Program Analysis Report - New York Institute of Technology

Transcription

PAR Template
Council for Interior Design Accreditation
Program Analysis Report
Bachelor of Fine Arts – Interior Design
School of Architecture and Design
Department of Interior Design
Submitted January 29, 2013
Dr. Edward Guiliano
President
Dr. Rahmat Shoureshi
Vice President for Academic Affairs and Provost
Judith DiMaio, AIA
Dean of School of Architecture and Design
Frank Mruk AIA, RIBA
Associate Dean
Martha Siegel, CID
Chair
January 2011 Template
Institutional and Program Data
Recommended page limit: 8 (including the Institutional and Program Data Form)
1) List the names, titles, addresses, phone numbers, and e-mail addresses of administrators who will receive
copies of the final Accreditation Report.
President
Dean of the School
Chair of the Department
Interior Design Program
Coordinator
Provost and Associate Dean
Report submitted by :
Edward Guiliano, PhD, President and CEO
New York Institute of Technology
Tower House, Northern Blvd.
Old Westbury, NY 11568-8000
516-686-7650
[email protected]
Dean Judith DiMaio, AIA
School of Architecture and Design, Northern Blvd.
516-696-7594
[email protected]
Chair Martha J. Siegel, CID
Interior Design Dept. MKAC Room 105, Northern Blvd.
516-686-7786
[email protected]
Robert Allen, AIA
Interior Design Dept. MKAC, Room 105, Northern Blvd.
Old Westbury, N.Y 11568-8000
516-686-7509
[email protected]
Provost Dr. Rahmat Shoureshi
Tower House, Northern Blvd.
516-686-7413-7630
[email protected]
Associate Dean Frank Mruk, AIA, RIBA
School of Architecture and Design, Northern Blvd.
516-686-1436
[email protected]
Martha Siegel, CID
Date
2) Insert the organization chart showing the program’s relationship to the department and/or administrative unit
in which it is located, any allied departments, and the institution as a whole here.
3) Insert the Institution and Program Data Form in place of this page.
Type of institution
(Check one)
Public
Private, non-profit
Private, for-profit
Size of population where the institution is
located
(Check one)
Population of 250,000 or more persons
Population of 50-250,000 persons
Population under 50,000
Total enrollment for the institution on the
campus where the program is located
4,771
Academic year of this report
2012-2013
Current Council for Interior Design
Accreditation status
(Check one)
Accredited
Not accredited
On probation
Check all institutional accreditation(s)
Accrediting Commission of Career Schools and
Colleges of Technology
Accrediting Council for Independent Colleges and
Schools
Distance Education and Training Council
Middle States Association of Colleges and Schools
North Central Association of Colleges and Schools
New England Association of Schools and Colleges
Southern Association of Colleges and Schools
Western Association of Schools and Colleges
National Association of Schools of Art and Design
Provincial Ministry of Education
Other (specify)
_
_______________________________________
Check other specialized accreditations or
endorsements for the interior design program
and/or unit
National Association of Schools of Art and Design
National Kitchen and Bath Association
American Association of Family and Consumer
Sciences, Council for Accreditation
National Architectural Accrediting Board
Other (specify)
________________________________________
Which classification best describes your
institution:
Doctoral/Research Universities
Master's Colleges and Universities
Baccalaureate Colleges and Universities
Baccalaureate/Associates Colleges
Associates Colleges
Not applicable
Primary institutional mission
(Check one)
Teaching
Service
Research
Academic unit housing program
(Check one)
Name of College or School (within the
institution that houses the program)
Architecture
Art
Design
Fine Arts
Interior Design
Human Ecology
Engineering/Technology
Other (specify)
__
_________________________________________________
Division, if applicable, or unit name where the
program is housed
Department, if applicable, or unit name where
the program is housed
Identify the three most influential factors
impacting change to the program curriculum
where 1 indicates the most influential
Department of Interior Design
Administration
Facilities
1
Faculty
Finances
Council for Interior Design Accreditation
Standards
2
Industry trends
Societal trends
Student demographics
Practitioner feedback
Research
Advisory Board
3
Student assessment
Other (specify)
Degree(s) offered by the accredited program or
program seeking accreditation (list only those
degrees eligible for accreditation review)
BFA
Degree(s) or certificate(s) offered by the
program but not eligible for accreditation
review
None
Program length; total credit hours required for
graduation, including liberal arts and electives.
(Indicate in the units used by institution)
Total liberal arts and sciences/general studies
hours required to complete the program. (Indicate
in the units used by institution)
131
Semester hours
Quarter hours
Trimester hours
36
Semester hours
Quarter hours
Trimester hours
Of the total number of credit hours required for
graduation, how many are elective credits in the
program. (Indicate in the units used by
institution)
How often do practicing professionals (including
jurors, project critics, guest lecturers, and
mentors) participate in the program?
Rate whether the number of practicing
professionals who participate in the program is
adequate
(check one)
Is work experience (internship, co-op) required?
If yes, indicate the minimum number of clock
hours needed to fulfill this requirement.
.
11
Semester hours
Quarter hour
Trimester hours
1-3 times per semester/quarter
more than 10 times per semester/quarter
Inadequate
1
Adequate
2
Yes
3
4
No
256
If work experience (internship, co-op) is elective,
what percentage of students complete this?
Are students required to take business courses
from units outside the program?
If yes, indicate the number of credit hours needed
to fulfill this requirement.
Does the curriculum include a service learning or
community service requirement?
If yes, indicate the required clock hours or
measure of participation.
Is any of the curriculum provided through
distance learning?
If yes, list the courses and indicate whether
required (R) or elective (E). Indicate with an *
the courses that are also offered on site.
%

Yes
No
Yes
No
No
5
If there is a maximum number of credit hours that
may be taken by distance education, indicate the
amount.
Semester hours
Quarter hours
Trimester hours
What percentage of students transfer from other
institutions into your program?
56.3 %
Do you have any formal articulation agreements
in place with those institutions?
Yes
No
Number of students who are enrolled in the interior design program in the current academic year:
First year/freshmen
Full Time
13
4
Part Time
Second year/sophomores
12
2
Third year/juniors
12
3
Fourth year/seniors
7
16
44
25
Fifth year if applicable
Total enrollment for the
current academic year
Estimate the percentage of students enrolled (include all students for all years) in the interior design curriculum
who fall into the following categories (each section should equal 100%):
Residents of the state/province
78.1
Nonresidents of the state/province
7.8
Nonresident aliens (international students)
14.1
%
%
%
Total
100%
Male
6.3
Female
93.7
%
%
Total
100%
Black, non-Hispanic
0
%
American Indian or Alaskan Native
0
Asian or Pacific Islander
3.2
Hispanic
10.9
%
White, non-Hispanic
37.5
%
Other
48.4
%
%
%
Total
100%
Traditional age students
67.2
%
Returning adult students
32.8
%
Total
100%
Students with previous baccalaureate
degrees
4.7
%
Students with previous associate degrees
20.3
%
How many students completed the
program and graduated in each of the last
three academic years?
12
2011-12
26
2010-11
15
2009-10
How many graduates from the past year
are employed as interior designers? If
known, indicate in the specializations
listed.
0
Health care
1
Hospitality
1
Retail
4
Corporate
2
Residential
4
Unknown, but interior design
0
Interior design
0
Architecture
0
Business
0
None
Other (specify)
How many students who completed the
program during the past academic year are
continuing their education in a graduate
program?
What is the average student to faculty ratio
in interior design studios?
Total full-time faculty members for the
interior design program
10
Students
3
:1
Faculty
Total adjunct, part-time, and support
faculty members or instructional personnel
for core courses of the program
(If there is change from year to year,
provide an average of the past three years
and indicate that the total is an average.)
14 per year average including AAID courses
Salary range for full-time faculty in the
program (annual salary)
$76,000
Full-time faculty members
Name
to $85,700
Highest
Degree
MA,
MS,
Ph.D.
Discipline
of degree
Passed
Martha Siegel
MS
Interior
Design
yes
Full-time practitioner
and/or faculty
experience
(specify number
of years for each)
FT
FT
Practice
Faculty
13
16
Robert Allen
MA
Architecture
yes
31
12
Charles Matz
B arch
Architecture
yes
23
5
NCIDQ
*SEGD: Society of Environmental
Graphic Designers
*AAL: Architectural Association,
London
* RIBA: Royal Institute of British
Architects
Does the state or province in which the
program is located regulate the interior
design profession and/or require licensing
of interior designers?
Yes
No
Professional
Society
Memberships
(list all)
CID in NY,
IDEC, ASID,
IIDA,
LEED AP
AIA, IDEC,
ASID, IIDA,
NCARB
CID in NJ,
IDEC, RA in
NY,NJ,PA,
DE, AIA.
*RIBA,
*SEGD,
*AAL
Introduction
Recommended page limit: 3 pages
1) State the mission of the institution
The mission of NYIT is:
 To provide career-oriented professional education;
 To offer access to opportunity to all qualified students; and
 To support applications-oriented research that benefits the larger world.
2) Describe the impact of significant institutional characteristics, such as the institution’s mission statement, on
the teaching and learning environment.
NYIT’s impact on the teaching and learning environment has been mission-driven. By providing careeroriented, professional education; offering access to opportunity to all qualified students; and by supporting
applications-oriented research that benefits the larger world NYIT’s current leadership is committed to
continuing transformation of NYIT into a 21st-century university. To guide future growth and change, in 20052006 NYIT conducted a comprehensive strategic planning process called NYIT 2030, articulating its vision for
the long-term future. NYIT 2030 places the New York campuses as the hub in its drive to become a leading
21st-century global university. NYIT has made a conscious choice to simultaneously invest in domestic
programs and facilities and strengthen its presence abroad as a way of transforming the university into an
organization that will continue to attract quality students, faculty and staff.
A distinctive feature of NYIT is a focus on technology, in part, because of its name and the fact that many of its
programs relate to technology or employ technology in innovative ways. Another distinctive feature of NYIT is
its global presence — currently offering programs at international locations in Canada, China, and the Middle
East. NYIT’s global presence is not simply a series of auxiliary activities, but rather a vital and integral aspect of
its overall structure. These programs are central to NYIT’s mission, by providing broader access to opportunity
for many more students. NYIT’s core curriculum – created to provide students with an outcomes-oriented
education that will prepare them for today’s workforce – utilizes a progressive approach that allows students
to master core competencies throughout their undergraduate career.
3) Describe the impact of significant program characteristics, such as the program’s mission statement, on the
teaching and learning environment.
The interior design program at New York Institute of Technology takes the position that each student must
develop his or her own approach to design. The development of self-awareness in students is fostered by
exposure to a rigorous sequence of courses and exposure to a diverse faculty and varying teaching
methodologies. This approach reflects our observation that design is both an intellectual discipline and an art.
Interior design today operates in a fast-changing and complex milieu. Vast changes in the composition of
contemporary human society, such as the disintegration of social, geographic, and communication barriers
have imposed pressures on today’s student. In response to this evolving landscape, our commitment to
educate is not limited to developing skilled practitioners in the interior design profession, but rather founded
on the principles of holistic interdisciplinary learning and, founder of the interior design program, Han
Schroeder’s belief in flexibility and openness within the architectural framework.
Our program’s mission is to create globally engaged, environmentally sensitive professionals who possess
artistic sensibility, intellectual ability, and hands-on technical proficiency; prepare interior designers for a
lifelong process of interdisciplinary exploration, reflection and development and an acute understanding of
the built-environment; stimulate creativity and engender personal self-confidence, which is the earmark of
leadership.
1
Introduction
Design-Based Education: Design is the primary focus of the interior design program at NYIT. We feel what
will distinguish the new creative class of world design leaders will be their ability to conceptualize, synthesize,
and most importantly, design. In today’s world of information and advanced analytic tools, logic alone will not
suffice. Therefore our emphasis is on synthesis - seeing the big picture, crossing boundaries, being able to
combine disparate pieces into an arresting dynamic new whole.
Cross-Disciplinary Education: As the only accredited interior design program nested within the same school
with an accredited architecture program in the tri-state region, we provide an opportunity for a unique
educational experience afforded by cross-disciplinary expertise. This synergy is manifest in undertakings such
as the 2005 & 2007 Solar Decathlon projects as well as in courses such as AAID 101 Design Fundamentals I and
AAID 102 Design Fundamentals II where students from each department work together for common crossdisciplinary goals.
Small Program/Big City: Class size in our studios average 1:10 faculty-student ratio. This intimate platform
allows for intensity and flexibility in the pedagogic arena. Design-related lecture courses rarely exceed 25.
The location of the historic Old Westbury campus near New York City (less than 25 miles) provides
opportunities for field trips, tours, showroom visits, increased adjunct pool (approx. 28) and the ability to take
courses at our Manhattan campus. The tight-knit faculty allows for ease of communication and flexibility, with
program customizations and adjustments handled quickly.
4) Briefly describe significant events in the program’s history, including the program’s origins and rationale
and impact of significant changes in: -the program’s academic unit
- mission and goals
-curriculum content and/or sequence
In 1966, the Fine Arts Department of the New York Institute of Technology introduced the major of interior
and stage design to its baccalaureate curriculum. The interior and stage design major was a professional
program, which emphasized the fundamental principles of interior design for residential, corporate,
institutional, and public buildings. Between 1967 and 1979 the program was directed by Han Schroeder who
worked to change and restructure the focus.
Han Schroeder grew up in the world-renowned Schroeder House in Utrecht, Holland on which her mother
collaborated with G. Th. Rietveld to design in the De Stijl style. She studied psychology under C. J. Jung and
helped Dr. Siegfried Giedion complete and edit the first edition of Space, Time and Architecture. Han
Schroeder’s beliefs included “flexibility and openness within the architectural framework”, “architecture as a
space-defining art: interior as a modulated background for living, integral with architecture” and “interrelatedness of material, tool, form, strength.” Han’s beliefs became cornerstones of the department’s holistic
philosophy. During this time, the Fine Arts Department offered programs in three areas of concentration:
interior design, advertising design, and fine arts. Students were prepared not only for careers in designing
interiors, but also for other areas in the field including textiles, lighting, and furniture design.
Through the years the Interior Design Department continued to evolve:
 1969, a design business procedures course was added.
 1975, the fine arts and architecture departments merged to form the Division of Art and Architecture.
 1978, the fine arts department merged with the Media Department to form the Media and Arts Center.
 1984, the interior design program achieved FIDER/CIDA accreditation and has maintained it since.
 1991, interior design was joined with Architecture to become the School of Architecture and Fine Arts.
 1995, the School of Architecture and Fine Arts was changed to the School of Architecture and Design (SoAD).
 1996, common foundation courses (ARCH 101 and ARCH 102) were initiated with the architecture
program. These were later changed to AAID 101 and AAID 102.
 In 1998, Martha Siegel assumed the role of Chair and joined NYIT into collaboration with the other
interior design schools in the NYC area. The first collaboration showcased the student work of six interior
2
Introduction

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







design programs and made presentations at the United Nations (UN) as part of the “International Year of
Older Persons 1999.” This connection to the UN continued for two additional years.
After the 2001 UN show and conference, the interior design schools of the New York City area made a
conscious decision to think globally but act on a state level and take students’ work to Albany, during
legislative sessions and mount a show for the public and legislators to view. Other schools across New
York State with baccalaureate programs were also invited, the group became known as “NY Eleven”.
February 2001, Judith DiMaio became the Dean of the School of Architecture and Design.
Fall of 2003, a renewed focus on interdisciplinary studies was initiated when NYIT was one of twenty
schools selected globally to be in the Solar Decathlon 2005 competition. Under the guidance of Professor
Robert Allen, the students in DSGN 421 Furniture Design planned and designed six innovative furniture
pieces which helped secure a third place prize in the category of Dwelling.
Fall 2005, the house was erected on the Washington DC Mall and was acknowledged as “America’s First
th
rd
Hydrogen Solar House.” NYIT placed 5 overall and tied for 3 place in both Architecture and Dwelling
categories, which brought considerable media attention to the school. Over 110,000 people visited the
interior of the house, including the Secretary of Energy and staff from Hillary Clinton’s office. Many more
saw the interior design students’ work through global media such as CNN, This Old House, the DIY
Channel, MSNBC, as well as numerous local network stations, radio, newspapers and magazines.
Students from the team were invited to testify on renewable energy to the US House of Representatives.
Spring 2006, the furniture from the Solar Decathlon was exhibited in the Museum of Arts and Design in
rd
Manhattan on 53 Street and NYIT was one of six schools from around the world to be selected to display
student designed furniture at the International Contemporary Furniture Fair (ICFF) in Manhattan.
NYIT competed in the 2007 Solar Decathlon Competition. The interdisciplinary team’s entry was named
th
“open house” a new open source model for dwelling. The entry placed 12 in the competition.
Fall 2009, the School of Architecture and Design initiated the sLAB (student led architecture/design build)
program with the goal of building interdisciplinary projects that the students select. Interior Design
students took a leadership role in many of these projects including Mommas House (a home for young
mothers and their babies) and Dynasty Financial (a financial services company headquarters building).
Fall 2010, students pursuing the BFA in Interior Design joined those pursuing degrees in Architecture
taking redesigned foundation courses with the “AAID” (Architecture and Interior Design) prefix.
Spring 2011 NYIT was one of two United State schools selected to exhibit at the 2012 Milan Furniture Fair
(Fiera di Milano). NYIT attorneys applied for a Provisional Patent on behalf of faculty Robert Allen and
student Barbara Schoenenberger for their Chaise Lounge “essence,” which was exhibited at the fair.
Fall 2012 the NYIT sLAB program initiated Operation: Resilient Long Island to help residents rebuild after
the hurricane Sandy disaster.
5) If the program is currently accredited by CIDA, review CIDA’s eligibility requirements and briefly describe
how the program complies with them (CIDA’s Professional Standards 2011, pages 3-5).



NYIT is accredited through Middle States Association of Colleges and Schools. First achieved in 1969 and
last reaffirmed in 2009 (http://www.msche.org/institutions_directory.asp?txtRange=n).
Interior design students receive a BFA in interior design.
NYIT’s Discovery Core curriculum requires that students take 36 credits of liberal arts courses:
o Foundations courses 18 credits
o Upper Level Seminars 12 credits
o Math and Science 6 credits
o NYIT has had an interior design major since 1966 and been continuously accredited by
FIDER/CIDA since 1984
6) If the program is seeking accreditation for more than one degree…N/A
7) If the program is taught at more than one site….N/A
8) If the program offers any courses through an alternate delivery method... N/A
3
Overview of the Program Goals and the Self-study
Institutional Context
The regular review of program goals and student learning outcomes are part of NYIT’s institution-wide planning
and assessment processes, overseen by the Assessment Committee of NYIT's Academic Senate. This committee is
the college-wide unit that brings together all program assessment activities at the university - for programs with
and without professional accreditation, for programs at all locations, for programs given through all delivery
mechanisms. The committee members come from all academic schools and numerous support departments. Its
meetings are open and minutes are posted on the web site of the Academic Senate, available through NYIT’s
intranet. http://www.nyit.edu/planning/outcomes_assessment/
This committee's goals are to:

Raise the visibility of student learning outcomes assessment within NYIT;

Maintain a common, unified, mission-driven process for all of NYIT's academic programs;

Improve teaching and learning by increasing faculty participation in and knowledge of assessment;

Provide meaningful feedback to deans and faculty regarding their assessment plans and results by engaging
them in useful conversation with Committee members about how well the program is helping students
achieve stated learning outcomes;

Prepare a formal annual report on the status of assessment at the university, including recommendations for
improvement.
NYIT's model for the assessment of student learning in its academic programs is designed according to the
following principles:

Program faculty are responsible for assessing the student learning outcomes of their program.

Assessment activities should be useful, annual, and integrated as much as possible into what faculty are
already doing.

Faculty define the most important learning outcomes, set standards of performance, and measure
achievement.

Results are used to make program improvements.

The Assessment Committee of the Academic Senate provides institutional oversight.

The offices of the Provost and the Vice President for Planning and Assessment provide institutional support.
Assessment and Planning in the School of Architecture and Design
Within the School of Architecture and Design, each program has a multidimensional assessment process in place to
ensure that its program goals have been attained. It is a process that provides data to support continuous
program improvement. The following faculty assessment meetings (unless otherwise noted) occurred over the last
five years:
• 4/2008 Faculty Retreat Topic: Nomenclature, Technology Curriculum and Changes to Core Curriculum
• 9/2008 Convocation Topic: Fall Semester
• 1/2009 Convocation Topic: Spring Semester
• 1/2009 Assessment Day Topic: Comprehensive Design Improvement & Assessment
• 9/2009 Faculty Retreat Topic: Preparing self-assessment for accreditation & recent curriculum changes
• 9/2009 Assessment Day Topic: Comp. of NAAB + CIDA with NYIT core learning outcomes
• 12/2009 Town Hall Meeting Topic: Studio Culture Policy, Technology and Facilities
• 1/2010 Assessment Day Topic: Future of Design (SoAD strengths/opportunities for future education)
• 9/2010 Assessment Day Topic: Writing and Communication Skills
• 1/2011 Assessment Day Topic: SoAD Accreditation Program Report Review
4
• 8/2011 Interior Design Faculty (only) Topic: CIDA Retreat-Standards and Outcomes
• 9/2011 Assessment Day Topic: Accreditation Feedback
• 1/2012 Assessment Day Topic: Strategic Planning (goals and objectives)
• 8/2012 Interior Design Faculty (only) Topic: CIDA Retreat
• 9/2012 Assessment Day Topic: Critical Thinking
• 1/2013 Assessment Day Topic: CIDA Preparations & New Master Degree Programs
Progress towards achieving program goals is measured by collecting and evaluating evidence, then drawing
conclusions and making changes to improve performance. Different evidence is consulted for each program goal.
Interior Design program goals:



Goal A: To provide students with an undergraduate course of study that both prepares them for professional
design practice and helps them develop as artistic, engaged, environmentally-sensitive global citizens.
o Evidence consulted: Curriculum content, syllabus alignment with CIDA standards and educational
goals, primary and secondary evidence of student work quality for each standard,
 Evidence revealed: In addition to the CIDA specific adjustments documented in the
remainder of this report, it was determined that the Visualization Sequence needed to
upgraded and that the overlap between degrees could be strengthened (see new AAID
nomenclature).
o Evidence consulted: Advisory Board suggestions, student reviews of global visiting professors,
synergies with our programs in Bahrain, Abu Dhabi, summer programs abroad and special projects
such as our participation in the Milan Furniture Fair,
 Evidence revealed: Assessments of student satisfaction. Students appreciate the
opportunity to travel and learn from professors with different cultural perspectives.
Goal B: To equip students to approach design problems with interdisciplinary perspectives and to foster
dialogue between interior design, architecture and multiple disciplines they will engage with in practice.
o Evidence consulted: review of curriculum in foundation year vs. new AAID course syllabi in
foundation year. Review of student work, and curriculum from the new AAID foundation courses,
advising sessions with students.
 Evidence revealed: Students come to understand value of AAID syllabi and interdisciplinary
perspective when more advanced in program. Initially feel overwhelmed by primarily
architecture faculty teaching these courses. Department discussing ways to better engage
interior design students during this time. Students develop friendships with architecture
students that are positive and foster future working relationships. The AAID sequence could
benefit from more coordination between Interior Design and architecture faculty.
o Evidence consulted: Interviews with students and alumni who participated in interdisciplinary
projects such as the Home Modifications in DSGN 301 ID Problems I, Solar Decathlon, Dynasty
Financial, Mommas House and the Milan Furniture Fair and their experience of filing for a provisional
patent,
 Evidence revealed: That the students highly valued the interdisciplinary experience.
Working with other disciplines also helped with the opportunities it offered to their career
development.
Goal C: To provide the facilities, equipment, expertise and curricular and co-curricular learning opportunities
necessary for students to gain professional level knowledge, skills, and attitudes.
o Evidence consulted: Student/faculty ratios, class size, facilities, website comparisons with other
similar institutions,
5



Evidence revealed: Website needed to be upgraded, and NYIT’s planned residence halls in
Old Westbury will likely benefit the program.
o Evidence consulted: Current student leadership opportunities, student feedback forms from Home
Modifications in DSGN 301 ID Problems I, informal discussions with Career and Alumni Services
offices, which highlighted the importance of service learning, discussions with alumni who lived the
Solar Decathlon experience,
 Evidence revealed: That the students highly valued the service learning experience, helping
others, engaging with multiple disciplines, the media exposure and the opportunities it
offered to their career development.
o Evidence consulted: Student leadership opportunities, admission requirements, student retention
and graduation rates, scholarship base, student support services offered, student survey results
(NSSE, Noel-Levitz [school-level], focus groups or informal feedback from students) and internal
faculty facility assessment reports,
 Evidence revealed: Students realize that they have an ongoing stake in the success of their
school and that they are part of the evolution of the school. ID students need parity with
architecture students with regard to dedicated studios (currently only ID thesis/fourth-year
have dedicated studio vs. architecture second through fifth), and review of space allocation
needed for the two buildings where Interior Design functions. The Fabrication Lab needs
CNC routers.
Goal D: To encourage creative expression and scholarly work by faculty and students and to link the university
to the wider community through professional service.
o Evidence consulted: Current student leadership opportunities, informal discussions with career
services and alumni that highlighted the importance of service learning, discussions with past alumni
who lived the Solar Decathlon experience,
 Evidence revealed: That the students highly valued the service learning experience, helping
others, the media exposure and the opportunities it offered to their career development.
o Evidence consulted: Design- fundamental design and studio coordinator reports. Technologycoordinator reports, number and quality of sLAB projects, student scholarships, awards and clubs and
number of community design leadership opportunities,
 Evidence revealed: Interior design students could benefit from more community design
opportunities and better understanding of environmental systems.
Goal E: To develop in students the habits of critical thinking, clear communication, analytical inquiry, ethical
engagement, creative problem solving, and teamwork that will serve as tools for life-long learning and
professional participation.
o Evidence consulted: Incorporate NYIT 7 core competences across ID curriculum (see the core
competences matrix), developed rubrics or check lists for students projects, student feedback in team
projects,
 Evidence revealed: Students appreciate rubric checklist for projects or other feedback.
Students feel prepared professionally and employee feedback from externships confirms it.
Preparing for the CIDA Review
In preparation for this CIDA self-study and visit, normal assessment and planning was supplemented with four
CIDA-specific Interior Design retreats (during the summers of 2011 and 2012). The retreats were facilitated by Dr.
Francine Glazer, Assistant Provost and Director of NYIT’s Center for Teaching & Learning, and were focused on
documenting compliance with the CIDA standards. The retreats were a formalized extension of the on-going
discussions and assessment that go on regularly in the department at mid- and end-of-semester, yearly evaluation
reviews, conversations with students and alumni, etc. The review of the CIDA standards in the curriculum
continued over the two years, partly driven by updating the matrix and proposing changes to the curriculum.
Syllabi for courses were reviewed, and cited learning objective now relate to projects.
It should be noted that analysis of compliance with CIDA standards and formulation of actions for improvement for
program expectations and student learning outcomes are integrated into every academic year. Evidence of
6
student learning outcomes (see below) is collected each semester and analyzed for compliance with CIDA
standards. This evidence enables faculty formally to assess and understand how interpreting the content and
intent of the curriculum is progressing. Before classes begin each semester, individual discussions are held
between the chair and each faculty member (full- and part-time) regarding course goals and how CIDA standards
are reinforced in the course; faculty views to improve student learning in identified areas are shared, and syllabi
are revised appropriately.
Student evaluations of teaching (in all course sections) and portfolios of student work provide the basis for faculty
to evaluate teaching performance and student learning outcomes. Formal portfolio reviews occur after AAID 101
Design Fundamentals I and AAID 102 Design Fundamentals II and at the end of DSGN 202 Interior Design II in the
th
4 semester. The DSGN 202 review is followed up with individual student-faculty meetings to discuss student
strengths and weakness, strategies for getting work done and adopting winning life strategies; often requiring
summer assignments to strengthen their skills. Subsequent assessment occurs on an ongoing basis via formal
student course evaluations, ongoing faculty review of work, internship employer’s reviews, career services and
alumni surveys and advisory board/alumni participation in year-end reviews.
Highlights of Evaluation Results: Program Strengths
The faculty, alumni, students, employers and advisory board members identified the following strengths:
• Holistic synthesis of liberal arts (based on faculty review and analysis of curriculum content);
• The design studio sequence (based on alumni and employer feedback);
• Lighting design and engagement with technology (based on quality of student learning);
• Integration of global awareness and experiences in the curriculum (based on faculty credentials); and
• Use of pedagogy that integrates interdisciplinary practice (based on review of peer institutions).
Highlights of Evaluation Results: Areas for Improvement
In addition to the CIDA standard-specific items identified later in the report, the self-study identified the following
gaps resulting in changes – either planned or implemented – to improve the program.
Further improve Facilities. In order to establish the program’s national and international reputation, it will have to
address its facilities in a comprehensive and strategic manner. Over the last few years the school has introduced a
new lighting lab and added new fabrication lab equipment, added technology resources such as access to
“Materials ConneXion” and performed facility upgrades to the Interior Design entryway. The school has also
become more creative in obtaining new resources for the department – The Education Hall Gallery was upgraded
thanks to a donation obtained by interior design professor Matz, and two new student scholarships were initiated
thanks to the NYIT alumni group and Brendalyn Stemple (an advisory board member). In order to maximize
classroom, office, and exhibition space and increase synergies with architecture, the program and the School, need
to seriously consider the possible options of an eventual move by Interior Design to Education Hall or a
reallocation of space across the two buildings.
Emphasize environmental systems. One of the school’s strengths is its use of pedagogy that integrates
interdisciplinary practice. In 2009 the school was ranked by Architecture Magazine as one of the top four schools
in Building Construction Technology. It is the school’s belief that having two accredited programs, architecture and
interior design, in one school is an asset that reinforces the school’s philosophy that design of the built
environment is a holistic and multi-disciplinary endeavor and continues the legacy of Han Schroeder’s beliefs.
Concern has been expressed that we need to do more in the realm of having ID students increase their
understanding of environmental systems including acoustics, thermal design and indoor air quality which is so very
important in sustainability. The school has been discussing the possibility of including Environmental Systems I in
the required course load.
Provide more opportunities for community engagement. Our evidence shows that students greatly benefit from
interaction with the larger community during their course of study. The self-study identified that more
7
opportunities for community engagement would benefit students. The program has offered the opportunity to
work on community real world project and clients such as Momma’s House, Sunrise Camp for Kids, Hewlett House
and Dynasty Financial.
Publicize the program’s research. Central to advancing our program will be attracting the highest quality
students, retaining and recruiting the most capable faculty and running the program in state-of-the-art facilities.
These objectives will only be met if the program gains increased stature in the greater public and wider design
community. Over the course of the past year, the program has both identified opportunities and made significant
advances towards wider recognition. The program’s participation in the 2012 Milan Furniture Fair drew
widespread press and media coverage, as NYIT was only one of only two U.S. schools selected to exhibit. The
school exhibited a unique “spring steel” chaise lounge, which obtained a provisional patent earlier in the year. In
order to gain more visibility we have begun to promote some of these efforts with advertisements in Metropolis
Magazine, a premier design magazine. As encouraging as this is, we recognize that it is only the beginning.
Ensure Interior Design AAID coordinator positions. In Fall 2010, students pursuing the BFA in Interior Design
joined those pursuing degrees in architecture taking a common set of (redesigned) foundation courses taught by
faculty from both disciplines, these include two semesters of Design Fundamentals, two semesters of Visualization
and one semester of architecture and design theory. To underscore the shared nature of these re-designed
courses, their course numbers were revised to have the “AAID” (Architecture And Interior Design) prefix. The
school needs to ensure that there is always at least one interior design faculty member acting as coordinator for
these classes.
Establish a Master’s degree program. To be a world-class participant in interior design education, one needs to
offer a Master program. We are currently discussing whether the increased demands of the profession warrant
establishing a master’s degree program for advanced students.
8
Analysis of the Program’s Compliance with CIDA Standards
Standard 1. Mission, Goals, and Curriculum
The interior design program has a mission statement that describes the scope and purpose of
the program. Program goals are derived from the mission statement and the curriculum is
structured to achieve these goals.
Program Mission
NYIT’s mission of providing career-oriented professional education, offering access to opportunity to all qualified
students and supporting research that benefits the larger world is supported by the Interior Design program’s
mission – to achieve professional-level preparation of students wishing to practice interior design – as follows:



