WSCUC Team Report 2023

REPORT OF THE WSCUC TEAM

For Reaffirmation of Accreditation

To Design Institute of San Diego

September 27-29, 2023

Team Roster

Nicole Lesher

WSCUC Team Chair

Vice President of Institutional Effectiveness

American University of Health Sciences

Eric M. Frank

WSCUC Assistant Team Chair

Professor of Art History, Emeritus Dean of the College, Emeritus Occidental College

Chris Nguyen

Vice President of Administration and Chief Financial Officer

Sofia University

Clair Stocks

Director of Accreditation and Assessment

Chapman University

Susana Santos

Director of Institutional Research and Academic Effectiveness

Charles R. Drew University of Medicine and Science

Susan Opp

WSCUC Vice President and Staff Liaison

The team evaluated the institution under the 2013 Standards of Accreditation and prepared this report containing its collective evaluation for consideration and action by the institution and by the WASC Senior College and University Commission (WSCUC). The formal action concerning the institution’s status is taken by the Commission and is described in a letter from the Commission to the institution. This report and the Commission letter are made available to the public by publication on the WSCUC website.

SECTION I – OVERVIEW AND CONTEXT

A. Description of Institution and Accreditation History

Design Institute of San Diego (hereafter referred to as DISD) is a small, privately owned, for-profit college that was initially founded in 1977 by Gloria and Arthur Rosenstein and is located just east of La Jolla, in San Diego. It has a singular purpose: to prepare its students for a professional career in interior design. DISD describes itself as “The Premier Interior Design School in Southern California.” The current CEO of DISD, Margot Doucette, JD, is the daughter of the founders. The mission of the Design Institute is:

“Design Institute of San Diego prepares students for careers in interior design and allied fields. Forward-thinking faculty, administration, and staff are committed to the purpose of facilitating an understanding of human-centered design with a grounding in liberal arts traditions, values, and critical inquiry. Design Institute provides an inspiring, creative, collaborative, and studentcentered learning environment while preparing responsible and thriving graduates who apply their knowledge, skills and abilities to enrich the profession, the environment, and the global community.”

As of July 1, 2023, the institution had 97 enrolled students (87 BFA and 10 MID), with an alumni base of 672. All students live in off-campus housing. DISD has three full-time faculty members. Two of the full-time faculty have leadership roles: Director of Academics and Career Development, Externship and Practicum Advisor. In addition, there are approximately 30 parttime adjunct faculty who are either practicing design professionals or are professional educators who deliver general education courses. (CFR 1.1)

DISD grants an undergraduate degree (BFA) in Interior Design and since 2020 a master’s degree in interior design. DISD has a 9:1 student-faculty ratio. Design Institute was initially accredited by the Council for Interior Design (CIDA) in 1991 and most recently re-accredited by CIDA in 2017. CIDA’s next accreditation review for DISD is scheduled for Fall 2024. DISD earned its initial WSCUC accreditation in February 2018 and the Commission allowed the date

of Initial Accreditation to be applied retroactively to September 2017. This first accreditation was for a period of six years and included a recommendation for a Special Visit in spring of 2020. DISD’s response to the initial accreditation review and the 2020 SV is detailed below, Section II, Component 1.

B. Description of Team’s Review Process

The review team was formally constituted by WSCUC on May 25, 2022. The team chair, assistant chair, and the WSCUC liaison met via videoconferencing on February 2, 2023, to review the process, and the chair distributed the “Chair Communication to the Team” on February 6, 2023, which included assigning the primary and secondary leads for each of the reviewer’s sections. On February 28, 2023, the review team received the institutional report and associated materials and subsequently worked individually to gather, analyze, and interpret the provided information. The team’s initial observations were compiled by the assistant chair in the Offsite Review Worksheet, which informed the initial discussion with the full team in a videoconference meeting on March 22, 2023. The team chair held a pre-visit call with the CEO of DISD on April 10, 2023. The Offsite Review itself was conducted by videoconference on May 8 and May 9, 2023. From this meeting the OSR Summary of Lines of Inquiry were submitted on May 10, 2023.

On September 27, 28, and 29, 2023 the onsite Accreditation Visit was conducted in person at the DISD campus. On the morning of September 29, the review team chair met privately with DISD’s CEO and then presented the review team’s Commendations and Recommendations to the broader campus community to close the Accreditation Visit.

C. Institution’s Reaccreditation Report and Update: Quality and Rigor of the Report and Supporting Evidence

Design Institute of San Diego is in broad compliance with the Standards based on their Compliance with WSCUC Standards and Federal Requirements Worksheet and Forms and their institutional report. Furthermore, the team found DISD’s report to be an exemplary one: well organized, clearly written and mostly substantiated with relevant documentation (CFR 1.8). The institutional report was a rigorous reflection of the condition of the institution, and DISD seems to have taken very seriously the recommendations that were made in the initial accreditation review of 2017, and modified by, but not significantly changed by the Special Visit recommendations of 2020. The institution does appear to have used the review process as an opportunity for action and improvement. The institutional policies, statements, reports, and data are transparent, clear, and routinely updated.

SECTION II – EVALUATION OF INSTITUTIONAL ESSAYS

Component 1: Response to Previous Commission Actions

It is worth revisiting the 2017 SAV and the 2020 SV recommendations to gauge DISD’s response to these two sets of recommendations, as the context of both are pre-COVID-19 pandemic. In light of this, it is important to read the 2023 IR report as one reflecting the postCOVID-19 context. The responses to the recommendations in these two pre-COVID-19 documents are summarized below.

2017 Seeking Accreditation Visit

The 2017 SV report requested (1) development of capacity for institutional research (including operational and student metrics), (2) implementation of an institutional technology

strategy, (3) development of a comprehensive human resources strategy, and (4) examination of how enrollment growth might affect DISD’s organizational structure, policies, and culture and (5) undertake market analysis and scenario planning for new program. DISD has actively addressed these areas in the following positive ways:

1. Development of capacity for institutional research

The team found that good progress has been made in this area, including operational and student metrics, which are both attested to in the IR. The team notes, however, that should the institution grow its student body (the team understood possible growth to between 200 and 250 students) more resources would have to be allocated for institutional research. The team also notes that DISD is especially deliberate in addressing institutional change, and the team is confident that any change would be subject to close examination and research (CFRs 4.1, 4.2).

2. Implementation of an institutional technology strategy

DISD has made progress in addressing this technology issue, which is well detailed in the IR, pp. 8-9. Response to the Covid-19 pandemic forced DISD to deeply review its technology capacities, which resulted in a new student information system (MyDI) and a new LMS (Canvas by Instructure). It is worth noting that the adoption of these technologies (and Zoom) led to the development of DISD’s first online degree program, approved by WSCUC in May of 2022. As a result of these technologies, the students of DISD have much better access to learning technologies than in 2020 (CFR 3.5).

3. Development of a comprehensive human resources strategy

A comprehensive Human Resource strategy has yet to be developed at DISD, although team members heard from the Executive Leadership Team that DISD is very conscious of the need to develop a longer-term HR strategy. HR needs are currently managed by several members

of the administration, and partly outsourced. The team encourages DISD to continue to develop and evolve its HR needs into a comprehensive institutional department, especially if DISD grows its student body (CFRs 3.5, 3.7, 3.8).

4. Development of an Enrollment and Marketing Strategy

Excellent progress has been made in this area. A new and dynamic team made up of the Chief Marketing Officer, the Director of Admissions, and the Marketing Specialist is very well placed. Significant investment in marketing strategy and support has been made since 2018, and the Board of Trustees is confident that there is good reason to expect stabilization and growth in attracting students to DISD. Enrollment and Marketing improvements are detailed in the IR, pp.10-11 and 84-85 (CFR 3.4).

5. Viability of a New Master’s Program

There are currently 19 graduate students enrolled at DISD. While this is a new degree program, it is clear to the team that DISD has implemented a very structured and deliberate program and is also very intent on building a graduate culture apart from its undergraduate program (CFRs 1.7, 2.2b, 4.6, 4.7).

