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teachingtitle |
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| I co-teach IDSN 4500-4501 Interior Design Studio IV: Universal Design in Spring 2009. My colleague and I made some changes in the content of the course with respect to the Site Visit Report of Council of Interior Design Accreditation which is completed in October 2008. We emphesize the global perspective by giving five countries to each group (of five students). Each of these countries has an aging population problem. The students are asked to design an Assisted Living Facility for answering the cultural and health needs of the aging population of these countries. The students are required to research the anthropometric data of each country, and use these dimensions in their design decision process. At the end of the semester, each student will design a seating unit to be used in their own facility in full scale. |
0 |
Course (Existing) - Compensated Redesign |
2009 |
| The syllabus for IDSN 4601 is similar to the fall syllabus with the exception of the project type.
The students are redesigning a public library.
The number of presentations have remained the same and the first presentation was covered in the local newspaper. The scale of this 13,000 sq. ft. space and the building type is a typical project for many small design offices. This makes it a good choice for oriented the students to a project they will soon be expected to work on independently.
The three design concepts that have developed relate to:
1) Observation of the library while in use over the weekends and at night. Line of sight has given rise to a radial plan.
2) Boxes in boxes- one student is using their knowledge of office systems to make decisions based on modules that are commercially available.
3) The third student in this seminar sized studio is concentrating on the design concept of pathways and gateways. |
0 |
Course (Existing) - Compensated Redesign |
2008 |
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0 |
Course (Existing) - Compensated Redesign |
2008 |
| Introduction: AMID3600 is a three credit hour Studio that examines the mechanical and electrical devices that must be co-ordinated with natural factors considered by the Interior Designer. You will learn to be conversant with the logic and language of the engineers so that your designs will not be weakened by having to compromise your design intent. Although the science and engineering of lighting, acoustics, and mechanical systems has been reduced to equations and computer programs the art of selecting these systems remains the personal decision of a designer. As with other arts, a good designer must know their media; your media in this studio will be light, sound, and air movement, temperature and humidity. Noise and environmental pollution must also be a concern to you.<br> <br>In fact, an intuitive understanding of the principles of engineering design can be an inspiration to design and not an encumbrance to your originality. Each student will be presented with various drawing exercises that will help them learn the concepts and graphic conventions that are normally used in the construction of the projects they are designing. <p>We have all experienced the effects of light on your surroundings since you were children, but have you ever really thought about what is going on? Light is invisible and yet its presence, or the degree to which it is present, is fundamental in conceptualizing space. The quality of the space can change dramatically due to the seasons and weather conditions; this can transform its sense of place entirely. Artificial lighting, ventilation, and air conditioning can be used to supplement the light and air that naturally would be available to the place you are designing. However, these are predominately static solutions, and much can be gained by supplementing daylight and breezes and not overwhelming them with devices that must be purchased and which have an ongoing operating costs.. A blending of the 'man made' with natural light, air, and sound brings with it many advantages along with the design challenges which will become familiar to you this semester. Students in this class have won awards from KON for their presentation of the Unplugged office space and an article was written based on this sketch problem that was published in Volume III of EXPLORATIONS The Journal of Undergraduate Research and Creative Activities for the State of North Carolina in 2008. |
0 |
Course (Existing) - Compensated Redesign |
2008 |
| IDSN 2700 History of Furnishings and Interior Design: This on line lecture was offered to interior design and merchandising students during the first summer session of 2008. The students went on a field trip as a Study Abroad Program component to northern Italy for one week in conjunction with IDSN 2850. The students observed the historic marketplaces of Italy and engage their design with the knowledge that they learned during this trip. A research paper was written by each student upon their return about the agora or public market place.<br>This was intended to support the design course as well as to provide a focus of for the study of early cultures and how they created marketplaces that were unique to their culture. |
0 |
Course (Existing) - Compensated Redesign |
2008 |
| The Spring Semester Systems Class will use different sketch problems yet again:
The first sketch problem was the redesign of the public spaces in the Rivers Building. A lighting expert came to the jury as well as representatives of the Contracts and Purchasing Dept and Dean Gallagher who acted as our client
The second sketch problem is the unplugged office space again; however, this time the upper classmen who are presenting and writing about their project have been project advisors and will be on the design jury. Other jury members will be an architect with a specialty in sustainable design and the university Landscape Architect.
The third project will be the redesign of the Cool Springs Environmental Center.
