COURSE DESCRIPTION:

Interior Design Studio with an emphasis on work space productivity and the various environment conditions that support workflow.

COURSE OBJECTIVES:

• Develop a deeper understanding of the concept of “work” and how it influences all aspects of the design of the work environment.
• Integrate interior design image and space programming to design meaningful and productive workspace.
• Exposure to concepts and components involved with the planning and implementation of systems furnishings.
• Develop research skills for continuing education on client spaces and integrate the information obtained from reference materials (literature reviews), discussions, and survey materials (interviews, observation, and questionnaires).

COURSE OBJECTIVE:

The Interior Design Studio will expand upon the knowledge base achieved in previous studios and lecture courses. The primary focus of the class will be working towards a partial-scope office planning and design project.  Projects will allow students to experience the design process, with an emphasis on programming and planning, as well as an understanding of open office systems furnishings, creation of a sense of place through development of a concept. Assignments will focus on human factors.

Productivity in the workplace can be streamlined or inhibited by an interior architectural designer.  Interior designers shape how work is accomplished, and even contribute to human fulfillment that is derived from work. Defining the workplace is a complex endeavor. Individuals performing the work and the work are constantly changing.  No single solution can accommodate all aspects of a company’s work. Also, political, economic, and environmental aspects impact the workplace and workplace culture. Therefore, the interior designer is a central player in the creation of work, workplace satisfaction, productivity, and performance. The workplace environment must holistically address the needs of the business, be it work teams, alternative officing, traditional office space or satellite offices.

Class time will be focused primarily upon studio work, discussions, critique of student work (by students, the instructor, and outside design critics), discussion on “clients,” field trips, and literature reviews.  Studio assignments and readings are outlined in the following course schedule.

READING MATERIAL

www.informedesign.org. select 10 articles and summarize them for presentation to the class. Turn in a summary page of all articles, two to three sentences per article.

Optional reading:

• Becker, F., and Sims, W. (2000) Offices That Work: Balancing Cost, Flexibility, and Communication. New York: Cornell University International Workplace Studies Program (IWSP). http://iwsp.human.cornell.edu/pubs/pdf/IWS_0002.PDF
• Roelofsen, P (2008) “Performance loss in open-plan offices due to noise by speech” Journal of Facilities Management, Volume 6 Issue 3 p 202-211
• Haynes, B.P. (2007a), "An evaluation of office productivity measurement", Journal of Corporate Real Estate, Vol. 9 No.3, pp.144-55.
• Haynes, B. (2007b), "Office productivity: a theoretical framework", Journal of Corporate Real Estate, Vol. 9 No.2, pp.97-110.
• Haynes, B. (2007c), "Office productivity: a shift from cost reduction to human contribution", Facilities, Vol. 25 No.11/12, pp.452-62.
• Haynes, B. (2007d), "The impact of the behavioral environment on office productivity", Journal of Facilities Management, Vol. 5 No.3, pp.158-71.
• Haynes, B. (2008), "The impact of office comfort on productivity", Journal of Facilities Management, Vol. 6 No.1, pp.37-51.
• Haynes, B (2008), “The Impact of office layout on productivity”   Journal of Facilities Management, Volume 6 Issue 3 Page 189-201 http://www.emeraldinsight.com/Insight/viewContentItem.do?contentType=Article&contentId=1733520
• Bowles, M. (2007, summer). The power to define. Perspective, 8-10, 12, 14, 16-17.
• Kahn, L. (2007, summer). The power to adapt. Perspective, 20-22, 24. 26, 28-29.
• Sant, A. (2006, March). Offices ‘talk.’ Interiors & Sources, 16-18.
• Stewart-Pollack, J., & Menconi, R. (2005). Designing for privacy and related needs. Fairchild [ISBN #1-56367-340-1], pp. 96-123.
• Tucker, M., Smith, A. (2008), "User perceptions in workplace productivity and strategic FM delivery", Facilities, Vol. 26 No.5/6, pp.196-212.
• Davenport, T 2005, Why office design matters, Harvard Business School Working Knowledge, viewed 25 March 2006, http://hbswk.hbs.edu/item.jhtml?id=4991&t=organizations 
• Knoll Inc.  (2007). Research Foresight: A Map for the Emerging Workplace: The Y in the Road.  Retrieved from www.knoll.com
• Herman Miller. (2004). Evolutionary psychology and workplace design: Doing what comes naturally. Retrieved from www.hermanmiller.com
• Richmond, H.  (2006, June).  Change is the Only Constant. Contract Magazine, pp.1-3 online.
• Powell, B.  (2008, December). Gensler Workplace Survey. Office Insight, pp. 3-8. 

ASSIGNMENTS & EVALUATION:

• Week 1: Course introduction, Research Phase (Selection of your client, Literature Reviews)
• Literature Reviews:  Students are expected to write a two sentence to one paragraph summary of each reading assignment.  Students will be asked to summarize literature reviews during class week two.