2020 Special Visit

The 2020 SV report requested that DISD: (1) formalize data governance and continue to implement quality control, (2) implement a plan for assessing Program Learning Outcomes and using assessment data to drive decision-making, and 3) expand technology plans to support future growth. DISD has addressed these areas in the following ways:

1. Formalize data governance and continue to implement quality control.

The response to this recommendation has been robust. Data is collected in a variety of ways across the institution and is transparently shared with the entire community. An excellent

outline of the progress made here was thoroughly outlined in the institutional report, pp. 24-25. The institution should be commended for its deliberate and transparent development of this area of assessment (CFRs 1.7, 3.5, 3.7, 4.1).

2. Implementation of a plan for assessing Program Learning Outcomes and use of assessment data to drive decision-making.

This recommendation is closely related to the previous one, and as such, the institutional report narrative on pp. 24-25 also addresses this. The collection of a variety of institutional data across DISD is transparently shared by all stakeholders and is actively used to inform decisionmaking. The team encourages DISD to continue to develop institutionally driven methods for assessing Program Learning Outcomes (CFRs 1.7, 3.5, 3.7, 4.1).

3. Expand technology plan to support future growth.

Focus on technology has been a feature of the development of DISD’s educational program and is ongoing, and the institution has robustly responded to this recommendation. A very intentional Information Technology review was undertaken which resulted in a thoroughly revised Technology Repair and Replacement schedule. Some of the significant ways that DISD updated its technology are as follows: a considerably improved website was launched, a new LMS (Canvas) was adopted, new servers and monitors were installed, wi-fi access and quality was updated, computer software in several departments was also updated, and a new e-portfolio system was implemented to manage student work.

Component 2: Compliance: Review under WSCUC Standards and Compliance with Federal Requirements

Standard 1: Defining Institutional Purpose and Ensuring Educational Objectives

Institutional Purposes

DISD is committed to integrity and transparency (CFRs 1.3-1.8). Its mission statement and catalog are published and easily accessible (CFR 1.1), and its ILO’s and PLOs are aligned with professional standards as defined by the Council for Interior Design Accreditation (hereafter CIDA). CIDA’s guiding principles are widely acknowledged and have been recognized by the Council for Higher Education Accreditation (CHEA) (CFR 1.2). DISD publishes retention, graduation, placement, and default rate data on its public website (CFR 1.2). DISD should further disaggregate data by appropriate demographic categories and areas of study (CFR 2.10).

Integrity and Transparency

The institution has a very specific mission allowing it to focus on the two academic program offerings. This singular focus in Interior Design ensures alignment of educational objectives and institutional purposes. The mission statement is widely accepted and is published on the institution’s public website and within institutional documents such as the faculty and student handbooks (CFR 1.2). Student achievement data is published on the institution’s website (CFR 2.4).

A commitment to diversity, equity and inclusion was evident in DISD’s establishment of a DEI Council in 2020. This Council has implemented some initiatives and has collected data on the campus culture regarding diversity, equity, and inclusion. A commitment to DEI was also described in the team report, appendices, in interviews with staff and published on the institution’s website (CFRs 1.4, 2.2, 3.1). The institution should continue to support diversity and

foster inclusion to serve all its students. Consideration should be given to hiring and admission practices to increase the diversity of faculty and students. Furthermore, DISD should evaluate how they can disaggregate data to make informed decisions to support the diverse and individual needs of all students. Educational achievement from distinct groups of students should be tracked and analyzed to ensure any gaps are closed over time.

Academic freedom is supported and encouraged through a published Academic Freedom Policy written to protect students, faculty, and staff (CFR 1.3). This policy is freely available and published for students, faculty, and staff on the Design Institute’s website (CFR 1.3). While there are still areas of improvement, DISD supports diversity, equity, and inclusion (DEI) through its DEI Statement and Strategic Plan (CFR 1.4).

A review of documents, the website, and interviews with the board and administration indicated the institution earnestly upholds its commitment to transparency, faithfully representing its academic objectives, programs, services, and financial considerations to both students and the broader public (CFR 1.6). While graduation rates have declined since 2018, DISD continues to demonstrate a steadfast commitment to the timely completion of academic programs. This commitment was evident in interviews with the Student Success team who have implemented very tailored initiatives to increase graduation and retention rates (CFR 1.2).

The institution ensures impartiality and fairness in its treatment of students by establishing and adhering to well-defined policies and procedures governing matters of student conduct, grievances, disability accommodations, and financial affairs, including the equitable handling of refunds and financial aid (CFRs 1.6, 1.7). The institution's operations stand as exemplars of integrity and transparency. This is reflected through the conscientious adoption and implementation of pertinent policies and procedures, adherence to sound business practices, the

provision of timely and equitable responses to complaints and grievances, and a regular and diligent assessment of its performance through the implementation of its Institutional Effectiveness Goals (CFR 1.7).

Furthermore, the institution upholds stringent financial accountability, subjecting its finances to regular scrutiny by qualified independent auditors (CFR 1.7). It also makes its policies on student grievances, complaints, refunds, and other related matters readily accessible to all. The institution boasts a commendable track record with no adverse findings against it concerning violations of these policies. In a demonstration of its commitment to accountability and record-keeping, it diligently maintains records of student complaints (CFR 1.7).

To ensure fairness and transparency in grading and student evaluation, the institution's policy is clearly articulated in the Student Handbook and thoughtfully provides avenues for appeal as necessary. DISD also clearly distinguishes between various types of credits offered and accurately delineates the type and significance of the credits awarded in its official transcripts (CFR 1.6).

The team’s finding, which is subject to Commission review, is that the institution has provided sufficient evidence to determine compliance with Standard 1.

Standard 2: Achieving Educational Objectives Through Core Functions

Teaching and Learning

The BFA program is accredited by CIDA, a CHEA-recognized body. CIDA accreditation is an indication of quality, rigor, and professional relevance for interior design programs (CFR 2.1). While the institution relies heavily on part-time contract faculty, the core faculty possess the professional qualifications necessary for teaching in the design programs, and general education faculty have academic qualifications to teach in their content areas (CFR 2.1). Further,

part-time faculty are well integrated into the DISD community. There are ample opportunities to engage in shared governance and collegial collaboration which are encouraged by the institutional culture. This has helped ensure that DISD learning outcomes are integrated, scaffolded, and synthesized throughout the curriculum.

Both undergraduate and graduate degree programs are well-articulated. Standards for admission and graduation are clearly defined, and the curriculum is linked to the stated student learning outcomes, which are appropriately published (CFRs 2.2, 2.3, 2.4, 2.5).

Assessment structures are in place to evaluate student learning and are well-defined at the institutional level, and regular and thorough systems of program review are in place (CFRs 2.6, 2.7). Assessment activities at the program and course level are still emerging and could benefit from a more formalized and articulated structure. Faculty are appropriately engaged in assessment activities as part of their teaching practice and through faculty committees dedicated to formal assessment (CFR 2.4). DISD also provides faculty with ample resources to understand assessment and how their course(s) fit into larger student learning outcome goals.

Scholarship and Creative Activity

DISD maintains a faculty handbook that includes criteria for faculty evaluation. Faculty are encouraged to participate in professional development activities and contribute to the interior design community (CFRs 2.8, 2.9). Students are also encouraged to participate in and share their research through a well-defined graduate culture statement published in the DISD catalog (p. 23) (CFR 2.8). Evidence of the importance of student scholarship and creative activity at DISD is abundantly present throughout the campus, where student work is showcased (CFR 2.8).

Student Learning and Success

DISD maintains institutional data regarding student performance, which is disaggregated to provide an understanding of the outcomes for students in different demographic groups (CFR 2.10). Retention at DISD is a concern as there appear to be numerous withdrawals each academic year, which significantly impact a school with a relatively small student body. Members of DISD staff and administration noted that they do not have a leave of absence policy which complicates how retention is understood. It is not uncommon for students to take a small break from attending classes for one or two semesters and then return to their studies, especially at an institution where many students also work, and whose average age trends higher than other undergraduate institutions. These students are classified as withdrawals, though their intent is to return after a short break. Policies that allow DISD to better classify and track these students, who appear to be a significant portion of the population, may be helpful in developing a clearer and more accurate picture of retention at the institution.

