Family Studies and Interior Design

THEORY |
This paper investigates the design thinking process in novice designers as they transition between two-dimensional and three-dimensional space. The design process as ‘design thinking’ is described as a cyclical process involving identifying a problem, testing perceptions, proposing solutions, and then reinterpreting the problem and solutions until an acceptable result is derived (Zeisel, 2006).  The transitions between each step in this process pose a challenge to novice designers with under-developed spatial thinking skills. This study identifies a workflow strategy to bridge the gap in spatial thinking by activating the processes of design thinking through specific tactics.

Design thinking and the design process: Previous understanding of the creative thought process has focused on differences between left-brain and right-brain thinking. The left-brain versus right-brain approach has been exposed as misdirected in studies using functional MRI results (Aziz-Zadeh, Liew, & Dandekar, 2013). In recent years new research revealing changes in spatial and cognitive thinking processes shows employing problem-solving strategies using thought processes from both brain hemispheres is most effective. Applying this knowledge is useful in helping novice designers in their design process. Designers acquire knowledge through engaging and reflecting on design activity, using and reflecting on the "artifacts of the artificial world" (Cross, 2001). Developing effective spatial understanding skill relies on a re-interpretation of how spatial skills are developed and applied to the design process.

FRAMEWORK | METHOD
In the first segment of the study novice designers began the design process with the selection of an appropriate piece of writing on the topic. The stages included: 1) analysis of the writing into development of a series of two-dimensional drawings; 2) translation of the series of two-dimensional drawings to a series of three-dimensional representation; 3) and finally, translation of the three-dimensional abstraction to a three-dimensional inhabitable space. In the second segment of the study the initial stage was adjusted to include a three-dimensional actual object (visual) in conjunction with the writing (verbal). In both studies the shapes and forms that resulted were evaluated using the Consensual Assessment Technique (CAT)(Amabile, 1982).

At the conclusion of the ideation process each novice designer prepared a written reflection on their thinking process to elicit the self-perceived level of spatial understanding, thought process and level of synthesis at the later stages of process development. Each participant identified specific successes and challenges in the process of re-conceptualizing the two-dimensional abstract shape into a novel three-dimensional form. An analysis was performed to understand congruency between the CAT assessment and a content analysis of the reflection.

IMPLICATIONS
Novice designers are concurrently developing their spatial understanding and design thinking skills when focused on the transition between two-dimensional to three-dimensional thinking. Spatial outcomes for novice designers improved when visual and verbal strategies were combined. The novice designer benefits from access to the right tools, strategies for an enhanced process, experience using the process, and reflective thinking throughout the process. Using both physical objects and abstract ideas engages critical thinking processes and aids designers in transferring spatial knowledge from 2D shapes to 3D forms.


REFERENCES

Amabile, T. (1982). Social Psychology of Creativity: A Consensual Assessment Technique. Journal of Personality and Social Psychology, 43(5) 997-1013.

Aziz-Zadeh, L., Liew, S., and Dandekar, F. (2013). Exploring the neural correlates of visual creativity. Social cognitive and affective neuroscience 8(4) 475-480.

Cross, N. (2001). Designerly Ways of Knowing: Design Discipline versus Design Science. Design Issues, 17(3) 53-54.

Zeisel, J. (2006). Inquiry by Design: Environment/Behavior/Neuroscience in Architecture, Interiors, Landscape, and Planning. New York: W.W. Norton & Company.

Just as old manuscripts were effaced to make room for new writing, old ways of communicating concepts in the design profession must be modified to maintain their relevance in what is becoming a crowded landscape of visual communication methods available to the design student.

There are few published evaluative studies on the educational preparation of Family Life Educators. This research used principles of good practice in the Scholarship of Teaching and Learning (SoTL) in evaluation of an undergraduate Family Life Education (FLE) methods course that provided students applied experiences completing low-, medium-, and high-dosage FLE projects. Undergraduate students (n = 29) reported perceived educational outcomes from completing the FLE methods course. Researchers derived results from a qualitative priority analysis and included quantitative results for triangulation purposes. Students reported significant increases in their knowledge regarding FLE through course participation. They also reported learning processes related to collaboration in FLE, skills for planning and implementing FLE, and knowledge regarding low-, medium-, and high-dosage FLE. Discussion focuses on results in terms of consistency with learning objectives and instructional theory.

The relationship literature describes that declining commitment leads to breakup. The goal of this article is to distinguish declining commitment and breakup to clarify this claim to better understand relationship processes. Data comes from a longitudinal study of heterosexual dating couples (N = 180). Both individuals in the relationship independently graphed changes in commitment to wed their partner and reported reasons for each change monthly for eight consecutive months. Frequency and intensity of decreased interaction, relational uncertainty, and alternative partners were measured across periods of stability (increased or stable levels of commitment to wed) and declining commitment (decreased commitment to wed that was at least one month in duration). Hierarchical linear models revealed that more frequent reports of these characteristics were associated with declining commitment rather than stability. Using survival analyses, intensity of each characteristic predicted breakup versus declining commitment. Implications for relationship processes are discussed.