• Week 2: Data Collection (Initial Project Phases including Walkthroughs, Focus Groups and Interviews described). Students should have completed written programs for a selected client (approved by instructor); Students will present programs to the class for review. The program must include, common spaces (reception, conference, support, loading dock), office personnel with work to be preformed in each space defined
• Week 3-4: Finalize Program (Space and Image) , Conceptual Design
  • Students are expected to prepare a concept that has a strong relationship to the client and the program. the elements are expected to create a dialogue.
  • We will study ideas that will engage, emphasize and focus the concept into design rules for space planning and interior architecture. For example, the use of negative and positive space (figure/ground, implied space, solid/void), creating or emphasizing space (defining space with other spaces, the arrival to create significance, denial/reward, like/different, equal/unequal, missing space, view, counterpoint, symmetrical/asymmetrical, simplicity/complexity/created simplicity and complexity).
  • students are expected to consider lighting (natural and artificial), views from the inside out and outside in, details as well as the whole, circulation (primary and secondary), behavioral theory, elevation as well as plan, finishes (color, texture, material)
  • Students are expected to justify design decisions based on function and the concept.
  • Students are expected to reflect on their design in relation to their concept and program, evaluate the success of their own work and be flexible to drop, add or reorganize design elements.
• Week 4:  Students are expected to have a clear demonstration of design intent:
•  A space design reflecting the program providing as many sketches or drawings that will convey the design and concept.
• One Floor Plan with general areas of work designated.
• Students are expected to have selected the systems furniture(s) to be used. 
• One detailed drawing of a conceptual workspace (team environment, alternative office, other). 
• Week 5-7 Finalize plan, Finalize Detailed Work Area, Select a few general finishes that reflect the overall concept of the space and the image program.
• Week 8-10: Students are expected to turn in:
• Program of (Space/Influence/Schematic Design)
• Schematic design drawings
• One Floor Plan that meets building code requirements as it relates to access and egress.  The plan must include furniture in general (note detailed work area), follow an image concept and workflow described in the program and integrated throughout the environment.
• Work Area/ Furniture Detail of one workspace (team environment, alternative office) that would be incorporated throughout the floor plan as noted on the plan. 
• Cut sheets of the furniture systems(s) to be used this can be included in the work area detail above.
• General finishes conveying the overall concept/influence of the space. these must be size appropriate, for example flooring should be the largest piece.
• the point of the final presentation is to convey to a client an overall view of the project direction.

• Breadth of Knowledge (BoK) area(s) designated as fulfilling and Indication of the Baccalaureate Competencies of the University of Cincinnati General Education Program that the course addresses

Standard 1.  Curriculum Structure.  The curriculum is structured to facilitate and advance student learning.
(P) 1e.  The curriculum MUST provide exposure to a variety of business, organizational, and familial structures (for example, for-profit, non-profit, publicly vs. privately held, hierarchical, flat, co-housing, nuclear and extended family).
(S) 1h.  The program MUST provide:  interaction with practicing professionals (for example, as jurors, project critics, guest lecturers, mentors).
Standard 2.  Professional Values.  The program leads students to develop the attitudes, traits, and values of professional responsibility, accountability, and effectiveness.
(S)  2a.  The program MUST provide learning experiences that address:  client and user needs and their responses to the interior environment.
(P)  2f.  The program MUST include learning experiences that incorporate:  creative thinking (exhibit a variety of ideas, approaches, concepts with originality and elaboration).
(S)  2g.  The program MUST include learning experiences that incorporate:  the ability to think visually and volumetrically.
(S)  2h.  The program MUST include learning experiences that incorporate:  professional discipline (for example, time management, organizational skills).
Standard 3.  Design Fundamentals.  Students have a foundation in the fundamentals of art and design; theories of design, green design, and human behavior; and discipline-related history.
(S)  3f.  Student work MUST demonstrate understanding of design fundamentals including:  the relationship between human behavior and the built environment.
Standard 4.  Interior Design.  Students understand and apply the knowledge, skills, processes, and theories of interior design.
(S)  4a.  Student work MUST follow a process and demonstrate the ability to:  apply 2-dimensional design elements and principles in interior design projects.
(S)  4b.  Student work MUST follow a process and demonstrate the ability to:  apply 3-dimensional design elements and principles to the development of the spatial envelope (for example, volumes of space, visual continuity and balance, visual passages, interconnecting elements).
(S)  4c.  Student work MUST follow a process and demonstrate the ability to:  select and apply color in interior design projects.
(S)  4e.  Student work MUST demonstrate programming skills, including:  identification of client and user needs.
(S)  4i.  Student work MUST demonstrate competent schematic design, concept development, and problem solving skills including:  space planning (adjacencies, circulation, and articulation and shaping of space).
(S)  4j.  Student work MUST demonstrate competent design development skills in:  selection of interior finishes and materials.
(S)  4k.  Student work MUST demonstrate competent design development skills in:  detailed and developed layout of furniture, fixtures, and equipment.
(P)  4l.  Student work MUST demonstrate competent design development skills in:  detailed and developed furniture selection.
(S)  4m.  Student work MUST demonstrate competent design development skills in:  space plans, elevations, sketches, and study models (computer-generated or manual).
(S)  4o.  Student work MUST demonstrate competent design development skills in:  justifying design solutions relative to the goals and objectives of the project program.
(S)  4q.  Student work MUST demonstrate competent skills in preparing drawings, schedules, and specifications as an integrated system of contract documents, appropriate to project size and scope and sufficiently extensive to show how design solutions and interior construction are related.  These could include construction/demolition plans, power plans, lighting/reflected ceiling plans, finish plans, furniture, fixtures, and equipment plans, data/voice telecommunication plans, elevations, sections, and details, interior building specifications, furniture specifications, finish schedules, door schedules, etc.  (The intent of this indicator is to demonstrate how contract documents are used as an integrated system.  Documents should not be scattered across the curriculum, but neither do all examples need to be evidenced in a single project).
Standard 5.  Communication.  Students communicate effectively.
(S)  5c.  Student work MUST demonstrate competence in:  presentation of color, materials, and furnishings (for example, sample boards, collages, mock-ups, digital representations).
(S)  5d.  Students MUST:  express ideas clearly in oral presentations and critiques.
Standard 6.  Building Systems and Interior Materials.  Students design within the context of building systems.  Students use appropriate materials and products.
(P)  6e.  Students MUST demonstrate understanding that design solutions affect and are impacted by:  data/voice telecommunications systems.
(P)  6k.  Students MUST demonstrate understanding that design solutions affect and are impacted by:  interface of workstation furniture systems with building systems (for example, columns, fenestration, convector units, and power sources).
Standard 8.  Business and Professional Practice.  Students have a foundation in business and professional practice.
(P)  8a.  Students MUST demonstrate understanding of project management practices:  estimating (for example, project costs, fees).

