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Examples of Keywords Include: SODR, SOTL, Creative Scholarship, Design as Art, Design as Interior, Design as Idea, Design Practice and Process, History and Theory, Sustainability, Teaching and Pedagogy, Technology, Panel, Poster, Presentation

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Innovative Teaching Ideas
Boutique Fashion// Flagship Store
Jei Jeeyea Kim, August 2017
Historically, the fields of building-design and fashion-design are highly influential to each other, and they have shared common interests in certain styles for centuries - a trend that has grown more profound in the modern era. It seems apparent that both design fields tend to get inspirations from each other. Especially, due to the development of modern building techniques in both design and construction stages, it is quite interesting that building industry designers get to experiment with many garment construction techniques for designing a space.
In this particular project, students were asked to study/research these design terms used in both fields and try to apply the techniques to a design project. The projects were approached from a smaller to a larger scale with a single design motif/ technique throughout the semester.
Center for Awareness of Global Issues
Roberts, Charlotte, January 1992
Students identified an area of personal concern regarding a global issue, and then designed a conference facility for diverse groups of temporary residents. The design promoted "community" among the participants for the purpose of generating thought and insights in dealing with the selected issue.
Color Selection and Comparison
Husseini, Fayez & Carolyn Thompson, January 1992
Students are asked to select a single space, but two contrasting programmatic functions. Students are then asked to create an appropriate image, employing a desired color scheme, depicting their concepts in plans, perspectives, diagrams, logos, and other graphic imagery.
Creative Problem Solving
Jones, Louise, January 1992
Students are asked to use creative problem solving techniques to design an ideal living environment. They are asked to go beyond the current model, as they explore options, which take individuals from birth to death. Their solutions are to be presented pictorially with minimal explanatory text in a format as creative as their solution.
Cyber Charettes: A Global Human-Centered Design Perspective
Heidi E. Schlegel, Rim Fathallah, August 2017
Developing cultural sensitivity and the ability to collaborate with peers from differing cultural and global perspectives is a skill set demanded by our global marketplace. This 7-day collaborative charrette prepares students for the commonality of international and intercultural collaboration within structures that support self-directed learning and creativity.

The charrette format allows students of varied year levels an integrative and applied learning experience. A broadly formatted design task is assigned oriented around a design topic which is unfamiliar to all students.   Left intentionally vague, the program encourages a variety of interpretations with emphasis on process over product, inciting students to take risks and spurring creativity. Students develop communication methods, team organization, context and content, and outcome.  The process finalizes with the production of an artifact representing their collaborative efforts and work: a self-expressive poster. 
Students develop in-depth knowledge of a design topic, collaboration and communication skills, cultural sensitivity and social connectivity.  In-process student interviews and post project feedback surveys supported the evaluation of student experiences and successful learning outcomes.
Death Ritual Pavilion
Hensley, Sharon E., July 2015
Design a Victorian Home: Relating the Design Process to a History of Interiors Class
Julie E. N. Irish, PhD, August 2017
The studio format is the mainstay of design teaching (Ankerson & Pable, 2008). Looking for ways to relate history to the studio and thus to professional practice, a group project was assigned to a history of interiors class to create a Victorian home. The Victorian period was selected as spanning many different styles and less familiar to students promoting research skills. The project replicated the studio culture with four phases covering programming, research, and precedent analysis; concept design; presentation drawings and materials boards; and final poster and verbal presentation. Four students were assigned to each group, balancing IDES and non-IDES majors. Groups could choose their character and select a location in London or New York. A house plan was provided focusing on the drawing room, dining room, and library. Time was allocated in class for critique. The final poster presentation provided an opportunity to practice verbal presentation skills.
Design Philosophy, Process and Concept
Jones, Louise, January 1992
Students are encouraged to examine design philosophy, design process, and concept development. Through reading contemporary practitioners' design philosophies, students identify ideas they can incorporate into their own emerging design philosophies as well as procedures they can use to identify appropriate design processes and concept development
procedures for future design projects.
Design Synthesis
Cindrich, Larry, January 1992
This exercise provides a non-linear diagrammatic way of thinking and means of identifying the parameters of a problem. Key relationships are analyzed, compared and arranged in hierarchical order, grouped in categories, and graphically linked for clarity and definition. Gestalt principles of order provide valuable clues for managing graphic information and conveying appropriate meanings. New relationships are discovered and idea production is enhanced. Students become more thorough problem solvers, handle issues of greater complexity, and produce more novel ideas. Methods used in the exercise encourage students to think comprehensively, encounter and solve problems without focusing narrowly or too soon on end products.
Design Vocabulary in a Museum Exhibit: Bridging Student Understanding
Susan Ray-Degges; Gloria Stafford; Miyoung Hong, August 2016
Documentation of Historic Detail
Gabb, Betsy Shofstall, January 1992
Students were asked to select an architectural or decorative detail or form that had its beginnings in one of the earliest documented art periods. Students were to "trace" the use of the element throughout history. Written documentation, illustrations and a graphic time line representing its use in various periods were required.
Dolls, Dinosaurs and Design
Perritt, Mitzi & Lynn Brandon, January 1992
The impact of the environment on personal well-being and development is well established. Interior design students may benefit from an understanding of the special housing needs and preferences of children. To facilitate this understanding, interior design students were paired with children in a university's early childhood laboratory to simulate the designer-client relationship. A customized space was designed for each child, based on research and personal interviews conducted between the designer and client.
Healthcare Design Project
Ankerson, Katherine, July 2015
The design of healthcare facilities presents an opportunity to affect people in what is often a very stressful time in their lives. Uncertainty and often trepidation is associated with visits to healthcare facilities of various types. Perhaps this is due to our focus on healing rather than wellness, or disease versus health. Regardless, stress levels are increased with most visits to healthcare facilities. Patients, families, staff, and physicians are but some of the users affected by the design of these facilities.   While this project focuses on a healthcare facility in this country, it attempts to look at the subject through a much broader lens. How do we design for children, some who come into the world the size (and sometimes the color) of a pound of butter? Or, for those elderly people whose poorly functioning joints decrease their comfort and ability to navigate? How do we design for their families, doctors, nurses, and care partners? How do we make a difference? This project includes work at both small and large scales – at the scale of furniture and detail within a space to the scale of the facility itself. The project asks us to question how our work fits within a global view of health and how it can inform beyond the limits of our selected subject matter.
Historical Columns
Wiedegreen, Eric A., January 1992
This project requires students to be exposed to historic design idioms and forces reinterpretation of those idioms into the current design vocabulary taught in the class. The project requires team effort and cooperation. It is the first project, which has the ability to influence the physical environment with its drastic jump in scale from previous micro scale to full-scale mock-ups.
History Sketches
Rosenberg, Harvey, January 1992
In order to make History of Interior Design more interesting, accessible and less dependent on slides, I have evolved a method, which also encourages other skills. The first half of the lecture I sketch all relative furniture forms and interiors, labeling parts, characteristic motifs, and detailing construction which the students copy.
Immersion Week: Beauty is Only Skin Deep
Beckwith, Wendy, January 1992
Just how far does design accountability reach? We focus a lot on aesthetic concerns and whether or not most people can adequately negotiate a space, but what about the intangibles, such as unintentionally polluted air and unintentionally created barriers?

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