FIDER's Study of Two, Three, and Four–Year Interior Design Programs in the United States and Canada: Phase II

Rogers, Kate Ellen; Brent, Ruth Stumpe; Veitch, R.J.; Hill, Jesse

doi:10.1111/j.1939-1668.1983.tb00468.x

Cited by 5 publications

(2 citation statements)

References 3 publications

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“…In 1972, FIDER's Accreditation Committee stated that interior design programs should address educational objectives, scholarship standards, qualified faculty, student‐teacher ratio, educational facilities, adequate program funding, and quality of graduates (FIDER, , Accreditation, p. 1). Research studies related to this concept included Rogers' report and a three‐phase report: The Study of Two, Three, and Four Year Interior Design Programs in the United States and Canada (Rogers, Veitch, Brent, & Hill, ). Added to these were A report on a Review of the Role of the Liberal Arts in the First Professional Degree (Covington, ) and A Study of Recommendations based on Evaluations of Student Work in Selected Baccalaureate and Professional School Programs (Jackman & James, ; James, ).…”

Section: Findings and Discussion: Important Historical Developmentsmentioning

confidence: 99%

Foundation for Interior Design Education Research's Early History: Important Developments from 1970 to 1990

Harwood

Dohr²

2015

Journal of Interior Design

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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.

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Section: Findings and Discussion: Important Historical Developmentsmentioning

confidence: 99%

Foundation for Interior Design Education Research's Early History: Important Developments from 1970 to 1990

Harwood

Dohr²

2015

Journal of Interior Design

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“…An established pattern of commitment among educators has designated them to be the guardians and pilots of the profession. As Rogers, Veitch, Brent, and Hill (1983) stated of educators in interior design: "The educational goals and philosophies must not merely reflect the contemporary profession which they serve but must insure an emerging intellectual and creative leadership for tomorrow" (p. 31). As they have so forcefully suggested, educators can best serve the profession by providing leadership and direction for the future.…”

Section: Figures I and I1mentioning

confidence: 99%

Quality Control: A Challenge to Interior Design Educators

Whiteside

Rothgeb

Congleton

1986

Journal of Interior Design Education and Research

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There is an increasing need to control the quantity and quality of interior design students entering the profession. A portfolio review initiated at the sophomore level has been introduced in an effort to improve the qualifications of the graduating interior design student at the University of Kentucky. This review is also perceived as a determining factor in making career decisions for the student. A first unofficial Sophomore Portfolio Review established the guidelines for interpreting the categories and presentation methodology for future reviews. Such a review process should impart earlier recognition of professional potential, produce high calibre graduates, and provide an enhanced reputation among design professionals.

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Creativity and achievement in design coursework

Sawyers

Canestaro

1989

Creativity Research Journal

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FIDER's Study of Two, Three, and Four–Year Interior Design Programs in the United States and Canada: Phase II

Cited by 5 publications

References 3 publications

Foundation for Interior Design Education Research's Early History: Important Developments from 1970 to 1990

Foundation for Interior Design Education Research's Early History: Important Developments from 1970 to 1990

Quality Control: A Challenge to Interior Design Educators

Creativity and achievement in design coursework

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