC1DQ)lEducational Testing Service (ETS) job analysis .stu&, the proposed internship development program, the NCIDQ examination, and continuing education requirements. Information presented herein provides a comparison of subject content and identqies a common body of knowledge in interior design. By synthesizing this material, a clear picture of the relationship between education and practice is jbrmed. It is through this close integrated relationship that the future is shuped and parameters of the profession are established.