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
Civility and Grace in Design
Design students typically transition from unencumbered, conceptual, joyful thinking in 1st year to focus in 4th year on more technical aspects of design such as “sector-specific regulations and guidelines” and “interior contract documents” (Professional Standards 2018, 2018, p. 30). A module in a 3rd year lecture course regarding civility and grace in design intends to incite students’ sensitivities and revive their attention to the human experience in space including emotional, psychological, or spiritual awareness; moving in space; and recognizing space in a time and place. To do so, students read William Stumpf’s book The Ice Palace that Melted Away: Restoring Civility and Other Lost Virtues to Everyday Life (1998) in which he describes and provides examples of places, things, and paths to civility. But students grasped his meaning best through discussion of a campus memorial that was civil and gracious in its design despite its origin in shock and mourning.
Cultivating a Community
Cultivating a Community: Redefining the Purpose of Retail based on a set of shared values in order to create a more sustainable retail culture Millennials and GenZ’s values are transforming the retail landscape, increasing the demand for purpose-driven and generous brands (Davies, 2015). Though current retail design practice leverages generational insights, a disconnect remains between the retail store’s purpose and these conscious consumers who are driven by environmental and social responsibility (MLS Group, 2014, Makhija-Chimnani, 2014). Design education cultivates a future-driven mindset; rather than retailers designing for these generations, engaging Millennial and GenZ students in the design process, contributing their ideologies, through a collaborative studio that engages retail design practitioners can advance both practice and academia. This multi-disciplinary studio asks both students and practitioners to shift the retail conversation towards generosity, sustainability and redefining the purpose of the retail store. Emblematic of the retail design practice, this studio brings interior, visual communication, and industrial design students together with internationally recognized professionals to explore the theoretical, conceptual, and professional practice of sustainable retail design.
The object of this studio project is to nurture creativity in beginning design students by combining Baratto’s architectural illustration framework with concept development. Baratto’s architectural illustration framework consist of four primary ways to represent design intent: sketches (fast/expressive), models (volumetric composition), technical drawings (specific proportions), and rendering (design within a context).
Hyperspace: A First Week Experience
Building interdependent student relationships within educational programs is key to establishing learning environments that support strong studio cultures and a sense of belonging. According to research, the key to supporting engagement, and student retention is to support a sense of belonging: without it, academic performance and self-esteem suffer, depression may set in and student retention rates decrease. Student performance levels and retention are increased when students are bonded with their peers. Hyperspace is a means to support these interdependent relationships: a department wide first week experience teaming students from all year levels to complete a 5 to 7-day project. Formatted as a design charrette, this annual learning experience facilitates departmental and potentially interdisciplinary collaboration and mentoring for students of all levels. Learning objectives focused on programmatic development, design process, rapid development ideas and most importantly, effective teaming. Post project surveys supported the evaluation of student experiences and successful learning outcomes. Building morale, emphasizing teaming and tearing down the traditional hierarchal, territorial separation of students serves to not only to increase student retention but enforce the strength of the department as a whole.
Materials on Demand
Material selections can be limited by many factors. Cost, availability, client taste and preference, and project suitability are just a few factors which may drive the finish selection process. This final project challenges students to utilize the product knowledge they have gained in the course to select appropriate finishes for a scenario given in a limited amount of time and with a limited selection of materials to choose from, simulating processes from design practice. Selections must meet the criteria of the scenario both in appropriateness, application standards, and provide an aesthetically pleasing palette. This will require students to accurately apply a broad range of product knowledge as well as creativity in the way they assemble a well-designed scheme for a scenario with limited resources.
Patterning the Oculus
This 3.5-week studio preparation project was designed to promote the generative spatial ideation process using culture-inspired patterns. The project invites the students to experiment with the spatial potentials of geometric, organic, natural, or technological patterns derived from various cultures as devices for shaping spatial organization and for crafting multifunctional systems that fulfill functional requirements. Ultimately, a series of exercises is built up to create a public open café space within a large public space based on the 2D and 3D exploration of the culture-inspired patterns as a means of communicating a meaningful message to the general public.
Pecha Kucha As a Teaching Method
The “lecture is a passive activity for learners and not always likely to result in retained understanding. Therefore, an educator should seek to engage learners in activities beyond merely writing notes and listening.” (Ankerson & Pable, 2008). History of Furniture and Design 16-week lecture course covering from the beginning of time to present offered a daunting task. Class was divided into sections; each student was assigned an era in their text book. The students researched their weekly time-period and focused on elements and principles of design, politics, religion, economics, and art. Students then presented their findings in Pecha Kucha format. This allowed students to research in-depth the time-period, focus on details and subject matter, and practice presentation skills.