DISD provides co-curricular and academic support resources to students (CFRs 2.11, 2.13). However, there is an opportunity to better define co-curricular programming, integrate it with academics, and engage in co-curricular assessment and program review. As retention will need to be a focal point for DISD, understanding how co-curricular programs impact learning, retention, and the overall student experience is important. Policies for transfer students and degree requirements for students are published and readily available (CFRs 2.12, 2.14).

The team’s finding, which is subject to Commission review, is that the institution has provided sufficient evidence to determine compliance with Standard 2.

Standard 3: Developing and Applying Resources and Organizational Structures to Ensure Quality and Sustainability

Faculty and Staff

The faculty and staff at DISD are exceptionally dedicated to the institution (CFR 3.1). DISD has only three full-time faculty members, and the 30 part-time faculty often also teach at other institutions. The part-time faculty enthusiastically indicated to the review team that DISD was their most collegial and intellectually engaged teaching experience.

The part-time design faculty are mostly professionals who run their own design practices and bring that experience to the classroom (CFR 3.1). This direct relationship between faculty who are interior design professionals and the mission of DISD makes for a commendable and direct student learning environment (CFRs 2.1, 3.1). Even in this mostly part-time faculty, it is also commendable to note that the degree of curricular planning, interest in teaching innovation, and ability to nimbly modify course offerings depending on faculty interest is shared throughout the entire faculty (CFRs 2.4, 2.8 3.3).

During the visit, the team often heard faculty express satisfaction with evaluation processes, opportunities for professional development, and an institutional commitment to faculty-led curricular innovation (CFRs 3.1, 3.2, 3.3, 4.4). However, the challenge for future planning will be to maintain this sense of collegial community if DISD decides to increase the size of the student body, which was hinted at by both the Board of Trustees and various members of the Executive Leadership Team (hereafter, ELT) who clearly understand the challenges inherent in institutional change of this kind. However, if this is to happen in the future, the team cautions that it be done not only to address the increased student population, but to protect the uniquely collegial character of the culture of DISD

Fiscal, Physical, and Informational Resources

In discussion with the CFO, the team learned that the institution has both a one-year operational plan and a forecast for multiple years. The CFO and ELT annually review and assess needs as they build institutional budgets. The Marketing and Admissions department leaders confirmed they request budgets for additional funding. The institution has sufficient space to accommodate instruction, lab/printing and collaborative work (CFR 3.4). The CFO stated the institution has sufficient reserves to meet three months of operating expenses, and audited financial statements had no qualifications noted (CFR 3.4).

There is a rigorous and transparent budgeting process, which involves all constituencies at DISD. This process is firmly institutionalized, and the integrity of the process meets with approval from all sectors of DISD (CFRs 1.7, 3.4, 3.6).

It should be noted that the physical plant is currently sufficient for the needs of DISD, and the budgeting process also includes a well-conceived, and comprehensive Technology Repair and Replacement Schedule (for technology and furnishings) that extends to fiscal year 2026-27. However, the team cautions, again, that any implementation of plans for expansion beyond current capacity would necessitate a fundamental overhaul of the current R&R Schedule, as well as the physical plant itself.

Organizational Structures and Decision-Making Processes

The institution has an executive leadership team (ELT) that collaboratively makes decisions with clear roles and responsibilities (CFRs 3.6, 3.7). The institution has a full-time CEO and unpaid CFO in addition to the ELT (CFR 3.8). In the recent past, the ELT was expanded to include more departments and voices (CFR 3.9).

The institution has a diverse and qualified Board of Directors including representatives from the Interior Design Industry and from Higher Education as well as a member with a strong background in finance. The board was found to be sufficiently independent from the everyday functioning of the administration (CFR 3.9).

The team’s finding, which is subject to Commission review, is that the institution has provided sufficient evidence to determine compliance with Standard 3.

Standard 4: Creating an Organization Committed to Quality Assurance, Institutional Learning, and Improvement

Quality Assurance Processes

Using CIDA’s review process for reaffirmation, DISD has shown evidence of an emerging program review process to support institutional learning and improvement (CFRs 2.7, 4.1, 4.2, 4.3).

Institutional Learning and Improvement

Since its last WSCUC Review, DISD has invested in administrative resources and expertise, expanded its marketing department, and hired a Chief Marketing Officer. This investment has helped to grow recruitment efforts, support institutional research, and improve access to data and support for data-driven decision-making (CFRs 4.3, 4.4, 4.5).

The team’s finding, which is subject to Commission review, is that the institution has provided sufficient evidence to determine compliance with Standard 4.

Component 3: Degree Programs: Meaning, Quality, and Integrity of Degrees

The institution has been preparing its students in interior design for more than 40 years and has demonstrated commitment to building and maintaining a strong connection to its students, and the design community. DISD aims to prepare its students to “design critically,

globally and sustainably”. The institution is dedicated to institutional operations, improvement, and accountability, and as such they are accredited by CIDA and WSCUC (CFRs 2.1, 2.6, 2.7, 4.3).

DISD’s program learning outcomes are aligned with CIDA standards (CFRs 1.2, 2.2, 2.4). CIDA professional standards for 2022 are divided into two sections and within them 16 standards:

Section I. Program Identity and Context

1. Program Identity and Curriculum

2. Faculty and Administration

3. Learning Environments and Resources

Section II. Knowledge Acquisition and Application

4. Global Context

5. Collaboration

6. Business Practices and Professionalism

7. Human-Centered Design

8. Design Process

9. Communication

10. History

11. Design Elements and Principles

12. Light and Color

13. Products and Materials

14. Environmental Systems and Human Wellbeing

15. Construction

16. Regulations and Guidelines

DISD's commitment to fostering a diverse, equitable, and inclusive environment is central to aspects of enrollment, instruction, and community (CFR 3.1). Students are taught about awareness and appreciation of diversity, and graduates are prepared to work and

collaborate with people from different perspectives. DISD’s DEI commitment resonates throughout the institution and is confirmed through its DEI statement. DISD:

“Values all students, faculty, and staff and does not discriminate against individuals on the basis of race, ethnicity, gender, gender identity, sexual orientation, socioeconomic status, geographic region, religion, disabilities, age, veteran status, ancestry, or national origin. This non-discrimination policy applies to all aspects of the institute including instruction, administration, policies, admissions, employment, recruitment, financial aid programs, and other college-administered programs and activities.”

The most recent DISD strategic planning process began in 2021 and involved students, faculty, and staff to develop a detailed description of the values of DISD (CFR 2.4). The plan focused on academic excellence and DISD’s future sustainability with four goals: upholding the academic excellence of DISD programs; achieving sustainable growth through marketing and enrollment; supporting student success; and expanding and strengthening an inclusive DISD community (CFR 3.1).

Component 4: Educational Quality: Student Learning, Core Competencies, and Standards of Performance at Graduation

Design Institute of San Diego is a non-research-based teaching institution that features professional experience in the classroom and whose mission is to teach design grounded in the liberal arts tradition.

During the COVID-19 pandemic years, student learning at DISD took place in a very different environment than the previous (pre-2020) WSCUC review period. DISD should be commended for its nimble, generous, and effective response to the crisis. The institution supplied computers and drafting equipment to students learning online at no cost and granted COVID emergency stipends and COVID bonuses to its faculty and staff. As in most institutions, the initial transition to online learning was somewhat experimental, but DISD settled on one Learning Management System and Zoom videoconferencing. Importantly, the COVID teaching

and learning experience allowed DISD to explore the possibilities of learning online (especially challenging in the visual arts arena), leading to a standalone online master’s degree program, approved by WSCUC in May 2022.

DISD has an emerging systematic program review process connected to their CIDA accreditation reports (CFR 2.7). The institution should continue to enhance this process to include direct evidence of achievement of student learning outcomes (CFR 2.7).

