About Interior Design Program at UTK

by David Matthews, Program Chair

Mission of the Interior Design Program 

The Interior Design Program facilitates learning that produces interior design professionals skilled as life-long learners. An environment is created at the University of Tennessee where individuals can develop their ability to apply design thinking with integrity resulting in creative and purposeful interior environments. Intellectual curiosity and acquisition of technical knowledge that informs the design and research of interior environments are essential aspects of learning. Collaboration with programs in the College of Architecture and Design, disciplines at The University of Tennessee, and regional and world communities is a foundation activity giving relevance and meaning to the practice of design. The interior design faculty provides excellence in teaching, learning, scholarship, and service to the Program, University, region, and world communities.

Philosophy of the Interior Design Program

The Interior Design program at The University of Tennessee provides a foundation for the practice of interior design, collaboration with the world community, and growth as a professional. Design thinking, a systematic method of producing tangible, measureable, and implementable proposals for the future, is applied to the creation of interior environments. Students are prepared for the future by applying design-thinking methods to the interior context.

The educational experience is founded on practicing critical thinking skills in the context of creating interior environments, objects, and experiences. As unique learners, the students’ innovation, independent thinking, and creativity are nurtured. The ability to learn from trial and error, to take risk and accept and learn from failure are essential elements in the creative process. Collaboration at all levels with near disciplines, such as architecture and discrete disciplines as unique problems demand, is indispensable for discovering or creating the most potent design solutions. Research and the application of knowledge is integrated in the design process in a manner which informs the project solution. Students learn from whole to part by creating project proposals that solve real-world problems within the context of interior environments. A range of learning opportunities from theoretical investigations to hands-on design-build projects is encouraged to create a holistic educational experience. Educational and scholarly partnerships beyond the institution are highly valued and learning opportunities outside the physical classroom are essential.

The context of interior design is presented in both a local and a global perspective. Ethics are valued in relation to the consumption of world resources, under-represented populations, and how the creation of new environments impact human experience and cultural meaning. Interior environments are viewed as dynamic, with shifting points of relevance, utility, and meaning. Scale is explored as a vital element that defines interiors. Students explore space, color, texture, pattern, time, and form in a manner that recognizes the simultaneous and contradictory nature of interior environment as ephemeral and permanent.

Effective communication of design ideas is an integral aspect of reflective thinking and ideation, is essential in building collaborative relationships, and inherent to the success of a project. Visual communication is viewed as a “second language” and is integrated in a developmentally appropriate manner across the educational experience. Effective communication requires the development of a sense-of-craft with emphasis on accuracy and precision. The selection of communication mediums require critical-thinking skills and differ based on the method of exploration and audience.

The program is created to provide students the ability to apply core competencies to the design thinking process. These include the ability to engage in abstract and conceptual thinking, transform ideas, build on the ideas of others, create original ideas, apply knowledge, ideate and visualize ideas, evaluate design proposals, and synthesize information. The above competencies result in the creation of interior environments that are culturally significant, innovative, logical, and provide beauty, meaning, and utility to a world community.

Design Studio – The Core of the Interior Design Education Experience

Design studio courses are the core experience for learning interior design. When students graduate they will be hired based on the body of work created in design studio as presented in their professional portfolio. During the hiring process perspective employers will scrutinize the applicants ability to work in a team atmosphere and demonstrate the conceptual and technical abilities to produce great interior design. Engagement in the design studio culture provides a rich opportunity to develop the thinking and doing of design on a conceptual and technical level, and provide social/collaborative experiences essential for securing employment.  

Typically students enjoy the challenges faced by working on open-ended design projects, engagement in the social atmosphere of the studio workplace, and having the unique opportunity to have a dedicated workstation on campus. Design studio also challenges students to work and think different. Studio is a learning and social environment. Adopting the design studio culture can be in conflict with other competing opportunities on campus. We encourage students to have a full life in school, to engage in a range of opportunities on and off campus. Students who are able to fully engage in the design studio culture by dedicating time to work in the building with peers are much more likely to be successful than students who choose to work independently.