To CREATE globally engaged, environmentally sensitive professionals who possess artistic sensibility,
intellectual ability, and hands-on technical proficiency;
To PREPARE interior designers for a lifelong process of interdisciplinary exploration, reflection and
development and an acute understanding of the built-environment; and
To STIMULATE creativity and ENGENDER personal self-confidence, which is the earmark of leadership.
Attesting to its importance, the program’s mission appears on the cover of What You Need to Know, the NYIT
Interior Design Student Handbook (https://www.sugarsync.com/pf/D004876_85_6991792912) which students are
required to read and sign each semester.
Program Goals
Key goals from the School of Architecture and Design (SoAD), as generated from the program goals listed below
are designed to achieve the missions of NYIT and the Interior Design program, and to be consistent with the goals
of the School of Architecture and Design; see
http://www.nyit.edu/planning/outcomes_assessment/plans_reports_school_of_architecture_and_design/
A.
B.
C.
D.
E.
To provide students with an undergraduate course of study that both prepares them for professional practice
as interior designers and helps them develop as artistic, engaged, environmentally-sensitive global citizens.
To equip students to approach design problems with interdisciplinary perspectives and to foster dialogue
between interior design, architecture and multiple disciplines they will engage with in practice.
To provide the facilities, equipment, expertise and curricular and co-curricular learning opportunities
necessary for students to gain professional-level knowledge, skills and attitudes.
To encourage creative expression and scholarly work by faculty and students and to link the university to the
wider community through professional service.
To develop in students the habits of critical thinking, clear communication, analytical inquiry, ethical
engagement, creative problem-solving, and teamwork that will serve as tools for life-long learning and
professional participation.
Curriculum Structure
The 131-credit, four-year BFA curriculum is built on two basic armatures – (1) NYIT’s Discovery Core (36 credits),
and (2) the Interior Design Major (84 credits) – consisting of design studios and the building blocks of visualization,
history/theory, and supporting courses. The program also contains 11 elective credits.
The Discovery Core armature of the scaffold provides Interior Design students, like all NYIT undergraduates, with
the strong liberal arts foundation that will be needed for professional and personal success in the 21st century.
NYIT reviewed and revamped its Liberal Arts curriculum at the end of the last decade. The Discovery Core was
implemented in Fall 2010 and consists of a 36-credit sequence of foundation courses in years one and two (to
introduce concepts and subjects in communication and writing, speech, scientific process, information literacy,
mathematics, research, and professional communication) and seminars in years three and four. Seminars share an
interdisciplinary approach, active/integrated learning strategies, depth, and difficulty. Faculty (from all NYIT
schools) develop these core seminars and students are able to choose from a wide variety of topics. Learning
9
outcomes of Communication, Literacy, Critical/Analytical Thinking, Interdisciplinary Mindset and Skills,
Ethical/Moral and Civic Engagement, Global Perspective/World View, and the Process and Nature of Sciences and
Arts are mapped in every course in the curriculum (including major courses) and evidence of mastery is gathered,
evaluated, analyzed, and fed back to the faculty for continuous improvement. More information can be found at
Core Curriculum: http://www.nyit.edu/arts_and_sciences
The Interior Design Major armature of the scaffold is built from four areas of focus: Design Studio, Visual Media,
Discipline-Related History, and Supporting Topics. These areas of focus are arranged across all four years of study
allowing for achievement of program educational goals and CIDA’s expected student learning outcomes. There is
typically a progression, or layering, of competencies: design awareness; oral and visual proficiencies; professional
development; historical context; codes for health, safety and welfare requirements; sustainability and materiality;
and technical and graphic skills. The four areas incorporate courses from three disciplines: Interior Design,
Architecture, and Fine Arts. The foundation year courses total 19 credits; Interior Design courses total 57 credits,
Architecture courses three credits, and Fine Arts courses five credits.
Curriculum Sequence
The BFA curriculum follows a logical four-year sequence. Courses are scaffolded so that they increase in
complexity and challenge while at the same time reinforcing skills and competencies completed in prior semesters.
NYIT’s Interior Design program is housed in the School of Architecture and Design, facilitating cross-disciplinary
exchange. One example is the “AAID” (Architecture And Interior Design) foundation year, revamped and
introduced in 2010, as recognition by the school’s faculty that interior design and architecture disciplines share
foundation language and skills:





AAID 101 Design Fundamentals I, studio provides interior design and architecture students with training in
the ideas of process and method, developed through skills of perception, analysis, exploration, fabrication
and representation.
AAID 102 Design Fundamentals II, expands the discussion of how form is determined by introducing greater
abstraction. Both courses reinforce three-dimensional thinking, modeling, circulation, orthographic and
axonometric projection, as well as graphic studies.
AAID 140 Visualization I, offers an introduction to manual technical and freehand drawing techniques, and
digital imaging processes.
AAID 240 Visualization II, offers an introduction to computer-aided drawing and design. Students explore
and practice digital documentation using a variety of software platforms.
AAID 160 Introduction to History, Theory and Criticism in Architecture and Design, introduces students to
fundamental issues, buildings and projects, critical vocabularies and methods of approach essential to
understanding the relationship of history and theory to the practice of architecture and interior design, the
class is composed of a number of topical case studies.
This cross-disciplinary learning experience provides a solid learning base for interior design students, while in years
two through four the six studios build on the AAID foundation-year experience:
In DSGN 201 ID I, students spend half of the semester continuing the fundamentals discourse with regard to a
visual analysis that will form the basis of their first space design. Projects undertaken in design studios are varied
in complexity and scale and address the building-types and profiles an interior designer can expect to encounter in
the field. This includes a gallery, residential space and retail/wine bar in the second year DSGN 201 ID I and DSGN
202 ID II; health-related and corporate problems in the third year DSGN 301 ID Problems I and DSGN 302 ID
10
Problems II; and a hospitality and capstone thesis project of their own selection in the fourth year DSGN 401 ID
Problems III and DSGN 402 Senior Project in ID. Also included in the fourth year is, DSGN 420 Furniture Design,
where material and detail integration are integrated into a studio environment.

In studios and supporting courses, students are confronted with a wide range of functional, environmental,
social, political, aesthetic, and economic concerns that affect practice;

Each semester students are given projects that reflect “real life” context and students must search for
alternatives to arrive at a preferred solution, which prepares them with the means to establish criteria for
making increasingly difficult judgments and choices;

For thesis projects, students are encouraged to take on proposing solutions to societal, environmental,
political, or economic problems and recent thesis projects have included a school for the LBGT community, a
proposal to bring farming into skyscrapers, a place where Americans can view how the world sees them, a
hospital for severely sick infants and children, a center for women victims of war, housing for the homeless, a
place for girls to discover self-esteem, and a place for veterans to heal – clearly topics that demonstrate
students’ understanding that they can play roles in shaping today’s global world.
The Visual Media, Discipline-Related History, and Supporting Topics courses are also sequenced and build on
technical, graphic, professional, codes and theory knowledge. For example, DSGN 211 Structures and DSGN 242
CAD II (Revit is covered in this course) are offered the semester before students take DSGN 221 Working Drawings
where they are now required to make their drawing sets using Revit. The set can include a life safety plan, which is
covered more thoroughly the following semester in DSGN 382 Codes and Regulations and is required in student
thesis booklets.
Program Distinctions
The Interior Design program has made significant progress in its goal to expand global educational opportunities
and gateways. It successfully ran a summer study abroad in Europe in 2011 and is in discussions with the Musée
du Louvre in Paris to offer a joint program later in 2013 or in 2014. Cross-cultural exchanges between faculty in
New York and interior design faculty at NYIT’s global campuses in Abu Dhabi and Bahrain have enriched the
curriculum and NYIT’s presence at campuses in the Middle East and China offers the opportunity for student and
faculty exchanges across cultures.
The program’s recognition nationally and internationally and in sustainable design has continued to expand and is
a source of pride for students, faculty and alumni. We participated in two Solar Decathlons and in 2006 were
formally invited to exhibit this work at the ICFF and at the Museum of Art and Design. In recent years several
students have won NEWH scholarships up to $5000 each, two were winners of the prestigious Donghia
scholarships in 2010 and 2011. In April 2012 we were one of two universities from the United States to be invited
to show student work in the Milan Furniture Fair (Fiera di Milano). Our students shared the floor in the Saloni
Satellite with 17 other schools from around the globe.
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Standard 2. Global Perspective for Design
Entry-level interior designers have a global view and weigh design decisions within the
parameters of ecological, socio-economic, and cultural contexts.
Today, students must understand the implications of practicing design within a global context and how design
needs may vary for different socio-economic stakeholders. The interior design program provides exposure to a
variety of business, organizational and familial design projects, and considers these as opportunities for developing
knowledge of other cultures
Evidence examined and discussed for indicators below included projects, both academic and real, field trips, study
abroad, lectures, exams, cultural exchanges, and course offerings.
The demonstration of an understanding of the contemporary concepts, principles, and theories of sustainability as
they pertain to building methods, materials, systems, and occupants begins in early Discovery Core classes where
sustainability is discussed within the greater context of science; FCSC 101, Foundations of Scientific Process. This
understanding is further developed in the second science requirement one example of which is BIOL 107
Environmental Biology that covers our world’s depleting resources in its curriculum. In upper level seminars of the
Discovery Core there are Social Science seminars that directly relate to sustainability and ecology that students can
choose from and include ICSS 301 Environmental History, ICSS 301 Global Environmental History and ICSS 301
Seminar in Environmental History: Long Island Environmental History. All offer students the opportunity to
continue to explore ecological issues in more depth.
Our award winning houses and furniture from past Solar Decathlon competitions are still available to visit and
learn from and many of the initiatives that were begun in those undertakings are still being advanced in our
teaching of sustainability. In DSGN 223 Materials II Specifications and Systems, students have researched houses
from past solar decathlons and made presentations on the sustainable solutions found in them. In 2011, we took
the entire Department of Interior Design down to Washington, D.C. to see the 2011 Solar Decathlon. Students
have toured LEED certified projects in NYC, including the National Audubon Society Headquarters, which one of
our adjunct faculty, Carl Hauser, served on the design team with FXFOWLE. In DSGN 302 ID Problems II, students
design a project that requires a sustainable response and DSGN 370 Lighting Strategies for Interiors and ARCH 325
Environmental Systems II apply energy efficiency in design. In DSGN 420 Furniture Design, students continue to be
exposed to materials and systems that are focused on three aspects of the sustainable initiative; smart materials,
multi-functional capability and what interior design professor Allen refers to as "micro-environments" (that
provide "local/efficient" strategies for heating, cooling, lighting, power, as alternatives to the use of larger more
consumptive systems such as house AC systems and overhead lighting). His students are currently investigating
how these furniture strategies could provide interior environmental attributes beyond the confines of
conventional interior envelopes. DSGN 401 ID Problems III and DSGN 420 Furniture Design study biomimicry as a
thematic concept development strategy.
Exposure to a variety of business, organizational, and familial structures for differing socio-economic stakeholders
become apparent in projects in the design studios DSGN 202 ID II and DSGN 301 ID Problems I where research
findings help the student to examine cultural and economic differences in their clients and gain a greater
awareness and respect for others unlike themselves. In DSGN 202 ID II, the students interview a classmate, and
redesign their living space. This opportunity affords them a first-hand view into cultural and economic concerns.
The third year studio, DSGN 301 ID Problems I, gives students more exposure to varying familial and organizational
structures with projects exploring special populations.
Students are exposed to the implications of conducting the practice of design within a global context in DSGN 482
Business Procedures in ID, and again in their history and theory courses that examine contemporary trends in
architecture and design ARCH 160 Introduction to History, Theory, and Criticism in Architecture and Design and
DSGN 260 Philosophy of Design. In DSGN 401 ID Problems III there are several class sessions devoted to
discussions about the practice of interior design today and what the emerging professional is likely to encounter in
the job market. Also discussed is how the contemporary design medium, worldwide, is occurring in an everexpanding electronic medium; a young medium, which thrives from the inherent skills of those who communicate
12
Standard 2. Global Perspective for Design
Entry-level interior designers have a global view and weigh design decisions within the
parameters of ecological, socio-economic, and cultural contexts.
across the Web. This course supports rehearsed and real exercises in this communication practice and technology.
From challenging the project basis through seamless communication platforms, to celebrating the phenomenon of
design solutions executed in virtual space, an awareness of design practice is embedded in standard yearly
thematic problems given to the students.
Our global faculty includes Distinguished Italian and French architect Professor Aldo Zoli from DEGW’s Paris office
and other faculty from all over the world including; Germany, Latvia, Italy, Nigeria, the Middle East, Korea. Our
location in the greater metropolitan area of New York City is a great advantage and also offers a very diverse
student body. We graduated the daughter of a UN ambassador, and attract students from over five continents;
Asia (China, Korea, Philippines, Pakistan, India, Iran, Lebanon, Kuwait, Bahrain), Africa (Egypt, Mauritius), Europe
(Poland, Switzerland, Sweden, France, Turkey), South America (Colombia, Ecuador, Brazil), North America (USA,
Haiti). The diverse population provides the student body at-large culturally rich and stimulating conversations on a
daily basis, all bringing their unique perspective to the discussion.
The School of Architecture and Design’s lecture series offers numerous lectures every semester that expose
students to architecture and design directly from the personal experiences of the speakers. Internationally known
professionals from Switzerland, Finland, England, Cuba, France, Germany and Lebanon have included Mario Botta
on his work, Eeva Lisa-Pelkonen on Alvar Aalto, Kurt Forster on Aldo Rossi, Ricardo Porro on Porro, Cesar Pelli and
Bill Pedersen on building in a global market, Hansjorg Goritz, and Amale Andraos.
Study abroad programs have been a stable part of opportunities afforded students during the summer when the
School of Architecture and Design runs three programs across the globe, which have included Italy, Germany,
Japan, Finland, India, Netherlands, China, Spain, France and Egypt. These are open to all architecture and interior
design students.
After faculty and peer review of student work and faculty self-study of the opportunities offered to students in this
area, conclusions reached include:



The program offers ample opportunity for students to develop knowledge of other cultures.
The program provides sufficient opportunities for exposure to contemporary design business issues.
Students understand concepts of sustainability and context, but do not always apply these principles to their
designs.
Actions taken since the last reaccreditation to improve in this area have included:




Participation in the second Solar Decathlon, Milan Furniture Fair, and other sLAB type projects.
Increased exposure to designers, from a variety of countries and cultures, who are experts in the field as seen
in projects completed in DSGN 202 ID II.
Cross-cultural exchanges between faculty in New York and interior design faculty at NYIT’s global campuses in
Abu Dhabi and Bahrain.
The interior design department organized and ran a special study abroad in 2011 titled “Sotheby’s Pop-up
Auction House and Traveling Collection”.
In the future, we seek to:





Improve the linkage between sustainability and global perspectives.
Ensure that cultural projects are kept up to date and revolve around relevant issues.
Offer more interior design-specific study abroad programs (such as the Sotheby’s study abroad trip to Europe
and the trips to Egypt).
Provide more opportunities for involving stakeholders from different socio-economic groups.
Add more opportunities in the area of familial structures.
13
Standard 3. Human Behavior
The work of interior designers is informed by knowledge of behavioral science and human
factors.
Behavioral Science and human factors as they relate to interior design are important parts of the NYIT curriculum.
Concerns of human occupation in the spaces students ultimately design are discussed across many of the design
studios. Examples of evidence can be seen in schematic analysis of both programming matrices and building plans
showing public vs. private, daylight vs. artificial, views vs. limited to no views; drawings and sketches show people
in plan view, as well as sections and elevations giving scale and relationship to the environment.
Student projects in several of the second and third year design studios are imbued with problems that encourage
students to explore social and cultural norms that are distinctly different from their own. Often preceded by
readings, presentations, studies or other analysis tools students are able to apply theories of human behavior,
select and interpret anthropometric and ergonometric data, and concepts of universal design in their projects.
Evidence consulted to evaluate student learning with respect to this standard can be found in:

DSGN 202 ID II, Two projects, design of a home for artists and a retail space introduce students to layouts and
proxemics as well as analysis of the environment.

DSGN 301 ID Problems I, completed projects provides opportunities for students to design considering
differences of others and apply theories of human behavior.

The first project “Explorations in ADA and Universal Design” has student’s research ADA guidelines,
anthropomorphic data and universal design principals. The outcome is a collaborative resource booklet
available to students in softcopy and as pdf. This tool is referred to throughout the semester.

The primary project of the semester, “Home Modification,” is a collaborative venture where interior design
students are teamed with occupational therapy students and asked to modify a home for someone with a
disability. This year, as a result of an Institutional Research Grant awarded to Dr. Abramson, Chair of Mental
Health Counseling and Professor Siegel the project, now called “Stories Construct Design,” was expanded to
include mental health students. In collaborative teams they are going into homes of seniors on Long Island
who wish to age in place. The stories of these older clients, along with assistive devices they may need are
providing the backbone of the modifications the interior design students are proposing to the homes.
The evidence was evaluated by reviews of student work at mid and final critiques with invited jurors, portfolios of
student work, evaluation forms asking about student learning outcomes. Over the years Projects have been
redesigned, rewritten, or changed entirely. The faculty concludes that:


Students have a good understanding that social and behavioral norms may vary from their own and they
have sensitivity to these needs when designing so that, for example, a design solution for a child will have
different concerns than their aging grandmother.
Student work demonstrates they competently apply theories of human behavior, select and apply
anthropometric data, and apply Universal Design theories.

Introducing a large corporate design problem which involves application of Universal Design concepts and
entails ergonomics studies of relationships between people and their work stations to DSGN 302 ID Problems
II.

Requiring students to move beyond generic data to measure themselves and document these findings in
detailed imperial and metric drawings and apply them to the furniture they are designing in DSGN 420
Furniture Design.

Continue to emphasize the importance of behavioral and human factors in successful design.
14
Standard 4. Design Process
Entry-level interior designers need to apply all aspects of the design process to creative problem
solving. Design process enables designers to identify and explore complex problems and
generate creative solutions that support human behavior within the interior environment.
The program of study at NYIT couples studio learning environments (which give students the opportunity to solve
design problems) and support classes, sequenced so that each studio builds on those prior – with design problems
increasing in complexity as students progress. There is a clear expectation, shown on boards and in research
documents, that students conduct comprehensive analysis before designing; and that their solutions will be not
only creative and support human response to the interior envelope, but be driven by clear parti's and disciplined
conceptual framework.
The program looked for evidence across all design studios. We will mention a few key projects here, one each
related to the student learning expectations of (a) identify and describe, (b) gather, evaluate, and apply, (c)
synthesize, and (d) demonstrate.

DSGN 201 ID I, Students analysis of a work by a particular artist, yields an underlying parti. This parti is then
synthesized with the program brief, demonstrating student’s ability to synthesize their learning and inquiry
with a conceptual structure to produce and render multiple solutions and options.

DSGN 301 ID Problems I, incorporates extensive research and information gathering as part of the home
modification project. There is preliminary research and analysis done as a class, and later with their team,
which becomes the underpinning, along with sketches and diagrams, of the final presentations.

DSGN 401 ID Problems III, Students identify ideas and problems they are interested in exploring for their
final-semester design project. They write a position statement that identifies and describes their goals and
objectives for their problem; and spend part of the semester researching all aspects of their problem,
producing research booklets, and more recently a video, as the outcome.

DSGN 420 Furniture Design, challenges students to design furniture that not only supports an activity but
that “does something” such as creating a "micro-environment" or encourages two persons to share a single
seat. Twice, furniture solutions inspired by investigations into concepts such as biomimicry and
microenvironments, for example, went on to win students $30K Donghia Scholarship in 2010 and 2011.
Program opportunities to solve a range of design problems, from simple to complex, begins in the foundation year;
AAID 101 Design Fundamentals I, is an introduction to spatial design, while AAID 102 Design Fundamentals II,
continues the development of spatial design skills, use of programming, with emphasis on how spatial
compositions are perceived from within. The second year DSGN 201/202 ID I and II focuses on concept and parti
development, analysis, and introductory program and space planning. Projects are typically 2000 to 4000 sq feet.
DSGN 301/302 ID Problems I and II study the complexity of special populations, with real world scenarios, and in
the spring, the intricacies of corporate design. In the final year DSGN 401 ID Problems I and DSGN 402 Senior
Project in ID, thesis students take their acquired skill sets and apply them to a project of their own choosing.
Opportunities to develop critical listening skills occur throughout the four years of studios at the Mid and Final
Juried Presentations and are honed to final form during thesis, where students intensively discuss and advance
their projects with the continual oral input of their peers and professors.
Jury responses, review of student work, faculty retreats and curriculum and syllabus analysis all serve as methods
for review of this standard. Student work demonstrates that graduating students are able to:




Identify a design problem they want to solve in a unique way.
Conduct research on the problem including conducting interviews, literature searches, building research and
other relevant topics.
Develop an appropriate design concept and program.
Illustrate the solution using video, models, bubble diagrams, matrices, plans, sections and perspectives, all
documented in a printed thesis booklet.
15
Standard 4. Design Process
Entry-level interior designers need to apply all aspects of the design process to creative problem
solving. Design process enables designers to identify and explore complex problems and


The use of video as an addition to the presentation and jury process to improve critical thinking and inspire
confidence in the student.
Expansion of DSGN 420 Furniture Design, to allow deeper concept development.

