| description |
students |
teachingtitle |
year |
| Supervised 3 interior design students in the CHE 4500-01 Leadership for Communities, Ellen Swallow Richards Fellows in 'Service-Learning through Rebuilding Together'. |
0 |
Assurance of Learning - Teaching |
2008 |
| Theme: Support of undergraduate research and community engagement
Interior design has always had an image problem with the public, and in a former home economics program it has to find ways to educate its constituency in what constitutes an interior design education as well as what interior designers practice. College, University and State-wide Undergraduate Research/Creative Activity Symposia have offered excellent venues for all levels of interior design student work. In a department without a graduate program it requires some creative thinking of the instructors to come up with assistance for research for presentation or publication. Fortunately there have been students who need additional credits before they graduate and it has been my good fortune to accept them as independent study students. Some have done purely research projects and some have assisted me as undergraduate teaching assistants and completed less extensive research or literature reviews. One research project has gone on to be published and one is being revised for submission for publication and presentation. It's been a win-win situation. The seniors enjoy giving back to the sophomore students, they are great role models, and they learn about interior design education from a different perspective. If we had a graduate program we would have a pipeline for students because they all have expressed interest in further education.
Includes: Research methodology, Team building, Community Engagement, Professional development
" 2008 Continue to encourage undergraduate participation in CHE/KON Research & Creative Activities Forum
" 2008 Deploy a Narrative Inquiry methodology for Rebuilding Together clients to learn how the rehabilitation of their homes affects their perceptions of human spirit connection and sense of place partnering with Dr. Lessie Bass, Professor, School of Social Work and Executive Director of the Lucille W. Gorham Intergenerational Center
" 2007-2008 Recruitment and support for 3 ECU students to participate in the 2007-08 cohort of the College-sponsored USDA Leadership Learning Program
" The students will be: (1) Learning about the development of a non-profit organization Rebuilding Together that supports the renovation of substandard housing for the elderly and disadvantaged in Pitt County, Greenville, NC of which myself and the director of the LLP developed and lead the local Rebuilding Together affiliate; (2) Implementing marketing and public relations campaigns for the introduction of RT to Greenville; (3) Surveying properties for inclusion in the inaugural RT Day in Greenville in 2008; (4) Supervising volunteers on Rebuilding Day; (5) Reflecting/Documenting the experience for dissemination |
0 |
Assurance of Learning - Teaching |
2008 |
| Theme: Professional Interaction
Eastern North Carolina does not offer many opportunities for students to understand the practice of interior design especially commercial interior design within the context of architectural and/or interior design offices. It is difficult if not impossible to find quality projects east of Raleigh that give students the understanding of the sophistication, technical expertise, scope and creativity in materials and finishes application required to implement an interior design project. Traveling outside of Eastern North Carolina to Raleigh to visit the Herman Miller showroom, to Richmond for professional association events associated with student career days or product exhibitions, and ultimately to Baltimore to NeoCon East the largest product exhibition on the east coast provides important profession interactions that will assist the students not only in their education, but also in networking and contacts for entering the profession. It also provides the profession and our support network with a glimpse at what the future holds in the knowledge and interest and questions that the students generate during these interactions.
" IDSN 3550 Materials and Specifications for Interior Design
Accreditation standards incorporated in projects: Curriculum Structure, Professional Values, Design Fundamentals (principles and theories of sustainable design), Communication, Interior Materials, Business Practices
" 2008 Goals Meet Council for Interior Design Accreditation requirements as demonstrated in 2007-2008 projects in the above class.
Accreditation standards incorporated in projects: Curriculum Structure, Professional Values, Design Fundamentals (principles and theories of sustainable design), Communication, Interior Materials, Business Practices
' 2008 Goals Meet Council for Interior Design Accreditation requirements as demonstrated in 2007-2008 projects in the above class. |
0 |
Assurance of Learning - Teaching |
2008 |
| Theme: Sustainable design
Sustainable design is the most important focus in educating students entering professions that deal with the built environment. The building industry accounts for 60% of all materials used in the US for purposes other than food and fuel. The largest percentage of a commercial building budget is most often related to interior design. Indoor air quality that is affected by the selection and specification of interior materials and finishes is the most critical health factor in residential and commercial buildings with people spending more than 60% of their time inside.
