This study explored the characteristics that encourage gathering behavior and contribute to place attachment in selected coffee shops in the context of literature suggesting social gathering places contribute to social capital. These gathering places, with the potential to enhance community in this manner, have been called third places. The study was qualitative in nature and included the research techniques of visual documentation, observation and behavioral mapping, interview, and survey. A transactional approach to this study was chosen to better understand the meaning of the person‐environment relationship. Each coffee shop was observed for twenty‐five hours for a total of seventy‐five hours. Eighteen interviews were conducted and surveys were collected from 94 patrons to reveal patron attitudes toward the physical and social aspects of the coffee shop as well as their feelings regarding the community in which they live. The key findings regarding the physical characteristics showed the top five design considerations included: cleanliness, appealing aroma, adequate lighting, comfortable furniture, and a view to the outside. A number of themes emerged related to people, their activities, and their feelings and attitudes regarding the coffee shop. Each coffee shop was found to have a unique social climate and culture related to sense of belonging, territoriality and ownership, productivity and personal growth, opportunity for socialization, support and networking, and sense of community. Regarding feelings of community, survey findings from coffee shops patrons showed a positive correlation between length of patronage and their sense of attachment to their community.

Purpose -To provide insight and practical perspectives into the needs of university students regarding places to gather, develop community, and find restoration on the college campus. This information can be used by libraries as they seek to encourage library use by students. Design/methodology/approach -About 44 students were sent into the field to document the location and physical characteristics of the "third place." The questionnaire and field notes recorded by the students addressed the central questions of what spaces constituted their third places, the location of those spaces, the activities in which they participated while there, the factors that contributed to their selection of those places, and the important design features of those third places. In addition, the research team observed students in library settings and interviewed library administrators. Findings -About 80 percent of students indicated that their favorite third place was off campus. These places were overwhelmingly coffee shops and restaurants. The major functions served by their third places included socialization and relaxation. Practical implications -These findings provide insight into the way students now study, research, and communicate. Libraries can use this information as they design spaces that encourage students to come to the library to study, as well as socialize, converse, find restoration, and simply "hang out." Originality/value -The paper brings together practical information from an interdisciplinary team that can aid libraries interested in renovating spaces to accommodate students of the twenty-first century.

The authors argue that the popularity of design-related reality television shows may distort incoming students' perceptions of the interior design profession. I encourage you to read this Perspective and offer your thoughts in the Letters section of the next issue of theJourna1 of lnterior Design.

OBJECTIVEThe primary objective of the project was to compare the current use of three-dimensional (3D) computer-aided design (CAD) by practicing interior designers with what is being taught in interior design programs in colleges and universities. Information on the current state of computer use by both groups also was gathered. RESEARCH DESIGNA survey of interior design educators and practitioners was completed using two questionnaires. The first was mailed to 300 Interior Design Educators Council (IDEC) corporate members. The second was mailed to 300 International Interior Design Association (IIDA) members. A response rate of 34% and 40% respectively was achieved. ANALYSISFrequencies of responses were compared to determine similarities between the two groups. K E Y FINDINGSEducators responded that 96% of their students used two-dimensional (2D) CAD software to complete all or part of their assigned projects, while 70% of practitioners responded that they regularly used 2D software. Sixty-five percent of educators taught students how to produce 3D objects and wireframe perspectives using CAD software while 49% of practitioners created 3D wireframes. Forty percent of educators and 35% of practitioners created computer-rendered scenes that included the addition of materials and lights. Eighty-three percent of educators and 78% of practitioners believed that computer-rendered perspectives were an important communication tool between inte rior designers and clients. Eighty-nine percent of educators and 74% of practitioners felt that experience with 3D CAD made students more marketable within the profession. CONCLUSION

No abstract