The final project will be redesign of two local restaurants with teams of students from the Hospitality Department. The most important difference this semester is that the Hospitality students will present their results to the Interior Design students as opposed to working in tandem. What we found out last year is that the design students asked questions that it took too long for their Hospitality teammates to find the answer to; so this semester they will be required to be further along with their analysis when the design students start. |
0 |
Course (Existing) - Compensated Redesign |
2008 |
| IDMR 4601 is a two credit hour studio course that concentrates on theory and principles of space planning applied to commercial design. It is also the Senior Capstone Design Course intended to sharpen your drawing and analytical skills prior to your entering the profession. This semester the students worked with clients from the Wounded Warriors Battalion at Camp LeJeaune. Their efforts were reviewed by the Vice Chancellor for Research, the Provost and the Chancellor as well as featured in the local newspaper and the on television. Three students also presented to the commanding general for at Camp LeJeaune as well as to other faculty members during the semester. |
0 |
Course (Existing) - Compensated Redesign |
2008 |
| The only changes made to the syllabus for IDSN 3999 this year are the introduction of more presentations of the idealized firm to local design professionals. In addition, the students are expected to examine the examples of prior student work on Blackboard and to make their presentations more informative and detailed in terms of their marketing and business plan. |
0 |
Course (Existing) - Compensated Redesign |
2008 |
| The Systems Course in the Fall of 2007 diverged from the course description of Spring 2007 in several ways:
1) The first sketch project was redesign of the lobby space in Spillman Hall and Wright Auditorium for the display of art. These spaces had to remain lobby areas as well as be redesigned for the illumination of art shows that would change periodically (2- 3 times a year by current plans.)
2. The VOA 'unplugged office space' was assigned again and a resident of this office space was invited to be on the jury.
3) The retail office space was assigned again and two of the four solutions were environmentally conscious designs.
4) The restaurant project assignment changed from a fantasy restaurant that simply showed what the students had learned during the semester to a joint project with the Hospitality Management Department. Students from both departments worked together to redesign Dave Finnel's restaurant, a new restaurant at the Hilton, and the renovation of the restaurant at City Bistro. Dr. Chandler, who was responsible for the Hospitality students that we worked with, says that this type of interaction is a first of its kind in their curriculum. |
0 |
Course (Existing) - Compensated Redesign |
2007 |
| IDMR 2850 is a three credit hour studio course that concentrates on theory and practice of designing for the human body. For that reason our semester will be spent in designing retail sales space. Our site will either be in uptown Greenville or the portion of Dickenson Avenue between the railroad tracks and the Sheppard Library. This was once the tobacco trading hub of Greenville; it is now a place searching for an identity; Our designs will help define what that identity could be. Actual storefronts will be used; each student will field measure a storefront they want to spend the semester designing. This is a chance to express your imagination to help this town improve.
Your will be your own proxy client for your designs, but we will acknowledge all the necessary building code requirements in our design. More than that 'our main street' will be people friendly because we will pay careful attention to the needs and comforts of our patrons. Their physical requirements will be a topic of careful consideration in this studio.
Course Objectives:
1. To apply technical and space planning standards to design of retail space that will:
(A) Conform to human dimensions and normal movement
(B) Provide physical and psychological comfort
(C) Provide a gathering space and reason to go downtown to shop.
2. To demonstrate in your design that you understand programming and needs assessment, ergonomics, human behavior, and social context.
3. To demonstrate that you can conceive and communicate three dimensionally not just in plan view.
4. To demonstrate an ability to understand graphic design and signage in the design of your retail space.
5. To interact with a client and benefit from their advice. |
0 |
Course (Existing) - Compensated Redesign |
2007 |
| IDSN 3999 is a two credit hour survey of the business aspects of Interior Design. The class will introduces the students to organizational forms for practice, codes and regulations governing your designs, ethics of practice, and the business aspects of keeping a design practice solvent. It is a semester long inquiry about what designers are looking for in a firm, what employers are looking for in the young designers, and what their clients are looking for in both.
Purpose of the Course: Interior Design is a Business as well as an Art. If the business aspects of your practice are not in order then much of the mental energy that you would like to spend on creating will be spent in coping. A firm can be 'designed' to work with a minimum of confusion, but that requires knowledge and constant attention. This class will introduce the student to business practices such as how to manage a firm, the legal forms of organization, designing a process for delivery of projects accounting methods, marketing your skills, subcontracting work and being a subcontractor, project documentation, understanding the essentials of teamwork.
