F O C U S R E P O R T S

Research

Cultivating the Next Generation of Interior Designers: The Undergraduate as Design Researcher

KATHLEEN GIBSON, M.A.

CORNELL UNlVERSlTV

W ISSUE

To cultivate better designers and design researchers, should undergraduates test their own hypotheses concerning the built environment?

APPLICATION

A third-year undergraduate student developed a research strategy to investigate how furniture placement affects human behavior. Two different furniture arrangements, one existing layout and one layout designed by the student, were used as the experiment’s dependent variables.

GOAL

Primary goals for this study were to demonstrate how research could be directly meaningful to the undergraduate educational experience in interior design and to increase understanding of the complexities of mentoring young design researchers.

DESCRIPTION

The student was involved in all aspects of the research project from conceptualization and grant proposal writing to data analysis and presentation of results. The entire process occurred within a five-month period.

CONCLUSION

This research experience provided the student with increased confidence and a broader theo- retical background from which to analyze and challenge previously accepted viewpoints held by the design community. To lead the interior design discipline into the next century, young designers should be trained to assess critically and analyze new information and methods.

Undergraduate interior design curricula do not generally include opportunities for students to conduct original experiments dealing with the built environment. In a studio environment, under- graduate students rely heavily on their intuition or solutions that have been accepted in design journals, rather than testing their own design hypotheses. In accepting prior solutions, students are not developing the critical thinking skills necessary to analyze how their design decisions and the design decisions of others will actually influence the world, nor do students learn how to interpret design research, assess the validity of a study’s findings, and understand how this information can be used by the design community.

In other disciplines, especially the natural and social sciences, undergraduate research is re- garded as a rewarding experience for both students and faculty (Chamberlain, 1988). More than 100,000 undergraduate students are currently involved in research nationwide (Mangan, 1989). Many undergraduate research programs are funded by various private and public foun- dations such as the National Institutes of

In reviewing the jrst three years of NSF’s Health, National Science Foundation, Ford Foundation, and U.S. Education Depart- ment (Wilson, 1991). In reviewing the first three years of NSF’s program “Research Experience for Undergraduates,” the

program “Research @m*ence for underqadu- ates,” the agency’s assessment staffconsidered the - - --

agency’s assessment staff considered the experience very valuable in attracting stu- ve?Y vaLwbLe in amacting mdentS to

graduate education. dents to graduate education (“Undergrad Research,“ 1990). Faculty have reported

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that research increased students’ interest in their field of study, and students heralded the re- search experience as a way to gain confidence about making future career decisions (Wilson, 1991). Can interior design education and the profession benefit from undergraduate research? The following case study documents one perspective.

The Research Initiative In a previous sophomore design studio, students were required to redesign the furniture layout of an existing interior space based on informal behavioral observations. Results from the studio project encouraged one student to validate her design hypothesis. A small research project was developed to test the effect of a new furniture arrangement on users’ behaviors.

Literature Search. The student conducted a comprehensive literature search, focusing on the functional and symbolic attributes of furniture arrangement and human behavior (Sommer, 1974; Canter & Lee, 1974; Mintz, 1956; Lee, 1976; Oldenburg, 1992). Literature supported the student’s informal observations of the existing lounge and its users, that is, that sociofugal fur- niture layouts inhibit social interaction. The student’s redesign created a sociopetal furniture ar- rangement in an effort to support social interaction among lounge users.

Defining Objectives and Writing a Grant Proposal. The student redefined the project’s objectives based on information gathered through the literature search. Opportunities to secure funding to support the student’s research project were investigated by the faculty mentor. A grant pro- gram specifically designed to support undergraduate research by the college was discovered, and the student was encouraged to write and submit her research proposal. Funding was later received for this project through this college undergraduate grant program.

Identifying Appropriate Methods. The student investigated a variety of research methods used in studying human behavior and the environment (Bechtel, Marans, & Michelson, 1987; Carlson & Darlington, 1987). These methods were discussed by the student, faculty mentor, and stat- istician. Place-centered mapping was chosen to record the location and frequency of partici- pants’ behaviors.

