FORMAT FOR NEW COURSE/CURRICULUM PROPOSALS by G0Vys0

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									                 SUFFOLK COUNTY COMMUNITY COLLEGE
               CURRICULUM-REVISION PROPOSAL FORM

   ORIGINATING CAMPUS:      ( ) Ammerman    ( X ) Eastern  ( ) Grant
    Date Submitted to Curriculum Committee: _____Spring 2009_____

PROPOSER E-MAILS ENTIRE CURRICULUM PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

To meet the ideals of Suffolk County Community College, a new curriculum should, if appropriate,
consider issues arising from elements of cultural diversity in areas of textbook choice, selection of
library and audio-visual materials, and teaching methodology.

Issues of transferability MUST be addressed for curricula leading to an A.A. or an A.S. degree. Issues
of workforce demand MUST be addressed for curricula leading to an A.A.S. degree or a Certificate. The
Counseling Office and Library of each campus have materials that can help locate answers about
transferability (II d.) and other colleges that offer similar courses (VI a. and b.). Contact Dr. Candice
Foley, College Associate Dean for Curriculum Development, for further information.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        ( X ) Electronic Letter-of-Intent

        ( X ) Electronic Letter-of-Support from Campus Dean(s)

        ( X ) Vote(s) of Department:

                Name of Department: Business, Social Science and Visual Arts, Eastern
                For: 18       Against: 0 Abstentions: 0
                Date of Vote: 3/10/09    Proposer's Initials: LL
                       Select One: Approved: X Not approved_____

                Name of Department: _(Name of Department/Campus)_
                For: _____    Against: _____   Abstentions: _____
                Date of Vote: __________ Proposer's Initials: _____
                       Select One: Approved_____ Not approved_____

                Name of Department: _(Name of Department/Campus)_
                For: _____    Against: _____   Abstentions: _____
                Date of Vote: __________ Proposer's Initials: _____
                       Select One: Approved_____ Not approved_____

        ( X ) Campus Dean Final-Approval Form(s)

        ( X ) Course Proposal Forms For All New Courses and Revised Courses
              Proposed along with this Curriculum-Revision Proposal
                List Courses Here:
Interior Design Curriculum Proposal, Pg. 2



(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------
Curriculum Committee Chair completes form below this line and, upon approval, the
Curriculum Committee Chair e-mails the entire proposal packet to the College Associate
Dean for Curriculum Development, with electronic copies to the appropriate Executive
Deans and the College Curriculum Committee Chair. (If the proposal is not approved, the
Curriculum Committee Chair e-mails proposer and explains why proposal was not approved and sends
an electronic copy of explanation to the College Curriculum Chair and the College Associate Dean for
Curriculum Development.)

       ( )       Vote of Curriculum Committee
                 Name of Committee:_______________________________
                 For: _____    Against: _____  Abstentions: _____
                 Date of Vote: __________
                        Select One: Approved_____ Not approved_____

       ( )       Vote of Ammerman Faculty Senate (if appropriate)
                 For: _____    Against: _____     Abstentions: _____
                 Date of Vote: __________
                        Select One: Approved_____ Not approved_____
                                      Abstention_____

       ( )       Vote of East Congress (if appropriate)
                 For: _____    Against: _____     Abstentions: _____
                 Date of Vote: __________
                        Select One: Approved_____ Not approved_____
                                      Abstention_____

       ( )       Vote of Grant Assembly (if appropriate)
                 For: _____    Against: _____     Abstentions: _____
                 Date of Vote: __________
                        Select One: Approved_____ Not approved_____
                                      Abstention_____

Proposal is _____Approved             _____Not Approved

Date________________________________________


cc:    Dr. Candice Foley, College Associate Dean for Curriculum Development
       Dr. Tina Good, Chair of College Curriculum Committee
       Academic Chairs of affected department




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Interior Design Curriculum Proposal, Pg. 3




NAME OF CURRICULUM TO BE REVISED:
INDA-AAS Interior Design Assistant AAS Degree

NAME OF DEPARTMENT/CAMPUS RESPONSIBLE FOR ADMINISTERING
REVISED CURRICULUM: Business, Social Science, and Visual Arts

I.     CURRICULUM TITLE/DEGREE
       Is the title or the degree of the curriculum changing? If so, provide current title and proposed
       title. Give a rationale for the change. (Please note that all new titles and degrees must be
       approved by SUNY and registered by NYSED before they can be implemented.) If the title is
       the only change, you need not fill out the rest of this form.

       No change

II.    CATALOG DESCRIPTION/PROGRAM SUMMARY
       Is the catalog description for the curriculum changing? If so, provide new description, show
       how it has changed, and provide rationale for change.

       Yes.

       New description:
           The Interior Design program links intensive core-specific courses in
       interior design with a strong liberal arts component.
           Course of study develops technical skills and aesthetic principles
       essential for creating and planning interior spaces. Studio classes
       develop skills in space planning, floor plans, elevations, construction
       drawings and specifications. Drawings and presentations are further
       enhanced with knowledge and application of textiles and color.
       Business practices and communication skills provide essential tools to
       enter the design workforce. This program culminates in a capstone
       course in portfolio development and an internship mentoring
       experience.
           Graduates are prepared to pursue careers in the home furnishings
       field as in-house designers, design assistants, space planners, color
       consultants and managerial positions in the retail home industries.
       This curriculum is included in the New York State Education
       Department’s Inventory of Registered Programs.
           Acceptance into the Interior Design Assistant curriculum is for fall
       admission only. However, students may consult with the department
       for spring courses, but will be on track for five or more semesters due
       to core course Prerequisites.

       Rationale:
          Initially, the program was to train individuals for the “home”
       industries, primarily at the retail level: carpeting, window dressing,
       textiles and furniture. As the program evolved, more diversified skills
       were needed to address challenges and changing industry standards.
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          To address the evolving needs, the program develops new courses
       to encourage and train our students in the complexities of interior
       design. These courses will prepare our graduates:
           to assume leadership roles in the interior design workforce
           to give them a higher level of technical skills
           to encourage critical thinking to approach design, aesthetic
             principles, and practical application of both

III.   LOCATION/MODE OF DELIVERY
       Is the location and/or the mode of delivery for the curriculum changing? If so, provide details
       of change and a rationale for the change. What percentage of courses in this curriculum
       (required or elective) will be available to students through a distance education modality? (If
       the mode of delivery is the only change, you need not fill out the rest of this form.)

       No

IV.    EDUCATIONAL/CAREER OUTCOMES
       Will there be any changes in the proposed program’s non-learning educational/career
       outcomes? If so, provide new outcomes, show how they have changed, and provide rationale
       for changes. Demonstrate the relationship of new/revised outcomes to the mission of the
       institution.

       No change

V.     INSTITUTIONAL CONTEXT
       A.    Identify existing or projected programs at the college in the same or
             related disciplines and the anticipated impact the proposed program
             change will have on them.

                 None

       B.        Indicate whether the proposed curriculum change is primarily a
                 restructuring of existing courses and resources.

                 No

VI.    LEARNING OUTCOMES and ASSESSMENT
       Are the learning outcomes for the program changing? If so, list the learning outcomes
       students should demonstrate upon completing the program, show how they have changed,
       and provide a rationale for the changes.


          To address the evolving needs, the program has developed new
       courses to encourage and train our students in the complexities of
       interior design. These courses will prepare our graduates:

       1. Illustrate design solutions in 3D drawings: perspective, axonometric, and
          isometric.
       2. Design and draw a set of scaled working interior drawings.

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Interior Design Curriculum Proposal, Pg. 5




       3. Assess client needs and requirements through an interviewing process to
          create a design.
       4. Orally present and critically evaluate design solution.
       5. Identify and apply acquired knowledge of design principles which
          stimulate a more creative approach to problem solving.
       6. Demonstrate knowledge of color theory in the selection of fabrics,
          wallpaper and finishes appropriate for residential spaces.
       7. Formulate well planned interior spaces through analyzing design
          principles, proper scale and placement of furniture and the application of
          textiles, color and light.
       8. Apply critical thinking skills as it applies to design, aesthetic principles and
          practical application.

VII.   ADMISSION REQUIREMENTS
       Are the admission requirements for the program changing? If so, provide new admission
       requirements, show how they have changed, and provide rationale for change. Describe how
       these requirements are intended to assure that students are prepared to complete the
       program.

       No

VIII. CURRICULUM OUTLINE
       Using the table in the appendices below, outline all curricular requirements by semester for
       the current program and for the proposed program. Specify prerequisites, required courses,
       and options. Identify the proposed curriculum changes and provide rationale for them. The
       most compelling rationale for change is grounded academically, often arising from the result of
       ongoing assessment, changes in quality standards, or comparative market information.




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Interior Design Curriculum Proposal, Pg. 6




APPENDIX A: CURRICULUM TABLES
                     Course
Course Offering      Number    CR     CT   GE   LA   M   RE   E   N/R   Instructor
FIRST SEMESTER: FALL
Drawing I            ART133    3      5              M
Standard             ENG101    3      3    GE
Freshman
Composition
Interior Design I    INT101    3      5              M                  Lizak, Farina, Janis
Interior Textiles    INT102    3      3              M                  Lizak, Farina
and Finishes
Interior Design      INT115    1.5    1.5 GE                            Lizak
Careers
Seminar
Introduction to      PSY101/   3      3    GE
Psychology or        or SOC101
Introduction to
Sociology
Physical           PED         1      1    GE
Education Elective
                     Total     17.5
SECOND SEMESTER: SPRING
Introduction to      COM101 or 3      3    GE
Human                COM102
Communications
or Interpersonal
Communications
Introduction to      ENG102    3      3    GE
Literature
Interior Design II   INT103    3      5              M                  Lizak, Janis
History of           INT05     3      3              M                  Lizak
Interiors and
Architecture I
Color for Interiors INT107     3      4              M                  Wayne, Mizdal,
                                                                        Wasik
Social Science       ANT, ECO, 3      3    GE
Elective             GEO,
                     HIS,POL,
                     PSY, SOC
                     Total     18
THIRD SEMESTER: FALL
Business             BUS123    3      3    GE
Interior Design III INT201     3      6              M                  Lizak

Working              INT205    3      6              M                  Lizak, Vero
Drawings I


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Interior Design Curriculum Proposal, Pg. 7




Professional         INT208    3       3                M                              Schlesinger, Farina,
Practices for                                                                          Lizak
Interior Designer
Mathematics                    3-4     3-4 GE
Elective
Physical           PED***      1       1   GE
Education Elective
                     Total     16-17
FOURTH SEMESTER: SPRING
Lab Science          SCI       4       4   GE
Elective
Materials and      INT220      4       6                M                              Lizak, Vero
Construction
Methods for
Interior Designers
Kitchen and Bath     INT225    3       5                M                              Janis, Lizak
Design
Interior Design      INT227    3       4                M                              Lizak
Portfolio and
Assessment
Cooperative          INT230 or 3       3                M                              INT230: Lizak,
Education and        ART111 or                                                         Farina
Internships in       ART112 or
Interior Design or   ART113
Art History I or
Art History II or
Modern Art
                     Total     17
                  Total        68.5-
                  Credits      69.5
CR=Credits; RE=Restricted Elective; GE=General Education Elective N/R=Non-restricted
CT=Contact Hrs.; E= Elective; LA= Liberal Arts; M=Major




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Interior Design Curriculum Proposal, Pg. 8




APPENDIX B
 Current Curriculum                            Revised Curriculum
 2 Physical Education Electives                2 Physical Education Electives
 ART111: Art History I,                        INT105 :History of Interiors and
 ART112: Art History II,                       Architecture I
 ART113: Modern Art
 ART124: Color                                 INT107: Color for Interiors
 ART130: 2D Design                             INT102: Interior Textiles and Finishes
 ART133: Drawing I                             ART133: Drawing I
 ART134: Drawing II                            INT225: Kitchen and Bath Design
 Business Elective                             BUS123: Entrepreneurship
 COL101: Freshman Seminar                      INT115: Interior Design Careers Seminar
 ENG101: Standard Freshman Composition         ENG101: Standard Freshman Composition
 ENG102: Introduction to Literature            ENG102: Introduction to Literature
 HISXXX: History Elective                      1 Social Science Elective
 Humanities Elective                           COM101: Introduction to Human
                                               Communications or
                                               COM102: Interpersonal Communications
 INT101: Interior Design I                     INT101: Interior Design I
 INT103: Interior Design II                    INT103: Interior Design II
 INT201: Interior Design III                   INT201: Interior Design III
 INT205: Interior Design Graphics              INT205: Working Drawings I
 INT208: Professional Practice for Designers   INT208: Professional Practice for Interior
                                               Designers
 INT220: Materials and Construction Methods INT220: Materials and Construction Methods
 for Interior Designers                     for Interior Designers
 INT230: Cooperative Education and            INT230: Cooperative Education and
 Internships in Interior Design or ART210: 3D Internships in Interior Design or
 Design                                       ART111: Art History I or ART112: Art History
                                              II or ART113: Modern Art
 INT299: Design Seminar                        INT227: Interior Design Portfolio and
                                               Assessment
 Laboratory Science Elective                   Laboratory Science Elective
 Math Elective                                 MATXXX: Math Elective
 PSY101: Introduction to Psychology or-        PSY101: Introduction to Psychology or
 SOC101: Introduction to Sociology             SOC101: Introduction to Sociology


                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 9




IX.    IMPACT OF REVISED PROGRAM

       A.        If adding a track or option to an existing curriculum, justify the need
                 for the proposed program in terms of the students it would serve and
                 the economic and/or educational needs of Suffolk County and New
                 York State. How was the level of need established?

                 Not adding a track.

       B.        If adding a track or option to an existing curriculum, identify similar
                 programs at other institutions, public and independent, in the service
                 area, region and state, as appropriate. Recent enrollment data for
                 SUNY institutions is available from the Academic Programs Information
                 System at http://www.suny.edu/provost/irdocs/irpubs.htm.htm
                 Information for non-SUNY institutions is available from SED’s
                 Inventory of Registered Programs at
                 http://www.nysed.gov/heds/IRPSL1.html.

                 Institution           Program Title              Degree              Enrollment

                 N/A

X.     RELATIONSHIP TO STUDENTS
       A.   Effective Date of the Change in the Program:
                 Provide proposed date of implementation of proposed program. Be sure to allow
                 appropriate time for approval process. If this is a major revision and the current
                 program needs to remain registered until students have graduated, please indicate the
                 anticipated effective date of discontinuance by which time all matriculated students
                 will have cleared the program.

                 Fall 2010

       B.        If proposing a new track or option for an existing curriculum, provide
                 the projected enrollment: N/A
                 1.     When the program begins:
                        Full Time________ Part Time________
                        After 5 years: Full Time__________ Part Time __________
                 2.     How were projections determined?_______________________
                 3.     What plans have been made for the possibility that anticipated
                        enrollment estimates are not achievable?

       C.        Transferability
                 Proposals for programs leading to an A.A. or an A.S. degree must include
                 documentation that program graduates will be able to transfer into at least two
                 registered baccalaureate programs and complete them within two additional years of
                 full-time study. If this proposal is for a major revision, list transfer programs here and
                 complete the SUNY Transfer Course Equivalency Table found below. (See criteria for
                 major revisions on Curriculum Website.)

                 Institution     Baccalaureate Program Title              Degree

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Interior Design Curriculum Proposal, Pg. 10




                 N/A

       D.        For programs designed to prepare graduates for immediate
                 employment, graduates should be immediately employable in the
                 community. If this proposal is for a major revision, specify employers
                 who have requested revision of the program, if applicable, and
                 describe their specific employment needs.

                 Employer: Ethan Allen
                      Projected Positions in initial year: 6   In fifth year: 9
                 Employer: Home Depot
                      Projected Positions in initial year: 6   In fifth year: 10
                 Employer: Classic Gallery
                      Projected Positions in initial year: 4   In fifth year: 6
                 Employer: South Shore Kitchen and Bath
                      Projected Positions in initial year: 1   In fifth year: 2
                 Employer: Stark Carpet
                      Projected Positions in initial year: 1   In fifth year:2
                 Employer: California Closets
                      Projected Positions in initial year: 1   In fifth year: 3
                 Employer: Lowes
                      Projected Positions in initial year: 5   In fifth year: 8
                 Employer: Cancos Tile
                      Projected Positions in initial year: 2   In fifth year: 4
                 Employer: AC Electric
                      Projected Positions in initial year: 1   In fifth year: 2
                 Employer: Dura Lee Fabrics
                      Projected Positions in initial year: 1   In fifth year: 2
                 Employer: Home Goods
                      Projected Positions in initial year: 2   In fifth year: 5
                 Employer: Hildreth’s Department Store
                      Projected Positions in initial year: 2   In fifth year: 4
                 Employer: Pottery Barn Outlet
                      Projected Positions in initial year: 2   In fifth year: 4
                 Employer: Aboff’s
                      Projected Positions in initial year: 1   In fifth year: 3
                 Employer: Rainbow Paint Store
                      Projected Positions in initial year: 1   In fifth year: 3
                 Employer: Bayview Kitchens
                      Projected Positions in initial year: 2   In fifth year: 2
                 Employer: New Age Interiors
                      Projected Positions in initial year: 1   In fifth year: 2
                 Employer: Old Town Crossing
                      Projected Positions in initial year: 1   In fifth year: 2
                 Employer: Descko Contract
                      Projected Positions in initial year: 1   In fifth year: 3
                 Employer: JC Penney Home Store

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Interior Design Curriculum Proposal, Pg. 11




                      Projected Positions in initial year: 1 In fifth year: 3
                 Employer: Casa del Sol
                      Projected Positions in initial year: 1 In fifth year: 2

XI.    RELATIONSHIP TO FACULTY
       A. Number of new faculty positions required to implement proposed program
          revision.

            No new faculty members

       B. Number of new staff positions required.

            Reinstate part-time professional assistant for Interior Design

XII.   RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
       Demonstrate how this curriculum as proposed fulfills the SUNY GE requirements. All A.A. and
       A.S. degree programs must fulfill 7 out of the 10 SUNY knowledge and skills areas, and it is
       strongly encouraged that the degree programs fulfill all 10 areas. (A current list of SUNY-
       approved GE courses can be found on the Curriculum Website.)

       Mathematics:                             Natural Sciences:
       Social Sciences:                         American History:
       Western Civilization:                    Other World Civilizations:
       Humanities:                              The Arts:
       Foreign Language:                        *Basic Communication:

       *Please note that in order to fulfill the Basic Communication requirement,
       the curriculum must include BOTH ENG101 and an oral communications
       course.

XIII. RELATIONSHIP TO SCCC GENERAL EDUCATION REQUIREMENTS
      A.   If this proposal is a major revision, demonstrate how this curriculum
           as proposed fulfills the SCCC GE requirements.
                 All curriculum programs leading to an A.A. and A.S. degree must also fulfill the
                 College’s degree requirements. (For the A.A. degree, 3/4 of the total credits must be
                 designated as General Education [Liberal Arts and Sciences] courses. For the A.S.
                 degree, 1/2 of the total credits must be designated as General Education courses.)

                 EG11:                                  EG13:
                 Mathematics:                           Science: (Lab)
                 P.E. (2 credits):                      Freshman Sem (1.5 cr.)
                 *Humanities (9 credits)                *Social Sciences (9 credits)
                 *only one course may be English        *one course must be History

       B.        All curriculum programs leading to an A.A.S. degree must satisfy the
                 College’s degree requirements. One-third of the credits for the
                 curriculum must be designated as General Education courses. If this
                 proposal is a major revision, demonstrate how this curriculum as
                 proposed fulfills the SCCC GE requirements.

                 ENG101: 3 credits                      English Elective: ENG102 (3 credits)

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Interior Design Curriculum Proposal, Pg. 12



                 Humanities Elective:                  Social Science: PSY101 or SOC101
                 COM101 or COM102 (3 credits)          Social Science Elective: 3 credits
                 Math Elective: 3-4 credits            Lab Science Elective: 3 credits
                 P.E. 2 credits                        Freshman Seminar: INT115 (1.5 credits)

       C.        If curriculum leads to a Certificate, describe the demographics of the
                 target group of students for the Certificate program.

XIV.   RESOURCES REQUIRED
       What are the costs of implementing and maintaining the proposed changes?

       Expenditures              Start Up                   When Program Begins        After 5 Years
       Personnel
       Library
       Equipment
       Laboratories
       Capital Expenditures
       Other: Software           $1500 for 25 licenses
       A. DreamDraper            and software
       Other: Software           Software and license:
       B. 20/20 Kitchen and      $3600.00
          Bath                   Annual Maintenance
                                 Cost: $480.00



XV.    COURSE SYLLABI
       Include Course Proposal Forms and Syllabi for all new courses and revised courses being
       proposed for this revised program. Include course syllabi for existing courses that will be new
       to the curriculum. (See Curriculum Website for forms.




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Interior Design Curriculum Proposal, Pg. 13




                   SUFFOLK COUNTY COMMUNITY COLLEGE
                   COURSE-REVISION PROPOSAL FORM

ORIGINATING CAMPUS: ( ) Ammerman ( X ) Eastern      ( ) Grant
     Date Submitted to Curriculum Committee: _____02/09_____

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.

PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        ( X ) Electronic Letter of Intent

        ( X ) Electronic Letter of Support from Executive Dean(s)

        ( )      Vote(s) of Department:

                 Name of Department: _Business Social Science and Visual Arts_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

        ( )      Campus Dean Final Approval Form(s)


(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------


cc:     Dr. Candice Foley, College Associate Dean for Curriculum Development
        Dr. Tina Good, College Curriculum Committee Chair
        Academic Chairs of affected departments



                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 14




NAME OF PROPOSAL: INT101 Interior Design I

DEPARTMENT/DISCIPLINE: Business, Social Science and Visual
Arts/Interior Design


I.     CATALOG DESCRIPTION:
       (Complete this section only if you wish to revise the catalog description. Provide the current as
       well as the proposed description, and state a rationale for the proposed change.)

       Introduction to aesthetic, cultural and functional considerations that shape
       the interior environment. Principles of design, space planning, color, textile,
       selection of furniture are explored as they relate to interior space. Studio
       sessions focus on residential spaces that introduce mechanical drawings
       skills, scaled floor plans and elevations. Presentations will emphasize the
       importance of verbal and graphic skills to communicate the design solution.
       Corequisite: INT115 and INT102 or permission of the instructor. Offered fall
       semester only.

II.    STATEMENT OF COURSE OUTCOMES
       Fill out this section only if you wish to add, delete, or revise course outcomes, and state a
       rationale for the proposed change. (Course outcomes should be stated in the form of precise
       and measurable learning outcomes, e.g., “Upon successful completion of this course, students
       will be able to. . . . ”)

       Upon successful completion of this course, students will able to:

         1.      Demonstrate the skills of visual organization and aesthetics in the
                 creation of interior environments.
         2.      Develop effective graphic and oral presentation skills.
         3.      Demonstrate knowledge of color theory in the selection of fabrics,
                 wallpaper and paint appropriate for residential spaces.
         4.      Analyze client needs through an interview process to produce a
                 creative design solution.
         5.      Develop scaled drawings and elevations after assessment and
                 measurement of on-site space.
         6.      Determine proper furniture placement as it relates to traffic flow and
                 client requirements.
         7.      Develop awareness of the elements and principles of design so as to
                 stimulate a more creative approach to problem solving.
         8.      Evaluate design concepts through reading and analyzing current field
                 literature.
         9.      Develop awareness of visual symbols used in the reading and drawing
                 of blueprints.
         10.     Develop the use of design terms in oral presentations and written
                 assignments.
         11.     Select proper furniture styles and fabrics to satisfy client needs.
         12.     Identify types of finishes and their appropriate application.
         13.     Develop written skills that are necessary for communicating with
                 design sources, work rooms and clients.
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Interior Design Curriculum Proposal, Pg. 15




III.   RELATIONSHIP TO STUDENTS
       A. Credits/Contact Hours
            (Complete this section only if you wish to change the credits or contact hours for the
            course, and provide a rationale for proposed change in credits and contact hours. See the
            formula for credits and contact hours on the Curriculum Website.)

                 Credit Hours: 3                 Contact Hours: 5

                 Lecture: 1      Lab: 4          Studio____       Internship_____

       B.        Course Fees
                 (Complete this section only if the proposed revision has an impact on the fees
                 students will be charged when enrolling in the course.)

                 Lab Fees: X                     Course Fees_________

       C.        Prerequisites/Corequisites
                 (Complete this section only if you wish to change the prerequisites or Corequisites for
                 this course. Provide a rationale for the proposed change.)

                 Corequisite: INT102- Interior Textile and Finishes and
                              INT115- Interior Design Careers Seminar.
                 Rationale: These are new courses to enhance skills and knowledge.

IV.    RELATIONSHIP TO FACILITIES/COLLEGE RESOURCES

       A.        Will the proposed course revision require additional staff? If so,
                 please specify.
                 No.

       B.        Will the proposed course revision require additional equipment,
                 space, technology, etc.? If so, please specify.
                 No.

V.     RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
       (Complete this section out only if you wish to make an existing course a SUNY General
       Education course.)

       A.        Identify which of the ten SUNY knowledge and skills areas the
                  course will fulfill.

                 The ten SUNY knowledge and skill areas are Mathematics, Natural
                 Sciences, Social Sciences, American History, Western Civilization, Other World
                 Civilizations, Humanities, The Arts, Foreign Language, Basic Communication.
                 For a list of existing SUNY-approved General Education courses offered at
                 SCCC, see the curriculum website.


       B.        Demonstrate how the course outcomes map to the SUNY Learning
                 Outcomes for the knowledge and skills areas you have identified. (For a
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                 complete list of SUNY-approved General Education Learning Outcomes, see the
                 curriculum website.)



       C.        How does this course incorporate the SUNY infused competencies of
                 Critical Thinking and Information Management? (See the SUNY-approved
                 General Education Learning Outcomes for Information Management and Critical
                 Thinking on the curriculum website.)



       D.        Do the faculty within the department/discipline agree to assess this
                 course according to the approved SUNY-approved Campus Based
                 General Education Assessment Plan or the SUNY-approved
                 Strengthened Campus-Based Assessment Plan, using assessment
                 measures, i.e., instruments that measure the attainment of student
                 learning outcomes as described in the plan?