" IDSN 4700-Problems in Interior Design
Accreditation standards incorporated in projects (additional not mentioned above): Curriculum Structure: Experience of team approaches to design solutions, interaction with multiple disciplines, interaction with practicing professionals Professional values: Learning experiences that incorporate: Client and user needs and their responses to the interior environment, environmental ethics, a global perspective and approach to thinking, active listening skills; Interior design: Selection and application of luminaires and lighting sources, appropriate selection of decorative elements, ability to design custom interior elements; Building Systems and Interior Materials: Understanding of specific construction system, mechanical systems, energy management, flooring systems, knowledge of sources for materials, products and sustainable building methods and materials; Regulations: Demonstrate appropriate application of codes and regulations, barrier-free design, ergonomic and human factors data; Understanding of: indoor air quality, noise, lighting, universal design; Business and Professional Practice: Understanding of project management practices: Estimating, budget management, coordination, information management, conflict resolution assessment processes; Demonstration of business computer applications, knowledge of business processes.
Also includes: Community engagement, Collaborative teaching
" 2008 Goals Meet Council for Interior Design Accreditation requirements as demonstrated in 2007-2008 projects in the above class.
§ Incorporation of the Narrative Inquiry methodology to document team building, collaboration, creative design process, learning and reflection.
" 2007 North Carolina Sustainable Building Design Competition (NCSBDC) a state-wide design competition for UNC community colleges and universities--taught in an interdisciplinary, inter-institutional, collaboration with Pitt Community College (PCC) Architectural Technology students and ECU Technology Systems, Architectural Technology students to design affordable, sustainable homes (Sample of 2007 NCSBDC Guidelines in Supporting Documents)
Highlight: Students served: 2007--18 ID, 9 PCC, 18 ECU Arch Tech; |
0 |
Assurance of Learning - Teaching |
2008 |
| Theme: Exploration of design--Creation of imaginative solutions that address aesthetics, function, and human spirit through application of the design process;
Interior Environmental Poetics (IEP) has its roots in a belief that design can not be consumed by function and practical issues alone, it can not forget that at the heart of every design project is a human being who will live, work or play in a designed environment. There are fundamental considerations that can be made to address function and practicality and also create an environment that connects with the human spirit. A statement from the Interior Design Visionaries' meeting (Hassell & Scott, 1996, Journal of Interior Design) that developed the concept of Environmental Poetics sums up some of its significance: 'Meaning, expression, and spiritual values are not being given as much consideration in design as function, practical objectives, and other aesthetic components such as style. It is feared that in losing sight of the poetic, the design professional has substituted technical and practical proficiencies for a more unique expertise and the inhabitants of the interiors created settle for a reduced quality of life' (Hassell & Scott, p.12).
This statement is very important to interior design because it identifies what sometimes is lacking in a typical design process the unique opportunity of incorporating poetics into an interior. Poetics evolves more from a creative act that exhibits concern for a spirit of place and a human spirit connection. It is based on the integrated expression and interpretation of theoretical, aesthetic, and practical components of design -- a harmonious unity of the whole. I ask the students to journey with me in trust that at the end of the semester they will be amazed at what they find--the art and soul of design.
' IDSN 2800 Residential Design I
' IDSN 2850 Commercial Design I
' IDSN 4700 Problems in Interior Design,
Accreditation standards incorporated in projects: Professional values: Learning experiences that incorporate: Development of critical and analytical thinking, creative thinking, the ability to think visually and volumetrically, and time management and organizational skills; Design fundamentals: Demonstration of understanding: Design elements and principles, lighting design, human factors, and the relationship of human behavior and the built environment; Interior design: Development of process: application of 2-3 dimensional design principles and elements on the spatial envelope, Demonstrate skills in: programming; Demonstrate competency in Schematics: Concept development, conceptual sketching, space planning, complex problem solving; Competent Design Development skills in: Selection of interior materials and finishes, furniture, fixture and equipment plans, schematic development of plans, elevations, sections and study models, justification of relationship of design solution to problem statement; Competent skills in: integrated system of drawings with schedules, specifications, legends, plans (floor, furniture/fixture, reflected ceiling), sections, appropriate selection and application of art and accessories; Demonstrate skills in: wayfinding methods and graphic identification; Communication: Competence in: drafting, lettering, illustrative sketching, presentation of color materials and furnishings; Expression of: ideas, presentations, critiques, clear writing and mechanics: Ability to: render, construct perspectives and models; Demonstrate the ability to: communicate through alternative visual presentation techniques; Building Systems and Interior Materials: Understanding of specific construction system, ceiling system, acoustics and systems furniture
' 2008 Goals Meet Council for Interior Design Accreditation requirements as demonstrated in 2007-2008 projects in the above classes. |
0 |
Assurance of Learning - Teaching |
2008 |
| See .pdf of the grant proposal written for this project. In lieu of the North Carolina Sustainable Building Design Competition, PCC Architectural Technology students and ECU Interior Design students in IDSN 4700 are participating in a team-based collaboration and competition to design an Eastern NC Woodland Indian Heritage Center in Wayne County/Goldsboro, NC. This project is also a joint collaboration with ECU's Sustainable Tourism Center and NC's Eastern Region development group. |
0 |
Course (New) - Creation/Delivery: Conventional |
2008 |
| College of Human Ecology Undergraduate Research/Creative Activitiy Forum
Student Presentation of Fall 2007 IDSN 2800: Residential 1 studio assignment--Nature as Teacher,
6 students participated--Chi Yiu received First Place in Creative Exhibit, Lisa Lally received Second Place in Creative Exhibit
ISSUES TO EXPLORE THROUGH PROJECT DEVELOPMENT & DESIGN:
