Search

Faculty continue to support extracurricular activities, co‐curricular activities and service learning for the long‐term student's benefits that outweigh obstacles present in community engagement. This case study describes relationship building between a community partner and an interior design programme through extra‐ and co‐curricular activities which led to more robust projects for service learning and engaged research. The programme was able to initially engage students with the community through a student volunteer charrette led by the student organisation. This extracurricular service activity resulted in continued engagement with one invested undergraduate student through a faculty‐supervised independent study that centred on research for the design of place‐based recovery spaces. The student and faculty continued to work with the organisation for ongoing spatial needs after the semester, including an abrupt re‐thinking of the space due to the COVID‐19 pandemic. The narrative analysis of the case will demonstrate the benefits, challenges and impact of extra‐ and co‐curricular engaged activities as well as advocate for best practices in diversity, equity and inclusion to be explicit within existing frameworks for service learning. [ABSTRACT FROM AUTHOR]

The curriculum of the Interior Design (DI) degree at the Universidad Autónoma de Ciudad Juárez was modified more than five years ago, which requires updating it and adapting it to the institutional guidelines of the new educational model adopted by the university. The objective of this research was to define the current conditions of the work and socio-economic context as a basis for readjusting the career program. To do this, a documentary investigation was carried out, complemented by surveys and interviews with graduates of the last courses. The results allowed us to know the new conditions of the labor market, and the economic activities that have had the greatest development recently. From this information it has been possible to contribute to the definition of contents, topics and subjects for updating the study program of the degree. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effectiveness of 360-degree panorama-based Virtual Reality (360VR) as a tool to simulate real-world site visit experiences in interior design education. In the first stage of evaluation, the online survey was implemented to ask students about their learning experience of using 360VR. The second stage of 360 VR effectiveness evaluation focused on the objective comparison of students learning outcomes between the 360VR method and the traditional approach. The students' experience survey results indicated that 360VR and virtual walkthrough experiences benefited students' understanding of the site during the design process. Students reflected positive 360 VR experiences on their engagement in learning, special layout, visualization, and educational effectiveness. The result of the student learning outcome evaluation showed no significant difference between 360 VR compared to no site visit. However, there was a significant improvement in students' spatial planning, finish selection, and total scores when using the 360 VR method compared to an on-site visit. [ABSTRACT FROM AUTHOR]

Interior space modelling as part of simulation technology is crucial to support the study of interior design. Various simulation techniques have been used for spatial modelling, such as manual and digital drawing, while widely used physical interior models are so far made customized to meet a particular form of design. In other words, such space modelling is by nature fixed or not meant to be used for various needs of modelling tasks. As a result, the interior design study process can become difficult for those who are less able to make manual or digital drawings. It may have a psychological impact on the student's engagement and motivation. This study aimed to examine the role of a previously developed interior space modelling tool in supporting the study process and student engagement. The research method used for this project is an experiment that involves 48 interior design students. The analysis of data reveals that a modelling tool has a significant effect on study engagement for the group of respondents who can only draw but are less able to use a computer to create digital simulations. Meanwhile, for those who have already been able to make a digital simulation, their engagement response to the space modelling tool is less significant. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to identify the effect of the Project-based learning strategy on the development of creative thinking among the students of the Institute of Fine Arts in the subject of interior design. To achieve the goal of the research, the researcher used the experimental design with one group with a pre and post test of creative thinking to fit it on a sample of third-grade students of the Institute of Fine Arts. The research sample consisted of (10) students as an experimental group. To reach the results of the research, the researcher used a set of statistical methods, including : Wolcoxen test for one sample to show the results reached by the research, the Kuoder Richardson / 20 equation and the T test for two independent samples (to calculate the stability of the creative thinking test) Cohen's equation to measure the size of the effect of the gradual change strategy Spearman's corrective equation to correct the correlation coefficients for purposes of stability. The most important results of the research showed: 1- That the Project-based learning strategy has made an effect on the development of creative thinking among the students of the Institute of Fine Arts in the subject of interior design. 2- There is a very high difference between the pre and post responses on the scale of creative thinking for the students of the Institute of Fine Arts in interior design. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Architectural Sciences & Applications (JASA) is the property of Journal of Architectural Sciences & Applications and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In China and the rest of the world, the COVID‐19 pandemic has been spreading since December 2019. This pandemic had negative effects on the public in general and on students' performance. This study aimed to evaluate the perceived performance of design students participating in online distance learning due to the COVID‐19 pandemic lockdown in the UAE. The evaluation of the students' negative emotions and their impact on creativity and design performance was conducted in two design courses. The case study included 193 design students, 140 first year and 53 fourth year students who are enrolled from the College of Fine Arts and Design. An online survey was used as a post‐evaluation tool for the students. Two focus group interviews were conducted for instructors who were involved in the sudden remote teaching. The findings showed the instructors' deep understanding of the students' emotions and how such emotions are reflected on performance during the pandemic. First year students had higher anxiety levels than fourth students, which negatively affected their design practice and learning performance for the lack of design experience. However, first years produced creative projects. Fourth years also had high anxiety levels, but they showed a higher level of satisfaction in their performance than first years. This study explored the impact, changes and challenges brought about by the pandemic experience and how instructors could benefit from it in future. Online classes changed the way design was taught and delivered. Blended learning is considered as a motivational and creative learning process. [ABSTRACT FROM AUTHOR]

