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Design Students (design + student)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	13%

Selected Abstracts

Educating Adaptable Minds: How Diversified Are the Thinking Preferences of Interior Design Students?

JOURNAL OF INTERIOR DESIGN, Issue 3 2010
Jason Meneely M.S.
This study profiled the thinking style preferences of undergraduate interior design students to assess their propensity for employing a wide range of thinking processes. Do interior design students comfortably adapt their thinking across styles or do more entrenched patterns exist within the population? The Herrmann Brain Dominance Instrument was administered to 81 undergraduate interior design students from two programs accredited by the Council for Interior Design Accreditation. Findings indicated that interior design students prefer conceptual, integrative, and expressive modes of thinking but may overlook or avoid analytical, critical, and logical modes. Adaptability between modes of thinking was consistent with normative populations. Educational implications and curricular strategies are discussed. [source]

Learning Styles of Interior Design Students as Assessed by the Gregorc Style Delineator

JOURNAL OF INTERIOR DESIGN, Issue 1 2001
Stephanie A. Watson Ed.D.
The purpose of this study was to determine the preferred learning style of undergraduate students majoring in interior design. The Gregorc Style Delineator, a self-report instrument to determine learning style, was administered to 147 undergraduate interior design students enrolled in Foundation for Interior Design Education Research (FIDER) accredited programs located within the Southwest Region of the United States. To determine the dominant learning style of undergraduate interior design students, frequency distributions were compiled. Overall, the most important finding in this study was the diversity of learning styles among interior design students. Not only were all learning styles represented in the sample, but 49% of students exhibited dominance in more than one style,unlike the results of previous studies with non interior design students. The most common learning styles found among interior design students are a logical and hands-on learning style, known as Concrete Sequential, and a combination of experimental, imaginative, and people-oriented learning styles, known as Concrete Random/Abstract Random. Diversity in student learning styles supports the argument for the need for instructors to have a repertoire of teaching methods. Instructors should be knowledgeable in learning style theory, should know their own learning style, and should be able to teach using a variety of styles. [source]

The Relationship Between Learning Styles and Visualization Skills Among Interior Design Students

JOURNAL OF INTERIOR DESIGN, Issue 2 2000
Linda L. Nussbaumer
OBJECTIVE: The purpose of this study was to determine if learning styles were an influencing factor on visualization skills among interior design students. RESEARCH DESIGN: A sample of 578 interior design students from thirteen universities who were enrolled in interior design courses between fall of 1997 and spring of 1999 completed a biographical data sheet, Kolb's Learning Style Inventory, and Isham's visualization skills test. ANALYSIS: Frequencies, means, and percentages were used to analyze the data. A two-way analysis of variance (ANOVA) was used to test these hypotheses: (a) there is a relationship between students' learning styles and visualization skills, and (b) factors that influence students' visualization skills are their year in current major, preprofessional experience, and cultural background. KEY FINDINGS: Results of this study revealed that there is a relationship between learning styles and visualization skills. Converger and Assimilator learning styles scored the highest on visualization tests. Year in major and cultural background were significant factors influencing skills. As students progress through their courses, visualization skills significantly improve, and the greatest improvement occurs between the second and fourth years. Asian/Asian American students scored highest on the visualization test. CONCLUSIONS: Teaching methods need to be developed to enhance visualization skills for all learning styles for interior design students. [source]

A Critical Study of Comics

INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2001
Jeff Adams
The paper describes a project for Liverpool John Moores University PGCE Art and Design students in which they carried out practical research into comics and graphic novels as part of their preparation for teaching. The students were encouraged to investigate the history of the genre, its formal properties as well as its potential as a vehicle for social realism. The practical task was to prepare a single comic book page design, in the course of which they explored a range of possibilities from imaginative children's stories to serious issues such as illness and abuse. They took the opportunity to investigate the potential of this sequential medium to construct narratives using devices such as sequence, repetition and multiple perspectives as well as the juxtapositions of image and text. The paper contains examples of students' work where the investigations yielded interesting and innovative results. [source]

Creating Mature Thinkers in Interior Design: Pathways of Intellectual Development