IDSN 3999 is also an intensive study of the practice of the profession that the student will soon enter as an intern. It sharpens the research and analytical skills as they are being exposed to these professional 'facts of life' by requiring them to describe an idealized firm that they would like to create and manage with a group of their classmates.
Thus, they learn to produce your work with the help of your classmates because your profession depends on working effectively with colleagues
Course Objectives:
1. To describe the ethical, legal and business aspects of the profession of Interior Design.
2. To become aware of the code and life safety responsibilities that you must in the work of a designer or merchant of goods.
3. To review the parameters of completing a design commission including how to be paid fairly for your business efforts.
4. To expose the student to the principles required to establish a design firm or to understand what is required to become a successful team member in an existing firm.
5. To acquire skill in interviewing, and in developing your portfolio through the skills and techniques conveyed by the Career Center during the semester and though the case exercises used in this class.
The ECU Career center acquaints the students with the digital portfolio and resume writing programs that are available to them during two class lectures in the CADD lab.
6. To examine different professional options and 'project delivery' models.
7. To become sensitized to the 'point of view' of all the people involved in a design and realize that it is not an individual act. |
0 |
Course (Existing) - Compensated Redesign |
2007 |
| IDSN 3600 Spring 2007 The Building Systems course is divided into:
1) Information acquistion: basically the students read the two textbooks and the coursepak.
2) Information exchange: these chapters are discussed Socratic ally in class discussions and
3) Information application: There are sketch problems related to the readings that the students where the students are expected to display their understanding of the principles discussed.
Guest jurors attend each of the presentations to widen the student's perspective of the material that they are describing in their projects.
The projects for this semester were: The redesign of a portion of the Laupus Library- a newly occupied building on the Medical School Campus. The 'unplugged office building ' and office space that is redesigned to minimize the use of electrical, and water resources brought to the site. Lastly, a design for a restaurant.
Purpose of the Course: Students have experienced the effects of light on their surroundings since they were children, but the rarely consider what is going on physically and physiologically? Light is invisible and yet its presence, or the degree to which it is present, is fundamental in conceptualizing space. The quality of the space can change dramatically due to the seasons and weather conditions; this can transform its sense of place entirely. Artificial lighting, ventilation, and air conditioning can be used to supplement the light and air that naturally would be available to the place you are designing. However, these are predominately static solutions, and much can be gained by supplementing daylight and breezes and not overwhelming them with devices that must be purchased and which have an ongoing operating costs. A blending of the 'man made' with natural light, air, and sound brings with it many advantages along with the design challenges which the students become familiar with during the semester.
Course Objectives:
1. To understand the physics of light, the biology of seeing and what their implications are on designing environments with the proper illumination.
Special attention will be devoted to design for the aging eyes of our clients.
2. To understand the relationship between light and color. The impact of glare on color recognition and color shifts that are normal is covered.
3. To understand the impact of light on human behavior. Each of design solutions must be accompanied by a clear statement of design intent.
4. To understand solar shading and skylight options and to apply principles of solar day lighting to the sketch problem designs.
5. To understand the seasons and how thy change the quality of light and the orientation of the buildings are being designed.
6. To understand how these natural sources of light can be supplemented by the various types of lighting fixtures that are available to the designer.
7. To understand the fundamental principles associated with passive and active ( man made ) heating, ventilation and air conditioning systems.
8. To recognize the impact that these systems have on these factors on color selection and the overall design of interiors.
9. To understand the importance of including acoustical treatment as part of every design.
10. To become aware of air quality problems in the built environment.
11. To be introduced to the basics of plumbing and fire suppression systems.
12. To be introduced to the basics of telecommunications and power distribution systems within buildings.
13. To be introduced to the basics of security systems and safety standards of lighting and wiring. Special attention will be devoted to office systems.
14. To be introduced to the basics of energy management systems for buildings.
15. To learn to be conversant with the language of the electrical, mechanical and plumbing engineers and to read their drawings.
16. To learn to develop your own design 'voice' through perspective sketching and other drawings, writing and oral presentation of your work. |
0 |
Course (Existing) - Compensated Redesign |
2007 |
| IDMR 4601 is a two credit hour studio course that concentrates on theory and principles of space planning applied to commercial design. It is also the Senior Capstone Design Course intended to sharpen drawing and analytical skills prior to the student entering the profession. Each semester we work with an actual client and have three to four public presentations. The project for the fall semester of 2007 was the renovation of the pump house at Mattamuskeet. The focus of this studio exercise will be create an environmental learning center relative to the stories that the development of the largest naturally created lake in North Carolina has to teach us all about human interaction with nature.
