Policies, Standards and Guidelines for the Bachelor of Science in Interior Design (BSID) Program

May 17, 2017

CHED MEMORANDUM ORDER NO. 044-17

 

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 s. 2012 entitled "Policy Standards to Enhance Quality Assurance (QA) in Philippine Higher Education Through an Outcomes-Based and Typology-Based QA," and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I

Introduction

SECTION 1. Rationale. —

Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the "shift to learning competency-based standards/outcomes-based education." It specifies the core competencies expected of the Bachelor of Science in Interior Design (BSID) graduates, regardless of the type of Higher Educational Institution (HEI) they graduate from. In recognition of the "spirit of Outcomes-Based Education" (OBE), this PSG allow HEI to initiate curricular innovations "in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions."

Interior design graduates must demonstrate comprehensive knowledge, skills and professional attitudes in the practice of Interior Design. In sum, they must strive for excellence and professionalism. On this basis, this PSG is developed in accordance with the shift to OBE, industry needs, latest trends and technology in the field of interior design and in compliance with global and international requirements.

ARTICLE II

Authority to Operate

SECTION 2. Government Permit/Recognition. —

All private HEIs, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) intending to offer a BSID must first secure proper authority from the Commission and comply with its guidelines governing the operations of the degree program.

ARTICLE III

General Provisions

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses.

SECTION 3. The articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes. A sample curriculum has been designed, employing a curriculum map, to attain such outcomes. The number of units of this curriculum is hereby prescribed as the "minimum unit requirement" under Section 13 of RA 7722, otherwise known as Higher Education Act of 1994.

Appropriate curriculum delivery methods based on the OBE approach are also provided. A sample course syllabus, as shown in Section 11 of Article V, demonstrates some of these methods.

Given the curriculum and its means of delivery, the physical requirements for the library, studios/laboratories and other facilities, as well as the human resource requirements in terms of administration and faculty were determined.

SECTION 4. The HEIs are allowed to design curricula suited to their own vision and mission, provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they may exercise latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources, as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose and undertake.

The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as guides on the proper procedures of submitting requirements to the CHED.

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree Name

The degree program described herein shall be called Bachelor of Science in Interior Design (BSID).

5.2 Nature of Field of Study

Interior design is recognized as a distinct professional field of study. It is a discipline with its own specialized body of knowledge, which is defined by its own set of competencies, theoretical framework and philosophies.

Interior design, according to Republic Act 10350 (The Philippine Interior Design Act of 2012), refers to "the science and art of planning, specifying, selecting and organizing the surface finishes and materials including furniture, furnishings and fixtures and other interior design elements for the purpose of interior space allocations to suit, enhance and meet the intended function, movement and character for which the interior of the building is designed."

The following are the subject areas in the Interior Design Licensure Examination and their corresponding percentage weights:

(a) Interior Design	40%
(b) Furniture Design and Construction	15%
(c) Materials of Design and Decoration	10%
(d) History of Arts and Interior Design	10%
(e) Interior Construction and Utilities	10%
(f) Color Theory	5%
(g) Professional Practice and Ethics	10%
	100%

Upon completion of the BSID program, the graduates must pass the licensure examination given by the Professional Regulation Commission (PRC) and obtain certification.

5.3 Program Objectives. The following objectives of the BSID Program aim to produce globally-competent and value-laden graduates who are able to:

a. demonstrate critical and analytical thinking of the principles, philosophies and theoretical frameworks of the discipline;

b. develop humanistic values and ethics of the interior design discipline in relation to health, safety, environment and public welfare issues that confront the discipline;

c. respond to the needs and demands of society and its integration into the social, economic, cultural and environmental aspects of nation building for sustainable development.

5.4 Specific Professions/careers/occupations for graduates

Professional interior design practice consists of two main areas:

a. Residential interior design

b. Non-residential interior design

5.5 Allied Fields

5.5.1 Other careers, occupations or trades that interior designers may pursue:

a. Interior design education, research and other related academic programs

b. Furniture and interior accessories design and construction and manufacturing

c. Exhibition design, retail design and visual merchandising

d. Set and Production design

e. Color and materials specialization

f. Interior design journalism and photography

g. Lighting design

h. Professional rendering

i. Specifications writing

j. Scaled model-making

k. Professional CAD specialization

l. Events planning, styling and management

m. Floral design and interior plantscaping

n. Interior design business and project management

o. Cultural heritage conservation

p. Art Direction — responsible for the visual style and images in magazines, newspapers, product packaging, and movie and television productions

q. Museum design and Curatorial Planning

SECTION 6. Program Outcomes. —

The minimum standards for the BSID program are expressed in the following minimum set of program outcomes:

6.1 Common to all academic programs of HEIs

The graduates have the ability to:

a. articulate and discuss the latest developments in the specific field of practice, (PQF level 6 descriptor)

b. effectively communicate in oral and written English and Filipino

c. work efficiently and independently in multi-disciplinary and multi-cultural team, (PQF level 6 descriptor)

d. act in accordance with professional, social and ethical responsibility

e. conserve and promote Philippine historical and cultural heritage, (based on RA 7722)

6.2 Common to the Discipline

Graduates of BSID are able to:

a. identify, analyze, and solve interior design problems;

b. formulate and implement design concepts, strategies and/or approaches using new technology in interior design;

c. integrate theories, current issues, and design philosophies;

d. demonstrate knowledge of history of arts and period styles, materials of décor, furniture design, building construction, utilities and legislation, and color studies;

e. function and assimilate within a collaborative framework effectively;

f. articulate design proposals through visual, oral, written and virtual communication;

g. practice ethical professional values;

h. perform according to interior design global standards;

i. exhibit sensitivity to cultural, social, and environmental issues and advocacies.

Graduates of BSID must be able to identify research and creatively solve problems of the interior environment bearing in mind their responsibility to enhance and protect the welfare, safety and health of the users of space. A BSID graduate is a person qualified by disciplinal and technical training and experience of the basic competencies of interior design. The BSID graduate must show professional competence in the major subject areas of interior design namely; interior design, furniture design and construction, materials of design decoration, history of arts and interior design, interior construction and utilities, color theory and professional practice and ethics.

6.3 Common to all type as defined in CMO No. 46 s. 2012

- For professional institutions: a service orientation in one's profession.

- For colleges: an ability to participate in various types of employment, development activities, and public discourses particularly to the needs of the communities one serves.

