bluuebunny/crossref_metadata_2025_split huggingface dataset:
AIDS Hospice Unit: Design Criteria and Prototypes
Authors: Chambers Scott , Guerin Denise A. 
Published: June 2008

ISSUE: Acquired Immune Deficiency Syndrome (AIDS) is spreading throughout society at an ever–increasing rate. As greater numbers of people become ill, the need for high–quality health care increases proportionately, as does the need for high–quality health care environments. The hospice program enhances the life of the terminally ill by providing material and emotional support for the patient, family, and friends. It is important to design hospices for AIDS patients that will allow full implementation of the hospice philosophy. APPLICATION: The design process used in this study exemplifies the approach used by design professionals when addressing a new problem. Identification and dissemination of such new information would provide interior design with a significant body of knowledge from which to develop creative solutions. GOAL: The goals of this study were to identify design criteria and develop prototypes for required spaces within an AIDS hospice unit as well as exemplify the design process. DESCRIPTION: The researchers analyzed the literature on AIDS and other long–term illnesses; the design of health care facilities; the hospice philosophy; and design of environments for hospices and special needs populations. Upon completion of the analysis of literature, a set of design criteria was developed to aid the design community in planning hospice unit spaces for people with AIDS (PWAs). The design criteria were developed based on the human ecosystem theory, identifying criteria in the natural, social, and designed environments. The design criteria were applied to the spaces commonly required by a hospice to assist functioning of the resident, nurses, family, and friends. Prototypes of hospice units were then developed. CONCLUSION: These design criteria and prototype drawings provide guidelines to achieve a superior quality of life for all people using an AIDS hospice unit.
Using Learning Contracts to Foster Professional Initiative and Lifelong Learning
Authors: Knowles Lyn Everett 
Published: June 2008

Issue This article suggests using the instructional method of contract learning in interior design programs to prepare students for their role as professional designers. Goal The goal of contract learning is to develop students into self–directed learners. The most significant benefits of using this method are flexibility of teaching and learning styles. Application Reorganizing the role of faculty members from teachers to resource persons enables them to encourage students to work with the newest technology and specific design problems without having to be experts on every detail. It also offers ways to encourage independence on the part of the students, thus enabling faculty to work with students who have special needs, interests, or different skill levels. Description Critical elements of an effective learning contract include deciding what to learn, how to learn it, how long it will take, and how it will be evaluated. The primary difference between this learning method and traditional methods is that the student, rather than the teacher, makes these decisions. Conclusion Using learning contracts involves a change from traditional teacher–centered instruction to student–centered instruction, focusing on the individual needs of the student. The most important result is that the use of contracts prepares students for lifelong learning, which is necessary for professional designers throughout their careers.
Computer Aided Design Training Methods in Interior Design Professional Practice
Authors: Waxman Lisa K. , Zhang Hong 
Published: June 2008

Objective The purposes of this study were to investigate computer aided design (CAD) training methods chosen by interior design professionals and to gather general information on CAD use by interior designers. Research Design A questionnaire was sent to 500 randomly selected members of the Institute of Business Designers (IBD) in December of 1993. The primary focus of the questionnaire was on CAD training methods used by interior design professionals, with questions relating to the hiring of new employees, training of existing employees, and the educational background of employees. In addition, the questionnaire asked general questions, including the number of employees, the type of work done by the firm, the years of experience using CAD, the computer software used, and the methods of updating the CAD system. Analysis Preferences in CAD training methods and usage were tabulated and are reported using frequency percentages. Key Findings Of the 259 valid respondents, 71% used CAD for design and drafting. The most common training methods included: training by software vendors, assistance from previously trained employees of the firm, and self–directed teaching using a manual or tutorials. Vendors played a very important role in the training of the first CAD user as well as those trained at a later date. In addition, 40% of firms using CAD for the first time hired a designer with existing CAD skills. Fifty–two percent of firms with previously trained CAD professionals used these people to train other members of the firm. Conclusion This research can be helpful to professionals searching for ways to approach the training of designers on CAD. In addition, educators and students can benefit by becoming more aware of the use of CAD and CAD training methods in the professional world.
The Place of Interior Design in K–12 Education and the Built Environment Education Movement
Authors: Portillo Margaret , Rey–Barreau Joseph A. 
Published: June 2008