VI.    SAMPLE COURSE OUTLINE
       (See Faculty Handbook online for guidelines.)

                       SUFFOLK COUNTY COMMUNITY COLLEGE
                       EASTERN CAMPUS, RIVERHEAD, NEW YORK
                                 COURSE OUTLINE

Course Title: Interior Design I                        Instructor: Prof. Laurette Lizak
Catalog No.:INT101 (3 cr./5 contact hrs.)              Office: O-119
CRN No.:                                               Office Phone: 548-3550
Web: http://www2.sunysuffolk.edu/                      Email: lizakl@sunysuffolk.edu
lizakl/interior_design

TEXT: Beginnings of Interior Environment, Allen and Stimpson and Jones 9th Edition

I.     OBJECTIVES OF THE COURSE
       By completion of the course each student will be able to:

       a. Demonstrate the skills of visual organization and aesthetics in the creation of interior
          environments.
       b. Develop effective graphic and oral presentation skills.
       c. Demonstrate knowledge of color theory in the selection of fabrics, wallpaper and
          paint appropriate for residential spaces.
       d. Analyze client needs through an interview process to produce a creative design
          solution which satisfies client requirements.
       e. Develop scaled drawings and elevations after assessment and measurement of on-site
          space.
       f. Determine proper furniture placement as it relates to traffic flow.
       g. Develop awareness of the elements and principles of design so as to stimulate a more
          creative approach to problem solving.
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       h.   Identify types of fabrics and their appropriate application.
       i.   Evaluate design concepts through reading and analyzing current field literature.
       j.   Develop awareness of visual symbols used in the reading and drawing of blueprints.
       k.   Develop the use of design terms in oral presentations and written assignments.
       l.   Select proper furniture styles and fabrics to satisfy client needs.
       m.   Evaluate and analyze the many job-related possibilities in the interior design field.
       n.   Identify types of finishes and their appropriate application.
       o.   Develop written skills that are necessary for communicating with design sources and
            clients.

II.    PROCEDURES FOR ACCOMPLISHING OBJECTIVES
       A.  Lecture – classroom demonstrations.
       B.  Class discussion
       C.  Studio
       D.  Visual aids
       E.  Outside reading
       F.  Homework assignments
       G.  Two oral presentations and projects
       H.  Final Exam
       I.  Critiques and discussion of student work

III.   STUDENT REQUIREMENTS FOR COMPLETION OF COURSE:
       It is the responsibility of the student to keep current with material when absent. It is not
       the responsibility of the instructor to call the absentee student with the assignments.

       A.   Must attend all classes and participate in class discussions and activities.
       B.   Read assigned material.
       C.   Take notes.
       D.   Weekly quizzes on chapter readings.
       F.   Successful completion of projects.
       G.   Final examination.

IV.    MATERIALS REQUIRED
       Color Pencils
       30-inch metal T-square
       Mechanical pencil
       Lead Holder
       Leads: 2H, H, HB
       White Eraser
       45 Triangle – 12” high
       ¼” furniture template
       100% Cotton Rag Vellum 18 x 24 Pad
       Inexpensive tracing paper – white or yellow, roll or pad 18”
       Architects scale ruler
       Drafting tape or drafting dots
       Sharpener for Lead Holder Pencil
       1 Plastic sleeve (18x34)
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       Dusting Brush
       Eraser Stick: Tuff Stuff
       Eraser Shield with little circles
       Scissors
       Optional: Vellum writer: Black

V.     GRADING SCALE:
       A. EXCEPTIONAL; means objectives of the assignment are fully understood as applied
          to the particular assignment and an intriguing balance exists between clear
          communication of the message and creativity. The assignment is executed with
          impeccable craftsmanship, accuracy, and neatness. The assignment exists as part of
          the complete design development. A quality piece of work.
       B. HIGH; objectives are met and design principles are primarily well understood. May
          be lacking in overall design quality, craftsmanship, clarity, or design development
          Good overall effort.
       C. AVERAGE; the minimum requirements of the assignment have been met but not
          exceeded. Extra effort and insight into development of the basic assignment are
          necessary to produce higher quality work.
       D. BELOW AVERAGE; there exist problems in completely understanding the concept
          or objectives of an assignment. Incompleteness in several areas of craftsmanship,
          design, creativity, clarity, or development are also apparent.
       F. UNACCEPTABLE; do assignment over. See instructor immediately for further
          clarification.

          GRADE          NUMERIC GRADE             QUALITY POINTS PER CREDIT
           A               100 - 90                          4.0
          B+               89.9 – 85                         3.5
           B               84.9 – 80                         3.0
          C+               79.9 – 75.0                       2.5
           C               74.9 – 70                         2.0
          D+               69.9 – 65.0                       1.5
           D               64.9 – 60                         1.0
           F               59.9 – BELOW                        0

VI.    GRADING POLICY
       2 Projects                          40%
       1 Exam                              30%
       Textbook Chapter Worksheets         20%
       Class Participation                 10%

VII.   ATTENDANCE POLICY
       2 absences = permitted
       2 lateness = 1 absence

VIII. COLLEGE ACADEMIC INTEGRITY
         The college’s Student Code of Conduct expressly prohibits “any and all forms of
      academic or other dishonesty.” While this code should be read broadly and does not
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       define such conduct in exhaustive terms, the following conduct clearly falls under the
       heading of academic integrity.
           Cheating: Any form of cheating, be it on a formal examination, informal quiz or
       other submitted material, is a violation of college conduct. Copying material from fellow
       students or from other sources during an examination may result in a failing grade for the
       course and/or serious disciplinary sanctions as outlined in the Code of Conduct. When
       students work together on a project, this becomes a joint responsibility for a group so
       designated and should be limited to the people and resources agreed upon with the
       instructor.
           Plagiarism: Students should realize that presenting the words and ideas of others as
       their own is dishonest. In writing, students must fully acknowledge the source of any
       paraphrased passages and any ideas which they have borrowed. Failure to conform to
       these academic standards is plagiarism and may result in a failing grade for the course
       and/or serious disciplinary sanctions as outlined in the Code of Conduct.

IX.    STUDIO TIME

       When workshop time begins in class, please put your name on a list on the blackboard,
       otherwise the instructor will float from student to student not knowing you need help.

X.     ASSIGNMENT SCHEDULE

       Week 1     Introduction
                  Lecture: Chapter 2: Elements and Principles
       Week 2     Lecture: Chapter 6 and 7: Space Planning
                  How to read a scale ruler. Tools of the Trade
       Week 3     Drawing the floor plan.
       Week 4     Lecture: Chapter 9: Textiles
                  Studio: Collage
       Week 5     Lecture: Chapter 3: Color.
                  Studio: Color and Textiles in application to an Interior.
       Week 6     Lecture: Chapter 10 and 11: Floors, Ceilings and Walls
                  Studio: How to do an elevation.
       Week 7     Presentation Techniques.
       Week 8     Project Due/ Oral Presentation.
       Week 9     Lecture: Chapter 8: Furniture and Accessories.
                  Studio: Displaying Accessories.
       Week 10    Studio: Floor Plan and Elevation.
       Week 11    Lecture: Chapter 12: Windows and Fireplaces.
                  Studio: Fireplace in an Elevation.
       Week 12    Chapter 13 and 1: The Profession.
                  Studio: Client Interviewing Techniques.
       Week 13    Studio: Project Two.
       Week 14    Project Two Due.
       Week 15    Final Examination.

XI.    COURSE SYLLABUS
       (See Appendix Below.)


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                      SUFFOLK COUNTY COMMUNITY COLLEGE
              COLLEGE COURSE SYLLABUS for INT101: INTERIOR DESIGN I

I.    Course Title: INT101 Interior Design I

II.   Catalog Description:

      Introduction to aesthetic, cultural and functional considerations that shape the interior
      environment. Principles of design, space, planning, color, textile, selection of furniture are
      explored as they relate to interior space. Studio sessions focus or residential spaces that
      introduce mechanical drawings skills, scaled floor plans and elevations. Presentations will
      emphasize the importance of verbal and graphic skills to communicate the design solution.
      (1 hr lecture, 4 hours studio). Corequisite INT115 and INT102 or permission of the
      instructor. Offered fall semester only.

III. Goals: (main concepts, principles, and skills you want students to learn from this
     course)

      1.   Demonstrate perception, visual organization and aesthetics in the creation of interior
           environments.
      2.   Develop graphic and oral presentation skills.
      3.   Demonstrate critical thinking skills through problem solving.
      4.   Exhibit the value of planning and time management skill in the completion of a
           design problem.
      5.   Apply design theory as it underlies what communicates and why.
      6.   Develop mechanical drawing skills to better understand spatial relationships.

IV. Outcome Behaviors: (what you expect students to do in order to demonstrate that the
    teaching goal was achieved – expected learning occurred)

      Upon completion of this course students will be able to:
      1. Demonstrate the skills of visual organization and aesthetics in the creation of interior
          environments.
      2. Develop effective graphic and oral presentation skills.
      3. Demonstrate knowledge of color theory in the selection of fabrics, wallpaper and
          paint appropriate for residential spaces.
      4. Analyze client needs through an interview process to produce a creative design
          solution which satisfies client requirements.
      5. Develop scaled drawings and elevations after assessment and measurement of on-site
          space.
      6. Determine proper furniture placement as it relates to traffic flow and client
          requirements.
      7. Develop awareness of the elements and principles of design so as to stimulate a more
          creative approach to problem solving.
      8. Identify types of fabrics and their appropriate application.
      9. Develop awareness of visual symbols used in the reading and drawing of blueprints.
      10. Develop the use of design terms in oral presentations and written assignments.
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     11.   Select proper furniture styles and fabrics to satisfy client needs.
     12.   Evaluate and analyze the many job-related possibilities in the interior design field.
     13.   Identify types of finishes and their appropriate application.
     14.   Develop written skills that are necessary for communicating with design sources and
           clients.

V.   Programs that Require this Course:

     Interior Design INDA- AAS

VI. Major Topics Required with Approximate Times for Each Major Topic: (5 contact
    hour course meets 250 minutes per week)

     Week 1:      Introduction: Lecture: Chapter 2: Elements and Principles.
     Week 2:      Lecture: Chapter 6 and 7: Space Planning- How to read a scale ruler and tools
                  of the trade.
     Week 3:      Drawing the floor plan.
     Week 4:      Lecture: Chapter 9: Textiles- Application to Furniture. Studio: Collage
     Week 5:      Lecture: Chapter 3: Color. Studio: Color and Textiles in application to an
                  interior.
     Week 6:      Lecture: Chapters 10 and 11- Floors, Ceilings and Walls. Studio: How to do
                  an elevation.
     Week 7:      Presentation techniques.
     Week 8:      Project Due/ Oral Presentation.
     Week 9:      Lecture: Chapter 8: Furniture and Accessories
     Week 10:     Studio: Floor Plan and Elevation.
     Week 11:     Lecture: Chapter 12 Windows and fireplaces. Studio: Fireplace in an
                  Elevation.
     Week 12:     Lecture: Chapter 13 and 1- The Presentation. Studio: Client Interviewing
                  Techniques.
     Week 13:     Studio: Project Two.
     Week 14:     Project Two Due.
     Week 15:     Final Examination.

VII. Special Instructions:

     A.    Prerequisite(s) to this Course: (list or indicate none)
           Corequisite: INT115- Interior Design Careers Seminar, INT102- Interior Textiles
           and Finishes or permission of instructor.

     B.    Course(s) that Require this Course as a Prerequisite: (list courses or indicate
           none)
           INT103- Interior Design II and INT107- Color for Interiors

     C.    External Jurisdiction: (list credentialing organization/association if appropriate
           or indicate none)
           None
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VIII. Supporting Information: (list – newspapers, journals, Internet resources, CD-
      ROMS, Videos, other teaching materials)
      Required Textbook: Beginning of Interior Environment by Allen and Stimpson

IX. Optional Topics: (list or indicate none)
    None

X.   Evaluation of Student Performance: (approximate time)
     2 Projects:                              40%
     1 Exam:                                  30%
     11 Textbook Chapter Worksheets           20%
     Class Participation/ Homework            10%




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                    SUFFOLK COUNTY COMMUNITY COLLEGE
                      NEW-COURSE PROPOSAL FORM
ORIGINATING CAMPUS: ( ) Ammerman (X) Eastern       ( ) Grant
   Date Submitted to Curriculum Committee: _____February 2009___

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.

PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        (X )     Electronic Letter-of-Intent

        (X )     Electronic Letter-of-Support from Executive Dean(s)

        (X )     Vote(s) of Department:

                 Name of Department: Business, Social Science and Visual Arts_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

        ( )      Campus Dean Final-Approval Form(s)


(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------


cc:     Dr. Candice Foley, College Associate Dean for Curriculum Development
        Dr. Tina Good, Chair of College Curriculum Committee
        Academic Chairs of affected departments



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Curriculum Committee Chair completes form below this line and, upon
approval, the Curriculum Committee Chair e-mails the entire proposal
packet to the College Associate Dean for Curriculum Development, with
electronic copies to the appropriate Executive Deans and the College
Curriculum Committee Chair. (If the proposal is not approved, the Curriculum
Committee Chair e-mails proposer and explains why proposal was not approved and
sends an electronic copy of explanation to the College Curriculum Chair and the
College Associate Dean for Curriculum Development.)
******************************************************************

       ( )       Vote of Curriculum Committee
                 Name of Committee:_______________________________
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____

       ( )       Vote of Ammerman Faculty Senate (if appropriate)
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                   Abstention_____

       ( )       Vote of East Congress (if appropriate)
                 For: _____ Against: _____       Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                    Abstention_____

       ( )Vote of Grant Assembly (if appropriate)
          For: _____ Against: _____       Abstentions: _____
          Date of Vote: __________
                Select One: Approved_____ Not approved_____
                            Abstention_____
******************************************************************

Proposal is _____Approved         _____Not Approved

Date________________________________________

Comments:




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NAME OF PROPOSAL: INT102 Interior Textiles and Finishes

DEPARTMENT/DISCIPLINE: Business, Social Science and Visual
Arts/Interior Design


I.     CATALOG DESCRIPTION:
       (Complete this section only if you wish to revise the catalog description. Provide the current as
       well as the proposed description, and state a rationale for the proposed change.)

       A survey of the history, science, and proper application of textiles and
       finishes in the interior environment. Examination and evaluation of textile
       identification, proper selection, methods of weaving, testing and maintenance
       of textiles. Demonstration through case studies of specifications, estimating
       of textiles and finishes, green design and textile codes. Culminates with the
       psychological and physical advantages of textiles in today’s interior’s.
       Corequisite INT101 or permission of instructor. Offered fall semester only.

II.    STATEMENT OF LEARNING OUTCOMES
       (Course outcomes should be stated in the form of what students will be expected to learn in
       the course precise, e.g., “Upon successful completion of this course, students will be able to
       demonstrate . . . . ”)

       Upon successful completion of this course, each student will:
       1. Identify and classify textiles by yarn and fiber content.
       2. Analyze and compare fabric content for the appropriate application for
           window treatments and upholstery.
       3. Define and use proper vocabulary to describe the appropriate usage of a
           specific textile.
       4. Estimate the amount of yardage of fabric or wallpaper needed for a
           specific job.
       5. Distinguish the various textile finishes and their appropriate application.
       6. Recognize the types/symbols used for textile testing and apply that
           knowledge to the appropriate application.
       7. Create an ambiance in an interior by applying textiles in a harmonious
           way.
       8. Categorize and label textiles into stylistic themes and color studies.
       9. Explain the appropriate use of textiles in sustainable design.


III.   RELATIONSHIP TO STUDENTS
       A.   Credits and Contact Hours
                 (Provide a rationale for proposed credits and contact hours. See the formula for credit
                 hours and contact hours on the Curriculum Website.)

       Credit Hours: 3                   Contact Hours: 4

       Lecture: 1        Lab: 3          Studio_____             Internship___

       B.        Course Fees
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                 (Will the student be charged additional fees for this course?)

                 Lab Fees: X              Course Fees__________

                 Please explain as necessary: Cover the cost of supplying and
                 maintaining textiles and finishes workroom.

       C.        Required/Elective/Restricted Elective
                 (Will this be a required course? If so, for which curricula? Provide a rationale as to
                 why this course should be required. If this is proposed as an elective or restricted
                 elective course, state what elective category it will fulfill and why it is appropriate for
                 that elective category.)

                 Required for Interior Design INDA-AAS. Based on student evaluations
                 from Intern/Co-op Placements it was decided that a Textile/ Finish
                 class was needed. Students entering their internship or the work force
                 are required to have a high performance ability in the selection of
                 appropriate fabrics. This required textiles class would address this
                 need.

       D.        Prerequisites/Corequisites
                 (What prerequisites or Corequisites will be required for this course? Provide a
                 rationale for these requirements.)

                 This course would be a Corequisite to INT101 Interior Design I and a
                 Prerequisite to a new course in second semester site course number
                 INT107 Color for Interiors.

       E.        Transferability
                 (Would this course transfer to any other institutions? If so, give examples of transfer
                 institutions/departments who would accept this course. Give the name(s) of the
                 courses it would transfer as. Demonstrate how transferability was determined.)

                 Yes. This course would transfer to other institutions as required or as
                 an elective:
                       Fashion Institute of Technology
                       New York School of Interior Design
                       Pratt Institute
                       School of Visual Arts
                       Syracuse University
                       SUNY, Buffalo
                       New York Institute of Technology

                 The title of this course at the above institutions is called: Textiles and
                 Finishes, Textiles for Interiors.

       F.        Master Schedule
                 (How would this course fit into the Master Schedule? How often would it be offered?
                 Would it be offered in the Fall? Spring? Summer? Winter?)

                 Fall offering only.
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                 Offering for all students currently enrolled in IND101 Interior Design I
                 as a Corequisite or have already taken IND101 Interior Design I.

       G.        Estimate of student enrollment
                 (How many students are anticipated to initially enroll in this course per semester? Per
                 year? How were these enrollment figures determined?)

                 The entering class for Interior Design is approximately 48-72
                 determined by statistics from entering class data. Total currently
                 enrolled as declared INDA-AAS majors in 2007 = 100 (09/26/07)

       H.        Class Size
                 (What is the maximum number of students that should be allowed to enroll in one
                 section of this course? Provide a rationale for this class size. Should the class size be
                 forcible?)

                 24 students per section.
                 Fabric workroom is limited in size and safety issue could exist if the
                 number of students exceeded 24.

IV.    RELATIONSHIP TO FACULTY
       A.   Number of current faculty available to teach proposed course and
            number of additional faculty required.
            1 Full-time Faculty
            3 Adjunct Faculty

       B.        Number of other staff positions required.
                 Part-time PA to keep fabric room organized, updated and maintained
                 with proper resources.

       C.        Discipline(s) required and/or minimum preparation in order to teach
                 the course.
                 No. First semester entry level class. Interior Design Undergraduate
                 Degree, Masters preferred.

V.     RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
       Is this course being proposed as a SUNY General Education Course. If so,

       A.        Identify which of the ten SUNY knowledge and skills areas the course
                 would fulfill.

                 *The ten SUNY knowledge and skill areas are Mathematics, Natural
                 Sciences, Social Sciences, American History, Western Civilization,
                 Other World Civilizations, Humanities, The Arts, Foreign Language, and
                 Basic Communication.

       B.        Demonstrate how the course outcomes map to the SUNY Learning
                 Outcomes for the knowledge and skills areas you have identified. (See


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                 the Curriculum Website for further details about the required
                 outcomes.)

       C.        How does this course incorporate the SUNY infused competencies of
                 Critical Thinking and Information Management? (See the Curriculum
                 Website for further details about the required outcomes for
                 Information Management and Critical Thinking.)

       D.        Do the faculty within the department/discipline agree to assess this
                 course according to the approved *SUNY General Education
                 Assessment Plan, using assessment measures, i.e., instruments that
                 measure the attainment of student learning outcomes as described in
                 the plan?
                 *Be sure to see if the original assessment plan has been updated either through the
                 strengthened campus-based assessment plan or through a closing-the-loop process.
                 Contact Dr. Allen Jacobs, College Associate Dean for Assessment of Academic and
                 Student Affairs for further information.

VI.    COSTS
       List costs and space requirements.

VII.   COURSE SYLLABUS
       (See Appendix Below.)

                        SUFFOLK COUNTY COMMUNITY COLLEGE
              COLLEGE COURSE SYLLABUS for INT102: INTERIOR DESIGN
                           TEXTILES AND FINISHES

I.     Course Number and Title:
       (Be sure to consider whether this course is a 100- or 200-level course and give a
       rationale for the decision.)
       INT102 Interior Textiles and Finishes
       The course is a corequisite to INT101 Interior Design I and provides a more
       comprehensive course on textiles and finishes that is necessary for the interior designer.

II.    Catalog Description:
       A survey of the history, science, and proper application of textiles and finishes in the
       interior environment. Examination and evaluation of textile identification, proper
       selection, methods of weaving, testing and maintenance of textiles. Demonstration
       through case studies of specifications, estimating of textiles and finishes, green design
       and textile codes. Culminates with the psychological and physical advantages of textiles
       in today’s interiors. Corequisite INT101 or permission of instructor. Offered fall semester
       only.

III.   Learning Outcomes: (Main concepts, principles, and skills you want students to learn
       from this course)

       Upon completion of this course, students will be able to:
       1.  Describe and recognize the properties and structure of textiles.
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       2.    Collect, label and categorize most commonly used textiles and finishes used in the
             interior world.
       3.    Analyze textile performance standards: flammability, abrasion and colorfast
             quality.
       4.    Appraise the application of various finishes: wood, metal, plastic as it applies to
             case goods.
       5.    Create a personalized space by manipulating color, texture, and pattern to
             compliment user needs.
       6.    Demonstrate the ability to write a fixtures, furnishings and equipment (FFandE)
             request so as to expedite the process of working with workrooms.
       7.    Assess the application of textile and finishes in historical periods and demonstrate
             its uses in today’s interiors.
       8.    Examine the role and performance of workrooms in the production of customized
             upholstery.
       9.    Illustrate the application of passementerie to enhance the aesthetics of upholstered
             goods and window treatments.
       10.   Analyze and estimate the use of textiles in upholstery and window treatments.
       11.   Analyze the proper application and usage of textiles and finishes as it pertains to
             case goods and window treatments.
       12.   Assess the continual technological advancement of textiles and finishes.

IV.    Programs that Require this Course: (List or indicate none.)
       Interior Design INDA- AAS

V. Major Topics Required: (3 credits/4 contact hours/ 200 minimum)
      Week 1:     Textile Industry
      Week 2:     Fiber and yarn construction
      Week 3:     Fabric conversion, estimating and maintenance
      Week 4:     Textile science: specifications, testing and labeling
      Week 5:     Textile Aesthetics: the art of ambiance
      Week 6:     Studio: Textile identification and application
      Week 7:     Wall-covering
      Week 8:     Window treatment
      Week 9:     Linens, tabletop, accessories
      Week 10: Area rugs and broadloom carpet
      Week 11: Finishes and their application
      Week 12: Upholstered furniture and slipcovers
      Week 13: Regional and thematic styles in textiles
      Week 14: Sustainability in the use of textiles
      Week 15: Continuing education and professional development

VI. Special Instructions:
       A.     Prerequisite(s) to this Course: (List or indicate none)
              Corequisite: INT101 or permission of instructor

       B.        Course(s) that Require this Course as a Prerequisite:
                 (List courses or indicate none)
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                 INT103: Interior Design II
                 INT107: Color for Interiors

       C.        External Jurisdiction: (List credentialing organization/association if
                 appropriate or indicate none.)
                 None

VII.   Supporting Information: (Examples – newspapers, journals, Internet resources, CD-
       ROMS, Videos, other teaching materials, textbooks, etc.)
       Textbook: Interior Textiles, Karla Nielson
       Swatch Book Textile Fabric Consultants: Swatch Kit

VIII. Optional Topics: (List or indicate none)
      None

IX.    Evaluation of Student Performance:
       List possible methods to be used for evaluating students’ achievement of the course’s
       learning outcomes.

       Weekly Quizzes                  10%
       Residential Textile Project:    40%
       Complete Swatch Kit:            40%
       Final Exam:                     10%

X.     Sample Course Outline
       (See Faculty Handbook online at http://depthome.sunysuffolk.edu/FacultyHandbook/ for
       guidelines.)

                       SUFFOLK COUNTY COMMUNITY COLLEGE
                       EASTERN CAMPUS, RIVERHEAD, NEW YORK
                                 COURSE OUTLINE

Course Title: Interior Textiles and Finishes            Instructor: Prof. Laurette Lizak
Catalog No.: IN102 3cr./4 contact hours                 Office: O-119
CRN:                                                    Office Phone: 548-3550
Web:http://www2.sunysuffolk.edu/lizak/                  Email: lizakl@sunysuffolk.edu
interior_design

TEXT: Interior Textiles, Karla J. Nielson
      Swatch Book Textile Fabric Consultants: Swatch Kit

I.     OBJECTIVES OF THE COURSE:
       Upon successful completion of this course, students will…
       1.    Describe and recognize the properties and structure of textiles.
       2.    Collect, label and categorize most commonly used textiles and finishes used in the
             interior world.
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Interior Design Curriculum Proposal, Pg. 31



       3.        Analyze textile performance standards: flammability, abrasion and colorfastness.
       4.        Appraise the application of various finishes: wood, metal, plastic as it applies to
                 case goods.
       5.        Create a personalized space by manipulating color, texture, and pattern to
                 compliment user needs.
       6.        Demonstrate the ability to write a fixtures, furnishings and equipment (FFandE)
                 request so as to expedite the process of working with workrooms.
       7.        Assess the application of textile and finishes in historical periods and demonstrate
                 its uses in today’s interiors.
       8.        Examine the role and performance of workrooms in the production of customized
                 upholstery.
       9.        Illustrate the application of passementerie to enhance the aesthetics of upholstered
                 goods and window treatments.
       10.       Analyze and estimate the use of textiles in upholstery and window treatments.
       11.       Analyze the proper application and usage of textiles and finishes as it pertains to
                 case goods and window treatments.
       12.       Assess the continual technological advancement of textiles and finishes.

II.    PROCEDURES FOR ACCOMPLISHING OBJECTIVES
       A.  Lecture and discussion
       B.  Class discussion
       C.  Seven themed textile projects
       D.  Outside reading and research
       E.  Completion of fabric swatch book
       F.  Exams and Quizzes
       G.  Critiques

III.   STUDENT REQUIREMENTS FOR COMPLETION OF COURSE:
       It is the responsibility of the student to keep current with material when absent. It is not
       the responsibility of the instructor to call the absentee student with the assignments.

       A.    Must attend all classes and participate in class discussions and activities.
       B.    Read assigned material.
       C.    Take notes.
       D.    Complete swatch kit.
       E.    Weekly quizzes on chapter readings.
       F.    Residential Textile Projects.
       G.    Final examination.