The studio culture provides students opportunities to interact with peers at all levels of the interior design program, see the work of a range of creative disciplines in the Art and Architecture Building, and have access to a variety of creative tools and resources.

The bottom line is that the design studio environment is a very important learning community. Your fees and tuition pay for the experience with faculty, peers, and the studio environment. The successful ongoing engagement of the design studio community outside of class time is essential for success in the interior design program.

What to Expect Year-to-Year in the Interior Design Major

Year One – Design Foundation Studies, Studio Culture, General Education Success, Engagement in College of Architecture and Design Events, and Participation in Student Professional Organizations

Students in the first year of interior design studies are introduced to the studio culture. Design studio is located in the Art and Architecture building and it is the core of the design educational experience during all years of program study. Students who adopt and participate fully in the design studio culture are much more likely to be academically successful. Most students enjoy and fully engage design studio culture on an academic and social level.

Interior Design and Architecture students complete the same core foundation studio courses. The first year studio and representation courses provide a foundation of knowledge, design processes, and critical thinking experiences relevant to all design disciplines. Students learn the design process, visual and representation communications, elements and principles of design, and solve basic universal problems of design. These courses emphasize open-ended projects that are time intensive, promote the development of critical thinking skills, and require collaboration with peers outside of scheduled class time.

Students must also successfully complete core General Education requirements such as math and English courses. These courses are essential to the overall educational experience and serve for success in future Interior Design course that require intensive writing, math, and a breathe of knowledge from related disciplines.

  • Key Experiences for First Year Success
    • Adopting studio culture as a core experience of learning and doing design
    • Establishing a good GPA by successful completion of all courses
    • Participation in College of Architecture and Design events such as the lecture series, TASST week, and professional student organizations such as the American Society of Interior Design (ASID) or International Interior Design Association (IIDA)
    • Engagement in the peer mentor program to learn from senior interior design majors
  • Typical Expenses for First Year Studies
    • Material and tools for completion of projects in foundation studios
    • iPad or second hand laptop
    • Specific digital camera (see technology program requirement sheet)
    • Fees for Student Professional Organizations

Year Two – Interior Design Foundation Studios, Technology Program, College Field Trip, and Continued Engagement in the Interior Design Studio Learning Community

In the second year of study the studio experience shifts to specific design issues related to the practice of interior design. Students purchase a computer and suite of software core to the practice of interior design. The design studios and related courses require intensive use of technology and the skills learned in the foundation studios. Students are challenged to learn design and technology integrated in the design studio. Continued adoption of the studio culture, working in the Art and Architecture building with peers, is essential for learning and successful completion of course work.

During the fall term of the second year the College of Architecture and Design sponsors a field trip for second year students. This trip includes tours of professional design offices, landmark buildings, and the culture of design found in large metropolitan areas. The field trip provides a significant experience that often motivates and inspires design students.

Students begin engagement of technical support courses such as materials, physics, design and architectural history, and computer representation. These courses are essential for developing knowledge and skills that are applied in future design studio courses.

At the end of the second year students must pass progression requirements to move into the third year of interior design studios. These requirements include a minimum 3.0 design course GPA, and no less than a grade of C in required interior design courses.

  • Key Experiences for Second Year Success
    • Continued engagement of studio culture as a core experience of learning and doing design
    • Engagement in the intense program of learning technology skills and processes with the required computer and software
    • Participation in the second year field trip (typically Chicago)
    • Continued Participation in College of Architecture and Design events such as the lecture series, TASST week, and professional student organizations such as the American Society of Interior Design (ASID) or International Interior Design Association (IIDA)
    • Successful completion of progression requirements
  • Typical Expenses for Second Year Studies
    • Material and tools for completion of studio projects
    • Computer and software (see specific requirements)
    • Fees for Student Professional Organizations
    • Monthly subscriptions for website and tutorials
    • College of Architecture and Design Field Trip

Year Three – Interior Design Professional Studios, Interior Design, Interior Design Internship/Practicum, International Study Opportunities, and Continued Engagement in the Interior Design Studio Learning Community

The third year of study begins the educations of professional studio practices of interior design. Projects shift from the establishment of sound conceptual and philosophical approaches to design found in the first and second year studio to professional design experiences that integrate technology and knowledge required to create buildable/constructible interior projects.