Although teamwork is essential in design, interior design education can be competitive and individualistic. The role of design educators is to structure projects seeking to promote inclusive group dynamics and democratic participation among team members. Navigating the challenges of group work should not rest solely on the shoulders of students. Repeated group work in educational settings does not suffice, on its own, for fostering constructive team dynamics or for preparing students to successfully manage conflict, which, if it remains positive, can yield more creative design outcomes. This article, animated by critical and poststructural curriculum theories, proposes pedagogies incorporating positive interdependence and complex instruction for collaborative, inclusive group work and co‐design tasks that leverage conflict and promote constructive relations within teams. Instilling democratic values in design students is equally important for higher education as it is for the design discipline itself. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has led most countries to adopt precautionary isolation measures to prevent the spread of the virus. In this context, teaching through online studios has become a necessity. This study aimed to identify students' practical experiences in fully online interior design studios and determine whether these experiences differ according to students' educational levels to help improve and ensure the quality of online design education. The participants were 69 female interior design students. A questionnaire was applied using five axes, namely virtual learning environment, curriculum and illustration tools, students' experiences, interaction with the teacher, and overall satisfaction and hopes. The results showed that the newer students had a positive experience with the online design studio, while there were statistically significant differences between the answers of students at different levels. It was noticeable that the students' experience on all axes was different, and the level of satisfaction among the new students in Studio 2 was higher than among the students nearing graduation in Studio 6. The findings of this study will benefit the academic programme and technology developers in creating a suitable online learning environment for each profession. [ABSTRACT FROM AUTHOR]

The study aims to identify the gifted students in basic interior design courses by utilizing new teaching strategies to support their capabilities and their intellectual growth within the interior design program. This research used a descriptive correlational study design to recruit the gifted students studying at Ajman University during the academic year 2018-2019, where the female students were 77% and 23%, male students - percentages based on a total of 130 students - with no statistically significant difference for teaching strategies based on gender variable. The results also showed that 66% of these students joined the interior design program due to their passion, and 95% had learned how to determine the requirements of a successful interior design project effectively. The findings have shown a significant and positive difference for teaching strategies based on 3rd level students (F=11.895, p=.007). The study concluded that the use of creative and critical thinking strategies needs the exclusion of conventional teaching methods, which include monocratic and memorizing techniques to aid, precisely the gifted students' GS, to reach the same motivational level as their counterparts. [ABSTRACT FROM AUTHOR]

The article discusses the evolution of the interior design program at Pittsburg State University in Kansas. Also cited are the components of the school's interior design curriculum like universal design standards, interior design, and graphic design, as well as the efforts by the International Interior Design Association (IIDA) and the American Society of Interior Designers (ASID) to promote professionalism in interior design.

Interior design students should be able to use research and evidence‐based design outcomes to make decisions that promote health, safety and wellbeing. This approach will contribute to resolving social, environmental and community issues through design‐oriented thinking Accordingly, the aim of this research in a senior design studio course is to promote a better connection to the local environment needs without losing the creativity aspect. This study covered two semesters and used multiple data collection methods, including interviews, observational field notes, discussions and personal reflections. The findings showed that jury critiques and case study analysis were the most beneficial sources of information for students to develop their project ideas and solutions. The paper illustrates processes, products and aspects that are used in senior projects to find solutions to environmental needs. In addition, the study offers lessons learned and reflections to raise students' awareness of the cultural needs in relation to the interior design field. This study shows findings similar to earlier research that found that students who identified and analysed a local case study understood the design problem better and were creative in linking their project design solution to the society's needs. The study also reveals that students who relied on analysis of well‐defined local case studies developed focused and detailed concepts and design solutions according to the instructor's and jurors' assessments. The study also contributes to literature by using a multi‐method approach and offers implications for local and international policy‐makers on interior design curricula. [ABSTRACT FROM AUTHOR]