IV.    MATERIALS REQUIRED
       Fabric (specified in each project)
       Scissors
       Glue

IV.    GRADING SCALE:
       A.  EXCEPTIONAL; means objectives of the assignment are fully understood as
           applied to the particular assignment and an intriguing balance exists between clear
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Interior Design Curriculum Proposal, Pg. 32



                 communication of the message and creativity. The assignment is executed with
                 impeccable craftsmanship, accuracy, and neatness. The assignment exists as part
                 of the complete design development. A quality piece of work.
       B.        HIGH; objectives are met and design principles are primarily well understood.
                 May be lacking in overall design quality, craftsmanship, clarity, or design
                 development Good overall effort.
       C.        AVERAGE; the minimum requirements of the assignment have been met but not
                 exceeded. Extra effort and insight into development of the basic assignment are
                 necessary to produce higher quality work.
       D.        BELOW AVERAGE; there exist problems in completely understanding the
                 concept or objectives of an assignment. Incompleteness in several areas of
                 craftsmanship, design, creativity, clarity, or development are also apparent.
       F.        UNACCEPTABLE; do assignment over. See instructor immediately for further
                 clarification.

            GRADE         NUMERIC GRADE             QUALITY POINTS PER CREDIT
              A             100 - 90                           4.0
              B+            89.9 – 85                          3.5
              B             84.9 – 80                          3.0
              C+            79.9 – 75.0                        2.5
              C             74.9 – 70                          2.0
              D+            69.9 – 65.0                        1.5
              D             64.9 – 60                          1.0
               F            59.9 – BELOW                        0

V.     ATTENDANCE POLICY
       2 absences = permitted
       2 lateness = 1 absence

VI.    COLLEGE ACADEMIC INTEGRITY
           The college’s Student Code of Conduct expressly prohibits “any and all forms of
       academic or other dishonesty.” While this code should be read broadly and does not
       define such conduct in exhaustive terms, the following conduct clearly falls under the
       heading of academic integrity.
           Cheating: Any form of cheating, be it on a formal examination, informal quiz or other
       submitted material, is a violation of college conduct. Copying material from fellow
       students or from other sources during an examination may result in a failing grade for the
       course and/or serious disciplinary sanctions as outlined in the Code of Conduct. When
       students work together on a project, this becomes a joint responsibility for a group so
       designated and should be limited to the people and resources agreed upon with the
       instructor.
           Plagiarism: Students should realize that presenting the words and ideas of others as
       their own is dishonest. In writing, students must fully acknowledge the source of any
       paraphrased passages and any ideas which they have borrowed. Failure to conform to
       these academic standards is plagiarism and may result in a failing grade for the course
       and/or serious disciplinary sanctions as outlined in the Code of Conduct.

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Revised 9/2006
Interior Design Curriculum Proposal, Pg. 33




VIII. WEEKLY SCHEDULE

       Week 1:    Textile Industry
       Week 2:    Fiber and yarn construction
       Week 3:    Fabric conversion, estimating and maintenance
       Week 4:    Textile science: specifications, testing and labeling
       Week 5:    Textile Aesthetics: the art of ambiance
       Week 6:    Studio: Textile identification and application
       Week 7:    Wall-covering
       Week 8:    Window treatment
       Week 9:    Linens, tabletop, accessories
       Week 10:   Area rugs and broadloom carpet
       Week 11:   Finishes and their application
       Week 12:   Upholstered furniture and slipcovers
       Week 13:   Regional and thematic styles in textiles
       Week 14:   Sustainability in the use of textiles
       Week 15:   Continuing education and professional development




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Revised 9/2006
Interior Design Curriculum Proposal, Pg. 34




                   SUFFOLK COUNTY COMMUNITY COLLEGE
                   COURSE-REVISION PROPOSAL FORM

ORIGINATING CAMPUS: ( ) Ammerman ( X ) Eastern      ( ) Grant
     Date Submitted to Curriculum Committee: _____02/09_____

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.

PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        ( X ) Electronic Letter of Intent

        ( X ) Electronic Letter of Support from Executive Dean(s)

        ( X ) Vote(s) of Department:

                 Name of Department: Business, Social Science and Visual Arts_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

        ( )      Campus Dean Final Approval Form(s)


(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------


cc:     Dr. Candice Foley, College Associate Dean for Curriculum Development
        Dr. Tina Good, College Curriculum Committee Chair
        Academic Chairs of affected departments



                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 35




NAME OF PROPOSAL: INT103 INTERIOR DESIGN II

DEPARTMENT/DISCIPLINE: Business, Social Science and Visual
Arts/Interior Design

I.     CATALOG DESCRIPTION:

       Continuation of Interior Design I in which more complex design problems are
       approached and drafting skills refined. Through studio sessions, a series of
       residential spaces are evaluated, client needs assessed, and trade sources
       explored so as to further develop the design process from an abstract to
       designed solution. Floor plans, elevations are graphically supported by
       axonometric and isometric paraline drawings. An emphasis is placed on
       professional presentations and oral communication skills. Prerequisite:
       INT101, INT102 and INT 115 or permission of the instructor, corequisite:
       INT105, INT107 or permission of the instructor. Offered spring semester
       only.

II.    STATEMENT OF COURSE OUTCOMES

       Upon successful completion the student will be able to demonstrate:

       1.     Develop oral communication skills through proper use of design
             vocabulary so as to enhance sales ability and client relations.
       2.    Measure on site spaces and draw floor plans and elevations in ¼” and ½”
             scale.
       3.    Modify design solution when client needs have not been met.
       4.    Describe the scope of the job in the format of a client profile, program
             and design concept.
       5.    Develop floor plan into 3D paraline drawings, isometric and axonometric.
       6.    Visit trade sources, collect and categorize information into an accessible
             file system.
       7.    Analyze budge constraints versus client needs.
       8.    Write specifications to trade sources to properly order furniture and
             fabrics.
       9.    Illustrate knowledge of universal measurements through accurately
             drawn floor plans and elevations.
       10.   Select furniture, accessories, rugs, etc. from design-on-line and/or trade
             web sites.
       11.   Develop interviewing techniques for a clear understanding of client
             requirements.
       12.   Evaluate and apply proper materials and finishes for the use of beddings
             and upholstery.
       13.   Synthesize information and needs for establishing guidelines for
             appropriate bathroom layout and fixture selection.
       14.   Determine appropriate style of window treatments based on direction of
             light, fabric weight, and mechanical limitations.


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Revised 9/2006
Interior Design Curriculum Proposal, Pg. 36




III.   RELATIONSHIP TO STUDENTS
       A. Credits/Contact Hours
            (Complete this section only if you wish to change the credits or contact hours for the
            course, and provide a rationale for proposed change in credits and contact hours. See
            the formula for credits and contact hours on the Curriculum Website.)

            Credit Hours: 3                  Contact Hours: 5

            Lecture: 1         Lab: 4        Studio__        Internship_____

       B.   Course Fees
            (Complete this section only if the proposed revision has an impact on the fees
            students will be charged when enrolling in the course.)

            Lab Fees: X                 Course Fees________

       C.   Prerequisites/Corequisites
            (Complete this section only if you wish to change the prerequisites or Corequisites   for
            this course. Provide a rationale for the proposed change.)

            Prerequisite: INT101 Interior Design I
            Corequisite: INT105 History of Interiors and Architecture I and INT107-
            Color for Interiors
            Rationale: INT105 History of Interiors and Architecture I and INT107-
            Color for Interiors are new courses that have been developed so as to
            offer the necessary skills and knowledge to compliment the basics in
            INT102.

IV.    RELATIONSHIP TO FACILITIES/COLLEGE RESOURCES

       A.        Will the proposed course revision require additional staff? If so, please
                 specify.
                 No

       B.        Will the proposed course revision require additional equipment, space,
                 technology, etc.? If so, please specify.
                 No

V.     RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
       (Complete this section out only if you wish to make an existing course a SUNY General
       Education course.)

       A.        Identify which of the ten SUNY knowledge and skills areas the course
                 will fulfill. The ten SUNY knowledge and skill areas are Mathematics, Natural
                 Sciences, Social Sciences, American History, Western Civilization, Other World
                 Civilizations, Humanities, The Arts, Foreign Language, Basic Communication.
                 For a list of existing SUNY-approved General Education courses offered at
                 SCCC, see the curriculum website.

       B.        Demonstrate how the course outcomes map to the SUNY Learning
                 Outcomes for the knowledge and skills areas you have identified. (For a
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Interior Design Curriculum Proposal, Pg. 37



                  complete list of SUNY-approved General Education Learning Outcomes, see the
                  curriculum website.)

        C.        How does this course incorporate the SUNY infused competencies of
                  Critical Thinking and Information Management? (See the SUNY-approved
                  General Education Learning Outcomes for Information Management and Critical
                  Thinking on the curriculum website.)

        D.        Do the faculty within the department/discipline agree to assess this
                  course according to the approved SUNY-approved Campus Based
                  General Education Assessment Plan or the SUNY-approved
                  Strengthened Campus-Based Assessment Plan, using assessment
                        measures, i.e., instruments that measure the attainment of
                  student learning outcomes as described in the plan?

VI.     SAMPLE COURSE OUTLINE
        (See Faculty Handbook online for guidelines.)

                        SUFFOLK COUNTY COMMUNITY COLLEGE
                        EASTERN CAMPUS, RIVERHEAD, NEW YORK
                                  COURSE OUTLINE

Course: Interior Design II                            Instructor: Prof. Laurette Lizak
Catalog: INT103 (3 Credits/5 contact hrs.)            Office: O-104
CRN:                                                  Phone: 548-3550
Web: http://www2.sunysuffolk.edu/                     Email: lizakl@sunysuffolk.edu
lizak/interior design

TEXT:         Residential Interior Design, Maureen Mitton
             The Window and Bed Sketchbook, Wendy Baker
             “Beginning of Interior Environment”, Allen

I.      OBJECTIVES OF THE COURSE
        By completion of the course each student will be able to:

        1.      Develop oral communication skills through proper use of design vocabulary so as to
                enhance sales ability and client relations.
        2.      Measure on site spaces and draw floor plans and elevations in ¼” and ½” scale.
        3.      Modify design solution when client needs have not been met.
        4.      Describe the scope of the job in the format of a client profile, program and design concept.
        5.      Develop floor plan into 3D paraline drawings, isometric and axonometric.
        6.      Visit trade sources, collect and categorize information into an accessible file system.
        7.      Analyze budge constraints versus client needs.
        8.      Write specifications to trade sources to properly order furniture and fabrics.
        9.      Illustrate knowledge of universal measurements through accurately drawn floor plans and
                elevations.
        10.     Select furniture, accessories, rugs, etc. from Design-on-line and/or trade websites.
        11.     Develop interviewing techniques for a clear understanding of client requirements.
        12.     Evaluate and apply proper materials and finishes for the use of bedding and upholstery.

                  ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 38



       13.   Synthesize information and needs for establishing guidelines for appropriate bathroom
             layout and fixture selection.
       14.   Determine appropriate style of window treatments based on direction of light fabric weight,
             and mechanical limitations.

II.    PROCEDURE FOR ACCOMPLISHING OBJECTIVES:
       A. Lecture and classroom demonstrations
       B. Class discussion
       C. Workshops
       D. Visual aids
       E. Outside reading
       F. Homework assignments
       G. Oral presentations
       H. Visit to trade sources
       I. Critiques and discussion of student work

III.   STUDENT REQUIREMENTS FOR COMPLETION OF COURSE:
       It is the responsibility of the student to keep current with material when absent. It is not the
       responsibility of the instructor to call the absentee student with the assignments.

       A.        Class Participation
       B.        3 Residential Projects
       C.        Weekly Quiz
       D.        Final Exam
       E.        All projects will be presented in a clear, organized and
                 professional manner.
       F.        You must be prepared with the necessary drawing tools and
                 supplies to fully participate in studio time.

IV.    MATERIALS REQUIRED:
       Lead holder
       H, 2H, HB leads
       architects’ scale
       10" 90/45 triangle
       Sharpener
       metal 30" T square
       18" roll of tracing paper
       furniture template in 1/4" scale
       white eraser
       100% Rag Vellum 18" x 24" sheets
       Tape
       triangle 30° /60° /90°.
       drawing board, optional

V.     GRADING SCALE:
       A. EXCEPTIONAL; means objectives of the assignment are fully understood as applied to the
          particular assignment and an intriguing balance exists between clear communication of the
          message and creativity. The assignment is executed with impeccable craftsmanship, accuracy,
          and neatness. The assignment exists as part of the complete design development. A quality
          piece of work.

                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 39



        B. HIGH; objectives are met and design principles are primarily well understood. May be
           lacking in overall design quality, craftsmanship, clarity, or design development Good overall
           effort.
        C. AVERAGE; the minimum requirements of the assignment have been met but not exceeded.
           Extra effort and insight into development of the basic assignment are necessary to produce
           higher quality work.
        D. BELOW AVERAGE; there exist problems in completely understanding the concept or
           objectives of an assignment. Incompleteness in several areas of craftsmanship, design,
           creativity, clarity, or development are also apparent.
        F. UNACCEPTABLE; do assignment over. See instructor immediately for further clarification.

            GRADE          NUMERIC GRADE                    QUALITY POINTS PER CREDIT
              A              100 - 90                                 4.0
             B+              89.9 – 85                                3.5
              B              84.9 – 80                                3.0
             C+              79.9 – 75.0                              2.5
              C              74.9 – 70                                2.0
             D+              69.9 – 65.0                              1.5
              D              64.9 – 60                                1.0
              F              59.9 – BELOW                               0

VI.     GRADING POLICY
        3 Residential Projects                 60%
        Resource File                          10%
        Weekly Quiz/Class Participation        10%
        Final Exam                             20%

VII.    ATTENDANCE POLICY
        2 absences = permitted
        2 lateness = 1 absence

VIII.   COLLEGE ACADEMIC INTEGRITY
             The college’s Student Code of Conduct expressly prohibits “any and all forms of academic or
        other dishonesty.” While this code should be read broadly and does not define such conduct in
        exhaustive terms, the following conduct clearly falls under the heading of academic integrity.
             Cheating: Any form of cheating, be it on a formal examination, informal quiz or other
        submitted material, is a violation of college conduct. Copying material from fellow students or
        from other sources during an examination may result in a failing grade for the course and/or
        serious disciplinary sanctions as outlined in the Code of Conduct. When students work together
        on a project, this becomes a joint responsibility for a group so designated and should be limited to
        the people and resources agreed upon with the instructor.
             Plagiarism: Students should realize that presenting the words and ideas of others as their own
        is dishonest. In writing, students must fully acknowledge the source of any paraphrased passages
        and any ideas which they have borrowed. Failure to conform to these academic standards is
        plagiarism and may result in a failing grade for the course and/or serious disciplinary sanctions as
        outlined in the Code of Conduct.

IX.     STUDIO TIME

        When workshop time begins in class, please put your name on a list on the blackboard, otherwise
        the instructor will float from student to student not knowing you need help.
                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
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Interior Design Curriculum Proposal, Pg. 40




X.     ASSIGNMENT SCHEDULE

       Week 1      Course outline- How to write a client profile and program.
                   Studio: Draw floor plan in ½” scale.
       Week 2      Client interview techniques, interior design as a career
                   Studio: Elevation.
       Week 3      Window treatments; Style and estimating.
                   Studio: How to do a section.
       Week 4      Lecture: Presentation techniques/marketing your design.
       Week 5      Project I Due; Oral presentation and juried critique.
       Week 6      Lecture: Construction codes/bathroom layout
                   Studio- Bedroom project
       Week 7      Lecture: Closet systems and bedding/linens
                   Studio: Bedroom layout
       Week 8      Lecture: Bathroom codes
                   Studio: Final layout
       Week 9      Lecture: Window/door installation
                   Studio: How to do an Axonometric
       Week 10     Lecture: Flooring: Wood vs. Carpet
                   Studio: Axonometric
       Week 11     Project II Due: Bedroom/bath design
                   Studio: Third Project- Nature
       Week 12     Lecture: Nature vs. Green Materials and Finishes
                   Studio: Layout of Space
       Week 13     Studio: Green solution
       Week 14     Project III Due; Oral Presentation
       Week 15     Project III returned; Final Exam

V.     COURSE SYLLABUS
       (See Appendix Below.)

                    SUFFOLK COUNTY COMMUNITY COLLEGE
             COLLEGE COURSE SYLLABUS FOR INT103 INTERIOR DESIGN II

I.     Course Title: INT103- Interior Design II

II.    Catalog Description:

       Continuation of Interior Design I in which more complex design problems are approached and
       drafting skills refined. Through studio sessions, a series of residential spaces are evaluated, client
       needs assessed, and trade sources explored so as to further develop the design process from an
       abstract to designed solution. Floor plans, elevations are graphically supported by axonometric
       and isometric paraline drawings. An emphasis is placed on professional presentations and oral
       communication skills. Prerequisite: INT101; Corequisite: INT105, INT107 or permission of the
       instructor. Offered spring semester only.

III.   Goals: (main concepts, principles, and skills you want students to learn from this course)

       1.    Demonstrate visual organization and aesthetics in the creation of living, bedroom and
             bathroom spaces.
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Interior Design Curriculum Proposal, Pg. 41



       2.    Develop 3D drawing ability so as to further design presentation skills.
       3.    Demonstrate critical thinking skills as it applies to client interview.
       4.    Apply design vocabulary and theory to oral presentation so as to enhance sales ability.
       5.    Apply color and textile theory to green design solution.
       6.    Develop and refine mechanical drawing skills to better understand spatial relationships.
       7.    Illustrate knowledge of universal measurements through accurately drawn floor plans and
             elevations.

IV.    Outcome Behaviors: (what you expect students to do in order to demonstrate that the
       teaching goal was achieved – expected learning occurred)

       Upon completion of this course students will be able to:

       1.    Develop oral communication skills through proper use of design vocabulary so as to
             enhance sales ability and client relations.
       2.    Measure on site spaces and draw floor plans and elevations in ¼” and ½” scale.
       3.    Modify design solution when client needs have not been met.
       4.    Describe the scope of the job in the format of a client profile, program and design concept.
       5.    Develop floor plan into 3D paraline drawings, isometric, axonometric.
       6.    Visit trade sources, collect and categorize information into an accessible file system.
       7.    Analyze budget constraints versus client needs.
       8.    Write specifications to trade sources to properly order furniture and fabrics.
       9.    Illustrate knowledge of universal measurements through accurately drawn floor plans and
             elevations.
       10.   Select furniture, accessories, rugs, etc. from design-on-line and/or trade web sites.
       11.   Develop interviewing techniques for a clear understanding of client requirements.
       12.   Evaluate and apply proper materials and finishes for the use of bedding and upholstery.
       13.   Synthesize information and needs for establishing guidelines for appropriate bathroom
             layout and fixture selection.
       14.   Determine appropriate style of window treatments based direction of light fabric weight,
             and mechanical limitations.

V.     Programs that Require this Course:

       Interior Design INDA- AAS

VI.    Major Topics Required with Approximate Times for Each Major Topic: (5 contact hour
       course meets 250 minutes per week)
       Week 1: Course outline- How to write a client profile and program.
                Studio: Draw floor plan in ½’ scale.
       Week 2: Client interview techniques, interior design as a career.
                Studio: Elevation.
       Week 3: Window treatments- style and estimating.
                Studio: How to do a section.
       Week 4: Lecture: Presentation techniques/marketing your design.
       Week 5: First project due- oral presentation/juried critique.
       Week 6: Lecture: Construction codes/bathroom layout.
                Studio: Bedroom project.
       Week 7: Lecture: closet systems and bedding/linens.
                Studio: Bedroom layout.
       Week 8: Lecture: Bathroom codes.
                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
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Interior Design Curriculum Proposal, Pg. 42



                 Studio: Final layout.
        Week 9: Lecture: Window/door installation.
                 Studio: How to do an Axonometric.
        Week 10: Lecture: Flooring: Wood vs. Carpet.
                 Studio: Third project- Nature.
        Week 11: Second project due- bedroom/bath design.
                 Studio: Third project- nature.
        Week 12: Lecture: Nature vs. green materials and finishes.
                 Studio: Layout of space.
        Week 13: Studio: Green solution.
        Week 14: Third Project due- Oral presentation.
        Week 15: Third Project returned, Final Exam.

VII.    Special Instructions:

        a. Prerequisite(s) to this Course: (list or indicate none)
           INT101 and INT102 and INT115 or permission of the instructor.

        b. Course(s) that Require this Course as a Prerequisite: (list courses or indicate none)
           INT201 and INT208

        c. External Jurisdiction: (list credentialing organization/association if appropriate or
           indicate none)
           None

VIII.   Supporting Information: (list – newspapers, journals, Internet resources, CD-ROMS,
        Videos, other teaching materials)

        Required Textbooks:
        Beginning of Interior Environment by Allen and Stimpson
        The Window and Bed Sketchbook by Wendy Baker
        Residential Interior Design, by Maureen Mitton

IX.     Optional Topics: (list or indicate none)

        None

X.      Evaluation of Student Performance: (approximate time)

        3 Residential Projects………………………………60%
        Resource File………………………………………10%
        Weekly Quiz/Class Participation…………………..10%
        Final Exam…………………………………………20%




                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 43




                   SUFFOLK COUNTY COMMUNITY COLLEGE
                     NEW-COURSE PROPOSAL FORM
ORIGINATING CAMPUS: ( ) Ammerman ( X ) Eastern      ( ) Grant
   Date Submitted to Curriculum Committee: _____February 2009___

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.

PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        ( X ) Electronic Letter-of-Intent

        ( X ) Electronic Letter-of-Support from Executive Dean(s)

        ( X ) Vote(s) of Department:

                 Name of Department: Business, Social Science and Visual Arts
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

        ( )      Campus Dean Final-Approval Form(s)


(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------


cc:     Dr. Candice Foley, College Associate Dean for Curriculum Development
        Dr. Tina Good, Chair of College Curriculum Committee
        Academic Chairs of affected departments



                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 44




Curriculum Committee Chair completes form below this line and, upon
approval, the Curriculum Committee Chair e-mails the entire proposal
packet to the College Associate Dean for Curriculum Development, with
electronic copies to the appropriate Executive Deans and the College
Curriculum Committee Chair. (If the proposal is not approved, the Curriculum
Committee Chair e-mails proposer and explains why proposal was not approved and
sends an electronic copy of explanation to the College Curriculum Chair and the
College Associate Dean for Curriculum Development.)
******************************************************************

       ( )       Vote of Curriculum Committee
                 Name of Committee:_______________________________
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____

       ( )       Vote of Ammerman Faculty Senate (if appropriate)
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                   Abstention_____

       ( )       Vote of East Congress (if appropriate)
                 For: _____ Against: _____       Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                    Abstention_____

       ( )Vote of Grant Assembly (if appropriate)
          For: _____ Against: _____       Abstentions: _____
          Date of Vote: __________
                Select One: Approved_____ Not approved_____
                            Abstention_____
******************************************************************

Proposal is _____Approved         _____Not Approved

Date________________________________________

Comments:




                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 45




NAME OF PROPOSAL: INT 105 History of Interiors and Architecture I

DEPARTMENT/DISCIPLINE: Business, Social Science and Visual
Arts/Interior Design


I.     CATALOG DESCRIPTION:
       A comprehensive survey of the major historical styles of architecture,
       interiors, furniture and the decorative arts from the ancient world through
       the 18th century. Lectures, readings and field trips focus on the development
       and recognition of styles: Antiquity, Renaissance, Baroque, Rococo,
       Neoclassic and Empire. No prerequisite. Offered spring semester only.

II.    STATEMENT OF LEARNING OUTCOMES
       (Course outcomes should be stated in the form of what students will be expected to learn in
       the course precise, e.g., “Upon successful completion of this course, students will be able to
       demonstrate . . . . ”)

       Upon successful completion of this course, each student will:
       1. Distinguish between the period styles of furniture and architecture
           through evaluation of design aesthetics.
       2. Define the historical contributions from the world of interiors antiquity
           through the renaissance.
       3. Assess the compositional features and motifs of furniture, architecture
           and      the decorative arts.
       4. Identify, evaluate and classify the design motifs that formulate each
           period time.
       5. Examine furniture and architecture from the social, political, economic
           and technological perspectives exclusive to each historical style.
       6. Analyze the relationship between interior architecture and furniture that
           define its spaces.
       7. Examine the critical aesthetic elements of design that creates each
           historical period.
       8. Compare and contrast distinguishing design features of the period
           styles.

III.   RELATIONSHIP TO STUDENTS
       A.   Credits and Contact Hours
                 (Provide a rationale for proposed credits and contact hours. See the formula for credit
                 hours and contact hours on the Curriculum Website.)

                 Credit Hours: 3                   Contact Hours_____

                 Lecture: 3        Lab_____        Studio_____           Internship_0__

       B.        Course Fees
                 (Will the student be charged additional fees for this course?)

                 Lab Fees__________              Course Fees__________

                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 46




                 Please explain as necessary:_________________________________


       C.        Required/Elective/Restricted Elective
                 (Will this be a required course? If so, for which curricula? Provide a rationale as to
                 why this course should be required. If this is proposed as an elective or restricted
                 elective course, state what elective category it will fulfill and why it is appropriate for
                 that elective category.)

                 Required for the Interior Design major INDA-AAS.

                 Currently the INDA-AAS curriculum requires an Art History elective.
                 Replacing this course with a content specific art history course will
                 address the need for the interior design major to understand the
                 historical body of knowledge that is the foundation for interior design.

       D.        Prerequisites/Corequisites
                 (What prerequisites or Corequisites will be required for this course? Provide a
                 rationale for these requirements.)

                 No Prerequisite or Corequisite.

       E.        Transferability
                 (Would this course transfer to any other institutions? If so, give examples of transfer
                 institutions/departments who would accept this course. Give the name(s) of the
                 courses it would transfer as. Demonstrate how transferability was determined.)

                 Yes. This course would transfer to other institutions as required or as
                 an elective:
                 New York School of Interior Design: Historical Styles
                 Pratt Institute: Survey of Art: Present to 18 C
                 School of Visual Arts: History of Interiors and Architecture I
                 Syracuse: Historical Backgrounds to 1600
                 California College of the Arts: History of Interiors I
                 Portland C.C.: History of Furniture: Ancient to 1800
                 Iowa State University: Interior Design, History and Theory

       F.        Master Schedule
                 (How would this course fit into the Master Schedule? How often would it be offered?
                 Would it be offered in the Fall? Spring? Summer? Winter?)

                 Spring only.

       G.        Estimate of student enrollment
                 (How many students are anticipated to initially enroll in this course per semester? Per
                 year? How were these enrollment figures determined?)

                 48+ students per year

       H.        Class Size

                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 47



                 (What is the maximum number of students that should be allowed to enroll in one
                 section of this course? Provide a rationale for this class size. Should the class size be
                 forcible?)

                 32 students may enroll per section.

IV.    RELATIONSHIP TO FACULTY
       A.   Number of current faculty available to teach proposed course and
            number of additional faculty required.
            1 full-time faculty
            1 adjunct faculty

       B.        Number of other staff positions required.
                 No other staff positions required.

       C.        Discipline(s) required and/or minimum preparation in order to teach
                 the course.
                 Bachelors in Interior Design with course work in the History
                 of Interiors or Preservation.