DISD’s five Institutional Learning Outcomes align directly with the WSCUC core competencies (CFRs 2.2, 2.4), and this alignment is charted quite rigorously in both the BFA and MID curriculum maps. Standards for performance are clearly set forth in syllabi, with learning goals and outcomes clearly stated. The institution has a curriculum that is clearly expressive of its mission (CFR 2.2). Progress toward achieving the PLOs and ILOs is charted rigorously through a variety of instruments including the new BFA/MID Program Academic Assessment forms, BFA/MID rubrics, and BFA/MID Program Assessment Updates, all of which are tracked by a multi-year assessment schedule of BFA PLOs by course and established maps of BFA/MID PLOs, ILOs, and core competencies (CFR 2.4). The Director of Academics analyzes and shares academic benchmarks and learning outcome data in the Annual Strategic Action Plan (ASAP). All these assessment instruments are shared with the community and generally supervised by the Director of Academics. The ILO Assessment Committee (IAC) which is chaired by the Director of Academics and attended by five faculty members and the Assistant Librarian is responsible for the review of student achievement of ILOs at the point of graduation (CFR 2.4). This is the committee that ultimately recommends curricular improvements. Thus, from the granular level (course syllabi) to the institutional level, assessment at DISD is very strong and results in curricular improvement (CFRs 2.4. 4.3, 4.4).

Anecdotally, there is a high degree of student satisfaction (see institutional report Appendix 01.23), although these numbers should be weighed against the graduation rates (see Component 5). The comparatively low graduation rates may, however, be influenced by the COVID-19 pandemic and other unique characteristics of DISD’s student body including age and outside employment, among others.

Finally, DISD is to be commended for its successful integration of professional experiences outside the classroom into its curriculum. Its externship opportunities allow students to work in a professional design office and its Classroom Without Walls program offers DISD students the opportunity to implement their own design proposals for non-profit organizations free of charge. If anything, the review committee encourages DISD to enhance these experiential learning opportunities. These are very important aspects of DISD’s program and clearly contribute to the commendable placement of a very high percentage of its students in professional design settings after graduation (CFR 2.6).

Component 5: Student Success: Student Learning, Retention, and Graduation

DISD has clearly stated educational objectives for its students and has processes in place to track student performance and outcomes. Student learning outcomes are articulated, and student progress toward developing proficiency across SLOs is tracked through demonstrated assessment activities (CFRs 2.3, 2.4, 2.7). The institution maintains data regarding retention, graduation, default, and placement which it is able to disaggregate to better understand the performance of different student groups (CFRs 1.2, 2.10).

While DISD’s student learning outcomes are well-defined and readily available to the community, formal assessment processes seem to exist mostly at the institutional level (CFR 2.3). DISD programs do have PLOs which, in the undergraduate program, are aligned with

CIDA requirements. And while student work is reviewed to ensure PLOs are reflected in assignments, a schedule of assessment and formal processes seem to be at an emergent stage unlike ILO assessment which is more fully developed (CFR 2.3). Additionally, assessment of CLOs occurs in individual classes with the instructor of assignment. Courses are reviewed on a schedule by the faculty of record and updated to maintain industry relevancy. However, an institutional structure for considering CLOs may be beneficial (CFRs 2.3, 2.4).

Despite having only three full-time faculty members, DISD excels at including its parttime adjunct faculty in the development and assessment of student learning outcomes processes (CFR 2.4). The institution has several robust faculty committees, including one dedicated to assessment, that oversee the curriculum and activities related to assessing student learning in collaboration with academic administration. Faculty are well-versed in student learning outcomes and engage in collaborative work to ensure learning is scaffolded across the curriculum and is relevant to the interests and aspirations of students and employers, including in core programming and general education (CFRs 2.4, 2.5).

Graduation and retention rates for DISD students are a concern which is recognized by the institution (CFRs 2.7, 2.10, 4.1). Retention at DISD is especially concerning with a total of 45 withdrawals in the 2022-2023 academic year. With such a small population, this is a significant and alarming number of withdrawals. However, DISD explained that they do not have a procedure for leaves of absence which means students who only intend to take a short break from their studies are classified as withdrawals. Since it is not unusual for students at DISD to take short breaks as they complete their programs, creating policies that support them through those lapses may provide an opportunity to better understand retention and develop structured channels for re-entry at DISD.

Eight-year graduation rates for undergraduates at DISD are generally under 50% and lower than peer institutions based on an examination of IPEDS data (available in the WSCUC KID). On-time completion has also been declining, though it is noted this decline began to occur before the emergence of the COVID-19 pandemic. DISD reports that full withdrawal from the semester after the term began increased in 2014 with the largest number of withdrawals occurring in the Spring 2016 term. However, DISD graduate placement rates for BFA students are particularly impressive, even with a modest decline in 2020 most likely attributable to the pandemic (CFRs 2.7, 4.1). While graduation rates may be low, it is clear that when students do complete their program at DISD, they are employable in the interior design field. Further, cohort default rates are impressively low as compared with both the national default rate and the default rate for proprietary schools. Since 2015, only three instances of default have been reported among DISD graduates.

The MID graduate program began enrolling in the fall of 2020, so data regarding the performance of these students is still emerging (CFRs 1.2, 2.7). Retention rates among these students is currently at 64%, indicating there is an opportunity for improvement. On-time graduation for the inaugural MID cohort is 67%. It will be important for DISD to continue to monitor the progress of the MID students in this new program and to identify and seize opportunities to provide resources that allow these students to be successful (CFR 2.10).

DISD has student support services in place to evaluate at-risk students and provide intervention as needed (CFRs 2.11, 2.13). The Director of Student Services acts as the primary contact for providing student support and reporting to the institution’s Student Success Team (SST). The SST meets regularly to review student progress from enrollment through placement. DISD provides group and one-on-one advising to support student success (CFR 2.12). They also

offer a comprehensive digital library with collections to support both undergraduate and graduate studies (CFR 2.3). The Student Success Center (SSC) has a well-defined mission of providing academic, personal, and professional support, including connecting students to resources, cocurricular opportunities, and community engagement to hone students’ skills, exploration, and satisfaction (CFR 2.12). There is also a virtual SSC in Canvas that allows students to access resources remotely as needed (CFRs 2.11, 2.13). Interestingly, the SSC is primarily run by the librarians at DI.

Finally, DISD offers students specific services such as tutoring, teletherapy, wellness tools, and career development tools (CFRs 2.11, 2.13). Career development is available to all students and alumni and has broad support from the SSC team, faculty, and a dedicated career services advisor. Career services are particularly robust, with opportunities to participate in externships, attend workshops, develop a portfolio, attend field trips, and strategize to ensure successful placement and professional outcomes (CFR 2.7). The connection between these services and DISD’s impressive placement rate is clear (CFRs 1.2, 2.3).

The framework for student support services is evident, and it is clear that DISD is committed to knowing, engaging with, and providing personalized support to its students (CFRs 1.2 2.11, 2.13). The retention plan is somewhat vague and would benefit from additional specificity, including the monitoring of student usage of resources and support services and the identification of success indicators by DISD staff. Providing resources and workshops is a first step in addressing student performance, but to gauge efficacy, it is important to engage in cocurricular assessment including monitoring utilization, satisfaction, and student progress (CFR 2.11). Co-curricular program review of these various resources is recommended to allow for specific goal setting, defining activities, and monitoring progress (CFRs 2.4, 2.7, 2.11). This

allows for the establishment of a cycle of continuous improvement and provides important data about what is and is not effective. Additionally, goals and activities for improving retention and graduation rates should be specified and connected to the strategic plan (CFR 2.3).

Disaggregation of data also provides an important opportunity to understand trends among various student groups (CFRs 1.2, 2.10). It was noted that both Hispanic and Asian students have had significant increases in attrition. Understanding the potential cause(s) for this shift in performance is critical to identifying strategies to address the needs arising in these communities. One possible source of information could be the DEI survey. However, data from that survey was not disaggregated which is a missed opportunity to understand how diverse and underrepresented students are experiencing DISD (CFR 2.10). It is clear DISD is interested in increasing DEI and providing appropriate resources and support through the work of entities such as their DEI committee. With a small population and even smaller subpopulations of underrepresented students, it can be difficult to meaningfully understand disaggregated data. However, over time trends may emerge that provide insights and opportunities.