Externally validate our students’ design strengths by entering their work in more professional competitions
like Donghia, NEWH, etc.
16
Standard 5 Collaboration
Entry-level interior engage in multi-disciplinary collaborations and consensus building.
Multi-disciplinary collaborations are at the foundation of almost every design project today. Moreover, the
Interior Design faculty believes that the success of future design practices will depend on the ability to be agile and
to successfully carry out cross-discipline and cross-professional engagements. In this regard, we see participants as
not just the traditional teams (interior designers, architects, engineers, and construction groups), but also expect
collaborative teams to include artists, graphic designers, media, computer, and video specialists. In areas of health
care, team members could include physical and occupational therapists, mental health counselors, nurses, etc.
Review and feedback to students about their collaborative work (see below for examples) is considered an integral
part of their learning experience at NYIT. This includes regular opportunities to interact with professionals from
multiple disciplines who represent a variety of points of view and perspectives. Specifically:
 Outside critics take part in mid and final reviews each term. NYIT’s location, 25 miles from New York City, affords
a rich pool to draw upon and critics include interior designers, architects, artists, engineers.
 Visiting faculty also take part. For the past several years, we have been fortunate to have Professor Aldo Zoli
from Europe as a distinguished professor who engages with students in all our studios.
 Because we are in the School of Architecture and Design, we have a sizeable number of architects and
structural engineers who serve as consultants for student projects. In addition, thesis students have also
received help from professors and technicians in NYIT’s engineering, medical and health professions schools,
as well as its behavioral sciences department.
The following are examples of learning experiences in which our students function as members of multidisciplinary teams, collaborating with others and learning to achieve consensus:
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The common foundation year AAID is intended as collaboration between Interior Design and Architecture.
DSGN 301 ID Problems I incorporate student teams of interior designers, occupational therapists and mental
health counselors working on home modifications. Student teams generate team meeting notes, and fill out
post-project team member evaluations (where they reflect on their contributions to the team as well as the
strengths and weaknesses of their peers). These evaluations demonstrate that students have come to
understand and appreciate the nature of teamwork and the contributions and benefits of collaboration.
DSGN 302 ID Problems II has required teamwork where groups are formed to handle the research component
of the design brief.
DSGN 401 ID Problems III students work in teams developing a portion of a Virtual Meeting space. Also
students work in teams to generate the base model for a common space that then becomes the background
for the project solutions each student is developing. At presentation, the individual solutions are placed in the
model for context. From student feedback, this method of sharing responsibilities has proven very effective.
So much so that it was also asked of third year students this fall term with their stair project.
Students have additional opportunities to develop awareness of the nature and value of integrated design
practices (BIM) through discussions in their construction drawing course DSGN 221 Working Drawings. Here
the process of preparation of the necessary plans for a set of construction documents including life safety,
demolition, construction, electrical, power, furniture, equipment, etc. provides a vehicle for discussions on the
stakeholders and their involvement in the process.
DSGN 482 Business Procedures in ID discusses organizations of practices and approaches to project set-up,
management and functioning. Visits to firms serve as demonstration.
The faculty has concluded that work in classrooms and studios equip students to be aware of the dynamics and
advantages of teamwork and the value of integrated design practice. Since the last reaccreditation, self-study has
identified as a goal that students not just be aware of these things, but that they be able to practice consensus
building, leadership, collaboration. As a result, we have developed numerous opportunities for students to engage
with the community to supplement the class work mentioned above:
17
Standard 5 Collaboration
Entry-level interior engage in multi-disciplinary collaborations and consensus building.
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Multi-disciplinary teams of students came together to build a solar home for the 2007 Solar Decathlons on the
Washington DC Mall. Teams were composed of interior design, architecture, engineering, communication,
culinary arts and management students. The intensity of putting a home together in seven days on the Mall in
time for the competition provided a real-life experience where working together and across disciplines was
necessary or failure to meet the deadline would ensue.
NYIT’s invitation to the 2012 Milan Furniture Fair was an opportunity for collaborative work during
preparation for the fair (in New York) and, for those students attending the fair in Milan. Students on both
New York campuses helped coordinate and oversee four-day graffiti sessions to create artwork for what
became bicycle reflector giveaways at the fair to publicize New York City’s new bike rental program.
The department provides a faculty advisor, meeting space, links to alumni, and other support to the Interior
Design club which helps to build leadership and consensus-building skills. Officers of the club recently
prepared a proposal for presentation to the Friends of the School of Architecture and Design and were
granted $3500 to visit Neocon this coming June.
sLAB (student-led architecture/design-build) undertakings provide further opportunities for students to
engage across disciplines on real-world projects such as Mommas House, Sunrise Day Camp, Hewlett House
and Dynasty Financial where students work with real clients and most recently, post Hurricane Sandy recovery
community groups.
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Continue to seek opportunities outside the classroom where students can gain personal experience working as
members of professional teams, building their skills in this increasingly important area.
18
Standard 6. Communication
Entry-level interior designers are effective communicators.
Communication skills are critical if students are to become effective Interior Designers and the studio format of
learning, by its nature, demands oral communication in the verbal presentations students give to defend their
ideas that are shown on boards, models, in videos, or PowerPoint presentations. The options for communication
have exploded and students must now learn to leverage traditional analog methods of hand drawing, model
building and writing as well as the newer digital methods including CAD, 3-D, Photoshop, Illustrator for graphic and
drawing; to laser cutter and CAD-CAM for model building; to Word, Excel, PowerPoint programs for writing,
analysis and presentation; to video, Skype, You Tube for interactive communication; to the social media panoply of
blogs, emails, Facebook, Twitter, Flickr, LinkedIn, etc. just to be in touch.
The methods of evaluation in this area include review of student work in portfolios, written papers, oral
presentations, blogs on NYIT’s online learning platform (BlackBoard Learn), presentations of various media (paper,
model, video, etc.), jurors’ comments on public reviews, and graduate/employer surveys. Faculty concludes that:
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NYIT student work demonstrates the inventive application of both analog and digital communication
techniques and technologies.
NYIT students make skillful use of graphic elements in their communications.
Ideation and sketching skills are developed, but students are more drawn to the computer than to the hand.
Students’ written communication skills continue to need improvement.
Students are able to produce competent contract documents and presentation drawings.
Graduating students are able to present their ideas in convincing ways that make them attractive to
employers.
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Introduction by NYIT of a revised general education curriculum (“the Discovery Core”) containing four lowerlevel courses where students write position papers, make oral presentations, use blogs, PowerPoint and
Blackboard to communicate and where critical thinking, the value of research, and the ability to express ones
findings in words and images are taught.
We moved the ARTW 101 Drawing I, taught by Fine Arts faculty, from the first year to the first semester of the
third year. The motivation was that this second exposure of hand drawing be introduced at a point in
students’ development as designers where their confidence was stronger and they would have a greater
appreciation for the medium. The self-study indicates this is helping. In addition to drawings, concept models
are encouraged as an ideation medium. This tool is very effective for students as they struggle with
developing a concept. Examples can be seen in DSGN 401 ID Problems III and DSGN 402 Senior Project in ID.
We have increased the use of video (examples can be found in AAID 160 Introduction to History, Theory and
Criticism in Architecture and Design, DSGN 202 ID II, DSGN 420 Furniture Design and the thesis year studios
and expectations for integrating oral and visual material have been raised, particularly in the final presentation
for the “Home Modification” project (PowerPoint and filmed presentations) in DSGN 301 ID Problems I.
We distributed to all faculty members and added to the Interior Design Student Handbook a document on
student verbal presentations that was shared at a faculty collaboration session on teaching methods.
In the future, we seek to
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Reconcile the expectations for pre-requisite knowledge of Revit and preparation of full contract drawings;
Continue structured faculty collaboration to share and improve teaching methods.
Strive to insure drawing fundamentals are not diluted as a result of the positive use of new media.
Take more advantage of NYIT’s student support systems such as the Writing Center, staffed by faculty from
the English department, where students can receive personalized tutoring and help with grammar, syntax,
spelling, sentence structure, etc.
19
Standard 7. Professionalism and Business Practice
Entry-level interior designers use ethical and accepted standards of practice, are committed to
professional development and the industry, and understand the value of their contribution to
the build environment.
The designer’s contribution to the built environment is discussed across the curriculum as students come to
understand how their solutions impact the environment, the building they are working in, its surrounding site, the
application of codes, the selection of materials and finishes. This understanding is reinforced in lectures in AAID
160 Introduction to History, Theory and Criticism in Architecture and Design and in DSGN 260 Philosophy of Design
where student outcomes are measured in exams and position papers.
The required DSGN 482 Business Procedures in ID, taken in either the third or fourth year of study is
comprehensive, covers many aspects of professional practice, ethics and project management. Students prepare a
business plan; attend lectures and field trips to receive exposure to various types of practice. In recent years we
have introduced trips that have included tours, often led by alumni who are employees, of large and small firms
with international and local presence such as Gensler, Perkins + Will, M Moser Associates, and Bentel and Bentel.
Guests are also invited to lecture on business development, financial management, project management, etc. They
discuss business global issues, with respect to employment abroad. DSGN 401 ID Problems III, as the first studio
course of the thesis year, sets aside time to discuss various business practices as it might directly relate to the
students’ job searches and to types of projects they might select to investigate as their thesis topic. The required
256-hour externship is a key learning experience students must complete by the end of thesis year.
The importance of professional ethics is discussed early in the writing courses with regard to plagiarism and proper
citations in papers. It is discussed relative to liability and specifications in DSGN 222 Materials I and DSGN 223
Materials II Specifications and Systems and in DSGN 420 Furniture Design, from the point of view of intellectual
property and copyright of designs and products. DSGN 482 Business Procedures in ID references industry ethical
guidelines from IIDA and ASID. The What you Need to Know document, each student’s contract with the
department, has a statement of ethics and plagiarism that the students are expected to read.
The interior design program is committed to graduating students who understand the professional demands of a
career in design (including maintaining currency in the field), along with knowledge of areas where their education
might provide further business opportunities. What are the areas of practice that they might best use their skills,
who might their clients be or what products might best support their interests? The Career Services Center offers
a networking fair in the spring term that typically includes firms from different sectors of the business,
architecture, design, engineering firms, along with dealerships and product companies. More recently, the Center
has been pro-active in organizing events such as company crawls, lunch and learn lectures, and portfolio reviews.
Students are encouraged to form and maintain an Interior Design club and engage with the School’s parallel
architecture club, AIAS. In addition, ASID, and IIDA New York City chapter’s Educational Groups invite students to
participate in professional events. Students have attended Career days at the D&D Buiding, Speed Mentoring
events, student mixers, showroom tours, etc.
Exposure to how the profession is evolving and its legal recognition is discussed not only in courses, but also
demonstrated by example. In 1997, NYIT was one of the founding schools of NY11+, whose mission is to promote
awareness of the profession to legislators and the public through annual interior design exhibitions. Each year
students travel to Albany with projects to display in the lobby of the state capitol. Often, along with faculty, they
lobby members of the legislature for revisions to the stature for the profession. Chairperson Siegel is on the board
of Interior Designers for Legislation in New York (IDLNY) and all full-time faculty have passed the NCIDQ exam.
Public and community service is an area that students are aware of and as time beyond their studies permits, they
perform community service such as helping the rebuilding effort following the fall 2013 Hurricane Sandy
devastation on Long Island. Activities such as this provide students with opportunities to use their design skills to
better an environment for others less fortunate.
20
Standard 7. Professionalism and Business Practice
Entry-level interior designers use ethical and accepted standards of practice, are committed to
professional development and the industry, and understand the value of their contribution to
the build environment.
After faculty and peer review of feedback from students and their employers about the externship experience,
observation of students’ enthusiastic response to field trips to meet alumni, and review of student work by faculty
and critics, conclusions reached include:
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Students have many opportunities to demonstrate their understanding of ID’s contribution to society.
Students have first-hand experience visiting and working in various types of design practices.
Students’ appreciation of professional ethics is satisfactory.
As the requirements of the profession have expanded in recent years to include many more aspects of
business practice, the current credit offering of DSGN 482 Business Procedures in ID may no longer be
sufficient to adequately prepare entry-level professionals.
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Continued lobbying trips to Albany.
Incorporating visits to the practices of alumni into DSGN 482 Business Procedures in ID.
Continued encouragement for student attendance at professional events.
Bringing in consultant lecturers with different complementary areas of expertise to DSGN 482 Business
Procedures in ID.
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Review the content of DSGN 482 Business Procedures in ID to derive more learning opportunities for students
to strengthen understanding of project management, financial management, and strategic planning.
Revise the employer survey so that it is more closely aligned with (and provides more targeted feedback on)
professional standards.
Integrate more service learning opportunities into the curriculum to further enhance professional
development and student understanding of how interior design contributes to contemporary society.
21
Standard 8. History
Entry-level interior designers apply knowledge of interiors, architecture, art, and the decorative
arts within a historical and cultural context.
There are five history and theory courses (from the disciplines of architecture, interior design and fine arts) that
are required in the major, teaching students about the many movements, traditions, and cultures that have
influenced various periods in design history. Term papers, sketchbooks, and examinations show student mastery
of the materials.
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ARTH 111 Introduction to the Arts (first semester, taught by the Fine Arts Department). Art is viewed from the
standpoint of painting and sculpture as they relate to architecture and design during significant periods in the
history of art. Emphasis is placed upon the parallels in the history of art and architecture.
AAID 160 Introduction to History, Theory and Criticism in Architecture and Design is offered to interior design
and architecture students the second semester of their first year. It is taught as a large lecture format followed
by smaller seminar groups to foster further discussion. The course presents culture of architecture and design
in order to acquire conceptual and language tools. It is thematic and topical rather than chronological; it
discusses theory, methodology, technology, construction, building equipment systems, and fine arts and
related fields.
DSGN 260 Philosophy of Design introduces students to the nature of human perceptions and its relationship
th
with spatial concepts in 20 -century interior design and architecture. They examine different periods and
movements s the 1850's to the present. They study the external forces that created these movements and
the relationship between the theory and practices of interior design and architecture. DSGN 362 and DSGN
363 History of Interiors I and II are sequential courses covering analysis of the principles which have guided
interior and furniture design through time, beginning with the Classical period through early modernism 1925,
with an emphasis on 18th and 19th century periods. Explorations cover American, European, Islamic, and
Asian design.
Application of historical precedent to inform design decisions can be seen throughout many of the studio courses
including:
 DSGN 232 Color in Space, Students work on a project where they trace the use of color across history in a
selected area, such as health care facilities, or office design. Student examples are in portfolios.
 DSGN 401 ID Problems III In this upper level studio course, students begin thesis research. Typically, part of
the research includes selecting a building to house their thesis idea. As part of this process they investigate
the history of the building including its importance to when it was built and how that might influence their
intentions to adapt it for a new program. They will also use precedents of other architects and designers work
as sources for their own program and ensuing design solutions that are completed in the spring term DSGN
402 Senior Project in ID.
After faculty and peer review of student work and curriculum and syllabus analyses at summer retreats,
conclusions reached include:
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Students understand the social, political and physical influences on design and are familiar with movements,
traditions and periods in interior design, furniture, art and architecture.
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Introducing assignments where students are asked to apply their knowledge in these areas to design
problems (e.g., the timeline project in DSGN 232 Color in Space demonstrates students’ ability to apply
historical precedent in the use of color in interior spaces).
Students’ theses continue to require them to analyze historical aspects of the building they have chosen and
use this analysis in developing their thesis designs – where we now find that students are able to
competently make design decisions either to maintain the vernacular of the building style or to contrast it.
22
Standard 9. Space and Form
Entry-level interior designers apply elements and principles of two- and three-dimensional
design.
Entry-level students are expected to effectively apply the elements and principles of design to two-dimensional
and three-dimensional design solutions in their first three studios courses. These studios also offer students the
opportunity to evaluate and communicate theories or concepts of spatial definition and organization:
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AAID 101 Design Fundamentals I serves as an introduction to spatial design. Projects focus on building
conceptual and technical skills necessary to describe and manipulate composition in two and threedimensions. Graphic representation and physical modeling of projects is included. Emphasis is placed on both
development and critique of each student’s design process and completed projects that the students
communicate in formal reviews. The translation from 3-D to 2-D is in every project.
AAID 102 Design Fundamentals II further expands the fundamentals of architectural and design principals in
the second semester of the first year at the most basic level. Specifically the course incorporates a series of
exercises ranging from abstract compositional exercises, to scale allocation to issues finally having to do with
the application of a real world program.
DSGN 201 ID I students further develop the conceptual and technical skills necessary to describe and
manipulate composition through the exercise of a gallery space. The semester begins with students building a
model of a painting using transparency and opacity, hidden and visible lines to interpret the painting; to help
them perceive 3-D space. Further exercises have them design a gallery space as a 3-D construct.
The studio courses that follow these three early studios continue to challenge students’ perceptions of how they
see and describe the spatial volumes they are creating. The process requires them to continually analyze, revise
and define the spaces they create.
Jury responses, review of student work and presentations, alumni and student feedback, faculty retreats and
curriculum and syllabus analysis all served as methods for review. Evidence examined included sketches, models,
collages, analog and digital plans, elevations, axonometric and sections of drawings demonstrated manipulation of
volume, scale, proportion, balance, rhythm, repetition, transparency, movement and other basic design principles
to more complex principles such as context and site.
Conclusions reached include:
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Students are able to apply theories of spatial definition and organization.
Students’ presentations on boards, models, etc. show that they can evaluate and communicate the principles
that were used to create their final interior design product.
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Restructuring of all first-year courses for both Interior Design and Architecture to create a common foundation
year for both disciplines with regard to 2-D and 3-D design.
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Assess the effectiveness of these changes to the first-year studio courses to ensure they provide a solid
learning base for interior design as well as architecture students.
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Standard 10. Color
Entry-level interior designers apply color principles and theories.
Within the curriculum there are several courses that focus all or part in teaching color principles and theories and
basic understanding of the power of color within the integration of a design, DSGN 232 Color in Space, and DSGN
370 Lighting Strategies for Interiors being the primary ones where evidence was sought. In DSGN 232 Color in
Space, offered in the second year, there are lectures and exercises where students explore the visual perception of
color and illumination. They make color wheels and chroma/saturation charts mixing paints and using colored
pencils to reinforce color theory lessons. They render sketches with color selections to achieve desired effects. A
timeline project where they chose an area of design and analyze how color has been used over decades has
proven to be a useful tool for them to appreciate the impact of color on human response and marketing. The
lighting course, DSGN 370 Lighting Strategies for Interiors, taken in the third year further explores the effect of
light on color. In the lighting lab students see how light has different colors based on temperature of light and
color rendering index.
It is in studio courses where purpose with regard to selection and application of color begins to emerge in student
work. Examples can be seen in DSGN 202 ID II, where color choices are made with respect to a residence for an
artist or designer. In DSGN 301 ID Problems I an airport kiosk for children reflects the use of appropriate color, and
color choices for clients with disabilities in the “Home Modification”. In DSGN 402 Senior Project in ID the final
projects and further descriptions in their portfolios demonstrate how students use the selection and application of
color as a strategy to affect a purpose. An example would be the “Art Therapy Center for Children with Autism”
where color tones are used as wayfinding and to modulate behavior in the learning centers.
Using color as a visual communication tool is evident in presentations across the curriculum from models of the
gallery projects in DSGN 201 ID I and their color study of paintings by Moholy-Nagy; in stair models from third year
DSGN 301 ID Problems I and concepts models in thesis year. On presentation boards of residences and retail shops
in DSGN 202 ID II, and the corporate offices designed in DSGN 302 ID Problems II. Students use color in
programming bubble and parti diagrams and building analysis studies of senior thesis boards.
The projects briefly described above served as evidence, with evaluation stemming from curriculum and syllabus
analysis, review of student work and portfolios by internal and external reviewers, and discussions from faculty
retreats. Conclusions reached include:
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Student work demonstrates understanding of how color impacts the perceived environment.
Students can make informed color choices based on interaction with different materials, textures, and light.
Students’ application of color principles is consistent with their project briefs and relates to behavioral,
aesthetic, cultural, economic, and/or functional aspects of the design.
Visually, the boards and models prepared by students show effective use of color.
Actions taken since the last reaccreditation to improve in this area have included improvements to the Lighting Lab
and DSGN 370 Lighting Strategies for Interiors:
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Nine panels, each finished differently, allow students to experience light reflectance.
Computer Models of interior spaces demonstrate both natural and electric light sources. Sun animations
were simulated in projects and interior spaces were modeled with variable color temperature light fixtures.
Nine hanging light fixtures were installed, each fixture having a different luminaire. This allowed the students
to more easily understand the relationship between color and light in space and on materials.
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Add exercises to AAID 102 Design Fundamentals II inspired by the artwork and theories of Josef Albers and
his disciple.
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Standard 11. Furniture, Fixtures, Equipment, and Finish Materials
Entry-level interior designers select and specify furniture, fixtures, equipment and finish
materials in interior spaces.
NYIT’s location in the greater metropolitan area of New York City provide opportunities to expose students to a
broad spectrum, of materials, products, fabrication, installation methods and maintenance requirements. Due, in
part, to relationships the program and faculty have with sales representatives, alumni, and business owners many
field trips and classroom learning sessions are readily available for our students. Local examples include Dal Tile,
Country Carpets, ABC Stone yard, and in NYC Benheim Glass, the D&D building, Lutron and iGuzzini Lighting USA,
Hafele, Herman Miller, Steelcase, and Knoll Studios where, in addition to furniture, Dorothy Cosonas, Knoll’s
Textile Designer, lectures on textiles. In class visits have included Armstrong, Task Floors with an emphasis on
sustainable flooring and Benjamin Moore Paint. Trips have also included visits to cabinet, upholstery and drapery
workrooms. A mobile bus visited the campus, providing the opportunity to see Silestone in actual applications.
The NYIT library maintains a membership to Materials ConneXion’s database and students also take advantage of
their library in New York City. The department maintains a Materials Library that is staffed by students and
coordinated by adjunct Professor Vija Berzins. Many of the products are donated and come from large firms in the
area. In addition, local representatives are contacted for samples. The room is introduced to students as part of
the materials courses and is available to select material for presentations.
The evidence consulted to evaluate student learning with regard to this standard can be found in:
 DSGN 222 Materials I and DSGN 223 Materials II Specifications and Systems are taken in the second year of
the program. Exams test students on the readings regarding performance and properties, while in a
collaborative fashion, they generate Materials Manuals on different topics. Each student is required to make a
presentation on a product or a recent material advancement issue. Part of the second semester includes an
FF&E assignment where they have to select products, based on performance criteria and generate
specifications for a small project. There are field trips and students document their learning of these events.
 DSGN 370 Lighting Strategies for Interiors, projects and lectures introduces students to fixtures through
lecture, actual samples in the lighting lab, and field trips to lighting showrooms. A project requires them to
select fixtures for a space, do a lighting calculation and generate a schedule.
 DSGN 221 Working Drawings discusses materials relevant to building i.e. partition types, fire rated materials.
Students generate a FF&E plan and legends as part of the semester’s drawing set.
 DSGN 420 Furniture Design has extensive lectures on construction details and materials such as metals, wood,
plastic. Ergonomics as criteria for selecting or designing a furniture piece is covered and can be seen in
drawings showing the relationship of the student’s body to a selected piece of furniture.
 DSGN 202 ID II, DSGN 301 ID Problems I and DSGN 302 ID Problems II, project requirements in these studios
include layouts of furniture, fixtures and equipment.
After faculty review of student work at mid and final critiques with invited jurors, examination of student portfolios
and review of employer surveys (administered after required internships), conclusions reached include:
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Employers are satisfied with students’ knowledge of a wide range of materials and products.
Faculty observe that, although students are able to select and apply appropriate materials and products, they
cannot always articulate why they made the choices they did.
Actions taken since the last reaccreditation to improve in this area:
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Requiring students to go beyond making selections to explaining the “why” on the basis of performance
criteria, properties such as environmental attributes, life cycle costs, etc. In recent semesters project
requirements ask them to not only give selections but to write the “why” of the selection.
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Explore developing a relationship(s) with manufacturers that would be collaborative and mutually rewarding
by engaging students in a project that uses, helps create, or redefines a product(s).
25
Standard 12. Environmental Systems and Controls
Entry-level interior designers use the principles of lighting, acoustics, thermal comfort, and
indoor air quality to enhance the health, safety, welfare, and performance of building
occupants.
Students learn principles of environmental systems and controls across several different courses and levels in the
program; their learning can be seen in examinations in lecture courses and in drawings and schedules in studio
courses.
After faculty and peer review of student work, curriculum and syllabus analysis, and self-study retreats,
conclusions reached include:
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Students come to understand principles of natural and electric lighting design in DSGN 370 Lighting Strategies
for Interiors, where they construct lighting boxes to study the effects of daylight on a space at different times
of the day. They also explore the fundamentals of engineered electric lighting solutions specifically as they relate to the
application of incandescent, fluorescent, metal halide and LED technology for a given occupancy and area,
calculating lumens using different methods. In ARCH 325 Environmental Systems II three projects Empirical
Daylighting Design, Office Building Daylighting Exercise and Electrical System Design reinforce the learning.
Reflected ceiling plans in design studios demonstrate students’ competency in the selection and application of
luminaires.
Students understand principles of acoustic design and they can apply appropriate strategies for acoustical
control. Evidence can be found in examinations from DSGN 222 Materials I, and DSGN 223 Materials II
Specifications and Systems, where students are asked to describe acoustical rating numbers. In DSGN 301 ID
Problems I, a student Power Point Presentation describes principles of acoustics. A project generated later in
the term, demonstrates that they can use the learned strategies in their selection of ceiling material. Control
of sound and sound distribution via material and ceiling selections can be seen in that studio and also in DSGN
302 ID Problems II and DSGN 402 Senior Project in ID, where students are able to select appropriate acoustical
ceiling applications, and use space planning to reduce noise.
Examination results from DSGN 211 Structures show that students have the basic knowledge of thermal
principals and how thermal systems impact interior design solutions.
Students demonstrate awareness of IAQ and the effects of pollutants and because consequently select green
materials for their studio design projects.
Actions taken since the last reaccreditation to improve in this area:
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Improvements to the Lighting Lab afforded students the opportunity to learn principles of lighting design
empirically; they can see different colors of light and their effects on materials, and can view light
distribution from different fixtures.
The introduction of a student generated lecture in DSGN 301 ID Problems I improved student understanding
of acoustic principles and strategies and the program will seek to do this in other courses.
In DSGN 211 Structures, students had an introduction to thermal design with a lecture on SIPS (Structural
Insulated Panels), thermal breaks and perimeter insulation.
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Identify and implement other areas in the curriculum where we can provide students more opportunity to
learn and practice acoustic principles and controls, thermal design and Indoor Air Quality. One possibility is
to require students to take the ARCH 324 Environmental Systems I, without exceeding the 131 credits of the
program.
26
Standard 13. Interior Construction and Building Systems
Entry-level interior designers have knowledge of interior construction and building systems.
The knowledge of interior construction and building systems is incremental and begins in the abstract in the first
year fundamentals courses AAID 101 Design Fundamentals I and AAID 102 Design Fundamentals II where students
construct models out of one piece of paper cut and folded, out of balsa blocks, and out of poured concrete. The
projects of subsequent years give students exposure to different architectural building types in which they must
integrate their interior designs. Their fourth year they are challenged to select a building which will suit their
chosen design program. Professor James Wiesenfeld, a structural engineer in the SoAD, teaches the required
structures course and is available to consult with students regarding structural issues individually and in studios.
Evidence consulted to evaluate student learning with respect to this standard can be found in:
 DSGN 211 Structures, lectures and exams on structural loads, statics and strength of materials, wood and steel
framing, reinforced concrete, masonry construction as well as traditional and modern structural systems.
Projects include drawing a wood frame structure, and conducting a building assessment of their residence.
 DSGN 221 Working Drawings, a set of construction drawings are done in REVIT. Building Information
Technology (BIM) software is an innate way for students to grasp the integration of building systems.
 ARCH 325 Environmental Systems II, lectures, readings and examination, demonstrate understanding of topics
on energy, security and power distribution systems and vertical circulation.
 DSGN 301 ID Problems I, a project challenges students to design a stair and build it using the laser cutters in
the Fabrication Lab. This fall the project added a contextual component with the students first interpreting
drawings, building a model of a lobby and then designing a staircase for the space.
 DSGN 302 ID Problems II, drawings and models of a corporate project demonstrate the relationship of
furniture to RCPs and HVAC deliveries.
 DSGN 401 ID Problems III, selection of a building for their thesis topic involves many discussions regarding
suitability of structure to programmatic needs, securing available building drawings, interpreting them, and
generating their own CAD files to build various models of the building.
 DSGN 402 Senior Project in ID, thesis projects demonstrate how students handle structural, non-structural and
vertical circulation systems within their solutions.
Through the collection and review of evidence from jurors’ comments during presentations, curriculum and
syllabus analysis, faculty review of student work and retreats, the program concludes:
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Staircases, class and thesis projects show that students understand structural systems and methods as well as
vertical systems.
Construction drawings demonstrate student understanding of ceiling, flooring and interior walls;
Understanding of distribution systems such as power, mechanical and HVAC is demonstrated in sections and
reflected ceiling plans from design studio courses.
Floor plans and project work indicate understanding of security, building controls and energy systems.
Student understanding of the interface of furniture with distribution and construction systems is shown in the
floor plans from the commercial design studio DSGN 302 ID Problems II and the micro-environment furniture
created in DSGN 420 Furniture Design.
Actions taken since the time of the last reaccreditation to improve in this area have included:
 Introducing Revit in the second year CAD course and reinforcing it in DSGN 221 Working Drawings in order to
ensure that students can apply up-to-date technology in designing construction and building systems.
 Adding laser cutters and other tools to the Fabrication Lab in order to make model-building more efficient and
to improve students’ understanding of interior construction.
 Strengthen student’s understanding, in response to expanded requirements of the profession, of the
integration of distribution systems, energy, security, and building systems.
 Assess the effectiveness of Revit as a tool for helping students understand interior construction and building
systems.
27
Standard 14. Regulations
Entry-level interior designers use laws, codes, standards, and guidelines that impact the design
of interior spaces.
The importance of health, safety and welfare in the practice of interior design is discussed in the second year as
students begin to build an awareness of sustainability guidelines and industry-specific regulations in DSGN 222
Materials I, with lectures and handouts. In DSGN 223 Materials II Specifications and Systems, where textiles are
covered, NFPA and other concerns of flammability are discussed.



DSGN 382 Building Codes and Regulations, a required third year course, provides in-depth coverage of many
aspects of working in today’s codes-based environment. Students have assignments that give them practice
in various aspects of application, for example, occupancy load, egress and plumbing calculations. In DSGN
221 Working Drawings, DSGN 302 ID Problems II, and DSGN 402 Senior Project in ID students prepare Life
Safety Plans.
In DSGN 401 ID Problems III, this semester, the faculty spent several sessions reviewing egress, discussing
compartmentalization, and other code issues.
DSGN 301 ID Problems I has students apply accessibility guidelines in their solutions to the “home
modification” and “Adult Day Care” projects. The specifications project completed in DSGN 223 Materials II
Specifications and Systems show application of standards. Thesis year, using IBC and NYC codes, students
research codes appropriate to their chosen project and in the final semester, apply these codes in their
design solutions.
It should be noted that the School of Architecture and Design offers to students the MADCAD eLibrary. This
library, is particularly helpful for thesis research because it contains thousands of building codes and standards
from leading code and standard developing organizations. It also provides access to cross-referenced collections
of building, electrical, mechanical, plumbing, fire, and maintenance codes from BOCA, SBCCI and ICB.
Methods for review and selection for this standard derived from curriculum and syllabus analysis, and review of
lecture material, exam results, and student exercises, as well as life safety plans in upper level studios. Faculty
concluded that:



Students show awareness of sustainability guidelines and industry-specific regulations in their research for
and execution of design projects.
Students’ exercises and exams show understanding of the laws, codes, standards and guidelines that impact
life and fire safety; however this understanding is not always demonstrated in plans.
Students senior thesis work (both research and drawings) is the culminating demonstration of their ability to
apply federal, state and local codes, standards, and accessibility guidelines.


Added MADCAD to the e-library in order to give students ready access to codes, standards and accessibility
guidelines.
Added pre-thesis exercises focused on code-related issues and concerns to reinforce earlier learning
immediately before it would be applied.

To aid student understanding of codes and their impact on fire and life safety, design studio faculty will have
a consultant, with expertise in codes, to comment on student work with regard to compartmentalization,
movement, detection, and suppression.
28
Standard 15. Assessment and Accountability
The interior design program engages in systematic program assessment contributing to ongoing
program improvement. Additionally, the program must provide clear, consistent, and reliable
information about its mission and requirements to the public.
NYIT follows an Institutional Assessment Plan (http://www.nyit.edu/planning/institutional_assessment/) that
ensures that programs have the data they need to evaluate important aspects of their success including, e.g., basic
statistics with respect to student enrollment, retention, and graduation rates; student satisfaction; post-graduation
employment; and employer satisfaction. These statistics are reported for all programs and locations enabling
internal benchmarking. The University Office of Institutional Research and Assessment also conducts targeted
surveys and other research to respond to questions and concerns of individual programs as needed. NYIT
Institutional planning and assessment activities are guided by the following principles:



NYIT has systematic, coordinated processes overseen by a steering committee and vice presidents to set
institutional targets, monitor results, and use those results to inform decision-making and resource allocation.
NYIT has a written and updated Assessment Plan for the university.
Numerical targets are set within the 2030 Scorecard to measure the effects of the university’s strategic plan
on key performance indicators.
The Assessment Committee of NYIT’s Academic Senate has responsibility for oversight of student learning
assessment for all academic programs across the university. In addition to providing feedback to Deans and faculty
members about their assessment activities and quality improvement plans, the Committee is also formally
mandated to prepare an annual report to the Senate, the provost and the president. This report reviews and
evaluates the assessment activities of all academic programs, offers recommendations, and proposes changes to
policy that strengthen both assessment and data-driven efforts to improve student learning. Composed of faculty,
library staff and Student Affairs, the committee is chaired by the vice president for planning and assessment.
Academic Deans and their designated representatives are ex officio members. In addition, the provost, and key
administrators of his office are members.
Self-Assessment processes in the interior Design Program are summarized in a manner which sets forth the
methods and schedule by which the school measures its standing on three key aspects of success:
•
Progress toward achieving the interior design department’s mission.
•
Contribution to NYIT’s strategic initiatives.
•
Alignment of goals with the five perspectives (student, faculty, curriculum, profession, and public good).
CIDA specific assessment efforts overlap and supplement The SoAD’s ongoing assessments. These assessments are
focused on two-year periods where outcomes are aligned with the mission, goals and objectives of the Institute,
and viewed through the above referenced five perspectives. In the SoAD, student learning outcomes assessments
are carried out in three basic ways:


Indirect assessment data such as reports from the National Survey of Student Engagement are considered by
the faculty as a whole; in recent years during “assessment days” just prior to the opening of each semester or
at faculty retreats where suggestions are made for improvement.
Direct assessment data based on review and appraisal of student work in relation to course outcomes is
generally carried out by course/area coordinators and the faculty in that area. Before classes begin each
semester, individual discussions between the chair and faculty member (full- and part-time) as to the goals of
the course are discussed. The results of these discussions are reflected in the submitted syllabi. CIDA
standards are an important element in these discussions. Class syllabi and student work is collected from
each semester and is analyzed for compliance with CIDA standards. This evidence enables the faculty
formally to assess and understand how faculty and students are interpreting the content and intent of the
curriculum. The portfolios of student work provide the basis for faculty to evaluate teaching performance.
Formal portfolio reviews occur after both AAID fundamentals studio and during DSGN 202 ID II, in the 4th
semester. The faculty reviews each student’s cumulative grade point average (CUM) and evaluates their skill
sets against departmental standards. CUMs must be 2.75 overall or 3.0 in interior design courses. A formal
critique form is filled out and used when the student is advised.
29
Standard 15. Assessment and Accountability
The interior design program engages in systematic program assessment contributing to ongoing
program improvement. Additionally, the program must provide clear, consistent, and reliable
information about its mission and requirements to the public.