V.     RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
       Is this course being proposed as a SUNY General Education Course. If so,

       A.        Identify which of the ten SUNY knowledge and skills areas the course
                 would fulfill.
                 *The ten SUNY knowledge and skill areas are Mathematics, Natural Sciences,
                 Social Sciences, American History, Western Civilization, Other World
                 Civilizations, Humanities, The Arts, Foreign Language, Basic Communication.

       B.        Demonstrate how the course outcomes map to the SUNY Learning
                 Outcomes for the knowledge and skills areas you have identified. (See
                 the Curriculum Website for further details about the required
                 outcomes.)

       C.        How does this course incorporate the SUNY infused competencies of
                 Critical Thinking and Information Management? (See the Curriculum
                 Website for further details about the required outcomes for
                 Information Management and Critical Thinking.)

       D.        Do the faculty within the department/discipline agree to assess
                 thiscourse according to the approved *SUNY General Education
                 Assessment Plan, using assessment measures, i.e., instruments that
                 measure the attainment of student learning outcomes as described in
                 the plan?
                 *Be sure to see if the original assessment plan has been updated either through the
                 strengthened campus-based assessment plan or through a closing-the-loop process.
                 Contact Dr. Allen Jacobs, College Associate Dean for Assessment of Academic and
                 Student Affairs for further information.

VI.    COSTS
                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 48




       List costs and space requirements.

       None

VII.   COURSE SYLLABUS
       (See Appendix Below.)

                  SUFFOLK COUNTY COMMUNITY COLLEGE
       COLLEGE COURSE SYLLABUS FOR INT105 HISTORY OF INTERIORS AND
                              ARCHITECTURE I

I.     Course Number and Title: INT105 History of Interiors and Architecture I

II.    Catalog Description:
       A comprehensive survey of the major historical styles of architecture, interiors, furniture and
       decorative arts from the ancient world through the 18th century. Lectures, readings and field trips
       focus on the development and recognition of styles: Antiquity, Renaissance, Baroque, Rococo,
       Neoclassic and Empire. No Prerequisite. (3 hours lecture)

III.   Goals:
       (Main concepts, principles, and skills you want students to learn from this course)
       A.     Identify and evaluate characteristics and motifs as to be able to classify furniture and
              architecture into its appropriate historical period
       B.     Examine the application of the aesthetic elements of design that formulates each period
              of time
       C.     Analyze the relationship between interior architecture and furniture that define spaces
       D.     Differentiate the characteristics of each historical period and interpret this data in its
              application of future design trends

IV.    Outcome Behaviors:
       (what you expect students to do in order to demonstrate teaching goal was achieved – expected
       learning occurred)

       Upon completion of this course, students will be able to:
       1.   Recognize and classify the ornamental motifs and historical contribution that defines the
            periods of antiquity through the Renaissance.
       2.   Define and use proper vocabulary to describe period furniture and architecture.
       3.   Classify and identify the use of classic ornamentation that corresponds with the appropriate
            period of time.
       4.   Analyze and compare the aesthetic principles that formulate each historical period and
            prepare a written report to examine the period.
       5.   Illustrate the proper combination of historical styles to create an eclectic design solution.
       6.   Compare and examine the application of the different wood species utilized in each period.
       7.   Classify and define the type of leg/support system that defines each period.
       8.   Name and define the architectural characteristics that are applied to categorize each
            historical period.

V.     Programs that Require this Course:
       Interior Design INDA- AAS

VI.    Major Topics Required:
                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 49



        Week 1:    Antiquities: Egypt, Greek and Roman
        Week 2:    Middle Ages: Gothic
        Week 3:    Italian Renaissance
        Week 4:    French Renaissance
        Week 5:    English Renaissance
        Week 6:    Italian Baroque and French Baroque
        Week 7:    Mid-Term
        Week 8:     English Baroque
        Week 9:     French Rococo
        Week 10:   Georgian, England
        Week 11:   French Neoclassic
        Week 12:   English Neoclassic
        Week 13:   French Revival Styles
        Week 14:   English Revival Styles
        Week 15:   Final Exam

VII.    Special Instructions:

        A.    Prerequisite(s) to this Course: (List or indicate none)
              None

        B.    Course(s) that Require this Course as a Prerequisite: (List courses or indicate none)
              None

        C.    External Jurisdiction: (List credentialing organization/association if appropriate or
              indicate none.)
              None

VIII.   Supporting Information: (Examples – newspapers, journals, Internet resources, CD-ROMS,
        Videos, other teaching materials, textbooks, etc.)

        Required Textbook: The History of Interior Design, by Jennie Ireland.
        Slides and CD ROM: Furniture- Antiquity- Renaissance
        Jansen Slides of Architecture

IX.     Optional Topics: (List or indicate none)
        None

X.      Evaluation of Student Performance:
        List possible methods to be used for evaluating students’ achievement of the course’s learning
        outcomes.

        Mid-term Exam:                                        25%
        Final Exam:                                           25%
        Local Museum Paper:                                   15%
        New York City Museum Paper:                           20%
        Weekly Quizzes/Class Participation/Homework:          15%




                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 50




VIII. Sample Course Outline
       (See Faculty Handbook online at http://depthome.sunysuffolk.edu/FacultyHandbook/ for
       guidelines.)

                     SUFFOLK COUNTY COMMUNITY COLLEGE
                     EASTERN CAMPUS, RIVERHEAD, NEW YORK
                               COURSE OUTLINE

 Course Title: History of Interiors and              Instructor: Prof. Laurette Lizak
 Architecture I
 Catalog No.: INT105 3 credits                       Office: O-119
 CRN:                                                Office Phone: 548-3550
 Web: http://www2.sunysuffolk.edu/lizak/             Email: lizakl@sunysuffolk.edu
 interior_design

Required Text: The History of Interior Design, by Jennie Ireland.

I.     OBJECTIVES OF THE COURSE
       Upon successful completion of this course, students will:

       1.   Distinguish between the period styles of furniture and architecture through
            evaluation of design aesthetics.
       2.   Define the historical contributions from Antiquity through the Renaissance.
       3.   Assess the compositional features and motifs of a piece of furniture, architecture
            and the decorative arts.
       4.   Identify, evaluate and classify the design motifs that formulate each period time.
       5.   Examine furniture and architecture from the social, political, economic and
            technological perspectives exclusive to each historical style.
       6.   Analyze the relationship between interior architecture and furniture that define its
            spaces.
       7.   Examine the critical aesthetic elements of design that creates each historical period.
       8.   Compare and contrast distinguishing design features of the period styles.

XI.    PROCEDURES FOR ACCOMPLISHING OBJECTIVES
       A. Lecture and visual presentation.
       B. Class discussions.
       C. New York City and local museum visits and reports.
       D. Readings.
       E. Exams and Quizzes.

XII.   STUDENT REQUIREMENTS FOR COMPLETION OF COURSE
       It is the responsibility of the student to keep current with material when absent. It is not
       the responsibility of the instructor to call the absentee student with the assignments.

       A.   Must attend all classes and participate in class discussions and activities.
       B.   Read assigned material.
                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 51



       C.   Take notes.
       D.   Complete 2 museum papers based on a visit to a N.Y.C. museum and a local
            museum.
       E.   Weekly class essays based on current topic.
       F.   Weekly quizzes.
       G.   Mid-term examination.
       H.   Final examination

IV.    GRADING SCALE:
       A. EXCEPTIONAL; means objectives of the assignment are fully understood as
          applied to the particular assignment and an intriguing balance exists between clear
          communication of the message and creativity. The assignment is executed with
          impeccable craftsmanship, accuracy, and neatness. The assignment exists as part of
          the complete design development. A quality piece of work.
       B. HIGH; objectives are met and design principles are primarily well understood. May
          be lacking in overall design quality, craftsmanship, clarity, or design development
          Good overall effort.
       C. AVERAGE; the minimum requirements of the assignment have been met but not
          exceeded. Extra effort and insight into development of the basic assignment are
          necessary to produce higher quality work.
       D. BELOW AVERAGE; there exist problems in completely understanding the concept
          or objectives of an assignment. Incompleteness in several areas of craftsmanship,
          design, creativity, clarity, or development are also apparent.
       F. UNACCEPTABLE; do assignment over. See instructor immediately for further
          clarification.

        GRADE            NUMERIC GRADE                QUALITY POINTS PER CREDIT
          A                       100 - 90                       4.0
          B+                     89.9 – 85                       3.5
          B                      84.9 – 80                       3.0
          C+                   79.9 – 75.0                       2.5
          C                      74.9 – 70                       2.0
          D+                   69.9 – 65.0                       1.5
          D                      64.9 – 60                       1.0
           F               59.9 – BELOW                           0

V.     GRADING POLICY
       Make an office appointment with the instructor if you have a problem concerning
       absences/missed/late assignments. Do not expect the instructor to speak with you at
       the end of class to discuss this concern.

       A.   No make-up quizzes
       B.   Late papers will be given a reduction of one full letter grade for each week they are
            late.
       C.   Mid-term Exam                           25%
            Final Exam                              25%
            Local Museum Paper                      15%
                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 52



            New York City Museum Paper             20%
            Weekly Quizzes                         15%
       D.   No Incompletes will given

VI.    ATTENDANCE POLICY
       2 Absences will be considered cause for withdrawing from class.
       2 lateness = 1 absence

VIII. COLLEGE ACADEMIC INTEGRITY
          The college’s Student Code of Conduct expressly prohibits “any and all forms of
      academic or other dishonesty.” While this code should be read broadly and does not
      define such conduct in exhaustive terms, the following conduct clearly falls under the
      heading of academic integrity.
          Cheating: Any form of cheating, be it on a formal examination, informal quiz or other
      submitted material, is a violation of college conduct. Copying material from fellow
      students or from other sources during an examination may result in a failing grade for the
      course and/or serious disciplinary sanctions as outlined in the Code of Conduct. When
      students work together on a project, this becomes a joint responsibility for a group so
      designated and should be limited to the people and resources agreed upon with the
      instructor.
          Plagiarism: Students should realize that presenting the words and ideas of others as
      their own is dishonest. In writing, students must fully acknowledge the source of any
      paraphrased passages and any ideas which they have borrowed. Failure to conform to
      these academic standards is plagiarism and may result in a failing grade for the course
      and/or serious disciplinary sanctions as outlined in the Code of Conduct.

IX.    WEEKLY SCHEDULE

       Week 1: Antiquities: Egypt, Greek and Roman
       Week 2: Middle Ages: Gothic
       Week 3: Italian Renaissance
       Week 4: French Renaissance
       Week 5: English Renaissance
       Week 6: Italian Baroque and French Baroque
       Week 7: Mid-Term
       Week 8: English Baroque
       Week 9: French Rococo
       Week 10: Georgian, England
       Week 11: French Neoclassic
       Week 12: English Neoclassic
       Week 13: French Revival Styles
       Week 14: English Revival Styles
       Week 15: Final Exam




                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 53




                   SUFFOLK COUNTY COMMUNITY COLLEGE
                     NEW-COURSE PROPOSAL FORM
ORIGINATING CAMPUS: ( ) Ammerman ( X ) Eastern       ( ) Grant
    Date Submitted to Curriculum Committee: _____February 2009__
To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.

PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        ( X ) Electronic Letter-of-Intent

        ( X ) Electronic Letter-of-Support from Executive Dean(s)

        ( X ) Vote(s) of Department:

                 Name of Department: Business, Social Science and Visual Arts
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

        ( )      Campus Dean Final-Approval Form(s)


(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------


cc:     Dr. Candice Foley, College Associate Dean for Curriculum Development
        Dr. Tina Good, Chair of College Curriculum Committee
        Academic Chairs of affected departments




                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 54




Curriculum Committee Chair completes form below this line and, upon
approval, the Curriculum Committee Chair e-mails the entire proposal
packet to the College Associate Dean for Curriculum Development, with
electronic copies to the appropriate Executive Deans and the College
Curriculum Committee Chair. (If the proposal is not approved, the Curriculum
Committee Chair e-mails proposer and explains why proposal was not approved and
sends an electronic copy of explanation to the College Curriculum Chair and the
College Associate Dean for Curriculum Development.)
******************************************************************

       ( )       Vote of Curriculum Committee
                 Name of Committee:_______________________________
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____

       ( )       Vote of Ammerman Faculty Senate (if appropriate)
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                   Abstention_____

       ( )       Vote of East Congress (if appropriate)
                 For: _____ Against: _____       Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                    Abstention_____

       ( )Vote of Grant Assembly (if appropriate)
          For: _____ Against: _____       Abstentions: _____
          Date of Vote: __________
                Select One: Approved_____ Not approved_____
                            Abstention_____
******************************************************************

Proposal is _____Approved         _____Not Approved

Date________________________________________

Comments:




                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 55




NAME OF PROPOSAL: INT107 Color for Interiors

DEPARTMENT/DISCIPLINE: Business, Social Science and Visual
Arts/Interior Design

I.     CATALOG DESCRIPTION:
       Focuses on the fundamentals of color through the exploration of how color
       and light relates to the world of interiors. Concentration will be on color
       theory and its application to interiors. Gouche paints will be utilized to
       demonstrate color harmony in interiors: walls, flooring, upholstery and
       window treatments. The psychological and practical influences affecting the
       choice of color will be explored through studio projects. Prerequisite: INT101
       Interior Design I and INT102 Interior Textiles and Finishes or permission of
       the instructor. Offered spring semester only.

II.    STATEMENT OF LEARNING OUTCOMES
       (Course outcomes should be stated in the form of what students will be expected to learn in
       the course precise, e.g., “Upon successful completion of this course, students will be able to
       demonstrate . . . . ”)

       Upon successful completion of this course the student will be able to:
       1.    Create harmony and balance using color to emphasize a unified
             interior space.
       2.    Demonstrate sensitivity to color through its three dimensions: hue,
             value and saturation.
       3.    Determine the appropriate use of colors regarding intended interior
             use.
       4.    Investigate and hypothesize the possible emotional affects of color and
             how humans respond in their space.
       5.    Observe, categorize and analyze how interior designers’ use color to
             enhance optical effects they desire to achieve.
       6.    Demonstrate critical thinking to create the meaning of color in the
             interior world.
       7.    Classify and differentiate various color systems and how they are
             applied to interior space.
       8.    Delineate and illustrate the distribution of color as applied to an
             interior.
       9.    Observe and analyze the effect of light on color in an interior setting.
       10.   Create harmony and balance through the use of texture, color as it
             applies to interior.

III.   RELATIONSHIP TO STUDENTS
       A.   Credits and Contact Hours
                 (Provide a rationale for proposed credits and contact hours. See the formula for credit
                 hours and contact hours on the Curriculum Website.)

                 Credit Hours: 3                 Contact Hours: 4

                 Lecture: 1      Lab: 3          Studio_____             Internship_____

                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 56




       B.        Course Fees
                 (Will the student be charged additional fees for this course?)

                 Lab Fees: X                      Course Fees__________

                 Please explain as necessary:_________________________________

       C.        Required/Elective/Restricted Elective
                 (Will this be a required course? If so, for which curricula? Provide a rationale as to
                 why this course should be required. If this is proposed as an elective or restricted
                 elective course, state what elective category it will fulfill and why it is appropriate for
                 that elective category.)
                 This course is a required for Interior Design major at:
                     Pratt – Color and Materials
                     California College of the Arts – Color for Interiors
                     School of Visual Arts – Light and Color I
                     New York School of Interior Design – Color for Interiors
                     Syracuse – Color Rendering
                     Buffalo – Light and Color Vision

       D.        Prerequisites/Corequisites
                 (What prerequisites or Corequisites will be required for this course? Provide a
                 rationale for these requirements.)
                 Prerequisite: INT101 and INT102 or instructor permission.

       E.        Transferability
                 (Would this course transfer to any other institutions? If so, give examples of transfer
                 institutions/departments who would accept this course. Give the name(s) of the
                 courses it would transfer as. Demonstrate how transferability was determined.)
                 Yes. This course would transfer to other institutions as required or as
                 an elective:
                      New York School of Interior Design: Color for Interiors
                      Pratt Institute: Color and Materials
                      School of Visual Arts: Color for Interiors
                      Syracuse: Color and Light
                      California College of the Arts: Color for Interiors

       F.        Master Schedule
                 (How would this course fit into the Master Schedule? How often would it be offered?
                 Would it be offered in the Fall? Spring? Summer? Winter?)
                 Spring only

       G.        Estimate of student enrollment
                 (How many students are anticipated to initially enroll in this course per semester? Per
                 year? How were these enrollment figures determined?)
                 24-50 Students per year/spring semester




                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 57




       H.        Class Size
                 (What is the maximum number of students that should be allowed to enroll in one
                 section of this course? Provide a rationale for this class size. Should the class size be
                 forcible?)
                 24

IV.    RELATIONSHIP TO FACULTY
       A.   Number of current faculty available to teach proposed course and
            number of additional faculty required.
            1 Full-time
            2 Adjuncts

       B.        Number of other staff positions required.
                 None

       C.        Discipline(s) required and/or minimum preparation in order to teach
                 the course.
                 Minimum requirement of Bachelor of Arts with course in Color for
                 Interiors.

V.     RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
       Is this course being proposed as a SUNY General Education Course. If so,

       A.        Identify which of the ten SUNY knowledge and skills areas the course
                 would fulfill.

                 *The ten SUNY knowledge and skill areas are Mathematics, Natural Sciences,
                 Social Sciences, American History, Western Civilization, Other World
                 Civilizations, Humanities, The Arts, Foreign Language, Basic Communication.

       B.        Demonstrate how the course outcomes map to the SUNY Learning
                 Outcomes for the knowledge and skills areas you have identified. (See
                 the Curriculum Website for further details about the required
                 outcomes.)

       C.        How does this course incorporate the SUNY infused competencies of
                 Critical Thinking and Information Management? (See the Curriculum
                 Website for further details about the required outcomes for
                 Information Management and Critical Thinking.)

       D.        Do the faculty within the department/discipline agree to assess this
                 course according to the approved *SUNY General Education
                 Assessment Plan, using assessment measures, i.e., instruments that
                 measure the attainment of student learning outcomes as described in
                 the plan?
                 *Be sure to see if the original assessment plan has been updated either through the
                 strengthened campus-based assessment plan or through a closing-the-loop process.
                 Contact Dr. Allen Jacobs, College Associate Dean for Assessment of Academic and
                 Student Affairs for further information.


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Interior Design Curriculum Proposal, Pg. 58




VI.    COSTS
       List costs and space requirements.
       None

VII.   COURSE SYLLABUS
       (See Appendix Below.)


                SUFFOLK COUNTY COMMUNITY COLLEGE
        COLLEGE COURSE SYLLABUS for INT107 COLOR FOR INTERIORS

I.     Course Number and Title:
       INT107 Color for Interiors

II.    Catalog Description:
       Focuses on the fundamentals of color through the exploration of how color and light
       relates to the world of interiors. Concentration will be on color theory and its application
       to interiors. Gouche paints will be utilized to demonstrate color harmony in interiors:
       walls, flooring upholstery and window treatments. The psychological and practical
       influences affecting the choice of color will be explored through studio projects.
       Prerequisite: INT101 Interior Textiles and Finishes or permission of instructor. Offered
       spring semester only.

III.   *Learning Outcomes: (Main concepts, principles, and skills you want students to learn
       from this course)

       Upon completion of this course, students will be able to:
       1.  Create harmony and balance in an interior using color to emphasize and unify
           composition and form.
       2.  Demonstrate sensitivity to color through the production of measured contrasts
           within each of its three dimensions: hue, value and saturation.
       3.  Distinguish between primary, secondary, tertiary and and complementary colors.
       4.  Gain the vocabulary of terms necessary to identify, define, describe and compare
           and contrast the influence of one color on another by breaking down the color into
           its components.
       5.  Classify, distinguish and differentiate various color systems by referring to the color
           charts that represent and correlate to colors and their subgroups.
       6.  Investigate and hypothesize the possible emotional and spiritual affects of color and
           groups of colors.
       7.  Determine the appropriate use of colors regarding intended interior use, i.e., which
           colors are conducive to calm or productivity or heightened safety.
       8.  Observe, categorize and analyze artists’ use of color, and by this examination and
           assessment establish basic methods of amplifying optical effect and unifying
           composition.
       9.  List and summarize the sequence of events in the physical perception of color.
       10. Delineate and illustrate color’s potentially corruptive influence on form by
           presenting color areas of greater or lesser weight and presence by instrumentation
           of aggressive/subtle value and hue contrasts and shirts.
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       11.   Reiterate and elucidate how environmental factors affect color, i.e., meteor logic,
             light source and direction.
       12.   Employ in-depth examples demonstrate near-threshold values and contrast.
       13.   Chart colors by saturation, hue and value.

V.     Programs that Require this Course: (List or indicate none.)
       Interior Design (INDA-AAS)

VI.    Major Topics Required:

       Week 1:    Introduction Course Outline Mechanics of seeing color. Black and values
                  explained. Assignment: Purchase materials. Bring in all supplies. Bring in
                  newspaper and magazines.
       Week 2:    Background values affecting color. Variety in pigments (amt., quality).
                  Assignment: Values and Group - 1-10 different values in paint, newsprint and
                  photos, 1 or 3 pieces. Backgrounds - Neutral grays on backgrounds (B and
                  W), 4 pieces or 1 piece. Black and White on neutral backgrounds.
       Week 3:    Color mixing. Composition. Assignment: 4 colors on 4 NG, 4 colors (same
                  on W), 4 colors (same) on B. (12 pieces).
       Week 4:    Values translated into color and vice versa. Assignment: B, W, Neutral gray
                  on 4 colors- 12 pieces.
       Week 5:    Ostwald and Munsell Wheels. Advantages. Limitations. Assignment: Catch
                  up and complete above projects. Monochrome compositions - Composition of
                  1 hue and 10 T, 10T and 10S.
       Week 6:    Advancing and receding properties of color. Class critique. Assignment: 2
                  Early “Stella”, 1 Albus- 2 pieces.
       Week 7:    Midterm exam review. Primary color composition. Secondary color
                  composition. Assignment: 1 RBY composition 4 or more T. T. S. - 2 pieces. 1
                  OGV composition 4 or more T. T. S. - 2 pieces.
       Week 8:    Midterm Exam: Submission of portfolio. Class catch-up time for all above
                  projects.
       Week 9:    Complimentary color composition. Assignment: 1 complimentary color (only
                  2), 8 T. T. S. each- 1 piece.
       Week 10:   Simultaneous color contrast composition. Assignment: 1 simultaneous
                  contras (only 2) 4 T. T. S. each- 1 piece.
       Week 11:   Visual mixing of color. Assignment: 1 visual mixing of color composition
                  (unlimited color) 1 piece.
       Week 12:   Transparency effect. Assignment: 1 visual composition with 5 or more
                  examples of transparency effect.
       Week 13:   Color as emphasis. Assignment: 1 composition of color or emphasis (5 or
                  more examples) 1-piece.
       Week 14:   Review of final exam. Critique Arbitrary Color. Assignment: 1 composition
                  of arbitrary color 1- piece.
       Week 15:   Final Exam.

VI.    Special Instructions:

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Interior Design Curriculum Proposal, Pg. 60



       A.        Prerequisite(s) to this Course: (List or indicate none)
                 INT101 and INT102 or permission of the instructor.

       B.        Course(s) that Require this Course as a Prerequisite: (List courses or indicate
                 none)
                 None

       C.        External Jurisdiction: (List credentialing organization/association if
                 appropriate or indicate none.)
                 None

VII.   Supporting Information: (Examples – newspapers, journals, Internet resources, CD-
       ROMS, Videos, other teaching materials, textbooks, etc.)
       Required Textbook: Color for Interior, by Ethel Rompilla
       Color A Workshop Approach, by David Hornung

VIII. Optional Topics: (List or indicate none)
            None

IX.    Evaluation of Student Performance:
       List possible methods to be used for evaluating students’ achievement of the course’s
       learning outcomes.
       Mid-term Exam                    25%
       Final Exam                       25%
       Portfolio                        40%
       Weekly Assignments               10%

X.     Sample Course Outline
       (See Faculty Handbook online at http://depthome.sunysuffolk.edu/FacultyHandbook/ for
       guidelines.)


                       SUFFOLK COUNTY COMMUNITY COLLEGE
                       EASTERN CAMPUS, RIVERHEAD, NEW YORK
                                 COURSE OUTLINE

Course Title: Color for Interiors                    Instructor: Prof. Laurette Lizak
Catalog No.: INT107 3cr./4 contact hours             Office: O-119
CRN:                                                 Office Phone: 548-3550
Web: http://www2.sunysuffolk.edu/lizak/              Email: lizakl@sunysuffolk.edu
interior_design

TEXT: Color For Interior Design by Ethel Rompilla
      Color: A Workshop Approach by David Hornung

I.     OBJECTIVES OF THE COURSE:

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       Upon successful completion of this course, students will…
       1.  Create harmony and balance using color to emphasize a unified interior space.
       2.  Demonstrate sensitivity to color through its three dimensions: hue, value and
           saturation.
       3.  Determine the appropriate use of colors regarding intended interior use.
       4.  Investigate and hypothesize the possible emotional affects of color and how humans
           respond in their space.
       5.  Observe, categorize and analyze how interior designers’ use color to enhance
           optical effects they desire to achieve.
       6.  Demonstrate critical thinking to create the meaning of color in the interior world.
       7.  Classify and differentiate various color systems and how they are applied to interior
           space.
       8.  Delineate and illustrate the distribution of color as applied to an interior.
       9.  Observe and analyze the effect of light on color in an interior setting.
       10. Create harmony and balance through the use of texture, color as it applies to
           interior.