Component 6: Quality Assurance and Improvement: Program Review; Assessment; Use of Data and Evidence

The institution has implemented a comprehensive Annual Strategic Action Planning (ASAP) process and report. This process fosters the collection and analysis of data in both academic and institutional areas to guide improvement (CFR 4.1). The ASAP process aligns data from each department with the goals of the strategic plan. ASAP is an exceptional tool for reporting on data collected throughout the year and progress on the goals identified in the strategic planning process (CFRs 4.1, 4.2, 4.3). The ASAP process is nascent and is just now providing evidence of meaningful changes resulting in achievement of outcomes. The institution should continue to develop this process using more direct evidence of achievement (CFR 4.3).

Institutional learning outcomes are assessed annually by faculty and staff using capstone projects. This process, referred to as the mega-analysis review, allows for a faculty led, systematic, summative assessment of student work products. This assessment was completed by faculty from both Design and General Education courses allowing for collaboration on assessment of achievement of overall institutional outcomes. Data from these assessments were shared in the ASAP report and will help guide curriculum development at the programmatic and individual course levels. The mega-analysis is an exemplary process for assessing institutional learning outcomes by implementing best practices in assessment. Disaggregation of data according to racial, ethnic, gender, age, economic status, disability, and other categories, as appropriate should be added to the process (CFR 4.3).

Program reviews have been historically completed in alignment with the programmatic accreditation cycle. More recently, the institution has created a formal program review process which will help to clearly differentiate between programmatic and institutional review. This process has a viable structure and will help each program identify strengths and weaknesses and use data for improvement (CRF 2.10). This process will focus on student achievement of core competencies and stated learning outcomes at the institutional, programmatic and course levels, along with the quality of instruction and curricular and co-curricular effectiveness (CFR 2.7). In addition to establishing a program review based on the student learning outcomes assessment, the review will include an evaluation of rates and trends, such as retention, persistence, graduation, and placement rates (CFRs 4.3, 4.5, 4.6). The institution is encouraged to continue to develop and assess this process, implement direct assessment of student learning outcomes and to include all stakeholders as part of these reviews. Replicating the mega-analysis process for the

assessment of program learning outcomes for each program would provide the missing direct evidence of student achievement at the program level (CFRs 2.7, 4.1).

The institution offers a variety of co-curricular activities to support student learning. While assessment practices of these activities were evident, they relied heavily on indirect data. The institution is encouraged to develop assessment practices for co-curricular activities that use direct evidence of student achievement and that are aligned with student learning for all programs (CFR 2.11).

Institutional research capacity was demonstrated through the Faculty Institutional Research Committee (FIRC). This committee made up of two faculty members, is tasked with completing research on initiatives recommended by faculty and administration each year (CFR 4.2). FIRC research has been used to develop strategies for institutional improvement including analyses of retention data, an analysis of final grade data and possible grade inflation, and a study of co-curricular programming and assessment (CFRs 4.1, 4.2, 4.3, 4.4). This research is shared with the administration and according to faculty interviews, recommendations are typically implemented.

DISD has clearly demonstrated great progress on growing institutional research and assessment processes to guide decision-making (CFRs 4.1, 4.2). These processes include all stakeholders and have resulted in program and curricular improvements. The institution should continue to formalize assessment practices particularly for directly assessing program learning outcomes and co-curricular activities aligned with student learning (CFRs 2.7, 2.11).

Component 7: Sustainability: Financial Viability; Preparing for the Changing Higher Education Environment

The institution has reported positive net income, the establishment of a reserve fund (3 months of operating expenses), and a healthy composite score for the past several years. DISD

has also helped establish a Foundation (Devoted to Design Foundation) which helps to embed itself further into the community while serving as a vehicle for alumni outreach. DISD has made strategic investments in technology and robust infrastructure while implementing a comprehensive computer replacement strategy (CFRs 3.4, 3.6). DISD annually reviews its technology needs and plans accordingly and recently purchased a new plotting machine to accommodate student needs. While DISD does not have a full-time IT Director, DISD does have an IT person on contract who is available during instruction hours. DISD has an IT team engaged in reviewing and ensuring they are current on IT needs and are compliant with IT mandates.

DISD has several labs for students’ use and has licensed the necessary software on campus to support student needs. DISD uses Canvas as its LMS and Sonis as its institution’s student information system (CFRs 3.4, 3.5).

Financially, DISD provided two years of audited financial and compliance audit statements, indicating healthy cash positions and composite scores (CFR 3.4). On the compliance side, DISD benefits from the expertise of an accomplished Financial Aid Director boasting more than four decades of experience, diligently overseeing every facet of the financial aid process.

DISD is tuition-dependent with limited options to diversify its revenue stream, although the institution estimates approximately 40% of its student population pays cash each semester.

DISD is supported by a governing board composed predominantly of individuals unaffiliated with the institution, many of whom possess extensive industry expertise or affiliations, and often, a combination of both (CFR 3.9).

Given the institution's small size, staff members seamlessly take on multiple roles, creating a culture of mutual support and collaboration. This includes synergies between

departments such as admissions and student services, as well as marketing and admissions.

Similarly, on the academic side, the institution relies on adjunct faculty participation to perform committee work, with some adjuncts being with the institution for many years (CFRs 3.1, 3.2, 3.3).

Exposure to enrollment swings is to be expected in the current higher education environment; therefore, diversifying the revenue stream, where possible, is desirable, especially considering DISD’s dependency on tuition (CFR 3.4). As the institution endeavors to broaden its horizons beyond its historical undergraduate offering and venture into the realm of graduate education, it has adeptly adapted to the unique requirements of the new MID program. This adaptability is evident in the transition from the initial two-year program, to meeting the growing demand for a three-year program catering specifically to those without prior experience in interior design. For the fall 2023 semester, DISD met their graduate enrollment goals of 10 new students with 8 enrolled in the 3-year MID while 2 enrolled in the 2-year MID. For the fall 2023 semester, DISD enrolled a total of 36 new students, almost matching both semesters of 2022’s 39 new students.

DISD has a new full-time chief marketing officer and a marketing specialist. Both have done a good job of fine-tuning their marketing approach to increase lead volume and grow the institution’s presence on social media. DISD has been exploring moving into ‘allied’ fields similar to the adjacent market concept (graphic design, construction management, business management, etc ) as a way to increase enrollment (CFR 4.1, 4.3, 4.6, 4.7). The leadership team is still in the assessment stage, but this approach seems to offer the potential for additional growth (CFR 3.4, 3.5).

DISD has established a feedback mechanism to consistently evaluate the quality and alignment of its programs with real-world requirements. Within this framework, the externship program connects students with actual companies, wherein their performance is evaluated by both the Externship Advisor and their corporate supervisors. It's worth noting that many of these corporate supervisors are former DISD students themselves, underscoring the program's effectiveness and commitment to nurturing talent (CFR 4.4. 4.5).

In the changing and challenging higher education space, assessment of the segment and action plan to ensure the continued viability of DISD is important. As a tuition driven institution, DISD needs to address a flat undergraduate enrollment pattern (Fall 2017 to Fall 2021), combined with marketing, academic and financial plans, in order to be successful in the future. DISD has demonstrated it understands the challenge of growth by enhancing their brand, increasing their lead volume, and successfully recruiting new students in Fall 2023, thereby providing an upswing in recruitment for the first time in many cycles. The admissions and marketing teams articulated a clear understanding of how to promote DISD to prospective students, and they are confident they can maintain enrollment momentum. To the extent they can retain these students, DISD will be on solid footing towards their approximate 200-250 headcount goal. DISD’s Fall 2023 enrollment was healthy with 36 total new enrollments, 26 in the undergraduate (BFA) program, 10 in the graduate (MID) program. The Board of Directors seemed confident that enrollment has stabilized now. DISD is also looking to expand into allied fields to extend the institution’s reach, though they are being deliberate about this process (CFR 4.7). DISD also recognized the importance of branding and devoted approximately 15% - 20% of their marketing dollars to branding.

