A Case for the Expansion of Lighting Design Education

2021 ◽  
Vol 113 (1) ◽  
pp. 56-61
Author(s):  
Shweta L. Reddy ◽  
Alyssa Humphries L. Stewart
Keyword(s):  
Energy Conservation ◽  
Interior Design ◽  
Design Education ◽  
Family And Consumer Sciences ◽  
Lighting Design ◽  
Body Of Knowledge ◽  
Design Program ◽  
The Family ◽  
Consumer Sciences ◽  
Made In

Lighting design is an essential aspect of interior design but very few universities offer students the opportunity to study lighting design in depth as part of their Council for Interior Design Accreditation (CIDA)-accredited undergraduate interior design program. This paper makes a case for including lighting design as an indispensable part of interior design education while also promoting the Family and Consumer Sciences Body of Knowledge (FCSBOK). The rapid and ongoing advancements being made in luminaire design, lighting controls, and energy conservation necessitate attention and expansion of lighting design education within interior design programs.

Integrating the Family and Consumer Sciences Body of Knowledge Into Higher Education

2018 ◽  
Vol 110 (4) ◽  
pp. 49-63
Author(s):  
Wendy Reiboldt ◽  
Sue Stanley ◽  
Kitty R. Coffey ◽  
Heather M. Whaley ◽  
Ani Yazedjian ◽  
...  
Keyword(s):  
Higher Education ◽  
Family And Consumer Sciences ◽  
Body Of Knowledge ◽  
The Family ◽  
Consumer Sciences

The Family and Consumer Sciences Body of Knowledge and the Cultural Kaleidoscope: Research Opportunities and Challenges

2009 ◽  
Vol 37 (3) ◽  
pp. 266-283 ◽  
Author(s):  
S. Y. Nickols ◽  
P. A. Ralston ◽  
C. Anderson ◽  
L. Browne ◽  
G. Schroeder ◽  
...  
Keyword(s):  
Family And Consumer Sciences ◽  
Research Opportunities ◽  
Body Of Knowledge ◽  
The Family ◽  
Consumer Sciences

Historic Preservation: The Boyhood Home of Levon Helm

2019 ◽  
Vol 111 (4) ◽  
pp. 55-61
Author(s):  
Ann Ballard Bryan
Keyword(s):  
Historic Preservation ◽  
Interior Design ◽  
Positive Impact ◽  
Family And Consumer Sciences ◽  
Capstone Project ◽  
Design Program ◽  
Consumer Sciences ◽  
Design Skills ◽  
The University ◽  
Tourism Economy

Historic preservation has significant impact on communities. The purpose of this study was to involve students in a historically based, culturally diverse community project in a rural region of Arkansas in order to make a positive impact in that region. Interior Design Program students (n = 6) within the Department of Family and Consumer Sciences at the University of Central Arkansas adopted the boyhood home of Levon Helm in Marvell, Arkansas, as their capstone project. This site was chosen based on the criteria of the study and was need-based for the Marvell, AR, community. The capstone project charged students to develop a strategic plan using design skills from Family and Consumer Sciences Guidelines in the Housing and Interior Design Area of Study to improve tourism, economy, and civic pride of the rural Arkansas community. The project results: the structure was named to the Arkansas Register of Historic Places, funds were raised for restoration of the property, nationwide publicity was received, and a positive economic impact was realized.