• Prerequisites and co-requisites; First Year Studio

• Electronic Communication Policy;  All emails must be delivered with a read receipt option.  Students should not assume an email has been read unless they have a read receipt.

• Class Attendance Policy;  All Students are expect to attend all classes.

• Pass/Fail Option, Audit Policy, and Withdrawal Policy;  The Class will follow University policy.

• Class Grading Policy;  Students will be graded on
• Literature Reviews,
• Understanding of workplace and workflow principles
• Understanding of Program use in design concepts
• Materials submitted at midterm and final review.

• Academic Integrity Policy: The University Rules, including the Student Code of Conduct, and other documented policies of the department, college, and university related to academic integrity will be enforced. Any violation of these regulations, including acts of plagiarism or cheating, will be dealt with on an individual basis according to the severity of the misconduct.

• Special Needs Policy:  If you have any special needs related to your participation in this course, including identified visual impairment, hearing impairment, physical impairment, communication disorder, and/or specific learning disability that may influence your performance in this course, you should meet with the instructor to arrange for reasonable provisions to ensure an equitable opportunity to meet all the requirements of this course. At the discretion of the instructor, some accommodations may require prior approval by Disability Services.

 

vernacular housing studio

Course Description:

Culture, Materials, History and Architecture, a Design Charette

Students will be asked to design a residential bungalow.  In this charette students must study and consider the cultural and social implications involved, environmental conditions and explore the architectural concepts of space, form, function, and technology suitable to a specific region of the world.

Historical methods of construction, material selection and space design reach beyond aesthetics.  There is a context for these methods in current residential architecture as a basic for the program of the family (culturally and socially) and to meet the demands natural elements and energy needs place on structure.  Students will select a context for a small residential home, develop a historical, social and cultural program unique to the region and develop schematic designs and select materials for the interior of the home in response.

Learning Outcomes of the course

1. Understand and begin to debate some basic concepts which frame architecture practice, past and present.
2. Demonstrate an understanding of the ethical implications of the distinction between clients and users.
3. Develop awareness of the social, cultural, urban and ecological consequences of architecture (materials, interior space design, construction methods, energy and cost).

Course Objectives

1. To expose students to the basic components of architectural aesthetics, basic technical requirements, selection of materials and overall planning of the built environment.

Textbooks and materials: 101 Things I Learned in Architecture School (Hardcover) by Matthew Frederick (Author) and reading material suitable to the selected region.

Computer Science: Computer Aided Drawing (CAD) studio

Course Description:

This course is designed to teach computer aided drawing as well as MS Excel and MS Word to design students.  Class is offered at three levels from introduction and basic fundamentals to proficient use of the computer as a drafting and design tool including 3d and architectural building database use.