Direct assessment data, based on review and appraisals of student work in relation to program outcomes, is
discussed at retreats (once a year), Assessment days (twice a year), and in Coordinator and Committee
meetings where feedback is collected.
The results of these assessments are loaded up to the NYIT Assessment Website, and published in a matrix, which
aligns the University’s goals with that of the School of Architecture and Design and the five perspectives. See map
at http://www.nyit.edu/planning/outcomes_assessment/plans_reports_school_of_architecture_and_design/.
Assessment data is collected from a variety of sources:
Faculty
•
Committee participation affords faculty opportunities to exchange views.
•
Faculty member performance is assessed via the College’s peer observation system.
•
Coordinator meetings allow faculty the opportunity to exchange views on curriculum.
•
Faculty meetings, retreats, convocations and assessment day meetings.
Students
•
Faculty advisor sessions allow students to present issues and concerns to advisors.
•
Student evaluations of teaching (semester end). NYIT students complete standardized evaluations at the
conclusion of each course to provide instructors and their supervisors with information about students’
perceptions of the effectiveness of individual courses and instructors.
•
Graduating student survey (annual, January) provides data on student employment, income, further
schooling and retrospective information about their experiences at NYIT.
•
National Survey of Student Engagement (every 3 years - in rotation with the Noel-Levitz survey)
•
Noel-Levitz Student Satisfaction Survey provides benchmarked information about the importance students
place on a variety of services and their satisfaction with those services.
•
Targeted student surveys (as needed) focus on student satisfaction with a variety of services; often used to
target specific services, subpopulations and/or locations.
•
Program-level outcomes assessment via the Assessment Committee of NYIT’s Academic Senate.
•
National Survey of Student Engagement (every 3 years).
Alumni /Advisory Board
•
The Friends of the School of Architecture and Design alumni group and SoAD Advisory Board provides
informal feedback to the School, Dean and faculty.
•
The Advisory Board is inter-disciplinary and reaches to all aspects of the profession with inclusion of alumni
and industry leaders and serves as a vehicle for external feedback on school programs, plans and activities.
•
The Alumni committee of the School of Architecture and Design, composed of faculty and students has
alumni contact as a mission.
•
For this accreditation visit, the Department sent an alumni email survey asking for feedback on how their
NYIT education benefited them, current contact information and extended an invitation to participate in the
faculty/alumni show on view during the site visit.
Employers
•
Every student studying interior design is required to work 256 hours in an externship.
•
Students are required to fill out a form describing their externship duties and evaluate if it was beneficial to
their career development.
•
At the conclusion of the student time at the externship, the employer is asked to evaluate the skills of the
student and return the form to the department.
Extensive information about the BFA program and New York Institute of Technology can be found at
www.nyit.edu, including philosophy, catalogs, student work, admission policies, course descriptions etc.
30
Standard 16. Support and Resources
The interior design program must have a sufficient number of qualified faculty members, as well
as adequate administrative support and resources, to achieve program goals.
The program has three full-time interior design faculty, one (Matz) who also teaches in the AAID fundamentals
year and one structural engineer (Wiensenfeld) from the architecture faculty who teaches the structures course
for interior design students and while this is sufficient to implement the program, it stretches human resources
with regard to the larger accomplishments of the program (collaboration with AAID, Solar Decathlons, and Milan
as examples).
An effort is made to hire individuals who have earned a degree in interior design and have passed the complete
NCIDQ exam, but consideration is also given to quality of experience and availability. The program hires 8-10
adjunct faculty fairly consistently who provide a stable reliable professional team. The faculty members who are
responsible for studio supervision vary by semester for example; Spring 2012 ran seven studio sections of which
three faculty had ID degrees (Siegel, Christ, Berzins) and five passed the NCIDQ (Allen, Siegel, Christ, Berzins, Kim).
Fall 2012 ran seven studio sections of which four had ID degrees (Siegel-2, Berzins, Christ, Brady-Russell) and all
had passed the NCIDQ (Allen, Matz, Siegel-2, Berzins, Brady-Russell).
The program chair (Siegel) is a tenured full-time faculty member, with a MS in Interior Design and has been
administering the program for over 15 years. She is a Certified Interior Designer in New York State and has
practiced interior design for 25 years and been in the design field for 31 years. As a full-time faculty member she
has served on the School Personnel Committee and actively participates in the recruitment, evaluation, and
retention of program faculty and the instructional personnel by reviewing cvs, peer evaluations, and student
evaluations. The Chair reports to the Dean (DiMaio) of the School of Architecture and Design who actively
supports the Interior Design program goals and objectives.
The make-up of the interior design faculty is varied, representing multiple points of view. Members are composed
of interior designers, architects, architectural historians, media producer, lighting consultant, and engineer. Their
points of view are as varied as their experiences and design backgrounds. Most work in the field across a broad
range of projects including residential, health care, hospitality, corporate, furniture and exhibition design and
equally varied in size and scope. They remain current in their areas of expertise; several being LEED certified,
others have participated in exhibitions, and all take CEU courses. The School of Architecture and Design provides a
small stipend to full-time faculty to offset faculty development ($300). While appreciated, it is very insignificant in
light of today’s costs for travel and conference fees. When possible, the Dean will cover additional expenses,
however, a more robust pool for professional development would provide a significant help. The department has
covered half of the cost for membership to IDEC for both full-time and adjuncts. The University supports a Center
for Teaching & Learning and a Grants Office out of the Provost’s Office.
Economy of scale has its advantages and disadvantages. The small number of faculty and other instructional
personnel make it relatively easy to collaborate and discuss modifications to the program and make short-term
course-corrections as needed. The department typically runs two full-time and adjunct faculty meetings per year
where these discussions can be brought to the entire faculty. The disadvantage is that full-time faculty are often
spread thin with obligations across the School, making implementation of larger more complex modifications more
difficult in the short term. Modifications to the foundation AAID courses are currently handled only by the
architecture faculty as there is no interior design faculty as part of the coordination team and there needs to be a
stronger collaboration in this regard.
The Interior Design administrative offices are located in the Midge Karr Art Center as is the main studio (Room
104), the Lighting Lab, the Materials Room and a shared Gallery space. The building is open 7am to 11pm on
weekdays and by request on weekends. Education Hall, about a five minute walk to the south, houses the interior
design fourth year dedicated studio, architecture dedicated studios, shared studios and classrooms, Fabrication
Lab, Plotting Room, Computer labs, the Art and Architecture Library, the Dean’s office, the architecture
31
Standard 16. Support and Resources
The interior design program must have a sufficient number of qualified faculty members, as well
as adequate administrative support and resources, to achieve program goals.
administrative offices, full-time architecture faculty offices, an adjunct office, a conference room, an Exhibition
Space, a critique space, a café and dining area. This building is open 24/7 for students with key card access.
While the working environment for full-time faculty is adequate, it is not ideal. Each faculty member has their own
desk but in a shared office so private meetings with individuals have to happen by asking others to vacate the
room or in the Chair’s office. In addition, the Chair’s office, while private, is on the floor above the administrative
offices, so communication is by phone and Internet. The main office has a copy machine available for all that also
has fax and scanning capabilities. All full-time faculty have computers. The adjuncts do not have a dedicated space
within the interior design area at Midge Karr but access to a shared adjunct office is available in Education Hall.
The room is not convenient for those teaching in the Midge Karr building, nor can it accommodate project
evaluation therefore, faculty often use the main studio for review of work.
Instructional facilities for interior design are adequate. An unintended consequence of the development of more
interaction between interior design and architecture students, however, has been a highlighting of the differences
in studio space allocated to the two programs, with the latter getting dedicated studios in years 2-5 and the former
th
only in their last year (4). When the 4 -year interior design students were given a dedicated thesis studio, with a
plotter, three years ago, it proved to be very important both physically and psychologically for them. This
experience has challenged us to think about non-curricular impacts of cross-disciplinary collaboration and how
best to respond to them.
Similarly, Interior Design shares the exhibition/gallery space in Midge Karr Hall with the Fine Arts department.
Conflicting needs for exhibition space have made for awkward situations for both programs. Options for solving
the problem might include an eventual move by Interior Design to Education Hall (with the Architecture programs)
or a reallocation of space across the two buildings.
Additional Instructional facilities help support program goals and objectives. These include a Lighting Lab, a
Materials Resource room, a Fabrication Lab with laser cutting equipment and shop tools, a plot shop in addition to
open plot area and computer lab and a plotter and printer with four computers in Midge Karr main ID studio (rm
104). The IT department has a lab support specialist assigned to the three programs, across two schools that
operate out of Midge Karr and Education Hall. His time in our buildings is 80% and during mid and final review
times it proves to be challenging.
NYIT New York has four major libraries: The Art and Architecture Library at Education Hall, the George and
Gertrude Wisser Memorial Library, and the Medical Library at the New York College of Osteopathic Medicine
(NYCOM) in Old Westbury, and the Manhattan Campus Library. The majority of Art, Architecture, Interior Design
and Decorative Arts information is located at the Education Hall facility, a 5-minute walk from Midge Karr. The
NYIT collections include more than 100,000 books, 200 databases, 13,000 e-books, periodicals, building code
databases, material databases and videos, 33% of which are available online. The library supports the interior
design department by partnering with them to enhance student learning, program development, faculty research,
and other professional activities. http://www.nyit.edu/library/
32
Conclusions
Recommended page limit: 2
1) Provide a brief description of the conclusions you have drawn about overall program quality. In what ways
are your students especially well prepared to enter professional practice as interior designers? What areas
could be further strengthened to support current or future preparation of program graduates?
2) Provide a brief description of your plans for future program development. What changes to curriculum or
resources have been planned and/or implemented to improve gaps in the educational program identified
through self-study? When are these changes likely to occur? What changes in the program, institution,
higher education, the profession, or society may impact the program in the future? What is being done to
address emerging issues, trends, or challenges?
As a result of self-study since the program’s last reaccreditation, the interior design faculty have concluded that
students are not only prepared to enter professional practice at graduation, but each year’s graduates are better
prepared than those of the prior year. The outcomes listed below are evidence that this perception of excellence
is not confined to the program faculty.







th
th
Students placed 5 and 12 in Solar Decathlons.
NYIT Interior Design was one of six schools invited to the ICFF in 2006,
Furniture from NYIT’s Solar Decathlon was exhibited at the Museum of Art and Design in 2006.
In recent years Interior Design students have won NEWH scholarships up to $5000 each.
Interior Design students were winners of the prestigious Donghia scholarships in 2010 and 2011.
April 2012 we were one of two universities from the United States to be invited to show student work in the
Milan Furniture Fair. Our students shared the floor in the Saloni Satellite with 17 other schools from around
the globe.
In 2012, the interior design program received a provisional patent for a new chaise lounge design that was
invited for exhibition at the Milan Furniture Fair. This was the first time in the history of the School of
Architecture and Design that an internal research and development project reached this achievement.
Faculty are particularly proud of the comments made by program alumni in a November 2012 survey that support
their views that elements that have been selected for emphasis in the curriculum have had lasting impact on
students and confirm their impression that students are well-prepared for their profession. For example:





“The fact that the program was so conceptual based really let my mind grow as a designer; my broad range of
thinking has allowed me to carry that to my current company.”
“The skills acquired were immediately applicable to my job; I had more working knowledge directly out of
school then my colleagues who graduated from Pratt with Architecture degrees.”
“I have owned a design firm here on Long Island and typically try and employ NYIT graduates and work with
architects from NYIT.”
“The interior design curriculum was heavy on architecture as well as design. Having an understanding of both
is critical in the field. I have more architectural knowledge and a more practical view of design.”
There was significant diversity at NYIT and that foundation allowed or drove me to think out of the box many
times. My education and the instructors inspired me to view and think about things with wider lenses…”
The Interior Design program at NYIT is fully aware that continued changes and advancements of the profession
require a program to evaluate and evolve to remain current. In response to self-study we have made numerous
changes over time, and plan others to better prepare our students to enter professional practice as competent
emerging professionals. For example:

In 2010 the AAID sequence (five combined interior design and architecture foundation courses) was
restructured and formalized as a foundation core to the curriculum to improve collaboration and engagement
33
Conclusions









of the two professions, reinforce their understanding of 2-D and 3-D spatial design, visualization skills and
theory of architecture and design.
Faculty reinforced the program’s emphasis on student self-selected thesis topics that engage social, political
and cultural stakeholders. That students are fully engaged in their thesis work can be seen in such thoughtprovoking titles as “Robbins Hall: Center for the Promotion of Community Consciousness, Involvement, and
Sustainability.”
Faculty have forged stronger connections with professional organizations, such as IIDA, ASID, IDLNY, and their
Educational committees who offer many programs for students to attend on relevant topics, such as
sustainability, ergonomics, and professional licensing.
The program has introduced new and relevant software (Revit and lighting modeling) and incorporated it into
different courses. This is the third year that Revit is introduced to students as part of their 3-D computer
course in semester three and deployed to generate construction documents in semester four.
Additions were made to the Fabrication Lab of new laser cutting equipment and 3-D printing equipment in
order to make student model building more efficient and improve students’ conceptualizing skills.
With interior design’s increasing complexity and the importance of LEED accreditation in areas of building
technology, environmental systems, and codes, the program seeks ways to strengthen student understanding
and has instituted action plans, including
o
Asking code consultants into the design studios and at critiques
o
Exploring curriculum adjustments that would incorporate adding ARCH 324 Environmental Systems I
to program of study.
Improvements were made to the Lighting and Material Labs to give students an effective way to see and
understand the impact of light on materials and texture.
The program gave support and encouragement to students to self-organize an Interior Design Club.
Over the summer of 2011 ten of our students went on a department-organized study abroad to Europe which
served to broaden their global and cultural awareness.
Making an opportunity out of adversity, students have organized (through the School’s sLAB) “Operation:
Resilient Long Island” to help the victims of Hurricane Sandy. The second semester design studio this spring
will be undertaking a redesign of a home damaged by the hurricane.
Future Improvements and Big Picture Goals to further enhance Interior Design at NYIT include:





Take more advantage of the proximity of New York City and the fact that NYIT has a campus in Manhattan.
Engage manufacturers in collaborative relationships to enhance student learning.
Expand global pedagogical opportunities for our students by leveraging our connections to Europe and with
our Middle East programs and campuses in China.
Continue to improve to our facilities and technologies to attract and retain our students by offering them most
up-to-date learning environments.
Study whether the increased demands of the profession warrant establishing a master’s degree program for
advanced students.
34
YEAR
TERM
NOTES:
AAID 240
3
VISUALIZATION II
Pre-Req: AAID 140
DSGN 242
INTERIOR
DESIGN CAD II
AAID 102
5
DESIGN FUND. II
Pre-Req: AAID 101
Co-Req: AAID 240
DSGN 201
INTERIOR
DESIGN I
4
92
11
Pre-Req: DSGN 202 &
permission of Chair
ARCH 325
3
ENVIRONMENT
SYSTEMS II
3
Pre-Req: DSGN 201 or
ARCH 201
DSGN 370
3
LIGHTING STRAT
FOR INTERIORS
Pre-Req: DSGN 222
DSGN 223
2
MATERIALS II,
SPECS / SYSTEMS
2
10
4
Pre-Req: DSGN 301
DSGN 482
2
BUSINESS
PROCEDURES IN ID
AAID 102
DSGN 232
2
COLOR IN SPACE
1) All new freshmen and transfer students lacking transfer credits in Math or English courses must take placement exams in these areas
[a] sequence of courses optional
[b] portfolio acceptance required
34
Pre-Req: DSGN 401
DSGN 402
4
SENIOR PROJECT
IN INTERIOR
DESIGN
13
3
Pre-Req: DSGN 202
DSGN 382
BLDG CODES &
REGULATIONS
Pre-Req: AAID 140 &
DSGN 211
DSGN 221
3
WORKING DWG
DSGN 222
MATERIALS I
Pre-Req: DSGN 301 or
ARCH 301
Pre-Req: DSGN 362
DSGN 363
HISTORY OF
INTERIORS II
3
2
2
Pre-Req: DSGN 302 &
DSGN 232 &
DSGN 370
3
Pre-Req: AAID 140
DSGN 362
HISTORY OF
INTERIORS I
DSGN 260
PHILOSOPHY
OF DESIGN
AAID 101
Pre-Req: AAID 102
DSGN 211
STRUCTURES
SUPPORTING
DSGN 420
3
FURNITURE DESIGN
15
VISUAL MEDIA
ELECTIVE
3
AAID 160
3
INTRO HISTORY
THEORY, CRIT IN
ARCHITECTURE &
DESIGN Spring Only
DISCIPLINE
RELATED HISTORY
ARTH 111
2
INTRO TO ARTS
DSGN 401
4
ID PROBLEMS III
Pre-Req: DSGN 221,
DSGN 232 &
DSGN 301
DSGN 302
4
ID PROBLEMS II
[b]
Pre-Req: DSGN 202,
& 2.75 CUM
DSGN 301
ID PROBLEMS I
Pre-Req: DSGN 201
ARTW 101
DRAWING I
DSGN 202
INTERIOR
DESIGN II
4
Pre-Req: AAID 240
Pre-Req: AAID 102,
3
AAID 140
3
VISUALIZATION I
Co-Req: AAID 101
AAID 101
5
DESIGN FUND. I
Co-Req: AAID 140
4
VISUAL MEDIA
DESIGN STUDIO
5
3
2
← DISCIPLINE ELECTIVES →
ADMITTED 2012
3
MATH XXX
ELECTIVE
Placement Test
ICPH
PHILOSOPHY
ETHICS CORE
ICBS
BEHAVIORAL
SCIENCE CORE
FCWR 303
COMM FOR
ARTS & DESIGN
CORE SC
SCI ELECTIVE/
ECOLOGY
[a]
3
[a]
3
3
3
FCWR 151
3
FOUNDATIONS
OF RESEARCH
WRITING
Pre-Req: FCWR 101
FCSC 101
3
FOUNDATIONS
OF SCIENTIFIC
PROCESS
3
FCIQ 101
FOUNDATIONS
OF INQUIRY
36
39
ICSS
3
SOCIAL SCIENCE
CORE
[a]
[a]
ICLT
3
LITERATURE CORE
FCSP 105
3
FOUNDATIONS
OF SPEECH COMM
FCWR 101
3
FOUNDATIONS
OF COMP & WRIT
Placement Test
CORE
3
3
(REV. 04/12)
131
16
17
16
16
17
16
17
16
TOTAL
CREDITS
STUDENT NAME __________________________________________________________ STUDENT I.D. NUMBER ________________________ ADVISOR ____________________________________ DATE _______________
SCHOOL OF ARCHITECTURE AND DESIGN ▪ BACHELOR OF FINE ARTS IN INTERIOR DESIGN ▪ FOUR YEAR PROGRAM
YEAR 1
YEAR 2
YEAR 3
YEAR 4
FALL
SPRING
FALL
SPRING
FALL
SPRING
FALL
SPRING
← CORE ELECTIVES →
FCSP 105
MATH
AAID 160
AAID 240
AAID 102
FCWR 101
FCIQ 101
ARTH 111
AAID 140
AAID 101
2c
how design needs may vary for different socio-economic populations.
2e
2f
exposure to a variety of business, organizational, and familial structures.
opportunities for developing knowledge of other cultures.
S
science and human factors.
3d
understanding and the ability to appropriately apply universal design concepts.
S
S
S
4f
4g S
4h
exposure to a range of design research and problem solving methods.
opportunities for innovation and creative thinking.
opportunities to develop critical listening skills.
Notes:
4e S
4d
4c
4b
opportunities to solve simple to complex design problems.
The interior design program includes:
Program Expectations
identify and define relevant aspects of a design problem (goals, objectives,
performance criteria).
gather, evaluate, and apply appropriate and necessary information and research
findings to solve the problem. (pre-design investigation)
synthesize information and generate multiple concepts and/or multiple design
responses to programmatic requirements.
demonstrate creative thinking and originality through presentation of a variety of
ideas, approaches, and concepts.
Students are able to:
4a
S
S
DSGN 232
DSGN 211
DSGN 242
P
S
S
S
P
S
S
S
S
S
P
P
P
S
S
S
P
P
P
S
P
P
P
S
S
to creative problem solving. Design process enables designers to identify and explore complex problems and
Student Learning Expectations
DSGN 201
S
S
FCWR 151
S
P
P
S
P
DSGN 202
S
ARTW 101
P
Standard 4. Design Process - Entry-level interior designers need to apply all aspects of the design process
Notes:
3c
3b
3a
understanding and the ability to appropriately apply theories of human behavior.
the ability to select, interpret, and apply appropriate ergonomic and anthropometric
data.
Student work demonstrates:
Students understand that social and cultural norms may vary from their own and
are relevant to making appropriate design decisions.
DSGN 222
S
DSGN 221
DSGN 223
S
S
S
p
DSGN 301
P
S
P
S
S
S
P
P
P
P
P
P
S
P
P
DSGN 362
P
Fall
S
P
S
S
DSGN 382
Spring
S
DSGN 370
Second Year
Third Year
DSGN 302
S
S
S
S
P
P
P
P
P
S
P
DSGN 363
P
S
Spring
P
ARCH 325
Fall
DSGN 260
S
Standard 3. Human Behavior - The work of interior designers is informed by knowledge of behavioral
Notes:
2d
exposure to contemporary issues affecting interior design.
The interior design program provides:
2b
2a
globalization and the implications of conducting the practice of design within a world
market.
Students understand:
the concepts, principles, and theories of sustainability as they pertain to building
methods, materials, systems, and occupants.
Student work demonstrates understanding of:
decisions within the parameters of ecological, socio-economic, and cultural contexts.
Standard 2. Global Context for Design - Entry-level interior designers have a global view and weigh design
S - Secondary evidence. Limit: 4 'S's per expectation.
Spring
FCWR 303
First Year
DSGN 401
P
P
P
P
S
S
S
S
P
S
DSGN 420
P
S
P
P
S
S
P
S
S
Fall
P
P
S
P
DSGN 482
Fall
ICBS
P - Primary evidence. Limit: 3 'P's per expectation. 1 'P' per expectation is mandatory
unless the program does not address the expectation in the curriculum.
Fourth Year
DSGN 402
P
S
P
P
P
S
S
P
ICPH
ICLT
CORE SC
CIDA 2011 Standards Curriculum Matrix
Spring
ICSS
FCSC
1
FCSP 105
MATH
AAID 160
AAID 240
AAID 102
FCWR 101
FCIQ 101
ARTH 111
AAID 140
AAID 101
5d
6c S
use sketches as a design and communication tool (ideation drawings).
6f
integrate oral and visual material to present ideas clearly.
S
S
P
S
P
S
S
S
P
P
7d
7e
professional ethics.
7h
7i
7j
professional organizations.
life-long learning.
public and community service.
Notes:
7g
7f
legal recognition for the profession.
The interior design program provides exposure to the role and value of:
The interior design program provides exposure to various market sectors and client
types.
7b
various types of design practices.
the elements of business practice (business development, financial management,
strategic planning, and various forms of collaboration and integration of disciplines).
the elements of project management, project communication, and project delivery
methods.
7c
7a
the contributions of interior design to contemporary society.
Students understand :
accepted standards of practice, are committed to professional development and the industry, and understand
the value of their contribution to the built environment.
Standard 7. Professionalism and Business Practice - Entry-level interior designers use ethical and
Notes:
6e
produce competent presentation drawings across a range of appropriate media.
produce competent contract documents including coordinated drawings, schedules,
and specifications appropriate to project size and scope and sufficiently extensive to
show how design solutions and interior construction are related.
6d S
6b
6a
express ideas clearly in oral and written communication.
Students are able to:
Students apply a variety of communication techniques and technologies appropriate
to a range of purposes and audiences.
Standard 6. Communications - Entry-level interior designers are effective communicators.
Notes:
collaboration, consensus building, leadership, and team work.
interaction with multiple disciplines representing a variety of points of view and
perspectives.
The interior design program includes learning experiences that engage students in:
5c S
5b
the nature and value of integrated design practices.
5a
team work structures and dynamics.
Students have awareness of:
decisions within
the parameters of ecological, socio-economic, and cultural contexts.
consensus
building.
2. Collaboration
Global Context- Entry-level
for Designinterior
- Entry-level
interior
designers
have a global view
and weighand
design
Standard 5.
designers
engage
in multi-disciplinary
collaborations
Spring
DSGN 201
S
S
S
DSGN 211
S
S
S
DSGN 222
P
P
DSGN 202
P
S
S
S
S
S
ARTW 101
S
DSGN 260
P
S
S
S
S
S
S
P
S
P
DSGN 221
DSGN 223
P
S
DSGN 301
S
P
S
P
P
P
P
P
Fall
DSGN 302
Spring
S
P
S
P
P
S
P
S
S
S
S
P
CORE SC
S
P
P
P
P
P
P
S
P
P
P
P
DSGN 363
S
S
S
S
Third Year
DSGN 401
P
S
DSGN 382
Spring
DSGN 370
Second Year
ARCH 325
Fall
FCWR 303
First Year
DSGN 420
S
S
P
P
Fall
P
P
P
P
P
P
P
P
P
P
S
P
P
DSGN 482
Fall
ICBS
Fourth Year
DSGN 402
S
S
S
P
P
P
P
S
S
S
ICPH
ICLT
FCWR 151
DSGN 232
Spring
ICSS
DSGN 362
FCSC
DSGN 242
2
FCSP 105
MATH
AAID 160
AAID 240
AAID 102
FCWR 101
FCIQ 101
ARTH 111
AAID 140
AAID 101
8c S
8d
8e
movements and traditions in architecture.
stylistic movements and periods of art.
Students are able to use historical precedent to inform design solutions.
P
S
P
P
P
S
9b P
9c S
three-dimensional design solutions.
Students are able to analyze and discuss spatial definition and organization.
10d
10c
10b
S
10a S
11b
11c
11d
typical fabrication and installation methods, and maintenance requirements.
Students select and apply appropriate materials and products on the basis of their
properties and performance criteria, including environmental attributes and life cycle
cost.
Students are able to layout and specify furniture, fixtures, and equipment.
Notes:
11a
a broad range of materials and products.
and specify furniture, fixtures, equipment and finish materials in interior spaces.
Standard 11. Furniture, Fixtures, Equipment, and Finish Materials - Entry-level interior designers select
Notes:
appropriately select and apply color with regard to its multiple purposes.
apply color effectively in all aspects of visual communication (presentations,
models, etc.)
Students:
color principles, theories, and systems.
the interaction of light and color and the impact they have on one another and
interior environments.
Student work demonstrates understanding of:
Standard 10. Color and Light - Entry-level interior designers apply the principles and theories of
color and light.
Notes:
P
9a P
two-dimensional design solutions.
Students effectively apply the elements, principles, and theories of design to:
design, and spatial definition and organization.
Standard 9. Space and Form - Entry-level interior designers apply the theories of two- and three-dimensional
Notes:
8b
8a
movements and periods in interior design and furniture.
Students are able to identify:
Students understand the social, political, and physical influences affecting historical
changes in design of the built environment.
decisions within
decorative
arts within
the parameters
a historicalofand
ecological,
cultural context.
socio-economic, and cultural contexts.
Standard 8.
2. History
Global Context
- Entry-level
for Design
interior designers
- Entry-level
apply
interior
knowledge
designers
of interiors,
have a global
architecture,
view andart,
weigh
and the
design
Spring
DSGN 201
S
S
S
S
DSGN 202
S
S
S
P
S
S
FCWR 151
S
ARTW 101
P
P
P
P
S
P
S
S
S
S
S
S
DSGN 260
P
S
P
P
DSGN 242
P
S
DSGN 211
P
DSGN 222
S
P
P
P
S
DSGN 232
S
DSGN 221
DSGN 223
P
P
P
DSGN 301
P
P
S
S
S
S
S
DSGN 362
S
P
P
P
Fall
DSGN 382
Spring
S
S
P
P
DSGN 370
Second Year
Third Year
DSGN 302
P
P
S
P
S
DSGN 363
P
S
P
P
P
Spring
ARCH 325
Fall
FCWR 303
First Year
DSGN 401
S
S
S
P
DSGN 420
P
P
S
Fall
DSGN 482
Fall
ICBS
Fourth Year
DSGN 402
S
S
P
P
S
S
P
S
S
P
ICPH
ICLT
CORE SC
Spring
ICSS
FCSC
3
FCSP 105
MATH
AAID 160
AAID 240
AAID 102
FCWR 101
FCIQ 101
ARTH 111
AAID 140
AAID 101
12b
competently select and apply luminaires and light sources.
12d
appropriate strategies for acoustical control.
12f
how thermal systems impact interior design solutions.
12h
how the selection and application of products and systems impact indoor air quality.
13b
13c
13d
13e
13f
13g
non-structural systems including ceilings, flooring, and interior walls.
distribution systems including power, mechanical, HVAC, data/voice
telecommunications, and plumbing.
energy, security, and building controls systems.
the interface of furniture with distribution and construction systems.
vertical circulation systems.
Students are able to read and interpret construction drawings and documents.
14g
14h
14i
standards.
accessibility guidelines.
14f
federal, state/provincial, and local codes.
Students select and apply appropriate:
14d
movement: access to the means of egress including stairwells, corridors, exitways.
detection: active devices that alert occupants including smoke/heat detectors and
alarm systems.
suppression: devices used to extinguish flames including sprinklers, standpipes, fire
hose cabinets, extinguishers, etc.
14e
14c
14b
14a
compartmentalization: fire separation and smoke containment.
Student work demonstrates understanding of laws, codes, standards, and
guidelines that impact fire and life safety, including:
industry-specific regulations.
sustainability guidelines.
standards, and guidelines that impact the design of interior spaces.
Standard 14. Regulations - Entry-level interior designers use laws, codes,
Notes:
13a
structural systems and methods.
Student work demonstrates understanding that design solutions affect and are
impacted by:
of interior construction and building systems.
S
S
Standard 13. Interior Construction and Building Systems - Entry-level interior designers have knowledge
Notes:
12g
the principles of indoor air quality.
12e
the principles of thermal design.
12c
the principles of acoustical design.
12a
understand the principles of natural and electrical lighting design.
Students:
lighting,
comfort,
and indoorsocio-economic,
air quality to enhance
the health,
safety, welfare, and
decisionsacoustics,
within thethermal
parameters
of ecological,
and cultural
contexts.
performance of building occupants.
Standard 12.
Environmental
Systems
Controlsinterior
- Entry-level
interior
designers
use the
of
2. Global
Context for
Designand
- Entry-level
designers
have
a global view
andprinciples
weigh design
Spring
DSGN 201
S
DSGN 222
DSGN 202
DSGN 211
P
S
S
S
P
P
S
P
P
S
S
P
P
P
P
P
P
P
P
P
P
S
S
S
P
P
S
P
P
S
S
P
S
S
S
P
P
S
S
P
P
S
S
P
P
S
S
DSGN 362
P
S
P
S
P
P
P
DSGN 223
S
FCSC
S
S
DSGN 301
P
S
P
S
FCWR 151
S
ARTW 101
P
S
DSGN 260
P
P
DSGN 232
S
DSGN 221
Fall
DSGN 382
Spring
S
S
S
S
P
P
P
S
S
S
S
P
P
DSGN 370
Second Year
Third Year
DSGN 302
P
P
S
S
S
S
S
S
P
S
P
P
S
P
S
S
S
P
Spring
P
P
S
P
P
P
P
P
ARCH 325
Fall
FCWR 303
First Year
DSGN 401
P
S
P
S
P
Fall
DSGN 482
Fall
ICBS
Fourth Year
DSGN 402
S
S
S
P
P
S
S
P
S
S
P
P
P
S
P
S
ICPH
ICLT
DSGN 363
CORE SC
Spring
ICSS
DSGN 420
DSGN 242
4
Faculty Data Form
All faculty are listed alphabetically by last name
Fulltime Interior Design Faculty
Allen, Robert
Matz, Charles
Siegel, Martha
Zoli, Aldo (Distinguished Professor)
Adjunct Interior Design Faculty
Adefope, Adegboyega
Berzins, Vija
Brady-Russell, Lauren
Christ, Trudy
Gates, William
Hauser, Carl
Katimaris, John
Kim, Soo
Masino, Anthony (FA)
Master, Leah
Nelson, LaToya
Pellicani, Paul
Pisano, Anthony
Reardon, Ann
Scheriff, Danielle (FA)
Stegmaier, Sigurd
Fulltime Architecture Faculty Teaching AAID or DSGN
Deupi, Victor (Visiting Professor)
Gandhi, Farzana
Holler, Tobias
Palmore, William
Sayles, Alan
Wiesenfeld, James
Vossoughian, Nader
Adjunct Architecture Faculty
Delaunay, Alexandre
Delima, Margaret
DiNatale, Maria
Flaum, Shmuel
Gallinaro, Joseph T.
Iverson, Aileen
Fulltime Core Curriculum Faculty
DiMatteo, Anthony
January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member Check one: full‐time X adjunct Name: Adegboyega Adefope other (please indicate): Individual has been responsible for studio supervision in past 2 academic years: Individual has completed a degree in interior design: Individual has passed the complete NCIDQ exam: If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research part‐time support Check one: [x] Yes  No  Yes [x] No  Yes [x] No Educational background (degrees, discipline, university/school, and year of completion): BA in Architecture – University College Dublin ‐ 1988 Positions held in academic institutions (title of position/rank, year and tenure): Adjunct Instructor – Interior Design – Parsons School of Design , Courses taught in the past two years: DSGN 341: Interior Design CAD I, DSGN 242: Interior Design CAD II, DSGN 202: Interior Design Problems II January 2013
Faculty Data Form
Faculty Data Form
Positions held in design practice (firm name, title, and year): GBOYEGA designworks Principal, 11 years Significant publications, creative projects, and/or paper presentations (up to six items): Exhibition design: Challenge of the Modern – African American Artist 1925‐1945 Modernism as expressed by African American Artists during this period The Studio Museum in Harlem, New York Exhibition design: MONKS AND MERCHANTS: Silk Road Treasures from North West China The influence or west on Chinese culture as a result of the foreign trade on the “Silk Road” The Asia Society, New York. Paustian Residence ‐ Renovation of a 6 bedroom family home Tenafly, New Jersey Townhouse Renovation Renovation and Conversion of 2 family townhouse into single residence Jane street, New York Apartment renovation Renovation and combination of 3,000sqft apartment on 2 levels Waverly Place, New York Africa Center Development of a long term plan for the philosophy, content and architecture of a major exhibition, performance and research center dedicated to the arts of Africa. Leading to design of Exhibition structure and exhibitions. Cape Town – South Africa Awards, recognitions, grants, competitions: Professional memberships and service: Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member
Name:
Robert Allen
Check one:
_X full-time
adjunct
part-time
other (please indicate):_____________
Individual has been responsible for studio supervision in past 2 academic years:
Individual has completed a degree in interior design:
Individual has passed the complete NCIDQ exam:
support
 Yes  No
 Yes  No
 Yes No
If this individual is a full-time faculty member, please indicate:
30 % of time spent in administration
60 % of time spent in teaching
10 % of time spent in research
Educational background (degrees, discipline, university/school, and year of completion):
Masters of Architecture, Harvard Graduate School of Design; Harvard University, Cambridge, MA, 1981
Bachelor of Science, Geographical Planning with Minor, East Asian Studies, Japan, University of Utah, 1976
Positions held in academic institutions (title of position/rank, year and tenure):
New York Institute of Technology, School of Architecture and Design; Full-time tenured, Associate Professor 2013-2009
New York Institute of Technology, School of Architecture and Design; Full-time tenure track, Assistant Professor 2009-2004
New York Institute of Technology, School of Architecture and Design; Full-time, Visiting Assistant Professor 2004-2003
New York Institute of Technology, School of Architecture and Design; Adjunct Assistant Professor 2003- 2001
Paier College of Art, Part time Adjunct Professor, 2002 to 2004
Courses taught: Department of Interior Design , School of Architecture and Design
 DSGN 402---Thesis Advisor; Spring, 2013-2010 (2010-2001)
 DSGN 201 – Interior Design I Studio; Fall 2012-2010 (2010-2001)
 DSGN 421/420 ---Furniture Design; Fall 2012-2010 (2010-2001); Spring 2013-2009
Positions held in design practice (firm name, title, and year):
 METALHOUSE, LLC., Principal, Founder, present-2012-2000
 van Summern Group, Architects (now Perkins Eastman), Vice President, Director of Design, 2000--1996
 Robert W. Allen, AIA, Architect, Consultant, present---1992
 Zintzmeyer & Lux, NA (based in Zurich, Switzerland); President NA, 1992---1990
 Skidmore Owings & Merrill, Architect, Design Department, 1990---1986;
 David Anthony Easton, Architect, Designer 1992, 1986, 1985 –
 Croxton Collaborative (and Croxton Collaborative/The Ehrenkranz Group) Project Designer/Manager,
1983 – 1985
 Butler Rogers Baskett Associates, Designer, 1982-1981
 Urs Gauchat, A.I.A.(Professor, Harvard Graduate School of Design), Intern (part-time), 1979-1981;
 Arch Associates/Stephan Guerrant A.I.A., Intern (full time) 1977, Summers 1974, 1975, 1976
Significant publications, creative projects, and/or paper presentations (up to six items):
Robert Allen, “Milan Salone Internazionale del Mobile” (Milan, Italy), Office Insight, Part I 5.15.06, Part II
5.18.06; “Europe’04: the 19th International Biennale for Creative Interior Designs INTERIEUR 04” (Kortjik,
Belgium) Office Insight 1.17.05; “Orgatec 2002, Pt 1& 2, Biennale International Furniture Fair” (Koln, Germany),
Office Insight, 11.18. &11.25.02
Faculty director of NYIT participation in Milan Salone Internazionale del Mobile. Included concept and realization
of graffiti bike reflector and postcard handouts; booth concept, design and build-out; oversight and coordination of
student furniture piece realization, booth operations and logistics; 2012
Faculty director of NYIT participation in the International Contemporary Furniture Show (ICFF). “Furniture for a
Solar Home; one of six schools selected internationally by editors of Metropolis, Wallpaper, Domus, Interni,
Intramuros and Frame to be featured; Jacob Javits Convention Center, New York; May 2006
January 2013
Faculty Data Form
Applicants must use this form or duplicate format
Faculty Data Form
Curator and Panel Moderator, “NYIT at the Solar Decathlon”, Museum of Arts & Design (MAD), NY, as
participant in“Beyond Green: Toward a Sustainable Art” Exhibit. Featured three of six furniture pieces designed for
the house, debut of film, “Photo-sapience” by Shana Lerner and 11 member panel discussion, April 15, 2006
“Balloon”, multi-media DVD installation, “NYIT and Technology” Exhibition, Gallery 11, New York, Spring 2006
Curator, students work exhibit: “Recent Work of Interior Design Department, New York Institute of Technology”,
NYIT Gallery Hall, 2004; and “4 Days”, Furniture Design Show, NYIT Gallery Hall, 2003
Curated and oversaw design of “New York Eleven” Student Exhibitions, shown at Albany Legislative Building and
New York Design Center:“Furniture Concepts: Solar Decathlon House Competition 2005”, 2006; “ Diversity, The
Profession of Interior Design”, 2005; “Interior Design: Professionalism .for the Future”, 2004
Awards, recognitions, grants, competitions:
2005 AIA New England Design Award. Loft offices for Durus Capital; Robert Allen & Beinfield Wagner
2004 Neocon, “Tablet” furniture Product, Geiger International / Herman Miller, 2003-2001, nominated for
Best in Category, Neocon
2003 AIA CT Design Award, Furniture Product “Tablet”, Geiger International / Herman Miller, 2003-2001
2003 IIDA Acclaim Award, Best in Category: “Tablet” furniture Product, Geiger /Herman Miller
2002 AIA CT. Design Award. Loft offices for Durus Capital; Robert Allen & Beinfield Wagner, 2002
2001 Winnetka Landmarks Commission Preservation Award (new design and construction), Winnetka, Illinois
Two projects selected for Harvard University Archives. Project: “Artists Collaborative”, “Gund Hall Pavilion”,
Harvard Graduate School of Design; 1977, 1978. Solely represented first year (core curriculum) class for 1978
A.I.A. Overseers Review of Architectural Program for NAAB accreditation.
Professional memberships and service:
 Juror, American Institute of Architects International Interiors Awards, 2011
 German School of Connecticut, Officer VP: PR & Marketing. Developed new advertising and market
branding strategies and redesign of the school logo, business stationery, newsletter and website.