JOURNAL OF INTERIOR DESIGN, Issue 3 2010
Candy Carmel-Gilfilen M. Arch.
Critical thinking skills are essential to meeting the economic, sustainable, and social challenges of the future. The purpose of this study was to explore critical thinking in interior design students using the W. G. Perry (1968) scheme, a model of epistemic cognitive development describing how thinking in college students progresses from black-and-white absolutes to a contextual understanding of knowledge. The authors present findings from a study involving 32 beginning and intermediate interior design students who were empirically assessed on global and design-specific thought development using the Measure of Intellectual Development (Widick & Knefelkamp, 1974) and the Measure of Designing (Portillo, 1987), respectively. The study objectives were to examine thought development in interior design students, investigate the relationship between global and design thinking, and explore relationships between thought development, student performance, and class standing. The results supported three levels of thought development: dualistic, transitional, and multiplistic with overall thinking appeared to be more advanced than thinking in design. The study also revealed both types of thinking significantly related to studio performance and class standing. The Perry model appears to have strong potential for understanding thought development in interior design students. [source]

Educating Adaptable Minds: How Diversified Are the Thinking Preferences of Interior Design Students?

Empirical Design Research: Student Definitions, Perceptions, and Values

JOURNAL OF INTERIOR DESIGN, Issue 2 2007
Joan I. Dickinson Ph.D.
ABSTRACT Third and fourth year undergraduate interior design students in Colleges of Architecture or Human Sciences at three different research universities were surveyed to compare their: (1) perceived value of research in interior design practice, (2) perceptions of who should conduct research, (3) attitudes toward research in interior design education, and (4) definitions of research. A survey instrument was developed that consisted of one open-ended question and 29 questions using a Likert scale. Questions were adapted from the Chenoweth and Chidister (1983) scale that measured landscape architecture attitudes toward research, and from the Dickson and White (1993) scale administered to interior design practicing professionals. A total of 89 undergraduate students were surveyed from the three universities. The majority of the students were Caucasian (n = 79) and female (n = 84). The results indicated that, overall, students valued research for the profession regardless of their college or university affiliation. However, their definitions of research were pragmatic in nature, and they often regarded research as the gathering of information rather than the generation of new knowledge. The students were also unclear about who should be conducting interior design research. College affiliation revealed that students who were in an architecturally-based program put a higher value on research at the undergraduate level than those students housed in a College of Human Sciences; similarly, College of Architecture students had a better understanding that research advanced a profession. [source]

Some Preparation Required: The Journey To Successful Studio Collaboration

JOURNAL OF INTERIOR DESIGN, Issue 2 2006
Jennifer D. Webb Ph.D.
ABSTRACT The purpose of this study was to explore relationships between team training perceptions and training effectiveness among students and faculty. The three objectives for this project were: 1) compare student and faculty perceptions concerning the provision of team training in design studios; 2) investigate the relationship between students' reported team training levels and students' reported team attitudes; and 3) investigate the relationship between students' reported team training levels and students' reported team behaviors. IDEC members and their interior design students were selected to participate in the study. Questionnaires were mailed to the faculty and the instruments were administered in a manner similar to course evaluations. Chi Square analysis suggests that instructors were more likely than students to indicate that they had provided training on effective communication, task division, conflict resolution, and characteristics of a good team. The findings suggest that teamwork training is positively related to positive perceptions and attitudes about teamwork, and to proactive behaviors in team settings. Most importantly, findings indicate that participation in multiple team projects is not related to improved attitudes or behaviors. This result emphasizes the role of preparation in successful studio collaboration. [source]

Effects of Hand-Drawing and CAD Techniques on Design Development: A Comparison of Design Merit Ratings

JOURNAL OF INTERIOR DESIGN, Issue 2 2001
Lynn Brandon Ph.D.
This exploratory study examined interior design projects developed using traditional hand-drawing and computer-aided design (CAD) techniques to determine if differences exist on seven aspects of design merit in the resulting design solutions. Junior-level, interior design students (N=40) were matched into two groups based on their preference for hand-drawing or CAD design technique and a baseline creativity rating taken on a previous project. Groups completed the same project with one group using hand-drawing and the second group using CAD. Interior design educators used a previously developed instrument to rate each project on seven aspects of design merit: appropriateness, complexity, creativity, liking, novelty, originality, and thematic expression. Univariate analysis of variance (ANOVA) tested each of the seven design merits to determine if significant differences in design merits existed for projects generated by the two groups. A multivariate analysis of variance (MANOVA) determined if differences existed between the hand-drawing and CAD groups when the seven design merits were analyzed simultaneously. The univariate and multivariate analyses revealed no significant differences between the two design techniques on the seven aspects of design merit when they were used in developing an interior solution. Both hand-drawn and CAD techniques were used effectively to generate viable design solutions. However, additional research examining the effects of these techniques is necessary before assumptions can be completely formulated regarding their impact on the design process. [source]

Learning Styles of Interior Design Students as Assessed by the Gregorc Style Delineator