- For universities: an ability to participate in the generation of new knowledge or in research and development projects.

SECTION 7. Sample Performance Indicators. —

Program Outcomes	Performance Indicators
1. Identify, formulate, analyze, and solve interior design problems for various reasons which include, among others, the following: a) To meet national standards; b) To comply with global standards; c) To enhance and protect the welfare, safety and health of the users of space; d) To address climate change, environmental hazards, and urban pollution. 2. Synthesize earlier knowledge from prerequisite courses for application in current and future research learning settings.	a. Choose relevant topics for possible research in design-related problems; b. Design interior spaces that are in compliance with Philippine statutory laws, codes and standards relevant to interior design such as RA 10350 Philippine Interior Design Act of 2012; c. RA 6541, National Building Code; d. RA 9514, Revised Fire Code of the Philippines; e. RA 10028 on expanded breastfeeding program, promoting breastfeeding stations in public buildings; f. RA 344 on Mobility and Accessibility of disabled persons and; g. RA 9257, Senior Citizen Act of 2010, promoting the welfare of the elderly and other relevant ordinances from LGUs and government agencies; h. Create interior design proposals dealing with disaster shelters, sustainable interiors, green design and other issues related to climate change and environment concerns; i. Conceptualize designs for interiors that address water, air and sound pollution; j. Conduct case studies on various interior design problems, applying knowledge and skills acquired in foundation subjects; k. Prepare schematic drawings and documents relating to the design of interior space; l. Present design proposals that provide solutions to relevant interior spatial problems; m. RA 10557, National Cultural Heritage Act of 2009; n. RA 10557, Philippine Design Competitiveness Act of 2013.
3. Formulate and implement design concepts, strategies and/or approaches using the latest technologies in interior design. 4. Use the techniques, skills, and modern interior design tools, gadgets, machines and equipment necessary for professional practice.	a. Present interior design concepts using advance design presentation platforms through the application of the latest technologies; b. Perform services pertaining to designing interior spaces which include design programming and analysis, space planning, aesthetics and inspection of work on site and using specialized software; c. Choose the appropriate technique, tool, or technology for design purposes; d. Prepare interior design plans, design drawings, interior construction details, and technical specifications.
5. Integrate theories, current issues, and design philosophies	a. Conduct thesis work anchored on relevant theories and philosophies in interior design that addresses a current issue pertaining to interior spaces; b. Defend how a research design addresses a current issue such as sustainable design, gender sensitive spaces, etc.; c. Identify the theory or philosophy used in a specific design component.
6. Demonstrate knowledge of the following subject areas: a) Interior design;	a. Apply knowledge of interior design, space relationships, architecture, interior construction, and cultural dimensions through efficient programming and furniture footprint plans for a fully integrated interior design project.
b) Interior construction and utilities;	a. Produce accurate interior construction working drawings and technical specifications for materials and finishes; b. Design interior spaces with special consideration on lighting and other fixed or moveable elements of all utilities; c. Select appropriate materials, finishes, fixtures and fittings for the various utility requirements of an interior space.
c) Color theory;	a. Apply socio-psychologically and culturally suitable color combinations in proper distributions required in a given interior space; b. Create color and material boards that reflect the overall color scheme and materials to be used in a proposed design for an interior space; c. Select and document appropriate color schemes for a specific interior space through mood boards, perspective drawings and other forms of visual communication; d. Match color hues with their equivalent in different color systems, such as CMYK, RGB, Pantone, etc., for application in interior design projects.
d) Furniture design and construction;	a. Design furniture pieces that conform to accepted standards in anthropometrics and ergonomics; b. Develop innovative forms and functions for furniture design using sustainable materials and finishes; c. Present accurate furniture systems, schedules, full size and construction drawings.
e) History of arts and interior design;	a. Identify various visual arts and period styles with a critical eye based on the elements and principles of interior design; b. Use proper terminologies in identifying specific period styles in furniture and interior design, and the visual arts; c. Formulate accurate color mixtures for specific period style; d. Create design concepts using historic visual arts and period styles promoting appreciation for and conservation of cultural heritage;  Present design proposals for interior spaces, applying knowledge of history of arts and period styles.
f) Materials of design and decoration;	a. Identify available local and international materials and their properties, treatments, finishes and their processes relevant to interior design; b. Specify and apply appropriate materials, treatments and finishes as well as forms of decoration in interior design projects with consideration of environmental, cultural, social, economic, health, safety and security concerns; c. Create innovative design concepts for the development of new materials, treatments and finishes anchored on the principles of recycling, upcyling and green design; d. Estimate the quantity and cost of specified materials, treatments and finishes in an interior design project, such as for floors, walls and ceilings.
g) Professional practice and ethics.	a. Identify the current statutory laws relevant to the interior design profession in the Philippines; b. Apply the building code requirements and standards relevant to interior design practice; c. Discuss the basic business procedures, financial management, compensation and promotion and marketing strategies relevant to the interior design practice; d. Create a design contract in conformity with ethical values reflected in the business management of interior design; e. Exhibit professional and ethical behaviour in their day-to-day dealings with others such as during their internship in an interior design firm.
7. Effectively function and assimilate within a collaborative framework in multi-disciplinary teams and task forces.	a. Demonstrate the role of a team player in interior design projects; b. Actively participate in collaborative discussions and deliberations on relevant issues concerning interior design.
8. Convey and communicate effectively through visual, oral, written, and virtual communication, whether interpersonally, through the mass media, or through electronic means or advanced ICT technologies.	a. Present design proposals through oral and visual communication formats that are both listener and reader friendly, using appropriate technologies that would encourage audience support and participation; b. Apply research knowledge in field data gathering as well as interpersonal skills in communicating and dealing with client-respondents.
9. Understand, apply, and practice ethical professional values and responsibility.	a. Demonstrate a strong sense of professionalism through design concepts, programming and execution in compliance with legislation and codes of conduct relevant to interior design practice.
10. Exhibit sensitivity to cultural, social, and environmental issues and advocacies.	a. Create design proposals for interior spaces that are sensitive to environmental, multi-cultural, gender and other social issues; b. Collaborate with other nationalities involved in interior design while recognizing cultural diversity.
11. Design and conduct surveys, interviews, analyze and interpret data to meet desired needs of clients in interior design projects.	a. Identify the appropriate research design for a specific problem in the field of interior design; b. Present design solutions for a specific interior design problem with application of critical analysis of data gathered; c. Recommend further studies related to the specific interior design problem.
12. Recognize the need to engage in lifelong learning.	a. Participate in different activities relevant to interior design that provide professional growth and personal development.