The largest pumps in the world were once installed in the building shown above. Their purpose was to remove the water from the lake so that the land could be used for farming and the community of New Holland.
After this effort bankrupted two corporations, the pump house became a
hunting lodge. The Canadian geese and ducks that migrated here in the winter
were fair game for wealthy sportsman, who were entertained at the pump-
house which had been renovated as a lodge. These ducks and geese are now
protected as residents of a wild life refuge, but the most recent threat to the
area has been the controversial Outlying Landing Field sought by the Navy.
Those who oppose the OLF argue that both birds and pilots would be
endangered by one another. The history of human development of Lake
Mattamuskeet has been a series of stories of how humans sought to impose
their will on the natural surroundings; our project will pose the question:
'Does nature have rights as well?'
Course Objectives: (taken from the CIDA standards)
Students should understand and apply the knowledge, skills and theories of Interior Design. This includes:
a) The ability to plan two dimensionally.
b) The ability to comprehend and communicate the special envelope being designed with three dimensional sketches.
c) The ability to understand the impact of color on the reflectance of surfaces and the general sense of enclosure of a space.
d) The ability to establish a program for the use of the space that clearly identifies the design intent.
e) The demonstration of competent Schematic Design communication skills. The Schematic Design must solve the entire problem identified in the program statement and the statement of design intent including the integration of all design elements, like lighting design and cabinetry, in the project.
f) The demonstration of an ability to design signage and way finding as an integral part of your design solution.
g) The ability to rapidly visualize design alternative through free hand sketching.
h) The demonstration of an ability to plan adjacencies, circulation paths, and articulation and shaping of space in all dimensions.
i) The ability to clearly express the design intent and details of the drawings in oral presentations and critiques |
0 |
Course (Existing) - Compensated Redesign |
2007 |
| IDSN 4600 is a one credit hour lecture course that sets some of the planning principles for commercial design. The syllabus is predominately the same for Fall 2007; so there is not another entry for that semester. This is a writing intensive class that gives you an opportunity to sharpen your research and analytical skills. It will also familiarize you with ' Theories and principles of space programming applied to commercial interior design'. Code requirements and specifications of materials will also be covered. For the purpose of this syllabus the graphics produced in your studio will describe the parts of your design and how they fit together. Specifications provide a sense of the required quality associated with these relationships and components.
Course Objectives: (Taken from the CIDA standards)
1. To learn to communicate clearly in business related documents such as programs, code reviews, concept statements, research reports, and client correspondence.
2. To communicate clearly in writing using correct spelling, grammar, and syntax.
3. To be able to understand and apply codes, regulations, and standards that protect the health, safety, and welfare of the general population
4. To be able to provide the client and the code officials with a brief analysis of how the program you have developed meets all code requirements.
5. To demonstrate an understanding of the impact of air quality, flammability, sanitation, noise and proper lighting on the building occupants.
Students write term papers on the following topics during the semester, Programming, Code Review, Cost Estimation, and either Teamwork or Post occupancy inspections. The choice of the last term paper belongs to the students based on their experiences that semester and how they want to express these experiences. |
0 |
Course (Existing) - Compensated Redesign |
2007 |
| IDSN 4500 Spring semester 2007 was taught in conjunction with Dr Savut. The students were first introduced to principles of Universal design and did a series of homework projects and a photo shoot of accessibility problems in downtown Greenville.