The article investigates the relationship between admission exam and students' performance on an interior design program. To achieve the objective of the study, a survey was conducted of 50 students from an interior design program. The performance of these 50 students was tracked from year 1 to year 4 of their degree program. Paired samples testing and linear regression analysis were performed. Then, the study randomly evaluated the admission criteria of 33 Council for Interior Design (USA) accredited programs (in 4 countries: USA, Canada, United Arab Emirates, and Qatar. The study reveals that there is no significant relationship between admission exam (skill exam) and students' performance. There is also a significant difference in performance in an admission exam and the performance for students who hold a scholarship and for local compared with international students. The regression analysis, demonstrated that holding a scholarship and nationality are associated with performance in an admission exam. The critical evaluation of 33 Council for Interior Design (USA) accredited programs showed that a variety of different admission criteria were used (e.g. skill exam, portfolio, and high school/college GPA). In particular, 61% of the sample universities included submission of a design portfolio (USA: 37%; Canada: 92%; United Arab Emirates: 100%; Qatar: 100%) as part of the requirements for admission. The study also suggested that the Council for Interior Design (USA) should provide general guidelines on admission criteria for undergraduate interior design programs. Policy implications are also offered. [ABSTRACT FROM AUTHOR]

The purpose of this study is to promote the experiential learning (EL) method in the pedagogics of art and design in higher education. This article is based on a case study consisting of two pedagogical projects in interior design courses, the probing project and the multisensory space project, carried out between 2014 and 2016 with trainee teachers. Using the data from these projects I analyse using the qualitative content analysis method how and with what implications EL supports learning of art and design in higher education. The results show that EL was found to be inspiring and self-expressive, and was an unusual and motivating way to learn interior design. In a teacher education context EL gave students ideas about collaborative and EL-based methods of learning that could be applied to their own future teaching projects. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to understand perceptions of interior design students after using game-based learning (GBL) as an approach to address workload distribution, lack of clear assessment criteria, and deficiencies of the master-apprentice model during the process of solving several small-scale design problems along the course of a semester. A literature review of the instructional issues in design studios is presented along with an overview of the activity systems theory as an underpinning theoretical perspective. This research paper explains the research design behind the case study methodology used to perform data collection, analysis measures and organize coding schemes. Findings from the study conclude that GBL fits into the iterative and experimental nature of the design process, helps students focus on the design process through trial and error without a significant risk, changes the studio's feedback structure, and allows students to track their progress while having creative freedom. This paper provides empirical evidence supporting the existence of instructional issues in traditional design studios, provides considerations for using GBL to address these issues, and suggests directions for future research studies in fields of instructional technology, design pedagogy and higher education policy. [ABSTRACT FROM AUTHOR]

Letters offers a forum for sharing ideas, exchanging dialog, and stimulating conversations and debate on critical issues that impact the designed environment as presented in the Perspectives section of the Journal of Interior Design. Diversity has become a flashpoint on North America's political stage and beyond. It is not new but instead, and unfortunately, a part of our nation's fabric as noted by the struggles the interior design profession has had in its own attempts to more accurately reflect the diversity of the United States. In 2018, Jack Travis authored a Perspective published in the Journal of Interior Design. The following letters were received in response to assure that the conversation did not end there. [ABSTRACT FROM AUTHOR]

The profit‐driven tendency of interior design trends and styles today has developed in line with the decrease of social awareness in design. The majority of interior design students also decide to pursue interior design education for its marketable and profitable purposes rather than seeing interior design as a field of opportunity to contribute to the social welfare of their communities. Hence, the objective of this research is to implement community service through co‐design in interior design pedagogy. The article describes the learning and design methods used based on human‐centred design approaches of co‐design and analyses the resulting benefits from this approach. Findings reveal that the process of collective creativity and collaborative development with the community enables a direct experience of learning and fosters a deeper connection and understanding of users. They also promote novel multidisciplinary design innovations, accommodate the community's potentials in the society and stimulate a reflexive impact, allowing students to reflect on their future role as interior designers in bringing positive changes to their community against the profit‐driven tendency of contemporary designers today. [ABSTRACT FROM AUTHOR]

A flipped-classroom pedagogical method has been adopted by some educators over several past decades both knowingly and unknowingly. In this pedagogical method, the traditional classroom lecture and homework settings are flipped. Students are required to watch short video lectures as homework while the regular class sessions are devoted to in class activities. Flipped-classroom methods have been used as a pedagogical approach in different classroom environments from k-12 to college or university level class settings. There are several evidences of this pedagogical approach being adopted in both social science and pure science class settings. In this study, the author discusses the effectiveness of a flipped classroom method as a successful pedagogical approach for interior design students in achieving educational objectives. The author investigated a flipped classroom pedagogical method by adopting it in a sophomore level Interior Construction class. The choice to implement a flipped classroom method in this class was due to a rigid lecture and lab component which required the students to work on projects based on the lecture materials covered in the class. The course was taught by the same instructor covering similar content in three consecutive years; using a traditional pedagogical method, a flipped classroom pedagogical method and using a hybrid approach of traditional method and flipped classroom method. A one-way ANOVA results of the student test scores suggested a significant effect of the pedagogical method on student performances for the three classes. Results suggest a flipped classroom as an effective way forward when combined with traditional method as adopted under the hybrid approach. [ABSTRACT FROM AUTHOR]

