How to Meet the CIDA Standards
Each week, students listen to two lectures on a different topic (F&B, Hotel, Workplace, Healthcare, Educational, etc.). Following the lectures, individual students select their favorite project related to the lectures. Then they analyze the project’s sequence and the most salient interactions between behavioral and environmental factors. For their assignment, an abstract was written, a sequence diagram was created, and an axonometric was created. These abstracts and drawings contain the intended and expected outcomes of this project, based on various contextual elements related to each design element. See the overall contents for more information. For each topic, examples of the differences in space caused by cultural differences are provided. As one example, the differences in table dimensions among traditional food cultures result in a difference in distance between users, which is reflected in the different target populations of each cultural food and beverage space, as explained by Robert Sommer’s personal space theory. Additionally to the above assignments and lectures, the instructor introduces how he applies human factor knowledge in his practice. To ensure the quality of his content, he published a paper detailing how he converted this knowledge into the design process. Park, J. and Kim, D., “A Case Study of Medicalized Wellness Clinic Design Process and Result in the Context of an Emerging Wellness Service Market” Proceedings of Design Research Society 2022 Conference, Bilbao, Spain. In addition to the assignments above, there are writing works (APA style): 1) MAP (Meaning, Aspiration, and Purpose) of Adding Value Beyond Implementing Client Needs to Wants and 2) Is the whole greater than the sum of its parts (system thinking)? | Consideration of the value of system thinking through the process of converting needs into wants. Through the writing works, students demonstrated their understandings.
Assignment #13, in addition to the assignments above, requires students to combine their previous assignments to create their own design project. According to assignment #13, students were required to relate their desired values to the built environment by stating the relevance of each.
Each assignment includes a written abstract and two drawings. Each week, students were asked to present their works and to participate in class discussion.
Not only in the lecture, but also in the weekly assignment review session, the instructors introduced relavant theories and concepts. Especially in the case of lighting, he introduced WELL Building Standards and color theories.
With the resources of lectures and reviewes, students were able to demonstrate their understandings in sustainability and wellness. Especially in the writing work “MAP (Meaning, Aspiration, and Purpose) of Adding Value Beyond Implementing Client Needs to Wants,” students developed their personal statments focusing on sustainability.
263