They spent the second half of the semester using this knowledge in design of a bed and breakfast inn in the Asheville area. Their projects were reviewed by Laurel Wright the code consultant with the N.C. Dept. of Insurance who is responsible for plan review for handicapped accessibility. |
0 |
Course (Existing) - Compensated Redesign |
2007 |
| IDSN 2700 for the summer of 2008 will be different in this way: we will learn the material in the text and be examined in the traditional way, but then we will go to Europe and Asia for two weeks and a final paper will be written based on the comparison of the actual experience with material that was covered in class and from other academic resources. |
0 |
Course (New) - Creation/Delivery: Online |
2008 |
| It is difficult to write a syllabus for a course that is essentially taught outside the boundaries of the University. Yet each summer for the past five years I have done just this in being the internship coordinator for IDSN 4880. I communicate weekly with 18-25 interns at work somewhere in the United States by viewig their weekly reports and asking them questions. The whole idea of an internship is that the student should compare what you have absorbed in the classroom and studio to actual practice. The documentation of this experience should be your own 'reflection in action' a term coined by Donald Schon to describe how practitioners consider what they are doing when they take the time to do so. If the intern faithfully documents their internship with this concept in mind then the records can be helpful to you in guiding your experience. As the internship coordinator my responsiblity is to respond to what is sent to me by e-mail in an effort to make sure that the intern is getting as much of a comprehensive experience as would be possible. On the other hand if the intern regards the weekly worksheet and quality log as just so much paperwork it will become an onerous task- something that just had to be done to 'finish the course or to make a good grade'. Here are some lessons learned from successful interns over the past five years: LESSON 1: Stay up to date with your records 1. Your firm may have a timesheet that will substitute for the weekly log. The Quality log (See Course Documents on Blackboard) should be sent in weekly or after each 20 hours on the job. 2. Pay particular attention to the Quality log (also posted under Course Documents) to make sure you are getting a full range of experience. The purpose of these two forms is to help you bargain with your employer about an internship that is as comprehensive and of good quality. You will want to have as much diversity of experience as would be possible this summer. LESSON 2: Follow the format that was intended to make the experience orderly 1. You must also have a signed internship agreement with your employer and this department prior to starting work! 2. Send a weekly log and a quality log for each 16 to 20 hours of work time to me by e-mail throughout your internship. Faxing information to Wendy for her to put in my mailbox needs to be coordinated with her. Most offices have access to the internet; if not you could try a local library- this is what I do when I travel. 3. Students turn in a notebook documenting their summer internship at the end of your 200 hours of work. This is a self reflective record of what you learned and what you enjoyed doing in the office. 4. The intern's employer will also turn in an evaluation of your efforts. 5. Grades are weighted by this method: Ø 60% of your final grade will be an evaluation of the completeness of your documentation of your summer internship efforts and what you absorbed. The internship should offer you a perspective on what you are learning in school. Ø 40% of your final grade will be based on your employer's evaluation of your work. |
0 |
Course (New) - Creation/Delivery: Online |
2007 |
| IDSN 2700 Summer School is a three credit hour survey of major styles of Interior Design. The class will introduce you to design from 4,000 BC to the mid Nineteenth Century. Each style will be analyzed in terms of the social context that made it popular. This is important to understanding what was valuable at the time the style became recognized. Further, why did it become representative of a time, a place, or a social group? This is also a writing intensive course. You will sharpen your analytical skills as you are being exposed to these historical styles.
Purpose of the Course: Instead of following the history of wars and politics, and the intrigue of kings and queens, this course will focus on the artifacts of human invention. The world that you have experienced up to now, and perhaps the world that has made you interested in being an Interior Designer, is a collage of past styles. If a person from any of these periods visited your house or reviewed your designs they might be confused about why we had taken their work out of context. You have lived among the furnishings of many generations and cultures without knowing it; upon completion of this course you will understand the setting and message that these artifacts originally communicated. Knowing this, you can use various styles knowledgeably and redefine their messages in your own work.
Course Objectives:
1. To understand the major periods and styles of the past and their contributions to the development of furnishings and design motifs.
2. To recognize, contrast, and compare characteristic components of historical interior styles.
3. To analyze the socio-economic, cultural, religious, and political reasons these styles became popular.
4. To understand the historical development and advent of interior design concepts of lighting and division of space, and use of color and materials in giving space definition.
5. To develop an awareness of interior detailing in historic environments and in the furnishings that inform them.
6. To concentrate on a particular building type- the marketplace as a focus of cultural activity throughout the ages.
7. To learn to redefine these meanings in new designs and to develop your own voice through drawing, writing and oral presentation of your work.
This class is taught as an on line discussion of a chapter of the textbook for four days a week with an exam at the end of each week: ( on Friday ). |
0 |
Course (New) - Creation/Delivery: Online |
2007 |
| When Boyer wrote the book Scholarship Reconsidered he attempted to define scholarship in more than quantitative terms. He defined four types of scholarship:
1) The scholarship of teaching. Since 90% of my assigned responsibilities are in the classroom there is a detailed description of what the syllabus requirements are for each of the classes I am teaching.
2) The Scholarship of Application. All of my studio projects challenge the students to work on projects that they can see, feel, and touch; most of the projects have real clients who have real needs and value the students perspectives. This relates to the service component of my academic responsibilities though their work and more than 10% of my weekly labor effort for committee work on campus.