Issue Built environment education presents a unique opportunity for interior design to contribute to the quality of K–12 education in the United States. A need exists for substantive programs and curricula that promote a deeper understanding of the importance of interior design. While the field of architecture has spearheaded the majority of K–12 built environment initiatives, interior design has remained largely absent from this effort. Goal The place of interior design in built environment education needs to be established by emphasizing its own uniqueness in relation to allied disciplines. Application Emphasizing interior design concepts in built environment education can assist in integrating problem–solving skills and academic knowledge through interior design. Description Opportunities for interior design to advance built environment education are discussed. Conclusion Clearly presenting interior design as a profession and a unique entity of the built environment requires coordinated effort by the interior design community. This will reap many benefits for the future of the profession.
Validating a Building Prototype: A Post–Occupancy Evaluation of a Women's Medical Center
Authors: Shepley Mardelle McCuskey , Bryant Cynthia , Frohman Bobbie 
Published: June 2008

Objective The validity of new building prototypes must be confirmed to support the design process for comparable future projects. This project involved a post–occupancy study at a new women's health center that provides single–room (labor, delivery, recovery, postpartum [LDRP]) maternity care. The evaluation had three objectives: (a) to test whether the intentions of the designers were effectively executed, (b) to provide feedback to the hospital about the new facility, and (c) to provide design guidelines. Research Design Questionnaire, interview, and behavior mapping methodologies were utilized to collect data for this study. Analysis Issues–oriented questions were analyzed to address design features such as patient–centered LDRPs and an open plan neonatal intensive care unit (NICU). Behavior mapping studies were analyzed to examine nursing station use and staff/family behavior in the NICU. Key Findings The LDRP unit was reviewed favorably, although specific improvements were suggested, such as providing footwall storage in the patient rooms and re–examining the use of decentralized nurse stations. The open plan NICU was also positively received by staff. Design guidelines were developed. Conclusion Most of the design decisions were appropriate and can be emulated safely with a few exceptions. The LDRP model was well–received by staff with minor modifications suggested. Decentralized nursing was most effective when it was combined with a central staff gathering place. Maximizing storage at the baby stations in the NICU will permit staff to spend more time with infant patients.
Developing Students’ Awareness of Universal Design
Authors: Marshall–Baker Anna , Weidegreen Eric A. 
Published: June 2008

Issue Interior designers require an understanding of universal design as a way of thinking rather than a code check for accessibility. Creating this awareness may be most effective at the introductory level with beginning design students. Goal The goal was to broaden inferior design students’ awareness of their daily environments and the range of abilities of all people by introducing concepts of universal design as basic, core information in foundation courses. Application Repeatedly altering students’ abilities and using clients with particular needs promoted an understanding of universal design through experiential learning, a form of learning that promotes self–reliant, capable students. Description Introducing concepts of universal design into existing basic design projects fostered students’ awareness of the range of human abilities within a framework of basic design without increasing teaching workloads. In an open–ended questionnaire, students described their understanding of universal design and identified projects that were most effective in the development of a sense of universal design. Conclusion Students’ projects and results of the questionnaires indicated sensitivity to the range of human abilities and knowledge of accessibility in daily environments. Projects that were most effective in developing a sense of universal design involved practice and experience.
Strategic Planning for Interior Design Education: Effective Development in Conditions of Resource Decline
Authors: Gates Gordon S. , Ali Yousri K. 
Published: June 2008

Issue Financial problems facing postsecondary institutions present implications for the future direction of interior design education. Goal This report identifies and proposes how interior design programs can prepare to meet the challenges presented in an environment of declining resources. Application Strategic planning for conditions of resource decline will place interior design in a better position to secure resources needed to achieve the healthy, valuable, and creative profession envisioned for the future. Description Literature on retrenchment in postsecondary education and interior design is reviewed to highlight important issues. Conclusion Three positions are suggested: (a) define a core that contributes to the well being of society through advancing scientific and aesthetic knowledge, (b) strengthen communication and participation within and outside the university and discipline, and (c) enhance educational and program linkages between interior design and appropriate related disciplines.
Learning to Write and Diagram, Writing and Diagramming to Learn
Authors: Schwarz Benyamin 
Published: June 2008