Adapting to the Changing Needs of Family and Consumer Sciences Students: Instructor Perspectives During the Pandemic

2021 ◽  
Vol 113 (3) ◽  
pp. 8-17
Author(s):  
Soo Hyun Cho ◽  
Sarah Taylor ◽  
Michelle Taylor ◽  
Ryan Giffen ◽  
Cheryl Rock ◽  
...  
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Online Instruction ◽  
Basic Needs ◽  
Well Being ◽  
Family And Consumer Sciences ◽  
Lessons Learned ◽  
Body Of Knowledge ◽  
Consumer Sciences

In March 2020, the pandemic brought significant changes to higher education modalities. This paper examines how family and consumer sciences (FCS) instructors in a comprehensive, multi-disciplinary department at a large 4-year university modified instruction and related activities as a response to the pandemic. Using the Family and Consumer Sciences Body of Knowledge as a framework, we illustrate approaches to meet students' basic needs and support their individual well-being during the crisis, and we provide a detailed description of changes in instructional strategies across different disciplines within the department. We highlight the lessons learned by instructors during the transition to fully online instruction and provide suggestions for other FCS programs moving forward.

scholarly journals The Way Forward: Reviewing an Interior Design Curriculum in the United Arab Emirates

2018 ◽  
Vol 1 (2) ◽  
pp. 71-82
Author(s):  
Isra Abu Zayed ◽  
Solomon Arulraj David
Keyword(s):  
United Arab Emirates ◽  
Interior Design ◽  
Design Education ◽  
Relevant Literature ◽  
Project Work ◽  
Teaching Methodology ◽  
Mena Region ◽  
Program Accreditation ◽  
Design Program ◽  
Education Industry

According to Dubai‘s Design and Fashion Council‘s (DDFC) Design Outlook Report 2016, the MENA region will require approximately 30,000 design graduates by the year 2019. This number is nine times the existing amount of design graduations currently produced annually (DDFC 2016). Therefore, the design education industry is continually growing and becoming very competitive. In the UAE, there are currently 11 institutes, which deliver a bachelor‘s degree in interior design. The aim of this paper is to bring forth recommendations to innovate and enhance an existing interior design program at a leading university in Dubai to set it apart from the competition. Utilizing a positivists (realism) approach to be able to determine the necessary reform required for the interior design program through the content analysis of a) relevant literature review, b) review and analysis of two program accreditation bodies, and c) reviewing two of the top five programs of interior design. An analysis of the findings was formed followed by a comparison to the existing interior design program at the selected university then resulted in three conclusions: 1. Improvement of the learning environment and the collaborative project work both within the institution and internationally. 2. Incorporate effective teaching methodology to enhance the student‘s visualization skills through converging and assimilating teaching methodologies. 3. Additional specialization courses to increase the percentage of design course output in the curriculum while additionally incorporating sustainable design within interior design program.

Perceptions of Cluttering Among Communication Sciences and Disorders and Non Communication Sciences and Disorders Students

2017 ◽  
Vol 2 (4) ◽  
pp. 43-53
Author(s):  
Paul G. Blanchet ◽  
Greg Snyder
Keyword(s):  
Undergraduate Students ◽  
Clinical Training ◽  
Speech Rate ◽  
Family And Consumer Sciences ◽  
Significant Group ◽  
Fluency Disorders ◽  
The Family ◽  
Before And After ◽  
Consumer Sciences ◽  
Definition Of

Purpose The aim of this study was to compare perceptions of cluttering of undergraduate Communication Sciences and Disorders majors with perceptions of non-majors. Method A total of 79 undergraduate students served as participants; 37 students were Communications Sciences and Disorders majors enrolled in an introductory-level course. The other 42 students were recruited from nutrition courses in the Department of Family and Consumer Sciences. All students were provided with a written definition of cluttering and also viewed a short segment of an educational video. Students then rated a person who clutters on a variety of speech skills and personality scales. Results Results revealed that the Communication Sciences and Disorders students rated a person who clutters as exhibiting a significantly more inappropriate speech rate than did the Family and Consumer Sciences majors. However, results revealed no significant group differences in ratings of any personality traits. Conclusions Findings do not support the presence of relatively positive perceptions of cluttering among Communication Sciences and Disorders majors, at least not prior to coursework or clinical training. Further research is needed to replicate these findings with larger sample sizes, and to assess attitudes of these students before and after coursework and/or clinical training in fluency disorders.

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