Millennial generation and fashion education: a discussion on agents of change

Pasricha, Anupama

doi:10.1080/17543260903390183

Cited by 24 publications

(15 citation statements)

References 12 publications

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“…Pasricha and Kadolph (2009) suggested this practice, saying that fashion education should incorporate sustainability into curriculum rather than being viewed only as a stand-alone course. Experiences ranging from using natural dyes through designing garments with zero fabric waste to sourcing organic fabrics could become individual or group activities in core apparel classes.…”

Section: Discussionmentioning

confidence: 99%

Addressing Sustainable Apparel Design Challenges With Problem-Based Learning

Gam

Banning

2011

Clothing and Textiles Research Journal

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As consumers' social and environmental concerns have grown in the last decade, so has interest in eco-fashion. Behind fast-changing fashion trends, the apparel industry generates substantial environmental and resource depletion problems throughout the textile lifecycle. To respond to these trends, fashion designers and merchandisers have been motivated to practice sustainability in design and production. Some sustainable options are available, such as organic fibers and environmentally safe dyes. Still, there are challenges for apparel designers and merchandisers when trying to realize sustainability. To help undergraduate apparel students learn problem-solving approaches to sustainable garment design, a problem-based learning project was created and implemented in an undergraduate design course. In the course, students designed and produced an original sustainable garment. Student feedback following the project was largely positive, with most students indicating they would continue using sustainable practices in future work.Keywords sustainable design, design challenge, apparel design, recycling, post consumer, problem-based learning Sustainability in apparel design is a subject of increasing importance. The apparel industry can create many environmental problems, including large quantities of harmful waste that are generated at every stage of the apparel manufacturing process. Along with increasing global awareness of environmental problems, consumers' awareness of sustainability has risen as well. Consumers are seeking environmentally friendly clothing, and producers are exploring ways to meet these demands while keeping an eye on the bottom line. Though consensus exists within the design world that sustainability is a vital topic to explore, little has been written about how to teach this concept. This study suggests one approach to teaching sustainability concepts to undergraduate university students.

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Section: Discussionmentioning

confidence: 99%

Addressing Sustainable Apparel Design Challenges With Problem-Based Learning

Gam

Banning

2011

Clothing and Textiles Research Journal

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“…Because the apparel industry changes rapidly, the teaching of new information about emerging issues impacting the industry has been emphasized in the AD curriculum. This essential new information includes sustainable design practices (Gam & Banning, 2011;Pasricha & Kadolph, 2009), 3D simulation technology (Park, Kim & Sohn, 2011), and encouraging creativity by using vivid imagery (Kidd & Workman, 1999). Implementing new information helps students to become agents of change (Pasricha & Kadolph, 2009) and increases their motivation to overcome challenges (Gam & Banning, 2011).…”

Section: Teaching Strategies For Apparel Designmentioning

confidence: 99%

“…This essential new information includes sustainable design practices (Gam & Banning, 2011;Pasricha & Kadolph, 2009), 3D simulation technology (Park, Kim & Sohn, 2011), and encouraging creativity by using vivid imagery (Kidd & Workman, 1999). Implementing new information helps students to become agents of change (Pasricha & Kadolph, 2009) and increases their motivation to overcome challenges (Gam & Banning, 2011). Park et al (2011) conducted a survey to identify students' perspectives on the introduction of new technology and found that students' satisfaction and interest in this type of course has increased.…”

Section: Teaching Strategies For Apparel Designmentioning

confidence: 99%

A Collaboration to Teach Students to Utilize Historic Dress as Inspiration for Apparel Design

Gam

Banning

2012

Family & Consum Sci Res J

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Historic dress is often used by apparel designers as a source of inspiration for new designs. However, using historic information as a source of inspiration in designing has been taught separately in apparel design (AD) and fashion history (FH) courses. To help students expand their creativity in AD, two university instructors decided to collaborate on a project linking historic dress and AD. The instructors prepared and presented teaching materials and assessed related projects for the required courses in Apparel Design and Fashion History. To assess students’ learning and satisfaction, the instructors developed prequestionnaires and postquestionnaires based on Lamb and Kallal () Functional, Expressive and Aesthetic (FEA) Apparel Design Framework. Responses to the prequestionnaire showed that students lacked awareness and information about using historic dress as inspiration. Responses from the postquestionnaires revealed that students looked at historic garment details, colors, and silhouettes and interpreted them in a modern way. Students said that additional benefits were that the exposure to historic dress increased their creativity, helped them understand FH, and helped them connect their course work in Fashion History and Apparel Design.

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“…Students' perception of a practice, particularly one that is ethically ambiguous, provides opportunities for understanding the future of the industry (Duarte, 2008;Pasricha & Kadolph, 2009). Furthermore, understanding students' viewpoints may help inform the ways in which we educate these students regarding ethical decisions (Landgren & Pasricha, 2011;Lee, Halter, Johnson, & Ju, 2013).…”

Section: Introductionmentioning

confidence: 99%

Is Anything Ever New? Fashion Design Students' Perceptions of Piracy

Marcketti¹,

Greder²,

Sinclair³

2014

ijcf

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Design piracy is the unauthorized copying of another designer or manufacturer's work. While controversial, it is an instiutionalized practice in the aparel industry. The purpose of this study was to beter understand student perceptions of design piracy, particularly as it is one they wil encounter in their future carers. The authors interviewed twenty-four aparel design students at a land-grant Midwestern University. Data was analyzed using theme analysis. Thre themes developed including: 1) Expresions of cognitve disonance in statements expresing enjoyment of the practice of design piracy as a consumer; yet disapointment when (and if) their own design work was copied. 2) Concerns regarding the definiton of originality and the logistics of enforcing a plan against design piracy. 3) Diferences of opinion regarding the prevalence of the practice, particularly if the students had industry experience or not. Advice for profesors from students regarding piracy is included.

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Millennial generation and fashion education: a discussion on agents of change

Cited by 24 publications

References 12 publications

Addressing Sustainable Apparel Design Challenges With Problem-Based Learning

Addressing Sustainable Apparel Design Challenges With Problem-Based Learning

A Collaboration to Teach Students to Utilize Historic Dress as Inspiration for Apparel Design

Is Anything Ever New? Fashion Design Students' Perceptions of Piracy

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