Defining Graduate Education in Interior Design

Abstract

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 professional master's on a conceptual level and assigning it a single degree name, it will be important to assure conformance with degree expectations by accrediting the degree through CIDA. Accreditation guidelines should recognize the unique master's level expectations of the MID, above and beyond guidelines associated with the baccalaureate. Accreditation will insure to the consuming public that the MID is appropriately rigorous and meets the standards set by the profession for graduate education. A shift toward the single-degree master's would need to occur strategically, allowing programs to adjust curricula and degree name over time, and recognizing the need to “grandfather” previously-earned degrees in the faculty search process. Long term, the profession should continue to explore the merits of moving to the “first professional MID,” meaning that accreditation would only occur at the master's level. Arguments for recognizing the master's as first professional are: —that this responds to the increasing complexity in the discipline and in the interior design knowledge base by lengthening the time-to-degree.—that this promotes a more critical and research-driven design process, and a greater depth of study. —that this allows for a greater exposure to the liberal arts and to more general design studies at the four-year level. —that this places interior design and architectural education on a more equal footing by equating their career tracks, thus supporting interior design licensing efforts. —that this would have a significant long-term impact on the pool of qualified college level educators by allowing mid-career practitioners to pursue teaching careers. Candy Carmel-Gilfilen, M.Arch., University of Florida Skauna Corry, Ph.D., University of Idaho Lynnjones, M.H.P., Brenau University Bridget May, Ph.D., Marymount University Virginia North, Arch.D., Lawrence Tech University

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