The aim of this work is assessing the use of digital technology in relation to the creative thinking process in Interior Design education. For this purpose, the effects of digital technologies on the creative design development process in interior design education were examined through student experiences. Fourth grade students (39 people) in Interior Design department of a state university located in the Central Anatolia Region in Turkey are the participants of the study. Identification of participants; being volunteer to attend; taking the basic design / art education, computer-aided design and final interior design project courses. Torrance is an important person who contributes to literacy in the measurement of creativity and in this research open-ended questions were asked to the students according to four elements (fluency, flexibility, originality and enrichment) defined by Torrance's creativity. In the research, phenomenological approach was used from qualitative research methods and data were analyzed by content data analysis. According to the findings, it has been detected that students use digital technologies for research on internet, technical drawings in computer, making 3D visualizations and preparing documents with text-image support. As a results enhance design alternatives, improve the quality of interior design and ease the design intervention are the positive consequences of the use of digital technology. Not to benefit from the positive effects of hand drawing and the use of ready-made materials to destroy the original design are the negative consequences of the use of digital technology. [ABSTRACT FROM AUTHOR]

Abstract: Research on creative performance indicates that a combination of the primary sources such as known concepts and existing ideas plays an important role in the generation of new ideas. Although studies show a link between the combinational approach to ideation and creativity, how individual differences in cognitive styles are related to this approach is not well understood. This exploratory study examines the domain‐specific relationship between individuals’ cognitive styles and improvement of creative performance within the structured combinational ideation process where mixing various ideas is encouraged. Fifty interior design students enrolled in the second year of an interior design program at a Midwestern university participated in this study. The workshop designed for this study was structured in the following stages: initial design (ID) + the combinational ideation process (the variation process [VP] + the combination process [CP]) + final design (FD). The participants’ creative performance was measured at the ID and the FD phases by three experts. Findings indicated that intuitive individuals generally showed the highest creativity in the ID phase, but they showed a decrease of creativity in the FD, implying that a structured combinational ideation method might not be the best method for intuitive individuals. In contrast, individuals possessing an adaptive and an analytical information processing style showed an increase of creativity in the FD after completing the structured combinational ideation process, suggesting that students with a nonintuitive cognitive style benefit most from this method. The result of this research will provide design educators with meaningful insight into the instruction methods that take students’ cognitive styles into consideration, especially in helping nonintuitive students who struggle in the ideation process. [ABSTRACT FROM AUTHOR]

Abstract: As digital modelling programmes become increasingly prevalent in interior design education, there is concern that graduates are entering the workforce relying too much on strong graphic presentation skills while lacking the basic ability to speak about design. This study explores the gap between practitioners’ perceptions of importance regarding oral presentation competency and students’ perceptions of their oral presentation performances. Additionally, the study explores correlations between in‐class activities and students’ perceptions of their oral presentation competency. Mixed‐methods of investigation include a Delphi study with a panel of interior design practitioners and a survey questionnaire of both practitioners (n = 102) and currently active interior design students (n = 91) in the USA. An Importance‐Performance framework is employed for comparison. Results identify performance criteria for evaluating oral presentation competency and indicate variances between students’ perceptions of their performance and industry perceptions of importance. Furthermore, students’ in‐class activities including studio critiques and written peer assessments show significant correlation with student oral presentation performance indicating activities already frequently incorporated into a design curriculum may have a greater impact on improving performance than specific oral presentation instruction alone. [ABSTRACT FROM AUTHOR]

Sustainable design education is one of the prevailing barriers to interior designers practicing sustainability.The main aims of the study arc (1) to examine interior design educators’ perceived preparation for and willingness to teach sustainability and (2) to investigate the opportunities and obstacles for integrating sustainability in design education in Kuwait. A self-administered survey questionnaire employing both quantitative and qualitative methodsand an interior design curriculum content analysis were used as data collection methods. To guarantee a high response rate to the survey, the researcher distributed the questionnaire to participants personally. A purposive expert sampling technique was used: Only participants anticipated to have knowledge of sustainability were included in the study. The sample consisted of ten (n= 10) interior design educators in the department of interior design at the College of Basic Education (CBE) in Kuwait. Course descriptions were reviewed using a thematic analysis technique. The findings are presented here to inform school administration and curriculum designers about the barriers to integrating sustainability into interior design programs in Kuwait, so they can set the stage for such integration. [ABSTRACT FROM AUTHOR]