Issue Interior design, which aspires to elevate the individual's experience of space, involves application of theories and principles governing the definition and ordering of space. Learning these theoretical design principles is an essential part of the interior design curriculum. To become informed interior designers, students need a solid theoretical base, anchored in historical and spatial analysis, that can intelligibly render the relationships between problems and their solutions. Goal The use of theory helps designers plan, predict, and create from a knowledge base. The desired result is to assist students acquiring this foundation to generate ideas for designing interior spaces and use informed, critical thinking to evaluate and select from those ideas. Application A diagram is an image that explains rather than represents the basic arrangements and relations of the organizational elements in a specific environment. Combining the diagramming of interior spaces with analytic, intensive writing experiences serves as a model for learning design principles. The unique efficacy of the two teaching strategies is due to their correspondence to powerful learning techniques that involve analysis as well as synthesis. Description Theoretical design principles such as contrast, proportion and scale, symmetry and balance, and containment are introduced in lectures and illustrated through slide presentations of significant spaces. Students create collage diagrams of the spaces and complete writing assignments. The diagrams and written compositions are reviewed and discussed in a weekly studio–lab for revision and reinforcement. Conclusions As students in this course write about and diagram interior spaces, they develop their writing and diagramming skills and deepen their understanding of design theory principles. Students of interior design are introduced to seminal works in their field, taught to break down interior space into its component parts to understand its organizational structure, enabled to put the parts together to form a new graphic representation of the whole, and assisted in judging the value of a physical setting for a given purpose based on definite criteria.
Toward a Critical Approach to the History of Interiors
Authors: Beecher Mary Anne 
Published: June 2008

This article explores the historiography of the related fields of study that generate the body of knowledge from which the history of interiors is drawn. By comparing the development of methods used to articulate a history of art, architecture, and material culture, an evolution that parallels the critical process is revealed and new pedagogical possibilities are suggested for teaching history. The methods associated with historical research and teaching throughout the 20th century parallel the critical process of description, analysis, and interpretation. Early attempts to identify that which is of value within these histories focused on description and the development of stylistic classifications for artistic and architectural expression. The 2nd and 3rd phases of methodological development in related disciplines complete the critical process by creating an understanding of the place of an object within a broader context to ascertain its significance. The linear construction of history often promoted by interior design texts potentially limits students’ abilities to understand the connection between the creative processes used in design activity and those used to study the past. Accepting the theories of meaning found in current methodologies of scholarship used in related fields of history and cultural studies requires an expansion of the perceived boundaries for history. In the end, this could advance the role of the history of interiors as a major contributor to students’ creative processes.
A Thematic Approach to Teaching Design History in a Multicultural Setting
Authors: Brandt Beverly Kay 
Published: June 2008

Reflective of the impact that a multicultural student body has had on my evolving philosophy of teaching interior design, this article presents the argument to switch from a teaching approach that is primarily chronological, geographical, and stylistic to one that is thematic. This nontraditional reorganization of a course on the history of decorative arts deviates from a linear and progressive format in favor of stressing global awareness, regional sensitivity, multiculturalism, and critical thinking. It seeks to sketch out the “big picture,” ask “big questions,” and make connections among students in diverse majors or as an elective. The article outlines the opportunities that a thematic format offers students in a studio–based curriculum, while pointing out its relevance to nonmajors across campus. The discussion does not seek to prove the proposed format's effectiveness; rather, it is intended to be a thought–provoking case study in progress.
Exploring Writing–To–Learn in Design
Authors: Guerin Denise A. , Olson Michael Jon , Zborowsky Theresa , Lim Youngsook 
Published: June 2008

Issue Of the various communication methods used by interior designers, interior design students focus on visual presentation methods. Written materials accompany design solutions, but classroom emphasis is seldom placed on articulate writing in design. Goal The goal of the project was to redesign DHA 1101 Introduction to the Designed Environment to improve students’ writing and learning. The research question was: Did the changes in the writing aspects of this course result in an improvement in students’ learning or in their ability to articulate key theoretical concepts? Application A quasi–experimental method that reflected a pretest, treatment, posttest strategy is used to explore writing–to–learn in design. Student learning from two groups, a control group and an experimental group, was compared to determine if writing–to–learn strategies influenced their ability to articulate theoretical constructs. The treatment consisted of revised writing assignments and increased class time devoted to writing. Description A writing assignment from each group was scored by trained raters to identify a score for various components of the assignment as well as overall writing skill. Findings showed that the experimental group showed significant increases on overall learning; ability to articulate key concepts of a theoretical framework; writing skills; and the combined effects of final exam, course grade, and paper grade. Conclusion Writing–to–learn strategies employed in this study increased students'learning of important course concepts as well as increased their abilities to articulate those concepts. The value of this study lies in the implications for refined methodology for studies of this nature as well as the documentation of strategies that may increase writing–to–learn in design.
Integration of Student Owned Computers into the Design Curriculum: Policy, Issues, and Experience
Authors: Case F. Duncan , Matthews Carl 
Published: June 2008