II.    PROCEDURES FOR ACCOMPLISHING OBJECTIVES
       A.  Lecture and visual presentation
       B.  Class discussion
       C.  Weekly readings and homework
       D.  Exams
       E.  Portfolio

III.   STUDENT’S REQUIREMENTS FOR COMPLETION OF COURSE:
       It is the responsibility of the student to keep current with material when absent. It is not
       the responsibility of the instructor to call the absentee student with the assignments.
       A.       Must attend all classes and participate in class assignments and activities.
       B.       Midterm Exam
       C.       Final Exam
       D.       Portfolio of semester work

IV.    MATERIALS:
       Artist Color Wheel, Grey Scale and Value Finder 9 ¼” $4.19
       Brenfang Bristol Board Pad, (smooth)
       -or-
       Crescent Illustrator Board (14”x17” or 18”x24”)
       University Grade Cold Press (15)
       Portfolio to hold all flat projects
       Cachet 17”x22”, $21.39
       Rags
       Paper towels
       Plastic bowls / cuts
       #2 pencils
       White pearl erasers
       18” ruler
       1 scissor
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Interior Design Curriculum Proposal, Pg. 62



       Elmers glue
       Gouache Materials
          10 or more well mixing palette. 7 ½” plastic is good
          set of 10 or 20 tubes of (Ostwald)
          French School Watercolor Gouache
          Extra tubes of white (bright)
          *or*
          set of 12 or 24 Holbein Designers
          Synthetics / Buy what you can afford
          Black Studio Natural #8, #4 –or- Blick Morterstroke Wonder White Round #8 #4

V.     GRADING SCALE:
       A. EXCEPTIONAL; means objectives of the assignment are fully understood as
          applied to the particular assignment and an intriguing balance exists between clear
          communication of the message and creativity. The assignment is executed with
          impeccable craftsmanship, accuracy, and neatness. The assignment exists as part of
          the complete design development. A quality piece of work.
       B. HIGH; objectives are met and design principles are primarily well understood. May
          be lacking in overall design quality, craftsmanship, clarity, or design development
          Good overall effort.
       C. AVERAGE; the minimum requirements of the assignment have been met but not
          exceeded. Extra effort and insight into development of the basic assignment are
          necessary to produce higher quality work.
       D. BELOW AVERAGE; there exist problems in completely understanding the concept
          or objectives of an assignment. Incompleteness in several areas of craftsmanship,
          design, creativity, clarity, or development are also apparent.
       F. UNACCEPTABLE; do assignment over. See instructor immediately for further
          clarification.

          GRADE        NUMERIC GRADE               QUALITY POINTS PER CREDIT
            A            100 - 90                            4.0
           B+            89.9 – 85                           3.5
            B            84.9 – 80                           3.0
           C+            79.9 – 75.0                         2.5
            C            74.9 – 70                           2.0
           D+            69.9 – 65.0                         1.5
            D            64.9 – 60                           1.0
            F            59.9 – BELOW                          0

VI.    GRADING POLICY:
       A.  No makeup exams or quizzes
       B.  Late assignments will be given a reduction of one full letter grade.
       C.  25% Midterm
           25% Final Exam
           40% Portfolio
           10% Weekly assignments
       D.  No incompletes
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Interior Design Curriculum Proposal, Pg. 63




VII.   ATTENDANCE POLICY:
       Two absences permitted
       Two lateness = One absence

VIII. COLLEGE ACADEMIC INTEGRITY
          The college’s Student Code of Conduct expressly prohibits “any and all forms of
      academic or other dishonesty.” While this code should be read broadly and does not
      define such conduct in exhaustive terms, the following conduct clearly falls under the
      heading of academic integrity.
          Cheating: Any form of cheating, be it on a formal examination, informal quiz or other
      submitted material, is a violation of college conduct. Copying material from fellow
      students or from other sources during an examination may result in a failing grade for the
      course and/or serious disciplinary sanctions as outlined in the Code of Conduct. When
      students work together on a project, this becomes a joint responsibility for a group so
      designated and should be limited to the people and resources agreed upon with the
      instructor.
          Plagiarism: Students should realize that presenting the words and ideas of others as
      their own is dishonest. In writing, students must fully acknowledge the source of any
      paraphrased passages and any ideas which they have borrowed. Failure to conform to
      these academic standards is plagiarism and may result in a failing grade for the course
      and/or serious disciplinary sanctions as outlined in the Code of Conduct.

IX.    STUDIO TIME
       When workshop time begins in class, please put your name on a list on the blackboard,
       otherwise the instructor will float from student to student not knowing you need help.

IX.    WEEKLY SCHEDULE

       Week 1:    Introduction Course Outline Mechanics of seeing color. Black and values
                  explained. Assignment: Purchase materials. Bring in all supplies. Bring in
                  newspaper and magazines.
       Week 2:    Background values affecting color. Variety in pigments (amt., quality).
                  Assignment: Values and Group - 1-10 different values in paint, newsprint and
                  photos, 1 or 3 pieces. Backgrounds - Neutral grays on backgrounds (B and
                  W), 4 pieces or 1 piece. Black and White on neutral backgrounds.
       Week 3:    Color mixing. Composition. Assignment: 4 colors on 4 NG, 4 colors (same
                  on W), 4 colors (same) on B. (12 pieces).
       Week 4:    Values translated into color and vice versa. Assignment: B, W, Neutral gray
                  on 4 colors- 12 pieces.
       Week 5:    Ostwald and Munsell Wheels. Advantages. Limitations. Assignment: Catch
                  up and complete above projects. Monochrome compositions - Composition of
                  1 hue and 10 T, 10T and 10S.
       Week 6:    Advancing and receding properties of color. Class critique. Assignment: 2
                  Early “Stella”, 1 Albus- 2 pieces.


                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 64



       Week 7:    Midterm exam review. Primary color composition. Secondary color
                  composition. Assignment: 1 RBY composition 4 or more T. T. S. - 2 pieces. 1
                  OGV composition 4 or more T. T. S. - 2 pieces.
       Week 8:    Midterm Exam: Submission of portfolio. Class catch-up time for all above
                  projects.
       Week 9:    Complimentary color composition. Assignment: 1 complimentary color (only
                  2), 8 T. T. S. each- 1 piece.
       Week 10:   Simultaneous color contrast composition. Assignment: 1 simultaneous
                  contras (only 2) 4 T. T. S. each- 1 piece.
       Week 11:   Visual mixing of color. Assignment: 1 visual mixing of color composition
                  (unlimited color) 1 piece.
       Week 12:   Transparency effect. Assignment: 1 visual composition with 5 or more
                  examples of transparency effect.
       Week 13:   Color as emphasis. Assignment: 1 composition of color or emphasis (5 or
                  more examples) 1-piece.
       Week 14:   Review of final exam. Critique Arbitrary Color. Assignment: 1 composition
                  of arbitrary color 1- piece.
       Week 15:   Final Exam.




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Interior Design Curriculum Proposal, Pg. 65




                   SUFFOLK COUNTY COMMUNITY COLLEGE
                     NEW-COURSE PROPOSAL FORM
ORIGINATING CAMPUS: ( ) Ammerman (X) Eastern       ( ) Grant
  Date Submitted to Curriculum Committee: _____February 2009_____

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.

PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        ( X ) Electronic Letter-of-Intent

        ( X ) Electronic Letter-of-Support from Executive Dean(s)

        ( X ) Vote(s) of Department:

                 Name of Department: Business, Social Science, and Visual Arts
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

        ( )      Campus Dean Final-Approval Form(s)


(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------


cc:     Dr. Candice Foley, College Associate Dean for Curriculum Development
        Dr. Tina Good, Chair of College Curriculum Committee
        Academic Chairs of affected departments



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Curriculum Committee Chair completes form below this line and, upon
approval, the Curriculum Committee Chair e-mails the entire proposal
packet to the College Associate Dean for Curriculum Development, with
electronic copies to the appropriate Executive Deans and the College
Curriculum Committee Chair. (If the proposal is not approved, the Curriculum
Committee Chair e-mails proposer and explains why proposal was not approved and
sends an electronic copy of explanation to the College Curriculum Chair and the
College Associate Dean for Curriculum Development.)
******************************************************************

       ( )       Vote of Curriculum Committee
                 Name of Committee:_______________________________
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____

       ( )       Vote of Ammerman Faculty Senate (if appropriate)
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                   Abstention_____

       ( )       Vote of East Congress (if appropriate)
                 For: _____ Against: _____       Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                    Abstention_____

       ( )Vote of Grant Assembly (if appropriate)
          For: _____ Against: _____       Abstentions: _____
          Date of Vote: __________
                Select One: Approved_____ Not approved_____
                            Abstention_____
******************************************************************

Proposal is _____Approved         _____Not Approved

Date________________________________________

Comments:




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Interior Design Curriculum Proposal, Pg. 67




NAME OF PROPOSAL: INT115 Interior Design Careers Seminar

DEPARTMENT/DISCIPLINE: Business, Social Science and Visual
Arts/Interior Design

I.     CATALOG DESCRIPTION:
        Interior Design Seminar is a one and half-credit course that introduces first-
        year interior design students to career exploration and study skills needed to
        succeed in the field of professional interior design. This course also connects
        learning opportunities and rigors of higher education, as well as to the skills
        needed to use academic resources successfully in college. Topics for class
        discussion will include time planning, test taking, reading and study skills,
        library skills, campus resources and personal/professional relationships.

II.     STATEMENT OF LEARNING OUTCOMES
        (Course outcomes should be stated in the form of what students will be expected to learn in
        the course precise, e.g., “Upon successful completion of this course, students will be able to
        demonstrate . . . . ”)

III.    RELATIONSHIP TO STUDENTS
        A.   Credits and Contact Hours
                 (Provide a rationale for proposed credits and contact hours. See the formula for credit
                 hours and contact hours on the Curriculum Website.)

                 Credit Hours: 1.5                Contact Hours _____

                 Lecture: 1.5 Lab_____            Studio_____               Internship_____

        B.       Course Fees
                 (Will the student be charged additional fees for this course?)

                 Lab Fees__________               Course Fees__________

                 Please explain as necessary:_________________________________

        C.       Required/Elective/Restricted Elective
                 (Will this be a required course? If so, for which curricula? Provide a rationale as to
                 why this course should be required. If this is proposed as an elective or restricted
                 elective course, state what elective category it will fulfill and why it is appropriate for
                 that elective category.)
                 Required in first semester: Interior Design INDA- AAS

        D.       Prerequisites/Corequisites
                 (What prerequisites or Corequisites will be required for this course? Provide a
                 rationale for these requirements.)
                 None

        E.       Transferability
                 (Would this course transfer to any other institutions? If so, give examples of transfer
                 institutions/departments who would accept this course. Give the name(s) of the
                 courses it would transfer as. Demonstrate how transferability was determined.)

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                 No

       F.        Master Schedule
                 (How would this course fit into the Master Schedule? How often would it be offered?
                 Would it be offered in the Fall? Spring? Summer? Winter?)
                 Fall and Spring

       G.        Estimate of student enrollment
                 (How many students are anticipated to initially enroll in this course per semester? Per
                 year? How were these enrollment figures determined?)
                 Approximately 65 - entering class in the Interior Design INDA-AAS
                 data 2007.

       H.        Class Size
                 (What is the maximum number of students that should be allowed to enroll in one
                 section of this course? Provide a rationale for this class size. Should the class size be
                 forcible?)
                 24

IV.    RELATIONSHIP TO FACULTY
       A.   Number of current faculty available to teach proposed course and
            number of additional faculty required.
            1 full-time; 2 adjuncts

       B.        Number of other staff positions required.
                 None

       C.        Discipline(s) required and/or minimum preparation in order to teach
                 the course.
                 Interior Design background with freshman seminar training.

V.     RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
       Is this course being proposed as a SUNY General Education Course. If so,

       A.        Identify which of the ten SUNY knowledge and skills areas the course
                 would fulfill.

                 *The ten SUNY knowledge and skill areas are Mathematics, Natural Sciences,
                 Social Sciences, American History, Western Civilization, Other World
                 Civilizations, Humanities, The Arts, Foreign Language, Basic Communication.

       B.        Demonstrate how the course outcomes map to the SUNY Learning
                 Outcomes for the knowledge and skills areas you have identified. (See
                 the Curriculum Website for further details about the required
                 outcomes.)

       C.        How does this course incorporate the SUNY infused competencies of
                 Critical Thinking and Information Management? (See the Curriculum
                 Website for further details about the required outcomes for
                 Information Management and Critical Thinking.)
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       D.        Do the faculty within the department/discipline agree to assess this
                 course according to the approved *SUNY General Education
                 Assessment Plan, using assessment measures, i.e., instruments that
                 measure the attainment of student learning outcomes as described in
                 the plan?
                 *Be sure to see if the original assessment plan has been updated either through the
                 strengthened campus-based assessment plan or through a closing-the-loop process.
                 Contact Dr. Allen Jacobs, College Associate Dean for Assessment of Academic and
                 Student Affairs for further information.

VI.    COSTS
       List costs and space requirements.
       None.

VII.   COURSE OUTLINE
       (See Appendix Below.)

                        SUFFOLK COUNTY COMMUNITY COLLEGE
                              INTERIOR DESIGN SEMINAR

COURSE REQUIRMENTS:
Course Text: Becoming an Interior Designer by Christine Piotrowski [ISBN 041232866]
Other required texts/resources:
       Suffolk County Community College Catalog
       Suffolk County Community College Student Handbook

 COURSE INTRODUCTION:
Interior Design Seminar is a one and half-credit course that introduces first-year interior design
students to career exploration and study skills needed to succeed in the field of professional
interior design. This course also connects learning opportunities and rigors of higher education,
as well as to the skills needed to use academic resources successfully in college. Topics for class
discussion will include time planning, test taking, reading and study skills, library skills, campus
resources and personal/professional relationships.

COURSE OUTCOMES:
Students who successfully complete this course will be able to:
    Demonstrate basic study skills including time management, goal setting, test and note
       taking
    Synthesize information and procedures for establishing priorities, clarifying values, and
       determining short- and long-term goals within the professional, personal, and educational
       sphere including career development, academic advisement and planning
    Assemble a vocabulary of terms when discussing interior design to communicate
       research, problem-solving, and critical thinking
    Examine personal ideas and decisions regarding issues typically faced by college students
       (include, but are not limited to, health and fitness, relationships, financial planning,
       alcohol and drug use and abuse, sexuality)


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        Recognize and demonstrate an understanding of diversity within academic and personal
         life as well as the diversity of working as a professional interior designer
        Expand their knowledge of the resources and services provided by Suffolk County
         Community College and the extended community, such as health, computing, career and
         academic services
        Acquire academic survival skills to promote active learning
        Effectively use the computer to manage activities at the college, including E-mail,
         Internet usage, and online course registration
        Develop interpersonal skills through interaction in group activities
        Demonstrate library research methods to search for career opportunities within the field
         of interior design and to research past and current professionals in the field
         Describe and discuss procedures for improved time and money management

ATTENDANCE POLICY AND PARTICIPATION
Students are expected to complete all assigned work on time, to attend class regularly and to
participate in class discussions and activities.

Students are expected to ATTEND ALL CLASSES. If you are absent for more than once you
can be remove from the class roster. (No Excuses—If you are very ill or suffering from personal
problems which prohibit you from attending class, please withdraw by the college deadline.)
“The college defines excessive absences or lateness as more than the equivalent of one week of
class meetings during the semester. A student may be removed from the class roster by an
instructor at any time when, in the judgment of the instructor, absences have been excessive or
when other valid reason exist.” (SCCC 2008-2010 Course Catalog p. 68)

In Addition:
Disruptive behavior will not be tolerated. Please be respectful to the instructor and others who
are trying to learn.

No active cellular phones, laptops, or any other electronic devices will be allowed in the
classroom. These devices are a distraction as well as disrupt the entire learning process.

GRADING
Student Portfolio ................................................ 40%
Library Workshop and Assignment ................... 20%
Evaluation of in-class work ............................... 40%

PORTFOLIO ASSIGNMENT (required): Using a binder with divider pages, each item below
are to be completed throughout the semester and submitted on its due date.
    1. Cover Page: include the name of the course, your name, semester and CRN number, and
        your faculty member’s name creatively displayed.
    2. Autobiography: Students are be required to submit a 2-3 page paper (typed) to define
        short-term as well a long-term goals, within your professional and educational
        development along with interests, hobbies and other information such as high school,
        graduation, background, current resident, etc. The paper must be typed using a basic text
        font with a font size of 12 and 1-inch margins. Create a header on each page with your
        name and the page number.
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   3. Transcripts and SAIN along with the SCCC Catalog and Student Handbook: Create a
      planning guide for scheduling future course requirements, understanding academic and
      student policies and procedures, etc. Using MySCCC with Student ID and Banner Login
      Password is required to complete this assignment.
   4. Major of Study/Career Research : Students are be required to submit a 7-8 (typed)
      researched paper on a career in area interior design, such as industrial, commercial,
      residential, retailer, etc. (Minimum of 5 resources). Create a header on each page with
      your name and the page number.
   5. Professional Organizations Research: Create a annotated bibliography of major interior
      design organizations, including contact information, website address, and membership
      requirements. Create a header on each page with your name and the page number.
   6. Learning Journal: Students are required to keep a journal of newly learned information
      both in and outside the classroom, as well as reflections on personal and academic
      growth.
   7. Chapter Reaction Papers: Students are required to write a one-two page summary paper
      for each chapter assigned in the textbook. Answer these questions in the paper:
          a. List the key points.
          b. Using one illustration in the chapter, write a description using design term as if
              the person reading the description will know what it is without the benefit of
              seeing the illustration.
          c. Using one of the key points that was listed, define it more thoroughly.

WEEKLY CALENDAR (tentative):
Week 1   Get acquainted. Review Course Outline and Assignments. Discussion: Transition
         from high school/work to college; Interior Design Profession.
                  Reading Assignment: Chapters 1 and 2
                  Learning journal entry 1 and 2
                  Rough draft of autobiography
Week 2   The Design Process and Specialties. Library lecture.
                  Reading Assignment: Chapter 3
                  Learning journal entry 3 and 4
                  Complete autobiography
                  Organize preliminary study/career research
Week 3   Educational and Career Options. MySCCC access lecture. Educational planning
         lecture.
                  Reading Assignment: Chapters 4 and 6
                  Learning journal entry 5 and 6
                  Rough draft of study/career research
Week 4   Test taking, note taking. Understanding art studio criticism.
                  Reading Assignment: Faculty Handout
                  Learning journal entry 7 and 8
                  Rough draft of study/career research
Week 5   Professional organizations and businesses.
                  Reading Assignment: Chapter 5
                  Learning journal entry 8 and 9
                  Rough draft of planning guide
Week 6   Campus activity. Health and Wellness. Diversity.
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                         Learning journal entry 10 and 11
                         Complete study/career research paper
                         Complete planning guide
Last week         Financial Planning. Review semester-by-semester planning for degree
                  completion.
                         Submit Portfolio

VIII. COURSE SYLLABUS
          (See Appendix Below.)



                          SUFFOLK COUNTY COMMUNITY COLLEGE
       COLLEGE COURSE SYLLABUS for INT115: INTERIOR DESIGN CAREERS SEMINAR

I.      Course Title:
        Interior Design Careers Seminar

II.     Catalog Description:
        Interior Design Seminar is a one and half-credit course that introduces first-year interior design
        students to career exploration and study skills needed to succeed in the field of professional interior
        design. This course also connects learning opportunities and rigors of higher education, as well as
        to the skills needed to use academic resources successfully in college. Topics for class discussion
        will include time planning, test taking, reading and study skills, library skills, campus resources and
        personal/professional relationships.

III.    Goals: (main concepts, principles, and skills you want students to learn from this course)
         1. Examine the role of diversity as it relates to education, professional careers and personal life.
         2. Realize time management and goal setting skills to create a personal career plan that includes
             education and career goals
         3. Explore effective research methods for analyzing interior design careers
         4. Identify college resources to explore career services, educational opportunities, scholarly
             research, health issues, computer technology
         5. Develop a vocabulary of interior design terms

IV.     Outcome Behaviors: (what you expect students to do in order to demonstrate that the teaching
        goal was achieved – expected learning occurred)
        Upon completion of this course students will be able to:
        1.    Demonstrate basic study skills including time management, goal setting, test and note taking
        2.    Synthesize information and procedures for establishing priorities, clarifying values, and
              determining short- and long-term goals within the professional, personal, and educational
              sphere including career development, academic advisement and planning
        3.    Assemble a vocabulary of terms when discussing interior design to communicate research,
              problem-solving, and critical thinking
        4.    Examine personal ideas and decisions regarding issues typically faced by college students
              (include, but are not limited to, health and fitness, relationships, financial planning, alcohol
              and drug use and abuse, sexuality)
        5.    Recognize and demonstrate an understanding of diversity within academic and personal life
              as well as the diversity of working as a professional interior designer



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      6.    Expand their knowledge of the resources and services provided by Suffolk County
            Community College and the extended community, such as health, computing, career and
            academic services
      7.    Acquire academic survival skills to promote active learning
      8.    Effectively use the computer to manage activities at the college, including E-mail, Internet
            usage, and online course registration
      9.    Develop interpersonal skills through interaction in group activities
      10.   Demonstrate library research methods to search for career opportunities within the field of
            interior design and to research past and current professionals in the field
      11.    Describe and discuss procedures for improved time and money management

V.    Programs that Require this Course:
      Interior Design INDA- AAS

VI.   Major Topics Required with Approximate Times for Each Major Topic: (1.5 contact hour
      course meets 150 minutes per week for 7.5 weeks)
        Week 1         Get acquainted. Review Course Outline and Assignments. Discussion: Transition
                       from high school/work to college; Interior Design Profession.
                                Reading Assignment: Chapters 1 and 2
                                Learning journal entry 1 and 2
                                Rough draft of autobiography
        Week 2         The Design Process and Specialties. Library lecture.
                                Reading Assignment: Chapter 3
                                Learning journal entry 3 and 4
                                Complete autobiography
                                Organize preliminary study/career research
        Week 3         Educational and Career Options. MySCCC access lecture. Educational planning
                       lecture.
                                Reading Assignment: Chapters 4 and 6
                                Learning journal entry 5 and 6
                                Rough draft of study/career research
        Week 4         Test taking, note taking. Understanding art studio criticism.
                                Reading Assignment: Faculty Handout
                                Learning journal entry 7 and 8
                                Rough draft of study/career research
        Week 5         Professional organizations and businesses.
                                Reading Assignment: Chapter 5
                                Learning journal entry 8 and 9
                                Rough draft of planning guide
        Week 6         Campus activity. Health and Wellness. Diversity.
                                Learning journal entry 10 and 11
                                Complete study/career research paper
                                Complete planning guide
        Last week      Financial Planning. Review semester-by-semester planning for degree
                       completion.
                                Submit Learning Portfolio

VII. Special Instructions:

      A.    Prerequisite(s) to this Course: (list or indicate none)
            None
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        B.   Course(s) that Require this Course as a Prerequisite: (list courses or indicate none)
             None

        C.   External Jurisdiction: (list credentialing organization/association if appropriate or
             indicate none)
             None

VIII.    Supporting Information: (list – newspapers, journals, Internet resources, CD-ROMS,
         Videos, other teaching materials)
         Required Textbooks:
         Becoming an Interior Designer by Christine Piotrowski
         Suffolk County Community College Catalog
         Suffolk County Community College Student Handbook

IX.     Optional Topics: (list or indicate none)
         None

X.      Evaluation of Student Performance: (approximate time)
         1. Tests (10%)
         2. Participation and Preparation (10%)
         3. Educational and Career Plan (20%)
         4. Research Project (20%)
         5. Final Learning Portfolio (40%)




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Interior Design Curriculum Proposal, Pg. 75




                    SUFFOLK COUNTY COMMUNITY COLLEGE
                    COURSE-REVISION PROPOSAL FORM

ORIGINATING CAMPUS: ( ) Ammerman ( X ) Eastern      ( ) Grant
     Date Submitted to Curriculum Committee: _____02/09_____

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.

PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        (X )     Electronic Letter of Intent

        (X )     Electronic Letter of Support from Executive Dean(s)

        (X )     Vote(s) of Department:

                 Name of Department: _Business, Social Science and Visual Arts
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

        ( )      Campus Dean Final Approval Form(s)


(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------


cc:     Dr. Candice Foley, College Associate Dean for Curriculum Development
        Dr. Tina Good, College Curriculum Committee Chair
        Academic Chairs of affected departments



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NAME OF PROPOSAL: INT201 Interior Design III

DEPARTMENT/DISCIPLINE: Business, Social Science and Visual
Arts/Interior Design

I.     CATALOG DESCRIPTION:
       Residential projects of increasing levels of complexity and scope are used to
       enhance and expand design skills. Thumb nail sketching, rendering, one and
       two point perspective graphically support design solutions. An introduction to
       conceptual and practical methods of designing non-residential interior spaces
       (contract design work). Emphasis on interplay of programming, bubble
       schematics, flow charts, color, texture and lighting to emphasize the power
       of design in public spaces. Creative presentation techniques and refined oral
       skills are emphasized. Prerequisite INT103, INT107 or permission of the
       instructor. Offered fall semester only.

II.    STATEMENT OF COURSE OUTCOMES

       Upon successful completion the student will be able to demonstrate:
       1. Analyze a program for commercial space and allocate space for the
           needed task.
       2. Apply the elements and principles of design as it pertains to a
           commercial space.
       3. Analyze a commercial space program and chart the traffic flow
           necessary for it to function efficiently.
       4. Specify proper fire retardant fabrics and wall coverings for public space.
       5. Specify appropriate furniture styles for public space.
       6. Measure on-site public space and produce drawings in 1/8” scale.
       7. Demonstrate proficiency in magic marker techniques.
       8. Examine building codes and apply said guidelines to a given interior.
       9. Read current trade material and assess its application in the design
           field.
       10. Choose the appropriate type of drawings to best support design solution.
       11. Reinforce sales ability, design vocabulary, and interpersonal
           communication through oral presentations.
       12. Design and research a residential space in keeping with a period style.
       13. Support a design solution using 2pt. Perspective as the graphic means
           of communication.
       14. Participate in the student chapter of A.S.I.D.
       15. Support a design solution using l point perspective as the graphic means
           of communication
       16. Research and design an interior space that has a specific function:
           media, library, home office, spa, exercise.

III.   RELATIONSHIP TO STUDENTS
       A. Credits/Contact Hours


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            (Complete this section only if you wish to change the credits or contact hours for the
            course, and provide a rationale for proposed change in credits and contact hours. See
            the formula for credits and contact hours on the Curriculum Website.)

            Credit Hours: 3                   Contact Hours: 6

            Lecture: 1        Lab: 5          Studio___       Internship_____

       B.   Course Fees
            (Complete this section only if the proposed revision has an impact on the fees
              students will be charged when enrolling in the course.)

            Lab Fees: X                Course Fees__________

       C.   Prerequisites/Corequisites
            (Complete this section only if you wish to change the prerequisites or Corequisites for
            this course. Provide a rationale for the proposed change.)
            Prerequisite: INT103 Interior Design II and INT107 Color for Interiors
            or permission of instructor.

IV.    RELATIONSHIP TO FACILITIES/COLLEGE RESOURCES

       A.   Will the proposed course revision require additional staff? If so, please
            specify.
            No

       B.   Will the proposed course revision require additional equipment, space,
            technology, etc.? If so, please specify.
            No

V.     RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
       (Complete this section out only if you wish to make an existing course a SUNY General
       Education course.)

