Survey of Teaching Innovations in Interior Design Classes

Abstract

This study was designed to establish an operational definition of innovation as it relates to interior design instruction. The research also addressed the teaching techniques that seem to be prevalent in the most innovative classes. The sample population was selected from members of IDEC who are currently teaching interior design. Faculty were asked to select which of their classes they considered to be most and least innovative and to respond to a series of identical questions related to these classes. Classes in contract/commercial and basic design were cited as being most innovative and history of interiors and drafting the least innovative. Lecture was used most frequently in the least innovative classes, and less time was spent in class discussion and team projects. A greater variety of techniques and more current editions of texts were used in the most innovative classes. Survey results indicate that program mandates concerning course content may impede the application of innovative techniques. The potential for creativity may be enhanced if faculty have the latitude to structure their courses within program objectives.

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