1. How can the exploration of fruits & vegetables teach us about design?
2. What role does analysis play in the design of spaces?
3. What is the purpose of a design process?
4. What is the role of documentation?
5. How do principles and elements of design create strong designs?
6. What is the purpose of a design concept statement?
7. What is the relationship between function and aesthetics?
8. What is the purpose of hand-process work (drawing and model-making)?
9. Why is the selection of appropriate materials important in design?
10. What is the role of light and color in the design of spaces?
DISCUSSION:
Through the exploration of familiar objects (fruits and vegetables) students learn about the design process, and they discover principles and elements of design through nature's models. They also learn how to translate natural materials into two-dimensional graphic representations and from there develop three-dimensional forms that can be built as design models. This complex series of problems expands the students ability to comprehend the complex problems encountered in the design professions and produce creative and innovative solutions to client needs. |
0 |
Innovations in Course Content / Presentation |
2008 |
| Interior environmental poetics involves the art of designing interior environments that evoke aesthetic and emotional experiences between the designer and the user to convey a sense of place and a perception of human spirit. So what exactly is a poetic way of seeing? How is a sense of place captured in a drawing? Most beginning design students do not know how to observe and draw and capture the aesthetic which is the poetic expression of the interior environment.
Lyndon and Moore document 27 themes and compositions that provide opportunities for learning how to observe places that evoke aesthetic and emotional experiences. The process begins by asking questions about how these concepts are related to principles and elements of design, how they order the environment, how they are experienced by users within the environment, and are they part of a shared understanding of space? Do they trigger memories of other places with similar concepts? |
0 |
Innovations in Course Content / Presentation |
2008 |
| The purpose of this paper is to outline an ecological and sustainable research methodology for students in Materials and Specifications classes. This approach emphasizes selection and specification of interior materials and finishes based on research and comparison of product performance, application, and maintenance. The process that is described developed as a result of a 2004 EPA P3 Award: Student Design Competition focusing on People, Prosperity and the Planet (Sweet, Warsco, & Chin, 2004). |
0 |
Innovations in Course Content / Presentation |
2008 |
| Five teams (30 students) of inter-institutional, interdisciplinary students participating in ECU IDSN 4700 and PCC ARC 213 submitted sustainable design projects for a juried competition. One team took Honorable Mention. Two IDSN 2850 students submitted ASID 2008-2009 Competition Projects for a Luxury Skybox to the KON/CHE Forum. |
0 |
Other Teaching Activities |
2008 |
| Organized a trip to Washington, D.C. to the Smithsonian Museum of the American Indian for PCC-ECU students accompanied by our client Dreamweaver and Bill Hofler, PCC instructor on January 30-31, 2009. |
0 |
Other Teaching Activities |
2008 |
| Attended a full day workshop conducted by the Council on Interior Design Accreditation at the IDEC International Conference in Montreal, March, 2008. The purpose of the conference was to explain, review and clarify the CIDA standards by which interior design programs are evaluated for accreditation. The IDSN program will be evaluated in September, 2008. Highlights of the workshop were presented informally to the ID faculty in a faculty meeting. |
0 |
Program Assessment Projects |
2008 |
| Undergraduate teaching assistance with supervised classroom instruction, project grading and studio critique participation. Opportunities for individual growth in leadership and teaching experience. The intent is to develop interest in teaching interior design in a university setting as well as develop comfort in public speaking, organization, and constructive criticism. |
1 |
Student Assign-Independent Studies |
2008 |
| Three students who are participating in the USDA Leadership Learning Project within the College of Human Ecology are learning about organizing a non-profit organization and running a community volunteer event. The students have participated since the spring of 2007. They have been active volunteer organizers and fundraisers for the spring 2008 event. They have developed volunteer forms, spoken to several classes and student organizations and held regular meetings with their faculty and community mentors. They have visited with the recipients of the spring rehabilitation project. They will write a research paper and present their projects to other participants in the program. |
3 |
Student Assign-Supervised Research (UG) |
2008 |
| acceptpub |
confcity |
conference |
confstate |
description |
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invited |
lname1 |
lname2 |
lname3 |
lname4 |
lname5 |
month |
numb |
scope |
title |
year |
| Presented |
St. Louis |
Interior Design Educators Conference |
Missouri |