       A.   Identify which of the ten SUNY knowledge and skills areas the course
            will fulfill.
            The ten SUNY knowledge and skill areas are Mathematics, Natural Sciences,
            Social Sciences, American History, Western Civilization, Other World
            Civilizations, Humanities, The Arts, Foreign Language, Basic Communication.
            For a list of existing SUNY-approved General Education courses offered at
            SCCC, see the curriculum website.

       B.   Demonstrate how the course outcomes map to the SUNY Learning
            Outcomes for the knowledge and skills areas you have identified. (For a
            complete list of SUNY-approved General Education Learning Outcomes, see the
            curriculum website.)

       C.   How does this course incorporate the SUNY infused competencies of
            Critical Thinking and Information Management? (See the SUNY-approved
            General Education Learning Outcomes for Information Management and Critical Thinking
            on the curriculum website.)

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       D.    Do the faculty within the department/discipline agree to assess this
             course according to the approved SUNY-approved Campus Based
             General Education Assessment Plan or the SUNY-approved Strengthened
             Campus-Based Assessment Plan, using assessment measures, i.e.,
             instruments that measure the attainment of student learning outcomes
             as described in the plan?

VI.    SAMPLE COURSE OUTLINE
(See Faculty Handbook online for guidelines.)



                      SUFFOLK COUNTY COMMUNITY COLLEGE
                      EASTERN CAMPUS, RIVERHEAD, NEW YORK
                                COURSE OUTLINE

Course Title: Interior Design III                 Instructor: Prof. Laurette Lizak
Catalog No.: INT201 3cr./6 contact hours          Office: O-119
CRN:                                              Office Phone: 548-3550
Web: http://www2.sunysuffolk.edu/lizak/           Email: lizakl@sunysuffolk.edu
interior_design

TEXT: Interiors – An Introduction, Nielson

I.     OBJECTIVES OF THE COURSE

       By completion of the course, each student will:
       1.   Analyze a program for commercial space and allocate space for the needed task.
       2.   Apply the elements and principles of design as it pertains to a commercial space.
       3.   Analyze a commercial space program and chart the traffic flow necessary for it to
            function efficiently.
       4.   Specify proper fire retardant fabrics and wall coverings for public space.
       5.   Specify appropriate furniture styles for public space.
       6.   Measure on-site public space and produce drawings in 1/8” scale.
       7.   Demonstrate proficiency in magic marker techniques.
       8.   Examine building codes and apply said guidelines to a given interior.
       9.   Read current trade material and assess its application in the design field.
       10. Choose the appropriate type of drawings to best support design solution.
       11. Reinforce sales ability, design vocabulary, and interpersonal communication
            through oral presentations.
       12. Design and research a residential space in keeping with a period style.
       13. Support a design solution using 2 point perspective as the graphic means of
            communication.
       14. Participate in the student chapter of A.S.I.D.
       15. Support a design solution using l point perspective as the graphic means of
            communication.
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       16.   Research and design an interior space that has a specific function: spa, bone office,
             library, media.
       17.   Research a present interior designer and develop a design solution based on his/her
             concept of good design.

II.    PROCEDURES FOR ACCOMPLISHING OBJECTIVES
       A. Lecture and classroom demonstrations.
       B. Class discussions.
       C. Workshop.
       D. Visual aids.
       E. Outside reading.
       F. Homework assignments.
       G. Oral presentations.
       H. Visit to trade sources.
       I. Critiques and discussion of student work.

III.   Student Requirements for Completion of Course
       It is the responsibility of the student to keep current with material when absent. It is not
       the responsibility of the instructor to call the absentee student with the assignments.
       A. All drawings must have an overlay of tracing paper.
       B. Students must become a member of A.S.I.D.’s Student Chapter.
       C. One contract design project in 1/8” scale.
       D. Research project on designer.
       E. Two residential interior projects
       F. Ten chapter worksheets.
       G. Oral presentation of all projects.
       H. All projects can not be larger than 16” x 20”.
       I.     All projects submitted in plastic sleeves.

IV.    MATERIALS
       All drafting supplies
       1/8” scale office template
       Rapidograph
       A and D Magic Markers, Prisma color magic markers
       White color pencil
       Plastic sleeves 18” x 24” for projects
       2” white binder with clear sleeves

V.     GRADING SCALE:
       A. EXCEPTIONAL; means objectives of the assignment are fully understood as applied
          to the particular assignment and an intriguing balance exists between clear
          communication of the message and creativity. The assignment is executed with
          impeccable craftsmanship, accuracy, and neatness. The assignment exists as part of
          the complete design development. A quality piece of work.
       B. HIGH; objectives are met and design principles are primarily well understood. May
          be lacking in overall design quality, craftsmanship, clarity, or design development
          Good overall effort.
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       C. AVERAGE; the minimum requirements of the assignment have been met but not
          exceeded. Extra effort and insight into development of the basic assignment are
          necessary to produce higher quality work.
       D. BELOW AVERAGE; there exist problems in completely understanding the concept
          or objectives of an assignment. Incompleteness in several areas of craftsmanship,
          design, creativity, clarity, or development are also apparent.
       F. UNACCEPTABLE; do assignment over. See instructor immediately for further
          clarification.

       GRADE             NUMERIC GRADE            QUALITY POINTS PER CREDIT
         A                   100 - 90                        4.0
         B+                  89.9 – 85                       3.5
         B                   84.9 – 80                       3.0
         C+                 79.9 – 75.0                      2.5
         C                   74.9 – 70                       2.0
         D+                 69.9 – 65.0                      1.5
         D                   64.9 – 60                       1.0
         F                59.9 – BELOW                        0

VI.    GRADING POLICY
       A. No incompletes.
       B. Final grades are added up numerically and your final grade is a letter grade.
       C. No “A”’s will be given to a late assignment.
       D. No assignment accepted after one day.
       E. An assignment that is one day late will receive at best a “B”.
       F. Grading:
          Commercial project                             30%
          2 Residential projects                         40%
          10 Textbook chapter worksheets                 10%
          Research project on current interior designer 20%

VII.   ATTENDANCE POLICY
       2 absences = permitted
       2 lateness = 1 absence

VIII. COLLEGE ACADEMIC INTEGRITY
          The college’s Student Code of Conduct expressly prohibits “any and all forms of
      academic or other dishonesty.” While this code should be read broadly and does not
      define such conduct in exhaustive terms, the following conduct clearly falls under the
      heading of academic integrity.
          Cheating: Any form of cheating, be it on a formal examination, informal quiz or other
      submitted material, is a violation of college conduct. Copying material from fellow
      students or from other sources during an examination may result in a failing grade for the
      course and/or serious disciplinary sanctions as outlined in the Code of Conduct. When
      students work together on a project, this becomes a joint responsibility for a group so
      designated and should be limited to the people and resources agreed upon with the
      instructor.
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           Plagiarism: Students should realize that presenting the words and ideas of others as
       their own is dishonest. In writing, students must fully acknowledge the source of any
       paraphrased passages and any ideas which they have borrowed. Failure to conform to
       these academic standards is plagiarism and may result in a failing grade for the course
       and/or serious disciplinary sanctions as outlined in the Code of Conduct.

IX.    STUDIO TIME
       When workshop time begins in class, please put your name on a list on the blackboard,
       otherwise the instructor will float from student to student not knowing you need help.

X.     ASSIGNMENT SCHEDULE
       Week 1      Course Outline/Program. Choose room by room and period. Weekly chapter
                   assignments. Choose current interior designer
       Week 2      Chapter 2 lecture: The Profession. Chapter 6 Due. Studio. 2 pt Grid. ½ scale plan
                   Due
       Week 3      Chapter 5 lecture: Lighting Technology. Chapter 2 Due. Studio
       Week 4      Chapter 9 lecture: Furniture Selection. Chapter 5 Due
       Week 5      Chapter 1 lecture: Special Considerations. Chapter 9 Due. Studio
       Week 6      Chapter 7 lecture: Building Systems. Chapter 1 Due. Studio
       Week 7      Chapter 10 lecture: Architectural Detail. Chapter 7 Due. Project 1 Due: Special
                   Purpose
       Week 8      Commercial Lecture. Chapter 10 Due. Commercial Project Studio
       Week 9      Chapter 11 Lecture: Wall and Window Treatments. Lighting Due. Commercial
                   Project Due
       Week 10     Contemporary Lecture/ Chapter 12 Lecture: Floor Materials Chapter 11 Due.
                   Commercial Studio/Period Room
       Week 11     Chapter 14- Art and Accessories. Chapter 12 Due. Commercial Project Due/ Grid.
                   Commercial Project Due
       Week 12     Studio: Period Room. Chapter 14 Due
       Week 13     Studio. Designer Project Due
       Week 14     Studio
       Week 15     Period Style Project Due

VIII. COURSE SYLLABUS
       (See Appendix Below.)

                      SUFFOLK COUNTY COMMUNITY COLLEGE
             COLLEGE COURSE SYLLABUS for INT201 INTERIOR DESIGN III

I.     Course Title:
       INT201 Interior Design III

II.    Catalog Description:
       Residential projects of increasing levels of complexity and scope are used to enhance and expand
       design skills. Thumb nail sketching, rendering, one and two point perspective graphically support
       design solutions. An introduction to conceptual and practical methods of designing non-
       residential interior spaces (contract design work). Emphasis on interplay of programming, bubble
       schematics, flow charts, color, texture and lighting to emphasize the power of design in public
       spaces. Creative presentation techniques and refined oral skills are emphasized. Prerequisite
       INT103, INT107 or permission of the instructor. Offered fall semester only.
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Interior Design Curriculum Proposal, Pg. 82




III.   Goals: (main concepts, principles, and skills you want students to learn from this
       course)
       1.      Develop graphic and oral presentation skills focusing on public spaces.
       2.      Apply color and textile theory to design.
       3.      Develop 3D drawing skills with rendering as a further enhancement.
       4.      Compare and contrast the relationship between design philosophies of current interior
               designers.
       5.      Exhibit the value of planning and time management skills in the completion of a design
               problem.
       6.      Demonstrate critical thinking skills as it pertains to public spaces.

IV.    Outcome Behaviors: (what you expect students to do in order to demonstrate that the teaching
       goal was achieved – expected learning occurred)

       Upon completion of this course students will be able to:
       1.   Analyze a program for commercial space and allocate space for the needed task.
       2.   Apply the elements and principles of design as it pertains to a commercial space.
       3.   Analyze a commercial space program and chart the traffic flow necessary for it to function
            efficiently.
       4.   Specify proper fire retardant fabrics and wall coverings for public space.
       5.   Specify appropriate furniture styles for public space.
       6.   Measure on-site public space and produce drawings in 1/8” scale.
       7.   Demonstrate proficiency rendering techniques.
       8.   Examine building codes and apply said guidelines to a given interior.
       9.   Read current trade material and assess its application in the design field.
       10. Choose the appropriate type of drawings to best support design solution.
       11. Reinforce sales ability, design vocabulary, and interpersonal communication through oral
            presentations.
       12. Design and research a residential space in keeping with a period style.
       13. Research a present interior designer and develop a design solution based on his/her concept
            of good design.
       14. Support a design solution using 2 point perspective as the graphic means of
            communication.
       15. Participate in the student chapter of A.S.I.D.
       16. Support a design solution using l point perspective as the graphic means of communication.
       17. Design and research an interior space that has a specific function: media room, library,
            exercise, spa and home office.

V.     Programs that Require this Course:
       Interior Design INDA- AAS

VI.    Major Topics Required with Approximate Times for Each Major Topic: (6 contact hours,
       300 minutes per week).

       Week 1:         Course outline. Chapter 6 space planning.
       Week 2:         Chapter 2 lecture: The profession. Studio 2 point grid.
       Week 3:         Chapter 5 lecture: Lighting technology. Studio: 2 point/space. Planning.
       Week 4:         Chapter 9 lecture: Furniture selection. Studio: 2 point/furniture style.
       Week 5:         Chapter 1 lecture: Special considerations. Studio: ADA requirements.
       Week 6:         Chapter 7 lecture: Building systems. Studio: Presentation Techniques.
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        Week 7:        Chapter 10 lecture: Architectural detail. Project 1 due.
        Week 8:        Commercial lecture: Studio: Commercial project.
        Week 9:        Chapter 11 lecture: Wall and wall treatments. Studio: Commercial.
        Week 10:       Chapter 12 lecture: Floor materials and period style.
                       Studio: Commercial/magic marker.
        Week 11:       Chapter 14: Art and accessories. Commercial project due.
                       Studio: 1 point perspective.
        Week 12:       Studio: Period room and 1 point perspective.
        Week 13:       Studio
        Week 14:       Studio
        Week 15:       Period style project due/Oral presentation.

VII.    Special Instructions:

        A.   Prerequisite(s) to this Course: (list or indicate none)
             INT103 and INT107 or permission of instructor.

        B.   Course(s) that Require this Course as a Prerequisite: (list courses or indicate none)
             INT230 and INT227

        C.   External Jurisdiction: (list credentialing organization/association if appropriate or
             indicate none)
             None

VIII.   Supporting Information: (list – newspapers, journals, Internet resources, CD-ROMS,
        Videos, other teaching materials)
        Required Textbook: Interiors: An Introduction by Nielson

X.      Optional Topics: (list or indicate none)
        None

XI.     Evaluation of Student Performance:
        Commercial Project              30%
        2 Residential Projects          40%
        Textbook Chapters               10%
        Research on Interior Designer   20%




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Interior Design Curriculum Proposal, Pg. 84




                   SUFFOLK COUNTY COMMUNITY COLLEGE
                   COURSE-REVISION PROPOSAL FORM

ORIGINATING CAMPUS: ( ) Ammerman (X) Eastern       ( ) Grant
     Date Submitted to Curriculum Committee: _____02/09_____

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.

PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        ( X ) Electronic Letter of Intent

        ( X ) Electronic Letter of Support from Executive Dean(s)

        ( X ) Vote(s) of Department:

                 Name of Department: Business, Social Science and Visual Arts
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

        ( )      Campus Dean Final Approval Form(s)


(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------


cc:     Dr. Candice Foley, College Associate Dean for Curriculum Development
        Dr. Tina Good, College Curriculum Committee Chair
        Academic Chairs of affected departments



                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 85




NAME OF PROPOSAL: INT205 Working Drawing I

DEPARTMENT/DISCIPLINE: Business, Social Science and Visual
Arts/Interior Design


I.     CATALOG DESCRIPTION:
       (Complete this section only if you wish to revise the catalog description. Provide the current as
       well as the proposed description, and state a rationale for the proposed change.)

       Foundation course in developing a complete set of interior construction
       drawings. One interior space of approximately 2,000 square feet is designed
       based on program and space analysis, building codes, and architectural and
       structural constraints. Two-dimensional working drawings such as floor,
       demolition, construction, furniture and lighting plans, and elevations are the
       graphic means for problem-solving. Three-dimensional drawings,
       axonometric and perspective, complete the design process. Prerequisite
       INT103 or permission of the instructor. Offered fall semester only.

II.    STATEMENT OF COURSE OUTCOMES
       Fill out this section only if you wish to add, delete, or revise course outcomes, and state a
       rationale for the proposed change. (Course outcomes should be stated in the form of precise
       and measurable learning outcomes,          e.g., “Upon successful completion of this course,
       students will be able to. . . . ”)

       Upon successful completion of this course, students will be able to:
       1. Develop a list of vocabulary terms that will facilitate communicating with
           contractors and trade sources in the field.
       2. Draw thumb nail sketches that analyze possible design solution in a two
           dimensional manner.
       3. Examine and draw a wide range of plans used in the field, i.e.
           demolition,
       4. construction, existing conditions, furniture, elevations, “R” Axonometric
           and perspective.
       5. Select the appropriate style and finish of furniture, fabric, wall and
           window treatments to satisfy client needs.
       6. Construct a foam core model of the newly designed space.
       7. Evaluate and modify design solution by assessing the human
           environment through traffic flow, proxemics, and human behavior.
       8. Develop a well-planned space through the analyzing of the design
           principles and elements proper furniture arrangement and appropriate
           use of color and lighting.
       9. Reinforce sales ability, design vocabulary, and interpersonal
           communication through oral presentations.
       10. Justify chosen design solution in a clear graphic and oral presentation to
           a panel of outside professional.
       11. Develop a specific lettering style so as to be able to print code
           specifications for all drawings.
       12. Determine proper codes for specific space problems.

                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 86




       13. Illustrate knowledge of the universal measurements through accurately
           drawn floor plans and elevations.
       14. Demonstrate effective graphic presentation skills.
       15. Discover and develop how color can enhance your design solution.
       16. Develop an understanding of structure and building systems as it
           pertains to residential housing.


III.   RELATIONSHIP TO STUDENTS
       I.   Credits/Contact Hours
                 (Complete this section only if you wish to change the credits or contact hours for the
                 course, and provide a rationale for proposed change in credits and contact hours. See
                 the formula for credits and contact hours on the Curriculum Website.)

                 Credit Hours: 3                 Contact Hours: 6

                 Lecture_____            Lab_____        Studio: 6       Internship_____

       B.        Course Fees
                 (Complete this section only if the proposed revision has an impact on the fees
                 students will be charged when enrolling in the course.)

                 Lab Fees: X                     Course Fees__________

       C.        Prerequisites/Corequisites
                 (Complete this section only if you wish to change the prerequisites or Corequisites for
                 this course. Provide a rationale for the proposed change.)
                 Prerequisite: INT103 Interior Design II or permission of the instructor.

IV.    RELATIONSHIP TO FACILITIES/COLLEGE RESOURCES

       A.        Will the proposed course revision require additional staff? If so, please
                 specify.
                 No

       B.        Will the proposed course revision require additional equipment, space,
                 technology, etc.? If so, please specify.
                 No

V.     RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
       (Complete this section out only if you wish to make an existing course a SUNY General
       Education course.)

A.     Identify which of the ten SUNY knowledge and skills areas the course                       will
       fulfill.
       The ten SUNY knowledge and skill areas are Mathematics, Natural Sciences, Social
       Sciences, American History, Western Civilization, Other World Civilizations,
       Humanities, The Arts, Foreign Language, Basic Communication. For a list of existing
       SUNY-approved General Education courses offered at SCCC, see the curriculum
       website.

                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
     Interior Design Curriculum Proposal, Pg. 87




     B.     Demonstrate how the course outcomes map to the SUNY Learning Outcomes
            for the knowledge and skills areas you have identified. (For a complete list of
            SUNY-approved General Education Learning Outcomes, see the curriculum website.)

     C.     How does this course incorporate the SUNY infused competencies of Critical
            Thinking and Information Management? (See the SUNY-approved General Education
            Learning Outcomes for Information Management and Critical Thinking on the curriculum
            website.)

     D.     Do the faculty within the department/discipline agree to assess this course
            according to the approved SUNY-approved Campus Based General Education
            Assessment Plan or the SUNY-approved Strengthened Campus-Based
            Assessment Plan, using assessment measures, i.e., instruments that
            measure the attainment of student learning outcomes as described in the
            plan?

     VI.    SAMPLE COURSE OUTLINE
     (See Faculty Handbook online for guidelines.)



                            SUFFOLK COUNTY COMMUNITY COLLEGE
                               EASTERN CAMPUS, RIVERHEAD, NY
                                      COURSE OUTLINE

 Course Title: Working Drawing I                      Instructor: Prof. L. Lizak
 Catalog No.: INT205 3 cr./6 contact hrs.             Office: O-119
 CRN:                                                 Phone: 548-3550
 Web: http://www2.sunysuffolk.edu/lizakl/             Email: lizakl@sunysuffolk.edu
 interior_design

     TEXTS:           Residential Interior Design by Maureen Mitton and Courtney Nystuen
                      Encyclopedia of Window Treatments

I.          OBJECTIVES OF THE COURSE

            By completion of the course, each student will be able to:
            1.   Develop a list of vocabulary terms that will facilitate communicating with
                 contractors and trade sources in the field.
            2.   Draw thumb nail sketches that analyze possible design solution in a two
                 dimensional manner.
            3.   Examine and draw a wide range of plans used in the field, i.e. demolition,
                 construction, existing conditions, furniture, elevations, axonometic and perspective.
            4.   Select the appropriate style and finish of furniture, fabric, wall and window
                 treatments to satisfy client needs.
            5.   Construct a foam core model of the newly designed space.
            6.   Evaluate and modify design solution by assessing the human environment through
                 traffic flow, proxemics, and human behavior.
            7.   Develop a well-planned space through the analyzing of the design principles and
                      ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
     Revised 9/2006
Interior Design Curriculum Proposal, Pg. 88




             elements proper furniture arrangement and appropriate use of color and lighting.
       8.    Reinforce sales ability, design vocabulary, and interpersonal
             communication through oral presentations.
       9.    Justify chosen design solution in a clear graphic and oral presentation to a panel of
             outside professional.
       10.   Develop a specific lettering style so as to be able to print code
             specifications for all drawings.
       11.   Determine proper codes for specific space problems.
       12.   Illustrate knowledge of the universal measurements through accurately
             drawn floor plans and elevations.
       13.   Demonstrate effective graphic presentation skills.
       14.   Discover and develop how color can enhance your design solution.
       15.   Develop an understanding of structure and building systems as it pertains
             to residential housing.

II.    PROCEDURES FOR ACCOMPLISHING OBJECTIVES
       A. Lecture
       B. Class discussion
       C. Workshop
       D. Visual aids
       E. Weekly assigned textbook readings
       F. Weekly drawing assignments
       G. Oral presentations
       H. Sketchbook
       I. Juried critique at the end of the semester
       J. Weekly critique

III.   STUDENTS’ REQUIREMENTS FOR COMPLETION OF COURSE

       It is the responsibility of the student to keep current with material when absent. It is not
       the responsibility of the instructor to call the absentee student with the assignments.
       A. All drawings must have an overlay of tracing paper, otherwise the instructor will
              make corrections on the original (or make black line copy).
       B. Seven assigned drawings. All to be submitted on 18” x 24” tracing velum.
       C. One foam core model illustrating design solution.
       D. Support boards for living, dining, home office, master bedroom.
       E. Participation in Weekly Critiques.
       F. Oral presentation of final design solution.
       G. Maintain a sketchbook of ideas and information from outside sources and
              lectures.
       H. Weekly quizzes on lecture material.

IV.    Materials
       Furniture Template ¼” scale
       18” roll of tracing paper (yellow or buff)
       all drafting supplies
       18” x 24” 100% Rag Vellum
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Interior Design Curriculum Proposal, Pg. 89




       Rapidograph, Black Permanent Ink
       1/8” Foam Core
       Matte Knife (utility knife),
       30-60-90 Angle
       Unruled Notebook.

V.     GRADING SCALE:
       A.  EXCEPTIONAL; means objectives of the assignment are fully understood as
           applied to the particular assignment and an intriguing balance exists between clear
           communication of the message and creativity. The assignment is executed with
           impeccable craftsmanship, accuracy, and neatness. The assignment exists as part
           of the complete design development. A quality piece of work.
       B.  HIGH; objectives are met and design principles are primarily well understood.
           May be lacking in overall design quality, craftsmanship, clarity, or design
           development Good overall effort.
       C.  AVERAGE; the minimum requirements of the assignment have been met but not
           exceeded. Extra effort and insight into development of the basic assignment are
           necessary to produce higher quality work.
       D.  BELOW AVERAGE; there exist problems in completely understanding the
           concept or objectives of an assignment. Incompleteness in several areas of
           craftsmanship, design, creativity, clarity, or development are also apparent.
       F.  UNACCEPTABLE; do assignment over. See instructor immediately for further
           clarification.

       GRADE         NUMERIC GRADE                QUALITY POINTS PER CREDIT
         A               100 - 90                            4.0
        B+               89.9 – 85                           3.5
         B               84.9 – 80                           3.0
        C+              79.9 – 75.0                          2.5
         C               74.9 – 70                           2.0
        D+              69.9 – 65.0                          1.5
         D               64.9 – 60                           1.0
         F            59.9 – BELOW                            0

VI.    GRADING POLICY
       7 Weekly Drafting Projects                  70%
       Model                                       10%
       Support Boards                              10%
       Sketch Book/Class Participation/Critique    10%

VII.   ATTENDANCE POLICY
       2 absences = permitted (1 absence for night)

VIII. STUDIO POLICY

       When workshop time begins in class, please put your name on a list on the blackboard
       for help. Otherwise, the instructor will float from student to student not knowing you
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Revised 9/2006
Interior Design Curriculum Proposal, Pg. 90




       need help.

ASSIGMENT SCHEDULE
       Week 1:      Introduction and course objectives. Outline Bearing Walls, Model Demonstration.
                    Lecture: Existing Conditions Plan.
       Week 2:      Lectures: Kitchen and Bathroom. Exist Due.
       Week 3:      Studio Problem.
       Week 4:      Studio Problem.
       Week 5:      Studio Problem and Presentation of design (ink, dressed plan, blueprint)
       Week 6:      Lecture: Demolition and Construction Plan. Studio: Fabric Selection.
       Week 7:      Demo and Fabric Plan Presentation. Lecture: Lighting.
       Week 8:      Construction Presentation. Lecture: Lighting. Studio: Axonometric.
       Week 9:       Studio: Axonometric.
       Week 10:     Lighting Presentation. Studio: Axonometric.
       Week 11:     Studio: Axonometric and Perspective.
       Week 12:     Studio: Perspective. Axonometric Presentation.
       Week 13:     Studio: Perspective.
       Week 14:     Studio: Perspective. Support Boards and Model Presentation.
       Week 15:     Perspective Presentation.

VIII. COURSE SYLLABUS
       (See Appendix Below.)

                       SUFFOLK COUNTY COMMUNITY COLLEGE
            COLLEGE COURSE SYLLABUS for INT205: WORKING DRAWINGS I

A.     Course Title:
       Working Drawings I

B.     Catalog Description:
       Foundation course in developing a complete set of interior construction drawings. One
       interior space of approximately 2,000 square feet is designed based on program and space
       analysis, building codes, and architectural and structural constraints. Two-dimensional
       working drawings such as floor, demolition, construction, furniture and lighting plans,
       and elevations are the graphic means for problem-solving. Three-dimensional drawings,
       axonometric and perspective, complete the design process. Prerequisite INT103 or
       permission of the instructor. Offered fall semester only.

C.     Goals: (main concepts, principles, and skills you want students to learn from this course)

       1.   Develop mechanical ability to enhance graphic communication and understand
            spatial relationships.
       2.   Develop graphic and oral communication skills to critically evaluate a design.
       3.   Exhibit the value of planning and time management skill in the completion of a
            design problem.
       4.   Develop 3D drawing and modeling skills to further evaluate spatial relationships.
       5.   Refine drafting and lettering skills.
       6.   Apply building codes to scaled house plans.

