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Purpose - The purpose of this paper is to explore managers' and employees' opinions regarding privacy in open plan offices and also investigate the relationship between the perception of managers and employees on visual and acoustical privacy in order to provide better design solutions in an open plan office setting.Design methodology approach - The research method is a structured interview. The categorized data are analyzed with percentage of frequency distributions and Chi square analysis. A total of 42 subjects were interviewed and separated in two groups as managers and employees.Findings - It was found that lack of privacy still exists as an unsolved negative aspect in open plan offices. Findings indicated that there is a strong desire for employees to change and control their physical working space when both visual and acoustical privacy is needed in an open plan office setting. Another finding is that there is a difference of opinion regarding visual privacy between managers and employees.Research limitations implications - The limitation of the paper is that the sample is small and all subjects' occupations are computer-related. Future studies are needed to further investigate diverse subjects in a larger population. Any future research instrument would have to be different from a structured interview.Practical implications - Research findings provide valid recommendations to system furniture designers and manufacturers. System furniture design needs to be modular and easily changeable and adjustable for open plan offices.Originality value - The significant contribution of this research is that it provided valid data and makes a valuable contribution to the body of knowledge in open plan office design.

As a new paradigm in healthcare design in the 21st century, evidence-based design (EBD) has played a critical role in the changing hospital architectural design process and shaping new images of hospital architecture. Evidence-based design is research informed, and its results affect not only patients’ clinical outcomes but also medical facility operational efficiency and its staff retention and satisfaction. This research investigated how EBD was implemented in hospital architectural design and how traditional design process was modified to incorporate credible research evidence through a case study at Grand River Hospital in the United States. This study took a qualitative approach with grounded theory methodology. The methods used for this research were multiple sources of data collection through document reviews, observations, and interviews. Findings revealed that the investigation for EBD needs to focus on environment-behavior studies especially in the development of explanatory theory. This study also recommended a modified cyclical design process model for integrating EBD. This redefined design process model requires collaborations with all stakeholders by adding visioning sessions, multiple design charrettes, mock-ups, and the functional performance evaluation to help to implement research evidence and make design decisions to achieve the best possible outcomes.

Freshmen’s Freehand Drawing Abilities with Multi-media: an Analysis of Portfolios with Grading RubricsPurpose This paper presents the results of freehand sketching portfolio analysis. The author hastaught the freehand sketching course for the past five years. Pencil, ink and markers are threemajor media that are introduced in freehand sketching class. It is a freshmen course offeredduring the first semester for incoming interior design major students. Most of the freshmen donot have any drawing experience before they take freehand sketching class. It is required to turnin three portfolios including pencil portfolio, ink portfolio and color portfolio during thesemester. All the portfolios are evaluated by the rubrics. The author has kept all the gradingrubrics over the years. In order to get insight of freshmen’s ability with multi-media and assessthe learning outcomes, the author conducted an analysis based on the grading rubrics. The resultsof analysis provide valuable suggestions to curriculum design regarding freehand sketching.Review of Literature It is agreed by educators and practitioners that freehand sketching is a critical skill fordesigners. It is required by CIDA to incorporate illustrative sketching in interior design curriculum(CIDA Standards). Students need to be able to communicate their design ideas through graphiccommunication skills. Pable (2007) ‘s study indicated that educators and practitioners were unifiedin their positive perceptions of quick 3D sketches as a component of design process, and theybelieve that better design solutions would be generated if quick 3D sketches are used. Currently,no existing literature presents the assessment result of freshmen’s freehand sketching ability usingmulti-media after the first semester. Therefore, in order to teach sketching course more effectively,it is necessary to do an analysis or assessment of learning outcomes. The results will be a valuablereference for curriculum and course design.Process The analysis method is using rubrics in the grading sheets. The categorized data areanalyzed with percentage of frequency distributions. Subjects were chosen from the past threeyears who took the freehand sketching classes. Normally there are twenty students in each classsession. The class is offered in both fall and spring semesters. All the students are freshmenmajoring in interior design and some of them are majoring in architectural engineeringtechnology. Subjects’ portfolios were analyzed based on the grading rubrics. The commonrubrics for three portfolios are value, line quality, perspective, materials presentation anddrawing composition. The data were summarized based on the rubrics of three portfolios.Summary of the Results The results revealed that the ability of presenting appropriate value in the drawing is aweakness for all these media at the end of the semester. Another finding of this analysis is thatthe ability to draw accurate perspectives still needs to be further developed. Pencil portfoliopresented better understanding of value than ink portfolio. Color portfolio presented better skillsof drawing perspectives. This can be explained by the nature of the class progress that the colorportfolio is the last portfolio during the semester. As conclusions of this analysis,recommendations were made for future freehand sketching class improvement.Referenceshttp://www.accredit-id.org/accredmanual.pdfPabel, J. (2007). Quick Three-Dimensional Sketches: Educator and Practitioners’ Use, PersonalCompetency, and Perceptions of interior Design Student Preparedness. Proceedings. pp. 271-278. 2007 Interior Design Educators Council International Conference, Austin, TX.