Round Robin Interviews
The “lecture is a passive activity for learners and not always likely to result in retained understanding. Therefore, an educator should seek to engage learners in activities beyond merely writing notes and listening.” (Ankerson & Pable, 2008). Professional Practice lecture class investigating ways to challenge students to research and prepare for potential internship and job interviews. In class assignment; students in groups researched interior design entry or junior level positions at companies varying from local to global interior/architectural as well as retail companies. Students then prepared questions from both the interviewer and interviewee position, using the information from the job site, internet, or personal experience. Homework assignment; students were given the company names and positions available to research for upcoming round robin interviews the following class as preparation. Questions were not shared. Round robin interviews students roll-played as interviewer or interviewee using questions from another group.
Fashion design has many parallels with interior design. In fashion design, designers speak of silhouette, tailoring, and fabric. In interior design, designers speak of form, craftsmanship, and material. Both fashion design and interior design are applied arts for people, with emphasis placed on fit/function, or human-centered performance. Garments may be understood as a second-skin, while buildings may be understood as a third-skin. These 'skins' may protect people from the environment, and at the same time, they may be expressive of a culture, time, and place. Issey Miyake and Dai Fujiwara developed A-POC, or "a piece of cloth" to be a mass-customizable garment from a single, continuous piece of thread. With a foundational understanding of design applications and theories from earlier projects concerning proportion, body-to-building, part-to-whole, and spatial transparency, students will develop a tectonic unit that may be assembled into a customizable system. This exercise will be used to inform the major interior design project of the semester.
Wayfinding: Ninja Challenge
Through drafting, we are creating plans to communicate and document details and instructions for the built environment. When constructed, the building can be navigated with a walk-though that may include wayfinding signage, room numbers, color coding, common adjacencies or other means to direct the user to their intended destination. A drawn floor plan is a type of map. This plan is used to identify pathways, egress, entry and destination areas, and other details. As with any plan or map the information must be clear, direct, and an effective way to communicate intent. The ninja challenge uses similar skills to create a plan and/ or map of campus to find a hidden object. While playful, this activity also emphasizes the need for following instruction, being clear and concise in instruction, and interpreting instruction which are valuable foundational design skills.
A “Space” Museum
Students designed a museum of spatial types to acquaint the uninformed of the wonders of interior architectural spaces.
A Child's Play!
This project was designed to raise the students' social consciousness, increase their awareness of the importance of the research process, and to introduce them to design for special groups. Project requirements included group research, assimilation of the research findings, and individual development of project solutions.
A Device for Demonstrating Orthographic Projection
A transparent cube has been fabricated, into which objects can be placed and then traced onto the cube's sides. Built with edges, which either hinge or separate, the cube can be unfolded into a plane. By projecting the object's form to each grid on the cube's sides, all dimensional coordinates of the object can be related and measured in any view.
A Multi-Faceted Design Project
Based on research, students selected and specified appropriate furnishings and finishes for clients representing Hispanic, Native American or Asian cultures. In addition to awareness of cultural diversity, this project also developed writing, presentation and computer skills. AutoCAD was used for drawings and word processing program was used for the narratives and schedules.
A Primary School Environment
How do children perceive their academic environment and what are the issues which shape the formation of these learning environments. With many schools facing overcrowding, an understanding of these perceptions and how such perceptions may be evaluated and applied to planning of learning environments will be important to our future.
A Room for Ideation
For the final design project in the sophomore level studio, the class began with a blank page or canvas from which the plan and its design developed. Thoughts from the work of two great architects were explored in the process.
A Room is a Quilt is a Room is a Quilt is a Room
The purpose of the semester project was to stimulate the generation of variety in the process of resolving design problems. The generation of variety is important in assisting the designer to consider the full range of consequences of anticipated design decisions and to enhance the progress of creativity. A literary model of metaphor and simile was adopted as a vehicle in this process.
ADA Compliance of Commercial Building
The purpose of this project was to assist owners of commercial buildings to meet requirements of the Americans with Disabilities Act (ADA) of 1992, while acquainting students with ADA. Students located buildings needing help with compliance. Properties were measured and evaluated. Plans were drawn and suggestions made for necessary changes.
An Interior Play Environment
Exploring memories of places, one may find a series of rapid yet amorphous associations of singularly powerful images. If one focuses, one may find the images are not of independent objects, but of spaces through which one mentally travels. It always appears as a single composite image incorporating events one has witnessed, together with those described by others, or in dreams and fantasies. The challenge is to create an environment based on such dreams and fantasies hoping to be recalled by children later as their images of memories.
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