                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 91




D.     Outcome Behaviors: (what you expect students to do in order to demonstrate that the
       teaching goal was achieved – expected learning occurred)

       Upon completion of this course students will be able to:
       1.  Develop a list of vocabulary terms that will facilitate communicating with
           contractors and trade sources in the field.
       2.  Draw thumbnail sketches that analyze possible design solution in a two-
           dimensional manner.
       3.  Examine and draw a wide range of plans used in the field, i.e. demolition,
           construction, existing conditions, furniture, elevations, axonometric and
           perspective.
       4.  Select the appropriate style and finish of furniture, fabric, wall and window
           treatments to satisfy client needs.
       5.  Construct a foam core model of existing and newly designed space.
       6.  Evaluate and modify design solution by assessing the human environment through
           traffic flow, proxemics, and human behavior.
       7.  Develop a well-planned space through analyzing of the design principles and
           elements proper furniture arrangement and appropriate use of color and lighting.
       8.  Reinforce sales ability, design vocabulary, and interpersonal communication
           through oral presentations.
       9.  Justify chosen design solution in a clear graphic and oral presentation to a panel of
           outside professional.
       10. Develop a specific lettering style so as to be able to print code specifications for all
           drawings.
       11. Determine proper codes for specific space problems.
       12. Illustrate knowledge of the universal measurements through accurately drawn floor
           plans and elevations.
       13. Demonstrate effective graphic presentation skills.
       14. Discover and develop how color can enhance your design solution.
       15. Develop an understanding of structure and building systems as it pertains to
           residential housing.

E.     Programs that Require this Course:

       Interior Design INDA- AAS

F.     Major Topics Required with Approximate Times for Each Major Topic: (6 contact
       hour course meets 300 minutes per week)

       Week 1:    Introduction and course objectives. Outline Bearing Walls, Model
                  Demonstration. Lecture: Existing Conditions Plan.
       Week 2:    Lectures: Kitchen and Bathroom. Exist Due.
       Week 3:    Studio Problem.
       Week 4:    Studio Problem.
       Week 5:    Studio Problem and Presentation of design (ink, dressed plan, blueprint)
       Week 6:    Lecture: Demolition and Construction Plan. Studio: Fabric Selection.
                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 92



       Week 7:      Demo and Fabric Plan Presentation. Lecture: Lighting.
       Week 8:      Construction Presentation. Lecture: Lighting. Studio: Axonometric.
       Week 9:      Studio: Axonometric.
       Week 10:     Lighting Presentation. Studio: Axonometric.
       Week 11:     Studio: Axonometric and Perspective.
       Week 12:     Studio: Perspective. Axonometric Presentation.
       Week 13:     Studio: Perspective.
       Week 14:     Studio: Perspective. Support Boards and Model Presentation.
       Week 15:     Perspective Presentation.

G.     Special Instructions:

       A.        Prerequisite(s) to this Course: (list or indicate none)
                 INT103 Interior Design I or permission of instructor.

       B.        Course(s) that Require this Course as a Prerequisite: (list courses or indicate
                 none)
                 INT220 Material and Construction Methods for Interior Designers and INT227
                 Interior Design Portfolio and Assessment.

       C.        External Jurisdiction: (list credentialing organization/association if
                 appropriate or indicate none)
                 None

H.     Supporting Information: (list – newspapers, journals, Internet resources, CD-
       ROMS, Videos, other teaching materials)

       Required Textbooks: Residential Interior Design, by Maureen Mitton

       Suggested Textbooks:
       Drawing Home Plans by Jane Curran
       Anatomy for Interior Designers by Julius Panero
       Encyclopedia of Window Treatments
       Interior Design and Space Planning, Time Saver Standards
       Resident

I.     Optional Topics: (list or indicate none)

       None

J.     Evaluation of Student Performance: (approximate time)

       7 Weekly Drafting Projects                    70%
       Model                                         10%
       Support Boards                                10%
       Sketch Book/Class Participation/Critique      10%

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Revised 9/2006
Interior Design Curriculum Proposal, Pg. 93




                   SUFFOLK COUNTY COMMUNITY COLLEGE
                     NEW-COURSE PROPOSAL FORM
ORIGINATING CAMPUS: ( ) Ammerman (X) Eastern       ( ) Grant
   Date Submitted to Curriculum Committee: _____February 2009___

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.

PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        ( X ) Electronic Letter-of-Intent

        ( X ) Electronic Letter-of-Support from Executive Dean(s)

        ( X ) Vote(s) of Department:

                 Name of Department: Business, Social Science and Visual Arts_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

        ( )      Campus Dean Final-Approval Form(s)


(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------


cc:     Dr. Candice Foley, College Associate Dean for Curriculum Development
        Dr. Tina Good, Chair of College Curriculum Committee
        Academic Chairs of affected departments



                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 94




Curriculum Committee Chair completes form below this line and, upon
approval, the Curriculum Committee Chair e-mails the entire proposal
packet to the College Associate Dean for Curriculum Development, with
electronic copies to the appropriate Executive Deans and the College
Curriculum Committee Chair. (If the proposal is not approved, the Curriculum
Committee Chair e-mails proposer and explains why proposal was not approved and
sends an electronic copy of explanation to the College Curriculum Chair and the
College Associate Dean for Curriculum Development.)
******************************************************************

       ( )       Vote of Curriculum Committee
                 Name of Committee:_______________________________
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____

       ( )       Vote of Ammerman Faculty Senate (if appropriate)
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                   Abstention_____

       ( )       Vote of East Congress (if appropriate)
                 For: _____ Against: _____       Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                    Abstention_____

       ( )Vote of Grant Assembly (if appropriate)
          For: _____ Against: _____       Abstentions: _____
          Date of Vote: __________
                Select One: Approved_____ Not approved_____
                            Abstention_____
******************************************************************

Proposal is _____Approved         _____Not Approved

Date________________________________________

Comments:




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Revised 9/2006
Interior Design Curriculum Proposal, Pg. 95




NAME OF PROPOSAL: INT225 Kitchen and Bath Design

DEPARTMENT/DISCIPLINE: Business, Social Science and Visual
Arts/Interior Design

I.     CATALOG DESCRIPTION:
       This course is an in depth introduction to residential kitchen and bath design,
       with the aim of developing expertise for planning and creating functional,
       efficient, and aesthetically pleasing kitchens and baths. From design concept
       to construction, emphasis is placed on floor plans, elevations, perspectives,
       specifications of materials and finishes, appliance selection, and cabinet
       design. Studio projects will analyze and apply National Kitchen and Bath
       standards. Prerequisite: INT101 or permission of the instructor. Offered
       spring semester only.

II.    STATEMENT OF LEARNING OUTCOMES
       (Course outcomes should be stated in the form of what students will be expected to learn in
       the course precise, e.g., “Upon successful completion of this course, students will be able to
       demonstrate . . . . ”)

       Upon successful completion of this course, each student will:
       1. Design and draw scaled floor plans and elevations with appropriate
           dimensioning.
       2. Thumb-nail sketch preliminary design solutions for client approval.
       3. Calculate cost estimate for budget needs.
       4. Illustrate design solution in 3D: isometric, perspective and diametric
           drawings.
       5. Select and assess appropriate needs and costs for appliances, tile and
           flooring.
       6. Indicate specific job appropriate cabinetry and millwork for specific job.
       7. Assess client needs and requirements through interviewing process to
           create a design solution.
       8. Apply industry standards to meet code requirements.
       9. Develop a series of kitchen working drawings to showcase in a portfolio.
       10. Draw a series of elevations that exemplifies the proper application of tile
           and granite as a wall treatment.

III.   RELATIONSHIP TO STUDENTS
       A.   Credits and Contact Hours
                 (Provide a rationale for proposed credits and contact hours. See the formula for credit
                 hours and contact hours on the Curriculum Website.)

                 Credit Hours: 3                 Contact Hours: 4

                 Lecture: 1      Lab_____        Studio: 3       Internship____

       B.        Course Fees
                 (Will the student be charged additional fees for this course?)

                 Lab Fees: X        Course Fees__________
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Interior Design Curriculum Proposal, Pg. 96




                 Please explain as necessary:_________________________________

       C.        Required/Elective/Restricted Elective
                 (Will this be a required course? If so, for which curricula? Provide a rationale as to
                 why this course should be required. If this is proposed as an elective or restricted
                 elective course, state what elective category it will fulfill and why it is appropriate for
                 that elective category.)
                 Interior Design INDS- AAS

       D.        Prerequisites/Corequisites
                 (What prerequisites or Corequisites will be required for this course? Provide a
                 rationale for these requirements.)
                 Prerequisite: INT101 Interior Design I or permission of the instructor.

       E.        Transferability
                 (Would this course transfer to any other institutions? If so, give examples of transfer
                 institutions/departments who would accept this course. Give the name(s) of the
                 courses it would transfer as. Demonstrate how transferability was determined.)
                 Yes. This course would transfer to other institutions as required or as
                 an elective:
                    New York of Interior Design- Kitchen and Bath Design
                    New York Institute of Technology- Kitchen and Bath Design
                    Pratt Institute- Kitchen and Bath Design
                    Fashion Institute of Technology
                    Arapahoe Community College
                    Lansing Community College
                    California College of the Arts
                    Boston Architectural College
                    College of Du Page
                    St. Louis Community College

       F.        Master Schedule
                 (How would this course fit into the Master Schedule? How often would it be offered?
                 Would it be offered in the Fall? Spring? Summer? Winter?)
                 Spring only

       G.        Estimate of student enrollment
                 (How many students are anticipated to initially enroll in this course per semester? Per
                 year? How were these enrollment figures determined?)
                 24

       H.        Class Size
                 (What is the maximum number of students that should be allowed to enroll in one
                 section of this course? Provide a rationale for this class size. Should the class size be
                 forcible?)
                 24

IV.    RELATIONSHIP TO FACULTY
       A.   Number of current faculty available to teach proposed course and
            number of additional faculty required.

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Interior Design Curriculum Proposal, Pg. 97




                 1 Full-time Faculty
                 2 Adjunct Faculty

       B.        Number of other staff positions required.
                 None.

       C.        Discipline(s) required and/or minimum preparation in order to teach
                 the course.
                 Minimum requirement: NKBA certified, or Architectural degree or
                 Interior Design background

V.     RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
       Is this course being proposed as a SUNY General Education Course. If so,

       A.        Identify which of the ten SUNY knowledge and skills areas the course
                 would fulfill.

                 The ten SUNY knowledge and skill areas are Mathematics, Natural Sciences,
                 Social Sciences, American History, Western Civilization, Other World
                 Civilizations, Humanities, The Arts, Foreign Language, and Basic
                 Communication.

       B.        Demonstrate how the course outcomes map to the SUNY Learning
                 Outcomes for the knowledge and skills areas you have identified. (See
                 the Curriculum Website for further details about the required
                 outcomes.)


       C.        How does this course incorporate the SUNY infused competencies of
                 Critical Thinking and Information Management? (See the Curriculum
                 Website for further details about the required outcomes for
                 Information Management and Critical Thinking.)

       D.        Do the faculty within the department/discipline agree to assess this
                 course according to the approved *SUNY General Education
                 Assessment Plan, using assessment measures, i.e., instruments that
                 measure the attainment of student learning outcomes as described in
                 the plan?
                 *Be sure to see if the original assessment plan has been updated either through the
                 strengthened campus-based assessment plan or through a closing-        the-loop
                 process. Contact Dr. Allen Jacobs, College Associate Dean for Assessment of Academic
                 and Student Affairs for further information.

VI.    COSTS
       List costs and space requirements.
       20/20 Software, Media and Licenses: $3600 for 20-35 seats
       Annual cost $480 maintenance

VII.   COURSE SYLLABUS
       (See Appendix Below.)
                 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006
Interior Design Curriculum Proposal, Pg. 98




                 SUFFOLK COUNTY COMMUNITY COLLEGE
       COLLEGE COURSE SYLLABUS FOR INT225 KITCHEN AND BATH DESIGN

I.      Course Number and Title:
        INT225 Kitchen and Bath Design

II.     Catalog Description:
        This course is an in-depth introduction to residential kitchen and bath design, with the
        aim of developing expertise for planning and creating functional, efficient, and
        aesthetically pleasing kitchens and baths. From design concept to construction, emphasis
        is placed on floor plans, elevations, perspectives, specifications of materials and finishes,
        appliance selection, and cabinet design. Studio projects will analyze and apply National
        Kitchen and Bath standards. Prerequisite: INT101 or permission of the instructor.

III.    Learning Outcomes: (Main concepts, principles, and skills you want students to learn
        from this course)

        Upon completion of this course, students will be able to:
        1.  Design and draw scaled floor plans and elevations with appropriate dimensioning.
        2.  Thumb-nail sketch preliminary design solutions for client approval.
        3.  Calculate cost estimate for budget needs.
        4.  Illustrate design solution in 3D: isometric, perspective and diametric drawings.
        5.  Select and assess appropriate needs and costs for appliances, tile and flooring.
        6.  Indicate specific job appropriate cabinetry and millwork for specific job.
        7.  Assess client needs and requirements through interviewing process to create a
            design solution.
        8.  Apply industry standards to meet code requirements.
        9.  Develop a series of kitchen working drawings to showcase in a portfolio.
        10. Draw a series of elevations that exemplifies the proper application of tile and
            granite as a wall treatment.

V.      Programs that Require this Course: (List or indicate none.)
        Interior Design INDA- AAS

VI.     Major Topics Required:
        Week 1:    Your role in the kitchen and bathroom industry
        Week 2:    Kitchen lecture: layout/design/lighting/heating
        Week 3:    Trade source information for kitchen design
        Week 4:    Studio: Floor plan
        Week 5:    Studio: Elevations
        Week 6:    Studio: Perspective
        Week 7:    Visual/Oral/Presentation of kitchen design
        Week 8:    Bathroom lecture: layout/design/lighting/ventilation
        Week 9:    Trade source information in bathroom design
        Week 10: Studio: Floor plan
        Week 11: Studio: Elevations
        Week 12: Studio: Perspective
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       Week 13:     Contemporary sales techniques
       Week 14:     Visual/oral presentation of bathroom design
       Week 15:     Final exam

VI.    Special Instructions:

       A.   Prerequisite(s) to this Course: (List or indicate none)
            Prerequisite: INT101 Interior Design I or permission of the
            Instructor.

       B.   Course(s) that Require this Course as a Prerequisite: (List courses or indicate
            none)
            None

       C.   External Jurisdiction: (List credentialing organization/association if appropriate
            or indicate none.)
            None

VI.    Supporting Information: (Examples – newspapers, journals, Internet resources, CD-
       ROMS, Videos, other teaching materials, textbooks, etc.)

       Textbook: Kitchen Basics: A Training Primer for Kitchen Specialists, Patrick J.Galvin,
       Ellen Cheever. ISBN# 1-887127-13-5.
       Bathroom Basics: A Training Primer for Kitchen Specialists, GalvinPublications. ISBN#
       1-877127-14-3.
       20/20 Software Kitchen and Bath Design

VIII. Optional Topics: (List or indicate none)
      None

IX.    Evaluation of Student Performance:
       List possible methods to be used for evaluating students’ achievement of the course’s
       learning outcomes.
       Weekly Quiz/Homework          10%
       Kitchen Project               40%
       Bathroom                      30%
       Final Exam                    20%




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X.               Sample Course Outline
                 (See Faculty Handbook online at http://depthome.sunysuffolk.edu/FacultyHandbook/
                                for guidelines.)

                               Suffolk County Community College
                                Eastern Campus, Riverhead, NY
                                         Course Outline

 Course Title: Kitchen and Bath Design              Instructor: Prof. Laurette Lizak
 Catalog No.: INT225 / 3cr. 4 contact hrs.          Office: O-119
 CRN:                                               Office Phone: 548-3550
 Web: http://www2.sunysuffolk.edu/                  Email: lizakl@sunysuffolk.edu
 lizakl/interior_design

TEXTS:     Kitchen Basics: A Training Primer for Kitchen Specialists; Patrick J. Galvin,
           Ellen Cheever. ISBN# 1-887127-13-5.
           Bathroom Basics: A Training Primer for Kitchen Specialists; Galvin
           Publications. ISBN# 1-877127-14-3.

I.     OBJECTIVES OF THE COURSE

       Upon successful completion of this course, students will
       1.    Create functional and aesthetically pleasing kitchens and baths per client needs.
       2.    Prepare construction drawings: floor plans, elevations, dimetrics, isometrics,
             perspectives that support design solution.
       3.    Calculate cost estimate within the limit of a budget.
       4.    Select and analyze project specifications; cabinetry style, countertops, appliances,
             fixtures, and flooring.
       5.    Locate placement and determine appropriate lighting fixtures and venting
             systems.
       6.    Examine client needs and budget to create a successful design solution.
       7.    Compose a design statement so as to assess and evaluate the quality of materials
             and finishes for specific needs of a client.
       8.    Prepare sample boards and drawings for presentation to client.
       9.    Apply industry standards to meet code requirements.
       10.   Collect trade source information so as to assess and evaluate the quality of
             materials and finishes for specific needs of a client.
       11.   Demonstrate effective graphic and oral presentation skills.
       12.   Develop scaled drawings after assessment and measurement of on-site space.
       13.   Demonstrate the value of planning and time management from concept
             development to completion of the project.
       14.   Demonstrate a working knowledge of manual drafting and lettering skills.
       15.   Demonstrate a working knowledge of types of lines used in architectural drafting.

II.    PROCEDURES FOR ACCOMPLISHING OBJECTIVES
       A.  Lecture
       B.  Class discussion
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       C.        Kitchen project
       D.        Bathroom project
       E.        Six mini projects
       F.        Final exam

III.   STUDENT’S REQUIREMENTS FOR COMPLETION OF COURSES:
       A.  Must attend all classes and participate in class discussions and activities.
       B.  Read assigned chapters
       C.  Take notes
       D.  Complete two major projects: Kitchen and Bath
       E.  Complete six mini projects
       F.  Weekly quizzes/homework
       G.  Final Exam

IV.    MATERIALS REQUIRED
       Drawing supplies
       Matte Board

V.     GRADING SCALE:
       A.  EXCEPTIONAL; means objectives of the assignment are fully understood as
           applied to the particular assignment and an intriguing balance exists between clear
           communication of the message and creativity. The assignment is executed with
           impeccable craftsmanship, accuracy, and neatness. The assignment exists as part
           of the complete design development. A quality piece of work.
       B.  HIGH; objectives are met and design principles are primarily well understood.
           May be lacking in overall design quality, craftsmanship, clarity, or design
           development Good overall effort.
       C.  AVERAGE; the minimum requirements of the assignment have been met but not
           exceeded. Extra effort and insight into development of the basic assignment are
           necessary to produce higher quality work.
       D.  BELOW AVERAGE; there exist problems in completely understanding the
           concept or objectives of an assignment. Incompleteness in several areas of
           craftsmanship, design, creativity, clarity, or development are also apparent.
       F.  UNACCEPTABLE; do assignment over. See instructor immediately for further
           clarification.

       GRADE            NUMERIC GRADE         QUALITY POINTS PER CREDIT
         A                  100 - 90                     4.0
        B+                  89.9 – 85                    3.5
         B                  84.9 – 80                    3.0
        C+                 79.9 – 75.0                   2.5
         C                  74.9 – 70                    2.0
        D+                 69.9 – 65.0                   1.5
         D                  64.9 – 60                    1.0
         F               59.9 – BELOW                     0

VI.    GRADING POLICY
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       A.   No make-up for final exam
       B.   Late assignments will receive a reduction of one full letter grade for each Day late.
       C.   No incompletes
       D.   Weekly quizzes/homework 10%
            Kitchen project             40%
            Bathroom project            30%
            Final exam                  20%

VII.   ATTENDANCE POLICY
       2 Absences = Permitted
       2 Lateness’s = Permitted
       3 Absences – Withdrawal from class

VIII. COLLEGE ACADEMIC INTEGRITY
          The college’s Student Code of Conduct expressly prohibits “any and all forms of
      academic or other dishonesty.” While this code should be read broadly and does not
      define such conduct in exhaustive terms, the following conduct clearly falls under the
      heading of academic integrity.
          Cheating: Any form of cheating, be it on a formal examination, informal quiz or other
      submitted material, is a violation of college conduct. Copying material from fellow
      students or from other sources during an examination may result in a failing grade for the
      course and/or serious disciplinary sanctions as outlined in the Code of Conduct. When
      students work together on a project, this becomes a joint responsibility for a group so
      designated and should be limited to the people and resources agreed upon with the
      instructor.
          Plagiarism: Students should realize that presenting the words and ideas of others as
      their own is dishonest. In writing, students must fully acknowledge the source of any
      paraphrased passages and any ideas which they have borrowed. Failure to conform to
      these academic standards is plagiarism and may result in a failing grade for the course
      and/or serious disciplinary sanctions as outlined in the Code of Conduct.

IX.    WEEKLY SCHEDULE:
       Week 1  Your role in the kitchen and bathroom industry
       Week 2  Kitchen lecture: layout/design/lighting/heating
       Week3   Trade source information for kitchen design
       Week 4  Studio: Floor plan
       Week 5. Studio: Elevations
       Week 6. Studio: Perspective
       Week 7  Visual/Oral/Presentation of kitchen design
       Week 8  Bathroom lecture: layout/design/lighting/ventilation
       Week 9  Trade source information in bathroom design
       Week 10 Studio: Floor plan
       Week 11 Studio: Elevations
       Week 12 Studio: Perspective
       Week 13 Contemporary sales techniques
       Week 14 Visual/oral presentation of bathroom design
       Week 15 Final exam
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                   SUFFOLK COUNTY COMMUNITY COLLEGE
                     NEW-COURSE PROPOSAL FORM
ORIGINATING CAMPUS: ( ) Ammerman ( X ) Eastern      ( ) Grant
   Date Submitted to Curriculum Committee: _____February 2009___

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.

PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.

Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.

        ( X ) Electronic Letter-of-Intent

        ( X ) Electronic Letter-of-Support from Executive Dean(s)

        ( X ) Vote(s) of Department:

                 Name of Department: Business, Social Science and Visual Arts_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

                 Name of Department: _(Name of Department/Campus)_
                 For: _____    Against: _____   Abstentions: _____
                 Date of Vote: __________ Proposer's Initials: _____
                        Select One: Approved_____ Not approved_____

        ( )      Campus Dean Final-Approval Form(s)


(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
--------------------------------------------------------------------------------------


cc:     Dr. Candice Foley, College Associate Dean for Curriculum Development
        Dr. Tina Good, Chair of College Curriculum Committee
        Academic Chairs of affected departments



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Curriculum Committee Chair completes form below this line and, upon
approval, the Curriculum Committee Chair e-mails the entire proposal
packet to the College Associate Dean for Curriculum Development, with
electronic copies to the appropriate Executive Deans and the College
Curriculum Committee Chair. (If the proposal is not approved, the Curriculum
Committee Chair e-mails proposer and explains why proposal was not approved and
sends an electronic copy of explanation to the College Curriculum Chair and the
College Associate Dean for Curriculum Development.)
******************************************************************

       ( )       Vote of Curriculum Committee
                 Name of Committee:_______________________________
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____

       ( )       Vote of Ammerman Faculty Senate (if appropriate)
                 For: _____ Against: _____    Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                   Abstention_____

       ( )       Vote of East Congress (if appropriate)
                 For: _____ Against: _____       Abstentions: _____
                 Date of Vote: __________
                       Select One: Approved_____ Not approved_____
                                    Abstention_____

       ( )Vote of Grant Assembly (if appropriate)
          For: _____ Against: _____       Abstentions: _____
          Date of Vote: __________
                Select One: Approved_____ Not approved_____
                            Abstention_____
******************************************************************

Proposal is _____Approved         _____Not Approved

Date________________________________________

Comments:




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NAME OF PROPOSAL: INT227 Interior Design Portfolio and Assessment

DEPARTMENT/DISCIPLINE: Business, Social Science and Visual
Arts/Interior Design

I.     CATALOG DESCRIPTION:
       This capstone course provides the skills and guidance for preparing an
       interior design portfolio in both manual and digital format. In a professional
       format the portfolio illustrates an individual’s skill level and knowledge of
       interior design through course work projects. The course also examines a
       comprehensive overview of the skills and content of the N.C.D.I.Q. exam.
       Students taking this course must be in their final semester of the Interior
       Design Program. Prerequisites: INT201 and INT205; corequisite: IN220 or
       permission of instructor. Offered spring semester only.

II.    STATEMENT OF LEARNING OUTCOMES
       (Course outcomes should be stated in the form of what students will be expected to learn in
       the course precise, e.g., “Upon successful completion of this course, students will be able to
       demonstrate . . . . ”)

       Upon successful completion of this course, students will be able to:
       1. Develop a design portfolio that showcases your knowledge, skills and
           accomplishments in the interior design field.
       2. Develop effective graphic presentation skills into a portfolio that shows a
           comprehensive assessment of your design capabilities.
       3. Apply design knowledge and technical skills to a short answer and
           problem solving format for preparation of the N.C.I.D.Q. exam.
       4. Develop critical thinking skills so as to be able to review, critique and
           reflect on your own collection of design work.
       5. Evaluate strengths and weaknesses in your own body of work.
       6. Illustrate process oriented work (thumb-nail sketches, story board) that
           exemplifies having a unique vision, imagination and creative expression.
       7. Develop the technical skills necessary to create a portfolio in electronic
           format (digital).
       8. Assess the advantages and disadvantages of a Digital vs. Traditional
           portfolio.
       9. Collect, organize, refine and design projects that shows an extension of
           your own unique ability.
       10. Select and use a digital camera- to record presentation boards.
       11. Develop the necessary technical information for making quality digital
           prints.

III.    RELATIONSHIP TO STUDENTS
       A.    Credits and Contact Hours
                 (Provide a rationale for proposed credits and contact hours. See the formula for credit
                 hours and contact hours on the Curriculum Website.)

                 Credit Hours: 3                 Contact Hours: 4


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                 Lecture: 1      Lab_____         Studio: 3         Internship_____

       B.        Course Fees
                 (Will the student be charged additional fees for this course?)

                 Lab Fees: X                      Course Fees__________

                 Please explain as necessary:__________________

       C.        Required/Elective/Restricted Elective
                 (Will this be a required course? If so, for which curricula? Provide a rationale as to
                 why this course should be required. If this is proposed as an elective or restricted
                 elective course, state what elective category it will fulfill and why it is appropriate for
                 that elective category.)
                 Required: Interior Design INDA-AAS

       D.        Prerequisites/Corequisites
                 (What prerequisites or Corequisites will be required for this course? Provide a
                 rationale for these requirements.)
                 Prerequisite: INT201 and INT205
                 Corequisite: INT220 or permission of instructor

       E.        Transferability
                 (Would this course transfer to any other institutions? If so, give examples of transfer
                 institutions/departments who would accept this course. Give the name(s) of the
                 courses it would transfer as. Demonstrate how transferability was determined.)
                 Required for professional development and pursuing a career in
                 Interior Design. Required for admission to a Bachelors Degree
                 program.