The paper explores the impact of the internet on students and their enhancement of their Identity and culture in the world of globalization. It is based on two stages; a theoretical background in the literature that provides criteria for examining the issue of the study. Then, the analytical study is done to the collected data. The paper incorporates two methods of data collection; a questionnaire survey to measure the instructors’ perception of how students should reflect the identity and local culture in their projects in the internet era, and statistical analysis of students’ implementation of cultural knowledge and identity features in their graduation projects in the new millennium before the usage of internet in the design education in the interval of 2001–2007 and after the usage of internet the interval between 2008 and 2015. Consequently, the paper is designed to generate both statistical quantitative and qualitative data. Despite the apparent impact of Globalization and internet based education on abandoning individual identity, yet it might lead to opening new horizons in front of dealing with cultural identity and heritage with a contemporary vision that integrates with nowadays architecture and at the same time refer to the unique identity. [ABSTRACT FROM AUTHOR]

In the U.A.E. (United Arab Emirates), interior design education is often misunderstood as interior decoration, wherein the former is a more comprehensive design approach to spaces formed by structural boundaries and curation of human interaction. The conducted case study addressed a small number of students enrolled in Interior Design Studio I at Zayed University, Abu Dhabi campus. In addition to traditional teaching methods compromised of individual desk critique sessions, group pin-ups and presentations, three innovative methods were implemented as a means of guiding students through the process: direct sequential instruction executed within an assigned time frame, reflection on the surfaced result and use of flat photography or panoramas as means of space communication. Throughout the three implemented stages of the project, and through utilizing the above-described generative methodology, students achieved complex representation and revealed higher spatial order related to human occupation and space inhabitation. This methodology allowed students to channel their work through complex sets of interconnected information and derived an outcome from an accumulative multi-layered resolution. The article presents the process and analyses the achieved outcomes. [ABSTRACT FROM AUTHOR]

ABSTRACT This study seeks to initiate the emotional intelligence ( EI) conversation within the context of interior design (ID) education and practice by expanding the body of knowledge in relation to ID students' EI and to place these observations in context with the EI of other university students. This study involved two aspects of research, an original component spanning two years that studied the EI of ID students utilizing the 33-item self-report Assessing Emotions Scale (Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim, 1998) and, secondly, a comparison of ID students' test scores with ten other existing studies of college students. The findings demonstrated that ID students possess a statistically higher level of EI than their university student counterparts. The possibilities for future research involving EI and ID are numerous, with significant potential impact in the areas of design thinking, design process, project and personnel management, job satisfaction, perceived job control, job commitment, entrepreneurism, stress management and burnout, internship development, and possibly gender differences. EI training could be of particular interest to both educators and practitioners alike as they seek to train the next generation of leading designers. For educators, EI could prove particularly important as they seek to prepare students for the realities of entry-level design positions as well as set their sights on long-term leadership positions where they will be expected to manage multiple disciplines, people, and projects simultaneously. For practitioners, understanding of EI can provide insight regarding leadership and team dynamics in addition to becoming aware of the potential differences in EI between disciplines. [ABSTRACT FROM AUTHOR]

Interior design, like other applied disciplines, has a clear career cycle requiring education and professional experience before becoming eligible for examination. Internships are often encouraged in academic curriculums for increased career placement and enhancement of student learning outcomes; they also serve as a benchmark for academic programs to evaluate their curriculum and its relevance to practice. As the design industry rapidly shifts the scope and needs in projects, it becomes more difficult for academic programs to assess practitioners' values as they relate to recent interns and entry-level hires. Using a social constructivist approach, this longitudinal study aims to better understand practitioners' perceptions of soft and hard skill sets necessary for emerging interior design professionals. This study utilizes content analysis to evaluate practitioners' responses ( N = 260) from 2006 to 2014 through a survey questionnaire that consisted of open-ended questions aimed to evaluate senior-level interior design students' performance during the required 400-hour internship at a mid-sized Southeastern university. The findings showed that soft skills were more often listed as positive attributes where interns performed exceedingly well. Furthermore, soft skills affected the willingness of practitioners to hire interns. [ABSTRACT FROM AUTHOR]