3) The Scholarship of Integration can be seen in the requirements that all the components of the design be coordinated into a whole. The design concept should be clearly expressed in well considered design decisions that support all aspects of the design intent.
4) Finally, the Scholarship of Discovery. I now have a research interest that is outside of my job responsibilities. I am going to continue to pursue this research interest whether or not I am allowed to move to tenure track; the work on the unbundling of services for the aging is important work and I intend to contribute to the possibilities that are offered to the ever increasing number and diversity of retirees in the future. |
0 |
Program Assessment Projects |
2007 |
| acceptpub |
confcity |
conference |
confstate |
description |
fname1 |
fname2 |
fname3 |
fname4 |
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invited |
lname1 |
lname2 |
lname3 |
lname4 |
lname5 |
month |
numb |
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title |
year |
| Presented |
Winston Salem |
American Society of Interior Design Carolinas Chapter Annual Meeting |
North Carolina |
Presentation of seven principles of Universal Design as applied to assisted living facilities. These principles were developed by the Center for Universal Design at the College of Design, North Carolina State University. |
Walter |
Yaprak |
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Invited |
Mckinnon |
Savut |
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April |
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Regional |
Best Practices in Design for the Aging- Universal Design |
2007 |
| Accepted |
Raleigh |
Intercom: College of Design Research Exchange |
North Carolina |
Options for aging in your own space
Hunt McKinnon, AIA 1- 30- 2008
ABSTRACT
The current methods of caring for American retirees will not survive the next generation. There will be too many elderly Americans seeking admittance to Continuing Care Retirement Communities (CCRC) which currently have waiting lists from three to five years. Kane (1) concluded in her article that personal assistant services would be a significant way of answering the needs of the elderly who would prefer to stay in their own homes instead of moving into an assisted living facility.
This situation is particularly acute in the eastern portion of North Carolina; Figure 1 indicates the distribution of CCRCs in the state. What this map shows is that residents of the state east of I-95 have fewer options than the residents of the state's metropolitan areas.
My research interests include assessing the various 'in home' care programs that currently exist in view of the hypothesis that home delivery of services will be a requirement of the next generation of retirees and will be of particular benefit to the counties of our region. It will also assess the economics of developing new options of caring for the future generations of retirees in their own homes, neighborhoods and communities for as long as possible.
Figure 1 (2) . The distribution of licensed CCRCs in NC.
The Problems Posed by Changes in Demographics
Currently, CCRC's house the wealthiest American's retirees.
Typically on CCRC campuses, there is separate housing for those who live independently in assisted living facilities that offer more support, or in skilled nursing units for those who need medical care. The residents of CCRCs choose one of the options offered within the campus as their starting point of a new life style and then move from one housing choice to another as their needs change. Assisted living is only one aspect of a CCRC. There need to be many options for a more diverse future population of retirees and for areas which are underserved by CCRCs.
The increased growth in elderly population and the change in demographics will dramatically impact the system of care for the elderly in the near future. As seen in Figure 2 (3), the 'baby boomers' (Americans born between 1946 and 1964) are now beginning to retire. Not only is the number of elderly Americans increasing dramatically, but many future retirees will not be able to afford the cost of the current options for their retirement.
When compared to the elderly of today the next generation of retirees (4):
' Will live longer
' Will be more culturally and racially diverse
' Will be more economically diverse at a time when Medicare and Medicaid payments are expected to fall due to the imbalance of payees to those who are retiring
' Will be more selective about the model of care that is offered.
Figure 2 : Image of my mom a current resident of an assisted living
facility and a large part of my interest in this topic.
Figure 3. (3) This graph demonstrates the increase in retirees in the next ten years
This is the backdrop that must be considered in understanding the implications of the current 'pay as you go' plans for retirement centers. According to the current estimates of the American Association of Retired Persons (AARP):
'Most communities require an entrance fee and monthly payments. These entrance fees range from lows of $150,000 to highs of $300,000. Monthly payments can range from $1,000 to $3,500.' (5)
One clear alternative is to make it possible for individuals to live in their own homes for as along as possible. In many cases, their homes have already been paid for; so the comparative cost may be on the order of:
'$23,000- $77,000 for membership and $500- $600 per month in service fees.' (6)
Since 69 % of North Carolinians own their own homes keeping retirees in their residences for as long as possible would provide a reduction in the cost of care to the individual (7).