       F.        Master Schedule
                 (How would this course fit into the Master Schedule? How often would it be offered?
                 Would it be offered in the Fall? Spring? Summer? Winter?)
                 Spring Only

       G.        Estimate of student enrollment
                 (How many students are anticipated to initially enroll in this course per semester? Per
                 year? How were these enrollment figures determined?)
                 24; Enrollment Data: 2003-2006

       H.        Class Size
                 (What is the maximum number of students that should be allowed to enroll in one
                 section of this course? Provide a rationale for this class size. Should the class size be
                 forcible?)
                 24

IV.    RELATIONSHIP TO FACULTY
       A.   Number of current faculty available to teach proposed course and
            number of additional faculty required.
            1 Full time faculty
            2 Adjuncts

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       B.        Number of other staff positions required.
                 None

       C.        Discipline(s) required and/or minimum preparation in order to
                 teach the course.
                 Interior Design degree and college teaching experience or Professional
                 in the Interior Design field.

V.     RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS. Is this
       course being proposed as a SUNY General Education Course. If so,

       A.        Identify which of the ten SUNY knowledge and skills areas the course
                 would fulfill.

                 *The ten SUNY knowledge and skill areas are Mathematics, Natural Sciences,
                 Social Sciences, American History, Western Civilization, Other World
                 Civilizations, Humanities, The Arts, Foreign Language, Basic Communication.

       B.        Demonstrate how the course outcomes map to the SUNY Learning
                 Outcomes for the knowledge and skills areas you have identified. (See
                 the Curriculum Website for further details about the required
                 outcomes.)

       C.        How does this course incorporate the SUNY infused competencies of
                 Critical Thinking and Information Management? (See the Curriculum
                 Website for further details about the required outcomes for
                 Information Management and Critical Thinking.)

       D.        Do the faculty within the department/discipline agree to assess this
                 course according to the approved *SUNY General Education
                 Assessment Plan, using assessment measures, i.e., instruments that
                 measure the attainment of student learning outcomes as described in
                 the plan?
                 *Be sure to see if the original assessment plan has been updated either through the
                 strengthened campus-based assessment plan or through a closing-        the-loop
                 process. Contact Dr. Allen Jacobs, College Associate Dean for Assessment of
                 Academic and Student Affairs for further information.

VI.    COSTS
       List costs and space requirements.
       No costs.

VII.   COURSE SYLLABUS
       (See Appendix Below.)




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                    SUFFOLK COUNTY COMMUNITY COLLEGE
       COLLEGE COURSE SYLLABUS FOR INT227 Interior Design Portfolio and Assessment

I.     Course Number and Title:
       Course Title: INT227 Interior Design Portfolio and Assessment

II.    Catalog Description:
       This capstone course provides the skills and guidance for preparing an interior design portfolio in
       both manual and digital format. In a professional format the portfolio illustrates an individual’s skill
       level and knowledge of interior design through course work projects. The course also examines a
       comprehensive overview of the skills and content of the N.C.D.I.Q. exam. Students taking this
       course must be in their final semester of the Interior Design Program. (1 hr. lecture, 3 studio hrs)
       Prerequisites: INT201 and INT205, corequisite: INT220 or permission of instructor. Offered spring
       semester only.

III.   Goals: (main concepts, principles and skills you want students to learn from this course).

       1.    Professionally prepared working portfolio that illustrates individual skills and knowledge of
             the interior design field.
       2.    Demonstrate skills and knowledge that is required to pass the N.C.I.D.Q exam.
       3.    Develop effective presentation techniques so as to maximize visual potential and appeal of
             the portfolio.
       4.    Prepare a digital (electronic format) and traditional (printed) portfolio.
       5.    Develop the technical skills necessary to prepare an electronic formatted portfolio.
       6.    Interpret design principles and concepts so as to self-evaluate own work.

IV.    Outcome Behaviors: (what you expect students to do in order to demonstrate that the
       teaching goal was achieved- expected learning occurred).

       1.    Develop a design portfolio that showcases your knowledge, skills and accomplishments in the
             interior design field.
       2.    Develop effective graphic presentation skills into a portfolio that shows comprehensive
             assessment of your design capabilities.
       3.    Apply design knowledge and technical skills to a short answer and problem solving format
             for preparation of the N.C.I.D.Q. exam.
       4.    Develop critical thinking skills so as to be able to review, critique and reflect on your own
             collection of design work.
       5.    Evaluate strengths and weaknesses in your own body of work.
       6.    Illustrate process oriented work (thumb-nail sketches, story board) that exemplifies having a
             unique vision, imagination and creative expression.
       7.    Develop the technical skills necessary to create a portfolio in electronic format (digital).
       8.    Assess the advantages and disadvantages of a Digital vs. Traditional portfolio.
       9.    Collect, organize, refine design projects that shows an extension of your own unique ability.
       10.   Select and use a digital camera- to record presentation.
       11.   Develop the necessary technical information for making quality digital prints.

V.     Programs that Require this Course: (List or indicate none.)
       Interior Design INDA- AAS

VI.    Major Topics Required:
        (3 contact hour course meets 150 minutes per week).
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      Week 1: Introduction: N.C.I.D.Q. construction documents.
      Week 2: Diversity of portfolio’s: Traditional vs. Digital/N.C.I.D.Q.: Building systems and FFE.
      Week 3: Evaluation of design projects/N.C.I.D.Q.: Codes and finishes.
      Week 4: Studio: Prepare and refine projects/N.C.I.D.Q.: Professional ethics.
      Week 5: Studio: Prepare and refine projects/N.C.I.D.Q.: Business procedure.
      Week 6: Studio: Prepare and refine projects/N.C.I.D.Q.: Mechanical systems.
      Week 7: N.C.I.D.Q. practice exam.
      Week 8: Portfolio layout
      Week 9: Constructing a printed portfolio.
      Week 10: Digital portfolio production.
      Week 11: Digital vs. traditional- knowing your audience.
      Week 12: Evaluating and presenting your portfolio.
      Week 13: Juried critique.
      Week 14: Portfolio’s and evaluations returned.
      Week 15: Continuing your professional portfolio.

VI.   Special Instructions:

      A.    Prerequisite(s) to this Course: (List or indicate none)
            Prerequisite: INT201 and INT205
            Corequisite: INT220 or permission of instructor

      B.    Course(s) that Require this Course as a Prerequisite: (List courses or indicate none)
            None

      C.    External Jurisdiction: (List credentialing organization/association if appropriate or
            indicate none.)
            None

VII. Supporting Information: (Examples – newspapers, journals, Internet resources, CD-ROMS,
     Videos, other teaching materials, textbooks, etc.)
     Required Textbook:
     Interior Design Student’s Comprehensive Exam, by Lisa Godsley.
     Design Portfolios: Moving from Traditional to Digital by Bender, Fairchild Books ISBN: 978-1-
     56367-483-9.

VIII. Optional Topics: (List or indicate none)
      None

IX.   Evaluation of Student Performance:
      List possible methods to be used for evaluating students’ achievement of the      course’s
      learning outcomes.
      Portfolio/Resumé:                40% (juried critique)
      NCIDQ Practice Exam:             30%
      Class Participation              20%
      Quiz                             10%

X.    Sample Course Outline           (See Faculty Handbook online at
      http://depthome.sunysuffolk.edu/FacultyHandbook/ for guidelines.)
                 See attached

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              SUFFOLK COUNTY COMMUNITY COLLEGE EASTERN CAMPUS
                            RIVERHEAD, NEW YORK
                               COURSE OUTLINE

Course: Interior Design Portfolio and             Instructor: Prof. Laurette Lizak
Assessment
Catalog: INT227                                   Office: O-119
CRN:                                              Phone: 548-3550
Web: http://www2.sunysuffolk.edu/                 Email: lizakl@sunysuffolk.edu
lizak/interior design

TEXTS:       Interior Design Student’s Comprehensive Exam, by Lisa Godsley.
             Design Portfolios, Moving from Traditional to Digital, by Diane Bender.

I.      COURSE OBJECTIVES:

        By completion of this course each student will be able to:
        1.   Develop a design portfolio that showcases your knowledge, skills and accomplishments in
             the interior design field.
        2.   Develop effective graphic presentation skills into a portfolio that shows a comprehensive
             assessment of your design capabilities.
        3.   Apply design knowledge and technical skills to a short answer and problem solving format
             for preparation of the N.C.I.D.Q. exam.
        4.   Develop critical thinking skills so as to be able to review, critique and reflect on your own
             collection of design work.
        5.   Evaluate strengths and weaknesses in your own body of work.
        6.   Illustrate process oriented work (thumb-nail sketches, story board) that exemplifies having
             a unique vision, imagination and create expression.
        7.   Develop the technical skills necessary to create a portfolio in electronic format (digital).
        8.   Assess the advantages and disadvantages of digital vs. traditional portfolio.
        9.   Collect, organize, and refine and design projects that show an extension of your own
             unique ability.
        10. Select and use a digital camera- to record presentation boards and installations.
        11. Develop the necessary technical information for making quality digital prints.

II.     PROCEDURES FOR ACCOMPLISHING OBJECTIVES:
        A. Lecture and visual presentation
        B. Class Discussion
        C. Studio- portfolio prep/digital
        D. Exam

III.    STUDENT REQUIREMENTS FOR COMPLETION OF COURSE:
        A. Develop a digital or traditional portfolio of student work.
        B.  Participate in class discussion and activities based on topics presented from the N.C.I.D.Q.
            reference manual.
        C.  Attend all classes and keep current with all classroom assignments.
        D. Practice N.C.I.D.Q. exam.
        E.  Participate in studio time.


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IV.     GRADING SCALE:
        A.   EXCEPTIONAL; means objectives of the assignment are fully understood as applied to
             the particular assignment and an intriguing balance exists between clear communication
             of the message and creativity. The assignment is executed with impeccable
             craftsmanship, accuracy, and neatness. The assignment exists as part of the complete
             design development. A quality piece of work.
        B.   HIGH; objectives are met and design principles are primarily well understood. May be
             lacking in overall design quality, craftsmanship, clarity, or design development Good
             overall effort.
        C.   AVERAGE; the minimum requirements of the assignment have been met but not
             exceeded. Extra effort and insight into development of the basic assignment are necessary
             to produce higher quality work.
        D.   BELOW AVERAGE; there exist problems in completely understanding the concept or
             objectives of an assignment. Incompleteness in several areas of craftsmanship, design,
             creativity, clarity, or development are also apparent.
        F.   UNACCEPTABLE; do assignment over. See instructor immediately for further
             clarification.

        GRADE                  NUMERIC GRADE             QUALITY POINTS PER CREDIT
          A                        100 - 90                         4.0
         B+                        89.9 – 85                        3.5
          B                        84.9 – 80                        3.0
         C+                       79.9 – 75.0                       2.5
          C                        74.9 – 70                        2.0
         D+                       69.9 – 65.0                       1.5
          D                        64.9 – 60                        1.0
          F                     59.9 – BELOW                         0

V.      GRADING POLICY
        Portfolio/resume               40%
        N.C.I.D.Q. practice exam       30%
        Class participation            20%
        Quiz                           10%

VI.     ATTENDANCE POLICY
        Attendance will be taken at beginning of class.
        1 absence = Excused
        2 absences = Final grade lowered one full letter grade A=B
        3 absences = Dropped from class

VIII.   COLLEGE ACADEMIC INTEGRITY
            The college’s Student Code of Conduct expressly prohibits “any and all forms of academic or
        other dishonesty.” While this code should be read broadly and does not define such conduct in
        exhaustive terms, the following conduct clearly falls under the heading of academic integrity.
            Cheating: Any form of cheating, be it on a formal examination, informal quiz or other
        submitted material, is a violation of college conduct. Copying material from fellow students or
        from other sources during an examination may result in a failing grade for the course and/or
        serious disciplinary sanctions as outlined in the Code of Conduct. When students work together
        on a project, this becomes a joint responsibility for a group so designated and should be limited to
        the people and resources agreed upon with the instructor.


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Interior Design Curriculum Proposal, Pg. 112



            Plagiarism: Students should realize that presenting the words and ideas of others as their own
       is dishonest. In writing, students must fully acknowledge the source of any paraphrased passages
       and any ideas which they have borrowed. Failure to conform to these academic standards is
       plagiarism and may result in a failing grade for the course and/or serious disciplinary sanctions as
       outlined in the Code of Conduct.

IV.    WEEKLY ASSIGNMENTS
       Week 1:  Introduction: N.C.I.D.Q. construction documents.
       Week 2:  Diversity of portfolio’s: Traditional vs. Digital/N.C.I.D.Q.: Building systems and
                FFE.
       Week 3:  Evaluation of design projects/N.C.I.D.Q.: Codes and finishes.
       Week 4:  Studio: Prepare and refine projects/N.C.I.D.Q.: Professional ethics.
       Week 5:  Studio: Prepare and refine projects/N.C.I.D.Q.: Business procedure.
       Week 6:  Studio: Prepare and refine projects/N.C.I.D.Q.: Mechanical systems.
       Week 7:  N.C.I.D.Q. practice exam.
       Week 8:  Portfolio layout
       Week 9:  Constructing a printed portfolio.
       Week 10: Digital portfolio production.
       Week 11: Digital vs. traditional- knowing your audience.
       Week 12: Evaluating and presenting your portfolio.
       Week 13: Juried critique.
       Week 14: Portfolio’s and evaluations returned.
       Week 15: Continuing your professional portfolio




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Interior Design Curriculum Proposal, Pg. 113




                   SUFFOLK COUNTY COMMUNITY COLLEGE
                 LETTER-OF-INTENT TO CAMPUS DEAN(S)

PROPOSER E-MAILS LETTER-OF-INTENT AS WORD DOCUMENT TO DR.
ALLEN JACOBS, COLLEGE ASSOCIATE DEAN FOR CURRICULUM AND
ASSESSMENT. Dr. Jacobs determines which campuses are affected by proposal
and forwards the Letter-of-Intent to the appropriate Campus Dean(s) for Letters-of-
Support.

Proposer Laurette Lizak                        Campus:       A____        E: X      G_____


Department/Discipline: Visual Arts/Interior Design

Telephone: 548-3550                            E-mail: lizakl@sunysuffolk.edu

Name of Curriculum/Course Proposal: Interior Design

Proposer attaches a brief description and rationale for the proposal on a separate page.

Date: November 14, 2008

College Associate Dean for Curriculum and Assessment completes form below this line.
******************************************************************
*
Type of Proposal

Course

New_________________________________

Revised_______________________________

Adoption______________________________

Curriculum

New__________________________                          A.A._____ A.S. _____ A.A.S _____

Revised: X                                             Certificate

Expedited Revision_______________

This proposal requires the following approval(s)

Single Campus: X               *College_____
*College approval is required when the proposal has an impact on more than one campus.


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Interior Design Curriculum Proposal, Pg. 114




Letter of Intent


     Since 1979-1980 the A.A.S. degree program in Interior Design has been the object of
frequent revisions (as documented in the 2000, 2003 F.I.D.E.R. report). Historically, the program
titled changed from Interior Design Merchandising to Design (Fashion): Interior Design and now
simply, Interior Design Assistant. This program is registered in the New York Education
Department’s Inventory of Registered Programs.

    Initially, the program was to train individuals for the “home” industries, primarily at the retail
level: carpeting, window dressing, textiles and furniture. As the program evolved, more
diversified skills were needed to address challenges and changing industry standards.

    To address the evolving needs, the program develops new courses to encourage and train our
students in the complexities of interior design. These courses will prepare our graduates:
               to assume leadership roles in the interior design workforce
               to give them a higher level of technical skills
               to encourage critical thinking to approach design, aesthetic principles, and
                practical application of both

   The program proposal combines courses in general education (SUNY guidelines), design,
business and communication skills. These collectively foster professional standards in the field
and a broad knowledge shared by well rounded, diverse, high quality graduates.

    Revisions and new course development were based on data collected from written student
evaluations from businesses participation in the Internship/Cooperative program, insights from
the Advisory Board and Adjunct Faculty, and professional standards instituted by the American
Society of Interior Designers and Council for Interior Design Accreditation (formerly F.I.D.E.R)




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INTERIOR DESIGN ASSISTANT / A.A.S. DEGREE
Eastern / INDA-AAS
Hegis Code - 5012
       The Interior Design program links intensive core-specific courses in interior design with a
strong liberal arts component.
       Course of study develops technical skills and aesthetic principles essential for creating and
planning interior spaces. Studio classes develop skills in space planning, floor plans, elevations,
construction drawings and specifications. Drawings and presentations are further enhanced with
knowledge and application of textiles and color. Business practices and communication skills
provide essential tools to enter the design workforce. This program culminates in a capstone
course in portfolio development and an internship mentoring experience.
       Graduates are prepared to pursue careers in the home furnishings field as in-house
designers, design assistants, space planners, color consultants and managerial positions in the
retail home industries. This curriculum is included in the New York State Education
Department’s Inventory of Registered Programs.
       Acceptance into the Interior Design Assistant curriculum is for fall admission only.
However, students may consult with the department for spring courses, but will be on track for
five or more semesters due to core course Prerequisites.




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Interior Design Curriculum Proposal, Pg. 116



FIRST SEMESTER: 17.5 credits \
  ART133: Drawing I ....................................................................... 3
  ENG101: Standard Freshman Composition .................................... 3
▲ INT101: Interior Design I ............................................................... 3
▲ INT102: Interior Textiles andFinishes ........................................... 3
▲ INT115 Interior Design Careers Seminar ................................... 1.5
  PSY101: Introduction to Psychology
      or SOC101: Introduction to Sociology.................................... 3
  Physical Education ....................................................................... 1

SECOND SEMESTER: 18 credits
  COM101 Introduction to Human Communications
      or COM102 Interpersonal Communication ............................ 3
  ENG102: Introduction to Literature ............................................... 3
▲ INT103: Interior Design II ............................................................. 3
▲ INT105: History of Interiors and Architecture I ............................ 3
▲ INT107: Color for Interiors ........................................................... 3
  Social Science Elective ..................................................................3

THIRD SEMESTER: 16-17 credits
  BUS123: Entrepreneurship ............................................................. 3
▲ INT201: Interior Design III ........................................................... 3
▲ INT205: Working Drawings I ........................................................ 3
▲ INT208: Professional Practice for Interior Designers .................... 3
  Mathematics Elective ................................................................. 3-4
  Physical Education ........................................................................ 1

FOURTH SEMESTER: 17 credits
  Laboratory Science Elective .......................................................... 4
▲ INT220 Materials and Construction Methods
       for Interior Designers ............................................................. 4
▲ INT225: Kitchen and Bath Design ................................................ 3
▲ INT227: Interior Design Assessment and Portfolio ........................ 3
▲ INT230: Cooperative Education and Internships in
  Interior Design
*      or ART111: Art History I
       or ART112: Art History II
       or ART113: Modern Art ......................................................... 3
TOTAL CREDITS REQUIRED: 66.5-67.5
* Students intending to continue on for a baccalaureate degree are advised to take ART111 or ART112 or ART114. Students
  planning to enter the job market upon graduation should select INT230.
▲ These courses constitute the major courses in this curriculum.

REQUIRED CREDIT DISTRIBUTION
Business ................................................................................. 3 credits
English ................................................................................... 6 credits
Humanities ............................................................................ 3 credits
Interior Design/Visual Arts ............................................... 41.5 credits
Laboratory Science ................................................................ 4 credits
Mathematics........................................................................ 3- 4 credits
Physical Education ................................................................. 2 credits
Psychology or Sociology ....................................................... 3 credits
Social Science ......................................................................... 3 credits




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Interior Design Curriculum Proposal, Pg. 117




APPENDIX A: CURRICULUM TABLES
                     Course
Course Offering      Number    CR     CT   GE   LA   M   RE   E   N/R   Instructor
FIRST SEMESTER: FALL
Drawing I            ART133    3      5              M
Standard             ENG101    3      3    GE
Freshman
Composition
Interior Design I    INT101    3      5              M                  Lizak, Farina, Janis
Interior Textiles    INT102    3      3              M                  Lizak, Farina
and Finishes
Interior Design      INT115    1.5    1.5 GE                            Lizak
Careers
Seminar
Introduction to      PSY101/   3      3    GE
Psychology or        or SOC101
Introduction to
Sociology
Physical           PED         1      1    GE
Education Elective
                     Total     17.5
SECOND SEMESTER: SPRING
Introduction to      COM101 or 3      3    GE
Human                COM102
Communications
or Interpersonal
Communications
Introduction to      ENG102    3      3    GE
Literature
Interior Design II   INT103    3      5              M                  Lizak, Janis
History of           INT05     3      3              M                  Lizak
Interiors and
Architecture I
Color for Interiors INT107     3      4              M                  Wayne, Mizdal,
                                                                        Wasik
Social Science       ANT, ECO, 3      3    GE
Elective             GEO,
                     HIS,POL,
                     PSY, SOC
                     Total     18
THIRD SEMESTER: FALL
Business             BUS123    3      3    GE
Interior Design III INT201     3      6              M                  Lizak

Working              INT205    3      6              M                  Lizak, Vero
Drawings I


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Interior Design Curriculum Proposal, Pg. 118




Professional         INT208    3       3                M                              Schlesinger, Farina,
Practices for                                                                          Lizak
Interior Designer
Mathematics                    3-4     3-4 GE
Elective
Physical           PED***      1       1   GE
Education Elective
                     Total     16-17
FOURTH SEMESTER: SPRING
Lab Science          SCI       4       4   GE
Elective
Materials and      INT220      4       6                M                              Lizak, Vero
Construction
Methods for
Interior Designers
Kitchen and Bath     INT225    3       5                M                              Janis, Lizak
Design
Interior Design      INT227    3       4                M                              Lizak
Portfolio and
Assessment
Cooperative          INT230 or 3       3                M                              INT230: Lizak,
Education and        ART111 or                                                         Farina
Internships in       ART112 or
Interior Design or   ART113
Art History I or
Art History II or
Modern Art
                     Total     17
                  Total        68.5-
                  Credits      69.5
CR=Credits; RE=Restricted Elective; GE=General Education Elective N/R=Non-restricted
CT=Contact Hrs.; E= Elective; LA= Liberal Arts; M=Major




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Interior Design Curriculum Proposal, Pg. 119




APPENDIX B

 Current Curriculum                             Revised Curriculum
 2 Physical Education Electives                 2 Physical Education Electives
 ART111: Art History I,                         INT105 :History of Interiors and
 ART112: Art History II,                        Architecture I
 ART113: Modern Art
 ART124: Color                                  INT107: Color for Interiors
 ART130: 2D Design                              INT102: Interior Textiles and Finishes
 ART133: Drawing I                              ART133: Drawing I
 ART134: Drawing II                             INT225: Kitchen and Bath Design
 Business Elective                              BUS123: Entrepreneurship
 COL101: Freshman Seminar                       INT115: Interior Design Careers Seminar
 ENG101: Standard Freshman Composition          ENG101: Standard Freshman Composition
 ENG102: Introduction to Literature             ENG102: Introduction to Literature
 HISXXX: History Elective                       SOCXXX: Social Science Elective
 Humanities Elective                            COM101: Introduction to Human
                                                Communications or
                                                COM102: Interpersonal Communications
 INT101: Interior Design I                      INT101: Interior Design I
 INT103: Interior Design II                     INT103: Interior Design II
 INT201: Interior Design III                    INT201: Interior Design III
 INT205: Interior Design Graphics               INT205: Working Drawings I
 INT208: Professional Practice for Designers    INT208: Professional Practice for Interior
                                                Designers
 INT220: Materials and Construction Methods     INT220: Materials and Construction Methods
 for Interior Designers                         for Interior Designers
 INT230: Cooperative Education and              INT230: Cooperative Education and
 Internships in Interior Design or ART210: 3D   Internships in Interior Design or
 Design                                         ART111: Art History I or ART112: Art
                                                History II or ART113: Modern Art
 INT299: Design Seminar                         INT227: Interior Design Portfolio and
                                                Assessment
 Laboratory Science Elective                    Laboratory Science Elective
 Math Elective                                  MATXXX: Math Elective
 PSY101: Introduction to Psychology or-         PSY101: Introduction to Psychology or
 SOC101: Introduction to Sociology              SOC101: Introduction to Sociology




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Interior Design Curriculum Proposal, Pg. 120




                SUFFOLK COUNTY COMMUNITY COLLEGE
            LETTER-OF-SUPPORT FROM CAMPUS DEAN(S)

CAMPUS DEAN(S) E-MAILS LETTER-OF-SUPPORT TO THE FACULTY MEMBER
INITIATING THE LETTER OF INTENT. (Dr. Allen Jacobs, College Associate Dean
for Curriculum and Assessment, receives an electronic copy of Letter-of-Support
sent to proposer.)

******************************************************************
*
TO: Laurette Lizak
FROM: Evon Walters
DATE: November 19, 2008
***********************************************************
Comments:
I enthusiastically support the proposed revisions to the Interior Design Assistant
program. Based off the proposal, there appears to be appropriate insight and
feedback from all of the key stakeholders and professional associations. I am
supportive of its outcome of further aligning itself with the changing needs of the
field.




cc:      Dr. Allen Jacobs, College Associate Dean for Curriculum and Assessment


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Interior Design Curriculum Proposal, Pg. 121




                    SUFFOLK COUNTY COMMUNITY COLLEGE
                   CAMPUS DEAN FINAL-APPROVAL FORM

PROPOSER E-MAILS COMPLETED PROPOSAL TO APPROPRIATE CAMPUS
DEAN(S) AND REQUESTS A COMPLETED CAMPUS DEAN FINAL-APPROVAL
FORM. Proposer sends electronic copy of request to Dr. Allen Jacobs, College
Associate Dean for Curriculum and Assessment. The Campus Dean(s) completes
this form and returns it to the proposer with an electronic copy to Dr. Jacobs.
*************************************************************

The Campus Dean Final Approval acknowledges a campus’s ability and
commitment to support a proposal in terms of:

         Academic Merit
         Availability of Personnel
         Adequacy of Facilities
         Budgetary Needs for Supplies and Equipment

*************************************************************

Name of Proposal:

Campus:        A____       E____        G_____

Type of Proposal:

___New Curriculum        ___Curriculum Revision ___Expedited Curriculum Revision

___New Course ___Course Revision        ___Inter-Campus Course Adoption




Approved__Evon Walters_________ Not Approved____________________
           (Name of Campus Dean)

Date: March 17, 2009

*************************************************************
Comments: I enthusiastically support the proposed revisions to the Interior Design
Assistant program.




cc:       Dr. Allen Jacobs, College Associate Dean for Curriculum and Assessment



                  ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2006

								
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