This paper presents a preliminary study and comparison of digital drawings, which are transformed from freehand sketching by using Photoshop. With the development of new software, digital drawings are used more and more extensively in the design field. However, freehand sketching continues to provide unique and vital capabilities to interior designers and architects in allied fields (Laseau, 2004). In order to balance both freehand sketching and digital drawing to meet the requirements of the current trend, it is necessary to explore a new technique of transformation from freehand sketching to sophisticated digital drawing. The transformed drawings should represent the characters of both freehand sketching and digital drawing; especially it presents certain qualities that hand-drawn drawing can not present. Therefore, a preliminary study on how to transform freehand drawing to digital drawings was undertaken. Most importantly, this preliminary study compares the characteristics of transformed digital drawings with characteristics of freehand sketching in order to make recommendations about conversion from hand-drawn to digital drawings for professional practice and education. This paper presents a procedure of transformation from traditional sketching to digital by Photoshop. It also presents a series of transformed drawings and hand-drawn drawings. A comparison list was created to describe the characteristics of both hand-drawn and digital drawings. This study provides valuable suggestions to the body of knowledge of graphic communications. It will benefit both design education and professional practice. 1. Introduction The objective of this study is to explore a method that can transform freehand sketching to digital drawing and keeps the characters of freehand sketching. The software used was Photoshop. The first of three steps involved in this preliminary study include freehand sketching or freehand drawing for perspectives or floor plans or isometric drawings with line drawings. The second step is to scan the freehand drawn line drawings and make them PDF files. The third step is using Photoshop to edit the scanned drawing and applying materials and gradient fillies. Finally, a comparison list of both freehand drawing and transformed digital drawing is presented in this paper. Freehand Sketching is a means of communication for designers. Students and practitioners frequently call upon freehand drawing skills to communicate ideas or support a point of view with clients, colleagues and instructors. At other time, freehand drawings will be utilized to better understand aspects of one’s own design or to refine them. It is used extensively in the design process, especially schematic design. Designers need to effectively convey their ideas both visually and verbally. Therefore, the ability to draw and sketch becomes an important skill for designers because it supports a relaxed and fluid conversation among designers and clients. Most designers and architects agree that the freehand sketching process is a creative

This paper presents an analysis result of collaborative studio course that engages students, faculty and practitioners. The collaborative studio is one of the two sequential capstone courses. As the capstone studio experience of students’ academic design career, these two capstone courses encourage students’ initiative and independence in design. Students are required to choose a practitioner as a reviewer for their projects. Reviewers are expected to come to the design presentation critique at least twice during the semester. Throughout the semester, students are expected to share their information and views and to engage peers and visiting professionals in meaningful dialogue. The collaborative studio was assessed by two approaches. One is final oral presentation and the other one is final project evaluation. Four assessment elements were used for the oral presentation. They are technical content, clarity, visual materials and response effectiveness. Five assessment elements were used for final project evaluation. They are composition, graphic presentation, professionalism, functionality and synthesis. Based on the data analysis, it is clear that engaging practitioners in a collective studio can solve the design problems from more technical and professional perspectives. One significant finding emerged from this analysis reflected the strong correlation between technical content and design outcomes. Statement of Purpose Introduction of the Background of collaborative Studio This paper presents a study that analyzes students’ design solutions in a collaborative studio. Students were required to engage a partnership with practitioners at the beginning of the collaborative studio for the entire project design process. The major 17-week-long studio is designed to allow students’ individual exploration of a project type of their specific interest. Their selections on building and design problem have to address the current social, cultural, emotional and political issues of the surrounding area. Awareness and exploration of differences in the physical abilities of those who use the spaces is critical. ADA accessibility has to be addressed for the projects. Code research or review is a major step while students are preparing project proposal. This studio course is designed to encourage students’ independence in all aspects of design and project management, to implement knowledge gained during the education to all phases of a design project, and to serve as a link between their academic and professional design career. Studio design projects will demonstrate students' competency levels in concepts presented as well as in problem solving and presentation techniques. The studio is the problem-based learning studio that instructs the students through inquiry, critical thinking and graphic resolution. The studio covers various project types which include residential, office, hospitality, institutional, health care and retail.