“Edible Architecture” Auction Benefit, BKM for Rachel’s Table, Yale University. Other participating
designers included Milton Glaser, Cesar Pelli and seven others. Submission took highest bid of evening.
(AIA Nat. Newsletter)
 1997 “Environs” Auction Benefit, Kimball, New York for DIFFA and Coalition for the Homeless,
(Dec,’97 Int. Des. Mag)
 Design of Donor and Sponsors Tent for the 1995 Special Olympics World Games, held in New Haven,
CT., July 1-9, 1995. Oversaw all aspects of design and installation of project. Special commendation from
Governor Rowland and visited by President Clinton.
Service at NYIT
 Coordinator, Department of Interior Design, School of Architecture and Design, 2013-2001
 Senator on NYIT Academic Senate 2010- 2008; Served on Assessment; Admissions and Academic
Standards Committees
 Chair, School of Architecture and Design Alumni Committee, 2013-2009
 Represented Interior Design Program in New York City 2012-2002 Spring and Fall NYIT Open House.
 Solar Decathlon Faculty Advisor, Solar Decathlon 2011, 2007, 2005
 Team Room Coordinator, Report copywriter: CIDA 2013, 2010 (Interem) and 2007 Program Assessments
Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years):
Continuing Education Courses: “LED’s: Emerging Technology”, LightFair, Jacob Javits, New York City, 2004;
“LED Technology”, (Ann Rio, AIA) Lighting Expo 2004, New York City, 2004; “Interiors As An Advantage”,
A.I.A. National Convention , Chicago, 2004; “Design for Aging”, A.I.A. National Convention , Chicago, 2004;
“Costing Green: A comprehensive Cost Database and Budgeting Methodology”. A.I.A. National Convention,
Chicago 2004; Balancing Art and Science through Sustainable Design” A.I.A. National Convention, Chicago, 2004
January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member Check one: Name: Vija Berzins MArch, Assoc. AIA, NCIDQ _______full‐time _ X adjunct ______part‐time ______other support (please indicate): Check one: Individual has been responsible for studio supervision in past 2 academic years:  Yes No Individual has completed a degree in interior design:  Yes  No Individual has passed the complete NCIDQ exam: April 2009  Yes  No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): University of Colorado at Denver; Colorado; Masters of Architecture, 1979 Architectural Association School of Architecture (AA), London, England; Undergrad. Architecture 1975‐1978 Ontario College of Art and Design,Toronto, Canada; AOCA Degree , Interior Design, 1972 (4yr. program) Positions held in academic institutions (title of position/rank, year and tenure): The New York Institute of Technology, Old Westbury, NY, Adjunct Assistant Professor 2009‐ Present The New York Institute of Technology, Old Westbury, NY, Adjunct Instructor, 2003‐2009 The Art Institute of Colorado, Denver, Colorado; Full time (1yr.), Adjunct Instructor (3yrs.) 1998‐2003 Courses taught in the past two years: DSGN 201‐ Interior Design I DSGN 222 – Materials I DSGN 223 ‐ Materials II DSGN 232 – Color in Space DSGN 482 – Business Procedures in Interior Design Positions held in design practice (firm name, title, and year): Vija Berzins Design Associates, Denver, CO & Long Island, NY; Principal; 1984‐1996 and 1998‐Present. CRS/EPR Interior Architecture, Denver, CO ; Sr. Designer & Project Manager: 1982‐1984 Skidmore, Owings and Merrill Architects & Engineers, Denver, CO; Intern 1978, Designer:1980to 1982 Gunnar Birkerts and Associates, Bloomfield, Mich.; Summer Internship 1978 Paolo Soleri Architect, ARCOSANTI, Prescott, Arizona; Work Study‐ Summer 1975 Bregman and Hamman Architects and Engineers, Toronto, Canada; Designer: 1972‐1974 Webb, Zerafa, Menkes, Housden Architects, Toronto& Montreal, Canada, Sr. designer: 1974‐1975 Significant publications, creative projects, and/or paper presentations (up to six items) American Latvian Association, Annual Conference –Present a paper and a seminar yearly ;1999‐2005; regarding the Cultural sponsored work performed for the years: 1999‐2009‐ 2014 ‐ Published by ALA, Rockville, MD. 2012, 2010 & 2006 NYIT assisted in CIDA “study preparation” for Accreditation January 2013
Faculty Data Form
Faculty Data Form
Awards, recognitions, grants, competitions: Traveling scholarship to work with arch. Luis Barragan in Mexico City, Mexico. Fall 1979 NARI, National Association of Remodeling Institute, 1st Place recipient for Kitchen and Bath designs, Perczak residence. 1989 Service to NYIT: Consultant and coordinator of the Interior Design Materials Lab, 2008 to present. Service to the community : 1999‐ Present , President, Global Latvian Cultural Foundations ; Yearly awards, recognitions and grants presented globally. Professional memberships and service: American Institute of Architects; Associate Member; 1981‐Present Interior Design Educators Council; Member 2010 to Present International Interior Designers Association; Member 2010 to Present U.S. Green Building Council; Associate Member; 2006 ‐Present Networking Women in Hospitality; Professional Member; 2000‐Present Color Association of the United States; Professional Member; 1989‐1994 & 2006, 2010 World Federation of Latvians‐ Global Cultural Foundation. President; 2004‐Present MOMA‐Museum of Modern Art, NY; Member 2003 to Present Museum of Art and Design, NY; Member 2010 to Present Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years):  2007‐ 2012 ‐ AIA lectures and seminars in Long Island, NY; (3 out of 6 per year)  2010 to 2014 Latvian Cultural Conference, Riga, Latvia; “ Global Cultural Issues . (2004‐2014) Coordinated 10 USA lecturers.( Art, Dance, Industrial Design, Journalism, Literature, Music, New Technology)  2010 May 15 ICFF, NY, NY  2011 May 17 ICFF, NY, NY  Spring semester‐ Revit class, NYIT, NY  2012 February 8, ID NYILID Event, at Steelcase, NY, NY  March 23 Architectural Digest Home Show, NY, NY  May 19 &21 ICFF, NY, NY  July 4‐8, USA Latvian Song Festival, Milwaukee, WI  September 27, "Color Stories" lecture, Islandia, NY  November 29, "Senior Environment Design, Dupont Corian Lecture, NY, NY  December 4, "GoGreen", Workshop , by SpecSimple, at Dauphin, NY, NY Continuing Education Courses have included:  2007—2012 AIA seminars in Long Island and New York City Chapters. (Attended 3 per year)  2008 & 2010 NEOCON in Chicago; Attended seminars and viewed new product introductions.  2009‐2010 Dec. & Jan. Bauhaus 3 series of lectures at MOMA, NY.; Dec. & Jan.  2010 & 2012 Eero Saarinen and Kevin Roche (Jan. 17), lecture series, the New York Museum, NY  2012 March 19 to 22 , IDEC Annual Conference, Baltimore , MD  March 23 Architectural Digest Home Show, NY, NY  March 28, "State of Design" lecture, at Steelcase, NY, NY  April 4, Armstrong lecture, at NYIT  April 11, 18, 25, May 2, 23, June 6, 13, ARE classes in Schematic Design, AIA , Mineola, NY  April 16, 30, May 14, 21, June 11, ARE classes in Structural Design, AIA, Mineola, NY January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name: Lauren Brady‐Russell full‐time X adjunct part‐time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years:  Yes x No Individual has completed a degree in interior design: x Yes  No Individual has passed the complete NCIDQ exam:  Yes x No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): NYIT BFA Interior Design 1983 Parsons 9/91 – 5/92 Post Graduate Work towards Masters Degree of Liberal Studies in Architecture and Design Criticism under Herbert Muschamp and Jane Aaron Positions held in academic institutions (title of position/rank, year and tenure): Adjunct Instructor at NYIT, Old Westbury 2005 – present Fall 2005 – Color In Space Fall 2007 – Color In Space Fall 2009 – Color In Space Spring 2009 ‐ Color In Space Spring 2009 – Materials II Fall 2010 – History of Interiors I Spring 2011 – History of Interiors II Fall 2011 – History of Interiors I Spring 2012 – History of Interiors II Fall 2012 – Color In Space Fall 2012 ‐ History of Interiors I Courses taught in the past two years: DSGN 232 Color In Space DSGN 362 History of Interiors I DSGN 363 History of Interiors II Positions held in design practice (firm name, title, and year): LBR Design Collaborative, LTD, Principal & Design Director, 1993 – present Norman Harvey Associates, Vice President and Director of Design, 1988 ‐ 1993 Norman Harvey Associates, Senior Designer, 1984 ‐ 1988 Significant publications, creative projects, and/or paper presentations (up to six items): Significant Projects: Rosary Hall Retirement Home for the Sisters of St. Dominic, Amityville, NY Completion: 5/2011 Renovation of Motherhouse Facility dating back to 1872 50 Resident Rooms, Lounges, Coffee Room, Prayer Rooms & all Public Space Beacon Hill Country Club, Highlands, NJ Completion: 6/2008 Renovation & Expansion of the entire Club Facility Renovation of Penthouse at 1049 Fifth Avenue, NY: Completion: 8/2010 January 2013
Faculty Data Form
Faculty Data Form New Seabury Country Club, Mashpee, MA Completion: 9/01 Complete New Clubhouse designed with Sasaki Architects, Watertown, MA Gracewood Community Clubhouse for Bayswater Realty, Division of Icahn Enterprises Renovation & Expansion of the Grace Estate Mansion, Manhasset, NY Model Homes & Public Spaces at the following Communities for Ginsburg Development Corp. at Christie Place, Scarsdale, NY; Harbors at Haverstraw, Havestraw, NY; Marbury Corners, Pelham, NY; Icabod’s Landing, Tarrytown, NY; Riverbend, Peekskill, NY; Ridgewood, Middletown, CT; Quaker Ridge, Schoolhouse Renovation into Loft Style Condominiums, West Hartford, CT Models & Clubhouse Facilities for Wilder Balter Companies at Glassbury Court, Yorktown NY; Brookview Gardens, Affordable Active Adult Townhouse Community, Deer Park, NY; Heights, Woodcrest Active Adult Community, Port Jefferson, NY; Additional Hospitality Work: Molly Pitcher Inn & Hotel, Red Bank, NJ; Waterford Towers Senior Independent Living Apartment Complex, Edgewater, NJ; Bella Cucina Market & Wine Bar, St. James, NY; Vago Restaurant, 65th Street, NY, NY; Chloe Restaurant, 14th Street, NY, NY; Michael’s On The Water Restaurant, Bellmore, NY Published Articles: Tri‐State Real Estate Journal, Dimensions Magazine “Success or Failure? How to Avoid Mistakes in Model Merchandising”; Spring 1989 Articles & Publications of Builder Magazine Design Work: “Saving Grace”; December 2003 House Magazine “Pezza Residence”; June 1999 Awards, recognitions, grants, competitions: Best in American Living Award – Model Home Design Best in American Living Award – Model Home Design ‘Harbors at Haverstraw, Haverstraw, NY ‘Winchester Community’, Yonkers, NY Client: Ginsburg Development Corp. Client: Ginsburg Development Corp. LIBI – Diamond Award – Clubhouse Design Best in American Living – Model Home Design Kensington Woods Community, New Rochelle, NY Brookview Gardens, Deer Park, NY Client: Wilder Balter Partners Client: Ginsburg Development Corp. Professional memberships and service: IIDA – International Interior Design Association, Associate Member IDEC ‐ Interior Design Educators Council, Professional Member NEWH – Network of Executive Women in Hospitality; Co‐Chair of Programming Committee 1995‐1997 Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): IDEC Conference – Denver 2011 Web Based Communication & Presentation Tools for Designers Course #50007 IDEC Conference – Atlanta 2010 CIDA Accreditation Workshop 3/24/10 Evidence Driven: Design + Health Webinar; 25 August 2011 Various IIDA CEU Seminars 5/2010 thru present January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name: Nicole Casey full‐time X adjunct part‐time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years: X Yes  No Individual has completed a degree in interior design:  Yes X No Individual has passed the complete NCIDQ exam:  Yes X No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): Pratt Institute, New York, NY, Masters in Design Management, May 2007 Parsons School of Design, New York, NY, January 1993 ‐ January 1995 Textile Technical School (Fachhochschule für Technik und Wirtschaft), Reutlingen, Germany, September 1992 Hand Weaving School (Haus Der Handweberei), Sindelfingen, Germany, August 1992 Hollins University, Roanoke, VA, Bachelor of Arts Degree, May 1989 Positions held in academic institutions (title of position/rank, year and tenure): Adjunct Professor Courses taught in the past two years: New York Institute of Technology School of Architecture and Design Interior Design Dept, Textile Material Lectures, Spring 2009, 2010, 2011, 2012 New York Institute of Technology School of Architecture and Design Interior Design Dept, Color in Space, Fall 2008 Positions held in design practice (firm name, title, and year): CASEY DESIGN, Design, Merchandising and Marketing Group, Darien, CT, January 1996 ‐ present KNOLL TEXTILES, Design and Merchandising Consultant, New York, NY, May 1996 ‐ January 1998 JACK LENOR LARSEN, Studio Manager, New York, NY, March 1993 ‐ January 1996 SUNAR/S‐COLLECTION, Designer, Erbach, Germany, March 1990 ‐ February 1993, January 1996 ‐ May 2000 January 2013
Faculty Data Form
Faculty Data Form Significant publications, creative projects, and/or paper presentations (up to six items): CASEY Web based business comprised of upholstery and custom capabilities made to order, Fall 2009 to present BERGAMO FABRICS, Designer, 2004 ‐ 2007 STRUCTURES I, II, III, IV, and V – designed, stylized, and merchandised woven collections for Bergamo Fabrics, Neocon 2004 ‐ Fall 2007 HMI/GEIGER INTERNATIONAL, Designer, 2000 ‐ 2006 FORAY – designed, stylized, and merchandised the textile material program for Geiger International, October 2006 PANEL & TACKBOARD ‐ woven designs developed for Geiger International, Fall 2005 TABLET – design, stylize, and merchandise materials program for Geiger International, Neocon 2003 CARIBE ‐ woven designs developed for Geiger International, Neocon 2002 PANEL & TACKBOARD ‐ woven designs developed for Geiger International, January 2002 EXPRESS PROGRAM ‐ woven designs developed for Geiger International, Neocon 2001 BERNHARDT, Designer, 2000 TRADEWINDS ‐ woven designs developed for Bernhardt Textiles, Neocon 2000 TRIVIUM ‐ woven designs developed for Bernhardt Textiles, Spring 2000 KNOLL TEXTILES, Design and Development Consultant, New York, NY, May 1996 ‐ January 1998 Designed and developed woven contract seating, wallcovering, and panel textiles for the corporate interiors market. Managed Knoll Textiles product development department and custom fabrics program. Budgeted all design and development, negotiated costs with manufacturers, and reported to senior management. Planned and prioritized products to ensure that set deadlines were met. Identified and implemented ways to improve and promote quality through accuracy and thoroughness. JACK LENOR LARSEN, Studio Manager, New York, NY, March 1993 ‐ January 1996 Designed and developed woven and print residential seating, drapery, and wallcovering textiles for the luxury market. Managed the product development process and inhouse design staff. Budgeted and managed all the design, marketing and sampling expenses. Monitored, evaluated and enhanced individual and team performance. Awards, recognitions, grants, competitions: Best of Neocon Professional memberships and service: ACT (Association for Contract Textiles), CMG (Color Marketing Group), DMI (Design Management Institute), ASID (American Society of Interior Designers), IIDA (International Interior Design Association) Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): DMI conference at Pratt Institute in NYC ACT InterAct conference at NYU in NYC IIDA Leadership breakfast in NYC ICFF at the Javits Center, NYC NEOCON at the Merchandise Mart, Chicago January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name: Trudy Christ full‐time X adjunct part‐time other (please indicate): Individual has been responsible for ID studio supervision in past 2 academic years: Individual has completed a degree in interior design: Individual has passed the complete NCIDQ exam: If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): Masters of Science December 2010 Design & Merchandising Colorado State University – Fort Collins, CO Bachelors of Fine Arts May 1998 Interior Design New York Institute of Technology‐Old Westbury, NY Positions held in academic institutions (title of position/rank, year and tenure): New York Institute of Technology January 2012 – Current Adjunct Assistant Professor Collins College May 2006 – June 2009 Full Time Instructor Courses taught in the past two years: DSGN 202 ‐ Interior Design Problems II DSGN 222 – Design with Materials January 2013
support Check one: X Yes No X Yes  No X Yes  No Faculty Data Form
Faculty Data Form Positions held in design practice (firm name, title, and year): June 2006 ‐ Present TKC INTERIOR DESIGN ‐ Owner Coram, NY & Tempe, AZ Tempe, AZ July 2004 –June 2006 INTERIORS REMEMBERED, INC– Interior Designer July 2002 –June 2004 DEBI WEBER DESIGN GROUP ‐ Interior Designer Scottsdale, AZ July 1997 –June 2002 SKORDAS DESIGN GROUP – Interior Designer New York, NY March 1995 –Nov 1997 CLASSIC GALLERIES – Interior Design Consultant Huntington, NY Significant publications, creative projects, and/or paper presentations (up to six items): Awards, recognitions, grants, competitions: Educator of the Year‐Finalist 2008‐2009 Category: Teaching Career Education Corporation Teacher of the Year 2007‐2008 Arizona Private School Association Professional memberships and service: NCIDQ Certificate No 017837 CID – NYS Certified Interior Designer ASID – American Society of Interior Designers IDEC – Interior Design Education Council IIDA – International Interior Design Association NKBA – National Kitchen & Bath Association Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Interior Design – Courses and Project Preparation The Power of Alternative Ideas – IDCEC Myth Busting – Designer vs Construction Prioritizing Project Management – IDCEC The Evolving Space – IDCEC January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name:Alexandre Delaunay full‐time X adjunct part‐time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years:  Yes  No Individual has completed a degree in interior design:  Yes  No Individual has passed the complete NCIDQ exam:  Yes  No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion):  Columbia University, Graduate School of Architecture, Preservation and Planning Master in Advanced Architectural Design, 2006  Ecole Nationale Supérieure d'Architecture de Paris‐Belleville DPLG: French architecture diploma, full professional license, 2005  Escola Tècnica Superior d'Arquitectura de Barcelona Urban design workshop studio, 2003 > Rice Univeristy School of Architecture  Houston Urban design workshop studio, 2002  London South Bank University Post‐Graduate Diploma in Architecture (Exchange Student), 2002 Positions held in academic institutions (title of position/rank, year and tenure):  NYIT SCHOOL OF ARCHITECTURE (September 2010 ‐ present) Adjunct Faculty: Courses taught in the past two years: NYIT SCHOOL OF ARCHITECTURE (September 2010 ‐ present) Adjunct Faculty:  Design VI (4th year, 2nd semester). A Public Swimming Pool in Hudson Square, NY. Spring 2012  Developing Critical Approaches to Arch (1st year, 2nd semester). Theory course. Spring 2012  Design Fundamentals 1 (1st year, 1st semester). Fall 2011  Design Fundamentals 2 (1st year, 2nd semester). Spring 2011  Design Fundamentals 1 (1st year, 1st semester). Fall 2010 Positions held in design practice (firm name, title, and year):  SABO PROJECT LLC (May 2010 ‐ present) Founder and Principal:  GF55 PARTNERS (September 2006 ‐ May 2010) Project Manager:  ATELIER QUINTARD‐HOFSTEIN, Paris, France (Freelancer, Sept. 2004, May 2004, July 2001) Designer: January 2013
Faculty Data Form
Faculty Data Form Significant publications, creative projects, and/or paper presentations (up to six items):  Red Hot. Set Design (2,250sf), Brooklyn Academy of Music, Brooklyn  Four Electric Ghosts. Set Design (1,485sf), The Kitchen, New York  Unplanned, Research and Experiment at the Urban Scale. New York: Superfront, 2010 Awards, recognitions, grants, competitions:  Fulbright Scholarship  CIM Béton Competition Finalist  FIPSE Grant  Erasmus Scholarship Professional memberships and service: Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name: Margaret DeLima full‐time adjunct part‐time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years:  Yes  No Individual has completed a degree in interior design:  Yes  No Individual has passed the complete NCIDQ exam:  Yes  No If this individual is a full‐time faculty member, please indicate: 10% of time spent in administration 80% of time spent in teaching 10% of time spent in research Educational background (degrees, discipline, university/school, and year of completion): 2007 MFA Interdisciplinary Arts, Goddard College, Plainfield, VT 2000 MS Ed Dowling College, Oakdale, NY 1991 BA Visual Arts, Dowling College, Oakdale, NY Positions held in academic institutions (title of position/rank, year and tenure): NYIT, Adjunct Professor, 2011‐present Suffolk Community College, Adjunct Professor, 2011‐present Molloy College, Adjunct Professor, 2007‐present SBI Campus – an affiliate of Sanford Brown Institute, Assistant Professor, 1998‐2011 Courses taught in the past two years: NYIT: Introduction to the Arts, Typography I & II, Introduction to Computers, Introduction to Graphic Design Suffolk Community College: Introduction to Computer Art Molloy College: Ceramics, 3D Design January 2013
Faculty Data Form
Faculty Data Form Positions held in design practice (firm name, title, and year): Mind Yolk Creative Services, Freelance, 2010 Significant publications, creative projects, and/or paper presentations (up to six items): 2012 La Morte, East End Arts Gallery, Riverhead, NY Weetacon VIII ‐ Paul’s Pantry Fundraiser, Green Bay, WI (Highest Fundraiser Award) 2011 Patchogue Arts Biennial 2011, Briarcliffe College, Patchogue, NY 7th Annual Birdhouse Invitational Exhibition and Auction, Southampton, NY A Book about Death 23, Fire House Gallery, Bay Shore, NY “Autobiographical Papier‐mâché” presented at Balanced Mind XVI, Uniondale, NY, 2011 Awards, recognitions, grants, competitions: Professional memberships and service: College Art Association American Institute of Graphic Arts East End Arts Council Evolutionary Girls Club National Art Education Association The Reconstructed Bra ‐ Invitational Exhibition and Auction benefiting South Fork Breast Health Coalition, Southampton, NY Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Adobe Certified Training, Netcom Technologies, Las Vegas, NV, 2009 January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name: Dr. Victor Deupi full‐time adjunct part‐time support X other (please indicate): Visiting Professor in History/Theory Check one: Individual has been responsible for ID studio supervision in past 2 academic years:  Yes  No Individual has completed a degree in interior design:  Yes No Individual has passed the complete NCIDQ exam:  Yes No If this individual is a full‐time faculty member, please indicate: 10 % of time spent in administration 50 % of time spent in teaching 40 % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): University of Pennsylvania: School of Design, Ph.D. in Architecture, 1999. Yale University: School of Architecture, Master of Architecture, 1989. University of Virginia: School of Architecture, Bachelor of Science in Architecture, 1986. Positions held in academic institutions (title of position/rank, year and tenure): New York Institute of Technology, New York City (2008‐present). Visiting Professor, School of Architecture & Design. Fairfield University, Fairfield CT (2008‐present). Adjunct Professor in Art History, Department of Visual and Performing Arts. University of Hartford, Hartford, CT (spring 2012), Adjunct Professor in the Department of Architecture. University of Miami School of Architecture, Coral Gables, Florida (2009 and 1998). Visiting Lecturer. Georgia Institute of Technology, Atlanta, GA (2007). Visiting Lecturer. University of Notre Dame School of Architecture, Notre Dame, Indiana (1998‐2006). Assistant Professor of Architecture. Institute of Classical Architecture & Classical America, New York, NY (2005‐ 2008). Arthur Ross Director of Education. The Prince of Wales’s Institute of Architecture, London, England (1995‐1998). Senior Tutor and Course Coordinator, Graduate Program in Architecture and the Building Arts. Courses taught in the past two years: Arch 160 Developing Critical Approaches to Architecture (2010 & 2011) Arch 161 History of Architecture I (2009‐2012) Arch 162 History of Architecture II (2010‐2013) Arch 361 Renaissance & Baroque Architecture (2009‐2012) Arch 362 History of Urban Planning (2012‐2013) DSGN 363 History of Interiors II (2013) Positions held in design practice (firm name, title, and year): B&D Studio LLC, New Canaan, CT, 2004 – 2008. Principal. Deupi Economakis Design Partnership, South Bend, 1997 ‐ 2002. Principal. January 2013
Faculty Data Form
Faculty Data Form Demetri Porphyrios Associates, London, England. Architectural Designer, October 1995‐December 1996, Summer 1991, June 1989‐August 1990. Significant publications, creative projects, and/or paper presentations (up to six items): Architectural Temperance: Spain and Rome in the 18th Century, (in discussion with Routledge). The Architectural Sketch from Piranesi to Ruskin, 1750‐1850, (in preparation). “The Solomonic Legacy in Early Bourbon Spain,” Essays in Honor of George Kubler, edited by H. Rodríguez‐