Component

8:

Optional Essay on Institutional Specific Themes

Not applicable.

Component

9:

Conclusion: Reflection and Plans for Improvement

The Institutional Report and our conversations with leadership, faculty, administration, and staff demonstrate the sincere research and reflection in which the DISD community has engaged over the past few years and in preparing for this reaffirmation effort. The IR was open and reflective in dealing with the challenges the institution has nimbly and successfully encountered during the last few challenging years. The loyalty of the faculty and staff to the institution is evidenced by the willingness and positive spirit in which they openly speak about its character and future. There is very broad support and respect for the CEO and for the CAO in their leadership in curriculum reform, policy development, problem solving and collaboration with faculty and other leaders (CFRs 2.4, 4.2, 4.3). This was affirmed by the board, CEO, senior leadership, faculty, and staff. There is also strong mutual support among all the senior leadership (CFRs 3.6, 3.7, 3.10, 4.3).

The university has a particularly clear and persuasive vision for the alignment of its mission with the learning goals and professional aspirations of its students (CFRs 1.2,1.4, 2.4, 2.11, 3.1). The faculty, administration, and staff are deeply committed to student success. Since its last WSCUC Review, DISD has implemented an array of initiatives to support its student success.

DISD is to be commended on striving to be an institution whose decision-making process is pervasively research and data based, whose findings are widely disseminated and readily available (CFRs 1.2, 2.4, 2.6, 2.10, 4.2). However, the team believes that DISD must stay vigilant in several areas; all were emphasized both in the 2017 accreditation review and in the

2020 Special Visit. Assessment of Program Learning Outcomes is developing, and this assessment should be continued and become institutionalized as the driver of curricular change. Good progress has been made in the area of Information Technology throughout DISD, and this should be ongoing and committed. The capabilities of the Enrollment and Marketing department have made significant strides since the Special Visit, but this must result in a student body size that is stable or expanding. Lastly, progress in Human Resources should continue.

DISD is deeply reflective of its strengths and challenges and enjoys positive support as a community with dedicated faculty, administration, and staff members. Given this open and reflective climate, DISD has the opportunity to address its challenges and frame its identity as an institution through data-based decision-making, transparency, and leadership in the academic design sector.

SECTION III – FINDINGS, COMMENDATIONS, AND RECOMMENDATIONS

Commendations

Design Institute of San Diego is commended for:

1. Prioritizing the mission and the vision of the institution in considering their short and long-term strategic goals and plans.

2. Addressing the needs of students by adopting a student-centric posture committed to building a supportive community and providing responsive and individualized resources and interventions.

3. Fostering a strong sense of community and shared governance among leadership, staff, full-time and part-time faculty, students, and alumni.

4. Developing an executive leadership team committed to the institutional community which has created a culture of shared governance, collaborative decision-making, and transparency.

5. Building data capabilities and analyzing institutional research as part of a collaborative process to make informed, well-considered decisions for the institution.

Recommendations

The team recommends that Design Institute of San Diego:

1. Ensure the sustainability of the institution by focusing on enrollment management (CFR 3.4).

2. Engage in targeted activities to understand and improve student retention (CFRs 2.7, 2.10)

3. Expand opportunities for students to participate in hands-on and experiential learning (CFR 2.5).

4. Formalize assessment practices with a focus on analysis of achievement of student learning outcomes (CFR 2.4).

5. Develop and assess well-structured co-curricular programming aligned with academic offerings (CFR 2.11)

A. Federal Compliance Forms

APPENDICES

1. Credit Hour and Program Length Review

2. Marketing and Recruitment Review

3. Student Complaints Review

4. Transfer Credit Review

B. Distance Education Review

Appendix A. 1 - Credit Hour and Program Length Review Form

Material Reviewed Questions/Comments (Please enter findings and recommendations in the Comments sections as appropriate.)

Policy on credit hour

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If so, where is the policy located? Catalog (p. 10-11)

https://www.disd.edu/catalog/ https://www.disd.edu/policies-and-disclosures/

Language below drawn from Curriculum Overview/ Credit Hour Policy section of Catalog:

A credit hour at Design Institute of San Diego is the amount of work that reasonably approximates three to four hours of work per week for 15 weeks, including (a) direct faculty instruction or classroom time (b) homework (reading, research, studying, writing) (c) preparing for final projects and presentations (d) instructor supervised studio time (e) externship. For the purpose of these calculations 50 minutes of classroom instruction counts as one hour and the 15 weeks includes the exam period. All Design Institute courses are 3 credit units.

The time spent in the classroom depends on allocation of credit as lecture, studio, seminar, externship, or practicum. How students spend their time onsite and online courses is directly related to the assignments, assessments, and other tasks given by instructors; therefore, faculty teaching courses designed for distance education focus on total time spent “on task” and must consider how much time they expect a typical student to dedicate each week to complete requirements for the course associated with traditional seat time and homework hours. Consult the course description for allocation of credit. The credit unit/clock hour rations are the following: studio, or field experience. Consult the course description for allocation of credit. The credit unit/clock hour ratios for these courses are as follows:

LECTURE

1 unit of lecture credit = 1 hour of classroom lecture + 2 hours of outside preparation (reading, research, homework) per week x 15 weeks = 45 clock hours per semester

Example: 3-unit lecture courses require 3 hours in class and 6 additional hours of outside preparation each week = 9 clock hours per week

SEMINAR

1 unit of lecture credit = 1 hour of classroom lecture + 2 hours of outside preparation (reading, research, homework) per week x 15 weeks = 45 clock hours per semester

1 unit of seminar credit = 1 hour of class discussion, recitation, or critique + 2 hours of outside preparation (completion of seminar assignments) per week x 15 weeks = 45 clock hours per semester

Example: 3-unit seminar courses (1 unit lecture, 1 unit seminar) require 3 hours in class and 6 additional hours of outside preparation each week = 9 clock hours per week

STUDIO

1 unit of lecture credit = 1 hour of classroom lecture, recitation or critique + 2 hours of outside preparation (reading, research, homework) per week x 15 weeks = 45 clock hours per semester

1 unit of studio credit = 2 hours of supervised classroom studio + 1 hour of outside preparation (completion of studio assignments) per week x 15 weeks = 45 clock hours per semester

Example: 3-unit studio courses (2 units lecture, 1 unit studio) require 4 hours in class and 5 additional hours of outside preparation each week = 9 clock hours per week

FIELD

EXPERIENCE; BFA EXTERNSHIP

1 unit of externship credit = 2.4 hours of work in the field per week x 15 weeks = 36 clock hours + 1 hour of classroom lecture + 2 hours of outside preparation (reading, research, homework) per week x 3 weeks = 27 clock hours

Example: 3-unit Externship Course requires 108 hours externship in the field, 9 hours in class and 18 additional hours of homework for a combined total of 135 clock hours.

FIELD EXPERIENCE: MID PRACTICUM

1 unit of MID practicum credit = 3.4 hours of work in the field per week x 15 weeks = 51 clock hours per semester of field work + 1 hour of mentorship + 2 hours of outside preparation (reading, research, homework) per week x 3 weeks = 9 clock hours per semester of additional work = 60 clock hours per semester Example: 3-unit Practicum requires 153 hours of

Process(es)/ periodic review of credit hour

work in the field, 9 hours of mentorship and 18 additional hours of outside preparation for a combined total of 180 clock hours per semester

CREDIT VALUE

DISD operates on the semester system. Courses in the semester system are fifteen weeks per semester (3 semesters per year). Some schools operate on a quarter system (4 quarters per year, 10 weeks per quarter). The credit value in semester hours is indicated in the course listings. The Transfer Equivalency Chart shows the relative value of semester and quarter hours for transfer purposes.

Comments: None

Does the institution have a procedure for periodic review of credit hour assignments to ensure that they are accurate and reliable (for example, through program review, new course approval process, periodic audits)?

