1979: When Design Got Empirical

1979 marked a turning point in how interior design education was studied, measured, and understood.

Under the leadership of Kate Ellen Rogers, Ron Veitch, and Joy Dohr, the Foundation for Interior Design Education Research (FIDER) launched its first major research study examining degree levels and the quality of design education. For the first time, accreditation was grounded in evidence—bringing precision, rigor, and reflection into the field.

Globally, design was also entering a new era of responsibility. In post-revolution Iran, architecture was redefined through faith and cultural identity. The United Kingdom introduced its first energy-efficiency building regulations, signaling a shift toward sustainability. Around the world, rising movements in sustainability, post-colonial design, and education reform pushed designers to think more systemically about the role of the built environment.

Why does this matter? Because 1979 wasn’t just about launching a study—it was about transforming design education into something measurable, equitable, and future-ready. Research confirmed that interior design was not only a creative pursuit but also an academic discipline with the power to respond to pressing social, cultural, and environmental challenges.

The research of 1979 stands as a milestone in CIDA’s history—proof that interior design education could be both rigorous and globally responsive, shaping a profession committed to impact as much as aesthetics.