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The BSID curriculum is composed of the following course categories:

a. General Education (GE) courses: These courses provide strong liberal arts foundation which will equip BSID graduates with a basis for critical thinking abilities and values formed from other methods and theories of other disciplines. The number of units shall follow CHED requirements.

b. Professional courses: These courses comprise the basic competencies directed by Republic Act 10350 for certification and licensure in interior design. These professional courses total 105 units.

c. Elective courses: These courses provide skills and capabilities which may strengthen and equip students with additional learning and development. The minimum number of units for electives is 18 units.

The BSID curriculum inclusive of general education, professional and elective courses thus totals a minimum of one hundred seventy three (173) units.

SECTION 9. Sample Curriculum. —

9.1 Components

PROFESSIONAL COURSES	105 units
a. Interior Design Competency Courses	(60 units)
1. Interior Design (ID) 1	(4 units)
2. Interior Design (ID) 2	(4 units)
3. Interior Design (ID) 3	(4 units)
4. Interior Design (ID) 4	(4 units)
5. Interior Design (ID) 5	(4 units)
6. Interior Design (ID) 6	(4 units)
7. Interior Design (ID) 7 (Thesis)	(6 units)
8. Interior Design (ID) 8 (Special Project)	(6 units)
9. Theory of Interior Design	(3 units)
10. Interior Perspective	(3 units)
11. Research Methods	(3 units)
12. CAD 1	(3 units)
13. CAD 2	(3 units)
14. CAD 3	(3 units)
15. Interior Design Drafting	(3 units)
16. Visual Techniques	(3 units)
b. Furniture Design and Construction Competency Courses	(8 units)
1. Furniture Design 1	(4 units)
2. Furniture Design 2	(4 units)
c. Materials of Design and Decoration Competency Courses	(6 units)
1. Finishing Materials and Resources 1	(3 units)
2. Finishing Materials and Resources 2	(3 units)
d. History of Arts and Interior Design Competency Courses	(9 units)
1. History of Interior Design 1	(3 units)
2. History of Interior Design 2	(3 units)
3. History of Interior Design 3	(3 units)
e. Interior Construction and Utilities Competency Courses	(6 units)
1. Materials of Construction and Utilities	(3 units)
2. Interior Construction and Detailing	(3 units)
f. Color Theory Competency Courses	(6 units)
1. Color Studies 1	(3 units)
2. Color Studies 2	(3 units)
e. Professional Practice and Ethics Competency Courses	(10 units)
1. Professional Practice & Ethics	(3 units)
2. Business Management	(3 units)
3. Practicum/Apprenticeship	(4 units)

ELECTIVE COURSES

(Suggested Courses)	18units
Period Colors	(3units)
Interior Floral Design and Plantscaping	(3units)
Lighting Design	(3nits)
Building Utilities	(3units)
Liturgical Arts	(3units)
Interior Styling and Photography	(3units)
Textile Design	(3units)
Perspective of World Arts	(3units)
Philippine Arts	(3units)
Aesthetics for Interior Design	(3units)
Accounting for Interior Design	(3units)
Statistics	(3units)
Project Management	(3units)

SUMMARY

Courses	Total units
General Education Courses	36
Required Courses:
Physical Education	8
NSTP	6
Professional Courses	105
Interior design competency courses	60
Furniture design and construction competency courses	8
Materials of design and decoration competency courses	6
History of arts and interior design competency courses	9
Interior construction and utilities competency courses	6
Color Theory	6
Professional practice and ethics	10
Elective Courses	18
TOTAL	173 units

9.2 Sample Program of Study

FIRST YEAR

FIRST SEMESTER

Course Title	Lec	Lab	Units	Prereq (Coreq)
Interior Design 1 Theory of Interior Design Visual Techniques Interior Design Drafting General Education 1 General Education 2 General Education 3 PE 1 NSTP1	* 3 2 2 3 3 3 2 3	* 0 3 3 0 0 0 0 0	4 3 3 3 3 3 3 2 3
TOTAL			27

SECOND SEMESTER

Course Title	Lec	Lab	Units	Prereq (Coreq)
Interior Design 2 Color Studies 1 — Color Theory Interior Perspective General Education 4 General Education 5 General Education 6 PE 2 NSTP2	* 1 1 3 3 3 2 3	* 6 6 0 0 0 0 3	4 3 3 3 3 3 2 3	ID 1             NSTP 1
TOTAL			24

SECOND YEAR

FIRST SEMESTER

Course Title	Lec	Lab	Units	Prereq (Coreq)
Interior Design 3 History of Interior Design 1 Color Studies 2 — Color Rendering Finishing Materials and Resources 1 Computer-Aided Design 1 General Education 7 General Education 8 PE 3	* 2 1 3 2 3 3 2	* 3 6 3 0 0 0 0	4 3 3 3 3 3 3 2	ID 2 CAD 1 Color Studies 1
TOTAL			24

SECOND SEMESTER

Course Title	Lec	Lab	Units	Prereq (Coreq)
Interior Design 4 History of Interior Design 2 Computer-Aided Design 2 Finishing Materials and Resources 2 Interior Design Elective 1 General Education 9 General Education 10 PE 4	* 2 2 3 3 3 3 2	* 3 3 0 0 0 0 0	4 3 3 3 3 3 3 2	ID 3 HID 1 CAD 1 FMR 1
TOTAL			24

THIRD YEAR

FIRST SEMESTER

Course Title	Lec	Lab	Units	Prereq (Coreq)
Interior Design 5 Furniture Design 1 Interior Design Elective 2 Construction Materials & Utilities Research Methods General Education 11 General Education 12	* 2 3 3 3 3 3	* 3 3 0 0 0 0	4 4 3 3 3 3 3	ID 4     MR 2
TOTAL			23

SECOND SEMESTER

Course Title	Lec	Lab	Units	Prereq (Coreq)
Interior Design 6 Furniture Design 2 History of Interior Design 3 Interior Construction & Detailing Interior Design Elective 3 Computer-aided Design 3	* 6 2 2 2 3	* 4 3 3 3 3	4 4 3 3 3 3	ID 5 Furniture Design 1 HID 2     CAD 2
TOTAL			20