Camilloni, (in preparation). “The Selective Imagination: Representing the City and its Surroundings,” in Urban/Suburban Identity: Proceedings from the ACSA 2010 Fall Northeastern Regional Conference, edited by D. Cobb and M.J. Crosbie (Hartford: University of Hartford, 2012), pp. 246‐256. “Cultural Sustainability and the Renewal of Tradition,” in Green Living: Architecture and Planning, Edited by B. Kenda and S. Parissien, New York: Rizzoli (April, 2010), pp.148‐169. Victor Deupi: Architectural Sketches, exhibition of drawings, oils, and watercolors at Fairfield University’s Lukacs Gallery, April 8‐18, 2013 (in preparation). Awards, recognitions, grants, competitions: FPLC (Faculty & Professional Learning Community) Fellowship, 2011‐12, Fairfield University. Driehaus Form‐Based Codes Award, Spring 2007, Form‐Based Codes Institute (FBCI), Gulfport, Mississippi Smartcode. Concorso Quartiere Rinascimento, Rome, Italy, June 2002, in collaboration with Studio Mazzola (awarded Honorable Mention). Travel Grant, University of Notre Dame, Research trip to Cuba, May 2001 Professional memberships and service: Society of Architectural Historians (SAH) Association of Collegiate Schools of Architecture (ACSA) College Art Association (CAA) Congress for the New Urbanism (CNU) The Seaside‐Pienza Institute The New Urban Guild (Advisory Council) The Institute of Classical Architecture & Classical America (Fellow Emeritus) INTBAU (International Network for Traditional Building Architecture and Urbanism) Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Vitruvian Urbanism in 18th‐Century Spain, SAH Annual Conference, Buffalo (2013), in preparation The Solomonic Legacy in Early Bourbon Spain, SAH Annual Conference, Detroit, April 19, 2012. Santissima Trinità degli Spagnoli and Ibero‐American Patronage in 18th‐century Rome, CAA Annual Conference, NYC, February 9, 2011 The Selective Imagination: Representing the City and its Surroundings, ACSA Northeastern Regional Conference, University of Hartford, Oct. 9, 2010. The Architecture of Well‐Being, NYIT School of Architecture and Design, November 3, 2008. Spain and the Renewal of Classicism in Europe and the New World, 1500‐1800, Georgia Institute of Technology, College of Architecture, Atlanta, GA, November 14, 2007 January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member Check one: Name: Anthony DiMatteo X full‐time adjunct part‐time support other (please indicate): Check one: Individual has been responsible for studio supervision in past 2 academic years:  Yes  No Individual has completed a degree in interior design:  Yes  No Individual has passed the complete NCIDQ exam:  Yes  No If this individual is a full‐time faculty member, please indicate: % of time spent in administration 100 % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): Ph. D, English, The Graduate Center of the City University of New York, 1985 B. A., Manhattan College, 1975 Positions held in academic institutions (title of position/rank, year and tenure): New York Institute of Technology, Professor of English, 1998‐present New York Institute of Technology, Chair of English, Old Westbury Campus, 1992‐1999 Courses taught in the past two years: Communication for art and design Shakespeare Contemporary American Poetry Foundations of Research Writing Critical Thinking and Writing for the Arts (graduate course in MFA program) Positions held in design practice (firm name, title, and year): None Significant publications, creative projects, and/or paper presentations (up to six items): BOOK ‐ Natale Conti's Mythologies: A Select Translation, Garland Publishing: New York and London, 1994; xxxiv, 400 pp. ARTICLES “Shakespeare and the Public Discourse of Sovereignty: Reason of State in Hamlet,” Early Modern Literary Studies 10.2 (September 2004): 2.1‐54 January 2013
Faculty Data Form
Faculty Data Form
“The Use and Abuse of Shakespeare: A Review Essay,” College Literature 31.2 (Spring 2004): 185‐195 “Identifying Marlowe’s Radicalism: A Response to Christopher Wessman,” Connotations 9.3 (2001): 228‐240 “An Interdisciplinary Approach to Teaching Hamlet in a Distance‐Learning Classroom.” Ed. Bernice Kliman. Approaches to Teaching Hamlet. New York: Modern Language Association of America (2001), pp. 206‐210 "Hamlet as Fable: Reconstructing a Lost Code of Meaning," Connotations 6.2 (1997): 158‐ 179 Awards, recognitions, grants, competitions: New York Council for the Humanities, grant for public lecture series, “How the Old World Read: Virgil’s Sibyl,” October Special Events, October 2001 National Endowment for the Humanities, Seminar, “Campania Felix”: Myth, Nature and the Works of Man,” The Virgilian Society, Completed at Cumae, Italy, Summer 2000 National Endowment for the Humanities, The Spenser Institute, Completed at Princeton University, Summer 1989 National Endowment for the Humanities, Seminar for College Teachers, “From Romance to Drama: Sidney, Shakespeare and the English Renaissance,” Princeton University, Summer 1988 Professional memberships and service: Associate Editor, College Literature, 2005 – present Reviewer, Choice, 2001‐present Seminar Member, Seminar on Shakespeare, Columbia University, 2005‐present Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): "A Black Matter for the King": Reading Shakespeare's Politics, Medieval and Renaissance Conference, New College of Florida, Sarasota, Florida, 2011 “O Cupid, Cupid, Cupid!”: Signaling the Space of Desire in Shakespeare,” Rocky Mountain Medieval and Renaissance Conference, Flagstaff, Arizona (April 2009) January 2013
Faculty Data Form
Faculty Data Form Check one: Name: Maria Di Natale, AIA __full‐time _ X adjunct part‐time ___other (please indicate):_________________ Individual has been responsible for ID studio supervision in past 2 academic years: Individual has completed a degree in interior design: Individual has passed the complete NCIDQ exam: If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): Educational Credentials: B.Arch., Magna Cum Laude, New York Institute of Technology, 1988 Certificate of Attendance, Ecole De Beaux Arts, France, 1987 Positions held in academic institutions (title of position/rank, year and tenure): Teaching Experience: Associate Professor, New York Institute of Technology 2012‐present Assistant Professor, New York Institute of Technology 1991, 1996‐99, 2007‐10 Instructor, Institute of Design and Construction, Brooklyn, NY 1988‐1995, 2007 Instructor, New York University School of Continuing and Professional Studies, NY 1999‐2002 Courses taught in the past two years: Courses Teaching: AAID 101 Design Fundamentals 1 AAID 102 Design Fundamentals 2 ARCH 201 Design 1: Coordinator, 2011‐2012 ARCH 202 Design 2: Coordinator, 2011‐2012 AAID 140 Visualization 1 Positions held in design practice (firm name, title, and year): Professional Experience: LPA Architects, Associate, Sayville, Long Island, NY 2009‐present Maria Di Natale, AIA, Principal, Port Washington, Long Island, NY, 1997‐2008 NYC Department of Citywide Administrative Services, NYC, NY, 1993‐1997 SLCE Architects, NYC, NY, 1989‐1993 Roe/Eliseo Design, NYC, NY, 1988‐1989 Long Island Jewish Medical Center, New Hyde Park, NY 1987‐1988 Fakler Eliason Architects, Kew Gardens, NY Summers 1985‐ 1987 License/Registration: New York State Division of Licensing Services, since 1992 January 2013
support Check one:  Yes X No  Yes X No  Yes X No Faculty Data Form
Faculty Data Form Significant publications, creative projects, and/or paper presentations (up to six items): Selected Publications and Recent Research: Proportion and Ordering Systems, 2012 Composition and Organizational Strategies, 2012 Rome and the Palazzi Massimi, 2012 Pavilions: A Brief Visual Excursion, 2011 Neo‐Classical Architecture: Geometry and Proportions of Sacred Spaces, 2011 Higher Impressions and Spatial Experiences Relative to Scale, 2010 Residential Architecture Magazine, Pavilion Submission, 2009 AIA Long Island Chapter Archi Awards Submission, 2009 Hawaii International Conference on Arts and Humanities, 2006 Queens Borough Magazine, 2005 Hammer Magazine, 2005 Creation In Space 2, 1990 Creation In Space, 1987 Awards, recognitions, grants, competitions: Selected Publications and Recent Research: Proportion and Ordering Systems, 2012 Composition and Organizational Strategies, 2012 Rome and the Palazzi Massimi, 2012 Pavilions: A Brief Visual Excursion, 2011 Neo‐Classical Architecture: Geometry and Proportions of Sacred Spaces, 2011 Higher Impressions and Spatial Experiences Relative to Scale, 2010 Residential Architecture Magazine, Pavilion Submission, 2009 AIA Long Island Chapter Archi Awards Submission, 2009 Hawaii International Conference on Arts and Humanities, 2006 Queens Borough Magazine, 2005 Hammer Magazine, 2005 Creation In Space 2, 1990 Creation In Space, 1987 Professional memberships and service: Professional Memberships: The American Institute of Architects, Member 1993‐present NYIT Alumni Association: President 1998‐2000, Board Member, 1993‐96 New York Society of Architects, Board Member 1995‐96 Additional Activities: Academy of European Arts and Culture, Student, 2011 National Organization of Italian American Women, Member, 2010 HSA Sousa Elementary School, Board Member 2009‐2011 Long Island Flute Club Choir, Member, 2008 Freeport Community Band, Member, 2006 Private Solo Flautist, Religious and Secular Ceremonies Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): January 2013
Faculty Data Form
Faculty Data Form
Name:Shmuel Flaum
Check one:
full-time X adjunct
other (please indicate):
part-time
 No
support
Check one:
 Yes  No
 Yes
 Yes  No
% of time spent in administration
% of time spent in teaching
% of time spent in research
Master in Energy Management | New York Institute of Technology, Old Westbury, NY | January 2011
Bachelor of Architecture | New York Institute of Technology, Old Westbury, NY | May 2007
Bachelor of Talmudic Letters | Midrash Shmuel, Jerusalem, Israel | May 2002
Adjunct Lecturer | New York Institute of Technology, Old Westbury, NY | January 2009 – Present
Courses taught in the past two years:
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Architectural Visualization 1 (Viz 1)
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Architectural Visualization 2 (Viz 2)
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Introduction to Architectural History & Theory
President | S.F. Design & Consulting Inc., Far Rockaway, NY | December 2008– Present
Assistant Project Manager | FRG Architects, Great Neck, NY | Summer 2004 – Winter 2008
January 2013
Faculty Data Form
Faculty Data Form
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Awarded AIA Henry Adams Gold Medal and Certificate upon graduation.
N.Y.I.T. Presidential Honor List, All semesters
Tau Sigma Delta Honor Society, inducted Spring 2004
Honorable Mention, NYIT Community Design Studio, Fall 2005
January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name: JOSEPH T. GALLINARO full‐time X adjunct part‐time other (please indicate): Individual has been responsible for ID studio supervision in past 2 academic years: Individual has completed a degree in interior design: Individual has passed the complete NCIDQ exam: If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): LIBERAL ARTS, PSYCHIOLOGY/ENGLISH, VILLANOVA UNIVERSITY 2001 BARCH, ARCHITECTURE, NYIT 2006 Positions held in academic institutions (title of position/rank, year and tenure): NYIT ADJUSCT FACULTY SINCE 2007 Courses taught in the past two years: AAID101 AAID102 THESIS DESIGN VII THESIS DESIGN DVIII (CURRENTLY) January 2013
support Check one:  Yes  No  Yes  No  Yes  No Faculty Data Form
Faculty Data Form Positions held in design practice (firm name, title, and year): BENTEL & BENTEL ARCHITECTS, DESIGN / PROJECT MANAGER 2005 Significant publications, creative projects, and/or paper presentations (up to six items): CAFE VETTRO, ARIA, CITY CENTER LAS VEGAS, NV BECTON HALL CAFE, YALE UNIVERSITY; NEW HAVEN CT APELLA CONFERENCE CENTER, EAST RIVER SCIENCE PARK; NEW YORK, NY RIVERPARK RESTAURANT, EAST RIVER SCIENCE PARK; NEW YORK, NY WHITNEY MUSEUM OF AMERICAN ART RESTAURANT AND RETAIL; NEW YORK, NY LE BERARDIN RESTAURANT; NEW YORK, NY Awards, recognitions, grants, competitions: SOCIETY OF AMERICAN REGESTERED ARCHITECTS, NY ‐ APELLA JAMES BEARD AWARD FOR BEST DESIGN ‐ LE BERNARDIN AIA NYSTATE DESIGN AWARDS ‐ RIVERPARK SOCIETY OF AMERICAN REGESTERED ARCHITECTS, NATIONAL ‐ APELLA SOCIETY OF AMERICAN REGESTERED ARCHITECTS, NATIONAL ‐ RIVERPARK SOCIETY OF AMERICAN REGESTERED ARCHITECTS, NATIONAL ‐ LE BERNARDIN Professional memberships and service: LEED AP Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): LEED AP January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name: William F. Gates
full‐‐‐time X adjunct part‐‐‐time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years:  Yes X No Individual has completed a degree in interior design:  Yes X No Individual has passed the complete NCIDQ exam:  Yes X No If this individual is a full‐‐‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): Leadership in Energy and Environmental Design, LEED Green Associate, Certificate June 2011 Master of Architecture, State University of New York at Buffalo, September 2002 Bachelor of Arts in Philosophy, State University of New York at Buffalo, June 1997 Certificate of Architectural Preservation and Conservation, National Center of Architectural Preservation and Conservation, Ministry of Culture, Havana, Cuba, July 1997 Pratt Institute, School of Architecture, 1990 Positions held in academic institutions (title of position/rank, year and tenure): New York Institute of Technology, Coordinator of the Lighting Design Educational Studio, School of Architecture and Design, AAID, Department of Interior Design, Midge Karr Building B11, 2012 New York Institute of Technology, Adjunct Faculty, School of Architecture and Design, AAID, Department of Interior Design, 2012, DSGN 370 ‐ Lighting Strategies for Interiors The Art Institute of New York City, Lead Instructor, Department of Interior Design, 2011 The Art Institute of New York City, Senior instructor, Department of Interior Design, 2010 The Art Institute of New York City, Full‐ Time Instructor, Department of Interior Design, 2007 The Art Institute of New York City, Part‐Time Instructor, Department of Interior Design, 2006 State University of New York at Buffalo, School of Architecture, Graduate Laboratory Instructor: Structures 1, Structures 2 2000‐ 2001 State University of New York at Buffalo, School of Architecture, Graduate Teaching Assistant: Structures1, Structures 2, 1999 ‐ 2000 Courses taught in the past two years: Basic Architectural Drawing Advanced Architectural Drawing Space Planning Fundamentals of Design Interior Architectural Detailing Building and Structural Systems Lighting Strategies for Interiors Courses Credentialed to Teach: 3 Dimensional Design, Furniture in History, Elements of Interior Design, Space Planning, Building and Structural Systems, Advanced Drafting, Fundamentals of CAD, Interior Design Process, Environmental and Material Systems, Textiles, Advanced CAD, History of Architecture, Residential Design, Human Factors, Renovation Design, Lighting, Interior Architectural Detailing, Professional Practice, Portfolio Development, Working Drawings, Visualization for Interior Design, Fundamentals of Design. January 2013 Faculty Data Form Faculty Data Form Positions held in design practice (firm name, title, and year): Architecture Making Studio, Architect, 2012 Studio A+T Architects and Planners, Architect / Project Manager, 2007 John Bratichak A.I.A., Architect / Project Manager, 2003 Charles Fertig P.E., Project Manager / Draftsman, 1990 Nicholas Salvadeo A.I.A., Draftsman, 1987 Significant publications, creative projects, and/or paper presentations (up to six items): “Architecture 2010” Engagement Calendar; Published by UNIVERSE PUBLISHING, a division of Rizzoli International Publications, “PANTHEON” photograph appears in the month of April. “To live with water” ‐ Shinkenchiku: 2001 – 1, N.76, pages 229‐236 “Competition Interview – to Live With Water” The Bosui Journal: Roofing/Siding/Insulation/Renewal; 2001 – 1, N. 350, pages 168 ‐169 “A Dialogue of design Culture” Techne; 2000 – 1, Environmental Education Center, page 3 “Havana – City of Beauty” – Exhibition of photographs at The State University Of New York At Buffalo, Capen Hall Lobby and Gallery. Awards, recognitions, grants, competitions: 2011 S.A.S. Architectural Drawing Competition, for the drawing completed by my student Paulina Grzechni, Winner. 2010 S.A.S. Architectural Drawing Competition, for the drawing completed by my student Valerie Seeglitz, Winner. Winner of the 2010 A.I.A. International Architectural Photography Competition, Sponsored by The American Architectural Foundation and The American Institute of Architects, for my photo titled “Pantheon”. 2009 S.A.S. Architectural Drawing Competition, for the drawing completed by my student Antonio Garcia, Winner. First prize – The 27th Nisshin Kogyo Architectural Design Competition – To Live With Water – January 2001, http://www.nisshinkogyo.co.jp/compe/27/past27.html Scholars Medal for Excellence in Architecture – The State University of New York at Buffalo, School of Architecture, June 2001 New York City Board of Education, Bureau of Technology – Citywide Architecture Award, June 1989 Professional memberships and service: A.A.I.A. N.C.A.R.B. L.E.E.D. G.A. A.S.I.D. Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): DMI conference at Pratt Institute in NYC ACT InterAct conference at NYU in NYC IIDA Leadership breakfast in NYC ICFF at the Javits Center, NYC NEOCON at the Merchandise Mart, Chicago The Cooper Union, Architectural Photography Course, for Professional Development and Continuing Education. The Cooper Union, L.E.E.D. Examination Prep Course, for Professional Development and Continuing Education. The Art Institute of New York City, Teaching Methodology Seminar, for Professional Development and Continuing Education. The Art Institute of New York City, L.E.E.D. Examination Prep Course, for Professional Development and Continuing Education January 2013 Faculty Data Form Faculty Data Form Not to exceed 2 pages per faculty member Check one: x full‐time adjunct part‐time Name: Farzana Gandhi other (please indicate):______________ Individual has been responsible for ID studio supervision in past 2 academic years: Individual has completed a degree in interior design: Individual has passed the complete NCIDQ exam: If this individual is a full‐time faculty member, please indicate: 33.3 % of time spent in administration 33.3 % of time spent in teaching 33.3 % of time spent in research support Check one:  Yes  No  Yes  No  Yes  No Harvard University Graduate School of Design | Cambridge, MA 2006 Master in Architecture with distinction University of Pennsylvania, College of Arts and Sciences | Philadelphia, PA 2001 Graduated Phi Beta Kappa and Summa Cum Laude Bachelor of Arts in Architecture with honor for highest academic standing Bachelor of Arts in Spanish with distinction Educational background (degrees, discipline, university/school, and year of completion): New York Institute of Technology | New York, NY Assistant Professor of Architecture, 9.2012 ‐ present Visiting Assistant Professor of Architecture, 1.2011 ‐ 8.2012; Adjunct Asst. Professor of Architecture, 1.2007 ‐ 1.2011 Harvard University Graduate School of Design | Cambridge, MA Studio Instructor: Career Discovery Program 2005 Teaching Assistantships 2003 – 2005 Boston Architectural Center | Boston, MA Adjunct Studio Instructor 2003 Positions held in academic institutions (title of position/rank, year and tenure): ARCH 501 Design VII Thesis Studio | Fall 2010, Fall 2011, Fall 2012 ARCH 502 Design VIII Thesis Studio | Spring 2011, Spring 2012, Spring 2013 AAID 140 Visualization I | Spring 2012, Fall 2012, Spring 2013 ARCH 302 / ARCH 401 / Electives INDIA: Foreign Program Design Studio + Seminar | Summer 2012 January 2013
Faculty Data Form
Faculty Data Form Courses taught in the past two years: FG Design Studio | New York, NY Founder + Principal, 2006 – present Cooper Joseph Studio | New York, NY Project Manager, 2001 – 2008 Jonathan Levi Architects | Boston, MA Project Designer, 2004 – 2005 Rice Jones Archiects | New York, NY Project Intern, 2000 Federman Design and Construction | New York, NY Project Intern, 1999 Positions held in design practice (firm name, title, and year): “NYIT’s SodaBIB Project Redesigns the Shipping Pallet to Double as a Plastic Roof,” Inhabitat, Oct. 22, 2012, research featured “The SodaBIB Project,” A Daily Dose of Architecture, October 20, 2012, research featured “Rethinking Design,” The Pennsylvania Gazette, November ‐ December 2010, p. 69‐70, independent work featured “Young Designers Emerge from Woodwork,” AIA e‐Oculus, February 2008, Design in 5 group and event featured “Designers Rethink Cityscape ‐ One Scaffold at a Time,” AIA e‐Oculus, August 2007, Sketch120: Design in 5 event featured “Experiment 1: Yonsei ArtCon Art & Convention,” Concept International Magazine, Vol 75: (July, 2005) p.70, work featured Significant publications, creative projects, and/or paper presentations (up to six items): 2012 USGBC Impact Award Finalist 2011 ACADIA Design + Fabrication Competition Finalist 2008 [Spot] National Design Competition Winner Awards, recognitions, grants, competitions: 2006 – present 2007 – present 2008 – 2009 US Green Building Council Design in 5, The Architectural League of NY – committee chair + founder Off‐site Program Committee, The Architectural League of NY – committee chair + founder Professional memberships and service: 2012 2011 2010 2009 “Is Drawing Dead?” | Yale University, New Haven, CT ACSA Performative Practices Teacher’s Seminar | Parsons The New School of Design, New York, NY ACADIA 2010 in:formation | Cooper Union, New York, NY Emerging Exchanges: New Architectures of India | Cooper Union, New York, NY Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member Check one: Name: Carl Hauser full‐time adjunct part‐time support Other (please indicate): Check one: Individual has been responsible for studio supervision in past 2 academic years:  Yes X No Individual has completed a degree in interior design:  Yes X No Individual has passed the complete NCIDQ exam:  Yes X No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): Master of Architecture, University of Illinois – Urbana, 1974 Bachelor of Architecture, University of Arizona, 1972 Positions held in academic institutions (title of position/rank, year and tenure): New York Institute of Technology, School of Architecture and Design, Department of Interior Design Adjunct Assistant Professor, 2009‐2011 New York School of Interior Design, Adjunct Professor, 1990‐2008; Adjunct Assistant Professor, 1983‐86 New York Institute of Technology, School of Architecture and Design, Adjunct Assistant Professor, 1991‐92 Parsons School of Design, Adjunct Assistant Professor, 1986‐88 San Francisco Center for Architecture and Urban Studies, Adjunct Professor, 1979‐81 University of North Carolina – Charlotte, Assistant Professor, 1974‐77 University of Illinois – Urbana, Research and Teaching Assistantships, 1973‐74 University of Arizona, Teaching Assistant, 1972 Courses taught in the past two years: Materials II ____________________________________________________________________________________________ Positions held in design practice (firm name, title, and year): TPG Architecture, Senior Project Manager, 2011‐2012 FXFOWLE Architects, Interiors Studio Director, 2005‐09 The Hillier Group, Interiors Operations Director, 1996‐2005 AJ Contracting Company, Project Manager, 1995‐96 New York City, Mayor’s Office of Construction, Project Director, 1991‐1994 Swanke Hayden Connell Architects, Studio Director, 1981‐90 Significant publications, creative projects, and/or paper presentations (up to six items): LEED‐Platinum Certification, Headquarters, Rockefeller Brothers Fund LEED‐Platinum Certification, Headquarters, National Audubon Society January 2013
Faculty Data Form
Faculty Data Form