Data Collection and Analysis. Scaled plans of both existing (pre-) and redesigned (post-) furni- ture layouts were created to assist in recording the type and location of users’ behaviors (see Figure 1). Six behaviors, observed in a pretest, were defined for the experiment: studyinghead- ing, sleeping, intimate social (two people), group social (three or more people), study groups, and relaxing. A seventh category was added for undefined behaviors. Behaviors were ob- served and recorded for both furniture layouts, one week per layout. Data analysis used the furniture arrangements (pre- and post-) as the dependent variable with prediction variables at seven behavior levels.

0 WI I

i r

flgure 1

PreLayout Post-Layout

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Review of Findings. Analysis of the collected data by Logit and fre- quency methods discovered that occupants’ behaviors in the post- layout occurred in opposition to the student’s original hypothesis. The post-furniture layout was designed by the student-designer to create small conversation areas in an effort to increase social interaction and activities among students but instead increased behaviors that were more personal and intimate: studyingkeading and sleeping.

Documentation and Dissemination. In accordance with the grant re- quirements, presentation boards documenting the research project were created for display at a poster session hosted by the college (see Figure 2). A short report was also written to document the results of the research project.

Two Educational Experiences

The experience gave her a new sense of pride in her chosen field of d y . “So

many of my firends think that interior

design is only about aesthetics. Noul I am able to share [a scientijic body ofl

knowledge about design bsmes] with

my firends and classmates.”

The project was successful in demonstrating how research could be directly meaningful to the undergraduate educational experience in interior design and increasing understanding of the complexities of mentoring young design researchers.

For the student, the experience of conducting a scholarly research project was a beneficial addition to the standard interior design curriculum. As anticipated, the student learned about the research process, gained experience in technical writing methods, and gained an under- standing of the importance of empirical knowledge. Three unexpected benefits were also real- ized by the student through this research project. First, the experience gave her a new sense of pride in her chosen field of study. “So many of my friends think that interior design is only about aesthetics. Now I am able to share [a scientific body of] knowledge about design [is- sues] with my friends and classmates,” explained the student. The act of building a knowledge base related to interior design gave the student a deeper appreciation of the complexities of the interior design discipline. Second, the research experience caused the student to redefine her prior concept of research, which included only a narrow literature search in architectural and interior design periodicals and books. Like many underclassmen, she knew-nothing of the depth of empirical knowledge that exists in research journals and psychological abstracts. Unlike other disciplines, relevant literature for interior design is not organized in one cohesive location, nor is it easily found in research data bases. Through this experience, the student believes that she has a “better respect for research than [her] peers because [she] knows all the work that goes into [the process].” Finally, the student’s sense of accomplishment was note- worthy. At various times throughout the process the student was fearful of the amount of re- sponsibility and the quantity of work. Successfully completing this research project caused her to consider further studies in graduate school. “Without this experience I never would have thought of [pursuing] a master’s degree,” she reflected.

The faculty member found by mentoring an undergraduate student through a small research project that for the experience to be rewarding first the student must initiate the research ques- tion. Inquiry by the student will create a level of dedication and self-motivation that does not occur when one is assigned a research topic. Second, supervising an undergraduate student who has no prior knowledge or experience with research methodologies is a time-consuming endeavor, especially for a faculty member with a 100 percent teaching appointment. The fac- ulty mentor must be fully committed to the student and the research project. Next, the student and faculty mentor must be willing to accept the financial requirements if funding is not re- ceived. Financial support for undergraduate research is limited; most grants are directed to- ward graduate research. Finally, the scale and depth of the research project must be appropri- ate for an undergraduate student. A small, well-defined study will provide a challenging exer- cise and still accomplish the primary educational goals.

naum 2 Presentation board created by student, Susanne Walter.