SUMMER

Course Title	Lec	Lab	Units	Prereq (Coreq)
Apprenticeship/Practicum (minimum of 150 hours)	2	6	4
TOTAL			4

FOURTH YEAR

FIRST SEMESTER

Course Title	Lec	Lab	Units	Prereq (Coreq)
Interior Design 7 Professional Ethics, Contracts &Specifications Interior Design Elective 4	* 3   3	* 0   3	6 3   3	ID 6 4th Year Standing
TOTAL			12

SECOND SEMESTER

Course Title	Lee	Lab	Units	Prereq (Coreq)
Interior Design 8 Business Management in ID Interior Design Elective 5 Interior Design Elective 6	* 3 0 3	* 0 3 0	6 3 3 3	ID 7 4th Year Standing 4th Year Standing 4th Year Standing
TOTAL			15

*The distribution of lecture and laboratory hours will be at the discretion of the HEI.

SECTION 10. Sample Curriculum Map. —

Refer to Annex A for a sample curriculum map that relates all the courses in the curriculum with the minimum set of program outcomes.

Refer to Annex B for sample course outcomes.

SECTION 11. Sample Means of Curriculum Delivery. —

The implementation of the curriculum of BSID employs the following considerations:

a. Curriculum standards are intended to be flexible rather than restrictive. These standards provide as general framework within which each institution should design and develop curriculum that is suitable to the institution's own particular needs, resources, and appropriate to the community and regional environment.

b. Curriculum content should be carefully selected on the basis of relevance to the subject area and the optimum use of available time and resources.

c. There should be periodic reviews of the curriculum to avoid obsolescence.

d. A minimum standard of seven hours for professional interior design courses with laboratory will be required; the distribution of hours each week for lecture and laboratory per course will be subject to the discretion of the HEI. This is to ensure the sufficient coverage of the subject area, and adequate time for the student to devote immediate practical application of the lecture conducted at each session.

e. A minimum standard of five hours for elective interior design courses with laboratory will be required; the distribution of hours each week for lecture and laboratory per course will be subject to the discretion of the HEI. This is to ensure the sufficient coverage of the subject area, and adequate time for the student to devote immediate practical application of the lecture conducted at each session.

f. A minimum standard of three hours for interior design courses that are purely lecture will be required; the distribution of hours each week per course will be subject to the discretion of the HEI. This is to ensure the sufficient coverage of the subject area, and adequate time for the student to devote immediate practical application of the lecture conducted at each session.

g. Teachings methods and techniques must be designed to provide a quality teaching/learning environment which will nurture the creativity and uniqueness of the students while encouraging them to be sensitive and responsive to cultural, social, and environmental issues.

h. The teacher/student ratio in courses with laboratory classes should not be more than 35 students to maintain a sufficient level of quality teaching/learning, except for thesis classes, the ratio of which should not exceed more than 1:15 to maintain an adequate level of consultation and supervision.

i. Students must be provided with course syllabi at the beginning of each term. Students should also be informed of their class standing on a regular basis.

j. Readings and other reference materials should be selected on the basis of acceptable criteria determined by the HEI and should not be more than 5 years old, except for classic text. The creative use of other instructional materials and strategies is encouraged.

k. A program of evaluating effectiveness specific for interior design should be designed in consultation with the faculty and the students, and implemented in the department/division level.

SECTION 12. Sample Syllabus for all Courses (Please See Annex C). —

ARTICLE VI

Required Resources

SECTION 13. Administration. —

The BSID program must be administered by a full-time Dean and/or Department/Unit Chairperson/Section Head. However, in consideration of a distinct academic administrative structure, on a case-to-case basis, in the absence of a unit chairperson, the Dean shall designate, with due compensation, a coordinator for the BSID program.

a. Qualifications of the Dean

1. Must be a holder of a Masteral degree in the arts or allied discipline.

2. Must have practiced their profession/field of expertise for the past 5 years.

3. Must have satisfactory teaching experience in the tertiary level for at least 5 years.

4. Must have administrative and managerial experience for at least 3 years.

b. Functions/Responsibilities of the Dean

1. Assumes academic leadership and administrative responsibility in the attainment of the objectives and outcomes of the BSID program.

2. Appoints qualified faculty members to teach in the BSID program.

3. Convenes and presides over regular and special faculty meetings.

4. Fulfils all others functions as may be explicitly required by the HEI concerned.

c. Qualifications of the Department/Unit Chairperson/Program Coordinator

1. Must be a Master's degree holder and a practicing licensed professional in interior design for the past 3 years.

2. Must have satisfactory teaching experience at the tertiary level for the past 3 years.

d. Functions and Responsibilities of the Department/Unit Chairperson/Coordinator

Where the institution does not require the position of a Dean, the institution should assign the administration of the BSID program to a Department/Unit Chairperson/Coordinator, whose functions include:

1. Ensures that the individual syllabus of each course of specialization in the BSID program is fully implemented within the required period of time.

2. Periodically reviews the curriculum along with the BSID faculty.

3. Recommends the appointment of qualified faculty members to teach in the BSID program.

4. Convenes regular and special departmental faculty meetings.

5. Schedules classes and assigns faculty teaching load with consultation and approval with the faculty.

6. Supervises student evaluation of faculty teaching in the BSID program.

7. Monitors progress of students in the BSID program.

8. Represent their HEI in academic and profession-related activities and deliberations.

SECTION 14. Faculty. —

a. Qualifications of the Faculty for interior design courses

The faculty for interior design courses, duly supported by appropriate credentials on file in the school, must be a Bachelor's degree holder with license in interior design. Any deviation from the requirements shall be subject to regulation by the CHED.