Objective: This case study explores the influence of the healthcare design studio experience on students’ short-term professional goals as measured through rates of healthcare-related certification and internship/employment. Background: The value and relevance of interior design is evident in the healthcare design sector. However, interior design students may not perceive this value if it is not communicated through their design education. Students’ experience in the design studio plays a crucial role in determining career choices, and students may be more committed to career goals when there is clear connection between major coursework and professional practice. Method: The authors compared healthcare-related certification and internship/employment levels between two student cohorts in a capstone undergraduate interior design healthcare design studio course. The first cohort was led by the existing curriculum. The second cohort was led by the revised curriculum that specifically aimed at encouraging students to commit to healthcare-related design practice. Results: When measured at 3 months from graduation, the second cohort, led by the revised curriculum, saw a 30% increase in Evidence-based Design Accreditation and Certification exam pass rates and a 40% increase in healthcare-related internship/employment. Conclusion: The challenge of interior design education is to instill in emerging professionals not only professional competence but also those professional attitudes that will make them better prepared to design spaces that improve quality of life, particularly in healthcare environments. The results exceeded the project goals, and so this could be considered a promising practice for courses focused on healthcare design education. [ABSTRACT FROM AUTHOR]

Copyright of Megaron is the property of KARE Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT During the last quarter of the nineteenth century, many factors, such as greater emphasis on the importance of the home and its decoration, contributed to the separation of interior decoration from other similar vocations. By the early twentieth century, interior decoration as a profession and occupation had begun to gain acceptance in the market place and academic world. Print media attention focused on the interior decorator who was no longer merely a wall painter or furniture salesman but was a furnisher and marketer of art and good taste. Advances in formal education and a culture of professionalism contributed to the realization by practitioners and others that interior decoration required specialized knowledge so many began to push for training in newspapers, books, and magazines. This study discusses the origins of interior decoration education in the 1870s, when the first courses related to the home were offered at mid-western land-grant universities, to 1930, the year before the organization of the American Institute of Interior Decorators (AID) was founded. It covers the variety of training methods for decorators and the sometimes conflicting views of early advocates for the profession and for education. It points out tensions within interior decoration and conflicts with other similar fields. Finally, it looks at several university programs in different academic homes and the various course titles used in the curriculums. If training for interior decorators between 1870 and 1930 could be described in a single word, it probably would be diversity. This was reflected in the many means and places to acquire training, the institutions that offered it, and the opinions about it. The earliest training methods were those that were most readily accessible for most people, such as self-education or apprenticeships. They were soon joined by interior decoration courses and programs at various art, design, and industrial art schools; colleges and universities; teachers' colleges; and other institutions across the United States. Throughout this early period, institutional training evolved from a single course to complete programs. The first bachelor's degrees were awarded. This early period also established ties between interior decoration and the disciplines of fine arts, architecture, and home economics. Diversity was important to interior decoration at its inception because it permitted individuality, provided availability for more people, and accommodated the evolving definition and practice in the field. At the same time, it reflected and contributed to such challenges as a lack of identity and cohesion. In education, this diversity was evident in the variety of institutions offering study in interior decoration, its various academic homes, the assortment of course and program titles, and differences in program requirements. A lack of standards and consensus in education helped to create gaps and disparities in preparation, knowledge, and skill among practitioners. Interior decoration did not resolve these problems. As a result, they became the foundation on which interior design was built. [ABSTRACT FROM AUTHOR]

This article argues that by integrating a package of collaboration strategies between academics and profession into an interior design academic curriculum, graduates can achieve an appropriate level of professional interior design skills. This can provide an appropriate way to produce valuable graduates with high employability potential. The article explores the professional skills requirements, collaboration stakeholder roles, and curriculum collaboration strategies. This study aims to highlight and evaluate one experiment in adopting and mapping collaboration strategies throughout all curriculum courses and extra-curricular activities in an undergraduate interior design program. The article evaluates the effectiveness of integrated collaboration procedures, which were implemented in interior design programs for a period of seven academic years from 2008 to 2015. The integration experiment was documented through surveys targeting graduates measuring the overall effectiveness of the collaboration procedures on their readiness for the professional market, faculty members determining the effectiveness of the integration process, and employers evaluating the professional experience of graduates. [ABSTRACT FROM AUTHOR]

Experiential education programs, such as international and domestic study tours, bridge the limitations of formal learning classroom by allowing students to experience reality in a new learning dimension. This mixed-methods study explores experiential learning during a domestic interior design study tour to New York City and an international fashion-merchandising study tour to China operated by the same fashion-merchandising and interior design department at a public university in the United States southeast region. Both study tours intended to prepare students for the workforce by expanding their understanding of business and the creative process. The tours' organization allows students to meet industry professionals and to investigate and analyze issues such as collaborative work, cultural differences in business and creativity, cultural and social identity in the environment, and personal development. This research explores students' perceptions of a domestic and an international study tour to analyze their effectiveness in achieving learning outcomes. Before and after the study tours, students completed a survey to gauge their perceived level of understanding and attitudes toward the study tours. Additional student feedback came from reflection journals documenting students' personal development, design expressions in the environment, and experiences. [ABSTRACT FROM AUTHOR]