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Whenever there is a simple emm

that most hymen fallfor, there ir

The faculty member gained a few unexpected personal benefits from the mentoring experience. The faculty mentor grew intellec- tually, strengthening current knowledge of research methods, empirical literature, and funding opportunities. Involvement in a small research project created an appropriate avenue for schol- arly activity because the faculty member did not have a research

a mwe sophhicated appointment. Professional challenges encountered by supervis- ing the student in a project of this complexity contributed to the faculty member’s own level of self-esteem and purpose, resulting in a greater enthusiasm for teaching.

version of the Same problem that

experts fall for. (Amos Tvmb,

Implications quoted in Halpern, 1989) This undergraduate research exercise was a successful experience for both student and fac- ulty member. But this exercise may not provide the same positive learning experiences for un- dergraduate students and faculty who are less motivated or uninterested in research opportu- nities. Hence this author does not suggest that individual research projects be unilaterally in- tegrated into present interior design curricula. Instead, the research experience might serve as the nucleus for an honors program in interior design, preparing students for graduate study. Opportunities to encourage scholarly activity in interior design are limited for both students and faculty. Developing a strong honors program, founded in research, may provide an opportunity for undergraduate and faculty achievement in scholarly activity.

summary As we prepare today’s graduates for leadership roles, we must develop in them the ability for critical thought along with the aesthetic and technical skills stressed in the design studio. De- sign students, like students in any other discipline, need to know how to define a problem, collect data, draw valid conclusions, and communicate the results. If not taught these skills, the next generation of designers will be unable to distinguish between valid scholarly research and unsubstantiated beliefs.

The future of the design discipline will depend on interior designers having the intellectual tools to find that “simple error” and to provide an appropriate solution. The undergraduate research project is one method to provide the next generation of designers with the intellectual skills needed to make informed decisions.

References Chamberlain, K. (1 988). Devising relevant and topical undergraduate laboratory projects: The core article

Guerin, D. (1992). Issues facing interior design education in the twenty-first century. Journal oflnterior De-

Halpern, D. (1989). Thought and knowledge: An introduction to critical thinking. Hillsdale, NJ: Lawrence

Mangan, K. S. (1989). Colleges introduce undergraduates to research with eye to building future pool of

Undergrad research judged valuable. (1990, April 2). Chemical Engineering News, 1 7 . Wilson, R. (1.991). Vanderbilt program offers undergraduates a chance to discover the joys-and some-

Selected References (Student’s Research) Bechtel, R., Marans, R., 8 Michelson, W. (1987). Methods in environmental and behavioral research. New

Brebner, J. (1 982). Environmental psychology in building design. London: Applied Science Publishers. Canter, D., 8 Lee, T. (Eds.). (1974) Psychology and the built environment. New York: Wiley. Carlson, P. M., 8 Darlington, R. B. (1987). Behavioral statistics: Logic andmethods. New York: Free Press. Lang, J. (1987). Creating architectural theory The role of the behavioral sciences in environmental design.

Lee, T. (1976). Psychology and the environment. London: Methuen. Mintz, N. L. (1956). Effects of aesthetic surroundings. Journal of Psychology, 47,459-466. Oldenburg, R. (1992). Making college a great place to talk. Planning for Higher Education, 20, 5!3-63. Sommer, R. (1969). Personal space: The behavioral basis of design. Englewood Cliffs, NJ: Prentice-Hall. Sommer, R. (1972). Design awareness. San Francisco: Reinhart Press. Sommer, R. (1974). Tight spaces: Hard architecture and how to humanize it. Englewood Cliffs, NJ.:

approach. Journal of Chemical Education, 75(4), 207-208.

sign Education and Research, 77(2), 9-16.

Erlbaum Associates.

professors. Chronicle of Higher Education, 35(37), 2930.

times frustration-f scholarly research. Chronicle of Higher Education, 37(46), 21-22.

York: Van Nostrand Reinhold.

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Prentice-Hall.

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