An interior design faculty member is required to obtain a Master's degree as mandated by la (RA10350). Furthermore, to spearhead towards a trans-disciplinal approach to interior design education, any allied discipline/field may be specialized by said faculty member, provided that their culminating project, thesis or dissertation will be relevant to interior design.

b. Qualifications of the Faculty of non-interior design board courses

The faculty of non-interior design courses such as electives, may be graduates of any inter, multi and trans-disciplinary (defined in definition of terms) allied programs. Among them, but not limited to, are the following:

 BS Psychology/MS Psychology

 Bachelor of Fine Arts, Master of Fine Arts

 BS Architecture, MS Architecture

 BA Art Studies, MA Art Studies

 BA Communication, MA Communication

 BA Humanities, MA Humanities

 BA/BS Management, MA/MS Management

 BSE Art Education, MA Art Education

 BS Industrial Design

 BS Landscape Architecture

 Bachelor of Laws

c. Teaching Load

The primary consideration in assigning teaching load to the faculty should be to enable each member to adequately fulfill academic and administrative responsibilities while providing the opportunity for practice of the profession for personal growth, which will ensure the effective and meaningful implementation of the curriculum. Faculty members teaching BSID courses shall therefore be assigned teaching load subject to the respective policies and guidelines of the respective HEIs.

d. Faculty Rank

The institution shall appoint faculty members of the BSID program with the rank appropriate to the qualifications and other requirements of the HEIs, without prejudice to existing regulations that may be applicable to such institution. The following academic ranks shall apply with appropriate compensations and benefits:

 Professor

 Associate Professor

 Assistant Professor

 Instructor

 Professorial Lecturer

 Senior Lecturer

 Junior Lecturer

e. Employment Status

1. Tenured faculty members are those who have attained permanent positions in the faculty roster after having met the required educational qualifications and years of service set by the HEIs. Tenured faculty members are assigned the minimum number of teaching credit units for every semester in the academic year, and receive compensation according to their individual academic rank.

2. Full-time faculty members are those who are not tenured and whose employment contracts are renewable on an annual basis. Full-time faculty members are assigned the minimum number of teaching credit units for every semester in the academic year, and received compensation according to their individual academic rank. Full-time faculty members are restricted from working for other HEIs.

3. Part-time faculty members are those whose employment contracts may be renewed according to the policies and guidelines of the HEIs. Part-time faculty members are assigned a limited number of teaching credit units for any number of semesters in the academic year as may be required by the HEIs, and receive compensation for the number of actual teaching hours computed according to individual academic rank.

f. Promotion

Promotion in academic rank and commensurate basic compensation of BSID fulltime tenured and non-tenured faculty shall conform to standards that consider the individual's educational qualifications, years of service, achievements in the profession, teaching effectiveness, and active engagement in the institution's varied academic and non-academic activities.

g. Evaluation of Faculty

The evaluation of the faculty members shall take into account not only their teaching qualifications and effectiveness, but also their research studies and creative work which must be shared and reported in university/school symposia, and published in local and international journals. Faculty research counts equally as strong criteria among all international top university rankings in the world. For this matter, faculty members shall be given all the incentives necessary for faculty members to engage and conduct research while teaching. Research must prioritize both quantitative and qualitative studies, such as giving the faculty member concerned only six units to teach in each semester within the time duration of the research. The university shall designate ample research funds and budget available for the teacher-researcher.

h. Faculty development

There should be a formal development program in the institution to encourage and help faculty members to keep up with new knowledge and techniques in their field, improve their teaching skills and course materials, and continue their professional growth.

1. A faculty development program should include provisions for the following:

• Scholarship grants, research grants, creative work grants, travel grants and sabbatical leaves,

• Financial support for exhibitions and training courses, attendance in conferences and seminars, and participation in extension and outreach programs.

2. Faculty members are required to participate in regular faculty meetings where they can be a part of the decision and policy making process.

3. Faculty members are encouraged to participate in faculty committees to engage them in matters affecting collegial life.

4. Faculty members should be informed in writing about all actions and policies that affect them. The publication of a faculty manual for this purpose is highly recommended.

SECTION 15. Library. —

Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BS Interior Design program.

SECTION 16. Laboratory/Studio and Physical Facilities. —

a. Studio requirements. The teaching/learning environment can only begin with a classroom facility unique to the practice of interior design. The word "laboratory/studio" denotes a physical space within which the teaching/learning of the visual language takes place.

1. The laboratory/studio should have adequate space for worktables, movable chairs, and elbow room for a class of 30 students doing production work at the same time.

2. The laboratory/studio should be well-ventilated and well-lit, provided with two large sinks and faucets.

b. Audio-visual requirements. Multi-media systems should be provided, with substantial collection of materials such as films and documentaries for instructional support relevant to interior design.

c. Materials and resource center. Brochures and actual samples of materials for interior design finishes, furniture, furnishings and interior design accessories should be appropriately organized and stored for easy access and use of students.

d. Computer laboratory. A computer laboratory should be provided with the latest CAD/ software applicable to interior design, for students' use for digital production and printing.

ARTICLE VII

Compliance of HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, an HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program:

SECTION 17. The complete set of program outcomes, including its proposed additional program outcomes.

SECTION 18. Its proposed curriculum and its justification including a curriculum map.

SECTION 19. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

SECTION 20. Proposed outcomes-based syllabus for each course.

SECTION 21. Proposed system of program assessment and evaluation.

SECTION 22. Proposed system of program Continuous Quality Improvement (CQI).

For existing programs, the CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this PSG using an outcomes-based assessment instrument.

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 23. Transitory Provision. —

All private HEIs, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate the Bachelor of Science in Interior Design program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.

SECTION 24. Repealing Clause. —

All pertinent policies, rules and regulations or parts thereof that are inconsistent with the provision of this CMO are hereby repealed and/or modified accordingly.

SECTION 25. Effectivity Clause. —

This CMO shall take effect fifteen (15) days after its publication in the Official Gazette, or in two (2) newspapers of national circulation. This CMO shall be implemented beginning Academic Year 2018-19.

Quezon City, Philippines, May 17, 2017.

For the Commission:

(SGD.) PATRICIA B. LICUANAN, Ph.D.

Chairperson

ANNEX A

SAMPLE CURRICULUM MAP

 

 

ANNEX B

COURSE OUTCOMES

Course Outcomes: At the end of the term, students of Interior Design 4A should be able to:

1. Identify the research procedures and techniques in interior design thesis writing,

2. Use the case study research design as the most preferable mode of conducting research in the field of interior design,

3. Choose topics for possible research problems,

4. Defend proficiently the approved research topic,

5. Apply research knowledge in field data gathering as well as interpersonal skills in communicating and dealing with client-respondents,

6. Analyze the data gathered using content analysis coupled with descriptive statistics,

7. Write the thesis proposal draft/manuscript with consultation of and approval by the designated thesis adviser,

8. Synthesize earlier knowledge from prerequisite courses for application in current and future research learning settings.