“Lever House Inside Out”, pp 34‐36, Oculus, spring 2003 StarMedia Network Inc., Corporate Interiors, No. 4, pp 172‐173, Visual Reference Publications Inc., 2001 “Designing a Moving Target,” NeoCon Panel Discussion, Chicago (Panel organizer and presenter) StarMedia Network Inc., Grid, pp 96‐98, January + February 2001 Awards, recognitions, grants, competitions: Lincoln Center for the Performing Arts, AIA/NYC Design Awards, Merit, 2010 National Audubon Society, CoreNet Global Sustainable Leadership and Design Award, Design/Interior, Non‐Profit, 2009 National Audubon Society, Environmental Design+Construction, Excellence in Design Award, Commercial Category, 2009 National Audubon Society, IIDA Lester Dundes Award, Winner – Sustainable Design, 2009 National Audubon Society, New York Construction News, Award of Merit ‐ Best Green Project, 2008 Moet Hennessy Louis Vutton, DuPont Antron Design Award – Retail Merit Winner Is Bankasi AS, New York Society of American registered Architects, Professional Design Awards Program – Award of Excellence Professional memberships and service: International Interior Design Association: Mentor, NY Mentorship Program Member, “Pioneers of the Industry,” Lecture Series Member, Scholarship Committee American Institute of Architects: Host, walking Tour 2003, Showcase: Lever House, Interiors Committee Chair, Architects in education Committee Subcommittee Chair, Special Events Committee – 1988 National Convention Steering Committee Member, Interiors Committee Chair, Committee on Nominations Chair, Speakers Bureau, National Interiors Committee Steering Committee Member, Practice Committee Editorial Board, Bay Architects Review Member, Professional Education and Student Affairs Committee Associated Collegiate Schools of Architecture: Faculty Counselor Coordinator, Southeast Regional Conference Coordinator and Leader, Study Tour through Europe Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): National American Institute of Architects (AIA) Conference, Boston and Las Vegas Various continuing education courses on LEED (Teknion Series of Classes, and Haworth and Knoll presentations) Many continuing education courses as part of professional employment to maintain architectural license status/AIA CEU’s in New York and California, and LEED Accreditation January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name: Tobias Holler _X full‐time adjunct part‐time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years:  Yes x No Individual has completed a degree in interior design:  Yes x No Individual has passed the complete NCIDQ exam:  Yes x No If this individual is a full‐time faculty member, please indicate: 33 % of time spent in administration 33 % of time spent in teaching 33 % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): M.Arch., Architecture, Pratt Institute, 2004 Dipl.Ing. Architecture, Karlsruhe University of Applied Sciences, 2000 Positions held in academic institutions (title of position/rank, year and tenure): Thesis Teaching Assistant, Pratt Institute, 2003 Adjunct Professor, Green Design Studio, New York School of Interior Design, 2008‐2009 Assistant Professor of Architecture, tenure‐track, New York Institute of Technology, since 2009 Courses taught in the past two years: Environmental Systems 1+2, Building Construction 1+2. Various elective course in architecture Positions held in design practice (firm name, title, and year): Principal, HOLLER architecture Significant publications, creative projects, and/or paper presentations (up to six items): Holler, Tobias. “sLAB LI: Sustainable Affordable Housing Design‐Build for Long Island.”Architectural Research Centers Consortium Newsletter, Year 35, Issue 2, Fall 2011. Ed. Philip Plowright (2011): 22‐25. Web. 4 Oct. 2011. Holler, Tobias. "Regenerative Suburbanism." 2011 ARCC Spring Research Conference Proceedings. 20‐23 Apr. 2011, Detroit, MI. Ed. Bryce Gamper, Philip Plowright. Southfield, MI: Lawrence Technological University (2011): 151‐158. Print. Holler, Tobias. "LIRR Long Island Radically Rezoned ‐ a regenerative vision for a Living Island." 2011 ACSA Annual Meeting Paper Proceedings. 3‐6 Mar. 2011, Montréal, Québec, Canada. Ed. Alberto Pérez‐Gómez, Anne Cormier, Annie Pedret. Washington, DC: ACSA Press (2011): 280‐287. Print. Holler, Tobias, et al. "LIRR Long Island Radically Rezoned ‐ a regenerative vision for a Living Island."2011 ACSA Annual Meeting Poster Proceedings. 3‐6 Mar. 2011, Montréal, Québec, Canada. Ed. Alberto Pérez‐Gómez, Anne Cormier, Annie Pedret (2011): 43. Web. 20 Aug. 2011. Holler, Tobias. “LIRR Long Island Radically Rezoned – a regenerative vision for a living island.” Urban/Suburban Identity 2010 ACSA North East Fall Conference Proceedings. 8‐10 Oct. 2010, Hartford, CT. Ed. not listed. Washington, DC:ACSA Press (2011) January 2013
Faculty Data Form
Faculty Data Form Awards, recognitions, grants, competitions: New Practices New York 2012 Award given every two years recognizing and promoting innovative and emerging architecture firms within NYC. American Institute of Architects NY Chapter, New York, NY, January 2012 Institutional Support of Research and Creativity Grant 2012 New York Institute of Technology, Old Westbury, NY Tropical Ecologies: research‐driven design‐build for Costa Rica Principal Investigators: Tobias Holler, Sarah Meyland ($22,771.44) Institutional Support of Research and Creativity Grant 2012 New York Institute of Technology, Old Westbury, NY sLAB LI: sustainable affordable housing design‐build for Long Island Principal Investigators: Matthias Altwicker, Tobias Holler ($24,864.16) Finalist (35 shortlisted out of over 80 submissions), Living City Design Competition, International Living Future Institute, February 2011, Entry “LIRR Long Island Radically Rezoned – a regenerative vision for a livig island” with Ana Serra, Katelyn Mulry, Sven Peters 2011 NYIT Presidential Technology Award For Use of Technology in Research and/or Creative Expression New York Institute of Technology, Old Westbury, NY, September 2011 Architectural Research Centers Consortium 2011 Incentive Fund Award BuckyFarm: suburban agriculture 2.0 Project Director: Tobias Holler, Co‐Author: Ana Serra ($1,200.00) Professional memberships and service: Member American Institute of Architects, Co‐Secretary and Treasurer, New Practices committee, AIA‐NY Chapter Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Invited Lecture “sLAB Costa Rica: the Nosara Design‐Build Studio”, Veritas University, San Jose, Costa Rica, Jan 10, 2012 Invited Speaker at symposium “After Effects: emerging metrics in landscape” at Knowlton School of Architecture at The Ohio State University in Columbus, Ohio, 10/ 21‐22, 2011 Invited Lecture “LI XS‐XL (Long Island ‐ extra small to extra large): scales of suburban sustainability”, Veritas University, San Jose, Costa Rica, July 29, 2011 Project Presentation “LIRR Long Island Radically Rezoned” at 2011 ACSA Teachers Seminar “Performative Practices: Architecture and Engineering in the Twenty‐First Century”, Parsons The New School for Design, New York, NY, June 16, 2011 Paper Presentation “Regenerative Suburbanism” at the 2011 ARCC Spring Research Conference “Considering Research”, Lawrence Technological University, Detroit,MI, April 20‐23, 2011 Paper Presentation “LIRR Long Island Radically Rezoned” – “a regenerative vision for a living island” accepted for presentation at the 2011 ACSA Annual Conference “Where Do You Stand”, McGill University and Université de Montréal, Montréal, Québec, Canada, March 3‐6, 2011 and at 2010 ACSA Northeast Fall Conference “Urban/Suburban Identity”, University of Hartford, Hartford, CT, Oct 8‐10, 2010” at the 4th Annual Statewide Conference of the Illinois Chapter of the Congress for the New Urbanism, Elgin, IL, Oct 7, 2010 TV Interview and project review “Build a Better Burb Winners”, LI News Tonight, TV Interview by J.B. Biunno, aired June 30, 2010, 7:00PM ET & interviewed by Olivia Evita, aired Oct 7, 2010, 7:00PM ET and Radio Interview WCBS 880 News, interviewed by Mike Xirinachs, aired June 29, 2010, 3:00 PM ET & Oct 4, 2010, 12:00 PM ET Lecture “Concrete and Jungle: Rethinking the relationship between natural and man‐made systems”, Veritas University, San Jose, Costa Rica, March 26, 2010 January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member (No response, this form from 2010 Interim request)
Name: Aileen Iverson
Check one:
full-time X adjunct
part-time
other (please indicate): _______________
X No
support
Check one:
X Yes  No
 Yes
 Yes X No
Masters of Architecture, Architecture, University of Florida, 2001
Bachelor of Architectural Design, Architecture, University of Florida,1992
Part-Time Instructor, Art Institute of NYC, 2006-Present
Assistant Professor, University of Florida, 1994
Non-Residential Design, AiNYC
January 2013
Faculty Data Form
Faculty Data Form
Polshek Partnership Architects, Architect, 2007-2009
Ellen Honigstock Architect PC, Associate, 2002-2006
1100 Architects, Architect, 1997-1998
GPF Architects & Associate, Architectural Intern, 1992-1993
Publications:
“157 Bisazza, New York City”, Architectural Record, 02/19/04
‘Taking it to the Streets in SOHO’, Eoculus, 09/19/05
Writings:
‘China Divvies Up Its Future’, eOculus, 10/31/06
‘UN and WTC Construct Architectures of Peace’, eOculus, 05/16/06
‘Eminent Domain Ruling Harms Private and Public Property’, eOculus, 03/21/06
‘Juggling Social Responsibility with Formal Agendas’, eOculus, 02/06/06
Independent Research:
Mass Specific, M_[s] an architectural project generator online blog : http://mass-specific.blogspot.com/
“Booth”, a vendor’s table on the street selling architecture, SOHO New York, NY, 2005
Andrew J Ferendino Scholarship, 1993
Advanced Graduate Architecture Design Award, 1994
LEED-NC, LEED Accredited Professional, USG, 2008
Registered Architect, License # 031160, State of New York, 2006
Form Z Fundamentals, Continuing Education, Pratt, 2006
January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member Check one: full‐time x adjunct part‐time support Name: John Katimaris other (please indicate): Check one: Individual has been responsible for studio supervision in past 2 academic years:  Yes  No Individual has completed a degree in interior design:  Yes  No Individual has passed the complete NCIDQ exam:  Yes  No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): B.S. Architectural Technology: Architecture: New York Institute of Technology: 1982 M.F.A. Lighting Design: Parsons School of Design: 1997 Positions held in academic institutions (title of position/rank, year and tenure): New York Institute of Technology: 2006 – Present Adjunct Undergraduate Level Lighting Instructor Parsons School of Design: 2005 – 2006 Adjunct Graduate Level Lighting Instructor New York School of Interior Design: 2001 – Present Adjunct Undergraduate Level and Continuing Education Lighting Instructor Fashion Institute of Technology: 2000 – Present Adjunct Graduate and Undergraduate Level Lighting Instructor Courses taught in the past two years: Lighting Design 1 Lighting Design 2 Lighting Strategies Materials and Methods of Construction January 2013
Faculty Data Form
Faculty Data Form
Positions held in design practice (firm name, title, and year): Katimaris + Associates: Founder and Principal: 1987 – Present The Environmental Circle 3: Project Architect: 1986 – 1987 Swanke Hayden Connell Architects: Project Designer: 1984 – 1986 The Miller Organization: Project Designer: 1976 – 1984 Significant publications, creative projects, and/or paper presentations (up to six items): Design Miami/ Design Industries Foundation Fighting Aids American Society of Landscape Architects Magazine Interior Design Magazine Foundations of Interior Design Corporate Interiors Volume 6 Awards, recognitions, grants, competitions: American Society of Landscape Architects Solar Decathlon Professional memberships and service: American Institute of Architects Illuminating Engineering Society of North America International Interior Design Association Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Interior Design Educator Council Lightfair International Pratt Institute of Continuing Education and Professional Studies January 2013
Faculty Data Form
Faculty Data Form
Check one: Name: Soo S. Kim full‐time X adjunct part‐time other (please indicate): Individual has been responsible for studio supervision in past 2 academic years: Individual has completed a degree in interior design: Individual has passed the complete NCIDQ exam: If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): Hong Ik University, Architectural Arts, College of Fine Arts, Seoul, Korea, 1964 Positions held in academic institutions (title of position/rank, year and tenure): New York Institute of Technology, Adjunct Instructor, spring 2006 Courses taught in the past two years: DSGN 302 Interior Design Problems II January 2013
support Check one:  Yes No  Yes No  Yes No Faculty Data Form
Faculty Data Form
Positions held in design practice (firm name, title, and year): Design Director, as consultant to the firm, JJFD LLC., May‐September 2007 Interior Design Consultant, 2003 to present Fletcher‐Thompson, Inc., Director (Workplace Design) 2000‐2003 Projects: Timex HQ; Westvaco HQ and PepsiCo Architecture for Health, Science, and Commerce (AHSC), Inc., Vice President, 1997‐1999 JAK, Architects, P.C., Design Director, 1995‐1997 Soo Kim Associates, Inc. (SKA), President 1978‐1994, Featured as top 100 US firms in the Interior design in1986. Diverse clientele from Bulgari store on the Fifth Avenue to corporate HQ of major financial institutions over 1 million SF such as Shearson‐Lehman Brothers and The Depository Trust Company; and major retail banking facilities abroad: Mashreq Bank (UAE, Qatar and London); Riyadh Bank (Saudi Arabia): prestigious law firm of Cadwalader, Wickersham & Taft, NYC. Fitch HQ (The oldest bond rating firm in USA) in NYC. Significant publications, creative projects, and/or paper presentations (up to six items): “Domino Sugar Corporation “featured in Contract 1992 “First Federal Savings & Loan” featured in Contract 1987 “Corporate Health Examiner featured in The Designer 1985 Guest speaker at Gong‐Gan (Prestigious architectural firm and Publisher of a leading design magazine, “SPACE” in Korea), and Jung Lim Architects (a major firm in Korea) in 1987, and 1988: Topic; The trend of corporate interior design in USA “The Depository Trust Company” featured Contract 1984 “Top 100 Interior Design Firms” featured in Interior Design Awards, recognitions, grants, competitions: Lumen Award of Excellence presented by the Illuminating Engineering Society of New York Award of Merit presented by the Concrete Industry Board of New York Award of Appreciation by Industrial Bank of Korea Award of Appreciation by Commercial Bank of Korea First Place Award, Marketing Strategies and Presentation Skills with Eugene Kohn, professional development courses, Harvard Summer School, 2000 Professional memberships and service: Past ASID Professional Member Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Continuing education program for NCIDQ members Attending lectures organized by NYIT January 2013
Faculty Data Form
Faculty Data Form
Name: Anthony Masino
Check one:
full-time x adjunct
part-time
other (please indicate): ______________
support
Check one:
Yes  No
 Yes  No
 Yes  No
Long Island University, C.W. Post Campus, Brookville, NY
MFA in Drawing and Painting, January 1985
New York Institute of Technology, Old Westbury, NY
MA in Communication Arts, Computer Graphics 1989
BFA in Fine Arts and Education 1982
Art Students League of New York 1977-1983
1,481 Critique and Studio Hours in Artistic Anatomy, Figure Drawing and Painting
New York Institute of Technology, Old Westbury, NY. 2003- Present. Adjunct Assistant Professor in Drawing,
Painting, 2-D Design
SUNY Farmingdale, Farmingdale, NY. 1987- 1994. Adjunct Assistant Professor in Drawing, Painting, Computer
Graphics and Art History.
Parson’s School of Design, New York, NY. 1985-1990. Independent Contractor in Drawing, Painting and Drawing
for Home Furnishings.
Long Island University, Southampton Campus, Southampton, NY. 1990 Adjunct Assistant Professor in Computer
Graphics.
____________________________________________________________________________________________
Drawing I
Drawing II
Painting I
Painting II
2-D Design II
2-D Design I
January 2013
Faculty Data Form
Faculty Data Form
Brutus: Architectural Stylebook 4, 1984
Exhibitions:
Exhibition - One Person
1984 Harm Bouckaert Gallery, New York, New York
Exhibitions - Group
2005
1992
1992
1989
1986
1985
1983
New York Institute of Technology New York, New York
Torpedo Factory Art Center, Alexandria, Virginia
Nassau Community College, Garden City, NY
Discovery Gallery, Glen Cove, NY
Washington County Museum of Fine Arts, Hagerstown, Maryland
Harm Bouckaert Gallery, New York, New York
Harm Bouckaert Gallery, New York, New York
Creating art
January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name: Leah Master‐Huth full‐time x adjunct part‐time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years:  Yes x No Individual has completed a degree in interior design:  Yes x No Individual has passed the complete NCIDQ exam:  Yes x No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): MA, 2007, Decorative Arts, Design, and History of Culture at Bard Graduate Center; MSEd., 2012, Museum Education/Childhood Education, Bank Street College of Education; BA, 2004, American Studies, Barnard College of Columbia University. Positions held in academic institutions (title of position/rank, year and tenure): Professor’s assistant, BGC, 2005‐2006; Assistant Instructor, Rutgers University Writing Department, 2007‐2008; Adjunct Professor, NYIT interior design, 2009‐2010. Courses taught in the past two years: Working as a museum educator January 2013
Faculty Data Form
Faculty Data Form Positions held in design practice (firm name, title, and year): Interpretive Specialist, Museum Services, LHSA + DP, 2012 Significant publications, creative projects, and/or paper presentations (up to six items): Presented at PCA/ACA conference, Cooper‐Hewitt, and at Historic Deerfield/SPNEA conference in 2007 and 2008. Awards, recognitions, grants, competitions: Professional memberships and service: AAM Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Attended and received a degree at Bank Street College of Education. Attended from 2009‐2012. January 2013
Faculty Data Form
Faculty Data Form
Check one:
Name: Charles Matz
X full-time
adjunct
other (please indicate):
part-time
support
Check one:
X Yes  No
 Yes X No
X Yes  No
40% of time spent in administration
30% of time spent in teaching
30% of time spent in research
The Cooper Union for the Advancement of Science and Art, Irwin S. Chanin School of Architecture - New York, Bachelor of
Architecture 1990
Royal Institute of British Architects College, Architectural Association
London - England, Scholarship: Intermediate Unit Certificate - Year abroad, 1986
The Arts Student's League of New York - Irwin Greenberg, Max Ginsberg and Irv Doktor Instructors Watercolor, oil and pastel
1983
New York Institute of Technology - School of Architecture and Design - Full Time Faculty- Assistant Professor, 2008-2013
Basic and Advanced Drawing - The Irwin S. Chanin School of Architecture, at the Cooper Union
for the Advancement of Science and Art - New York
Visiting Professor, 2004-2007
Architecture/Cinema Studies and The Venice/Rome Program
Pratt Institute of Architecture - New York
Visiting Professor, 1995
Senior Thesis Studio Interior Design
Fundamentals of Design II
Visualization I
Computers to Presentation
2011 Foreign Program, Study Abroad (Europe)
Principal
Charles Matz Architect, PC
Executive
Director
Charles Matz Design, LLC
DBA Oliver Laws New York
January 2013
Interior Design
Firm
2007
Present
2010
Present
Faculty Data Form
Faculty Data Form
Principal
Sussna+Matz Architects PA
Principal
Matz Associates, Inc.
Architects and Planners
Merged Matz
Associates Inc.
company with
Sussna
Architects
To form a 50/50
Partnership
Principal
Wurmfeld+Matz Architects PC
Bought the
company in
A succession
plan
Principal
Focus Productions, Inc.
Media
Production
Company
2002
2007
2001
2002
1998
2000
1996
2000
2012 Through My Window, Photography by Ahae, Musée du Louvre, Jardin des Tuileries, Bespoke Exhibition Pavilion, Paris,
France – Exhibition Planning and Creative Direction
2011 The Official City of New York - 911 Memorial Exhibition at Ground Zero - 195 Broadway, Constructed for the
anniversary of 911 at Ground Zero during reconstruction
2009 SHAPESHIFTING: Rapid Prototyping and its expanding role in design practice: AIA New York Chapter - Center for
Architecture: Technology Roundtable and exhibition - Exhibition Curator, and round-table moderator
2008 The Oxford Conference at The Examination Schools, University of Oxford England – Poster Presentation
2007 Butler, Rogers Baskett Visiting Lecturer’s Series - "Meditation and Visualization in Architectural Practice" - Lecture
Exhibitions as Participant: 2006- Present
The New York Institute of Technology, Gallery and lecture hall - 11 W 61st Street
"Slow Journal" - Watercolor Exhibition
"Complete Communion" - Lecture
"Red" - Sculpture Exhibition
"Animal Magnetism" - Painting Exhibition
2010
3-D Laser Scanning Imagery of Harar, Ethiopia - Institutional Support for Research and Creativity (ISRC) grant from NYIT
2009
Creative Review UK Photo Annual - Selection: Decay
Winner 2nd Place: Professional PX3 - Prix de Paris Photo Competition: Weapons Story
Jasmine Awards, Winner Concept: The oldest established award in beauty journalism
2008
14th annual PDN/PIX Digital Imaging Award : First Place
January 2013
Faculty Data Form
Faculty Data Form
Pilsner Urquell International Photography Award: Grand Prize
2007
Surface Magazine: AVANTGUARDIAN award
Pre-2007 New York Stock Exchange Visitor's Center Project: A View from the Floor - Winner of the International Ciné, Golden
Eagle award for Best Corporate film - Production Design and Art Direction
Burat Kut - Turkish National Network - Winner of the International Music Television Awards Production Design and Art
Direction
Professional Registrations
Architecture: New York State, State of New Jersey, State of Pennsylvania, Delaware
Certified: National Council of Architectural Registration Boards
State of New Jersey Certification - Interior Design
Professional Affiliations
American Institute of Architects, Royal Institute of British Architects
Architectural Association: London England, Manhattan Chamber of Commerce
Society for Environmental Graphic Design
IDEC
Public Service Affiliations
Save Venice Inc.
Antica Societa' Reale il Bucintoro, Venice Italy
Friends of McCarter Theatre, Princeton University
Opera Delaware
Dance Theater of Harlem, New York City
Alvin Ailey American Dance Theater
The Japan Society
The National Arts Club, New York City
The Princeton Club of New York City
The New York Historical Society
South Street Seaport Museum, New York City
National Maritime Historical Society
Design 21: Social Design Network
Jazz at Lincoln Center
Erno Fabry – Transplanting Modernism – Conference at Johns Hopkins University’s Evergreen Museum and Historic Home,
Baltimore MD
The Oxford Conference at the Examination Schools, University of Oxford England
Continuing Education for Registration
January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member Check one: Name: LaToya Nelson full‐time x adjunct part‐time support other (please indicate): Check one: Individual has been responsible for studio supervision in past 2 academic years:  Yes No Individual has completed a degree in interior design:  Yes  No Individual has passed the complete NCIDQ exam:  Yes  No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): Georgetown University; Bachelor of Science, Business Administration, Major: Marketing; Minor Sociology, 1997 George Washington University, Master of Fine Arts, Concentration Interior Design, 2001 University of Pennsylvania, Master of Architecture, Certificate Real Estate Development, 2008 Positions held in academic institutions (title of position/rank, year and tenure): Visiting Assistant Professor, Pratt Institute, 2009 ‐ 2010 Visiting Assistant Professor, Parsons, The New School 2010‐2011 Part Time Professor, The Art Institute of New York 2009‐2012 Courses taught in the past two years: - Materials II - CAD I, CAD II - Revit - Structures I - Environment Systems - Design Studio I, II - Image Manipulation (PhotoShop, Illustrator, InDesign) - Space, Tectonics, & Surfaces (Rhino, AutoCad, Illustrator) January 2013
Faculty Data Form
Faculty Data Form
Positions held in design practice (firm name, title, and year): Ralph Appelbaum Associates, Exhibit Designer (3/2011 – Present) Louis Berger Group, Senior Interior Designer (1/2004 – 7/2005) Perkins & Will, Junior Designer (12/2001 – 1/2004) Significant publications, creative projects, and/or paper presentations (up to six items): Black World Festival Conference 2010, Dakar Senegal, Panelist Fractal Architecture Work 2006, PennDesign Output 11 Year Book, International Publication, Project E‐Tox Proudly Penn, Publication. University of Pennsylvania Alumni publication Emerging Megacities: Analysis of Impending Growth in Accra, Ghana IIDA Perspectives: “All for One: The ABC’s of Design Build” Awards, recognitions, grants, competitions: Travel & Research Grant PennDesign Women in Leadership Fair Honoree Professional memberships and service: Architecture for Humanity New York American Institute for Architects Associate Women in Architecture Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Green Building Certification Institute Coursework Emerging Professionals Companion Architectural League Lectures Center for Architecture New York Lectures Unspoken Borders, Perspectives on Race in Design: PennDesign April 2009 Aftertaste 3, Symposium, Parsons, April 2009 January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member Name: William Jack Palmore, Architect Check one: X full‐time adjunct part‐time other (please indicate): _______________ Check one:
 No
support  Yes  No
 Yes
 Yes  No
40
40
20
Master of Architecture, University of Oregon, 1979
Bachelor of Environmental Design, Texas A & M University, 1975
New York Institute of Technology, Associate Professor, Academic Years 2008-Present
New York Institute of Technology, Assistant Professor, Academic Years 2005-2007
New York Institute of Technology, Visiting Assistant Professor, Academic Years 2002-2004
New York Institute of Technology, Adjunct Assistant Professor, Academic Year 2001-2002
New Jersey Institute of Technology School of Architecture, Academic Year 1986-1987
Texas A & M University College of Architecture and Environmental Design, Academic Year 1984-1985
University of Oregon, School of Architecture and Allied Arts, Academic Year 1979-1980
ARCH 101 – Design Fundamentals 1
ARCH 102 – Design Fundamentals 2
ARCH 140 – Visualization 1
9/1 – the present:
4/91 – 8/01
8/89 – 3/91
11/87 – 6/89
8/86 – 11/87
6/84 – 7/86
8/81 – 6/84
January 2013
Palmore Studio, William Jack Palmore, Architect. Brooklyn, NY
Palmore Studio, William Jack Palmore, Architect. Dallas, Texas
Ford Powell Carson Architects. San Antonio, Texas
The Office of Philip George. New York, New York
Ford Powell Carson Architects. San Antonio, Texas
Palmore Studio, William Jack Palmore, Architect. New York, New York
Kohn Pedersen Fox PC, Architects. New York, New York
Faculty Data Form
Faculty Data Form
Lectures and Presentations:
 2009 ACSA Meeting. Dallas. May 15, 2009. Title: “20th Century Architecture of El Paso, Texas.”