Issue Incorporation of computing into design practice increases the need for interior design programs to integrate this technology into their curricula. Goal Prepare students to understand the ways in which information technology can be used in design and teach them how to use computers for design problem solving, in the classroom and in professional practice. Application This report discusses one program's approach to integrating computers into their curriculum: requiring student purchase of laptop computers upon entering the third year of the curriculum and using computer–aided design (CAD) modeling programs as a central element in upper–level design studios. In adopting this policy, decisions were made about how computers would be integrated into the curriculum, how computing resources were to be funded, and what infrastructure support was required. Description Three years of experience with this policy by both students and faculty are reviewed. Topics addressed are (1) the original policy and subsequent changes, (2) the computer infrastructure created by the college to support this policy, (3) faculty and student reactions to the policy, and (4) issues and implications of the policy. Surveys of students taken in 1995 and 1997 provide comparative information on changes in student perceptions over time. A survey of recent computer trained graduates provides information on job market experience and reception of these skills in professional practice. Conclusion Recent graduates support the policy and report that it helped in their securing employment. Using CAD modeling programs especially helped the 3D visualization of design problems. Maintaining an adequate infrastructure of support has been a continuing source of frustration for both students and faculty.
Interior Design Dissertrations, Theses, and Creative Projects
Authors: DeLaski–Smith Deborah 
Published: June 2008

Graduate students’ work is an important resource in building the body of knowledge for the profession of Interior Design. To develop an awareness of the research being conducted at the graduate level in design programs, the following list was compiled by the Interior Design Educators Council (IDEC) Graduate Education Network. Each year a list of recently completed dissertations, theses, and creative projects is compiled and submitted for publication in the Journal of Interior Design. Thank you to the faculty who responded to the network's request. If you were not contacted, please let the IDEC office know so your name can be added to the list of contact persons for next year. The present list represents submissions for the 1997/1998 academic year and those from 1996 that had not been previously listed.
Higher Education Classroom Fail to Meet Needs of Faculty and Students
Authors: Scott–Webber Lennie , Marini Michele , Abraham Jane 
Published: June 2008

Objectives The objectives of this study were (1) to determine differences between faculty and student opinions about university classrooms when the User's Environmental Interaction Framework (UEIF) model's quadrants were considered together, (2) to determine the positive, negative, and different effects between these populations within each UEIF quadrant, and (3) to determine faculty and student use. Research Design The User's Environmental Framework (UEIF) guided the research at a large university. This framework has four quadrants: environmental/value dimensions, and behavioral/internal responses, prox–emics concepts, and interactional influences. The study had two parts: (1) a 48–question questionnaire, and (2) behavioral observations surveying both faculty and students (120 subjects) who used 15 general purpose classrooms. Analysis Stepwise Discriminant Analysis determined which subset of questions best separates student from faculty responses. Canonical Discriminant Analysis further explained relationships. Key Findings Return rate was 67% and four observations of each classroom were conducted. Faculty and students agreed on the majority of the items. Subjects felt lighting, air quality, maintenance, equipment, and general comfort were adequate. There was a lack of commitment to the classrooms and subjects had little desire to stay in these rooms. Faculty and students disagreed on 10 questions. Faculty felt the classrooms did not convey a positive experience relating to noise control, seating flexibility, and lacked provision for social interaction. Students found signage inadequate and felt classrooms were uninspiring, nonanticipatory, and lacking symbolic meaning. Behavioral observations supported these concerns. Conclusion Results indicate that general purpose classrooms on this campus do not meet all needs of faculty or students. Problem areas can be addressed through thoughtful knowledge–based interior design solutions.