This study explores how blended learning can contribute to interior design students’ learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in ‘IAED 342 Building Performance’ module at Bilkent University, Turkey. A total of 120 interior architecture students were surveyed about their experiences on five fields of instruction: (1) course design, learning material and electronic course environment; (2) interaction between students and instructor; (3) interaction with peers; (4) individual learning process; and (5) course outcomes. Frequency distributions, chi-square factor and regression analyses were calculated. Four blended learning factors were developed and their contribution to learning outcomes was analysed. The results showed that teaching both online and face-to-face can create an effective learning environment for non-studio classes, while contributing to a considerable value for the interior design education in terms of teaching process. [ABSTRACT FROM PUBLISHER]

Probing is a new, playful co-design method that enables future users to participate in a design process in variant design contexts. This article is based on a case study of applying and developing the probing method as a part of studies of interior design in higher education in craft and design. The article reports probing processes of the university-level students (N=72), training to become textile teachers, and their reflections on the method. The data on the case were collected during two interior design courses held in a single institution in 2014 and 2015. The results outline the students' processes from the point of view of participation, spaces chosen as well as their reflections. After the students experienced the probing process, they suggested ideas for its application in teaching design in different educational degrees as well as applications in other contexts. [ABSTRACT FROM AUTHOR]

Internships are transitions between academia and professionalism. In architecture and interior design education, knowledge and professional practice are both important for graduates. Research in the fields of architecture and interior design internships is somewhat rare. This research aims at documenting the process of planning an internship for interior design students in Princess Nourah bint Abdulrahman University for women that takes place in architectural firms in the Kingdom of Saudi Arabia. The research applies the descriptive case study method, data gathering included questionnaires and interviews, the sample included students, academic advisors, and site supervisors. Three groups of students attended the internship where feedback obtained helped in developing the program. The evaluation covered internship documents, sites and supervisors, students' skills and performance, and academic advising. From this comprehensive review of the program, the results highlighted the effect of time and place considerations. Separating the documents and instructions intended for each party fulfilled the program objectives effectively. Defining the required internship skills adjusted deficiencies of evaluation. The cooperation of internship sites that helped the interns to adapt to the working environments, and facilitated communication with academic advisors. Finally, the crucial responsibility of academic advisors in sensing program weaknesses and linking educational institutions to internship sites views and professional circumstances. [ABSTRACT FROM AUTHOR]

This mixed research methods study explores whether project-based service-learning projects promote greater learning than standard project-based projects and whether introduced earlier into the curriculum promotes a greater student understanding of the world issues affecting their community. The present study focused on comparing sophomore and junior residential interior design courses that had project-based service-learning assignments. Both undergraduate sophomore and junior courses developed standard design project assignments in the first half of the academic semester and a project-based service-learning assignment in the second half of the academic semester. Collection of research participants' perceptions was through pre and post surveys and course-required reflection journals. The research findings indicated that the opportunity to work with an actual non-for-profit client and actual building were the most important influence on student learning outcomes. Yet, findings also indicate that on a more personal level students reported experiencing deeper emotional growth due to their knowledge that their design solutions would ultimately improve the lives of others in the community. Furthermore, evidence shows that the service component of the project had no significant influence in student learning, regardless of academic level. Consequently, suggesting that project based service assignments may occur at any point in the curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose This longitudinal study assessed student perceptions of sustainable design issues in the context of an accredited interior design program. Although literature exists documenting the integration of sustainable strategies into interior design curriculum, more analysis is needed to determine the impact of program experiences on students’ attitudes.Design/methodology/approach Over a four-year period, a questionnaire was administered to 245 freshmen in an introduction to interior design survey course and to 122 seniors enrolled in a professional practice in interior design seminar. In addition to statistically analyzing category responses between the two subject groups, the authors also looked for patterns in responses within each subject group.Findings Results indicated that the seniors were significantly more aware of the term “sustainable design” than the freshmen were. Understanding the students’ perceptions of more specific principles including life cycle thinking, environmentally and socially responsible materials sourcing and sustainable design practice required a more nuanced discussion. Although statistical significance of differences between the two groups was small to moderate throughout the survey categories, the seniors tended to be more deliberate in their responses.Originality/value This study is the first of its kind to conduct a longitudinal investigation of an interior design student body from freshman through senior cohorts regarding perceptions of sustainable design. Findings from the large sample size provide direction for interior design programs and form the basis for further study. [ABSTRACT FROM AUTHOR]