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Periodic review of credit hour assignments is embedded into academic processes including program reviews and the new/revised course proposal process.

Academic Program Review Standards and Guidelines

Course Requirements and Credit Values (catalog p. 11)

https://www.disd.edu/catalog/ https://www.disd.edu/policies-and-disclosures/

If so, does the institution adhere to this procedure? √ YES ❒ NO

Comments: None

Schedule of on-ground courses showing when they meet

Does this schedule show that on-ground courses meet for the prescribed number of hours?

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Comments: None

Sample syllabi or equivalent for online and hybrid courses

Please review at least 1 - 2 from each degree level.

How many syllabi were reviewed?

Three syllabi were reviewed (one from BFA and two from MID).

What kind of courses (online or hybrid or both)? Both

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What discipline(s)? Interior Design

Does this material show that students are doing the equivalent amount of work to the prescribed hours to warrant the credit awarded? √ YES ❒ NO

Comments: None

Sample syllabi or equivalent for other kinds of courses that do not meet for the prescribed hours (e.g., internships, labs, clinical, independent study, accelerated)

Please review at least 1 - 2 from each degree level.

How many syllabi were reviewed? Two

What kinds of courses? Externship, Professional Practicum

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What discipline(s)? Interior Design

Does this material show that students are doing the equivalent amount of work to the prescribed hours to warrant the credit awarded? √ YES ❒ NO

Comments: None

Sample program information (catalog, How many programs were reviewed? Two

website, or other program materials)

What kinds of programs were reviewed? Interior Design Program

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What discipline(s)? Interior Design

Does this material show that the programs offered at the institution are of a generally acceptable length? √ YES ❒ NO

Comments: None

Review Completed By: Eric M. Frank

Date: September 15, 2023

Appendix B. 2 Marketing and Recruitment Review Form

Under federal regulation*WSCUC is required to demonstrate that it monitors the institution’s recruiting and admissions practices.

Material Reviewed Questions and Comments: Please enter findings and recommendations in the comment section of this table as appropriate.

**Federal regulations Does the institution follow federal regulations on recruiting students?

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Design Institute of San Diego does not provide incentive compensation to employees or third-party entities for their success in securing student enrollments.

Comments: None

Degree completion and cost

Does the institution provide information about the typical length of time to degree? √ YES ❒ NO

From Graduation Requirements in Catalog, p.64 (BFA), p. 71 (MID): https://www.disd.edu/catalog/:

The Bachelor of Fine Arts in Interior Design degree is awarded to students who have earned 132 credit units and have met the following criteria:

• Completed all course credit requirements with a cumulative gradepoint average of 2.0 or better;

• Completed the degree requirements within the time frame outlined under Satisfactory Academic Progress in the catalog;

• Filed a formal Application to Graduate;

• Completed an Exit Interview and a Loan Consolidation Workshop if on Financial Aid; and,

• Verified that all financial obligations to DISD have been met.

Typical completion time of the two-year Masters Interior Design track for students with design-related undergraduate degrees (45-unit curriculum) enrolled full-time in at least 9 units each semester, including summer semester, is 5 semesters or 17 months.

Typical completion time of the three-year MID track for students with undergraduate degrees in non-related fields (45-unit curriculum + 36 units in qualifying graduate studies) enrolled full-time in 9-12 units each semester, including summer semester, is 8 semesters or 28 months.

Does the institution provide information about the overall cost of the degree?

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Expenses: https://www.disd.edu/admissions/tuition-and-fees/

Comments: None

Careers and employment Does the institution provide information about the kinds of jobs for which its graduates are qualified, as applicable? √ YES ❒ NO

The Center for Career Planning & Resources (CP&R) collects and communicates information about graduate’s post-graduation jobs and careers in a variety of ways. See: https://www.disd.edu/student-life/career-services/

Does the institution provide information about the employment of its graduates, as applicable? √ YES ❒ NO

Career Planning & Resources: https://www.disd.edu/student-life/career-services/

Comments: None

*§602.16(a)(1)(vii)

**Section 487 (a)(20) of the Higher Education Act (HEA) prohibits Title IV eligible institutions from providing incentive compensation to employees or third-party entities for their success in securing student enrollments. Incentive compensation includes commissions, bonus payments, merit salary adjustments, and promotion decisions based solely on success in enrolling students. These regulations do not apply to the recruitment of international students residing in foreign countries who are not eligible to receive Federal financial aid.

Review Completed By: Eric M. Frank

Date: September 15, 2023

Appendix C. Student Complaints Review Form

Under federal regulation* WSCUC is required to demonstrate that it monitors the institution’s student complaints policies, procedures, and records.

Material Reviewed Reviewed Student Handbook, Catalog, student complaint form, complaint log and interviewed staff.

Policy on student complaints Does the institution have a policy or formal procedure for student complaints? YES

If so, is the policy or procedure easily accessible? If so, where?

The procedure is detailed in the DISD Catalog, which is also the Student Handbook, under Student Rights, Grievances and Appeals (Appendix P), and on the website:

Policies and Disclosures | Design Institute of San Diego (disd.edu)

Comments:

The policy details students’ rights, grievances and appeals with an additional policy for complaints of discrimination.

Process(es)/ procedure Does the institution have a procedure for addressing student complaints? YES

If so, please describe briefly:

The Student Rights, Grievances and Appeals (Appendix P) details the procedures for different types of student complaints: DISD has standard operating procedures for addressing all student complaints and tries to resolve them through an informal complaint process when possible, however if no solution can be found the student is encouraged to complete and file a Grievance form.

Policies and Disclosures | Design Institute of San Diego (disd.edu)

If so, does the institution adhere to this procedure? YES

Comments:

Title IX Coordinator follows the policy and utilizes the Student Complaint form (Appendix Q) as well as the Student Complaint Log for tracking purposes (Appendix R).

Records Does the institution maintain records of student complaints? YES

If so, where?

Student Records are kept in the student file and the log is kept with the Title IX Coordinator.

Does the institution have an effective way of tracking and monitoring student complaints over time? YES

If so, please describe briefly:

A student complaint log is used to track complaints over time.

Comments:

DISD maintains historical tracking of complaints which are kept under lock with the Title IX Coordinator (Appendix R).

*§602-16(1)(1)(ix)

See also WSCUC Senior College and University Commission’s Complaints and Third-Party Comment Policy.

Review Completed By: Nicole Lesher

Date: September 29, 2023

Appendix D. Distance Education Review

Institution: Design Institute of San Diego

Type of Visit: Reaffirmation

Name of reviewer/s: Clair Stocks

Date/s of review: 9/26-9/29, 2023

Section Completed: A

SECTION A: Institutions with Approved Distance Education Programs

1. Programs and courses reviewed (please list) Master of Interior Design program. Select courses in the BFA representing less than 50% of the program.

2. Background Information (number of programs offered by distance education; degree levels; FTE enrollment in distance education courses/programs; history of offering distance education; percentage growth in distance education offerings and enrollment; platform, formats, and/or delivery method)

The Design Institute of San Diego has one program offered via distance education. The Master of Interior Design (MID) is a graduate-level program that received approval for distance education in 2022. The program was approved to be offered in an on-site modality in 2020.

Additionally, DISD has institutional approval for distance education. They offer select courses in a distance education modality to BFA students, but this represents less than 50% of the program.

The institution uses Canvas as its LMS. It also facilitates learning with Zoom. Significant investments in technology totaling nearly $1M since 2019-20 have been made to facilitate learning, including via distance education.

3. Nature of the review (material examined and persons/committees interviewed)

The review of DISD’s online programming was conducted by examining the institution’s self-study and supporting documentation, viewing their website, and through conversations during the reaffirmation visit.

Lines of Inquiry

Fit with Mission. How does the institution conceive of distance learning relative to its mission, operations, and administrative structure? How are distance education offerings planned, funded, and operationalized?

