Interior Design concentration

Interior designers are imaginative, creative, artistic, and resourceful. Interior designers know how look at a space or blueprint, and visualize the completed environment. Interior designers work with products, textiles, light, color and materials to create an aesthetic interior  for their client. In addition, interior designers must understand the structural requirements of their plans, the health and safety issues, building codes, and many other technical aspects.

The Interior Design concentration at Radford University provides a comprehensive education, accredited by the Council for Interior Design Accreditation, [CIDA]. Our educational experience at Radford University enhances your creativity while developing your decision-making skills for accommodating all functional, technical, legal and business concerns for a design solution.

 

 

 

Interior Design concentration Mission and Goals

The mission of the Interior Design program at Radford University  encompasses four E’s.

Educate competent interior design professionals
Enhance the quality of life within the interior environment
Graduate design professionals with strong Ethical character
Cultivate an environment were Excellent design skills are commonplace

The mission of the Interior Design Program at Radford University is to educate competent interior design professionals whose excellent design skills, sound professional judgment, and strong ethical character guide them in creating designs that enhance the quality of life within the interior environment.

The Interior Design Program at Radford University has five educational goals:

1. To create an active learning environment that provides “hands-on” experiences and encourages interaction among students, faculty and professionals.
2. To provide studio experiences that foster creativity and conceptual discovery in pursuit of design excellence.
3. To teach students to apply a systematic process in which a variety of viable design alternatives are explored in arriving at a final design solution that is innovative, appropriate and “holistic” in nature.
4. To implement routine assessment measures at each level of the educational process in an effort to continually improve the program.
5. To provide students with the necessary knowledge and skills to achieve success in entering the profession.

Council for Interior Design Accreditation

The interior design program leading to the Bachelor of Fine Arts in Interior Design is accredited by the Council for Interior Design Accreditation, www.accredit-id.org, 206 Grandville Avenue, Suite 350, Grand Rapids, Ml, 49503.

The CIDA-accredited program prepares students for entry-level interior design practice, for advanced study, and to apply for membership in professional interior design organizations. The Bachelor of Fine Arts in Interior Design granted by Radford University meets the educational requirement for eligibility to sit for the National Council for Interior Design Qualification Examination (NCIDQ Exam). For more information about NCIDQ Exam eligibility visit: https://www.cidq.org/paths.

DSNI 103 - Visual Thinking for Design
An application of design fundamentals and problem solving techniques to two- and three-dimensional design problems for the interior spatial environment, with attention to human factors. Emphasis is on the design process, including conceptual thinking and creative expression.

DSNI 125 - Technical Drafting
An introduction to the skills and techniques required in representing designed space and form using conventional architectural drawing drafting standards.

DSNI 320 - Computer Aided Design I
An introduction to concepts and techniques of two-dimensional and three-dimensional computer-aided design applications for interior spaces.

DSNI 407 - Senior Showcase and Portfolio
This capstone course is the culminating activity of four years of interior design study. Students confront the challenge of designing and developing their individual portfolios and producing a senior exhibit. This course also provides: learning experiences that engage student in collaboration, consensus building, leadership, and team work.

Student Achievement and Institutional Data