The Problems Posed by Changes in Demographics in our Region:
More and more the opportunity to enter a CCRC is only an option open to residents of our urban areas. This is true for two reasons. First, the median income of residents in urban areas of North Carolina is greater than the median income of the residents of our rural counties (8). Secondly, CCRC must receive Conditions of Need approval from the state and this is often dependent on population density. Thus, the clusters of CCRC's shown in Figure 1 surround our cities and leave the rural portions of our state under served. For example, there are nine CCRC's in the Charlotte Metropolitan Area and there are only two licensed CCRC's east of I-95; one in Greenville and one in Wilmington (See Figure 1) .
Traditionally, the wealth of this region of North Carolina has been in the land, but the current economic wealth of the state has shifted away from the homestead and into the suburb. More newcomers continue to move into the urban areas than into the rural parts of our state. It is not reasonable to expect that there will be any dramatic increase in the availability of CCRC's east of I-95. So how will the next generations of retirees from our small towns and farms be cared for? This is the central question posed by my current research interests.
Specifically these research interests are:
1) To document the options and the advantages and disadvantages of CCRC versus 'in home' services. To do this comparative cost data must be accumulated based on a survey of the Continuing Care Retirement Centers and other social programs that currently exist in the U.S.
2) To project the change in demographics of American retirees on this comparative information.
3) To apply this information to the special needs of our geographic region.
4) To outline what services might be delivered in the home to provide options other than the centralized services of a CCRC.
5) To determine the minimum design standards in single family housing so that the aging person can stay in the house as long as possible. This is particularly relevant to our area of the state given the number of home owners. It is also relevant since the statistics generally indicate that elderly people do not want to move further that a five mile radius from their home for residential care (9). It may be that retirees, east of I-95, will have to move into assisted living facilities given that very few new CCRCs that will be built.
APPENDIX A (10) on the following page is an example of a novel program by the Society of Friends ( the Quakers ) in Ohio.
ENDNOTES:
(1) Expanding the Home Care Concept: Blurring Distinctions among Home Care, Institutional Care, and other Long-Term-Care Services by Rosalie Kane, The Milbank Quarterly, Vol.73, No.2, 1995
(2) Licensed CCRCs in NC by North Carolina Department of Insurance. Retrieved from http://www.ncdoi.com/fed/se/documents/ccrc/ccrclist.pdf on 01/12/08.
(3) AARP: Retrieved from http://www.aarp.org/families/housing_choices/other_options/ on 01/15/08.
(4) Design for Assisted Living by Victor Regnier John Wiley and Sons, New York 2002 page 7
(5) Kendal at Home Disclosure Statement September 2007 page 10.
(6) State and County Quick Facts by U.S. Census Bureau, retrieved from http://quickfacts.census.gov/qfd/states/37000.html on 01/12/2007.
(7) Income in North Carolina. Retrieved from http://www.ncruralcenter.org/databank/datasheet.asp?topic=IncomeNo. on 01/12/2008.
(8) How to determine if you are Ready to Move to a Continuing Care Retirement Community page 2 of 3
(9) Senior Living by Stephen A. Kliment ed. John Wiley and Sons, New York. 2004 page 1
(10) The Kendal Corporation. Revised 1/2007. |
Walter |
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Invited |
Mckinnon |
|
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February |
|
Local |
Options for Aging in your own Space |
2007 |
| committee |
description |
role |
servicetype |
standing |
term |
| Student Chapter of the American Society of Interior Design |
Chapter advisor for the last five years. |
Advisor To Student Organization |
College |
No |
2007-2008 |
| Student Chapter of the American Society of Interior Design |
Chapter advisor for the last five years. |
Advisor To Student Organization |
College |
No |
2008-2009 |
| Academic Scholarship Committee |
Co-chair of the committee for the last two years |
Chair |
College |
No |
2007-2008 |
| College of Human Ecology Scholarship Committee |
|
Chair |
College |
No |
2008-2009 |
| Faculty Advisory Council |
I have been the Secretary of the Council for the last two years |
Member |
College |
No |
2008-2009 |
| Faculty Council |
|
Member |
College |
Yes |
2006-2007 |
| Faculty Council |
|
Member |
College |
Yes |
2007-2008 |
| Faculty Council |
|
Member |
College |
Yes |
2008-2009 |
| Scholarship Committee |
|
Member |
College |