2007 ACSA 95th Annual Meeting. March 9, 2007. “Modernist Architecture for the Borderland. A Case
Study. The Massey House by David Hilles.”

2006 ACSA Meeting. Los Angeles. October 13, 2006. “Anxieties of a Chair Restaurant Designer.”

El Paso Chapter of the American Institute of Architects. March 22, 2006. “The Residential Architecture of
Robert Garland and David Hilles.”
Exhibitions:
 University of Texas at Austin. Goldsmith Gallery. College of Architecture. “The Residential Architecture
of Robert Garland and David Hilles.”

University of Texas at El Paso. Stanlee and Gerald Rubin Center for the Visual Arts. “The Residential
Architecture of Robert Garland and David Hilles.”
 1993
Design Award. Texas Architect. Texas Society of Architects Preservation and Renovation of
Texas State Capitol Building. Work on the existing structure only. Renovation of the historic structure
and introduction of modern HVAC and office facilities. Sr. Designer for Ford Powell Carson
 1992
Exhibition Award, Publication. Pittsburgh New Urban Housing Competition. In-fill housing low
income housing solution for a hillside in Pittsburgh. Repetitive prefabricated row house units
 1987
Second Place, Third Place. Seattle Four in One Housing Competition. In-fill housing, Housing
block prototypes for four city block scenarios. Same prototype used for four applications. With Kent Mac
Donald.
 1986
First Prize. ACSA Design for a Single Family in-fill house in New Orleans. Architecture design
faculty competition for in-fill house in New Orleans. Greek Revival cottage.
 1984
Finalist. University of California at Santa Barbara Art Museum Competition. Competition for a
Campus Art Museum 40,000 s.f. One of five finalists. Competition won by Michael Dennis.
Registered Architect, New York, NCARB registration
Lectures:
 October 2, 2007. Cater Emmart. American Museum of Natural History. “Astrovisualization.”
 October 17, 2007. Hariri and Hariri. “Hariri and Hariri Houses.”
 October 18, 2007. Kurt Forster. “Aldo Rossi and the Architecture of Memory.”
 October 30, 2007. Santiago Cirugeda.
 December 6, 2007. Solar Decathlon Discussion.
 February 26, 2008. Scott Specht and Louise Hartman. “Throw Everything Out.” 1
 March 27, 2008. Grahame Shane.
 April 28, 2008. Mario Botta.
 October 21, 2008. Ricardo Porro.
 October 10, 2008. Anthony Shuman. Center for Architecture. “New York Housing.”
 October 18, 2008. New School. Debating Density.
 October 4, 2008. Texas Society of Architects Annual Convention
January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name:Paul Pellicani full‐time X adjunct part‐time other (please indicate): ______________ Individual has been responsible for ID studio supervision in past 2 academic years: Individual has completed a degree in interior design: Individual has passed the complete NCIDQ exam: If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): BARCH, NYIT School of Architecture, Old Westbury, NY 1990 MBA, The University of Scranton, Scranton PA (In Progress) AutoCADD REVIT Architecture ‐ Accredited Course training Positions held in academic institutions (title of position/rank, year and tenure): Substitute Lecturer (full‐time) ‐ New York City College of Technology CUNY Dept. of Construction Management & Civil Engineering Technology (2009‐2011) Adjunct Lecturer (part‐time) ‐ New York City College of Technology CUNY Dept. of Construction Management & Civil Engineering Technology (2011‐2012) Ask the Architect & Create your dream home ‐ Seminar series (2002‐present) Courses taught in the past two years: NYIT DSGN 221Working Drawings New York City College of Technology CUNY Construction Management I & II, Materials and Methods of Construction Surveying Construction Documents (CADD) January 2013
support Check one: X Yes  No  Yes X No  Yes X No Faculty Data Form
Faculty Data Form Positions held in design practice (firm name, title, and year): FIRM FOUNDER & PRINCIPAL: Architect’s LOFT pllc., Glen Cove, NY (2002‐present) LEAD ARCHITECT & CONSTRUCTION MANAGER (design‐build services): Boca Development Corporation, Rockville Centre, NY (1998‐2002) PROJECT MANAGER: George F. Tibsherany, Architecture & Development, Scottsdale, AZ (1997‐1998) PROJECT MANAGER: John F. Capobianco, Architect, Inwood, NY (1993‐1997) PROJECT MANAGER: Robert T. Buscemi, Architect, P.C., Floral Park, NY (1990‐1993) DRAFTSMAN: Thomas Associates Architects and Engineers PC (The Thomas Group), Carle place, NY (1987‐1990) Significant publications, creative projects, and/or paper presentations (up to six items): Designing Green ‐ Article Builder Architect magazine 4/1/08 Remodel for a change ‐ Article Remodeling magazine 11/10/07 Transformers – Article Homes of the Hamptons magazine 11/07 What Long Island Gen‐Xers Want in a House – Article Newsday, Real Estate Section 8/10/07 Does it still pay to remodel? – Article Newsday, Real Estate Section 4/6/07 What’s a home without an Office? – Article The New York Times, Sunday, January 30, 2005 Awards, recognitions, grants, competitions: AIA Educator of the year 2004 Professional memberships and service: AIA, NCARB, LEED AP Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Annual CEU licensing requirements fulfilled for Architectural registration in NY, NJ, PA & MO January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member (No response, this form from 2010 Interim request)
Name: Anthony Pisano, Assoc. AIA
Check one:
full-time X adjunct
part-time
other (please indicate): ______________
 No
support
Check one:
 Yes  No
 Yes
 Yes No
2004 Bachelor of Architecture – Cum Laude
NCARB Architectural Registration Exam in Progress
New York Institute of Technology Adjunct Professor 2005-Present
School of Interior Design
Spring Semester 2007
ARCH 240 Visualization II
Fall Semester 2007
Fall Semester 2009
ARCH 340 Visualization III (2 Sections)
ARCH 324 Environmental Building Systems
School of Interior Design
Fall Semester 2007
DSGN 341 Interior Design CAD I
Fall Semester 2009
DSGN 342 Interior Design CAD II
School of Extended Education
Summer 2007
AutoCad I
Microsoft Word
Microsoft Excel
Summer 2009
Microsoft PowerPoint
Microsoft Word
January 2013
Faculty Data Form
Faculty Data Form
Microsoft Excel
Senior Construction Manager/Partner
Senior Project Manager
Project Manager
2/07 - 6/09
1/05 - 6/09
10/04 - 1/05
HiRise Construction Group, Inc Uniondale, NY
GEB HiRise Engineering Uniondale, NY
Philip Toscano Architects Brooklyn, NY
700 Broadway
55 Liberty Street
Harkins Residence
Arkadiy Salon
Circus Maximus Theatre
Big Easy Spa
9 Story Landmark LL11 Facade Restoration - New York, NY
34 Story Landmark Residential LL11 Facade Restoration – New York, NY
Addition and Reface - Fort Solonga, NY - Project Scheme and Design
Beauty Salon - Mineola, NY - Full Design
Caesar's Palace - Atlantic City, NJ - Complete Design & Renovation
Showboat - Atlantic City, NJ - Complete Design & Renovation
Citation: Office of the Executive, Thomas R. Suozzi, Nassau County 7/04
In Recognition of Outstanding Accomplishments in the areas of Academic Success, Leadership, Community
Involvement, and Achievement in the field of Architecture and Design. Awarded for Thesis project of Nassau
County Hub Development Strategy.
Angelo Francis Corva Scholarship 7/7/04
Awarded by the Dante Foundation 599 Jerusalem Avenue Uniondale, NY 11553
NYIT Special Faculty Award for Services and Involvement 5/23/04
In recognition of faculty service and involvement above and beyond expectation
World Trade Center & Urban Plan Student Design Competition, Honorable Mention LMDC 12/03
Awarded for outstanding achievement in urban planning and design strategies for the WTC Site.
American Institute of Architects Scholarship Award 5/99
Awarded by the AIA for outstanding achievements in Architecture at the high school level.
Johns Hopkins College Award for Academic Excellence 1/94
Awarded for academic excellence. SAT Exam taken in 7th grade
Nassau County HUB Consortium
American Institute of Architects
US Green Building Council
American Society of Testing Materials (ASTM)
County Executive Tom Suozzi: Chairman
Associate Member
LEED Accreditation in progress
Active Member
BIM (Building Information Modeling) Consortium – McGraw Hill
Design Build Conference – The Center for Architecture
Unilux Fineline Façade Training – Salmtal Germany
January 2013
2008
2008
2008
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member Check one: Name: Ann Partridge Reardon full‐time _X__adjunct part‐time support_____ other (please indicate): Check one: Individual has been responsible for studio supervision in past 2 academic years:  Yes  No Individual has completed a degree in interior design:  Yes  No Individual has passed the complete NCIDQ exam:  Yes  No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): M.S. Interior Design, Eastern Michigan University, School of Technology, B.A. Interior Design, Interior Design Institute, 1979 B.A. Psychology, University of Colorado, College of Arts & Sciences, 1968 Positions held in academic institutions (title of position/rank, year and tenure): New York Institute of Technology, Adjunct Instructor, Interior Design, January 2008 to present Lawrence Technological University: Adjunct Lecturer, Interior Design, January 2004 to May, 2005 Eastern Michigan University: Special Project ‐ FIDER Self Study Document 2003 Eastern Michigan University: Adjunct Lecturer, Interior Design, January 2000 to 2005 Eastern Michigan University: Special Project ‐ Revise Interior Design Curriculum 2002 Eastern Michigan University: Program Coordinator, January, 2002‐May, 2002 Center for Creative Studies: Instructor, Interior Design, September 2000 to December 2001 University of Houston: Program Director, Interior Design, September 1993 to May 1997 Art Institute of Denver: Instructor, Interior Design Program, September 1980 January 1981 Interior Design Institute: Assistant Director, Instructor, September 1973 to September 1980 Courses taught in the past two years: Design Studio 301 – ID Problems 1 (special populations) DSGN222 – Materials 1 Positions held in design practice (firm name, title, and year): Perkins Eastman Architects. Senior Interior Designer, 2008 to 2009 Scarcello Associates, Inc. Project Designer, 2006 to 2008 Ann Partridge Reardon Design. Sole Proprietor, 1998 to 2007 Watkins Hamilton Ross Architects. Senior Interior Designer, 1997 to 1998 Watkins, Carter, Hamilton ‐ Independent consultant, 1992 to 1997 Ann Partridge Reardon Design. Sole Proprietor, 1992 to 1997 Philo & Wilke Architects. Design Director, 1990 to 1991 The Falick/Klein Partnership. Senior Designer, 1991 to 1991 Spaceworks, Inc. Project Director, 1989 to 1990 Robbins, Bell & Kuehlem Architects. Director of Interior Design, 1986 to 1989 January 2013
Faculty Data Form
Faculty Data Form
Interspace, Inc. Senior Designer and Project Manager, 1983 to 1985 Interior Spaces (Stafflebach Design). Senior Designer/ Project Manager, 1983 to 1985 Designed Response. Partner, 1976 to 1983 Claus Heppner Assoc. Interior Designer, 1973 to 1976 Significant publications, creative projects, and/or paper presentations (up to six items): 2008 Mt. Sinai Hospital, Pre‐delivery and Heart Center, New York, New York 2007 Richfield Investment Portico at West 8, Mixed use development, Houston, Texas 2005 EDRA 36 (36th Annual Conference of the Environmental Design Research Association) poster presentation “The Effects of Color and Light on People with Alzheimer’s Disease” 2004 Thesis for the Degree M.S. "Beyond Intuition: A Perceptual Basis for the Elements and Principles of Design" Awards, recognitions, grants, competitions: 2000, 2001, 2002, 2003 ASID Michigan Chapter ‐ Presidential Citation First Place, Health Care, ASID National Interior Design Project Awards, Child Health Center at the University of Texas Medical Branch at Galveston, Texas First Place, Commercial: Health Care, ASID/Houston Chronicle Interior Design Awards, Child Health Center at the University of Texas Medical Branch at Galveston, TX Silver IBD Contract Design Award (Adaptive Reuse) Design Office. Published‐‐ ‐”Interior Design”, November 1985 Professional memberships and service: Michigan List of Qualified Interior Designers Texas Interior Design License No. 2265, Texas Board of Architectural Examiners NCIDQ Certification #001370, National Council of Interior Designer Qualification ASID Professional Member IIDA Professional Member ASID‐ Chapter President, Michigan Chapter ASID Newsletter, Editor, Michigan Chapter ASID Chapter Board Member NCIDQ Exam grader (2 years) CIDR (Coalition for Interior Design Registration) ‐ Board Member Phi Kappa Phi, Eastern Michigan University Chapter Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): 2009 NYIT – Second Annual Conference on Aging & Society “Reforming Long Term Care – Back to the Future” Neocon 2009 2008 Designs That Protect Culturally Sensitive Design for Long‐term Care Facilities Daylighting 2: Occupant Productivity, Glazing Properties, & Electric Lighting January 2013
Faculty Data Form
Faculty Data Form
Name: Alan Sayles Check one: x full‐time adjunct part‐time ____other (please indicate):______________ Individual has been responsible for studio supervision in past 2 academic years:
support Check one:
 Yes  No
 Yes  No
 Yes  No
10
80
10
Bachelor of Architecture, Architecture, Pratt Institute, 1961
New York Institute of Technology, School of Architecture and Design, 1979- the present,
F/T Associate Professor, with tenure.
AAID 240 – Visualization Two
ARCH 201 – Architectural Design One
ARCH 423 – Project Integration Studio
Bridgehampton Custom Building Management, Management Consultant 1993 – present.
Alan Sayles Studio, New York, Hollywood [FL], Design Consultant, Principal 1990 – the present.
Alan Sayles Architect, New York, Architect 1963– the present.
Transportation Arts, New York, Art Consultant, Principal 1982– the present.
Adler, Goodman, Kalish, Architects, Project Architect 1989 – 1990.
Ronald D. Goodman, Architect, Project Architect 1984 – 1989.
Abraham W. Geller Architect, New York, Project Architect 1956 – 1963.
Bruce Campbell Graham, Architect, Drafter 1954 – 1955.
January 2013
Faculty Data Form
Faculty Data Form
Architect and design consultant to commercial and residential clients.
Construction Management, Document interpretation for commercial and residential clients.
Licensed architect, NYS 1963
Service at NYIT:
School of Architecture and Design Committees: [Arch] Library, Structures, Admissions.
Academic Senate: Senator, School of Architecture and Design [2005 – 2009].
Academic Senate committees: Academic computing, Assessment, Library, Admissions and Academic Standards.
Faculty coordinator for Intern Development Program [2005 – 2008].
Intern Development Program Conference [as Faculty coordinator for NYIT SoAD]
Numerous [Architecture and Construction] trade shows
Fine Art and Antique Dealer Show [Park Avenue Armory - Annual]
Asian Art and Antiquities Show [Park Avenue Armory - Annual]
January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name:Danielle Scheriff full‐time X adjunct part‐time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years:  Yes X No Individual has completed a degree in interior design:  Yes X No Individual has passed the complete NCIDQ exam:  Yes X No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Master of Art History and Criticism, Stony Brook University, May 2008 Educational background (degrees, discipline, university/school, and year of completion): Bachelor of Art History and Criticism, Stony Brook University, December 2005 Educational background (degrees, discipline, university/school, and year of completion): Teacher’s Assistant, Stony Brook University, January 2008 – May 2008 Positions held in academic institutions (title of position/rank, year and tenure): Adjunct Instructor, St. Joseph’s College, September 2008 ‐ present Positions held in academic institutions (title of position/rank, year and tenure): Adjunct Instructor, Suffolk County Community College, September 2008 ‐ present Positions held in academic institutions (title of position/rank, year and tenure): Adjunct Instructor, New York Institute of Technology, September 2009 ‐ present Positions held in academic institutions (title of position/rank, year and tenure): Art History I, Art History II, Art History III (Modern Art), Introduction to Art Courses taught in the past two years: none Positions held in design practice (firm name, title, and year): none Significant publications, creative projects, and/or paper presentations (up to six items): none Awards, recognitions, grants, competitions: Stony Brook Alumni Association, National Society of Collegiate Scholars Professional memberships and service: Teaching the History of Art and Architecture with Google Earth Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): January 2013
Faculty Data Form
Faculty Data Form
Name: Martha J. Siegel
Check one:
_X full-time
adjunct
part-time
other (please indicate):___________
support
Check one:
 Yes  No
 Yes  No
 Yes  No
65 % of time spent in administration
30 % of time spent in teaching
5 % of time spent in research
Pratt Institute, MS Interior Design, 1990
State University of New York at Stony Brook, BA Anthropology, 1976
Minneapolis School of Drafting, Certificate in Architectural Drafting, 1974
New York Institute of Technology, Associate Professor 2007 to present – tenured
New York Institute of Technology Coordinator of Interior Design Programs (NY, Bahrain, Abu Dhabi) 2007 to present
New York Institute of Technology, Assistant Professor 1997 – 2007. Tenure granted 2004.
Courses taught in the past two years: Interior Design Department, School of Architecture and Design
DSGN 301 – Interior Design Problems I
DSGN 401 – Interior Design Problems III
DSGN 402 – Senior Project in Interior Design IV
Positions held in design practice (firm name, title, and year)
 MS Design – interior design consultant 1999 to present
 Perkins Eastman Architects, Interior Designer, 1993 –1996
 William M. Cohen Architect, Interior Designer, 1989-1993
 Martha Siegel Interior Design, Interior Designer, 1989 – 1999
 Kaleidoscope International, Sales Representative, 1986-1987
 Mira-X International, Inc., Merchandise and Marketing Manager, 1981-1986
 Mira-X International, Inc., Manager, trade showroom
 Coordination, Manager, 1977-1978
 ARCOM, Architectural Drafting, 1975
 Organized NYIT’s participation in the SaloneSatellite, Milan, Italy 2012
 Mynarcik Residence kitchen, living room
 Co-director with Professor Michele Bertomen of NYIT’s Solar Decathlon 2005 and 2007
 Co-coordinate CIDA student display of work for 2010 CIDA Interim visit
 NYIT Faculty and Staff Group Exhibition , Gallery 61, NY, NY, Dec. Show 2005
 Faculty Show for NAAB Accreditation, Education Hall Gallery, Old Westbury, March 2005

Coordinator and panelist “NYIT at the Solar Decathlon”, Museum of Arts & Design in conjunction with
“Beyond Green: Toward a Sustainable Art, Exhibit.” Featured three of six furniture pieces designed for the
house, debut of film, “Photo sapience” by Shana Lerner and 11 member panel discussion, April 15, 2006

2012 ISRC Grant, co-recipient - Stories Construct Designs: An Intergenerational and Multidisciplinary
Approach To Keeping Seniors In Their Homes. (Institutional Support of Research and Creativity Grant)

Productive Parks Design Competition Exhibition and Publication, Municipal Arts Society, New York, NY;
Interdisciplinary design team participant, 1992
 IDEC Grant for NY Eleven
January 2013
Faculty Data Form
Faculty Data Form
CID, New York 2009
LEED AP (Commercial Interiors) since 2009
ASID
IIDA
IDEC
USGBC- Long Island
Service to Institution:

Coordinated Accreditation Report and Visit of Interior Design Program Accreditation by the Ministry of
Education of the United Arab Emirates. First Program at NYIT to received accreditation, Spring 2009.
 Overseas Program Committee (Global Programs Committee)2005-2009
 Ad Hoc Master Planning Committee 2006
 Core Curriculum Committee 2003-2005
Service to the School of Architecture and Design
 Curriculum Committee
 Facilities Committee
 School Personnel Committee SPC
 Library Committee
Service to the Department
 Organize Department Assessment Retreats with Dr. Glazer August 2011 and 2012
 Organize Global Department Retreats 2008 and 2009
 Writer, Co-coordinator CIDA Accreditation Reports and Visits, 2000, 2006, 2010, 2012
 Spring and Fall NYIT Open House, Old Westbury Campus
 Organize NYIT students for IDLNY Lobby Day, Albany 2004, 2009 and 2010
 Faculty Advisor Interior Design Club
 Co-ordinate production of Solar Decathlon furniture 2005 and 2007 submissions
Service to the Profession





Co-Chair Education Committee for the IDLNY 2011 to present,
facilitated video describing profession for new students, 2012
Co-Coordinator NE Region IDEC Interior Design Video Competition 2011
Board Member, of Interior Designers for Legislation NY (IDLNY) January 2010 to present
NY Eleven Organization Committee 2001 to present
Continuing Education Courses:
 IDEC Conference Baltimore, MD Spring 2012
 Cracking the Energy Code Seminar 2012
 IDEC Conference Denver, CO Spring 2010
 BlackBoard 9 training sessions for certification 2010
 Armstrong Acoustic Ceiling Tile Learning Seminar 2010
 Symposium on Modernism and Erno Fabry at Evergreen Museum & Library, Baltimore, MD, Fall 2009.
 AISD or IIDA lectures:Evidence Based Design, LEED lectures, Generations at Work/Steelcase 2008-2009
 NYIT Lecture Series every semester
January 2013
Faculty Data Form
Faculty Data Form *XNot to exceed 2 pages per faculty member Check one: Name: Sigurd Stegmaier ____ full‐time X adjunct part‐time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years:  Yes No Individual has completed a degree in interior design:  Yes  No Individual has passed the complete NCIDQ exam:  Yes  No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): Master’s of Urban Planning, City College of New York, 1998 Bachelor of Architecture, City College of New York, 1968 Bachelor of Science, Engineering (Structural), City College of New York, 1966 Positions held in academic institutions (title of position/rank, year and tenure): New York Institute of Technology, Adjunct Assistant Professor, 1992 to present New York City College of Technology, Associate Professor(full‐time) in Construction Management & Civil Engineering Technology – 1994 to present tenured 1998 Parsons School of Design Queens borough Community College Bronx Community College Courses taught in the past two years: DSGN 260 – Philosophy of Design DSGN 382 – Building Codes and Regulations January 2013
Faculty Data Form
Faculty Data Form Positions held in design practice (firm name, title, and year): The Hertz Corporation, Senior Project Manager‐Corporate Facilities Department, 1993‐1994 Enviro‐Tech, Inc., Environmental Engineer, 1990‐1993 Hygienetics, Inc, Project Director, 1990 Shearson Lehman, Vice President Corporate Facilities Department, 1988‐1989 James Berman & Co., Principal/Vice President‐Architectural design services, 1985‐1988 Citibank/Citicorp, Department Manager – Facilities Planning, Design and Construction, 1973‐1985 Amisano and Stegmaier Architects, Partner, 1973‐1977 Robert Khan Architect, Job Captain and Designer, 1091‐1973 Significant publications, creative projects, and/or paper presentations (up to six items): In the ongoing process of constructing a summer wood frame ocean house on the ocean and the addition to a wood frame house on Fire Island, NY. Often collaborates with a fellow architect in providing construction management and design services in the design and construction of wood frame houses, interior commercial office spaces and restaurants. Awards, recognitions, grants, competitions: Credited with 8 design patents related to the Citibank 24 hour Banking Facilities. Professional memberships and service: Registered Architect – New York State Asbestos Handlers License‐New York State National Council of Architectural Registration Board New York State Engineering Technology Association Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Continuing Education Courses AIA ‐Janet Sadik Khan – It Is Not Impossible to Change a City. AIA‐Andres Duany –Heterodoxia Architectonica AIA – Robert Twombly –What Sullivan Meant in the Past and What He offers the Present AIA – William J.R. Curtis – The Ancient Sense: Louis Khan and Modern Monumentality January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name:__Nader Vossoughian _X full‐time adjunct part‐time support other (please indicate): Check one: Individual has been responsible for ID studio supervision in past 2 academic years:  Yes X No Individual has completed a degree in interior design:  Yes X No Individual has passed the complete NCIDQ exam:  Yes X No If this individual is a full‐time faculty member, please indicate: 20 % of time spent in administration 50 % of time spent in teaching 30 % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): BA, Philosophy and German Literature, Swarthmore College MA, German Studies, Columbia University MPhil, History and Theory of Architecture, Columbia University PhD, History and Theory of Architecture, Columbia University Positions held in academic institutions (title of position/rank, year and tenure): Associate Professor of Architecture, NYIT (2011‐present) Assistant Professor of Architecture, NYIT (2005‐2011) Courses taught in the past two years: Architectural History Survey (Antiquity‐20th Century) Critical Perspectives on Architecture City Planning Architectural History/Theory Seminar Positions held in design practice (firm name, title, and year): Significant publications, creative projects, and/or paper presentations (up to six items): Otto Neurath: The Language of the Global Polis. Rotterdam: Netherlands Architectural Institute, 2008/2011; reviewed by The New York Times Sunday Book Review (October 21, 2011); Design Issues (Winter 2011); MODERNISM/modernity (2010); Journal of Architectural Education (September 2010); Art in America (June/July 2009); Information Design Journal (2009); Centropa: A Journal of Central European Architecture and Related Arts (May 2009); New Statesman (November 3, 2008); Arquitectura Viva (2008); I.D. (November/December 2008); Dwell (July/August 2008); Metropolis (June 2008); Dérive (2008); Bauwelt (2008). “Collecting Paper: Die Brücke, the Bourgeois Interior, and the Architecture of Knowledge.” Information Beyond Borders. Ed., W. Boyd Rayward. London: Ashgate, 2013 (forthcoming). January 2013
Faculty Data Form
Faculty Data Form “The Sociology of the City. Otto Neurath and the Concept of Gemeinwirtschaft.” Making a New World: Architecture and Communities in Interwar Europe. Eds., Rajesh Heynickx and Tom Avermaete. Leuven: Leuven University Press, 2012. 213‐223. Awards, recognitions, grants, competitions: NYIT Institutional Support for Research and Creativity, 2008, 2009, 2011 Ernst Mach Scholarship, Austrian Exchange Service, 2002 Columbia University Graduate Fellowship, Graduate School of Architecture, Planning and Preservation, Columbia University, 1998‐2003 Columbia University Graduate Fellowship, Graduate School of Arts and Sciences, 1997‐98 Fulbright Scholar, Faculty for Aesthetics and Cultural Studies, Humboldt University, Berlin, 1995‐96 Elected to Phi Beta Kappa Honor Society, 1995. Professional memberships and service: College Art Association; Society of Architectural Historians; European Architectural History Network; International Walter Benjamin Society; Society of Utopian Studies; Association of Collegiate Schools of Architecture Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Invited Talks “Ernst Neufert: The Language of Total War,” Stroom den Haag, September 20, 2012. “Informal Utopias,” Canadian Centre for Architecture, Montreal, August 9, 2012. “On the Standardization of Architectural Standards: War, Utopia, and the Bauentwurfslehre,” Canadian Centre for Architecture, July 6, 2012. “Otto Neurath’s Gypsy Urbanism,” University of Applied Arts,Vienna, Austria, June 11, 2010. “Internationalism, Imperialism, and the City: Hendrik Christian Andersen’s World Centre of Communication,” Mundaneum, Mons, Belgium, May 21, 2010. “The Temporary City,” Jan van Eyck Academie, Maastricht, January 12, 2010. “The Happy City,” Felix Meritis, Amsterdam, April 5, 2009. “The Gypsy Modernists: Viennese Architecture and Design between the Two World Wars,” Museum of Modern Art, March 31 and April 2, 2009. “Otto Neurath: Architect of the Information Age,” New York Institute of Technology, February 2, 2009. “Open‐Source Urbanism and the Language of the Global Polis,” Berlage Institute, Rotterdam, January 20, 2009. “Time and the City,” Zuiderkerk, Amsterdam, January 20, 2009. “The Permanent Temporary City,” Common Room Exhibition Space, New York, August 10, 2008. “The Language of the Global Polis,” SOM Professional Development Lecture, New York, June 26, 2008. “Otto Neurath: Die Globale Stadt,” Austrian Society for Architecture, Vienna, May 26, 2008. “The Language of the Global Polis,” University of Innsbruck, May 20, 2008. “Can Public Space Be Downloaded?” Part of the “Analogous Spaces” conference at the University of Ghent. May 16, 2008. “A User’s Guide to the Architecture of the Beijing Olympics,” Museum of Modern Art, New York, April 28 and May 1, 2008. “ISOTYPE Workshop Presentation,” Vienna Circle Institute, University of Vienna, April 11, 2008. “Information and the Global Polis,” DeBalie Center for Culture and Politics, Amsterdam, February 9, 2008. Invited Panels “Participatory Maps: A Socio‐Political Public,” discussant, Austrian Cultural Forum, New York, February 27, 2012. January 2013
Faculty Data Form
Faculty Data Form “Spaces that Teach ‐ Spaces that Learn,” discussant, Storefront for Art and Architecture, New York, April 3, 2011. “Architecture on Display,” discussant, Storefront for Art and Architecture, New York, November 7, 2010. “Just Released: Recent Books by Columbia’s Architecture Ph.D. Graduates,” discussant, February 15, 2010. “The Seduction of Place,” moderator, New York Institute of Technology. November 23, 2009. “Criticality, Agency, and Visual Language,” discussant, MAK Center for Art and Architecture, Los Angeles, November 7, 2009. “Otto Neurath, Social Democracy, and the New Deal,” AIA Center for Architecture, New York, organizer and moderator, June 23, 2009. “What is Happening to Public Space?” moderator, Austrian Cultural Forum. New York, June 23, 2009. “Did You Like What You Saw at the Venice Architecture Biennale?” moderator, Austrian Cultural Forum, New York, December 17, 2008. Conference Activity/Participation “Collecting Paper: Die Brücke, the Bourgeois Interior, and the Architecture of Knowledge,” Society for Utopian Studies, October 6, 2012. “Ernst Neufert, National Socialism, and the Humanist Tradition in Architecture,” Annual Meeting of the College Art Associataion, February 24, 2012. “Anarchy and Utopia: Politics and Freedom in the Contemporary City,” Utopian Studies Society, University of Cyprus, July 11, 2011. “Architecture and Utopia,” panel chair, Utopian Studies Society, University of Cyprus, July 10, 2011. January 2013
Faculty Data Form
Faculty Data Form
Not to exceed 2 pages per faculty member Check one: X full‐time adjunct part‐time support Name James Wiesenfeld other (please indicate): Check one: Individual has been responsible for studio supervision in past 2 academic years:  Yes  No Individual has completed a degree in interior design:  Yes  No Individual has passed the complete NCIDQ exam:  Yes  No If this individual is a full‐time faculty member, please indicate: % of time spent in administration 100 % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion): State University of New at Buffalo, B.S. Civil Engineering, 1975 Graduate Study ‐ Polytechnic University, Civil Engineering New York Institute of Technology, Energy Management Positions held in academic institutions (title of position/rank, year and tenure): New York Institute of Technology, School of Architecture & Design, Tenured Full Professor 1981 ‐ Present Courses taught in the past two years: DSGN‐211 – Structures Positions held in design practice (firm name, title, and year): James Wiesenfeld & Associates, 1984‐ Present Wiesenfeld & Leon, 1986 ‐ 1989 Throop & Feiden, 1981 ‐ 1985 January 2013
Faculty Data Form
Faculty Data Form
Significant publications, creative projects, and/or paper presentations (up to six items): Pressures Generated by a Large Explosive Blast, Kurt Wiesenfeld, Ph.D. and James Wiesenfeld, PE Privately Commissioned Research Project for American Defense Systems, Inc. Citistorage Corporate Headquarters & Storage Facility ‐ NYC. Article in Metalworks May 2001. (See attached). Firm: Wiesenfeld/Berge – Consulting Engineers. Red Hook Community Justice Center. ‐ AIA’s “Justice Facilities Review 2002‐2002”. James Wiesenfeld & Associates – Consulting Engineers. Mathematical Modeling of Statically Determinant Structures as They Relate to Architecture Students James Wiesenfeld, PE and Nicholas DeFelice, PE National Science Foundation Awards, recognitions, grants, competitions: Flight 800 Memorial – ARCHI Award 2003 “Best In Show” by Magic 2/01 Trade Show. Nautica Display “First Place” 2001 Metal Building Award by Metal Construction News. Citistorage Corporate Headquarters Professional memberships and service: Licensed PE in the states of: New York, New Jersey, Massachusetts, Connecticut Member American Institute of Steel Construction Helped with CIDA accreditation visit. Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): Numerous Continuing Education Courses/Seminars (18 CEU’s per Year) January 2013
Faculty Data Form
Faculty Data Form Not to exceed 2 pages per faculty member Check one: Name: Aldo Giovanni ZOLI LO PRINZI full‐time adjunct part‐time support __x__other (please indicate): Visiting Professor Check one: Individual has been responsible for ID studio supervision in past 2 academic years: x Yes  No Individual has completed a degree in interior design:  Yes x No Individual has passed the complete NCIDQ exam:  Yes x No If this individual is a full‐time faculty member, please indicate: % of time spent in administration % of time spent in teaching % of time spent in research Educational background (degrees, discipline, university/school, and year of completion):  University of Rome, Degree in Architecture (12 of July 1984)  Liceo Artistico of Rome, Diploma in Art (30th of July 1978) Positions held in academic institutions (title of position/rank, year and tenure):  Visiting Professor to NYIT in New York (2006‐2012) 
Visiting Professor to the University of Montréal (2001‐ 2002 ) 
Visiting Professor at the “Ecole d’Architecture de Paris Malakoff” (2002‐2006) 
Visiting professor at the EFETA School of Interior Design in Paris (2003‐2006) Courses taught in the past two years:  Interior Design : Offices, Retail, Housing, Sport centers, Hotels, Hostipals, … 
Architecture 
Furniture Design Positions held in design practice (firm name, title, and year): Since 1995 several professional activities have been developed in parallel: Since May 2004 : Freelance Consultant for Williams World Travel Ltd Cultural travel organization based in New York Organization of cultural trips world‐wide for museums and cultural organizations such as : The BARD Institute, The National Library Washington, The Whitney Museum, George Soros Foundation, The Moderna Museet Stockholm, San Francisco Symphonic Orchestra, Tate Modern London, New Museum of New York, Aspen Museum of Modern Art, National Gallery), MoMA International Council NY & SF, NY Philharmonic Orchestra, the Morgan Library & Museum of New York. January 2013
Faculty Data Form
Faculty Data Form Since May 2003: Freelance Consultant for The SIA Group, The Mastermind Team, Meltis (Cultural travel organization based in New York Running and developing training seminars and team building sessions Corporate Change Management, Leadership Training programs; Negotiation Skills and Management techniques ; TTT training courses; multicultural events ; etc. Selected clients are : AXA; TOYOTA; BNP; MAESK ; DSM ; Philips; Ericsson; Whirpool; Limagrain; EADS, Sanofi Pasteur; Société Générale; Camaieux; La Caisse d’Epargne; etc. Seminars for Hotel and Restaurant Management and staff to stimulate communication and consensus over future objectives and Management style. Since 1996: DEGW plc, International Architectural Design Consultancy Shareholder and Director of European Development Co‐ordinating projects throughout Europe Innovative workplace solutions for global organisations and local clients; Change Management; Management workshops; feasibility studies and space planning solutions for working environments. Main Clients : 3M, Accenture, Apple, Axa, Bouygues Telecom, BP, Citibank, CGG, DELL, Disney, European Community, ESSILOR, Ford Motor Company, GSK, HP, NXP, Orange, NIVEA, NXP Semiconductors, Philips, Renault, Roche, Société Générale, Unilever, Valeo, VISA Europe, Vodafone. From 1995 to 2005 : International Consultant for DIN Associates Ltd Design Consultants 2003 – 2005 : Agnès b ‐ Paris, France: Fashion group Development of new shop concepts and international image for the new store image. 1997 – 2002 : VESTE BENE ‐ Miroglio Group, Alba, Italy: Fashion group Development of new shop concepts and international image for three lines: MOTIVI, ELENA MIRÒ and CARACTÈR. Flagship stores and international roll‐out program. 1995 – 2000 : ESCADA International ‐ Munich, Germany: High Street Fashion Brand Responsible for the co‐ordination of the development of a new world‐wide shop concept for the ESCADA SPORT line and the LAURÉL line. Roll‐out program of openings world‐wide. 1990 ‐ 1995: POLO RALPH LAUREN Europe ‐ Paris, France: Fashion brand Director of development based in the European headquarters in Paris. Responsible for the European expansion program of all boutiques and “corners” openings as well as showrooms, warehouses and offices. Simultaneous construction of 10‐20 shops a year across Europe was achieved: from seven shops in 1990 to one hundred in 1995. 1986 – 1990 : DEGW and Simons Design ‐ London, UK: Architecture and Interior Design practice: Senior architect Responsible for urban design briefs, office development and retail and leisure projects. 1980 ‐ 1986: Various architectural practice in Italy, Afghanistan and the Sudan City centre restoration projects; urban design; low income housing design; shops; Industrial and product design for glass and jewels industries (BORMIOLI ROCCO; POMELLATO). Restoration of archaeological sites (Minarets, etc.) and frescoes in churches. Significant publications, creative projects, and/or paper presentations (up to six items):  Conference speaker: MIPIM; IDRC; Euroforum, The Workplace Forum, others 
You Tube video : January 2013
Faculty Data Form
Faculty Data Form Themes developed: “The nomadic worker”, “Cultural differences in Europe” ; “New Ways of Working’’ ; “The City as a stage”; “Urban Design Trends”; “From virtual space to reality” ;“Retail Trends & Design Solutions”; “City as a stage”; “From the spoon to the City”; “Transportation nodes future” ; “Learning Environments“ ; “Hotels trends and design solutions“ Awards, recognitions, grants, competitions: Professional memberships and service: _____________________________________________________________________________________________
__ Professional development (meetings/conferences attended, continuing education courses, etc., in the last five years): January 2013
Faculty Data Form

Program Analysis Report - New York Institute of Technology

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