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Deconstructing Service‐Learning: A Framework for Interior Design
Author(s) -
Zollinger Stephanie Watson,
Guerin Denise A.,
Hadjiyanni Tasoulla,
Martin Caren S.
Publication year - 2009
Publication title -
journal of interior design
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.229
H-Index - 13
eISSN - 1939-1668
pISSN - 1071-7641
DOI - 10.1111/j.1939-1668.2009.01022.x
Subject(s) - service learning , curriculum , service (business) , service design , interior design , field (mathematics) , studio , engineering , engineering management , engineering ethics , knowledge management , computer science , pedagogy , sociology , service provider , architectural engineering , business , marketing , telecommunications , mathematics , pure mathematics
Service‐learning has long been essential to university education. With the literature focusing on extolling its benefits to student learning, little direction is offered to educators interested in approaching a service‐learning project. Applying this knowledge to a studio‐based field like interior design requires additional adjustments, and questions still abound: What must be considered when integrating service‐learning in an interior design curriculum? What are the challenges and opportunities that must be recognized? And, how best can the field take advantage of this teaching pedagogy? As universities are increasing the emphasis on service‐learning in their missions, it is appropriate for interior design to start a dialogue around ways to strengthen its associations with service‐learning. Drawing from a literature review and three case studies from the interior design program of the University of Minnesota, this paper responds to the above questions and posits that only by deconstructing service‐learning projects can educators determine their suitability. The paper proposes a framework, a tool that can guide programs’ decision making of how and if to integrate a service‐learning project in their curriculum. The framework consists of four criteria and sets of considerations relevant to each and sheds light on what service‐learning projects entail. The authors conclude that educators cognizant of the multiple decisions embedded within each of the criteria (relate to course objectives, apply course knowledge, connect to the community, and reflect on learning) enhance their chances for successful service‐learning experiences on all levels: the university, program, students, client, practitioners, and the community at large.