Purpose<br>This presentation describes the development of a design studio exercise requiring students to listen to<br>music, create two dimensional representations of that music, and develop these representations into<br>three dimensional interior designs. The exercise uses the transition from auditory perception into visual<br>and spatial thinking to help students creatively conceptualize, breaking left-brain problem-solving<br>dominance. As stated in Drawing on the Right Side of the Brain, Roger W Sperry's 'finding, that the<br>human brain uses two fundamentally different modes of thinking, one verbal, analytic, and sequential, and<br>one visual, perceptual, and simultaneous, seemed to cast light onto my questions about drawing. The<br>idea that one is shifting to a different-than-usual way of thinking/seeing fitted my own experience of<br>drawing ....' (Edwards, 1999. p.xii) Introducing music into their design process encourages students to<br>develop more nuanced designs and design processes, by tying musical structure to elements and<br>principles of design in the creation of interior spaces.<br>Process<br>Music is introduced as a design tool, one that students are familiar with but not familiar working with. The<br>facts that MP3 players are owned by well over 22 million Americans (iPodpalace.com, 2005) and that the<br>Apple store has recorded upwards of 100 million downloads over a 60 day period (Complemedia, 2008),<br>indicate the ubiquity of music in our lives. In this exercise, students listen several times to a piece of<br>music, and create a series of abstract drawings based on their impressions. They use line, shape,<br>texture, color, and value. The resultant drawings generate a model which students use as the basis of<br>their design for a residential or commercial space. The drawing also may serve as a generator for<br>patterns or elements within the space.<br>Relevance to the Profession<br>Many designers and students do not reach for deeper sources of design inspiration than magazines or<br>online images. This 'left-brain' approach looks for the most direct, linear, 'easy' solution to a problem.<br>Too often, the design process starts with selection of furniture and then ends with selection of finishes.<br>There is a lack of exploration and of thinking about space rather than about objects. Introducing the<br>medium of music into the creative process expands the mind and the design possibilities. Since '...<br>qualities of being adventurous, imaginative, and inventive are perceived as important traits across allied<br>design ... fields,' (Portillo, 2002. p.23) this exercise is designed to embed creative exploration in students'<br>design process, a process they will carry with them into professional practice.<br>Conclusion<br>The process of the exercise encourages creativity and complex problem solving. Students have reported,<br>after using this exercise in class, that the exercise helped lead them to new sources of inspiration,<br>strengthen their creativity, and think and visualize in new ways. One student summarized her class<br>experience thus: 'Now, every time I listen to the radio or a CD, visions of abstract and geometric forms<br>will be floating through my head.' (Kraynock, 2006)<br>References<br>Complemedia, Inc. (2008, September 9). iTunes, iPod, App Store statistics. Retrieved October 10, 2008,<br>from http://www.researchcast.com/alpha/?p=95<br>Edwards, Betty. (1999). The New Drawing on the Right Side of the Brain. New York: Jeremy P.<br>Tarcher/Putnam. p. xii<br>iPodpalace.com. (2005, February 17) Who's buying iPod? iPod demographics?. Retrieved October 10,<br>2008, from http://www.ipodpalace.com/view.php?ID=113<br>Kraynock, L., (2006). Reflection on Learning.<br>Portillo, Margaret. (2002). Creativity Defined: Implicit Theories in the Professions of Interior Design,<br>Architecture, Landscape Architecture, and Engineering. Journal of Interior Design, 28(1), p. 23 |
Charles |
Rebecca |
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Invited |
Gustina |
Sweet |
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International |
Music as Design Inspiration: A Cross-Disciplinary Exercise Exploring Music and Design |
2009 |
| Accepted |
St. Louis |
Interior Design Educators Conference |
Missouri |
From Interiors to Apparel: Nature as Teacher<br>Abstract<p>Purpose<br>Nature as inspiration for design is not a new thought, in fact it is ancient. Pythagorus around the sixth century B.C. is credited with the development of the Golden Mean proportioning system that the Greeks believed celebrated a relationship between humans and nature (Ching, 2007). Nature as Teacher is a sophomore residential design studio project that focuses on design process with nature as inspiration. Late in the semester, an apparel professor saw the students' work; '(They) had completed a long journey which ...culminated in a body of process-based work...which was stunningly sophisticated for a group of sophomore college students... Nature as Teacher could be the framework I've been looking for as a means to integrate the power of Nature with the apparel design process...' (Apparel professor, personal communication, February 2008). Would this process cross-over to a different genre?<br>Process<br>Selection of a fruit and vegetable (objects) is the beginning of the design process. Then, research of the objects is expected to establish context. Photographs and sketches document them from various views. They are cut, photographed and sketched to understand the interior and exterior structure. 