Course Outcomes (COs)	Program Outcomes (POs)
PO 1	PO 2	PO 3	PO 4	PO 5	PO 6	PO 7	PO 8	PO 9	PO 10	PO 11
C01: Identify the research procedures and techniques	x	x	x		x			x			x
C02: Use the case study research design	x	x	x	x	x	x	x			x	x
C03: Choose topics for possible research problems	x	x	x	x	x	x	x			x
C04: Defend proficiently the approved research topic	x	x	x		x	x	x	x		x	x
C05: Apply research knowledge in field data gathering as well as interpersonal skills in communicating/dealing with clients	x	x	x	x	x	x	x	x	x	x	x
C06: Analyze data gathered using content analysis coupled with descriptive statistics	x	x	x	x	x	x	x	x		x	x
C07: Write the thesis proposal draft/manuscript	x	x	x	x	x	x	x	x		x	x
C08: Synthesize earlier knowledge from prerequisite courses and the current course	x	x	x	x	x		x	x	x	x

Course Coverage:

Week	Topic(s)	Teaching-Learning Activities (TLAs)	Assessment Tasks (ATs)	Course Outcomes (COs)
1	Orientation to class management, expectations and requirements; Introduction to the course	Lecture-PowerPoint presentation mix.   Handing out to students the syllabus. Explaining/clarifying to the class the expectations and requirements.	Ask students for clarification.   Require students to have a portfolio.	CO1-CO8
2	Definition and nature of research; research methods; the case study	Review of Week 1 sessions.       Randomly select students to write on board their own definition of "research."     Lecture on the day's lesson.           Silent reading of an essay (the likes of "The Joys of Research") that tells about the research inquiry process focusing on human curiosity, inquisitiveness, trial and error process, and verification.	Ask a student to comment on Week 1 sessions.   Ask a student to summarize the common features of the definitions written on the board. Ask students to write on the board their definition of research to compare these with pre-essay reading definitions. Assign students to write a computer-typed 2-page reaction to the essay to be submitted in next class meeting.	CO1, CO6, CO8     CO8         CO 1, CO3, CO5, CO6, CO8       CO1-CO8
3	Significance or contributions of research; difficulties, problems in conducting research; strategies to facilitate research	Ask students to submit their reaction paper assigned to them last week, followed by a review of Week 2 lessons.       Lecture supported by audio-visual slides of (from a powerpoint presentation) on the impact of research on human progress, followed by problems/difficulties in doing research. Also, show list of strategies to facilitate research     Focus on field data gathering strategies through interview. Contrast western interview techniques with the Pinoy "pakapa-kapa" technique promoted by U.P. psychologists.	Ask students, "Do you now feel that you would like to embark for a research journey to last for one semester?"   Select a few students to tell to the class why they like to go aboard the research ship. Process their responses.           Ask students to submit a computer-typed, 2-page reaction paper to the "pakapa-kapa" essay for submission next week.	CO1-CO8             CO1-CO8                     CO1, CO3, CO5, CO6, CO8
4	The research problem — what is a research problem? How do you raise the problem? How do you state or formulate the problem?   Spotting the research problem from the inconsistencies and contradictions that one observes in life.	Ask class to submit the assigned reaction paper on the "pakapa-kapa" technique.   Review of Week 3 lessons.         Lecture on the day’s lesson. Provide samples of theses/dissertations to show how to state the research problem.         Ask some students to read portions of the Statement of the Problem in one or two theses/dissertations. Point out what the inconsistencies and contradictions that the writer/researcher has expressed in writing.   Tell students of next week's activity: library research to be familiar with titles of theses. Ask them also to read the statement of the problem of these theses.   Ask them to submit in Week 6 class meeting 3 proposed topics for thesis writing from their library search in Week 5.	Ask a student to review last week's lessons; supply the gaps in review.   Emphasize the important portion(s) of sample readings. Interpret/clarify writer's perspective to drive home the point of how to state the problem.   Select a few students to read the portion in which the writer/researcher points out the inconsistencies and contradictions that serve as the research problem.	CO1-CO8         CO8                 CO1, CO2, CO4, CO6, CO7, CO6             CO1-CO8             CO-CO4, CO8
5	Library search for thesis and dissertations (no class meeting; students in the library)	Before the scheduled library research, prearrange with UST librarian(s) that students of Interior Design 4A will be reading some theses	Contact librarians for feedback on how the students fared in their library research; average number of theses borrowed for room reading.	CO3
6	Topic defense. Final selection of the topic most preferred by student	Ask class to submit the three topics proposed for their thesis.         Two-minute random processing of the submitted topics per student. Try to process all. Ask them the one they preferred most.	Ask students their library research experience, their problems in the library and in their search for topics.   Ask students which one they most prefer to pursue for their thesis. Examine the support of their reasons.	CO3-CO4             CO8       CO1-CO8
7	Writing the thesis using the American Psychological Association (APA) style	Lecturette on style standards of research reporting. Show PowerPoint presentation of the APA style of writing and samples of styles in bibliographic entries of books, journals, and websites, and how to acknowledge sources inside text of theses.   Compare APA style with the style of old theses if not current theses in the library.	Class seat exercise on how to write bibliography and how to acknowledge sources inside text.           Ask students how old theses in the library compare with APA style.	CO8                   CO1, CO7, CO8
8	Defense of the chosen topic in class	Randomly select students to ask them about their chosen topic. Call all students or as many as possible in the time allotted for the class. Those whose topics are not processed, request them to see the professor for consultation.                 Ask them during preliminary examination to bring and submit their portfolios.	Ask students to support their reasons for choosing the topic. Questions to use to gauge how they reason out may include: Why do they want the topic? What's so important with the topic? Does it show any problem or issue that needed to be resolved or answered? Is the topic the final title of the thesis?   Assign students to submit on Week 9 final title of thesis.	CO1-CO8
	Preliminary Examination	Coverage from Week 2 to Week 7.     Check portfolio entries. Must be complete.   Return to them at end of exam period.   While exam is ongoing, write on board that on Week 9, students must submit at least 10 bibliographic entries, alphabetized, and according to APA style. They need to visit the library again on their bibliography.	Parts of the Prelim Exam: 1. Matching type (10 items) (20%)   2. Sample Introduction to the Problem of an existing thesis for the student to comment or to correct. Is the problem raised adequately by the author? If not, ask student to alter it. Ask the student also to edit write-up in terms of APA style (80%)	CO1-CO8
9	Writing the bibliography of the proposed thesis in the APA style.	Announce that prelim exam papers will be returned next week.   Ask students to submit their bibliographic entries for their thesis.   Process in class five students' bibliography lists. Use projector to flash on screen the bibliography of these five students.   Announce to the class that those not processed due to time pressure will be returned next week with the comments of the professor.	Comment/correct Students' bibliography lists.   Unprocessed bibliography list to be corrected (in office or at home) and submitted with comments/corrections back to students on Week 10.	CO3, CO7       CO3, CO7
10	The parts of the thesis proposal proper: Chapter and its sections	Return the prelim test papers. Allow the class to look at their papers. Lecture on Chapter 1 (Introduction) and its four sections: - Background of the Study - Statement of the Problem - Significance of the Study - Scope and Delimitations Use projector to show the parts on screen. Explain how to write each section. Show samples of theses. Provide guidelines. For example: Background of the Study refers to context, circumstances, history, prior events before onset of the problem. Statement of the Problem, recall Week 4 lesson on inconsistencies and contradictions observed. Significance of the Study: Contributions to knowledge, theory, previous findings, practical use to design practitioners, educators. Scope and Delimitations: Time, site, respondent, and topic coverage.	Remind class of weight of prelim exam in final grade.   Pause to ask students for clarifications.   For each section sample write-up, ask students for reaction or comment.   At the end of each section, ask students to summarize learnings and understandings.   Consultation with students outside class within consultation hours of the professor to monitor and evaluate their progress and to provide them the opportunity to learn more.	CO1, CO2, CO4, CO7, CO8     CO1-CO4, CO7-CO8         CO1-CO8
11	Continuation of Chapter 1	Review of Week 10 lessons Continue lecture on how to write the sections of Chapter 1. Provide handouts of actual write-ups of each section	Ask some students about their problems of understanding about each section and their problems in writing.	CO1-CO4, CO7, CO8
12	Writing Chapter 2. The Review of Related Literature	Review of Week 11 lessons   Lecture to explain how to write the Review of Related Literature. The chapter discusses findings of previously published literature in books and journals.   Provide guidelines on how to write the chapter. For example, arrange the sources into thematic categories that may make for sub-headings. Only report the methodology used and gist of findings.   Provide handouts of actual write-ups of reviews of related literature.	Ask some students about their problems of understanding about writing Chapter 2.   Towards the end of the class, ask students to summarize learnings and understandings.   Consultation with students outside class within consultation hours of the professor to monitor and evaluate their progress and provide them the opportunity to learn more.	CO1-CO4, CO7, CO8         CO1-CO4, CO7, CO8         CO1-CO8
13	Writing Chapter 3. The Conceptual Framework	Review of Week 12 lessons   Lecture to explain how to write the Conceptual Framework. Show guidelines in clips form a PowerPoint presentation. For example, the chapter contains the elements or variables involved in the study and their relationships with each other. Provide model of diagram for illustration.   Provide handouts of actual write-ups of conceptual frameworks.	Ask some students about their problems of understanding about writing Chapter 3.   Towards the end of the class, ask students to summarize learnings and understandings.   Consultation with students outside class within consultation hours of the professor to monitor and evaluate their progress and provide them the opportunity to learn more.	CO1-CO4, CO7, CO8         CO1-CO4, CO7, CO8         CO1-CO8
14	Writing Chapter 4. Research Methodology	Lecture to explain how to write the Research Methodology which includes five sections: - Research Design - Sampling - Instrumentation - Data Gathering - Data Analysis   Show guidelines in clips form a PowerPoint presentation on how to write each section.	Ask some students about their problems of understanding about writing Chapter 4. At the end of each section, ask students to summarize learnings and understandings.	CO1-CO4, CO7, CO8       CO1-CO4, CO7, CO8       CO1-CO8
15	Continuation of Chapter 4	Review of Week 14 lessons   Provide handouts of actual write-ups of research methodologies.	Consultation with students outside class within consultation hours of the professor to monitor and evaluate their progress and provide them the opportunity to learn further.	CO1-CO8
16	Completing the thesis proposal. Writing the other parts of the thesis proposal	Lecture to explain how to write these other parts of the thesis: - Cover page - Dedication - Acknowledgement - Table of Contents - List of Tables - List of Figures - Abstract - Annexes   Provide guidelines and actual sample write-ups.   Ask the class to bring their portfolios during final examination	Ask some students about their problems of understanding. Towards end of class, ask students to summarize learnings and understandings. Consultation with students outside class within consultation hours of the professor to monitor and evaluate their progress and provide them the opportunity to learn, unlearn, relearn.	CO1-CO4, CO7, CO8   CO1-CO4, CO7, CO8
	Final examination	Coverage from Week 9 to Week 16   Check portfolios while examination is ongoing. Return to student at end of the examination period.	Parts of the Final Exam: 1. Matching Type (10 items) (20%) 2. Samples of Chapter 3, Chapter 4. Ask them to react and comment on the way these chapters were written. (40%) 3. Edit entries according to APA style (15%) 4. Samples of data for interpretation and analysis for tabulation and percentage analysis (25%)	CO1-CO8