Observations and Findings

The development of current DE offerings was a direct result of the institution’s strategic planning process, and these offerings are aligned with the institutional Vision, Mission, and Goals in the following ways:

● graduate program in DE modality expands DISD’s academic infrastructure;

● distance education modality lends itself to a greater support of diverse learning styles;

● DE graduate students have more equitable access to the online program and greater geographic mobility as they move through the curriculum; and

● the online MID provides the opportunity to expand the market for the program geographically across the United States and internationally in accordance with state approvals and authorizations.

● DE courses utilize resources already available at DISD and are offered in a synchronous environment.

Follow-up Required

(identify the issues)

As the institution continues to focus on DE courses, consider how asynchronous learning can be delivered with the same level of care and engagement as in person and synchronous courses. DISD is already working on this, and recommended follow-up is simply to continue as planned.

During the student open forum, students agreed that a hybrid mix of DE and on ground courses is ideal. The in person hands-on learning experience for design courses was noted as being especially important. Continuing to engage students in decisions about the future of DE at DISD is recommended.

Connection to the Institution. How are distance education students integrated into the life and culture of the institution?

Distance education students are provided with the same level of care and support as students who attend classes on campus. This includes academic advising, career services, counseling, library resources, and technical support. Virtual advising sessions, email communication, and online resources are utilized as strategies to provide this support.

Students in the distance learning modality regularly meet with their student services advisors. Additionally, these students are

Quality of the DE Infrastructure. Are the learning platform and academic infrastructure of the institution conducive to learning and interaction between faculty and students and among students? Is the technology adequately supported? Are there back-ups?

Student Support Services: What is the institution’s capacity for providing advising, counseling, library, computing services, academic support and other services appropriate to distance modality? What do data show about the effectiveness of the services?

encouraged to apply for participation in online student offerings such as the DEI Council, online workshops and events, and Student Interest Groups on Canvas. Virtual events are popular with students in both onsite and online programs.

The MID curriculum is designed such that most semesters, students in the online program have one class taken with students in the on-ground program and in other cohorts. This encourages MID students in the online program to build strong relationships with students in the onground program.

Technology is adequate with DISD using Canvas and Zoom as platforms for all students, including DE students. Investments in tech have been substantial to ensure student success.

The population of the MID program enrolled in distance education is very small at the moment. This student group does not require additional staffing at this time. DISD has an adequate staffing plan to ensure faculty/staff hiring aligns with growth in the student population. As the MID program is new, especially the online program, there has not been an opportunity to collect significant data about student performance.

Faculty. Who teaches the courses, e.g., full-time, part-time, adjunct? Do they teach only online courses? In what ways does the institution ensure that distance learning faculty are oriented, supported, and integrated appropriately into the academic life of the institution? How are faculty involved in curriculum development and assessment of student learning? How are faculty trained and supported to teach in this modality?

DE courses are taught by full- and part-time faculty who also teach in the onsite programs.

All new DISD faculty, independent of the modality in which they teach, go through new faculty orientation (in person or via zoom) and receive the New Faculty Orientation packet

DISD faculty (full- and part-time) participate in faculty meetings held at least twice a year. The meetings are now on Zoom to support DE faculty members. Opportunities to serve on committees (also via Zoom) enable faculty to integrate into academic life and to engage in curriculum development and assessment. The Faculty Handbook includes information about how faculty can engage in development and governance opportunities.

Graduate faculty meet to share best practices and challenges and plan alignment among DE courses in the graduate program.

Curriculum changes and new program development are faculty-driven.

DE faculty are supported with technology training and orientation to the LMS and other resources available in the Faculty Resource Center on Canvas

Curriculum and Delivery. Who designs the distance education programs and courses? How are they approved and evaluated? Are the programs and courses comparable in content, outcomes, and quality to on-ground offerings? (Submit credit hour report.)

Current online offerings at DISD were designed by the faculty taskforce and Future Academic Offerings Taskforce.

The approval process follows DISD’s Substantive Change Policy for approval of academic changes.

Credit hour assignments are listed on the course syllabus and credit hour allocations are reviewed on a semester basis. Credit hour assignments are also integrated into the program review process.

The DISD Credit Hour Equivalency Definitions and Guidelines document provides guidelines for the review of credit hour assignments.

Faculty Initiated Regular and Substantive Interaction. How does the institution ensure compliance with the federal expectation for “faculty-initiated, regular and substantive interaction”? How is compliance monitored? What activities count as student/instructor substantive interaction”?

Currently all DISD distance education courses are synchronous. The DISD Credit Hour Equivalency Definitions and Guidelines document outlines expectations for “facultyinitiated, regular and substantive interaction” and syllabi of online courses must demonstrate that these expectations will be met. Administrative staff routinely monitor student attendance and student progress (as evidenced by assignment submissions and grades) in the LMS (Canvas) to ensure faculty compliance.

Academic Engagement. How does the institution ensure compliance with the federal expectation for “Academic Engagement”? How is compliance monitored? What activities contribute to academic engagement?

All current DE courses are delivered in synchronous format via Zoom. DISD faculty report and SST monitors student attendance for every class meeting. When students miss classes, fail to turn in required assessments, or miss exams, faculty use progress reports to communicate with the Director of Student Services.

Outside direct academic engagement in synchronous class meetings, students are engaged through discussion boards, one-on-one meetings with faculty, and small group meetings when working on homework (study groups).

State Licensure Requirements. Describe, as appropriate, the institution’s process for disclosing to students how state licensure requirements are met by distance education programs, whether licensure requirements are not met by programs, or whether the institution has not determined where licensure requirements are met by the programs.

Not applicable

Student Identification Verification and Privacy. What is the institution’s process for student verification, e.g., a secure login and pass code; proctored examinations; other technologies or practices that are effective in verifying student identification? What precautions are taken by the institution to protect technology from cyber security intrusions on its or outsourced systems? Are additional student charges associated with the verification of student identity disclosed at the time of registration or enrollment?

Retention and Graduation. What data on retention and graduation are collected on students taking online courses and programs? What do these data show? What disparities are evident? Are rates comparable to on-ground programs and to other institutions’ online offerings? If any concerns exist, how are these being addressed?

Student identity is verified through secure logins and pass codes. A single sign-on protocol using Microsoft 365 ensures student identity verification across platforms, and all students are required to complete an online training module in cybersecurity. In addition, students are strongly encouraged to appear on camera for at least some portion of each class meeting – refer to Student Zoom Guidelines and Code of Conduct Policy

Retention and graduation data are collected on all students in all programs, along with other measures of student success and satisfaction including CGPA data, survey results, and placement outcomes. These data are disaggregated by program and modality as appropriate. Thus far, graduate students in the online MID program and undergraduate students taking select online courses appear to have outcomes similar to those of other students. DE offerings at DISD are relatively new, and the institution will continue to collect, review and analyze data to ensure that onsite and online students persist, graduate, and obtain employment at similar rates.

Student Learning. How does the institution assess student learning for online programs and courses? Is this process comparable to that used in on-ground courses? What are the results of student learning assessment? How do these compare with learning results of onground students, if applicable, or with other online offerings?

Student learning in online programs and courses is assessed using the same instruments as onsite programs and courses, as described in program review plans. All data are collected for both modalities and reviewed both in aggregate and disaggregated by modality and other appropriate characteristics to ensure that all students have access to equally excellent learning opportunities and are achieving learning outcomes at the same high standards.

Since the fully online MID program is new and has not yet had a graduating cohort, the student learning assessment thus far has been at the course level. The first round of assessment of student achievement of PLOs and ILOs, as evidenced in their Midpoint Graduate Portfolios, will be conducted this fall.

Contracts with Vendors. Are there any arrangements with outside vendors concerning the infrastructure, delivery, development, or instruction of courses? If so, do these comport with the policy on Agreements with Unaccredited Entities?

Quality Assurance Processes: How are the institution’s quality assurance processes designed or modified to cover distance education? What evidence is provided that distance education programs and courses are educationally effective?

Not Applicable

DISD Quality Assurance Processes have been described in the attachments under CFR 4.1 in the Review under the WSCUC Accreditation Standards Worksheet The evidence that distance education courses are effective in the BFA program can be seen in the regular programmatic assessment of student achievement of ILOs and PLOs.