An Experiential Framework for International Interior Design Education

Guerin, Denise A.; Mason, Bonnie C.

doi:10.1111/j.1939-1668.1993.tb00072.x

Cited by 9 publications

(5 citation statements)

References 8 publications

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“…Traditional interior design education is primarily focused on didactic or "top-down" learning, in which the teacher is regarded as the source of predetermined knowledge that is transmitted to the student. In contrast, experiential approaches emphasize a learning environment in which students are given opportunities to explore and to build knowledge through direct engagement and independent problem-solving (Allison & Seaman, 2017;Guerin & Mason, 1993). Experiential learning is often regarded as making education more personally meaningful and relatable for students, and thereby more readily extending beyond the accumulation of facts to promote the transformation of worldviews and practices (Qualters, 2010).…”

Section: Experiential Learningmentioning

confidence: 99%

“…In a pedagogical sense, this type of reflective thought can help aspiring designers to integrate their knowledge and practice more fully, while also constantly pushing forward the horizons of the field and avoiding intellectual stagnation. Taking an experiential approach to design education is particularly useful because many aspects of design include creative practice, during which students and practitioners are called upon to continually forge innovative, meaningful, and effective solutions (Guerin & Mason, 1993). When engaging in experiential learning, students also have opportunities to reassess conventional knowledge in light of their own personal and cultural backgrounds, thereby incorporating a wider range of insights that can be expressed through their design work (Seaman & Nelson, 2011, p. 12).…”

Section: Experiential Learningmentioning

confidence: 99%

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Transformative Design Pedagogy: Teaching Biophilic Design Through Experiential Learning

Ebbini

2021

Journal of Experiential Education

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Background: Biophilia is becoming an important theme in contemporary design practice. Research in this area has demonstrated measurable improvements in human health and wellbeing when built environments are able to connect people to nature. However, there is much debate about how design students can best learn to fluidly implement biophilic principles in their work. Purpose: This article describes an action research study conducted by design educators to evaluate experiential learning techniques in health care–focused interior design studio courses. The goal was to improve students’ creative synthesis in applying biophilic principles. Methodology/Approach: The author followed the four steps of action research—planning, action, observation, and reflection—in developing and evaluating a new experiential learning framework. An observational approach was used to assess student projects and the effectiveness of these teaching methods. Findings/Conclusions: Students who participated in the experiential learning activities demonstrated a relatively higher degree of holistic integration of biophilic principles in their design projects. Implications: While the observational findings are provisional evidence, these results provide insights into the advantages that experiential pedagogies may have in helping students to integrate and apply design knowledge. The ability to connect biophilic design principles to direct personal experiences appears to enhance creative synthesis in student work.

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Section: Experiential Learningmentioning

confidence: 99%

Section: Experiential Learningmentioning

confidence: 99%

Transformative Design Pedagogy: Teaching Biophilic Design Through Experiential Learning

Ebbini

2021

Journal of Experiential Education

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“…By knowing the context culture of the people, a designer can start understanding the preferences of the users. As reported by Guerin and Mason (Guerin & Mason, 1993), interior designers need to be culturally sensitive to face design challenges worldwide.…”

Section: Public Interest Statementmentioning

confidence: 99%

Investigating the daylight levels for functional needs in UAE forts

et al. 2020

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Historic buildings are examples of spaces where daylight was used as a main source of light. A good balance between sufficient daylight and controlled heat gain or loss was achieved in historic buildings. In this research, four different Emirati forts and citadels located in the same climatic region are chosen to assess their daylight illuminance levels. The illuminance levels of the selected spaces of these forts are compared with each other and then compared with the Illuminating Engineering Society of North America (IESNA) standard to determine the lighting preference of the Emirati people against the universal standards. Findings reveal among the four investigated spaces two of them are above the required level of illuminance based on international standards for reading and writing tasks. These buildings are prototypes from which a window-to-floor ratio can be extracted as a good indicator for energy-saving criteria.

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“…Black (2000) contends that internships help students identify and examine key business issues, which is a component of the Business Practices and Professionalism Standard (CIDA, 2018). Guerin and Mason (1993) suggested that international study can improve cultural sensitivity, which one could infer would figure heavily into a service-based domain. Moreover, CIDA standards mandate the demonstration of a global view relative to "social, cultural, economic, and ecological contexts" (CIDA, 2018, p. 16).…”

Section: Journal Of Interior Designmentioning

confidence: 99%

Exploring Hiring Practitioner Preferences for and Assessment Practices of Prospective Candidates

Huber

2018

Journal of Interior Design

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While the decision‐making strategies involved in the design process have long been a topic of scholarly exploration, less attention has been devoted to probing the likely antecedents to other decisions that potentially influence design practice. One such decision is the formation of a project team, which is likely influenced by those who are hired to work in a firm. While some interior design scholars have outlined the skills and characteristics viewed as most desirable by hiring practitioners, there remains relatively little information regarding the assessment of those attributes and how decision‐making strategies may sway the hiring process. This study sought the perceptions of those hiring entry‐level interior design candidates. More specifically, it aimed to determine preferences among the commonly cited factors of employability; namely, if hiring practitioners were more apt to prefer soft skills, hard skills, or specific experiences. The study then sought to discern whether those attributes are assessed through either System 1 (i.e., gut‐level abbreviated processes often reliant on heuristics) or System 2 strategies (i.e., rational, conscious processes utilizing a broad array of evidence). Findings stemming from a survey of (n = 106) senior‐level interior design practitioners suggest that they are likely to prioritize soft skills when screening candidates. Moreover, practitioners may utilize System 1 processes, heuristics, and relatively subjective strategies—to assess these attributes. Findings offer practical implications while contributing to the body of knowledge regarding the employability of interior design university graduates by empirically examining how hiring practitioners prioritize of a range of cognitive, emotional, and behavioral patterns.

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An Experiential Framework for International Interior Design Education

Cited by 9 publications

References 8 publications

Transformative Design Pedagogy: Teaching Biophilic Design Through Experiential Learning

Transformative Design Pedagogy: Teaching Biophilic Design Through Experiential Learning

Investigating the daylight levels for functional needs in UAE forts

Exploring Hiring Practitioner Preferences for and Assessment Practices of Prospective Candidates

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