Research findings confirm that service learning can benefit students, faculty, institutions, and communities by offering “real world” experience to students and quality design solutions to communities or organizations.2, 7 Currently, many universities have integrated service learning and civic engagement in university mission statement and curricula. However, the students’ emotional and psychological pattern in the design process through service learning has not been explored. This paper presents the result of the assessment of a service-learning project in a studio course for sophomore students majoring in interior design. The project is to design a single family house for Habitat for Humanity with an ADA accessible bath and kitchen. Data from students’ reflective journals is used to draw a descriptive map of the social-psychological stages that occur during service-learning. In addition, textual analysis reveals that students progress through three identifiable stages of development: exciting but lost, comfortable, and engagement. The recommendations were made to the body of knowledge of service learning. To increase the effectiveness of service-learning outcomes, faculty members must understand these specific cognitive processes that accompany community-based learning. Statement of Purpose This paper addresses the social-psychological aspects of students’ participation in the design process of an ADA accessible project for Habitat for Humanity (Habitat). Habitat is a self-help housing organization devoted to build “simple, decent, and affordable” housing for low income families. Homes are built using volunteer labor and are sold at no profit, with no interest charge on the mortgage. Accessibility is an important issue in current housing design for Habitat. An accessible house is one that can be approached, entered, and used independently by people with mobile disabilities. The nature of the project provides unique opportunities for students to understand the role of public service in making meaningful social contributions. This is a 4-week studio project that joins students, faculty and community partners together. Besides traditional design studio activities, students, faculty, and community partners worked together to help students experience a real project design process and real client interactions. Students have the opportunity to explore the links between community service and interior design. This project addresses several 2007 CIDA (Council for Interior Design Accreditation) 4 indicators regarding codes and regulations, barrier-free design guideline, as well as professional values and community service. The reason this course differs from most other courses is the students’ work and design will become a community partners’ potential design solutions. According to Dewey’s 6 learning-by-doing theories, participation, or doing action involved in learning experience can lead to personal growth and professional growth. Service-learning in higher education is intended to increase students’ civic responsibility and enhance learning. The

Although there are plenty of AutoCAD books available for architects, interior designers, and engineers, it has been difficult for the author to find an appropriate textbook for students who major in interior design while teaching AutoCAD, especially 3-D AutoCAD at the sophomore level. Most existing 3-D AutoCAD textbooks are more engineering oriented. Industrial machine components such as bolts and nuts are commonly used as tutorial examples. The author also found that existing 3-D AutoCAD textbooks are lack of art and design subjects particularly subject matters of interior design and visual presentations. Therefore, it is necessary to develop course materials and to create tutorial examples that are relevant to interior design and architectural design with graphic images. Currently, limited generic procedures were found in the textbook to guide students to create 3-D architectural components and interior space models with 3-D AutoCAD. Therefore, creating appropriate tutorial examples is becoming more crucial in course materials. This article presents the tutorial examples and case studies with images in the newly developed course material, as well as how those 3-D examples and case studies were created. The author received a faculty research grant during summer 2006 to explore innovative design methods by using 3-D AutoCAD to achieve form transformation and space interlocking in design process. The goal of this research project is aimed specifically at the task of developing generic procedures for creating architectural components by using Boolean operations. This newly developed course material will be used in AutoCAD courses especially for 3-D AutoCAD. It provides students with more systematic and comprehensive tutorials and case studies. The author integrated two case studies of reconstruction of the masterpiece architecture in this course material because it is a research topic that many researchers and scholars are exploring. It provides the three-dimensional visualizations for these scholars to explore the hidden treasures in the past and to get inspirations for today’s design. These two case studies also presented typical architectural components, such as, triangular pediments, domes and barrel vaults in the application of Boolean operations in 3-D AutoCAD. The significance of this newly developed course material is that it provides more relevant interior design and architectural design tutorials and case studies with generic procedures, as well as visual presentations. Objectives of Course Materials The first objective of this AutoCAD course is for students to learn both surface modeling and solid modeling methods. Since Boolean operations are powerful features of AutoCAD to generate more complex forms, the second objective is to effectively demonstrate how to use Boolean operations and in the mean time to inspire students design creativities. Another objective of this course is to present procedures of creating architectural components as comprehensively as possible because most of AutoCAD textbooks are using interior design unrelated components as examples.