ABSTRACT As our planet slowly turns into a global village where interconnectedness is inevitable, education finds itself in a very competitive market to attract and produce the fittest graduates who can survive in today's economic political setting. This competition has brought international educational delivery into developing countries. Recognizing such a reality, this research aims to explore the success level of educational borrowing from the West in serving its intended purpose of an accelerated advancement for developing countries. Does this import place developing countries' students as peers on even grounds with students from developed countries? More specifically this study seeks to highlight whether an imported interior design curriculum internationally relocated presents more equal opportunities for quality education to students in the Middle East. The question is investigated by following students receiving an international interior design education in their own country in the Middle East and questioning their experience and its alignment with the educational culture that they bring with them from the secondary level as well as the alignment with the local interior design culture of that country. Both the gathered data and the literature review support that culture is a key feature influential in education as well as in interior design, a factor so powerful that it may cause the failure of the educational transfer and thus challenge the fairness of the equality in education that was originally sought when the program was borrowed in the first place. [ABSTRACT FROM AUTHOR]

The coming of the experience economy time not only brings huge challenge to traditional commercial space design, but also makes new demand on university commercial building interior design course teaching. Experiencing construction is considered as an important content in the teaching process to obtain better teaching objectives by means of design thought of "theme setting--physical manifestation--emotional experience", and assist students to set up design approach adjust to the new market demand. [ABSTRACT FROM AUTHOR]

This study identified springboards and barriers to creative risk-taking that interior design students perceive in their studio courses. Three research questions were posed: (1) What personality traits associated with creative risk-taking do interior design students display? (2) What springboards and barriers to creative risk-taking do interior design students perceive in their studio courses? (3) How do classroom expectations differ between safekeeping and risk-taking students? Participants included (n=66) undergraduate interior design students from a Council for Interior Design Accreditation program located in the southeastern United States. The NEO Personality Inventory Revised was used to profile personality traits while a locally developed survey identified student perceptions of creative risk-taking in studio. Using self-reported and faculty ratings of risk-taking propensity, each student was categorized into either a safekeeping or risk-taking group for data analysis. Private interviews (n=18) were conducted with selected students from each group to gain further insight into their perceptions of risk. Findings indicated that the sample displayed higher levels of Extraversion, Openness, and lower levels of Agreeableness than normative populations. Safekeeping students expressed a need for compassionate support, encouragement, and daily feedback from their instructors, whereas risk-takers wanted instructors who challenged and criticized their work while providing feedback on a less regular basis. Safekeepers favored more detailed project structures with clear requirements, whereas risk-takers preferred a loose project structure with broad instructions and limitations. Educational implications and curricular strategies surfacing from the findings are discussed. [ABSTRACT FROM AUTHOR]

International marketing is obviously increasing in significance in terms of business and education. To address this issue universities are pushing for the development of study abroad programs. One of the culturally relevant topics is the study of design and its role in international commerce. In today's globalized society a brand's message must be able to speak to indigenous populations further highlighting the importance of study abroad programs. To do this requires an understanding of a particular cultural, economic, and historical context. To thoroughly understand the nuances of international advertising students need to understand how the business of advertising translates culturally, economically, strategically, visually, and verbally to another country. To accomplish this, students tested their knowledge of strategic international design principles in Ireland where they integrated their classroom studies in business and cultural studies with copy and layout skills. This allowed the creation of an alternative advertising campaign for a previously absent product developed specifically for Irish consumption. Irish are loyal to Irish national brands. They are not opposed to purchasing outside brands, especially American brands, if the message is creative and socially engaging. Implicit in our experience is the importance of teaching a culturally based perspective to cross-cultural design. [ABSTRACT FROM AUTHOR]

Sustainability has not been integrated into Interior Design education in Kuwait. The purpose of the study is to 1) investigate the level of knowledge and attitudes toward sustainable design among interior design students in Kuwait, 2) determine the difference between male and female design students regarding sustainability knowledge and skills, 3) assess a potential relationship among the variables. A survey questionnaire was used for the study as a data collection method. Mixed method approach, both qualitative and quantitative methods, was employed. The study was conducted among the entire population of Interior Design students in the College of Basic Education in Kuwait in the fall of 2011. Interior design students revealed limited knowledge of sustainable design aspects. However, they illustrated willingness and eagerness in learning sustainability. Additionally, a t-test indicated no significant difference between male and female design students in terms of their knowledge and attitudes. The study reported a positive correlation between interior design students' knowledge of and attitudes toward sustainable design. The study also provides a path for greening the interior design education. [ABSTRACT FROM AUTHOR]