Course Evaluation:

Course Outcomes	Assessment Tasks (ATs)	Weight	Minimum Satisfaction Average
CO1: Identify the research procedures and techniques	Class participation in recitation and discussion Comments in reaction paper Actual responses in thesis proposal defense Write-up in thesis proposal	10%   10% 30%   50%	5%   5% 25%   40%
CO2: Use the case study research design	Class participation in recitation and discussion Actual responses in thesis proposal defense Write-up in thesis proposal	15%   35%   50%	10%   30%   45%
CO3: Choose topics for possible research problems	Library search for theses and dissertations — number of theses and dissertations read; number of hours devoted to library research Quality of three topics submitted for thesis proposal	40%     60%	30%     50%
CO4: Defend proficiently the approved research topic	Extent and quality of persuasion during defense Number of reasons in defense of a research topic proposed Logic and coherence of reasons provided for defense Communicative ability (grammatically correct English, clear words used)	25%   25%   25%   25%	20%   20%   20%   20%
CO5: Apply research knowledge in field data gathering as well as interpersonal skills in communicating and dealing with clients	Possession of expert knowledge in research to qualify as researcher and to gather data from the field Data gathered from the field are complete, accurate, and valid Extent and quality of interaction with respondents of surveys, interviewees and participants Extent of performance in teams	25%     25%   25%     25%	20%     20%   20%     20%
CO6: Analyze data gathered using content analysis coupled with descriptive statistics	Quality of data gathered Use of rigorous standards in processing and consolidating data Accuracy of content analysis done Extent of performance in teams	25% 25%   25% 25%	20% 20%   20% 20%
CO7: Write the thesis proposal draft/manuscript	Accuracy of data gathered Quality of writing in English Conformity with APA style Parts of the thesis proposal complete and in order	40% 20% 20% 20%	30% 15% 15% 15%
CO8: Synthesize earlier knowledge from prerequisite courses and the current course	Integration of knowledge in prerequisite courses Integration of previous lessons of the course from Week 2 to Week 17 Extent that this integrative learning is demonstrated in writing the thesis	20%   30%   50%	10%   25%   45%

