Conference Presentations

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The Design Process through the  Taxonomy of Significant Learning: International Charrette to Cultivate Multicultural Collaboration

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Co-Authors: Heidi E. Schlegel, Professor, RIT, Rochester NY

   Rim Fathallah, Chair Interior Design, Dar Al Hekma University, Jeddah SA

                     

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IDEC East Regional Conference | Scholarship of Teaching and Learning Presentation | Wentworth College

Boston MA | October 2016

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PEER REVIEWED

 

Abstract:

With a proliferation of multinational interior design firms and the increased shift of interior design organizations such as ASID and CIDA towards globalization, design educators must evaluate how best to prepare students for the commonality of international and intercultural collaboration within structures that support the process of significant learning. Such inherent applications train students to not only collaborate internationally on ideas and issues but also develop skills to value and be inspired by culturally diverse opinions.  

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This presentation will review a four-day charrette in response to the IFI’s World Interiors Day through a collaboration of three undergraduate interior design programs from universities in the US and the Gulf Region.  Forty-four students with varied skill sets, ethnicities and cultures, including the deaf and hard of hearing were teamed in groups of four with members from at least two universities.  

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With faculty serving as mentors only, brief instruction was given on teaming, communication methods and a broadly formatted topic was assigned: “Create a biomimetic living environment respecting the culture of all participating parties.” Left intentionally vague, the program encouraged a variety of interpretations with emphasis on process over product. Students developed context and content. Projects were required to have higher levels of biomimetic thinking, cultural sensitivity, express sustainable concepts and elicit a sense of place with goals supported through evidence based design. The final artifact, a poster, had to be expressive of the goals and intent of the design without verbal enhancement.

 

Learning objectives focused on significant learning through the six-part-taxonomy of Fink. Students were required to exhibit creative critical thinking and develop self-directed learning and inquiry skills. They developed in-depth knowledge on concepts of biomimetic thinking through a self-directed process. Human dimension and social connectivity through learning about self and others were an integral part of the experience.   Developing communication methodologies and collaborating with differing educational backgrounds at extreme distance created a great challenge to the students.

 

This experience supported several CIDA 2017 standards with particular emphasis on global context,
communication and the value of risk taking. In-process student interviews and post project feedback surveys supported the evaluation of student experiences and successful learning outcomes. Initially, students had concerns about communication at both the cultural and technical levels; they were missing an inherent aspect of communication including body language.  Eventually stereotypes were overcome with a realization that the other is not all that different from the self. Some teams even developed a personal social connection beyond the project.

The value of experience in international collaboration within the educational environment sets the stage for successful application within the global professional setting. Such ventures polish communication, time management, fast paced creativity and cultural sensitivity. The specific topic on biomimicry was valuable to expand knowledge on a current trend in sustainability. Pedagogically, the integration of the highest levels of Fink’s taxonomy ensured a significant learning experience and all students expressed interest in taking part again in such endeavors.  

 

Hyperspace: A First Week Experience

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Author Heidi S. Tomkiewicz (Schlegel)

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IDEC East Regional Conference | Scholarship of Teaching and Learning Presentation | Ryerson University 

Toronto Canada | October 2015

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PEER REVIEWED

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Abstract:

In 2013, CIDA required accredited programs to report student attrition and retention rates as part of the Student Achievement Data.  This pushed programs to evaluate how they support student retention.  According to research conducted by Strayhorn, the key to student retention is supporting a student’s sense of belonging: without it, academic performance and self-esteem suffer, depression may set in and student retention rates decrease.   Building interdependent relationships within educational programs are key to establishing learning environments that promote a strong culture and sense of belonging.   Student retention is increased when students are bonded with their peers. Freshmen are at highest risk of drop out.  Upper classes are more often strongly grouped within their year level but rarely reach beyond their common peers.  How do we actively reach out in a holistic manner to an entire program in order to create social interconnectedness?  

 

This presentation will address one method: Hyperspace, a first week experience.  Formatted as a design charrette, Hyperspace is an annual learning experience that facilitates departmental and potential interdisciplinary collaboration and mentoring for students of all levels.   Students not only learned to work with their peers, but developed friendships and mentoring relationships they may otherwise not have experienced. 

 

Students were grouped in teams of 4-5 from all year levels (freshman to senior) and tasked with completing a small design project within the college featuring sponsor’s products.  Four problem sets were established (appendix).  The programs consisted of a short paragraph or single sentence; an intensive experiential learning assignment.  A set of five simple design dictates were given that were required to be expressed within the projects; identity, teaming/community building, sustainability, sense of place and form, space and order. Learning objectives focused on understanding the requirements for programmatic development, product knowledge and the industry demand for rapid development of ideas but most importantly: effective teaming.   Students were motivated to participate through competition and small sponsor prizes. 

 

Juniors were tasked with project management in order to challenge the seniors to concede leadership to a subordinate: diminishing the potential for a dictatorial environment.  They had enough knowledge to lead but generally, did not dominate due to educational status.   

 

Post project feedback (appendix) showed students had introspective responses to their own performance and how they related to their peers.  Responses were surprisingly honest and there was a clear pattern represented.  Findings showed that students’ morale was raised, confidence increased and those who would not otherwise rise to a leadership role embraced the position and learned from their successes and failures.  There was a strong understanding that in order to work effectively with others, a proactive work ethic, respect, communication and most importantly; trust, are required.  Relationships were gained, giving that sense of belong to many where it previously lacked.  

 

Building morale, emphasizing teaming and tearing down the traditional hierarchal, territorial separation of freshman, sophomores, juniors and seniors serves to not only to increase student retention at the freshmen level, but enforce the strength of the department as a whole. 

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