'Structure governs the way a form is built.... It is overall spatial organization, the skeleton beneath the fabric of shape, color, and texture. Once the internal structure is perceived, then the form can be better understood and appreciated' (Wong, 1977, 14). The process proceeds through an analysis of the objects structure based on the principles and elements of design (Figure 1). Objects are abstracted on graph paper and conceptual models are built of the plan and section views within a size constraint. The final exercise in this phase is to create human scale figures and photograph them with the models (Figure 2). A reflection written about the relationship between the concept models and human scale models begins to shift thinking from concept to reality and the next phase--a design project. The apparel professor adapted this process into an apparel design (Figures 3 4). <br>Relevance to Design<br>A design process establishes a focus and a process that is both rational and creative. A designer, who develops, integrates and practices a design process towards a design solution, infuses the design with deep and thoughtful meanings that arise from a developed concept. A developed concept is the core of designs that are imaginative and creative, address a program, provide for the needs of a client and create a strong sense of place...or with apparel, a strong sense of self. <br>Conclusion <br>We are excited with the way this process progressed and the ease of adaptation from one design area to the next. We believe it shows that a process developed for teaching design from nature in one area can inspire work in another area (Figure 5). 'It forced me to really look at the source of my inspiration, rather than just cursorily picking out the things that I liked about it (color, texture), thereby provided a richer and more meaningful experience' (Apparel professor, personal communication, April 2008). |
Rebecca |
Kate |
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Invited |
Sweet |
Carroll |
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International |
From Interiors to Apparel: Nature as Inspiration |
2008 |
| Presented |
Montreal |
Interior Design Educators Conference |
Canada |
Abstract<br>'You must be the change you wish to see in the world.' - Mahatma Gandhi<p>Purpose<br>The purpose of this paper is to outline an ecological and sustainable research methodology for students in Materials and Specifications classes. This approach emphasizes selection and specification of interior materials and finishes based on research and comparison of product performance, application, and maintenance. The process that is described developed as a result of a 2004 EPA P3 Award: Student Design Competition focusing on People, Prosperity and the Planet (Sweet, Warsco, & Chin, 2004). <br>Ecology is defined as the interrelationships of systems to their environment. With the building industry accounting for 40% of the raw materials used internationally interior designers and merchandisers must understand the interrelationships of their selections on the environment and on the lasting effect their decisions may have for future generations (McGowan). Sustainable design is making decisions today that will have a positive impact or no impact on the quality of life of future generations. Understanding how sustainable design decisions impact ecological systems (social, environmental and economic) will lead to better decision making processes for the selection of materials and finishes for the interior environment (Spiegel & Meadows). To understand the ecological approach to product knowledge students will develop complex problem-solving and analysis skills that will lead to an evaluation methodology for sustainable products.<br>Method<br>Awareness of the scope of sustainable issues is developed through reading, discussing and reflecting on McDonough and Braungart's book Cradle-to-Cradle (C2C) (Appendix A). Beginning the process of understanding a whole-systems or cradle-to-cradle approach to the selection and specification of interior materials and finishes is acquiring information about how products are made, what's in them, where they come from, and where they go when they are no longer wanted. Development of a life cycle impact analysis for a selected interior product fosters understanding of the seven steps in the life of a product from 'Materials Acquisition' to 'Reuse, Recycling or Disposal' (http://www.epa.gov/osw/students/finalposter.pdf) and dramatically illustrates the environmental and economic impact of that interior product (Appendix B). Further increasing understanding about the complexity in sustainable product selection is conducting a modified literature review to identify evaluation systems currently in use--what they evaluate, how they evaluate it, and the most important materials identified that are positive or negative contributors to the environment (Appendix C).<br>Application of knowledge developed throughout these assignments is exhibited through the construction of a rubric (Appendix D) and an evaluation tool for defining and evaluating critical attributes of interior materials and finishes (sample evaluation tool, Appendix E). The analysis of assigned CSI product categories using the evaluation tool (with 90% completion in each category) illustrates the success of the research through the ease of its use or the need for revisions to address areas in question. Students leave the class with valuable tools for the profession, which include a deep understanding of the importance of making the right decisions in the specification of interior materials and finishes, a tool to enable the right decisions to be made, the ability to explain or defend the selection process with facts, and the passion to be advocates and educators for a sustainable future in the industry and beyond.