References:

American Psychological Association (APA) (2009, Sixth ed.).Publication manual of the American Psychological Association. Washington, D.C.: APA.

Bernard, H. R. & Ryan, G.W. (2009). Analyzing qualitative data: Systematic approaches. Sage Publications.

Creswell, J. W. & Plano Clark V.L. (2007, First ed.). Designing and conducting mixed research methods research. Thousand Oaks, CA: Sage.

Denscombe, M. (2009). Ground rules for social research: Guidelines for good practice. Open University Press.

Denzin, N. K. & Lincoln, Y.S. (2000) (Eds.). Handbook of qualitative research. London: Sage Publications.

Hennink, M. (2010). Qualitative research methods. Sage Publications, Ltd.

Patton, M. Q. (2001, Third ed.). Qualitative research & evaluation methods. London: Sage Publications, Inc.

Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge University Press.

Torres, A. (1982). " 'Pakapa-kapa' as an approach in Philippine psychology." In R. Pe-Pua (Ed.), Sikolohiyang Pilipino: Teorya, Metodo at Gamit (Filipino Psychology: Theory, Method and Application) (pp. 171-174). Quezon City: Surian ng Sikolohiyang Pilipino.

Yin, R. K. (2009, Fourth ed.). Case study research. Thousand Oaks, CA: Sage

ANNEX C

SAMPLE SYLLABUS

 

 

 

 

ANNEX D

DEFINITION OF TERMS

1. COLLEGE. This is also referred to as university, or institution. All are academic institutions offering a Bachelor of Science in Interior Design program.

2. Commission. The Commission on Higher Education of the Republic of the Philippines.

3. COMPETENCY is a set of related knowledge, skills and attitudes required to successfully perform a task that supports the desired architecture program outcomes through a course or series of courses.

4. Contract Documents. A final set of plan and specifications for an interior space that normally include: interior design, floor plans, elevations; reflected ceiling plan, sections, perspective/isometric presentations, power layouts, specifications and related calculation as appropriate in accordance with the Building Code and all other documents required to obtain a building permit.

5. COURSE OUTCOMES are knowledge, skills and attitudes all learners are expected to demonstrate at the end of a course.

6. HEIs. These refer to Higher Education Institutions, tertiary-level academic institutions which in this case offer the BSID program.

7. INSTITUTIONAL ASSESSMENT is the measure of the institution's performance in achieving set outcomes in order to provide guidance, oversight and coordination of the academic assessment and institutional processes.

8. LEARNING OUTCOMES are the results of specific lessons supporting the course outcomes in interior design.

9. OUTCOMES-BASED ASSESSMENT is the measure of students' demonstration of their learning based on explicit criteria for assessing each outcome.

10. OUTCOMES-BASED EDUCATION is an approach that focuses on the educational system in order to organize what is essential for all learners to know, perform, and value to achieve a desired level of competence at the time of completion of the interior design program.

11. OUTCOMES-BASED TEACHING AND LEARNING is the constructive alignment of intended learning outcomes with essential content, appropriate learner-centered activities and outcomes-based assessment.

12. Professional practice. The activities performed by a registered interior designer with regards to his/her profession, as embodied in RA 10350 including its implementing rules and regulations.

13. PROGRAM ASSESSMENT is the diagnostic measure of the effectiveness of the outcomes-based interior design program. This shall be performed while the program is ongoing.

14. PROGRAM EVALUATION is the determination of the effectiveness of the outcomes-based architectural program using the Program Assessment as basis for improvement. This is done upon completion of the program.

15. PROGRAM OBJECTIVES. These are the long-term objectives of the whole BSID program in the university.

16. PROGRAM OUTCOMES are the knowledge, skills, and attitude all learners are expected to demonstrate at the time of completion of the BSID program.

17. Republic Act No. 8534. The Act known as the "Philippine Interior Design Act of 1998"

18. Republic Act No. 10350. The Act known as the "Philippine Interior Design Act of 2012" repealing RA 8534.

19. Scope of practice of interior design. The provision of professional services in connection with the interior space, physical planning and the design, construction, enlargement, conservation, renovation, remodeling, restoration or alteration of an interior space or a group of interior spaces. Services may include, but are not limited to:

(a) Planning, interior designing and design conceptualization;

(b) Consultation, consultancy, giving oral or written advice and directions, conferences, evaluations, cost estimates, spatial analysis and other pre-design services;

(c) Schematic design, design development, contract documents and construction phases including professional consultancies,

(d) Preparation of preliminary, technical, economic and financial feasibility studies of plans, models and project promotional services;

(e) Preparation of interior design plans, specifications, bills of materials, cost estimates, general conditions and bidding documents;

(f) Construction and project management, giving general management, administration, supervision, coordination and responsible direction or interior designing, construction, reconstruction, erection, enlargement, or demolition, renovation, repair, orderly removal, remodeling, alteration, preservation or restoration of buildings or structures or complex buildings, including all their components, sites and environs intended for private or public use;

(g) The interior space lay-outing and utilization of interior spaces in residential units and commercial and institutional establishments;

(h) Interior space programming, renovation, rehabilitation and restoration;

(i) All works which relate to the scientific, aesthetic, and orderly coordination of all works and branches of work systems and processes necessary for the production of a complete interior design, whether for public or private use, in order to enhance and safeguard life, health and property and the promotion and enrichment of the quality of life; and

(j) All other works, projects and activities, which require the professional competence of an interior designer including teaching of interior design subjects and computer-aided design (CAD).