The student as software developer: Engaging interior design students in shaping their educational experiences
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The Department of Art and Design offered the degree Bachelor of Fine Arts in three curricular areas: Graphic Design, Integrated Studio Arts, and Interior Design. The department also offered the degree Bachelor of Arts in Art and Design. The department also participated in the undergraduate minor in design studies.
The department offered the degrees of Master of Fine Arts in Graphic Design, Integrated Visual Arts and Interior Design, and Master of Arts in Art and Design, with degree specialization in interior design, graphic design and environmental graphic design. Graduates have a broad understanding of visual communication, problem solving, and interdisciplinary studies.
History
The Department of Applied Art was first recognized as a department in the Division of Home Economics in 1919. The department was incorporated into the College of Design in 1978. The name was changed to the Department of Art and Design in November 1978. In 2012, the Department of Art and Design was divided into four departments Graphic Design, Industrial Design, Interior Design and Integrated Studio Arts.
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1919–2012
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- Department of Applied Art
- Department of Domestic Art
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- College of Home Economics (previous college, 1919–1978)
- Department of Graphic Design (successor, 2012)
- Department of Industrial Design (successor, 2012)
- Department of Integrated Studio Arts (successor, 2012)
- Department of Interior Design (successor, 2012)
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Abstract
The purpose of this paper is to present an application of a constructivist learning strategy for interior design students. In an upper level undergraduate seminar course, Technology and Design Thinking, students were asked to develop a digital learning tool that would assist them in the design studio. Entrepreneurial in nature, this class challenged students to think about an instructional technology tool/tutor/tutee application that they would want to use in the studio. What is lacking in the existing studio environment that might be also useful to their fellow classmates? Is there a niche that they might be able to fill that could help many people in their design thinking? This course required design students to integrate readings and discussions from educational psychology, instructional technology, and interior design education. Central to this project was a seminal work by Taylor (1980), which positioned the learner and computer relationship into one of three main categories—computer as tool, tutor, or tutee.