<p>References<br>(APA)<p>McDonough, W. & Braungart, M. (2002). Cradle to Cradle: Remaking the way we make things. NY: Farrar, Straus & Giroux.<br>EPA. The Life Cycle of a CD or DVD. http://www.epa.gov/osw/students/finalposter.pdf. Accessed on October 11, 2007.<br>McGowan, M. (2006). Specifying interiors: A guide to construction and FF&E for residential and commercial interiors projects (2nd ed.). Hoboken, NJ: John Wiley & Sons.<br>Spiegel, R. and Meadows, D. (2006). Green building materials: A guide to product selection and specification (2nd ed.). New York: John Wiley & Sons.<br>Sweet, R., Warsco, K. & Chin, R. Greening Standards for Green Structures: Process and Products. http://cfpub.epa.gov/ncer_abstracts/index.cfm/fuseaction/display.abstractDetail/abstract/7146/report/0. Accessed on January 18, 2008. |
Rebecca |
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Invited |
Sweet |
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International |
Teaching Materials and Specification for Interior Design: How Sustainable is it? |
2008 |
| Presented |
Montreal |
Interior Design Educators Conference |
Canada |
In the introduction to Chambers for a Memory Palace Lyndon and Moore state that 'Places are spaces that you can remember, that you can care about and make a part of your life' (p. xii). This concept originated with the ancient Latin art of rhetoric. Orators would imagine defined architectural structures with specific rooms and decorative items that would be markers for concepts they would develop in their speeches (Yates, 1974). With concepts such as Axes that Reach (Figure 1), Walls that Layer (Figure 2), Canopies that Center (Figure 3), Shapes that Remind (Figure 4), and Light that Plays (Figure 5) Lyndon and Moore are defining markers they believe create a sense of place. Beginning design students are challenged to visually document these markers--to pause, observe, plan and draw. But before instrument meets paper an intellectual understanding of the concepts to be drawn takes place. |
Rebecca |
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Invited |
Sweet |
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March |
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International |
Interior Environmental Poetics and Beginning Design Students:Developing Observation and Drawing Skills |
2008 |
| Accepted |
Baton Rouge |
National Conference of the Beginning Design Student |
Louisiana |
Interior Environmental Poetics and Beginning Design Students: <br>Developing Observation and Drawing Skills that Define a Sense of Place<br>Rebecca Sweet, MFA, CID, ASID, IDEC<br>East Carolina University<br>Abstract<br>Purpose<br>In the introduction to Chambers for a Memory Palace Lyndon and Moore state that 'Places are spaces that you can remember, that you can care about and make a part of your life' (p. xii). This concept originated with the ancient Latin art of rhetoric. Orators would imagine defined architectural structures with specific rooms and decorative items that would be markers for concepts they would develop in their speeches (Yates, 1974). With concepts such as Axes that Reach (Figure 1), Walls that Layer (Figure 2), Canopies that Center (Figure 3), Shapes that Remind (Figure 4), and Light that Plays (Figure 5) Lyndon and Moore are defining markers they believe create a sense of place. Beginning design students are challenged to visually document these markers--to pause, observe, plan and draw. But before instrument meets paper an intellectual understanding of the concepts to be drawn takes place. <br>Process<br>Interior environmental poetics involves the art of designing interior environments that evoke aesthetic and emotional experiences between the designer and the user to convey a sense of place and a perception of human spirit. So what exactly is a poetic way of seeing? How is a sense of place captured in a drawing? Most beginning design students do not know how to observe and draw and capture the aesthetic which is the poetic expression of the interior environment. <br>Lyndon and Moore document 27 themes and compositions that provide opportunities for learning how to observe places that evoke aesthetic and emotional experiences. The process begins by asking questions about how these concepts are related to principles and elements of design, how they order the environment, how they are experienced by users within the environment, and are they part of a shared understanding of space? Do they trigger memories of other places with similar concepts?