The Relationship Between Learning Styles and Visualization Skills Among Interior Design Students

The reciprocal nature of trust: a longitudinal study of interacting teams

JOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 6 2005
Mark A. Serva
This research develops and investigates the concept of reciprocal trust between interacting teams. Reciprocal trust is defined as the trust that results when a party observes the actions of another and reconsiders one's trust-related attitudes and subsequent behaviors based on those observations. Twenty-four teams of systems analysis and design students were involved in a 6-week controlled field study focused on the development of an information systems project. Each team was responsible for both developing a system (development role) and for supervising the development of a system by another team (management role). Risk-taking actions exhibited by one team in an interacting pair were found to predict the other team's trustworthiness perceptions and subsequent trust. The level of trust formed in turn predicted the team's subsequent risk-taking behaviors with respect to the other team. This pattern of reciprocal trust repeated itself as the teams continued to interact over the duration of the project, thus supporting our model of reciprocal trust. Findings also indicate that trust and trust formation can occur at the team level. Copyright © 2005 John Wiley & Sons, Ltd. [source]

Information for inspiration: Understanding architects' information seeking and use behaviors to inform design

JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 9 2010
Stephann Makri
Architectural design projects are heavily reliant on electronic information seeking. However, there have been few studies on how architects look for and use information on the Web. We examined the electronic information behavior of 9 postgraduate architectural design and urban design students. We observed them undertake a self-chosen, naturalistic information task related to one of their design projects and found that although the architectural students performed many similar interactive information behaviors to academics and practitioners in other disciplines, they also performed behaviors reflective of the nature of their domain. The included exploring and encountering information (in addition to searching and browsing for it) and visualizing/appropriating information. The observations also highlighted the importance of information use behaviors (such as editing and recording) and communication behaviors (such as sharing and distributing) as well as the importance of multimedia materials, particularly images, for architectural design projects. A key overarching theme was that inspiration was found to be both an important driver for and potential outcome of information work in the architecture domain, suggesting the need to design electronic information tools for architects that encourage and foster creativity. We make suggestions for the design of such tools based on our findings. [source]

A Problem-based Learning Model for Teaching the Instructional Design Business Acquisition Process

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2002
Karl M. Kapp
ABSTRACT There is a growing emphasis on utilizing a problem-based learning [PBL] pedagogy to help instructional design students gain an understanding of the complex forces operating within an actual design environment. However, little literature exists to suggest that PBL is being used to teach the process by which instructional design firms and practitioners secure work,the Instructional Design Business Acquisition Process (IDBAP). This study outlines a conceptual framework for using an adapted problem-based learning model for teaching the IDBAP, which consists of writing a response to a request for proposal (RFP), developing a working prototype, and orally presenting the solution. This study also examines the impact of a PBL pedagogy on students' perception of their confidence in solving instructional design problems. The results of this empirical research indicate that students who participate in a problem-based learning pedagogy gain confidence in their abilities to solve instructional design problems, view themselves in emotional control when solving an instructional design problem, and are more inclined to approach similar problems in the future. [source]

Manifestation of depressive tendency in color perception and colors utilized in creating a self-portrait

COLOR RESEARCH & APPLICATION, Issue 1 2009
Fong-Gong Wu
Abstract There are a large number of studies on color and its influence upon human emotions, but there have been only a few studies on the correlation between color and depressive mental disorders. This study used color preference, association, and creation of self-portraits to explore the relationship between color and depressive tendency. In this study, 337 freshman design students participated in the experiment, and the center for epidemiologic studies-depression scale (CES-D) was used to determine the extent of depression in the subjects. After classifying the subject as "depressive tendency" and "no depressive tendency," the semantic differential scale and color association methods were used to explore the subjects' emotional, cognitive, and perceptive responses to Munsell 14 colors. In the final portion of the study, the 233 subjects created a colored self-portrait. The main conclusions found by this study are: (1) when color is used to determine whether subjects have depressive tendency, then the three colors of Yellowish Red, Purple, and Dark Gray are important discriminant variables. (2) those who have depressive tendency (DT) or do not have depressive tendency (NoDT) have similar results in color association, except when viewing dark Gray in association with abstract concepts, wherein DT subjects chose more negative emotional words such as "hopeless," "fear," and "depression"; (3) among the 233 self-portraits, the existence of depressive tendency correlated with the colors used on the face in the self-portrait. From the above conclusions, this study finds that there is much association between depressive tendency and color perception. © 2008 Wiley Periodicals, Inc. Col Res Appl, 34, 84,92, 2009. [source]