PREAMBLE We propose that the time is right to consider a transformation of Interior Design education. As Interior Design educators, administrators, practitioners, and leaders, we have been active participants in the progress made by the profession and the evolution of Interior Design education. With this in mind, and ever conscious of our continued commitment to the future of Interior Design, we present this treatise for consideration.
A two-semester-long interdisciplinary support effort to improve student posters in organic chemistry lab is described. In the first semester, students’ literature search report is supported by a workshop conducted by an Instruction Librarian. During the subsequent semester, a second workshop is presented by the Instruction Librarian, an English professor, and the Assistant Director of the college’s Learning Center. In that workshop, the students are shown PowerPoint applications to enable them to produce digital posters. They also learn the conventions of scientific poster layout and design, scientific writing style, use of graphics, and correct ACS documentation. The interdisciplinary support culminates in a poster competition at the end of the second semester. The digital posters created not only exemplify professional scientific design and content; they are also easily transported, presented, and stored and eliminate the expense of printed posters.
A two-year targeted intervention designed to improve students’ oral communication skills in an organic chemistry laboratory course is described. The study compares the oral communication skills of groups who received interventions versus those who did not. The collaborative effort involving chemistry and English faculty and an instruction librarian assessed student performance on several measures of oral communication competency. Participants blindly placed themselves in either treatment or control groups. Both groups received identical basic instruction on poster layout and design. The treatment group received additional instruction on multiple aspects of oral communication and presentation skills. A comparison of the outcomes of the two groups found that those receiving the additional targeted interventions performed better on measures such as the ability to describe clearly the research project and fluency with scientific terminology.
The underlying constructs which influence criteria used to determine furniture design preferences were examined for 155 subjects living in Washington and Or egon. In addition, significant relationships between the self‐conceptual person ality trait of self‐monitoring and furniture preferences were examined. Subjects responded to three sets of furniture style examples representing traditional, con temporary, and country stylistic variations through the use of a semantic differen tial scale of 15 sets of descriptive bi‐polar adjectives. Factor analysis with varimax rotation was used to identify significant underlying constructs of furniture prefer ence within and across furniture styles. Three factors were identified as important criteria for furniture preference: the perceived currency of the style, the per ceived aesthetics/utility of the style, and the perceived prestige of the style. Sig nificant relationships between individual self‐monitoring characteristics and fur niture preferences were investigated by using a t‐test to compare mean scores of subjects who were classified as high and low self‐monitors by a median split. The traditional style was perceived as more aesthetically pleasing by high self‐mon itors than by low self‐monitors; the contemporary style was perceived as more prestigious by high self‐monitors than by low self‐monitors; and the country style showed no significant differences in perception between high and low self‐mon itors.
The user is a critical factor in design and innovation. Firms experiment with different approaches to involving the user in design processes, which results in new forms of intra‐ and extra‐organizational collaboration. The establishment of in‐house design research units within design consultancies is one such intra‐organizational user‐centred design practice that targets designer‐researcher collaboration. This paper addresses this issue and reports on the findings from multiple case study research exploring the impact of in‐house design research teams on designers' user knowledge construction. We utilized constructivist learning theory to assess major aspects of these intra‐organizational user‐centred design practices. Ethnographically informed field studies were conducted at six design consultancies representing three design fields (i.e., architecture, industrial design and interaction design) in the Northwestern United States. Three of the consultancies have design research departments and three do not. The findings indicate that in‐house design research units play a role in designers' user knowledge construction via their results, processes and human resources. Among these, the active participation of designers in the research process was observed to have the largest impact because of its contribution to designers' contextual and collaborative learning about users.
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