Students beginning the third year have some important decisions to make in the program. Students can choose to earn credit in the workplace and/or in international studies as part of program graduation requirements. The internship or international studies typically takes place during the summer between the third and fourth year, but planning should start at the beginning of the third year of study. The choice of what program to engage (internship or international program of study) is a personal decision related to professional goals. This decision should be made in consultation with an interior design professor. Students can choose to participate in both international studies and the practicum/internship program.

Design Internship/Practicum

  • Students work in a design office or related workplace under the supervision of a practiced design professional.
  • Students are evaluated on their performance in the workplace.
  • Students create a reflective journal while working to assist in developing professional goals.

Design International Studies    

  • Students learn about design though the direct interaction of a culture other than their own.
  • Many large design firms are seeking employees with international cultural experience due to the amount of work being completed outside of America.
  • International studies provide amazing opportunities for significant growth and maturity of students.

Financial planning for either program is essential. Coordination of these requirements with the Office of Financial Aid well in advance of program participation is required for financial assistance. Costs of participating in international programs can be significant and vary widely based on the local economy of the place of study.

Internships are coordinated with a faculty member in the interior design program and are based in professional goals and geographic opportunities. Securing the internship position is the responsibility of the student. This is typically accomplished though an interview with a design firm and review of the portfolio of work created in the program to date. The College of Architecture and Design sponsors days where potential employers interview for entry level and internship position on campus. Student should seek interviews on and off campus for the best opportunities.

Internship costs can be substantial. While we encourage students to only engage paid internships, the pay may not be enough to cover living expenses in a large metropolitan area such as New York.

  • Key Experiences for Success
    • Continued engagement of studio culture as a core experience of learning and doing design
    • Early planning for internship/practicum and or international study
    • Development of portfolio and resume during winter break of the third year
    • Continued Participation in College of Architecture and Design events such as the lecture series, TASST week, and professional student organizations such as the American Society of Interior Design (ASID) or International Interior Design Association (IIDA)
  • Typical Expenses for Third Year Studies
    • Material and tools for completion of studio projects
    • Fees for Student Professional Organizations
    • Monthly subscriptions for portfolio website and tutorials
    • Internship and or International Study Programs

Year Four – Interior Design Professional Studio, Interior Thesis or Joint Studio with Architecture, and Continued Engagement in the Interior Design Studio Learning Community, development of goals and planning for post-graduation employment or advanced degrees

 The fourth year of study in the interior design program provides a transition from the academic environment to employment opportunities or advanced degrees. At the beginning of the fall term students should meet with interior design faculty to discuss post graduation goals. A list of potential employers or schools for advanced degrees and a strategic plan should be determined by early October of the fourth year.

During the winter break of the fourth year students should finalize portfolios, resumes, and implement the strategic plan for employment or advanced degrees.  

Students in the spring semester of the fourth year can choose between an undergraduate thesis experience and joint studio with the Architecture program. Both studios offer rich opportunity for professional development. The thesis studio is a student driven project with faculty oversight. Students with interest in developing specializations or engaging unique opportunities related to career goals should consider this option.

The joint studio with architecture provides an experience of integrated practice, a team approach to design with interior design and architecture students teamed to solve complex design problems. Integrated practice is emerging as the norm in many professional offices. The collaboration experience of the joint studio can lead to essential skills that may give the edge in employment opportunities that emphasize integrated, team oriented design practices.

  • Key Experiences for Success
    • Continued engagement of studio culture as a core experience of learning and doing design
    • Early planning for employment opportunities or advanced degrees
    • Development of portfolio and resume during winter break of the fourth year
    • Continued Participation in College of Architecture and Design events such as the lecture series, TASST week, and professional student organizations such as the American Society of Interior Design (ASID) or International Interior Design Association (IIDA)
    • Participation as a mentor for first year interior design majors
  • Typical Expenses for Fourth Year Studies
    • Material and tools for completion of studio projects
    • Fees for Student Professional Organizations
    • Monthly subscriptions for portfolio website and tutorials
    • Development of portfolio for professional or academic goals
    • Senior field trip