<br>Relevance to Interior Design<br>To see an environment in a poetic manner means capturing the essence of the place by considering viewpoint, framing, light, shadow, value, and contrast (Ching, 1998). White in Travel Drawing describes the spirit of place as the essence that may not just be the physicality of the buildings but also the light, the ambience, the activity, the history, and the people. (White, 2004). These elements are what set extraordinary projects apart from those that are functionally adequate both in the educational and professional studios. Understanding, discussing and applying these concepts in student drawings and later in projects is developing the art of design that connects with users and creates a sense of place. <br>Conclusion<br>'When I first began this assignment I had a totally different view towards it then I do now. I began looking around for pictures to sketch, and was strictly looking for the 27 items on the list, without really thinking about them. It wasn't until a few days later when I was walking through campus that I noticed myself visualizing certain landmarks or objects that would be a great way to abstractly show Lyndon and Moore's concepts and compositions. Since that day, I started looking deeper into each picture, always struggling to find an underlying meaning, or abstract way of seeing common forms and landmarks' (Radspinner, K., 2006). As the project has now developed over several semesters the next challenge will be to ask the students to develop their own concept that defines a sense of place.<p>References<br>(APA)<p>Ching, F.D.K. with Juroszek S.P. (1998). Design drawing. New York: John Wiley & Sons, Inc.<p>Lyndon, D. & Moore, C. (1994). Chambers for a memory place. Cambridge: The M.I.T. Press.<p>Radspinner, K., (2006). Reflection on Learning.<p>White, E.T. (2004). Travel drawing: Engaging the spirit of place. Tallahassee, FL: Architectural Media Publishers.<p>Yates, F.A. (1974, paperback ed.). The Art of Memory. Chicago: The University of Chicago Press. |
Rebecca |
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Invited |
Sweet |
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National |
Developing Observation and Drawing Skills |
2009 |
| Presented |
Raleigh |
Association for the Advancement of Sustainability in Higher Education |
North Carolina |
The East Carolina University & Pitt Community College Partnership in the North Carolina Sustainable Building Design Competition: A Catalyst for Team-Building and Sustainable Learning<p>Rebecca Sweet, MFA, William Hofler, MS, and Robert Chin, PhD.<p>The North Carolina Sustainable Building Design Competition (NCSBDC) has engaged teams of students from UNC 4-year institutions and community colleges in the design of sustainable residential structures annually since 2001. Their solutions address energy efficiency, renewable energy, building science, water conservation, indoor air quality, universal design, and hazard mitigation. In 2003/4 Pitt Community College and East Carolina University faculty and students in architectural technology and interior design developed a partnership to compete in the NCSBDC. Since then, over 150 students have participated in this collaboration with award winning results.<p>The Partnership developed a unique pedagogy to help students gain a better understanding of team-work and sustainable design. In a classroom setting an architectural office environment is modeled and within each team, students have jobs. Students have the opportunity to use and apply sustainable knowledge and skills learned in their courses as they fulfill their jobs as project managers, designers, code reviewers, or researchers. Students make decisions, defend positions, negotiate, manage time, prepare budgets, and meet deadlines. They create designs that positively impact the designed environment. They experience and embrace diversity, and develop a deeper understanding of themselves. The Partnership is a valuable community and educational resource because it builds bridges between academic institutions. It creates awareness of the value of multiple disciplines working toward common goals. It provides real-world experiences and it develops leadership skills in a learning environment. Most importantly the competition creates a passionate belief in the students that they are the catalysts of change for our environment. |
Rebecca |
William |
Robert |
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Invited |
Sweet |
Hofler |
Chin |
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National |
ECU & PCC Partnership in the North Carolina Sustainable Design Competition |
2008 |
| committee |
description |
role |
servicetype |
standing |
term |
| Dean of the College of Human Ecology Search Committee |
|
Member |
College |
No |
2007-2008 |
| International Education Committee |
IEC became a standing committee in February 2007. Prior to this time the committee was an Ad hoc Committee. |
Member |
College |
Yes |
2006-2007 |
| International Education Committee |
|
Member |
College |
No |
2008-2009 |
| Legacy of Leadership Symposium and Awards Dinner |
Attended the ceremony honoring 100 alumni of the College on their service to society and the College. |
Other Institutional Service Activities |
College |
No |
2008-2009 |
| CIDA Visit |
Preparation and organiztion of CIDA visit exhibitions of student work. Contributed through review of projects, writing Section V: Analysis of the Program's Compliance with Council Standards |
Chair |
Department |
No |
2008-2009 |
| IDMR Personnel Committee |
|
Chair |
Department |
No |
2008-2009 |
| IDMR Tenure and Promotion Committee |
|
Member |
Department |
No |
2008-2009 |
| Joyner Library Collaborative Learning Center Initiative |
Participated in round table discussion with faculty, students, architectural team and library staff to identify key elements needed for this Center and brainstorm on space useage within the Library (Fall, 2008). |
Member |
University |
No |
2008-2009 |
| Servire Society |
University honor for faculty obtaining 100 hours of service beyond our expected academic duties. Induction is 3/26/2009 for the second class of faculty awarded this honor. |