Yes |
2008-2009 |
| Academic Advisor |
Advisor for 18 students |
Faculty Academic Advisor |
Department |
No |
2007-2008 |
| Secretary of the Faculty |
|
Faculty Sponsor |
University |
No |
2008-2009 |
| Faculty Senate |
Served on election subcommittee |
Member |
University |
No |
2007-2008 |
| Faculty Senate |
Served on election subcommittee |
Member |
University |
No |
2008-2009 |
| Faculty Senate Agenda Committee |
Member of the agenda committee and required subgroups |
Member |
University |
No |
2007-2008 |
| Faculty Senate Agenda Committee |
|
Member |
University |
No |
2008-2009 |
| Strategic Planning Task Force |
Member of Committee and Subcommittee on Student Profiles |
Member |
University |
No |
2007-2008 |
| Strategic Planning Task Force |
Member of Committee and Subcommittee on Student Profiles |
Member |
University |
No |
2008-2009 |
| Student Safety Committee |
This committee deals with safety issues directly related to student welfare; my concentration has been emergency response while classrooms and studios are in use |
Member |
University |
No |
2007-2008 |
| UNC Tomorrow |
Member of subcommittee based on membership to the Strategic Planning TAsk Force |
Member |
University |
No |
2007-2008 |
| University Environment Committee |
Sectretary in the Fall Semester |
Member |
University |
No |
2007-2008 |
| University Environment Committee |
|
Member |
University |
No |
2008-2009 |
| University Honors Program Advisory Board |
|
Member |
University |
No |
2008-2009 |
| University Library Committee |
|
Member |
University |
No |
2008-2009 |
| University Safety Committee |
|
Member |
University |
No |
2008-2009 |
| city |
conference |
description |
devtype |
name |
state |
type |
year |
| Washington |
National Council of Architectural Registration Licensing Boards |
I am currently studying the monographs on Acoustics and Daylight Performance and Design in order to maintain my continuing education credits and to use this material in my coursework. |
Accreditation Conference/Training |
Mckinnon, Walter H |
District of Columbia |
Accreditation Conference/Training |
2008 |
| Hickory |
American Institute of Architects North Carolina Chapter |
Attended a day long workshop on the Adaptive Reuse Code.
This information has been used in the capstone studio since the conference. The Adaptive Reuse Code is an exception to the International Building Code and is also known as the NC Rehabilitation Code. The purpose of the code is to allow the skillful and sensitive redevelopment and adaptive reuse of existing buildings. |
Accreditation Conference/Training |
Mckinnon, Walter H |
North Carolina |
Accreditation Conference/Training |
2007 |
| Wilmington |
American Institute of Architects North Carolina Chapter |
Attended a daylong seminar on Designing with Sprinklers.
This material has been used, along with a video supplied by the instructor of the course, in the systems and the capstone studio |
Accreditation Conference/Training |
Mckinnon, Walter H |
North Carolina |
Accreditation Conference/Training |
2007 |
| Washington |
National Council of Architectural Registration Licensing Boards |
During 2007 I have completed monographs on Senior Living , Indoor Environment and Air Quality. I have also passed exams based on the information in these monographs in order to maintain my license to practice as an architect. 19 Continuing Education Units are required yearly. I have used the information in these monogaphs in my teaching at ECU as well. |
Accreditation Conference/Training |
Mckinnon, Walter H |
District of Columbia |
Accreditation Conference/Training |
2007 |
| Washington, |
East Carolina University New Faculty Development |
Required by CIDA for teaching at the advanced level |
Other Professional Development |
Mckinnon, Walter H |
District of Columbia |
Other Professional Development |
2007 |
| Bloomfield |
Cranbrook 2007: Integrated Practice and teh 21st Century Curriculum |
This conference was organized by the American Collegiate Schools of Architecture and the American Institute of Architects. It was concerned with the impact of building information systems, ways of organizing information on projects, on the current design curriculum. I received:
3 learning units ( 3 contact hours ) credit for the discussion and writing of position papers on Ethics and Professional Responsiblity
3.5 learning units ( 3.5 contact hours ) credit for the discussion and writing of postion papers on Practice and Criticism and
4 learning units ( 4 contact hours ) credit for the discussion and writing of postion papers on Research and Design
7 learning units were accumulated on the drafting of the final report of our writing group and on open discussions and presentation of the findings. |
Research-Related Conference/Seminar |
Mckinnon, Walter H |
Michigan |
DS: Research-Related Conference/Seminar |
2007 |