Member |
University |
No |
2008-2009 |
| Chancellor's Dinner |
Invited by recommendation from a colleague for dinner with Chancellor and Mrs. Ballard and 7 other faculty from various disciplines for exchange of ideas concerning the university and many other interesting and engaging topics. |
Other Institutional Service Activities |
University |
No |
2008-2009 |
| Faculty Senate |
Alternate to the Unit Senator, Teller for elections |
Other Institutional Service Activities |
University |
No |
2007-2008 |
| Faculty Senate |
Alternate to the Unit Senator |
Other Institutional Service Activities |
University |
No |
2008-2009 |
| city |
description |
mission |
month |
occasion |
scope |
state |
type |
year |
| Raleigh |
ASID Carolinas 2007-2008 Job Description:<p>Professional Development Director<p>See description of position in .pdf file. |
|
|
American Society of Interior Designers-Carolinas Chapter |
State |
North Carolina |
Board of Directors: Moderate Involvement |
2008 |
| Raleigh |
ASID Carolinas 2007-2008 Job Description:<p>Professional Development Director<p>See description of position in .pdf file. |
|
|
American Society of Interior Designers-Carolinas Chapter |
State |
North Carolina |
Board of Directors: Moderate Involvement |
2009 |
| Greenville |
Hosted a Carolinas Chapter ASID Board of Directors meeting in Greenville. Professional designers held portfolio and project critiques for IDSN students. A reception was held for the Board and ASID members at the Chancellor's Residence on 11.21.2008, a business meeting was held at the Greenville Hilton on 11.22.2008. |
|
|
American Society of Interior Designers-Carolinas Chapter |
State |
North Carolina |
Other Professional Service Activities |
2008 |
| Charlotte |
Developed a field trip for interested interior design students to participate in the IIDA Design Days. <br>IIDA Charlotte City Center Design Days was created to provide enrichment opportunities for design students within the Carolina's. Our second conference proved to be even more successful and more well attended. We had 7 different schools/universities attend, 92 students and faculty. The conference began at Little Diversified in Charlotte with a luncheon and panel discussion by local designers and firm representatives regarding interviewing, hiring strategies, networking, portfolios and resumes. |
|
|
International Interior Design Association Design Days |
Regional |
North Carolina |
Other Professional Service Activities |
2008 |
| Raleigh |
Took 7 students to a membership meeting for IIDA in Raleigh that featured tours of 2 recently completed restaurants with presentations given by the designer and the owner concerning design concept, implementation and post-occupancy evaluation. (October, 2008). |
|
|
International Interior Design Association Regional Meeting |
Regional |
North Carolina |
Other Professional Service Activities |
2008 |
| ayear |
category |
city |
description |
mission |
month |
occasion |
scope |
state |
type |
| 2007 |
Public |
Greenville |
Formation of a steering committee of community leaders including ECU, PCC, Brody School of Medicine, religious leaders, community volunteers, business leaders and bankers with the intent of affiliating with a national home rehabilitation organization Rebuilding Together |
|
|
Rebuilding Together (formation) Steering Committee |
Local |
North Carolina |
Chair of a Committee |
| 2008 |
Public |
Greenville |
http://www.ecu.edu/cs-admin/news/poe/2008/508/upload/poe508.pdf<br>http://www.idec.org/pdf/eRecordFall2008.pdf<br>These are links to articles describing the inaugural RT Pitt County Work Day in Greenville Heights with 125 ECU students and faculty, PCC students and community members. Two homes were rehabilitated for elderly homeowners and the Intergenerational Center in the community was painted on the interior.<br>Value of the project exceeded $75,000 including monetary donations, grants and in-kind donations and labor. |
|
April |
Rebuilding Together Pitt County, NC, Inc. |
Local |
North Carolina |
Chair of a Committee |
| 2008 |
Public |
Greenville |
Rebuilding Together Pitt County, NC, Inc. was incorporated, designated as a 501-c-3 non-profit and affiliated with the national Rebuilding Together organization. In August of 2007, RT PC held 2 work days for 45 volunteers of Beneficial and Household Finance offices in eastern NC (branches of HSBC bank) to assist the Little Willie Center in its move to the Lucille Gorham Intergenerational Center (St. Gabe's property) in west Greenville and convert the former location to their business office. Value of the project was $4 - 5,000. |
|
|
Rebuilding Together Pitt County, NC, Inc. |
Local |
North Carolina |
Chair of a Committee |
| 2008 |
Public |
Greenville |
Member of the Lucille Gorham Intergenerational Center committee for the Community Garden. Supervised the student designer of the garden, spring, 2008. |
|
Spring |
Intergenerational Center Committee for the Community Garden |
Local |
North Carolina |
Member of a Committee |
| 2008 |
Public |
|
Provided four references for graduate study including 4 references for one student. Provided references for 3 recent graduate for jobs. Provided references for 1 student for the Jack Kent Cooke Foundation Scholarship (up to $50,000) and reference for graduate study at SCAD. Provided a reference in support for a recent graduate to proceed with the NCIDQ exam. |
|
|
Scholarship and Job References |
National |
|
Other Community Service Activities |